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Our winner of the blocks made at the store

Our bailiff, Mr Thomas has drawn even Michelle Belin, who won the blocks sewn ... Thanks for coming so many at the store during the open house.

We give you appointment in September for the opening of our wool department.

Good weekend to all

Christina

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Additional information

Open 2010

As every year for 5 years appointment is made for our Open House in June
This year they will be held from June 16 to 19, 10 and 18h non stop.

week a bit special because it falls at the same time as the week thread,
with the World Day of knitting on June 12 and the day European patchwork 19.

I invite you to share your passion with us during these four days, coming to the sewing shop
a square patch ', at your whim ...
materials and fabrics will be available bienentendu free on site.

the last day, a draw will allow one of you to leave with all the blocks sewn
! The more you come to many will be the most beautiful gift ...


You'll also learn during these four days all the news from
direct U.S. ... and enjoy further discounts exceptional in our corner
destocking, with hundreds of fabrics from 6 euros a meter ... and ... the icing on the cake,
to celebrate our 5 years ..... a discount on the entire fabric of the store!

To meet a growing demand for increasingly department wool
be open from 9 September. The first arrivals are already visible at the store
our doors open. ... (Rowan, Nora, Holstgarn, Isager)

I conclude by stating that the curriculum in 2010-2011 will be available
stores from September 1.

Hope to see you many and motivated!

Christina

Vacation: the store will be closed from 1st to 18th August, reopening Thursday, August 19

Sample Of Vote Of Thanks

mythology Greek vases and placement

framework of the intervention

The curriculum of the 6th French and history is moving one hand to the major texts of antiquity and others to share the milestones of time Greek antiquity. This unit encourages some teachers college Laetitia Bonaparte (Ms D'Orazio, Fau-Risticoni, finish) has an educational guide on the themes of antiquity and more particularly on Greek mythology.

The presence of numerous Greek vases on the site Aleria red-figure and black, decorated with mythological scenes in particular, has led these teachers to undertake work in collaboration with archaeologists from the Regional Laboratory of Archaeology (LRA).
The goal is to cross the teaching approaches. On the one hand, the program of the school year (in French and Latin) and the other a more didactic approach (interventions LRA).

Collaboration

To enrich traditional teaching, the LRA has been contacted to provide a chronological approach, contextual and iconography of the vases. Thus, archaeologists shed new light, through a theoretical learning but also manual, to integrate as easily as possible vocabulary and chronology. The theme of mythology is supplemented and enhanced during the course of French and Latin.

working method

The LRA has proposed two slide shows about 30 minutes on two themes:

• The historical approach to the concepts of chronology, iconography, typology and function of Greek vases . •
representations on Greek vases: mythological scenes, scenes of daily life, musical instruments, etc..

After the slideshow, a quiz was proposed to each student to enjoy learning retained. Fifteen questions were submitted.

Two manual activities were proposed: • Reproduction
characteristic forms. Each student selects a vase in the typology and reproduced by shaping clay using techniques for mounting in the mound at Columbine or plate. It is interesting to have different shapes in order to have a representative corpus.
• The shaping of individual clay plates (of varying shape) to paint the patterns observed on Greek vases. The patterns are created during lessons Visual Art through stencils.

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Valley Archaeology Prunelli

The Regional Laboratory for Archaeology, in collaboration with the community of municipalities in the Valley Prunelli one week internship in archaeological destination children during the Easter school holidays, from 3 to 7 May 2010. Archaeologists from the LRA, Helena Paolini and Pierre-Saez Committee visited the villages Bastelicaccia, Bastelica Eccica-Suarella and Cauro where several activities were conducted such as reconstructions of archaeological excavations in bins provided for that purpose, but also pottery and fire according to the techniques used in prehistoric times.

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school activities: "Mythology and Greek vases"

5th Baleone classes: 52 students
Ms. Colombani and Sandrine France Muffraggi

Response Framework

Ms. Colombani and Muffraggi, Teachers College of Baléone, wanted to establish an educational project on the theme of antiquity and particularly on Greek mythology.

The presence of numerous Greek vases on the site Aleria Figures in red or black, including decorated with mythological scenes, led these teachers to undertake work in collaboration with archaeologists from the Regional Laboratory of Archaeology (LRA).
The goal is to cross the teaching approaches. On the one hand, the program of the school year (in French and Latin) and the other a more didactic approach (interventions LRA).

Collaboration

To enrich traditional teaching, the LRA has been contacted to provide a chronological approach, contextual and iconography of the vases. Thus, archaeologists provide a complementary perspective, through a learning theoretical but mostly manual, to integrate as easily as possible vocabulary and chronology. The theme of mythology is supplemented and enhanced during the course of French and Latin.

working method

The LRA has proposed two slide shows about 30 minutes on two themes:

• The historical approach to the concepts of chronology, iconography, typology and function of Greek vases . •
representations on Greek vases: mythological scenes, scenes of everyday life, musical instruments, etc..

After the slideshow, a quiz was offered to each student to enjoy learning retained. Fifteen questions were submitted.

Two manual activities were proposed: • Reproduction
characteristic forms. Each student selects a vase in the typology and reproduced by shaping clay using techniques for mounting in the mound at Columbine or plate. It is interesting to have different shapes in order to have a representative corpus.
• The shaping of individual clay plates (of various shapes) to paint the patterns observed on Greek vases. The patterns are created when the teachings of Fine Arts through stencils.

All of these lessons was carried out in seven hours in the second quarter in the form of 3 sessions of 2 hours and 1 session of 1 hour:
Session 1: Slideshow 1 + 1 + QCM start shaping clay pots
Session 2: End of shaping clay pots
Session 3: Slideshow 2 + 2 + QCM painting plates (plates and stencils will be made in advance with the professor of Fine Arts).
Session 4: Finishing the plates.

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Alata "Route of the Sea"

"The road to the sea"

Animation created by Helena Paolini-Saez, in partnership with Meridian and the CEL Alata

A training workshop was in place during the academic year 2008 / 2009 with the class CM 2 Ms Marlene Musso. The project focused on preventive excavations and archaeological heritage of the town of Alata in partnership with the CEL from the town of Alata. To continue this momentum, the teacher wanted to complete the project on a theme attached to the school year 2009/2010. The aim was to educate other children of the town and look at other archaeological sites.

It seemed wise to reinvest the archaeological, architectural and heritage of "the road to the sea, town road serving the hamlet of" A Castagnola "in the Gulf of Lava. This road, located in the heart of the valley Loriaggiu is punctuated remains over 4 millennia. We observed a Neolithic site (3000 BC), two sites of the Bronze Age (1800 / 1 500 BC), a site of antiquity (second century AD), ovens, areas to wheat mills and a deserted village. We're in the presence of an occupied territory through time and refers to the continued occupation of the town.


The LRA has made a slideshow of 30 minutes on the special heritage of this valley.

· The time dimension has been increased to make clear the extent of human occupation of the territory;
• The lifestyle was explained by the periods presented;
• This theoretical framework to open the manual creation to reinvest the knowledge acquired.

After the slideshow, a quiz was offered to each student to enjoy learning retained. Fifteen questions were submitted combines the chronological approach, language and heritage.

Two manual activities were proposed:
"In the ear of wheat in the cake" (9 pm): Students were put into a situation of "suckers" of prehistory. They carried out the operations of grinding wheat grains (3 h), rebuild a home and trying to light a fire by method friction (3 h: al. Marquelet Marie-Laure and Pierre Committee) to the flour + water mixture and cook them on a slab cake (3 h).
"ovens": the students create two models of furnaces previously observed when going on site: the furnace and that of Petrabelli Purjana. They made red clay stones and assemble them by following closely the sketches they have done on site (2 x 6 h).

The day trips (3 x 6 h):
Morning home and furnace Petrabelli
Afternoon area in wheat and mill caseddu Loriaggiu

Morning site Bronze Age
Afternoon: abandoned village

Morning furnace Purjana
Afternoon ancient site and the site of the Bronze Age of Purjana overlooking the Gulf of Lava and the Neolithic site.


A specific production was carried out under this project in order to reinvest the vocabulary and knowledge through writing workshops, a glossary, skits, a board game ...

This is a game of the goose that reproduces the circuitry of the road from the sea: petrabelli house, furnace petrabelli, area wheat, caseddu, mill, kiln piedisisu, Age site of bronze, abandoned village, 2 other areas to wheat, ancient site, Purjana furnace, a Neolithic site, the sea, 14 steps on the heritage of the game 63 squares (boxes geese move the same number of boxes; prison or wells: wait someone to take your place falls or skull: return flights). The boxes can be decorated today in livestock grazing (cow, goat), environment (river, tree species, morphology of the land), etc..

All boxes were designed by children; pawns designed by children as well as the background image on media rigid.

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animation school "Nutrition and Medicine at Prehistory"

This activity was created by Helena Paolini-Saez at the Loretto Primary School - Class of CE1 Isabel Bautista in partnership with OCCE - Meridian - APA / CTC

The teacher wished initiated an educational project linking diet of prehistoric men with medicine. These two components, original and adapted by their complementarity to our concerns of the century, have touched firstly the development of food during the prehistoric and other ancient healing methods.

When man has a nomadic lifestyle, he is a hunter, fisherman, gatherer, or scavenger. We discussed the appearance of fire around 400,000 years, gradually changing the eating habits of men. Then, when man settled down to the sixth millennium, the domestication of animals and plants will again disrupt the modes of nutrition. We left the general knowledge to observe more precisely what happened in Corsica.
Concerning medicine, the anthropological study of skeletons reveals many pathological aspects observed on the bones and teeth. The opening will be made on the therapeutic methods of "our grandmothers" who cared for the plants. The geographical approach has been the same.

working method

The LRA has designed a slide show of 30 minutes on diets and diseases diagnosed by anthropologists.

• For food, the time dimension has been preferred to emphasize the influence of differences in mode living on food;
• For medicine, we relied on concrete examples observed during archaeological excavations continental and island.

After the slideshow, a quiz was offered to each student to enjoy learning retained. Fifteen questions were submitted combines the chronological approach and lessons.


activities (12 hrs: 4 sessions of 3 h)

Session 1: students' knowledge (oral), slideshow and QCM
Session 2 (starting 8:30 am, return 13:30): field trip the site of Monte Lazzu (Casaglione). Drawing wheels on the site.
Session 3: recovery of the slideshow and information on release and production of flour (students can try to make cakes at home or at school).
Session 4: production of clay pots to make the connection between the containers and culinary preparations.

12 Hours: 4 sessions of 3 hours: Creating

From these models, relief reproduction of small scale mills.

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Open in New Paprika Cotton

Every year our Open House will take place from Wednesday, June 16 at Saturday, June 19, 2010 from 10 to 18 nonstop .

Patchwork Come celebrate with us Saturday, June 19 at the European Day of Patchwork.

Many surprises await you during these days ...

More info within days if the weather is good Saturday, June 19, sunscreen and drink at will ...

you soon, Christina

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animation school "The archaeological site of Balestra"

This activity was created by Helen Paolini Saez-primary school-Petreto Bichisano in the mixed class (CE2-CM1-CM2) Jean-François Olivesi in partnership with the municipality and OCCE Petreto-Bichisano. The teacher wanted
initiated an educational project linking the working methods of archaeologists and archaeological heritage of the town. These two components have to address how archaeologists work while focusing on a local site, Balestra. We were able to effectively put in parallel the theoretical approach and work on site.
The LRA has presented a slide show of 30 minutes on the way of working archaeologists. Students have discovered that archaeologists do not just "search".
After the slideshow, the equipment used by archaeologists (trowel, brush, sieve, bucket) and archaeological objects were presented.
A little exercise has become familiar with the "grid" of archaeological sites by placing objects in the right squares search. Similarly, pupils were able to read a statement of archaeological objects.

Other sessions were devoted to the discovery site and Balestra making models (turn Aghja, caseddu, oven, cultivation terraces).


activities (12 hrs: 4 sessions of 3 h)

Session 1: students' knowledge (oral), slideshow and exercise on the grid.
Session 2: field trip to the site of Balestra. Drawings on site.
Session 3: construction of statue-menhirs individual. Distribution of students into 4 groups (turn Aghja, caseddu, terrace culture) and early models.
Session 4: suite of models.

Exhibition in late