Lebanon 3 – Be Through

BRAMA Project for :             Al-Shouf Cedar Nature Reserve  – Lebanon


DAY #1


Living in the region that hosts the reserve is to be part of the same place: the boundary of the reserve is purely administrative .

The boundary is to be taken as a reference of the eco- region : that field space in which the dynamics of natural and anthropogenic have a detectable interaction with the ecosystem of the reserve.

In the eco- region live in urban communities , the production and marketing structures , the fabric and agricultural field, infrastructure , places of memory, ecosystems of varying size and specificity , the non-regenerative resources .

We ask the students to locate on the map where is their village and so we speak of the boundaries of the reserve, the difference between the general map of Lebanon and that provided by the Reserve, trying to go beyond the concept of limits that we see in the cartographic representation .

Between an area of ​​the map and the other there is a separation drawn with a line, but what exactly is that line? A line can separate a part of the territory but can not separate the vision and the perception we have of that area . So here we begin to think of our map, the imaginary line that we do every day to get from home to school. Everything we see in this journey belongs to us and we are part of this as a vital part of this landscape and moving .

And the vision of this piece of land that we carry in your memory is our witness that we give to the world of that territory.

We draw this imaginary line and then try to remember how it is made the way, what’s around and what is that part or that element which brings us back to the memory . Everyone draws their own personal map .

Let us dwell on something that we encounter along the way , what strikes us most of the attention? We can work with a details

Now that each group, each school has on the table a detailed element of this landscape , we can build a shared map . There will be many departures but a single arrival : the school . We use the designs of the elements identified and we position them in the actual location of the trail: so we get three large maps.

STORIES IN OUR PLACEShomework assignment is to write a story on our sites , or told by our parents or grandparents, or from popular culture or what comes from our imagination.


DAY #2


The reserve is a collective heritage . Has its own specific ecological and ecosystem .

All systems evolve over time . The interaction between the dynamics biotic ( living systems that characterize both natural and human) and abiotic components ( the component geological and hydrogeological , as well as the material component of the fabric built) generates the landscape.

You are ‘ in the landscape ‘ by changing it . Only turning the place you can experience the place .

Reasoning on the concept of identity , “to be part of ” means to recognize something in a place, in a group of friends, family. And all this that determines our identity, we identify in something that is not invisible or tangible, but is part of our culture, of our memory. The culture and history of the individual is the stratigraphy of a place, which in time has become pleased to our practices and our experience.

Just because a place is alive only if we transform it , we live in a place only if we are able to transform it.

Now we try to make an effort to better understand the concept of transformation.  Do we remember if the tree in the garden of our house has changed? Or if the houses and the square has changed? (actually nobody remembers changing, but only says that his grandfather had planted a cedar tree in the garden and that anger is very grade). The kids are very young and may not notice the changes in the landscape, those of nature are usually very slow, and  the changes made by man that are very fast, from agriculture to construction of new roads and villages.

We do an exercise in the reserve of the cedars, we carry an A3 sheet folded into eight parts and hit the park in search of 8 properties . will draw in boxes 4 objects that seem “young” and 4 objects that are “old”. “Stroll and observe the details in search of these elements, each of them , young or old it helps to enrich , transform and evolve the landscape , even our simple and voracious step”.

– Homework assignment to write a story about two objects chosen from those found in the forest.


DAY #3




The change, or transformation, is never random. It is always the result of an intention, it is always a project.
Each project brings a hope. More or less obvious and intentionally expressed: the hope that this place, so transformed, better responds to an expectation that, in the final analysis, it is always a more than good for us and those who live next to us.

The project is carried out by a person or a small group. But the project is realized when it enter in the space all it belongs to the community that he lives .

“take for example the front yard of the reserve and propose a new place for guests of the Reserve and then a place to sleep , to meet and eat”.

Let’s go out and begin to analyze the space, to be able to redraw the diagrams simple to synthesize and identify what are the elements that make it up and then we take the size of the body.

Then we identify:

– The edges: on the one hand there is the road, on the one hand there is a high wall that marks a big difference, another side there are fields and from there the view towards the valley. Along the road runs the wall and a channel of water.
– Access: the main entrance is marked by a staircase and a driveway with roses, there is also a secondary entrance with a ramp.
– Structures: there are large structures, we note how they are made, some have a roof and floor tiles of cement, the others are homeless and pergolas floors lawn.
– The parking areas: there are scattered in the spaces between the structures a few benches .
– Draw all these elements we mark it on the sheet and the distances between them with the steps, so we have the basis for our project … back in the lab.

We must include in our garden a place to sleep, a place to eat, a place to meet people, but how they are made these spaces? What do they contain? We split up in groups and then we analyze each environment , also we start to think about how it’s made our home, our bedroom , our kitchen , our living room.

Identifying the elements that make up these specific areas now insert them in our garden. We can finally achieve our fantastic garden and use the elements of the garden to have a place to eat under the trees, or to sleep with curtains hanging structures or large tables to meet and talk.