PUBLIC
This methodology has been created and experimented in the Botanical Garden of the University of Granada, Spain, within the frame of the training mobility from October 16 to 20, 2018
 by the students with learning difficulties, aged 16-18, from the high school Agrupamento de Es colas Joao De Deus of Faro, Portugal and the young learners of the Associazione Culturale Acquamarina, Trieste, Italy
 by the European (French, Italian, Portuguese and Spanish) teachers of the project in their peer-to-peer training course who consider important to observe how this pedagogical method is applied and its impact on the development of their learners’ transversal and key competences.
The activity can be developed with learners of different levels, from primary school to university.

KEY COMPETENCES
 Communication in the mother tongue
 Scientific and mathematical competences
 Social competences and citizenship
 Humanist culture and expression of sensitivity

OBJECTIVES
 To learn how to recognize the characteristics of gardens and plants
 To motivate the interest in the history of sites
 To develop the ability to observe nature

GARDENS EXPLORED
 Carmen de los Martires, Granada, Spain : the ’French’ gardens and ’de las Palmeras’
 Generalife, Granada, Spain : le Patio de la Acequia

MATERIALS
 Printed photos with different views of the gardens during different historical moments. These must be silent images without textual indications (title, date, place, author, technique)
 A reference document with the missing data (author, title, date, place, technique, original collection)

DEVELOPMENT
To give the guideline ; to find out the chronology of the views of the garden.

Several complementary possibilities can be exploited with regard to the level of learning
 through the silent images, the learners are invited to locate the point of view of their creation and to compare the present reality with that in the image (change of vegetation, plants, change in the size of the trees, change of the paths lay-out, etc.)
 To try and rank the images according to chronological criteria, trying also to guess the dates. Follow up : the references with data will be handed out in order to confirm and evaluate the success of the activity
 If changes in the layout of the garden are noticed, invite the learners to try and rebuild the old site using coloured ribbons to design the old framework of the ground

EXTENSION AND ALTERNATIVES
Another way to develop the activity, which is more demanding for the learners, is beginning with the analysis of the images and continuing with the elaboration of the plans related to the various evolutions.
Should some gardens have maintained the same layout during the course of their history, replace the activity with elevations of sections accompanied by drawings of the change of size and the inclusion of the different plantations over the years.
As regards the examples proposed at Carmen de los Martires
 the ’French garden’ is suitable for the drawings of elevation of section
 the ’Garden of Palm Trees’ is suitable both for these drawings and the modifications of the layout on a plan.

EVALUATION
It takes into account the ability to :
 Communicate orally and in writing in the mother tongue. Use the language appropriately to express idea, knowledges, opinions

 Improve scientific and technological basic skills. The learner must be able to recognise the evolution of the plants in the garden as regards the passing of time (growth, felling, seasonal changes of flowers, etc.)

 Develop one’s own awareness and personal cultural expression. Improvement of the personal knowledge of the historical and artistic reality of a garden thanks to the perception enhanced by change

 Learn to learn Improve the learners’ abilities concerning observation, problem solving, visual expression

AUTHORS
 Manuel Casares Porcel, José Tito Rojo
 Botanical Garden of the University of Granada, Granada, Spain

TRANSLATER
Mary Gino
Association Acquamarina, Trieste, Italie