|
|
|
|
|
|
|
The Base Map |
|
The base map was produced using digital elevation contours and bathimetry from printed sources |
|
|
|
|
|
|
|
|
|
|
Detail of the base map |
|
The sequential colour coding of contours facilitates their tracing on carton board |
|
|
|
|
|
|
|
|
|
|
Tracing contours |
|
Levuka students tracing single contour lines onto carton board sheets |
|
|
|
|
|
|
|
|
|
|
Levuka students |
|
29 students from the Delana Methodist High School and the Levuka Public School manufactured the blank model |
|
|
|
|
|
|
|
|
|
|
Space in Mind |
|
Village elders locating themselves vis-a-vis the blank relief model |
|
|
|
|
|
|
|
|
|
|
Spatial recollections |
|
Village elders locating landmarks on the blank model |
|
|
|
|
|
|
|
|
|
|
Enlightened ... |
|
Elder depicting his knowledge on the model |
|
|
|
|
|
|
|
|
|
|
Generational exchange |
|
helping each other |
|
|
|
|
|
|
|
|
|
|
Villagers - Group 1 |
|
Villages of Visoto, Nacobo, Natokalau, Nukutocia, Wainaloka, Draiba Koro, Tokou, Naikorokoro and Nasinu
|
|
|
|
|
|
|
|
|
|
|
Handing over the stick ... |
|
Villager sharing his two-day mapping experience with a second group of participants |
|
|
|
|
|
|
|
|
|
|
There !! |
|
The 3dimensional nature of relief models makes recollection of spatial information much easier |
|
|
|
|
|
|
|
|
|
|
Mental maps depicted |
|
Relief model on day 6 |
|
|
|
|
|
|
|
|
|
|
Custodians of intangible heritage |
|
Elders have been the main source of local knowledge |
|
|
|
|
|
|
|
|
|
|
Please refer to the legend ... |
|
Lady facilitator inviting informants to adhere to the legend codes |
|
|
|
|
|
|
|
|
|
|
The map legend |
|
The map legend eveolves through an iterative process while making the map |
|
|
|
|
|
|
|
|
|
|
Coding means |
|
Paint, yarn, push and map pins and labels |
|
|
|
|
|
|
|
|
|
|
Villagers - Group 2 |
|
Villages of Waitovu, Vagadaci, Vatukalo, Levuka, Yarovudi, Rukuruku, Toki, Vuma, Taviya and Nuouo
|
|
|
|
|
|
|
|
|
|
|
Lomaviti people |
|
Residents from Lomaviti familiarising with the model before inputting data |
|
|
|
|
|
|
|
|
|
|
Putting knowledge in common |
|
Scattered knowledge is pooled together through discussion and negotiation, and made visible |
|
|
|
|
|
|
|
|
|
|
Intangible cultural heritage |
|
A total of 79 places of cultural significance were located (red push pin) and described (label) |
|
|
|
|
|
|
|
|
|
|
Completed Model |
|
Day 11: The completed 1:10,000-scale model includes 97 different legend items |
|
|
|
|
|
|
|
|
|
|
Terrestrial and marine |
|
The model displays local knowledge including terrestrial, coastal amd marine ecosystems |
|
|
|
|
|
|
|
|
|
|
Our land, our knowledge |
|
Details of displayed information include sites of cultural significance (red push pins) |
|
|
|
|
|
|
|
|
|
|
Coastline |
|
Settlement along coastline. Large white pins symbolise 10 households |
|
|
|
|
|
|
|
|
|
|
Villagers - Group 3 |
|
Village of Lovoni |
|
|
|
|
|
|
|
|
|
|
Thay make it happen |
|
Trainees and facilitators from Fiji, Solomon, PNG, Australia,, and the Netherlands |
|
|
|
|
|
|
|
|
|
|
Data extraction |
|
The modl is tipped to allow for data extraction by means of digital photography |
|
|
|
|
|
|
|
|
|
|
"Aerial view" |
|
Tipped model ready for taking high resolution pictures |
|
|
|
|
|
|
|
|
|
|
Data capturing |
|
High resolution images were taken with an 8 megapixel camera. Onscreen digitising follows. |
|
|
|
|
|
|
|