INTERNATIONAL INSEA CONGRESS IN OSAKA, JAPAN, 5. - 9. 8. 2008

TRANSMITTING AUTHENTICCULTURAL HERITAGE

TO THE YOUNG GENERATIONS

Dijana Nazor

Abstract:

The author presents her work about stimulating the interest for learning the authentic cultural heritage in kids and youngsters from 6 to 19 years old, in three different schools in Zagreb. She talks about the relevant correlation in learning about the cultural heritage, and the thematic and structural relation between the artistic creation and other educational subjects. The purpose of the project was to discover the talent, stimulate the creativity and the interest in the students through the spreading of the cultural heritage, and, through their artistic design, develop their interest in the artistic and cultural heritage, achieve the habit of visiting museums and exhibitions, learn about their country history and develop the sensitivity to enjoy a work of cultural heritage, visiting the museums and getting to know the cultural heritage through their teachers and experts. The author shows this in the artwork samples of 376 kids from elementary and secondary school ages. An active approach like this motivates kids and youngsters to research work, and at the same time, they show great interest in learning traditions they can look at in a different way, and recognize in them a valuable source to develop the own creativity.The author wants to show that, with this kind of approach, students can achieve better quality in their results, and develop freely their sensitivity. Of course, the enthusiasm of the art teacher is fundamental, in order to develop the kids’ visual perception and their artistic creation.

Key words:

cultural heritage, cultural identity, visual language, visual perception, creativity, artistic creation, museums, correlation between subjects

Authentic Cultural Heritage:

Through this lecture I will present my three-year work in promoting the interest for the authentic cultural heritage in kids and youngsters from 6 to 19 years old. In a three year period (from 2003 to 2005) I organized four projects. Students from the Josip Juraj Strossmayer Elementary School were involved in the first one, students from the XI Secondary School in the second, students from the Montessori Barunica Dédée Vranizanny Elementary School in the third, and the fourth was for the students that participated in the International Kids Festival artistic workshop in Šibenik, Croatia. 'Heritage' (in Croatian, baština) is a conventional term which usually refers to the complete cultural inheritance or cultural goods. In Croatian language, it means also: the father's or grandfather's patrimony, land, field, garden. So, in Croatian, you can say: Idem u baštinu ili na baštinu, which literally translated, is: 'I go to the heritage' (Rapanić, 2000 : 22). The cultural heritage is a complex of cultural goods, public or private, material or non material. It is the most valuable conserved part of the materialized past, in which one period of time builds on

the previous one. Everything that came, remained and was preserved in a certain territory, belongs to its national culture. The culture does not have borders. It is not confined into national barriers. The cultural identity may exceed them. The particularities of the national cultures are just contributions to the wide international culture (Marojević, 1986 : 53). There are several very well-known stone fragments among the oldest preserved monuments. They were usually parts of the sacral objects, and they prove the level of development not only of the visual arts, architecture and sculpture, but also of the written word. One of them is the very well-known Basćanska ploča (1080), which is a political, artistic and philological fragment document, and the proof of the existence of the Croatian national language and writing (glagolitic) officially used at that time.

Bašćanska ploča (1080.) and a kid's work (13 years old) with a glagolitic motive

The Convention for the Protection of the Cultural Heritage was signed 16th. November 1972 in Paris, during the General Assembly of the United Nations Educational, Scientific and Cultural Organization (UNESCO). In most cases it refers to values which are part of the heritage of humanity. According to certain criteria, the Committee for the World Heritage made the List of the World Heritage, which contains the names of the cultural and natural most valuable goods around the world .

St. Jacob's Cathedral from the XV century, the kids draw the details from the construction

In Croatia, the Old City of Dubrovnik, the Historical Complex of Split with the Palace of Diocletian, the Plitvice Lakes National Park, the Episcopal Complex of the Euphrasian Basilica in the Historic Center of Porec, the Historic Center of Trogir and the Cathedral of St. James in

Šibenik are all part of the World Heritage List (Marasović, 2002 : 226). My job was, during my three-year project of artistic workshops, to make kids and youth familiar with the National and World Cultural Heritage through the observation, the experience, the game and the specific artistic work.

Correlation of the teaching contents:

The teaching methodology in the art class has to change and to adapt to the new generations of students which are more informed and more impatient than the previous generations. They are overwhelmed by an unlimited number of images (from screens, computers, tv, advertisements, etc.), and that is why they have to be taught to observe and perceive. In other words, it is necessary to educate the kids' perception. Because of the visual chaos of the virtual (and in a way real) environment where the kids nowadays grow, it is necessary to give them the possibility of resting their eyes in valuable artwork examples, and in significant elements of the tradition that surrounds us, which we hardly notice. Talking about them with their teacher and observing the same phenomena in natural shapes and works of art, students get the internal conviction about the harmonic order of the world (Mijatović; Linarić; Nazor, 2008 : 5).

Old Croatian wattle, symbol of the Croatian nation and culture, and the kids' works inspired in it

In Croatia, many textbooks written in accordance with the Education Plan and Program, as well as the HNOS standards, offer the above mentioned examples for analytical observation and conceptual debate (as an introduction to the creative part of the lesson). To shape Croatia as a country of a recognizable visual identity when they become adults, it is not only necessary to provide students with the knowledge and abilities that art lessons develop in them, but also to stimulate their interest and pride in the national cultural heritage, as well as the habit of the artistic and esthetic appreciation of the surrounding environment. No matter how creative the teachers are, and how much they rely on their own inspiration in finding motifs, they should use, as much as possible, structural and thematic correlations with other subjects in order to enrich and diversify the art classes. In my project named 'Chests through the centuries' (Škrinje kroz stoljeća) we made a structural and thematic correlation between the art class and history, history of art, geography, literature and mathematics.

St. Mark's Church from the XIV century, Zagreb, and a kid's work (13 years old)

Purpose of the project/workshop:

The purpose of the project, in which 413 students between 6 and 19 years old took part, was to discover the talent, stimulate their creativity and their interest through the spreading of the cultural heritage, and, through their artistic design, develop their interest in the artistic and cultural heritage, and the habit of visiting museums and exhibitions, learn about their country history and develop the sensitivity to enjoy a work of art. The students didn't copy the historic objects. They used them as a stimulus to their creativity.

The students finishing the relief on tin (13 years old)

The chest and the motif as a stimulus in the kids' creations:

Why did we choose the motif of a chest and its treasures? Why did the chest stimulated not only the imagination but also the interest of students of different ages? The chest inspired us because it has also a hidden meaning. Both material and spiritual treasures were hidden in them.

Students' works at the XI Secondary School

The Latin word crinium means “a box” or “a trunk”. In all Slavic languages the meaning refers to a place to keep something valuable. Over the history, the chest changed its look and its purpose, and for centuries represented an important part of the household furniture. It was used for multiple purposes: to keep clothes and other types of material, to keep jewelry, family valuables, documents, and also as a sitting place, or as a traveling trunk. The chest is the oldest item which is used during the domestic furnishing, and is the starting shape for all later types of domestic furnishing. Having distinctive esthetic values, it offers new evidences about diversified artistic tendencies. Along the centuries, the chest was a loyal companion for the European people. During the Middle Ages it represented the most important element of the household furniture, and its significance in that role was kept in some European countries until the end of the XVIII century. The chest developed from simple, craftsman creations, to complete esthetic realizations, if craft and artistic qualities are combined. During the Renaissance period, the chest becomes the object of the most vivid artistic interest. The XVI century represents the climax for the artistic achievements in the chest craftsmanship.

Students' art work - chests inspired in Ancient Egypt, Old Testament, Middle Age, Gothic, Renaissance periods, Baroque, and chests from the XIX and XX centuries.

During the Baroque period, it is increasingly replaced by wardrobes or commodes. In the Biedermeier times, the household chest appeared in a lesser extent (Various authors, 1960 : 7). The decoration and the elaboration of the chests went through different evolution stages, and the decoration followed the fashion of that time and that particular place. The small chests, škrinjice, were particularly made, and they were used to keep the jewelry and valuable things, decorated buttons, etc. (Antoš, 1998 : 33).

Chest from the Croatian Panonia region, from the mid XX century, and students' art work

The chest has a secular meaning, and was only occasionally used for religious purposes. We can observe the Gothic period in Zadar's goldwork relatively early, at the turn of 13th into 14th century. The greatest work of art is the silver chest of St. Simon, dated from 1380. It is mostly an iconic gothic, which shows a narration, particularly in the scenery of the chest of St. Simon. Since the seventies of the 13th century the mummy that is supposed to belong to St. Simon has been kept in it  (Grgic, 1972 : 175). That chest was used as a stimulus and inspiration to students aged 11-14 for their creations.

St. Simon's chest from the XIV century and a kid's work (14 years old).

School and cultural heritage:

The school system of every country, including Croatia, is the fundamental system that enables the new generations to acquire the knowledge needed during their life and their future profession. The school is the place where the knowledge is acquired and transmitted. It is transmitted by teachers.

The students making the drawings on the chests (16 years old)

The relation between students and teachers at school determines the quality of the knowledge acquired. The families and the schools are fundamental in enriching the processes of knowledge acquisition, and are irreplaceable in the educational process of the new generations. The active relation, respect and love for the cultural heritage are part of these values. The cultural heritage is the holder of specific information and messages from the past, its transmitter in the present and its keeper for the future.

Josip Jelačić's cigars box from the mid XIX century, and a students' art work (17 years old)

The objects that survived found their place in private collections and museums, and were also reused by their new owners who rediscovered their beauty and value. The cultural heritage became a source of information, message and knowledge, as well as a witness and a testimony of the existence and destiny of the people in certain territory (Maroević, 2000 : 161).

Relief with the shape of the Croatian ruler from the XI century in Split, and a kid's work (13 years old)

The school is the educational center in the place where we live. It is the physical place where generations and generations learn about the new ways of viewing the world where they live. The declaration of Amsterdam in 1975 alerted the public about the schools' great responsibility in getting students ready for a positive and quality relation with the heritage. This approach implicates a special care for the cultural heritage as an important resource for a quality life of the people of the community, and of the humanity as a whole.

Chest -  reliquary of St. Kvirin in Zadar, from the XIII century, and a students' art work (15 years old)

Active learning approach:

The creative workshop 'Chests through the centuries' and the contents of the chest (jewelry, pots, shoes, coins, crowns, crosses, letters, Nativities) were made in part during the art classes (preparation phase, consultations, assessments) and in part during the extra curricular activity. The students develop their curiosity and creativity through the appreciation of the visual expression from a rich cultural heritage, visiting the museums (sometimes even during the weekend) and getting to know the cultural heritage through their teachers and experts. Proof of this are the artwork samples of 413 kids from elementary and secondary school ages.

An active approach like this encourages kids and youngsters to do research work and they show great interest in learning about traditions, which they perceive in a different way, and they recognize in these traditions a valuable source to develop their own creativity, and at the same time, learn to perceive the cultural heritage that surrounds them in a different way.

The curator of the History Museum talks about the original chests with the students

Description of the work done: creation of the chests and their contents at school – Primary School Josip Juraj Strossmayer, Zagreb, 2003

Students between 13 and 14 years old participated in the creation of chests. They used carton boxes, golden tin, ink, tracing paper, glue. The motifs were mythological and sacral, from the old Croatian art: crosses, wattles, churches, and the glagolitic writing.

Sacral and mythological details on tin (13 years old)

In the museological interpretation, the glagolitic is not only a writing. It is also a cultural phenomenon, an element of the Croatian national identity and a particular artistic phenomenon. It appears in the mobile heritage (documents and books in glagolitic, church receptacles and furniture with glagolitic inscriptions), and in places 'in situ', where the glagolitic is written on stone plaques or carved or written on Church walls.

A kid's work with angular (Croatian) glagolitic motives (13 years old)

Forty-three students participated in the project. Some of them worked in a team, which stimulated the cooperative learning. They made a total of 20 chests. They covered the interior of the chest with plush material in red and blue, to satisfy the esthetic and  functional requirements of the object. The students through their work tried to grasp history, stop and bring the time back, to communicate with the past.

Kids' works reflected in Roman money

The students gladly used the motifs of the mentioned chest of St. Simon from Zadar, which is considered the most valuable Middle Age artistic goldwork object in Croatia.

The first display was held at the library Bogdan Ogrizović, Zagreb, in February 2003. It was called 'Chests: guardians of history, beauty and all that we still imagine'.

The second one was held in March 2003, at the Small Hall at ´Školska knjiga´ (a publishing company) in Zagreb, but was set up in a different way.

Awarded kids' works (14 years old)

During the Croatian Kids' Festival in Zagreb, held in November 2003, the group of 14 year-old students won the Second Prize: the Silver Flower.

During the Croatian Kids' Festival held at the Cultural Center Vatroslav Lisinski in Zagreb, 2005, a kid's chest with old Croatian motives was given as a birthday gift to the well known poet Dragutin Tadijanović.

XI Secondary School, Zagreb 2004. Work process:

Title page of the catalog from the exhibition 'Chests through the centuries', held at the Ethnographic Museum

Kids between 14 to 19 years old participated in this workshop, and they created chests and their contents, inspired by different history times. Sixty three students created 29 chests: from Egyptian to 20th. century chests. Within the context of the project 'Chests through the centuries', and before the starting of the practical work, the students visited some museums (the Croatian History Museum, the Ethnographic Museum and the Museum for Arts and Crafts) where they attended a lecture related to the chests in Croatia and around the world, made sketches of the chests at the exhibition, searched for information on the Internet, read articles and books about the topic. The students used motifs from Ancient Egypt, Ancient Greece, Ancient Rome, and from the Romanesque, Gothic, Renaissance, Baroque, Biedermeier period, and from the 19th and

20th century, not only from Croatia (Panonia, Primorje and Dalmatia) but also from around the world to decorate their chests.

The students sketch at the History Museum in Zagreb

According to their personal artistic sensibility, the students chose the history period to be the source of inspiration for their own creations. Then, they sketched their own chests, based on the ones sketched at the museum, and started their work. The freedom in their artistic creations made it possible to play and create in an unlimited way. Some students worked on already existing carton boxes, lined them with paper, made their drawings on them, painted them, and made the reliefs on the tin paper and put a coat of patina. Others chose to carve on wooden chests, and they got help at home or at a carpentry according to their designs. The materials used were: wood, carton boxes, temperas, varnish, tin, ink, plaster stripes, foil. We used different techniques and approaches: transforming and lining the boxes with paper, sketching, painting, contouring, carving, work on tin paper, work with patina. Every piece of work, from the lowest (9 cm) -inspired by a chest for keeping gloves, dated from the end of 19th and beginning of 20th century-, to the tallest (79 cm) - inspired by a Roman chest from the 1st century, showed a fantastic result. The inside of the chests was painted, covered in plush or other types of material, to create the sense of secrecy, authenticity, but also its functionality. The students digitally recorded the whole process and transferred it to a CD-Rom.

Work process on a wooden Roman and Egyptian chest

Each creation keeps the personality and the creativity of each student, even if some of the examples at the museums were reflected on their chests. This means that they are not replicas but interpretations. Some of them opted for a game of different styles. They created a combination of antique and 20th century chests.

Combination of Egyptian and Panning chests

The works are characterized by their difference in the way of producing them, the characteristics of each style period, the combination of techniques and materials. But what all students had in common was the pleasure and the desire not to copy the historical chests, but to get inspired by each style, and then create their own works. A group of students in Year 1, who made an imaginative Renaissance chest, wrote in the questionnaire: 'That was a magnificent experience!'

The contents of the chests created at the XI Secondary School:

Each chest is made to protect, to hide something and to keep it for future generations - whether it is a Church relic, a King's treasure or a family valuable. Therefore, the students filled their chests with different things: coins, crosses, jewelry, crowns, letters, pots, shoes, Nativities).

Graphic display of the participation of the students at the artistic workshops to stimulate the cultural heritage at the XI Secondary School

317 students participated in this activity, also after various preparations and investigations. From a total of 505 students divided in 16 forms, 380 participated in this project.

To prepare the contents of the chest, the students studied and recreated artistic style periods from the Bronze Era, through Ancient Egypt, Ancient Times, Romanesque period, Renaissance, up to the 20th century.

Public's acknowledgment for the most original nativity, during the exhibition at the Second Festival of Nativities and Christmas Traditions 'Scents, gold and incense' in Dubrovnik, 2007.

A big exhibition with all the students' work was held at the Ethnographic Museum in Zagreb, in March 2004. The chests were exhibited inside and outside the showcases.  The curator of the Museum participated in the setting of the exhibition.

Set up of the exhibition 'Chests through the centuries' at the Ethnographic Museum in Zagreb

I want to mention that the students dressed up in historical costumes recited, sang and danced old dances during the opening. The students prepared a CD as well, with music from different centuries, to accompany the event. The opening was also a way to show the correlation of topics from other subjects: history, musical education, literature, and the kids had the opportunity to show their talents and abilities.

Students (17 years old) with their works about crowns through the centuries

TV recording for the program 'Škrinja' conducted by the journalist Branka Šeparović:

The well known Croatian journalist Branka Šeparović recorded the project for her program 'Škrinja'. The students talked with the journalist from the Croatian Television about periods, techniques, materials and the way they did their job. In the review for the exhibition catalog, Branka Šeparović wrote: 'The craftsmen can try to make copies, 'clones', series, but just one small detail will guarantee the chest's originality. The content of the chest is the best witness of the identity and the life, the destiny and the secrets of that human being. The Croatian chest contains all that the national genius created for themselves and for the humanity' (Šeparović, 2004 : 7).

The journalist B. Šeparovic talking with the students for her TV show

Workshop at the Montessori Primary School  in Zagreb, 2005.

Exactly one hundred years ago, the founder of the Montessori method, Maria Montessori, presented to the world her first 'Kids' house' (Casa dei Bambini), in which the work was based on her methods and the didactic materials of her own creation. The particularity of the Montessori method lies in specially made material, classrooms full of interesting contents, placed on open shelves accessible to all the kids. At the Montessori schools the mixture of ages in the classroom groups is essential (Buczynski, 2007 : 3).

After the school hours, the kids participate in different types of activities, like art and music workshops, informatics workshops, sport, etc. Dr. Maria Montessori, talking about intelligence and hands, said: '... through the hands activity, the kid reaches a higher intelligence level. Whoever worked with the hands, has a stronger character'.

The students working on the relief on tin (8 years old)

An artistic-creative workshop was held at the Montessori Elementary School Barunica Dedee Vranizanny, in Zagreb, in January 2005, as an extra curricular activity. Students from 6 to 8 years old participated in it. Through the individual approach, it is possible to discover the specific needs and interests in every student, and to motivate them to express the force and uniqueness of the artistic experience through artistic resources. The workshop started with the construction of golden and silver little chests, in a combination of techniques using cardboard, wood and aluminum foil. The materials used at the workshop were: pencil, tin, wood, cardboard, glue, colored glass. The kids painted their chests with black ink and decorated them with details in tin, that they glued with silicon glue.

Students' works (7 and 8 years old)

They could use the motifs from their own imagination: flowers, hearts, angels, different figures. The works reflected the imagination and the  game of the filigree-like drawings. Each student made their own chest. The interior of all the chests was covered with plush, to make them useful to hide the young authors' treasures.

A student gluing the tin with a silicon gun

They did not represent a hidden place for their best secrets, but they became little treasures in themselves. The exhibition ŠKRINJICE ('Little Chests') was held at the School in Zagreb, in March 2005.

Kids' chests (9 years old)

Transmission of cultural heritage through artistic workshops:44. International Festival, Baštionica, Šibenik - the secret town, June, 2004.

Students during the work process at the St. Krševan Gallery in Šibenik

The transmission and the preserving of the cultural inheritance is successfully implemented through the artistic workshop for kids of different ages. The artistic workshop Baštionica lasted for five days, was held in Šibenik, and  thirty seven kids from 6 to 15 years old participated in it. We used motifs from the Šibenik fortress, coats of arms, details from the St. Jakob's Cathedral, which is the most significant architectural creation during the XV and the XVI centuries, in Croatia. Because of its exceptional value, the Cathedral was included in the UNESCO list of the World Heritage, in 2000. To motivate the inspiration and extend the spectrum of the motifs, we went to St. Michael's fortress, which was constructed in the place of the pre-historical Illyric fortress, on the hill (70 m altitude) in downtown Šibenik.

Excursion to the Šibenik fortress

The fortress dates from the period between the XV and the XVIII century. We organized also an outing by boat to the St. Nicolas's fortress, which was constructed during the XVI century, in the Ljuljevac island. The idea for the construction of the fortress was from the Venetian captain Aloisius de Canal, in 1525. He was the commander of the troops from four Gallia type vessels which guarded the safe navigation in this part of the Adriatic, in order to protect Šibenik and defend it from the Turks.

St. Nicola's fortress, from the XVI century

A student with his crown

The topic of the workshop were the Dalmatian chests and the Croatian King's crown.In the Adriatic region, chests have a  flat cover, short legs in a lion's paw shape, and the front surface carved. In some rare cases the interior of the cover is also decorated. In the middle of the cover there is a place to put a mirror. A frequent drawing in these type of chests are birds surrounded by flowers and leaves.

Chest from the XIX century, Split, and the students' art work (18 years old)

The workshop was held at the gallery St. Krševan. We used wood, cardboard, textile fabric, silicon glue, tempera, paint for wood. The techniques used were: drawing, painting, paper lining, carving.

Exhibition of the kids' work in Šibenik's main square

The exhibition Dalmatinske škrinje (Dalmatian chests) was held at the  Šibenik 's King Držislav Square, in front of the theatre, in March 2004. There were 16 chests at the exhibition, two of the wooden Dalmatian chests were decorated with ship motifs and inspired by sailor chests. There were also motifs from Šibenik's coats of arms.

16-year-old students' art work: Chest on the right-hand side is motivated by a traditional sailor's chest from the island of Lastovo.

Pictures for the Millennium', Chests through the centuries, Zagreb, Ban Josip Jelačić Square. March 2004.

The Croatian producer and photographer Šime Strikoman, who is known in Croatia for the production of the series 'Pictures for the Millennium' showed his interest for the chests made by the kids. Thanks to his idea, the exhibition of all the creations originated during the project 'Chests through the centuries' held at the Josip Juraj Strossmayer and the XI. Secondary Schools  were exhibited at the Ban Josip Jelačić Square, the central square of Zagreb city. Strikoman photographed 1000 students with 50 chests. That was the origin of the special 'Millennium Picture' of the 'Chests through the centuries'.  All the students, teachers  received one copy of the picture in B2 format.

The picture for t he Millennium, at the Ban Josip Jelačić Square

The project concluded with the selection of the nicest chests (certainly, very hard to do) in March 2004. The winners were four students with two chests: one inspired by an Egyptian chest from 2000 B.C. and the other inspired by a Roman one, from the 1st century.

The most creative chests Award, at the Zagreb's main square

The prize was a four day trip to Vodice, staying at the Imperijal Hotel. We believe that this prize, which they won because of the excellence in their artistic work, will be held for a long time in their memories, and will be an incentive for the future study and development of their artistic expression and creation.

Exhibition of all the chests at the Ban Josip Jelačić Square, Zagreb

The enthusiasm of the art teachers:

As it is well-known, nowadays the teaching of Art subject at the Elementary and Secondary schools is reduced to only one lesson once a week. Consequently, there are not many people at the museums and galleries, and there is poor knowledge of the national and international cultural heritage. Young people are not interested at all in that kind of creation. To make this change, we

would need enthusiastic art teachers, who are ready to get out of  rigid frameworks, and use part of their free time and energy, and push the limits a bit. Each teacher should independently create their operative subject program, and the program of extra-curricular workshops as well, where they could choose the methods, the artistic works, stimulative motifs, and not sticking exclusively to the examples offered in the textbook as models. Some internet pages can help us investigate and learn about artistic problems and works of art. Through them we can learn about the Croatian and international museums and galleries. Through the internet, there are no boundaries for the investigation and learning in place and time.

A student working on the relief of her Dalmatian chest (18 years old)

The possibility of looking at works of art through the internet does not make us know and understand them, but only get information for our investigation about art. To investigate about works of art, the students have to visit the museums and galleries, and they can also learn at school or through workshops (Tomašević Dančević; Šobat, 2002 : 22).In this way, the students achieve quality results and they develop the sensibility for the art more freely. The enthusiasm and the engagement of the art teacher is fundamental for the development of the visual perception and creation of the students. The mission of the art teacher, in his job of transferring knowledge, is  to know and to use what the nature and the cultural heritage that surrounds him, offers.

Bibliography:

Antos, Zvjezdana (1998) Pokucanstvo u Hrvatskoj. Zagreb: Etnographic Museum. Grgic, Marijan (1972) Zlato i srebro Zadra. Zagreb: Turistkomerc. Marojevic, Ivo (1986) Sadasnjost bastine. Zagreb: Drustvo povjesnicara umjetnosti SR Hrvatske. Marojevic, Ivo (2000) Novo Iverje. Petrinja. Matica hrvatska.Marasovic, Tomislav (2002) Kulturna bastina. Split: Veleuciliste. Mijatović, Emina ; Jurana Linarić, Dijana Nazor (2008) ״Pogled, potez״, Reference book for art teachers from 5th to 8th of elementary school. Zagreb: Profil.Rapanic, Zeljko, (2000) Bastina na dlanu. Split: Muzej hrvatskih arheoloških spomenika.Nazor, Dijana; Branka Šeparović; Miroslav Huzjak, (2004) exhibition’s catalog Chests through the centuries. Zagreb: IX Secondary School.Nazor, Dijana; Narcisa Buczynski (2007), exhibition’s catalog, Animals from the world, Zagreb: School Museum.Various authors (1960) Umjetnicka skrinja u Jugoslaviji od XIII do XIX st. Beograd: Muzej primijenjene umjetnosti. Tomasevic-Dancevic, Mirjana; Ana Sobat (2002) “Likovna kultura“, Reference book for art teachers  in 5th and 6th grade of elementary school. Zagreb: Profil.