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Alexander proposed the realization of the game of 15 which is a classic puzzle game created in 1874 by Noyes Palmer Chapman, a letter carrier on duty in Canastosa, and popularized in 1891 by samuel Loyd.The game consists of a square-shaped board, usually made of plastic or wood, divided into four rows and four columns (thus sixteen positions), on which are placed fifteen square tiles, numbered progressively from 1. The tiles can slide horizontally or vertically, but their movement is limited by the existence of a single blank space. The aim of the game is to rearrange the tiles after “shuffling” them randomly; the position to be reached is the one with the number 1 at the top left and the other numbers following from left to right and from top to bottom, up to 15 followed by the empty square. The children began by squaring the wood to be cut through the use of a carpenter’s square and marked with pencil all the dowel cuts needed for the game. Afterwards, Alexander explained and showed the correct use of the hand saw with which all the boys cut the 15 dowels. After cutting, the dowels were sanded with sandpaper of different weights, first a larger weight was used to remove impurities from the larger cut wood and then finished with a much finer weight. At this point we got 15 squares sanded and ready to be painted by the children, each with their own imagination, where the numbers one to fifteen were made. Same procedure to make the game frame, first they did the cutting, then the sanding and finally the painting. We prepared all the materials needed to assemble the game and put them together. 

In the last meeting of the Erasmus Plus HAND! project, held at the Albero della Tuscia Libertarian School in Farnese (VT), elementary school children concluded the course on Etruscan crafts by making a plaque pendant depicting the Etruscan Chimera.Before beginning the hands-on activity, the children learned about the history and significance of the Chimera, a mythological creature depicted with a lion’s body, a goat’s head on its back and a snake-like tail. Among the most famous depictions was shown the Chimera of Arezzo, a fifth-century B.C. bronze sculpture found in 1553 and now housed in the National Archaeological Museum in Florence.In Greek mythology, the Chimera is a symbol of chaotic and destructive forces, but in Etruscan art it may also have taken on a meaning of protection and divine power. Its connection with the otherworldly world and its depiction on votive objects suggest a connection with the spirituality and religious beliefs of the Etruscans.After the introductory part, the children began the creation of their pendant, following the techniques learned in the previous meetings and using the technique of embossing on metal. To make the process accessible to all, the children were given a stylized, line drawing of the Chimera, which they transferred to the copper plate by overlapping the sheet and tracing the outlines with a pen. This first etching was then finished with burins to accentuate details and create a more pronounced three-dimensional effect. Once the design was complete, they cut out the shape of the pendant, beveled the edges, and, to make the pendant safer and more comfortable to wear, a thin layer of hot glue was applied to the back, which softened the reliefs and covered any sharp edges. Finally, with the help of jewelry pliers, the children drilled a hole in the plaque and inserted a connecting ring, finishing it off with a lanyard.This activity allowed the children to approach history through manual dexterity and creativity. Working with metal with their own hands, they were able to experience ancient techniques and discover the symbolic value of Etruscan artifacts. Each pendant, although starting from the same design, took on different nuances, thus becoming a unique and personal piece. This meeting closed the journey with a tangible memento of the work done, transforming knowledge into a concrete lived experience.

The third meeting of the Erasmus Plus HAND! project, held at the Albero della Tuscia Libertarian School in Farnese (VT), guided children to discover another fascinating artifact of Etruscan goldsmithing: earrings. This jewelry, beloved and worn by Etruscan women, came in different forms, from large plaque earrings, which could reach 7 cm in diameter, to pendants embellished with stones and fine details.After a historical introduction on the types of earrings used by the Etruscans, the children chose to make a pendant model, inspired by ancient jewelry but reinterpreted with a personal touch. For the workmanship, the technique of embossing on copper sheets was used, through which the spiral symbol was engraved. This motif recurs frequently in Etruscan art and symbolizes the continuous cycle of life, growth, transformation and the connection between the earthly and spiritual worlds.After transferring the design to the metal plate, the children engraved the spirals using burins and embossing tools, working carefully to achieve a well-defined relief. The resulting plaque was then personalized by adding a stone of their choice, inspired by the Etruscan custom of embellishing jewelry with precious and colorful materials. To ensure safety and comfort, a thin layer of hot glue was applied to the back, which softened the reliefs and covered any sharp edges. Next, through the use of jewelry pliers, the children assembled their earring, inserting the linking rings and completing it with the monachella, the hook that allows it to be worn.This workshop, too, offered children an immersive, hands-on experience, allowing them to explore Etruscan culture through craftsmanship and art. Working with metal, engraving ancient symbols and assembling a real piece of jewelry turned history into a hands-on experience, leaving them with not only an object to wear, but also an awareness of the artistic and symbolic value of jewelry from the past.

After the exciting discovery of Etruscan jewelry during the first meeting, the children of the Libertarian School “Albero della Tuscia” in Farnese (VT) continued their journey into the world of goldsmithing, experimenting with new techniques for making two types of rings: a band ring and a plate to be applied on a ring base.Also in this meeting, guided by Marianna Iurlo, the children worked with the embossing technique, choosing between copper plates or silver-plated bases, depending on their aesthetic preferences. The band ring was decorated with a design made freehand, then traced using burins to create a well-defined relief. Someone also applied black corallines to further embellish and personalize the work.The plate of the second ring, on the other hand, was obtained by tracing the relief motif of a jewel depicting a Spiral, a recurring symbol in Etruscan art. This motif was particularly significant to the Etruscans because it represented the cycle of life, fertility and prosperity, as explained in the previous meeting.Once the relief was imprinted on the slab, the piece was treated with hot glue to stabilize the workmanship and finally glued to the base of the ring, thus completing the creation. The meeting allowed the boys and girls to hone their manual skills and deepen their understanding of the symbolic value of Etruscan goldsmithing, transforming learning into a practical and creative experience. Through craftsmanship, they were able to experience firsthand the attention to detail and precision required for jewelry making, while developing a deeper connection to the history and art of antiquity.

During the first meeting of the Erasmus Plus HAND! project at the Libertarian School “Albero della Tuscia” in Farnese (VT), elementary school children embarked on a fascinating journey to discover Etruscan jewelry. The presenter, Marianna Iurlo, told the story of the Etruscans, the ancient people of central Italy known for their skill in the art of goldsmithing, and explained how jewelry was not mere ornaments, but authentic symbols of wealth, protection and spirituality.The boys and girls learned that these precious objects, made of gold, silver, bronze, amber, and semi-precious stones, were embellished with refined techniques such as filigree, granulation, and especially embossing, which allows the creation of three-dimensional reliefs on metal. During the presentation, special attention was paid to the meaning of the symbols: the Sun represented life, light and energy, while the Moon was associated with the mysterious passage into the afterlife; the Serpent represented protection and renewal, the Eagle expressed power and connection with the heavens, and the Horse evoked nobility and strength. In addition, the Circle and Spiral recalled the continuous cycle of life, fertility and prosperity, while plants and flowers engraved on jewelry suggested rebirth and abundance. Some jewelry even featured formulas or incantations, intended to protect the wearer and connect the earthly world to the divine. To make this journey through time even more tangible, photographs of jewelry found in Etruscan tombs and housed in the Vulci museum were shown, giving children a direct visual connection to the past. Next, participants put what they learned into practice by making a band bracelet. Using a copper plate, the children experimented with the embossing technique: with the help of a die-cutting machine, a relief design was imprinted, which was then refined with burins to define the details. During the making of the bracelet, hot glue was used to fill in the reliefs and make the edges of the foil less sharp, thus providing greater security. In addition, through the use of jeweler’s pliers, terminals were applied to the bead and connector rings inserted, for an accurate and professional finish.This first meeting, aimed to combine learning about Etruscan history and culture with the direct experience of metalworking, strengthening the children’s sense of cultural belonging and creativity. A course that transformed knowledge into a concrete experience, stimulating creativity, teamwork and the discovery and appreciation of the artistic and historical heritage of the past.

The third and final meeting of the Erasmus Plus Project – HAND! at the Albero della Tuscia School in Farnese (VT) took place in a serene and playful atmosphere, demonstrating how collaboration and creativity can transform recycled materials into real musical instruments. During this lesson, the children began by drawing their own ideas for instruments, letting their imaginations run wild. The preparation of the materials was guided by the conductor, but it was soon evident as the increasingly close-knit group organized themselves for a time of ensemble music, this time without the conductor’s guidance. After the musical experimentation phase, the boys and girls continued to refine the instruments, working the wood through scraping and sanding operations, and using working tools such as a drill under careful supervision. This phase allowed them to acquire new technical skills as they decorated with markers the different parts that would make up the sistrum and the two types of clap clap. In addition to strengthening manual skills, the experience fostered teamwork and autonomy, leaving each participant with an awareness of the importance of a creative and sustainable approach.

We entered the world of traditional weaving. Many new words were added to children’s vocabulary. We used recycled fabric strips. Bigger and smaller looms were tried and wonderful mini “flying” carpets were made for miniature world. All the kids enjoyed the process and said it is very meditative and fun activity. Looms will be placed in school hall for everyday use (and for meditation). 

The second meeting of the musical instruments workshop saw the introduction of new children, for whom a brief summary of the activities conducted during the previous meeting was given. In particular, the experience of playing the drums in sequence was reintroduced, starting with one stroke on each drum and continuing with two strokes alternating hands, maintaining a regular pulse. This activity allowed the children to consolidate their acquired knowledge, improving their coordination and sense of rhythm. The children also revisited the operation of the piano, exploring again the mechanism of the strings for sound production. An interesting part of the meeting was devoted to experimenting with a corrugated pipe, which, when spun, emitted a sound similar to that of a propeller flute. The children found that varying the speed of rotation of the tube changed the pitch of the sound. The conductor then introduced the sistrum, a musical instrument from ancient Rome, constructed from recycled materials: a hanger to which plastic caps were attached. The children enjoyed the creative use of materials and began to reflect on the art of building musical instruments with sustainable resources. The practical part of the meeting was devoted to instrument making. The children started making a sistrum and a clap clap, using wood that was cut by the conductor with a circular saw. While working to prepare the materials, the children also drew the plans for their instruments. Next, they sanded the pieces of wood that will make up the instruments, an activity that stimulated their manual dexterity and attention to detail. The meeting concluded with a session of ensemble music, during which the children played drums, collaborating to create a common rhythm and experiencing the value of music as a collective experience. In summary, the second meeting allowed the children to explore new instruments, consolidate practical and theoretical knowledge, and further approach the art of building recycled musical instruments. The day was full of creativity, hands-on learning and fun,.

The first meeting of the “Traditional Instruments and Instruments made of Recycle Materials” aimed to introduce elementary school children to the classification of musical instruments and to stimulate their interest in music and crafts through practical and theoretical activities. During this session, the presenter introduced the main types of musical instruments, divided into three categories: aerophones, chordophones and membranophones. Introduction to the Classification of Musical Instruments 1. Aerophones:The first group of instruments presented was the aerophones, which produce sound by air vibrating inside them. The conductor showed the recorder, a classic example of an aerophone. The children had the opportunity to observe the instrument and listen to its sound. Afterwards, they were invited to try playing the flute. The activity provided an understanding of the concept of how air inside a musical instrument can generate sound. 2. Chordophones:The second group of instruments was chordophones, which produce sound through the vibration of taut strings. In this case, the conductor introduced the monochord, an ancient instrument consisting of a single string stretched over a sound box. The children observed how the sound produced changed depending on the tension of the string and were able to experiment with plucking the string to listen for changes in pitch.   3. Membranophones:Finally, membranophones, which produce sound by vibrating a membrane stretched over an instrument, were presented. The presenter used drums as an example of this category. The children were able to observe the drums and listen to how the sound changed depending on the tension of the membrane.   Next, a practice session was held in which the children played five drums, each with different tensions. First they tried tapping on each drum with one stick, then they experimented with using two sticks, alternating hands, to perceive how technique affects the sound produced. This activity enabled the children to understand the differences in the sound of the drums and how membrane tension plays a key role in sound production.   Piano Observation During the course of the meeting, a brief observation of the school’s piano was also offered. The children had the opportunity to see how the piano key, when pressed, activates a hammer that causes the inner strings to vibrate. This part of the meeting allowed them to understand the concept of how different instruments can function similarly, but with different mechanisms.   Creative and Reflective Activity   At the end of the hands-on activities, the children were involved in a series of complementary activities:   * Report writing: Each child wrote a short report on their activities. This exercise stimulated their observation and reflection skills, consolidating what they learned about musical instruments and how they work.   * Drawing musical instruments: As a creative activity, the children colored a drawing depicting various musical instruments. This gave them the opportunity to express their own view of music and instruments, associating the theoretical concepts they learned with their own visual experience.   Conclusions   The first meeting was an engaging introduction to the classification of musical instruments, combining theory and practice. Children had the opportunity to explore different types of instruments (aerophones, chordophones, and membranophones), understanding the differences in how they function and produce sound. Hands-on experience, particularly with the recorder, monochord and drums, stimulated their interest and made learning more concrete and fun. Writing and drawing activities completed the meeting, allowing children to consolidate information in creative ways.

“How we came up with the idea: Christmas party was coming up and because we like pottery and we with a cooperation project with an Italian school so we decided to make Christmas decorations. Process: first we roll the clay flat and then we shape them into figurines, when they are dry, we put the rope side:)<3 what we felt while making it: was a peaceful, though joyful the entire time.” – Kenzi, Egrit, Lola, students