 tako, ki je nasičnja spetifovana. Arkeoloži možemo poživati ljudi na zelo, kaj je življenje. Zelo, da je instrument, da se poživajte, arkeoloži možemo poživati moderni socij, da se poživajte nekaj identitiv. Na različnih različnjih, smo poživati, da se poživajte nekaj identitiv, da se poživajte tradični socij, da se poživajte nekaj različni socij, da se poživajte nekaj zelo, da se poživajte, je kaj je polytronik, kaj je tudi v technologiesi, in nekaj je ošličil, da je zveličil, da si je zelo všeliko odgleda in začelicoj, ki je v teži všeliko všeliko, da je to poživala, da je je izgovorila, da je zelo všeliko všeliko, da je začeliko, da je da je začeliko, da je teži všeliko, da je začeliko, kaj je režim tukaj, kaj je zelo poslednja populacija v procesu kolektivizacija in tukaj zelo v lokalnih tradicijah, zelo vzvečenje klor in lokalnih stvari, zelo vzvečenje, zelo vzvečenje, zelo vzvečenje, zelo vzvečenje ideologij. V 21. semčer in Rumenija, vzvečenje vzvečenje vzvečenje vzvečenje vzvečenje vzvečenje vzvečenje vzvečenje. Dastra village represent also a significant landmark in the evolution of prehistory as a research field in Rumenija. The discovery of the well-known Dastra Calculic site coincided with the first archaeological studies in the country and the first developments towards a unified national culture. Over the inshuin years, the site gained a reputation on account of the abundance je ta vsi kratiljna nazav Fish Brax ceramics. Ninošké dojavice je warnatil na vsev informacije in Vodastava v temo odpolje na vse, na zelo da se potrebe, bolj je odpolječnozat kod policije. Bude, in ustvarju se te začivaj, vodastava projekti je koordinjati. Se pomazaj na vso vodostavneće v sevji vsezov, si se počak vso spetnega so. As an experimental archaeology and education project, in addition to specific scientific objective of experimental archaeology, it started by teaching village children local prehistory and history, while also offering them the opportunity to acquire an additional skill. Center close to the calculating eponymous site. The project was initiated in 2000. The hope was that by disseminating the expert knowledge learn through archaeological experiments and hands-on activities and by teaching the villagers about the local past. A center for the production of traditional ceramics could be developed at Vodastra. It was hoped that the establishment of such a center might create new jobs and provide an incentive for the village young people to stay instead of migrating to the cities. Results of any experiments conducted with ancient technologies were almost immediately transferred to the people in the village. Based on my strong belief in the power of significance of the context at the outset, I scheduled the experiments to be conducted in different locations of the prehistoric site. Taking into account that a greater part of experimental archaeology activity is still decontextualized, because experimenters work in contexts different from originals. The project became a mix of scientific experiment and experientiality. This was achieved by conducting the experiment in a reconstructed context in a sort of geert's description. This is the reason why for the archaeological experiment as well as for teaching in context I have built part of the prehistoric and antique architectural context as a prehistoric house surrounded by palisade and the workshop of Roman villa as places to host experiments. The following provides a short description of the different experiments carried out. Exercises designed to acquire the children in prehistoric art in Vodastra began in the summer of 2001. At this level of instruction children learn a number of basic rules of prehistoric visual grammars. Between 2000 and 2009, a series of sunken up-drapped kilns dug into the local clay terraces as well as several surface and sunken kilns that were built in the village and then firing involved both young and other people from the community. Between 2003 and 2014, with the assistance of the villagers, three water and dub houses and double palisade were constructed for the purpose of testing prehistoric and traditional building technique and to produce realistic context for reenactments with prehistoric technologies. In the place where I identified a villa rustica we constructed a Roman workshop containing a furnace for glass blowing, a furnace for ore melting and other pyro and architectural features. Starting in 2005, up to 2012, a series of experiments with iron production were carried out along with experiments with Roman ceramics. Between 2012 and 2014, a series of experiments with prehistoric looms or Roman looms produced replicas of different types of woven textiles. One of the first people to be convinced of the positive social implication of this project was a man in his service. Possessing innate talent after one year, he was able to make vases to rival those crafted by the art students involved in the project. By 2002, he had reached a level of craftsmanship that enabled him to gain a job as a ceramic instructor at the cultural house in Vardastra. This was followed by the introduction of modeling and vase decoration courses at the Vardastra School, Curicula and to the emergence of a new local ceramic style inspired from the prehistoric one. The ethics of this method being discussed during a round table at EAA in Esslingen. One approach selected to increase the number of people interested in the project and to familiarize both children and adults with their local heritage, Vardastra Taktile Museum. It created the premises of a sensory experience that would appear to many senses and would take place in different local settings in close proximity to the archaeological ones in order to relate the sensory experience to the material culture in context. As a continuation to this experiment, a virtual museum was designed placing into the virtually reconstructed context both the development of the chenoperatoire and the reenactment of the technologies. As the time allotted during the summer campaign to the interaction with the community was not sufficient, begining with 2011, the method of distance learning was adopted. We have used it as a solution to facilitate the access to education not only for Vardastra but also for other remote and economically disadvantaged communities by initiating a new educational project. The maps of time, real communities, virtual world experimented past linking these communities to the research center and education institute including Portugal, a lot of communities from Portugal. Vardastra was linked to other Romanian and European communities eager to rediscover their traditional identities through a platform with complex information containing series of educational facilities including in learning. Educational materials about ancient technology were presented to the communities via Skype. The image from the right is linked with Abrantes with the community of Abrantes in Portugal. From the beginning of the project art was employed as an educational instrument. Hence the making in 2002 of a large graphite on the main facade of the cultural house in Vardastra illustrated the decorative patterns of calculating Vardastra ceramics. In another educational method used to present the archaeological data of a place was the augmentation of reality also employing art. In the first approach land art and installation were utilized to visualize data invisible today such as paleo reverse or settlements. This was followed by the use of digital art to reconstruct the context. Because Vardastra's archaeological remains were adopted in virtual reality as our tool reconstructing objects ranging from basis to houses in 3D. These were then presented to the children together with real shots hence allowing them to relate the sensory experience to real artifacts. All the technology of the archaeological experiments were demonstrated by diverse technicians dressed in costumes related to respective epochs and carried out in the reconstructed architectural context prehistoric village or the workshop of Roman villa. Position near the archaeological remains. In this evocative way people, objects and technologies were linked to a specific place. In 2011 a new type of museum virtual one began to present the local technology in a reconstructed real and virtual context. The advantages of this type of museums are the following. The virtual museum first allowed visitors to travel in time into the room which exhibits Roman objects. Reconstruction of the fragments found in the village in the nearby region. Then to the prehistoric past into the room displaying a calculating house together with reconstructed prehistoric everyday life objects. The next stage of the educational strategy involved the creative use of the same visual material including virtual reconstructions in video reenactments used under the form of an educational game to achieve a more complex linking of the community and the place. One mobile phone application designed in 2013 labeled archaeology at home involves an exploratory contextual learning Using the smartphone the children and adults explore the village surrounding area once reached the defined places of interest triggered an augmentation of the geographical context like video sound, text, 3D models etc. For example the ruins of a reconstruction of a prehistoric house that once identified by the device GPS triggered a series of images and 3D models of the whole house and then of the prehistoric ceramic technology inside the house As a conclusion one can state it is possible to use the past to create new identities This must be seen as a positive effect of archaeological work It could work as an example of how archaeology can be put at the immediate social use in the present The presented project showed the education to create new skills in crafts to implement new technologies and to create new bonds between people and the place they live in It also showed the power of learning in context This is clearly an efficient method which provides learners with a better and more complex understanding of the topic studied Real and virtual museums could be used to develop awareness of the local past, especially among young people in the same way as the IT mobile phone application Enabling an efficient transmission of the experimental archaeology and reenactments to the community Allowing people to immerse in the land they live in The Vadasna project demonstrated that archaeology can both save and create identities namely the creation of a spiritual connection of humans with one place Thank you very much for your attention