Showing posts with label Group Permaculture Study. Show all posts
Showing posts with label Group Permaculture Study. Show all posts

Wednesday, May 28, 2014

11 Principles for Design

alder seedling
 As part of the homework chosen by my small group permaculture study group, we read the first chapter in Bill Mollison's Introduction to Permaculture. In it Mollison outlines 11 principles, and since I was hosting the meeting that month, I thought it would be fun to choose a project that would illustrate some of them.

I ended up designing one that illustrated all of them. That's not really anything extraordinary, because permaculture is such an integrated system, it's almost impossible not to follow them once you are started down that road. Toby Hemenway writes in Gaia's Garden,  that permaculture "...principles have deep and surprising interconnections..."

Now for an overview of the project. The spring before last, I had mob grazed a couple pigs through the pasture, part of which bordered the garden. There is a particularly low, poorly drained spot on the southwest corner of the garden, and here they had rooted up the ground so badly that it was both full of puddles and a tripping hazard. And strangely enough, the ruts they made were partially on contour. So I took a rake and made some berms and swales to finish what they had started. I ended up with something akin to the growing system used by the Aztecs called chinampas, only in miniature. During the fall, winter and most of the spring, the swales stayed full of water and hosted a variety of insects and amphibians. I grew sweet potatoes and tomatoes in the berms last summer, and while they did ok, it definitely needed improving.

As in the chinampa system, to start the project off this spring, I waited until the swales had dried up, then shoveled the muck from the bottom onto the berms. After this, I decided to follow Bill Mollison's instant garden technique on page 103 of Introduction to Permaculture, which is similar to a lasagna garden. First, any weeds were slashed. Then seedlings were planted. I put elderberry, sunchokes and sweet potato tubers left over from last year's crop in two of the berms in the back, and ground cherries, dwarf sunflowers and Mayo Indian amaranth in two on the front. This was arranged to take advantage of the noon to sunset exposure without the taller plants shading the shorter ones. Straw and aged chicken manure were strewn near the seedlings, then a weed barrier of paper and cardboard was added. On top of this was placed a thick mulch of leaves, followed by a more aesthetic layer of pine straw. Along the garden fence I planted a cross vine, wild rose and an alder. Most of these plants came from the moist woods and creek bank across from the pasture, and I chose them because I knew they would tolerate the wet soil conditions of the cold weather season in their new home.
berm planted and mulched


On to the principles. The first principle is Relative Location. This means that each element in a permaculture design is placed beside other elements to maximize the positive interactions between them. Permaculture is primarily a design science of relationships. In my case, the swales were placed to collect the nutrient rich runoff from the chicken run inside the garden. And placing this in context, the chicken pen is downslope of an oak grove that surrounds the septic system from the house. So nutrients taken up by the oaks are shed in their leaves, which are then raked and thrown over the fence as mulch for the chickens to scratch in. These break down or are converted to worm castings, some of which are eventually washed through the mini chinampa garden along with chicken manure, which causes algae to grow in the swales. This feeds the vernal pond critters and breaks down into a rich muck by the time the warm weather arrives, which can be scooped onto the berms to fertilize the plants there.

Each Element Provides Many Functions, and it's twin, Each Function is Supported by Many Elements comprise the second and third principles. The functions of the chosen plants include food for humans and chickens, fertility (the sunchokes and alder and elderberry provide organic matter for the soil when they are pruned or cut down for regrowth the following season, and alders fix some nitrogen), hedge for the enclosed garden, and nectar for pollinators. The shaped landscape also manages fertile water, allowing it to seep into the swales, while the berms provide elevated growing space during the wetter seasons so roots are not drowned. The sheet mulch functions to suppress weeds and to hold moisture in the soil. And the list could go on.
elderberry seedling
Energy Efficient Planning: By putting supporting elements around the element that provides the desired yield for humans, in this case elderberries, much of the energy needed to maintain the system will already be there on site, thus eliminating the need for many inputs once the system is established. Planning to utilize sun, slope, on-site materials (plants, leaves, pine straw, manure) and material from existing waste streams (cardboard boxes, discarded paper) also save outside energy inputs, as well as utilizing the habits of animals, such as pigs, to partially prepare the site and save labor.

Use of Biological Resources: Most materials were gotten onsite, as was mentioned, from the surrounding ecosystem. The yields of the ecosystem, it is hoped, will increase further when brought into a system that is designed to increase the number of positive interactions. For instance, elderberry will probably yield more berries when brought out of the shade and placed where it will receive nitrogen and phosphorus from the chickens.

Energy Cycling: As was previously illustrated manure feeds the vernal pond habitats in the swales, which feed the surrounding plants, some of which are used the feed the chickens (sunflower, amaranth, rose hips, sunchokes, sweet potato greens, extra elderberries) who utilize it and convert it to manure, and the cycle continues. But there is also a yield beyond this cycle in the food provided for humans (elderberries, ground cherries sunflower seeds, amaranth and sweet potato greens, sweet potato slips for the garden, sunchokes, rose hips) and pollinators (roses, sunchokes, cross vine).
sweet potato sprout


Small Scale Intensive Systems: While it is a lot of work to install initially, maintaining the mature system should be relatively easy with harvest and chop and drop mulching the primary chores. The scale of this project is small enough for a woman and her hand tools to accomplish and it was plugged into already existing nutrient cycles that had been set up before. So small systems can be built a little at a time, and as these need less and less maintenance, other small systems can be plugged into their outputs. Since many of the plants in this system are easy to grow perennials or self seeding annuals, this can be considered a zone 2 area, needing fewer visits than the kitchen garden or chickens in zone 1. (Zone planning involves placing elements at consecutive distances from the house according to the rate of visits needed by the human residents.)

Accelerating Succession and Evolution: With pigs and people shaping the land to capture and hold water and nutrients, the soil quality can be improved much faster which amounts to more species and individuals benefiting from higher yields.

Diversity: A variety of plants and habitats supports a variety of creatures. When humans direct their energies to supporting the whole ecosystem, rather than forcing a single yield for themselves, their needs are met and the continuing ability of the system to provide for all of its inhabitants is assured.
ground cherry seedling


Edge Effects: More diversity is found at the edge of two different ecosystems, such as a grassland and forest, than away from it. In this system we have a small orchard where chickens run meeting swale ponds and berm beds, meeting pasture. Patterns that increase edge are ideal, and in this case the shape of the land was altered vertically to create more growing space (berms vs. flat ground) and more edge between air and water and soil.

Attitude: At first, the muddy, boggy mess left by the pigs presented a problem. But instead of trying to solve a problem by reversing the effect, a little creativity and extra energy turned it into a solution for something else: a self irrigating growing area and runoff management system.

We never did get around to the project I designed at our last permaculture meeting, we were having too much fun. But that's not a problem, it's just an opportunity for a blog post (and for me to get some good exercise).

Mollison concluded the list of principles by stressing that information and imagination are the only limits to the number of uses and relationships possible in a permaculture system.






Thursday, March 27, 2014

How to Do a Free SCUPS Group PDC

A while back, members of SCUPS decided to do their own PDC classes. These don't involve getting certification at the end (most certification courses run around $1,000 per person), but they do involve absorbing the knowledge of a PDC designer for free. The more PDC designers our group has, the more permaculture can spread in the upstate.


Photo Caption: One of the houses at Earthhaven Ecovillage in Asheville, NC

We started out recommending the free PDC videos at the Regenerative Leadership Institute. Most of the members who watched these videos didn't like how unstructured they were and their poor audio. Larry Korn seems like a fascinating guy to have a conversation with, but not the most intuitive instructor. Additionally, in the last month many respected permaculture organizations have come out against the founder of RLI (not Larry Korn) due to complaints of scams and poor personal relations with customers. Fortunately, we've discovered that Will Hooker from NC State has put up even more of his class lectures and they are of excellent, high tech quality with locally relevant info. We're now recommending them instead of the RLI materials.

Though it is possible to do the materials on your own, we suggest SCUPS members ask around to form groups of 2-4 families who then learn the materials as a group. We also recommend that you give your SCUPS PDC group a name because then we can discuss each group's activities on the Facebook page without getting confused about who is doing what. (the name "SUPA BOB" is already taken by our group so even though you probably wanted your group to be called "SUPA BOB," you have to pick something else -- sorry). :)

You can set up your group any way that suits you, but here's a suggested curriculum that is working for SUPA BOB:

SCUPS FREE PDC CURRICULUM:

Materials
Meetings
  • Ask around on the SCUPS Facebook group or at SCUPS events if there is anyone in your area who wants to join up for a group PDC. We recommend keeping it small at 2-4 families and preferably people whose homes are not too far away to easily drive to.
  • SUPA BOB meets 2x a month at each others houses, usually on weeknights, to discuss the materials we already watched and read. We rotate between member's houses so it spaces out the hosting duties -- the host serves the main course and the other members bring no-fuss potluck side dishes or beverages. Some groups may elect to watch the videos as a group, but we personally found that we wanted to talk about our opinions and prefer to watch them & read the homework before the meeting.
  • SUPA BOB also meets 1 or more times a month at each other's houses, usually on a weekend, to do permaculture projects in each other's landscapes. This is also on rotation between member's so everyone gets a turn.
  • We found that only watching one video per 2 weeks would take multiple years to complete, so we grouped assignments to speed things up. Here's two photos of the spreadsheet that Kirsten Robertson made for our group. We filled in a member's house and meeting date for each video grouping. For example, the Robertsons might host the "Introduction" section, 2 weeks later the Lords might host the "Kirby Street Example" section, and 2 weeks after that the von Franks might host the "Forests, Trees, Site Analysis and Design" section. (Click to see larger images or contact Eliza or Kirsten if you want an editable copy of the original spreadsheet file so you can personalize it for your own group):

Photo Caption: Contact Eliza or Kirsten for a copy of this spreadsheet file that you can edit for your own group.
  • Finally, take notes when you are watching videos or reading material so you have a list of things to discuss when you attend the meetings (unless your group decides to watch the materials together).
 We hope this helps anyone who is already or planning to take a free PDC together!

Thursday, January 9, 2014

Evolution of a PDC Endeavor?

With the recent unveiling of  Regenerative Leadership Institute's free online Permaculture Design course, many of us have elected to form small groups to meet together to watch and discuss these lectures by Larry Korn (translator of One Straw Revolution by Masanobu Fukuoka). We've also shared ideas on how to incorporate these lectures with hands on projects, which could include taking turns helping those in our small group with their own permaculture projects.

Without detracting from this valuable resource and generous offering, some concerns have been expressed over the teaching style of this particular course, which may seem disorganized to our Western brains,  although it may accommodate some people's  learning styles without any hangups. The challenge, therefore, is to come up with a way to work with multiple learning styles that will also lend itself to a group setting. To the best of my knowledge, the most organized outline for a PDC is the one from Permaculture's own cofounder, Bill Mollison in Permaculture: A Designer's Manual,, the textbook from which many PDC's condense and excerpt from. Below is an illustration (start from the bottom) of the intuitive flow in the organization of his subject matter that stood out to me after perusing the table of contents. 


So maybe to use an outline like this, we could take each unit (the bubbles with the numbers) and create multimedia lists of recommended reading, viewing and hands on projects including, but not limited to, the free online course lectures. These lists could be posted and continuously updated online (maybe on this blog) and each student taking the course could fill out logs for each educational activity pertaining to a unit, also including bits chosen for their own self study. Below is an example, complete with true-to-life mistakes. :) And fictional scenarios. 

Hopefully, this would accommodate both a self paced, autodidactical study as well as a group endeavor, and even both together, which would probably be what most of us would end up doing. So whatever permaculture related study or activity we happen to be doing, together or on our own, organized or scattered, we can keep a record of it under the basic unit/subject it would fall under.