Conclusion
Last year in my first year of teaching, during a leaf rubbing lesson, a student asked me if a fall leaf was magic and it became evident that nature has the potential to inspire students to think about how the world works and make art as well. Figure 5 shows how mushrooms themselves can be the canvas for artworks. While I took this photo one of the members of the mycological association in Connecticut I came across explained to me that it is called an Artist’s Conk mushroom that can be painted on. The inspiration for centering this unit around the motif of mushrooms came from a hike on a Connecticut trail where a mycological society was having a collection and identification event. This theme can connect to the seminar topic of ecocriticism in the image of the mushroom cloud at the end of the unit. Other ways students can engage with the theme in discussion is through discussion of sustainable food using plant materials for example to replace beef which contributes significantly to pollution. Mushrooms themselves may break down pollutants in the environment. (65) Students can learn about cycles of decay, sustainability and exponential growth though learning about mushrooms through art.
Experimentation should be encouraged. Failure is not final and the growth of the mushrooms can be an example of how success is not always linear. Success depends on our environment and can be promoted through making sure the right resources are available for students to use and appropriate in their creation of art. An idea that she gave me was to provide students the opportunity to grow edible oyster mushrooms within the classroom. This experience would teach patience and encourage a sense of wonder that challenges preconceptions of mushrooms.(66) Students will record reflections by creating art. How will students know when the mushrooms have stopped growing? This is a question that can be presented to students. Ultimately growth of a mushroom or understanding within a student of topic depends on the time and energy put into development from themselves and their instructor. Harvesting the mushroom can also be a wonderful learning experience where students reap the reward for the time and effort they put in the classroom. This is a valuable lesson that can help them with preparing for test taking situations or sticking with difficulty in the learning process.
I want to acknowledge Anna Herman (Science Teacher) who shared many ideas including the mycelium bear, from the Grow.bio company which she uses to make biodegradable sculptures and packaging. Private companies and governments have been exploring innovative ways to repurpose mushrooms for construction and design.(67) I learned about spore printing from talking with her as well and will be using that as one of the lessons in this unit based on the process described by the North American Mycological Association. Her teaching ethos is captured in the mentality of lifting others in the same way that we would all like to be.
The Yale National Fellowship program is an energizing learning experience from which I have developed the Art of the Mushroom, visual arts unit for students in grades 3 – 4. This unit was informed by research done as a Yale National Fellow in the Landscape, Art and Ecology, seminar led by the Paul Mellon Professor in the History of Art, Tim Barringer. I want to acknowledge the educators teaching grades K-12 from around the country that I met at YNTI. National fellows such as Alima Saffeel McKnight (Third-Grade Teacher) and Melissa Muntz (History Teacher) have also offered meaningful suggestions during multiple conversations during seminars that have strengthened this unit that combines art, science and history.
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