{"id":1556,"date":"2022-09-13T20:34:59","date_gmt":"2022-09-13T20:34:59","guid":{"rendered":"http:\/\/livingwithplastics.climateactionchildhood.net\/?page_id=1556"},"modified":"2022-09-22T22:25:47","modified_gmt":"2022-09-22T22:25:47","slug":"rolling","status":"publish","type":"page","link":"https:\/\/livingwithplastics.climateactionchildhood.net\/index.php\/documentation\/rolling\/","title":{"rendered":"Rolling"},"content":{"rendered":"\n
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“A salad has tomatoes in it.”- Heather

“I like cheese in my salad.”- Pierre

“The tiny cheese.” – Emmanuel

“Cucumbers come in a salad.”- Cameron<\/p><\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Temporalities of food waste: Thinking with rolling<\/strong><\/p><\/div>\n<\/div>\n\n\n\n

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We invite the children into the process of preparing and making salad for lunch.

We gather to create a shopping list of ingredients for the salad:

crunchies; lettuce; cucumber; apple; carrots<\/p><\/div>\n\n\n\n

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We spend time meeting each of the vegetables and fruits in the produce section of the grocery store. We notice their colours, shapes, textures, and Picking out a head of lettuce for the salad is not an easy task. We notice that there are many types of lettuce to choose from. Cindy suggests that we purchase \u201dthe lettuce that rolls.\u201d<\/p><\/div>\n\n\n\n

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Cindy\u2019s idea that fruit and vegetables roll extends our conversations with food scraps.

Many fruits and vegetables roll.

We pay attention to how many vegetables in the scrap pile roll. Scraps are in various stages of curling and rolling.

“This one can roll, but this one can’t.”
– Emmanuel<\/p><\/div>\n\n\n\n

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As fingers and peelings work together, tucking, folding, and rolling, we pay attention to how layer upon layer shape the rolling lettuce.<\/strong><\/p>\n\n\n\n

\u201cLet\u2019s roll it.\u201d
– Cindy<\/p>\n<\/div>\n<\/div><\/div>\n\n\n\n

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To intensify the idea of rolling vegetables, we become the rolling vegetables ourselves. Layer by layer we embody what it might be to be a rolling vegetable.

Bodies, fabrics, and videos of us rolling vegetables intertwine in the classroom.<\/p>\n\n\n

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\u201cLook, we\u2019re
rolling lettuce
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We are curious how
other vegetables are shaped through the layering.

While rolling cabbage rolls, Stella says, “I rolled a present.”<\/p><\/div>\n\n\n\n

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Becoming cabbage rolls as children and bodies and cabbage leaves roll together.<\/strong><\/p><\/div>\n\n\n\n

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“We rolled Leanne!”
– Cameron<\/p><\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n

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Excess <\/strong>
banana <\/strong>
peelings
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as we think <\/strong>
with rolling.<\/strong><\/p>\n\n

We create banana rolling choreographies: pull, flatten, tuck, and roll
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“Hold it here, roll it in. There, it is done!” – Emmanuel<\/p><\/div>\n\n\n\n

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\u201cI\u2019m making a lettuce sandwich. It goes around and around the food. You need big lettuce for sandwiches.” <\/strong>
– Cindy<\/strong><\/p><\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n

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We quickly notice that banana peels roll differently when the sticky part is on the outside.<\/p><\/div>\n\n\n\n

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As hands and sticky banana peels move together, Chrissy offers, \u201cLet’s put all the banana peels into a banana.” Emmanuel and Chrissy carefully negotiate how to make the big banana. Emmanuel pulls the first banana peel from the pile, uncurls and flattens it with his fingertips and the palm of his hand.<\/p><\/div>\n\n\n\n

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\u201cWe lay them all flat and then put them into a pile,” says Emmanuel. \u201cPut all the bananas in a banana!\u201d offers Chrissy. From the flat row, Emmanuel picks up each banana peel and stacks it up one on top of the other into a column. As the pile grows higher, individual peels begin to slide out, refusing to stay put.<\/p><\/div>\n\n\n\n

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Sculpting the big banana is not an easy task. The gooey banana layers do not stick to each other.
We invite children to sketch the big banana and create a plan.
Through the sketches we return to the idea of rolling.<\/strong><\/p><\/div>\n\n\n\n

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Paper Rolling<\/p>\n\n

We invite paper into the rolling choreography, to follow Roberto\u2019s suggestion to slice the sketches so we can create banana rolls.<\/p>\n\n

“We need to slice it.” – Roberto<\/strong><\/p><\/div>\n\n\n\n

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\u201cI can roll a small one!\u201d – Nancy<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

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As choreography of rolling paper & banana rolling <\/strong>becomes a ritual, we notice that while the banana changes, the paper stays the same. \u201cWe can\u2019t roll if anymore\u201d, utters Emmanuel. Roberto notes, \u201cIt keeps breaking\u201d.<\/p><\/div>\n<\/div>\n<\/div>\n\n\n\n

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Banana peels are changing…<\/p>\n<\/div><\/div>\n\n\n\n

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The children notice the changes of the banana rolls.<\/strong>
\u201cThese are dead bananas\u201d – Roberto
\u201cThe black one dies because it\u2019s not yellow\u201d – Joe
\u201cThe yellow bananas are alive\u201d – Malik<\/p><\/div>\n\n\n\n

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\u201cWe can’t roll them anymore because they are hard” – Roberto
“We can’t roll them because it breaks\u201d – Cameron

Cracking and breaking of decaying bananas peels leave crumbly pieces on the table and floor. “They keep breaking”, says Chrissy. “They’re all different”, notices Cameron.<\/p>\n\n\n

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Temporalities of decomposition<\/p>\n\n

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We pay close attention to the ways in which the banana rolls are changing. We study each stage of the decomposition process.<\/p><\/div>\n<\/div>\n<\/div>\n\n\n\n

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Drawing offers us a way to attend to the decaying process<\/p><\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n

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We sit with the question of what it means to be a dead banana peel or a living banana peel. What makes a banana peel dead?<\/p><\/div>\n\n\n\n

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Photos of banana peels in
different decomposition
stages are projected onto
the wall as a way to pay
closer attention to their
changing process.

“They’re all different”,
says Emmanuel.<\/p><\/div>\n\n\n\n

With charcoal and pencils, we pay attention to each stage of decomposition. Charcoal invites us to create dark bananas. Making both delicate and firm markings with the pencil, we draw the other stages of the bananas. “I made a very black banana”, declares Joe.<\/p><\/div>\n<\/div>\n\n\n\n

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Stories of alive bananas and dead bananas continue to emerge through the drawing process.<\/p>\n\n

As a way to think more about the alive and dead bananas, we slow down and focus on drawing each stage of decomposition one at a time. We sketch the \u201calive banana roll\u201d<\/strong><\/p>\n\n

“This banana is alive”
– Emmanuel
“If it’s yellow, it’s alive.
If it has black it means
it\u2019s dead.” – Roberto<\/p><\/div>\n\n\n\n

“These are dead”, says Roberto. “The black one died because of the yellow”, offers Joe.<\/p>\n\n\n

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We return to the banana rolls and revisit them each day during the week through the practice of drawing.

As time passes, we notice changes.

We speculatively story how time is co-constructed across species.<\/p><\/div>\n<\/div>\n\n\n\n

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We invite the children to watch a timelapse video of a banana. “It’s turning yellow, now it’s turning black!”, Emmanuel notices. <\/p>\n\n

The children are noticing the color transformation of the banana but are unsure of what is causing the color change. We bring this problem to the large group.<\/p>\n\n\n

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“It turns to black and yellow. After yellow they get yucky so we put it in the garbage then it
will come back to yellow” – Joe

“It has battery in it!” – Adam

“When we wash the banana, it will turn back to yellow!” – Darius<\/p><\/div>\n\n\n\n

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The ideas that emerge from the time lapse video provide an opportunity for returning to the materiality of the bananas.
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We notice the various stages of decomposition, as Emmanuel calls out: “The black banana!”<\/p>\n\n\n

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I’m drawing banana rolls. Look, I draw this black banana, I draw this big brown banana.

Bananas die when they are black, and they turn yellow after black. Those bananas are dead and alive. Because this banana is alive and with yellow and black a little bit dead. So yellow one is not dead.

And there\u2019s bee in the banana that flies. The bees are right here fly in the brown banana. The bees fly in the brown banana because they’re yummy treats. So those are tiny bees, those are tiny black bees. Some of the bees are small some of them are big. So, the yellow ones turn small then they turn big. They’re eating the banana inside because the banana looks very yummy. It’s correct right here!<\/em>

– Joe<\/p><\/div>\n<\/div>\n\n\n\n

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To think through the decomposition time we work with plasticene and recreate banana rolls. As the image of decomposing bananas are projected onto the wall, children struggle to represent the decomposition process.<\/strong><\/strong><\/p>\n\n\n\n

“We can’t make them yellow because they’re turning black. The yellow ones are alive, and the black ones are dead”. – Joe<\/p>\n<\/div>\n<\/div><\/div>\n\n\n\n

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Children notice that different colours are needed.<\/strong><\/p>\n\n\n\n

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“You can’t put it on the black banana, you’re silly, we need black\u2026 We need more colors! We need black\u201d – Joe<\/p>\n\n\n\n

“We need brown, too!” – Malik<\/p>\n<\/div>\n<\/div><\/div>\n\n\n\n

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Dialogues between
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