Bearded irises grow from rhizome root structures. Proper planting technique is essential to growing and propagating this magnificent perennial.
Learn the best flowers to plant in spring, which will fill your landscape with color and fragrance from late spring through fall. We spoke to gardening experts about their favorite flowers, including ones that attract pollinators and are low-maintenance.
You may have heard the term rhizome thrown around here and there, but exactly what is a rhizome? Not to be confused with the root part of a plant, a rhizome is something entirely different. In fact, there are several parts of a plant that can grow underground, and it's not all roots! Learn the difference between root and rhizome, and keep reading to find out what is a rhizome! So What is a Rhizome? Technically speaking, a rhizome is a stem that grows underground. Growing just below the surface of the soil, rhizomes will usually grow horizontally. Because a
We zoom into a world that’s incessantly in motion, one in which everything is connected to everything else and the figures are constantly morphing. This animated film by Boris Labbé has been singled out for recognition with a Golden Nica by the 2016 Prix Ars Electronica.
Sylvano Bussotti, Rhizome (1959). Found here. For several years now, I have been considering how the rhizome might function as a metaphor for learning and a model for education. I tend to agree with Gilles Deleuze and Félix Guattari (2002) who in writing about the tree as the long standing metaphor for knowledge and learning said, “We’re tired of trees. We should stop believing in trees, roots, and radicles. They’ve made us suffer too much" (p. 15). In their stead, Deleuze and Guattari offer the rhizome. Rhizome? Yes. You know rhizomes: think ginger. A rhizome is the horizontal stem of a plant, usually found underground. From the plant's nodes, it sends out roots and shoots. The rhizome is all about middles. The tree is a symbol of hierarchy. A month ago, my friend Jane, a professor at a Connecticut University posted this definition of rhizome: The rhizome is a tangle of tubers with no apparent beginning or end. It constantly changes shape, and every point in it appears to be connected with every other point. (Driscoll, 2004. Psychology of Learning and Instruction, p. 389) So today as Scott Klepesch, Deb Gottsleben and I were visiting English teachers, Cathy Stutzman and Meg Donhauser and librarians Heather Hersey and Marci Zane from Hunterdon Central Regional High School (HCRHS) in NJ, I began to see what the rhizomatic classroom might resemble. Cathy and Heather partner, as do Meg and Marci, in the design and teaching of a student-centered English class. I became intrigued a few weeks ago, when I had read a post Cathy had written describing the learning happening in Meg's British literature class. Cathy wrote: Meg’s class is run like a choose-your-own British literature adventure! Students move through literary eras together, but they choose their own texts and areas of focus. Students track their learning by basically writing their own learning plans. They identify standards they work toward, they write their own questions, and they identify their own understandings. Meg conferences with them, monitors their progress, and teaches them to question and reflect. I love this whole concept. It makes learning collaboratively differentiated and amazing! I contacted Cathy and she was kind enough to extend an invitation for us to visit her American literature class and Meg's British literature class today. Each class met for 80 minutes and was populated with junior and senior students. There was so much to comment about given all the progressive learning I observed, but for this post I am limiting my comments to describing how each class was inherently rhizomatic. In defining the rhizome, Deleuze and Guattari (2002) write that it: has no beginning or end; it is always in the middle, between things, interbeing, intermezzo. The tree is filiation, but the rhizome is alliance, uniquely alliance. The tree imposes the verb 'to be,' but the fabric of the rhizome is conjunction, 'and . . . and . . . and' (pp.24-25) Today while observing, I noticed how the classroom dynamics in each room were rhizomatic. The learners (students, teachers, and librarians) resembled a sea of "middles" in that they formed and reformed alliances based on need, interest, direction, redirection, assessment, and commitment. Unlike the design of many teacher-directed classrooms, the rhizomatic classroom is based on joining and rejoining as opposed to a hierarchical structure where the teacher determines the content and the method to "dispense" knowledge or perhaps even to occasion learning through experiential design. The rhizomatic classroom requires a shift in teacher talk from telling to inquiring alongside students; from talking a lot and often to listening and conversing. Such shifts reveal the uncertainty present in dynamic learning. As Meg explained planning happens in conjunction with and response to what is happening in the classroom. There's no Sunday planning for the week in the traditional sense. What happens on Monday will inform Tuesday and so on. As Meg said, it's all about conversation. Image found here. Perhaps what was most significant is how the rhizomatic classroom reveals the fallacy of content-driven teaching as the method that better ensures there are no wholes in students' knowledge. Often I hear educators explain that they like the idea of student-centered classrooms, but worry that students won't learn as much as they will not be determining all of the content and sharing their insights and knowledge with the class. They worry that although they might teach students A and B concepts x and y, neither will learn concept z as only student C will have occasion to learn that. So it was interesting when I asked the teachers if they missed teaching whole class texts and Cathy said at times she did. She referenced how much she loved teaching The Great Gatsby and yet she was quick to explain that in teacher directed lessons, just a few students might understand the points (concepts x, y, and z) she would be highlighting and stressing. I thought about how her description so matched my memory of my own teaching and realized that there are always wholes in what we know. Cathy added that now her students are learning more as they are all learning all the time, instead of the occasional connection to what she was directly teaching. The students determine which concepts and skills connected to standards they will learn, how they will learn, which texts they will read/view/hear based in part on teacher-recommended author lists and informed by their interests and how they will represent their learning. In the rhizomatic classroom, thinking resembles the tangle of roots and shoots, both broken and whole. Problem framing and decision-making rest with all learners: teachers and students. Right before we were to leave, Heather told a story about a student who was studying modernism and postmodernism and struggling with how to represent his learning. After some discussion with the boy in which Heather learned that he was passionate about motorbikes, she asked him if he thought he could represent what he had learned using motorbikes. Do you think you could find some connections that would show what you learned? The student found the idea challenging and interesting and began thinking. Throughout the visit as I observed and interacted with the teachers, my colleagues, and the students--it became obvious that Marcy Driscoll's description of learning as rhizomatic was recognizable. She wrote: Break the rhizome anywhere and the only effect is that new connections will be grown. The rhizome models the unlimited potential for knowledge construction, because it has no fixed points…and no particular organization (p. 389). The learning we watched today had not been predetermined or orchestrated via a single point (teacher). Instead, as students worked solo, in pairs, small groups, with the teachers, or us--new alliances were formed and broken leading to the potential of new connections being learned/unlearned/relearned. Work Cited: Deleuze, Gilles and Guattari, Félix. (2002). A Thousand Plateaus Capitalism and Schizophrenia. London: Continuum. Driscoll, Marcy P. 2004. Psychology of Learning and Instruction, 3rd Edition. Allyn & Bacon.
You may have heard the term rhizome thrown around here and there, but exactly what is a rhizome? Not to be confused with the root part of a plant, a rhizome is something entirely different. In fact, there are several parts of a plant that can grow underground, and it's not all roots! Learn the difference between root and rhizome, and keep reading to find out what is a rhizome! So What is a Rhizome? Technically speaking, a rhizome is a stem that grows underground. Growing just below the surface of the soil, rhizomes will usually grow horizontally. Because a
La Pantera Rosa no imita nada, no reproduce nada, pinta el mundo de su color, rosa sobre rosa, ese es su devenir-mundo para devenir imperceptible, asignificante, trazar su ruptura, su propia línea de fuga, llevar hasta el final su función aparalela. Gilles Deleuze & Félix Guattari El texto que queremos –o trataremos– de abarcar…
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Rhizome champions born-digital art and culture through commissions, exhibitions, scholarship, and digital preservation.
Something so delicate and beautiful recently enraged me. Bloodroot, Sanguinaria canadensis, is poking it's head out of the ground, at first shy and ruffled up, and then slowly unfurling it's unique shaped leaves and exposing a small white bud that transforms itself into a stunning flower. These pix are from my garden: As beautiful as it is, you might not notice it under the tall and bright daffodils and tulips that are planted in every single garden that exists. Sadly, you won't see it in many gardens nor will you see it much in nature, although it is native to the Northeast American woods. Seeing the little Bloodroot reminds me of how precious woodland flowers are and my commitment to native plants redoubles. Why is this plant endangered? Why does no one plant this in their garden? How come no one even knows what this plant is? This is when I start getting upset. I was in Vermont with my mom a few springs ago, and I remember we saw a couple of white trilliums and excitedly started looking for more when I saw a mass of Japanese Barberry, Berbis thunbergii. Once my eyes took in the shape and look of the barberry I realized that it was everywhere in the woods. They had formed thickets. No wonder I wasn't finding many spring ephemerals, many of them are shaded out by this incredibly invasive shrub! Japanese Barberry is one of the first shrubs to leaf out in spring, so it prevents the badly needed sunlight from reaching the forest floor where our little woodland gems are waiting to sprout. Barberry is as ubiquitous as boxwoods in most landscaped gardens so few nurseries have ventured to stop selling it yet it should really be illegal to sell or to plant it (as it is in Canada). From Home and Garden Ideas: Although charming, with its small, red berries, Japanese barberry is one of the most invasive plant species in the north east part of the United Space, especially in areas like New Jersey and Pennsylvania.....This plant is considered invasive because it quickly takes over forests and wipes out the native plants that make up the understory of the forest. This inevitably leads to a disruption in the availability of food for animals that depended on the species of plants the barberry displaced. Besides wiping out food supplies, the barberry plant also alters nitrogen levels, pH levels, and destroys certain biological activities that occurs in the soil. Because they can grow in less than ideal conditions and are drought-tolerant, it gives them an edge compared to native plants. According to the Connecticut Botanical Society: Japanese barberry is an invasive plant, and probably one of the most destructive invasive plants in Connecticut. It can form thick stands that exclude nearly all native plants. The seeds are spread over long distances by birds. Sad but true. See these forests, forever altered: and there's more.....From Scientific American: ...And here’s the kicker for those of you who’d still consider planting it in your backyard: The prevalence of ticks infected with the Lyme disease–causing spirochete (Borrelia burgdorferi) is greater in areas with Japanese barberry than areas without.... If you're interested in reading more about the connection between Japanese Barberry and Lyme's Disease click here: Barberry, Bambi, and Bugs If nothing else, realize that not all plants that are green are necessarily good. Invasive species don't just shade out cute flowers, they effect the whole food chain and our health. Please don't buy one this season and tell your nursery you would appreciate it if they stopped selling it!
Description Many of the artists in this exhibition have expanded the idea of multiplicity beyond editions of identical impressions by creating series, sequences, and images that comprise numerous parts. They explore repetition, pairing, and variations on a theme as artistic strategies. Implicit in their exploration of multiplicity is a challenge to rarity and uniqueness as determinants of value. This exhibition brings together a selection of prints by artists for whom the concept of multiplicity in its many forms provides a touchstone for their artistic expression. These prints are the result of collaboration between the artist and professional printers who help realize the artist’s vision. They question the authority of the unique masterpiece and alter the stereotype of the artist working alone in the studio. Nearly half of the prints included in the exhibition are recent acquisitions. Joann Moser, senior curator, selected the works for display. Visiting Information Smithsonian American Art Museum November 11, 2011 – March 11, 2012 Open Daily, 11:30 a.m.–7:00 p.m Free Admission Tour Schedule Arkansas Arts Center Little Rock, AR November 20, 2012 – January 6, 2013 Patty & Jay Baker Naples Museum of Art Naples, FL April 6, 2013 – July 7, 2013 Akron Art Museum Akron, OH November 23, 2013 – March 16, 2014 Virginia Museum of Contemporary Art Virginia Beach, VA May 29, 2014 – August 18, 2014
Identifier: ecologicalrelati00weav Title: The ecological relations of roots Year: 1919 (1910s) Authors: Weaver, John E. (John Ernest), 1884-1966 Subjects: Roots (Botany) Plant ecology Publisher: Washington, Carnegie institution of Washington Contributing Library: The Library of Congress Digitizing Sponsor: The Library of Congress View Book Page: Book Viewer About This Book: Catalog Entry View All Images: All Images From Book Click here to view book online to see this illustration in context in a browseable online version of this book. Text Appearing Before Image: Fig. 33.—Surface view of a single root ofParonychia jamesii at a depth of 2 to 2.5inches. 84 THE ECOLOGICAL RELATIONS OF ROOTS. to a point several feet on each side of the plant. A single plant thus lays holdof the surface soil to a depth of 18 inches or more within a radius of 4 or 5feet from its base.- Apocynum androsaemifolium.—^Large areas, especially of the steeper gravelslides, are frequently covered by extensive communities in which this speciesis dominant, often forming famiUes (fig. 34). The vertical portions arisingfrom the horizontal rootstock are 2 to 5 mm. in diameter. From these|origi- Text Appearing After Image: FiQ. 34.—Apocynum androscBmifolium, showing rhizomes and dense network of roots. nate groups of 2 to 5 erect stems. The rootstocks He at a depth varying from6 inches to 2 feet, but usually at about 8 to 16 inches. These run for distancesof 6 to 10 feet or more, giving rise at irregular intervals to erect portionswhich bear new plants. Sometimes these connected plants are only a fewinches apart, while at other times the interval between them may be 3 or 4 feet. The vertically ascending parts seldom have large branches, but are wellclothed with abimdant laterals 1 mm. or less in diameter. Thesefbranchesdivide and subdivide into many branch orders, forming brushlike mats which THE GRAVEL-SLIDE COMMUNITY. 85 run off in all directions to a distance of 6 or 8 inches or more. However, themost profound branching arises from the horizontal rootstocks. Like theformer, these are not large in diameter, but are branched so profusely, extend-ing vertically upward as well as downward and laterally Note About Images Please note that these images are extracted from scanned page images that may have been digitally enhanced for readability - coloration and appearance of these illustrations may not perfectly resemble the original work.
Download scientific diagram | Deleuze and Guattari's six principles for rhizomatic thinking (Mackness, Bell and Funes 2015). from publication: Participant association and emergent curriculum in a MOOC: Can the community be the curriculum? | We investigated how participants associated with each other and developed community in a Massive Open Online Course (MOOC) about Rhizomatic Learning (Rhizo14). We compared learner experiences in two social networking sites (SNSs), Facebook and Twitter. Our combination of... | Massive Open Online Courses, Facebook and Curriculum | ResearchGate, the professional network for scientists.
