Practioner-Oriented Articles

The following practitioner articles “After-School Program Teaches Students About Urban Farming, Nutrition” by Marva Hinton and  “‘Hands-in-the-Dirt’ Learning” by Jane Hirschi argue that school gardens present a wonderful opportunity for students to progress their learning in more ways than one.

In her article, Hinton describes an unusual after-school program at the Urban Assembly Unison School in Brooklyn, New York that trains students to become urban farmers. Along the way, she highlights the ways in which the program increases students’ understandings of food insecurity, the effects of poor nutrition, and how to make healthy choices. To do so, Hinton walks through a typical afternoon in the program, which students attend either Monday or Wednesday from 3:45-5:30 for about 15 weeks (1).

Upon arrival, students receive a hands-on lesson lesson in nutrition from consuming a healthy afternoon snack. Comprised of ingredients students have grown themselves in their garden, these snacks prove to students that they are capable of creating healthy choices in the event that they are not made available to them. Then, a teaching fellow from Citizen School and member of Teens for Food Justice begin their lesson for the day, each covering a different component of urban farming. Hinton uses a lesson no the pH scale to exemplify how students participate in hands-on learning of the pH level of the nutrient solutions added to the water of their hydroponic farm. With this, they are able to put into practice the skills necessary to farm their own fruits and vegetables. Another lesson may describe the tactics companies utilize to convince children to consume unhealthy snacks, warning students to steer clear of these choices. Finally, Hinton illustrates the programs ability to extend to the families of its students. The sight of their children cooking and consuming healthy meals at community event incentivizes parents to fresh produce and nutritious recipes home. The program further encourages these healthy changes at home by sending parents information on where they can find such produce in their communities (2).

Students test pH levels of nutrient solutions that grow their hydroponic garden (1).

Author Jane Hirschi, too, notes in her article the impact school gardens make on students’ access to healthy foods and their knowledge of food systems and nutrition. However, Hirschi also offers an eccentric take on school gardens: ‘hands-in-the-dirt’ learning, so she calls it, has proven to change the way many students view and practice learning. As the director of a school garden program of twenty urban schools in Massachussets, Hirschi begins by acknowledging that “being in the garden with permission to dig, harvest, and plant is a brand-new experience for many of [her programs’] students” (3). Operating in this unfamiliar territory excites these students fosters a newfound curiosity and enthusiasm for learning, which in turn compliments their academic achievement. Hirshi also reports that the time students spend in the garden inspires collaboration, teamwork, and conversation amongst between students, as well as with their teacher (4).

An old classroom converted into a hydroponic garden sparks conversation amongst students (2).

A school garden’s ability to spark conversation, according to Hirschi, is a key reason why garden-based learning is especially beneficial for English-language learners. In its own way, a school garden introduces new vocabulary and serves as a “springboard” for more tangible math word problems, scientific observations and descriptions that are more tangible for students still exploring the language (5).

Hirschi’s advice on how to integrate garden-based learning is particularly compelling in that it calls on the backing of entire communities (not just teachers). She encourages teachers share their experiences with school gardens learning and from one another. Hirshi also invites teachers to speak up and ask for the specific resources necessary to make the concept of garden-based learning accessible and effective with their students. Finally, the author stresses the importance of community advocacy for all that is necessary to assure their garden program is a sustainable one, such as a curriculum accepting of strategies like garden-based learning and quality school garden facilities (6).

Hirshi’s concluding statement is one that emphasizes the importance of her’s and Hinton’s case studies today: “Environmental changes and the public’s increasing awareness of healthy food choices and healthy living add an urgency to making outdoor, garden-based education a reality for children” (7). In this way, and for the reasons presented in both of these practitioner articles, one can expect more and more urban schools to join the garden-based learning movement.