The Edible Schoolyard

THE KITCHEN CLASSROOM
By Esther Cook, Chef/Teacher

One of the fundamental concepts enacted in the kitchen is the relationship between time and production. Life in the 21st century is so automated that instant gratification has become a way of life. In the kitchen students experience a process that is oftentimes more meaningful than the end result. Grinding grain into flour, churning butter or pressing tortillas requires an investment of time and energy, and during that time a window of opportunity appears, providing a glimpse at another reality.

Sixth and seventh graders have focused on staple foods from the cultures covered in their classroom curriculum. One very successful lesson for sixth graders who are studying India is to make Chapati, whole-wheat flat bread. Basic concepts of Indian culture such as wholeness, the sacredness of food, and the absence of waste in third World countries, were all initially taught to students by a parent volunteer.

The experience of grinding wheat berries into flour, mixing dough and forming flat breads by hand made a lasting impression on students. They were shocked to learn first hand of the amount of time and effort requires milling the flour using a hand-cranked grinder. The introduction of ghee (clarified butter) and its many uses, not only as food, but also as lamp oil, a religious offering, lotion for softening skin, prompted a discussion on the roles of food in different cultures.

The relationship of food and culture is apparent in other lessons such as Bread of the Dead, where students made the traditional bread used on Day of the Dead altars in Mexico. Students baked bread honoring the spirit of a departed relative or friend, wrote remembrances that were posted on a bulletin board and created a huge altar using flowers and herbs from the garden, tiny crosses poked into a box of soil, candles, incense, and a wonderful structure made of kitchen tools. The altar had many daily visitors as students stopped in to see what had been added the previous day, or to show a friend the remembrance that they had written. In a school where nearly every student has experienced a personal loss through death (many due to violence), this lesson provided a structured and safe process to deal with these enormous issues. It also had the added benefit of tapping into the expertise and enthusiasm of the Mexican students as we sought their guidance and knowledge.

One introductory lesson for seventh graders involved students perusing cookbooks from a dozen different cultures to identify staple foods from around the world. The role of climate and terrain as a determining factor was easy to demonstrate as students recalled their own experiences in the garden. Understanding the connection. Between geographic conditions and food production became apparent to the students as they looked at maps and cookbooks while sampling different foods such as olive oil, chilies, sweet potatoes, cucumbers, fish sauce, and rice.

The possibilities for learning/teaching in the kitchen are staggering. As I gain another years experience, the recurring truths I encounter are that children require a sensory element in their school day and that these experiences remain in their memories long after the "lesson" is concluded.

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