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Lessons from the Garden    Ke Ola Jan/Feb 2018

3/15/2018

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Garden teacher Jared Chapman leads students in the Parker School food forest. Photo by Jan Wizinowich
  In 2007 the Hawaiʽi Island School Garden Network (HISGN) was created through the Kohala Center as a way to promote garden education and food sustainability practices. As the network grew, educators began to realize the potential for curricular connections and in 2016 the HISGN received funding to develop a curriculum map, which was created by a consortium of K-8 school garden educators.  
  “We went through by grade level to see what the learning outcomes were and the garden activities that go with them and then we looked at classroom extensions. We came up with four themes or lenses: sense of place; living plants, living soils; nourishment; and nature's design,” said Amanda Rieux, Malaʽai Culinary Garden Director and consortium leader.
  Now 60 strong, the gardens have become intrinsic to school curriculum, providing unique lessons from the processes that are the foundations for life. Also, with a grounding in Hawaiian cultural practices, school gardens have also created a path back to the source for students, educators and community members on Hawaiʽi Island.
  In Kohala district, school gardens range from a series of wood framed raised beds such as Kanu o ka ʽĀina, to a full garden space such as Malaʽai Culinary Garden and Kohala Elementary to Parker School’s food forest. 
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Kanu o ka Aina students working in a garden bed. Photo by Jan Wizinowich
Kanu o ka ʽĀina
 
  The school garden at Kanu is really a series of gardens that are connected to each of the grade level classrooms. School garden coordinator, Heather Sarsona meets me in front of the school and we walk down to the makai end of the building. “This is our preschool garden and outdoor learning space. Anna Peach is our garden person for the preschool. Right now we’re planting buckwheat and beans to amend the soil,” said Heather. 
  We move on to the next garden area. When Makaliʽi sails to Papahānaumokuākea in two years, they will be carrying supplies grown in the Kanu garden. “This is a developing tea garden area. We have mamakī, lemon verbana, African hibisucus, lemon mamakī
, lavender, lemon grass, olena. The teas are one of the things we're going to contribute to the voyage,” said Heather. “Each hui is going to try to look at what they grow best and learn how process it.”
  The garden boxes contain a range of plants such as kalo, lettuce, tomatoes, herbs, squash, corn and pumpkins. “We grow a lot of pumpkins and that's another thing we're going to contribute to the voyage,” said Heather.
  All the classrooms open to the garden space and there is a sense of continuous flow between indoor and outdoor learning environments, complete with a gathering place for stories and a konane board. 

PictureGarden leader Holly works with Waimea Middle School students in the Mala'ai Culinary Garden. Photo courtesy of Holly Sargent - Green
Malaʽai Culinary Garden
 
  Bordered by Waimea Middle School’s new science building and playground, Malaʽai Culinary Garden is ideally located in the heart of old Waimea. Besides Garden Director Amanda, the garden has an Executive Director Alethea Lai and one full time Garden Leader, Holly Sargeant Green, who sees every student a minimum of every two weeks.
  The garden provides a holistic learning environment that connects with the kind of learning that takes place in the classroom. “We have a really long term, solid partnership with our science teachers. The garden is a lens that connects students to the living world, which connects them to all living worlds,” explains Amanda.
  Students participate in all aspects of garden life while at the same time gaining a deep understanding of the underlying biological processes at work. Starting in kindergarten, students are observing, collecting data and developing a keen sense of place.
  A favorite saying of Pwo Navigator Chadd Paishon is, “Know your island and you will never be lost”, and beyond the science, the garden experience helps students develop a personal compass that will guide them throughout their life’s journeys. 
  “As they are growing they have a relationship with this place. There’s a personal, private relationship that grounds them. Their actions, their work over time is really important. That sense of place and feeling like they are real contributors. That's where it becomes very powerful,” said Amanda. 


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Garden teacher June working with Kohala Elementary students to plant carrots. Photo by Jan Wizinowich
Kohala Elementary School Garden
 
  To find your way to the Kohala Elementary School garden you follow a path along an array of terraced classrooms and then suddenly off to the left you see a koa lined, downward, zigzagging path to an Eden-like valley.
  A group of second graders pauses at the top to chant and ask permission to enter, leaving any disturbances outside. “A while ago I created a trouble tree. However you're feeling affects the plants, so you shouldn't walk into the garden feeling angry or sad. We toss all that to the trouble tree,” said Kayla Sinotte, Kohala Elementary school garden coordinator.
  Each class has their own garden bed with varying themes such as seeds and life cycles, nutrition, compost, soil and native Hawaiian plants. “The older classes have themes such as Mediterranean, body building and they choose plants according to their use and companion planting. Then they harvest whatever they grow and make something,” said Kayla. “The connection to the land. I think it's really important for kids to know where they’re from and where their food comes from,” she added.
  This year’s full time Food Corp teacher June Guo, gathers students at a table to examine the carrot seeds they will be planting today. “What happens when seeds get water and sunlight?” June asks. “They break and you give them more water and they sprout,” answers one of the students.
  June goes on to explain why they will be planting the seeds directly into the ground, rather than starting them in pots and then it’s off to their particular raised bed to plant. “We incorporate science into the lessons but we also give them the opportunity to get their hands dirty. There's a living curriculum that's inspired by all these garden resources we have. What is happening in our garden? What's happening at our school? What cultural activities are going on?”
  Garden lessons also stretch out to other parts of the students’ lives. “Parents have come up to me and made comments like: ‘I don't know what you do in the garden but now my kid is helping me in mine. And he asked me for kale. What did you do to get him to like kale?’” said Kayla. 

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Parker Middle School students enter the food forest to harvest mamake. Photo by Jan Wizinowich
Parker School Garden
 
  The Parker School garden is located on the north side of Waikola Stream, running through the center of town. Today’s session for middle school science students begins in the classroom where garden teacher Jared Chapman is having students write and reflect on six principles promoted through work in the garden: hoʽo kuanoʽo (complex thinker); hana noeʽau (quality producer); mālama kaia ulu (community contributor); kupono hana ike (effective user of technology); kuleana i hola (self-directed learner); kaka ʽōlelo (effective communicator).
  On the way to the garden, students stop to form a line facing Mauna Kea and chant Malana Mai Kāʽu, a Hawai'i Island anthem written by Keali'i Bertelmann and Pua Case. We enter the garden, a veritable food forest with paths that meander through a treasure trove of native plants. “This area in general used to be ancient farms. If you walk the stream you can see where the old ʽauwai was built. This whole area was agriculture and now we're bringing it back,” said Jared.
  Observing and nurturing potted plants is the first order of the day. “Look, it’s like a rain coat,” said one student observing a bead of water dancing on a kalo leaf. Students then disappear into the forest, harvesting mamakī and weeding around trees.
  Students are constantly grappling with the complexities of life and the garden is rich with informative metaphors. “When you're doing a school garden you have that unique opportunity to focus on diversity.  Once they're working, they're seeing things around them and the lessons come, regardless of what I tell them,” said Jared. 
  Parker School science and Hawaiian studies teacher, Susan Rickards incorporates the garden in a range of classes she teaches at Parker School. “That's the whole thing is making it tangible and what's more tangible than the garden? It ties into all of the classes, especially the Hawaiian studies class. As far as the historical curriculum, we go to the garden and point out, which of these if any, existed pre-human or pre-mammal even, pre-invasive species, pre-canoe,” said Susan. “Then we learn about a particular species, planting it and seeing how it grows. And then we tie that in with the culture and traditions,” she added.
 
Community Connections
  Kohala school gardens have developed strong mutual relationships with their communities. “We couldn’t run our program without our community volunteers. We have four community members that come and work in the garden with our classes. It allows us to have small group sizes and it gives us the opportunity to go deep into subject matter,” said Holly.
  The Kohala Elementary School Garden has made a connection with local businesses. “We sell our mint and basil and parsley and dill to Sushi Rock and kale and eggplant to the Kohala Coffee Mill,” said Kayla.  “We also sell our taro leaves to CSE café, right across the street. The kids bring their families in and order the laulau plate and they can say, ‘I grew that’,” she added. 
  And like the Hōkūleʽa, Kohala gardens have the potential to make global connections. “We just had a group come from Amsterdam. They came to the garden and did a work day and met with the Ike Hawaiʽi students. It was great,” said Holly.
Gardens are a living metaphor that promote health and peace and the Kohala school gardens are a shining example of the waʽa spirit that permeates our island:                                       “He moku, he waʽa. He waʽa he moku” -----Clay Bertelmann.


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Ten Years on the Ground, 10,000 Hands Strong                           North Hawaii News   March 2015

9/20/2017

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​It takes a garden to grow a community and that is what has happened at the Mala’ai Culinary Garden  over the last ten years. The seed for the garden was germinated ten years ago when Amanda Rieux arrived in Waimea from the Edible School Yard in Berkeley, to be the garden director for the as yet non-existent garden.
   “When we first started I felt like the tailor in the Emperor’s New Clothes. I would tell people, it's going to be great and they were like, uh huh.” But the actual seed for the garden was the work of Waimea Naturopath, Michelle Suber who wanted to contribute to the health of the community she had come to love.
    “She came to the Edible School Yard and spent two weeks with us. She spent time in the garden, in the kitchen classroom, with the executive director, principal and the teachers. She was trying to replicate it,” said Rieux. Two years later and a chance email to Suber and Amanda found herself planted in an as yet imaginary garden.
 “You have to know where you are before you know where you’re going,” said Holly Sergeant-Green, Mala’ai garden teacher and much like the first Polynesians who arrived in the islands, close observation of the land and natural systems was the first order of the day. “You first try to look at it and you watch how the weather patterns are and what the rain fall is and all those things and you see what's already there. Almost immediately I started doing some work with Pua Case and that whole sense of what this place means,” added Rieux.
    They listened and the land spoke to them. “We had a blessing pretty early on with Dean Kalka. We had probably a hundred people and we had no idea where we were going to be centered in this little piece of land but [as it happens], we were all standing around what was to become the central crop area,” said Rieux.
    Garden classes were conducted on straw bales at first that were handy shelters from the relentless trade winds. “I was just out standing in the field, literally in a wind tunnel. You could sit behind the bale and get out of the wind and you could still hear me talk. At first we just talked about it because we didn't have any tools and we didn't have any water and we didn't have a tool shed and we just kind of imagined what it could look like. It was just kids in a field,” said Rieux.
    Initially funded by Slow Foods, the garden seemed to take on a life of its own, reaching out to the community. “Nan Pi`ianaia was really welcoming. She introduced me to Alice and Ichiro Yamaguchi. They have that beautiful garden across from where Lex Brodie used to be and they brought over our first eight kalo huli,” said Rieux.  And just as the kalo once planted becomes the parent to successive generations, the garden ohana evolved. “Community involvement and that whole idea of life bringing life. The more established the garden gets the more people come and they bring whatever their skills and their talents and their interests are,” said Rieux.  
    But the real magic came with the students. “I remember Miss Takamoto's sixth graders with picks just starting off this whole new area and in a year it looked like a completely different place to them and they were so proud of it.” Beginning with open invitations to any classes who wanted to participate, by 2010, the fifth anniversary, there was full participation by science, health, P.E. and tech classes and the garden had gone from a field to a rich haven of learning and health. Speaking at the celebration, then principal John Colson reflected, “If you look out here and you think it's beautiful, it is really beautiful. But that beauty is a reflection of all of you students and the work that you've done.”  

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​    Not only does the garden produce up to three tons of food a year, but the students have created their own learning laboratory where they can engage in authentic learning experiences. “I coordinate with the science teachers with what the students are learning in the e science program, so every [garden] lesson is relevant to what they are learning in class,” said Sergeant-Green, garden teacher and resident science maven. This connection will become even stronger in two years when construction of the new STEM building will be completed. It will be situated adjacent to the garden and its doors will open out into a tangible world of wonder.  
    For students, there are also some big confidence building life lessons. “One of the things that the kids thought was valuable working out here was team work. You figure out how to work together and you see that you can do more work when you're working together. That's so important that they're recognizing it,” said Alethea Lai, executive director since 2010. With their participation in such events as the Super Kitchen, students also come to understand that they are valuable contributing members of the community. “The most important thing that we can do is to empower our kids to feel like leaders in the community and to recognize that they have a role, they have knowledge, they have skills, and that they're valuable,”said Rieux. “But a big mark of success is that the kids like it. They want to be here. We have very few discipline issues.”    

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    In the beginning Rieux was the sole staff member, supported by board members: Jan Dean, Sandy Barr, Vivienne Aronowitz, Roen Hufford, Ben Disco, Patti Cook and Holly Sargeant-Green.  Sergeant-Green, previously a marine biologist, and initially a parent volunteer, became a contracted staff member in 2008. With this year’s Food Corp volunteer Seri Niiimi-Burch, there are now three and a half staff members and it’s estimated that the garden has served about 2500 students over the last ten years.
    Although there have been pretty lean times over the years, the belief in the work of the garden has  sustained it. “What has been really gratifying and really hard at the same time is just growing trust and belief with this work with the land and the kids and the trust that we will do it with the greatest respect and care for the kids and the culture and the land,” said Rieux. The lessons of the garden also send shoots out that encircle the wider community.  “The students on the land cultivate a deeper sense of land stewardship, healthy eating, life-long learning, cultural relevance and joy. Their families hear it and as people are drawn here, there's all this learning that waves back in,” added Rieux.
    Financial support is another kind of wave that flows into the garden. In 2007 Mala`ai got non-profit status and began fund raising with their annual Art and Sol event, coming up on April 12.  The garden has provided the opportunity for the broader community to contribute to the effort, creating a sense of solidarity.
    “The people who support us monetarily are not for the most part the parents of the kids who go to this school. And that's amazing. It makes us a stronger community all together,” said Lai.
    Mala’ai has also become a model garden for the broader educational community and with the support of the Kohala Center and such educators as Nancy Redfeather and Koh Ming Wei the Hawai'i Island School Garden Network and the Ku ʽĀina Pa program were created.
    “Early on the Rocky Mountain Institute did a feasibility study on how to make Hawai'i Island sustainable. One thing they thought there should be a focus on is education around gardening and food. So we met and wanted to know what would be the best way to move this forward and the School Garden Network came from that and out of that came Ku ʽĀina Pa, which is making sure that we're supporting teachers and that the level of teaching in gardens is excellent. If we're really going to create the change that we're talking to our students about, then it has to be on a wider level than just here,” explained Rieux.  
    The most recent Super Kitchen event was a collaboration between Nā Kalai Wa'a and Mala'ai, inspired by Chadd Paishon’s query, “Is it possible in this day and age for this island to provision one canoe?” This is a vital question for the sustainability of our entire island that Mala'ai Garden and many burgeoning efforts are striving to answer. “We talked to the students, we talked to the teachers, we talked to community members and we talked to farmers. People felt that the issues of food security and self-sufficiency were just as critical if not more,”said Lai.
    After ten years, it’s clear that Mala'ai is here to stay. It takes a garden to sustain a community but it also takes a community to sustain a garden and again this community has shown what happens when e lauhoe wa'a (we all paddle together).
​

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Makali'i: Voyaging into the Future                                                 North Hawaii News  2/3/17

2/6/2017

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Canoe Kupuna Patti Soloman and crew member Lehua Ah Sam on deck at a volunteer day. Photo: Landry Fuller
    Makali'i, the Hawai'i Island voyaging canoe originally launched in 1995, will soon be under sail after a major dry docking that began in October 2013.    Last fall, 'Ohana Makali'i — also known as Na Kalai Waa — received a three-year Administration for Native Americans grant. The culmination of the three-year program will be a voyage to two of the Northwest Hawaiian Islands, Nihoa and Mokumanamana (Necker).
    In November they started the Hanauna Ola (Sustaining the Generations through Voyaging) program, and last Saturday crew training began.Team members will begin training in the water by this summer. The funds will also support provisioning efforts at island school gardens. Team members will begin training in the water by this summer.
    The program allows Pwo Navigator Shorty Bertelmann, who sailed with Papa Mau on the first Hōkūle’a
voyage, to transmit his knowledge to the existing crew members and help them advance and get to leadership levels,” said Keala Kahuanui, program coordinator.
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Pwo Navigator Shorty Bertelmann (left) watches as Na Kalai Waa employee and apprentice Lei’ohu Santos-Colburn explains to crew member Kala Mossman how to apply varnish to the canoe’s palekai. Photo: Landry Fuller
PictureChadd Paishon and Pomai Bertelmann
    The second pwo navigator, Chadd Paishon, is working with the land crews made up of participating school staff who will support every aspect of the voyage. “Chadd’s kuleana is to activate our community. Our Ohana Makali'i feels deeply about our communities being intricately involved in our efforts, whether voyages or activities on land,” Kahuanui said, who is assisting Paishon.
    The land crew will learn about three different practices. The first is Ai Pono (eat healthy). “A few years ago at the Ku ʽĀina
Pa (garden educators program), Chadd noted that our ancestors were able to traverse this ocean and asked, ‘Can we provision one canoe on one voyage?’” Kahuanui said.
    This question set Mala'ai Garden’s Director Amanda Rieux and Waimea Middle School students on a quest to feed the canoe crew by creating healthy, storable foods produced from the garden. To prepare for the voyage to the Northwest Hawaiian Islands, the land crews will need to provision the canoe for a 30-day voyage with 14 voyaging crew.
    “This is a huge effort to have the time and resources to intentionally provision our canoes better,” Kahuanui said. “If we provision the canoe for 30 days that’ll be a good test, good data collection. From Hawai'i we can go any direction and reach land in 30 days.” But the hope is the voyage will continue on land after the canoe has returned.
​    “We are working together in the name of a voyage, but also in the name of the continuous voyage of being a little island in the middle of the ocean. We are creating the processes and protocols on how to preserve foods so that when we have an influx of weather and we have these emergency kits, perhaps we’re not running to the store. There’s a lot of work to do,” she said.


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Makalii crew members and volunteers continue workdays during a major dry docking of the canoe that began in October 2013. Photo Landry Fuller
PictureKeala Kahuanui
    The Hānai Wa'a practice entails “learning about our ceremonies, protocols, oli and mele … creating new ones for this voyage but also maintaining the foundations,” Kahuanui explained. Embarking on an ocean voyage is to acknowledge and experience a higher power, which is where Hānai Wa'a (embrace, care for) comes into play.
    “Sometimes we get caught up in the physical side, training, planting, and we forget there’s another side: the spirit. It’s making sure that everyone understands that as much as it’s a physical journey, the spiritual journey is also a part of us and for us. It’s one and the same. It’s never separated,” Paishon said. “When we start to talk about ceremony and protocol, it’s the same with everything we do. When we’re putting our plants in the ground it’s the intention you plant with, the spirit you plant with. That’s really what hānai is — that connection.”
    The third practice is Pilina Kaula, meaning closely connected strands. Cordage was crucial to the voyaging canoe and was a prized gift. Olonā, which is being grown at Ho’ea (the canoe garden in Kohala), provided durable strength far superior to any available European cordage, and literally held the voyaging canoes together.
    “They’ll learn to propagate the plants and make cordage from them that will be used in our ceremonies upon arrival and departure. Pilina Kaula is the physical side of Hānai Wa'a, creating connections. Pilina, (closeness) to the cordage, to the moku (island), our wa'a and the islands that we’re going to,” Kahuanui said.
     As part of the grant, students from 11 partner schools on Hawai'i Island will be trained in the near future after their teachers complete training that started recently. In North Hawai'i, participants will come from Kanu o Ka ʽĀina, Alo Kehau o ka ʽĀina
Mauna, Punana Leo o Waimea, Kohala Elementary and Middle School and Laupahoehoe Public Charter School.
    “Our schools are really excited. The movement of the wa'a creates that excitement and the desire to participate. For those who are not voyagers, this allows them to engage and provide their resources and expertise. Everybody has a piece of the puzzle,” she said.
​    The land crew will have the chance to experience “Makali'i magic” and get to experience authentic learning. “Makali'i is very good at creating relationships and this will set that precedence. The schools are encouraged to come to the canoe and build a relationship. The hull space is where their food will get stored. To see that, they will realize that what they’re doing is affecting more than them and their classmates. It’s helping to perpetuate and sustain our traditions,” Kahuanui said.
    While there is a foundation of knowledge and experience to draw from, for the canoe to continue to voyage it requires everyone to find and share their strengths and work together. “The beauty of the training is that we’re not supposed to have all of these already set. It’s a process and we’re going to learn from each other. We’re going to build upon our strengths and that’s the beauty of voyaging. You’re going to depend on each other’s strengths and challenges to reach our destination,” she said.
​    Hanauna Ola is the next phase in a long journey to recapture the practices that made it possible for the ancestors to thrive. “We are so fortunate to live in this day and time. All the other layers have been built up and now we have this layer we can work on and start to lay out the foundation for the next generation of voyagers as a template of what we have done. What Chadd and Shorty are doing is sharing their knowledge with the next generations of canoe crew and laying down a path for future generations to follow,” Kahuanui concluded.


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