Garden Movement Research Articles

The Artist’s Garden: American Impressionism and the Garden Movement

The Artist’s Garden: American Impressionism and the Garden Movement

The beginning of work on school gardens in Norway – Andreas M. Feragen's garden in Holt on Agder

This paper recounts the beginnings of the School Gardening Movement in Norway, which is now (in 2021) a topic of great interest throughout the country. The famous 19th-century school teacher and reformist Andreas M. Feragen (1818–1912), who retired from his teaching position at the age of 93, was the first to argue, in the late 1850s and early 1860s, for including gardening both as a subject and as a practical activity in primary schools. A widely used reader first published in 1863 included four pieces by Feragen about different types of gardens which would be appropriate for a rural school: the first piece was about the garden in general, the following three described a kitchen garden, a fruit garden, and a flower garden. These four pieces were written in the form of a story about a teacher and his students strolling around the gardens discussing what they saw and how to grow vegetables, fruit trees and fruit bushes, and flowers. Feragen followed up these pieces with an article in the teachers’ journal Den norske Folkeskole [The Norwegian Primary School] in which he argued that basic gardening knowledge ought to be included in the teacher training curriculum. School gardening in Norway started with Feragen’s own gardens surrounding his school in Holt in Agder, clearly the very gardens he described in his pieces in the reader.

HOUSEHOLD GARDENING AS PREFERENCE ACTIVITIES TO SUPPORT COMMUNITY RESILIENCE DURING PANDEMIC COVID-19

The COVID-19 pandemic in 2020 affected countries across the world and sudden disruptions to everyday life and impact well-being. The implementation of exceptional procedures of social distancing includes working places and schools’ closures urged people to stay at home to reduce the number of close physical interactions and decrease the spreading of pandemic. With the long hours of family members staying at home, people prefer to do some activities at home. Doing gardening is seen as one of the preferences of urban inhabitants. However, few studies have measured the preference of urban gardening, particularly during household gardening in Jabodetabek, Indonesia. This paper examines people preferences on household gardening during the pandemic of Covid-19, comparing it with their activities before and predict it with possibility after the pandemic. We explore how type of gardening varies between vegetable or ornamental plants, community or household garden type, and the persons involved during gardening. Using google form, 148 respondents in Jabodetabek were answering between July-Dec 2020. Our study examines the emotional well-being (EWB) using Qualitative Content Analysis (QCA), applying codes and categories. Gardening as one of the favorable activities considered to generate happy time with family and they would like to continue the activities after the pandemic. However, landscape architect was not yet chosen as the gardener when they need professional assistance. This might rise a future research about the role of landscape architect in gardening movement in urban community gardening

The Past in the Present: What our Ancestors Taught us about Surviving Pandemics.

Amidst the recent threat of COVID-19, home gardens have surged in popularity as seed companies and nurseries find it challenging to keep their supplies fully stocked. The victory garden movement that emerged during WWII has today re-emerged as COVID victory gardens. Yet, the global changes and cognitive shifts associated with COVID-19 have differential impacts. The narrative of COVID victory gardens depoliticizes urban agriculture. It is blind to its long history in marginalized, oppressed, and displaced communities where home gardens have always been part of a struggle for identity, autonomy, and self- and communal-determination. I argue the blindness embedded in the narrative of COVID victory gardens violates our “food-related obligations,” which are our responsibilities to ourselves, our food, and each other. Silencing how communities of color have historically grown food in pursuit of dignity disregards how home gardens in communities of color are not merely a reactionary response to crisis but part of a historical legacy whereby people of color have grown food for generations to create and recreate sustainable ways of living that validate their cultures, knowledges, and ways of being.

Growing Ecologies: Growing Communities

First paragraphs: The contemporary community gardening and urban agriculture movements have transformed the fundamental notion of the city, challenging the urban/rural dichotomy and applying an agronomic model to remake urban spaces as productive systems. Recently, another model has emerged, that of the food forest, which is based on the form and function of forest ecosystems for producing food. Much like the early innova-tive efforts of urban agriculture, community supported agriculture operations (CSAs), and other alternative food system projects, the emergence of food forests across the country has been a grassroots effort informed by a few key references and with little coordination across individual efforts. The Community Food Forest Handbook: How to Plan, Organize, and Nurture Edible Gathering Places provides a very timely and thorough overview of this new type of productive landscape. Of the 30 food forest projects that form the basis of the book, only one has been in existence for more than 10 years. The authors, Catherine Bukowski, a Ph.D. candidate at Virginia Tech, and John Munsell, professor in the College of Natural Resources and the Environment at Virginia Tech, each with extensive experience in agroforestry, summarize the lessons learned from a systematic analysis of these examples to develop a guide for groups involved with or intending to develop their own community food forest. This handbook effectively documents the state-of-the-art of this emerging practice. . . .

Cultivating urban justice? A spatial exploration of urban gardening crossing spatial and environmental injustice conditions

This paper explores the potential of the global urban gardening movement to mitigate spatial and environmental injustice conditions in the urban space. After a background discussion of the spatial and environmental injustice theory and an assessment of methodologies that have been adopted in relevant studies, we will highlight existing links with urban gardening initiatives in a specific case study, i.e. the city of Rome, Italy. The case study is introduced to investigate the spatial coincidence of urban gardening initiatives in this specific city (assumed as the dependent variable) and spatial and environmental injustice (S&EI) indicators. Several S&EI-related phenomena whose relevance has been demonstrated are mapped, and their goodness of fit in serving as explanatory variables for the spatial distribution of urban gardening agency is investigated. The analysis builds upon a quantitative approach and features a linear spatial regression model. Surprisingly, findings suggest that social-economic variables generally have greater influence on spatial injustice than environmental variables. In fact, from a theoretical perspective, our results challenge the current interpretation of urban gardening as a mere means to address environmental, food or nature-related issues in cities. Instead, they support the increasingly popular interpretation of urban gardening as a political gesture. Our results provide policy-makers with useful observations about key variables related to spatial injustice in the city and contrasting initiatives, notably urban gardening projects. The paper concludes with a critical assessment of the results and the limiting and supporting factors of the featured theoretical and methodological framework.

The kitchen garden movement on the Soviet home front, 1941–1945

During World War II, Britain, the United States and the Soviet Union had thriving domestic gardening movements. Actively promoted by their governments, gardening was supposed to supplement diets and nourish the patriotic spirit. In the Soviet Union, however, gardening was much more than a patriotic duty; it was often a matter of survival, the primary means of supplementing near starvation bread rations. Amidst incomparable, catastrophic wartime conditions, the huge Soviet gardening movement was distinguished by the speed with which it was implemented and taken up, predominantly by women. Based on original archival and published sources, this article examines in depth the Soviet wartime legislative framework, material resources and propaganda that promoted individual kitchen gardens. The article analyzes the way the state organized and promoted individualist, small-scale urban horticulture – a politically risky initiative given that it conflicted with the Stalinist model of large-scale, industrialized agriculture – and argues that in promoting gardening self-sufficiency, the Soviet socialist state shifted much of its responsibilities for food production onto its citizenry. The article not only aims to shed new light on the crucial role gardening played in feeding a famished citizenry but also the distinctive way in which Soviet propaganda, in giving voice to the psychological satisfaction of gardening, tapped into women’s commitments to the family, in intimate alignment with patriotic, home front defence of the Soviet Motherland.

The Philadelphia Country House: Architecture and Landscape in Colonial America, The Grid and the River: Philadelphia's Green Places, 1682–1876, The Artist's Garden: American Impressionism and the Garden Movement and On the Waters of the Wissahickon: A History of Erdenheim Farm

The Philadelphia Country House: Architecture and Landscape in Colonial America, The Grid and the River: Philadelphia's Green Places, 1682–1876, The Artist's Garden: American Impressionism and the Garden Movement and On the Waters of the Wissahickon: A History of Erdenheim Farm

Science in the Learning Gardens (SciLG): a study of students\u2019 motivation, achievement, and science identity in low-income middle schools

BackgroundScience in the Learning Gardens (henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by the National Science Foundation, SciLG is a partnership between Portland Public Schools and Portland State University. The sixth- through eighth-grade SciLG curriculum aligns with Next Generation Science Standards and uses school gardens as the milieu for learning. This provides the context to investigate factors that support success of a diverse student population using the motivational framework of self-determination theory.ResultsThis study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. Longitudinal data collected in spring of sixth grade in 2015 and fall of seventh grade in 2015 for the same set of students included a measure of students’ overall motivational experiences in the garden (that combined their reports of relatedness, competence, autonomy, and engagement and teacher-reports of re-engagement in garden-based learning activities) to predict four science outcomes: engagement, learning, science grades, and science identity. Findings suggest that garden-based activities show promise for supporting students’ engagement and learning in science classes and in fostering students’ interest in pursuing science long-term.ConclusionsAs concern for social justice is growing based on the underachievement of students from minority groups, resurgence of the school garden movement over the last several decades provides an opportunity to tip the scales by engaging students in authentic, real-world learning of science and cultivating their interests in science with holistic garden-based learning. This study highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement and re-engagement in the garden, as potential pathways by which garden-based science activities can shape science motivation, learning, and academic identity in science. Findings also suggest that the motivational model based on self-determination theory can be useful in identifying some of the “active ingredients”—in pedagogy, curriculum, and social relationships—that engage students in these garden-integrated science learning activities.

Sowing Resilience and Contestation in Times of Crises: The Case of Urban Gardening Movements in Barcelona

Urban gardens have been observed to multiply in response to crises. However, the meaning and motivations behind the emergence of gardening movements varies greatly over space and time. In this paper we argue that bottom up urban gardening initiatives taking place in Southern European countries in form of land occupation and communalization represent forms of resistance that enhance social cohesion and collective action in times of need. Specifically, this research examines the role of urban gardens in (i) building community resilience and (ii) articulating forms of resistance and contestation to development pressure and commodified urban lifestyles. Our research is based on data collected among 27 urban gardening initiatives in Barcelona, Spain, including 13 self-governed community gardens and 14 public gardens. Data were collected from semi-structured interviews with gardeners and with staff from the Barcelona City Council. Our results show mechanisms through which urban gardens can contribute to build resilience by nurturing social and ecological diversity, generating and transmitting local ecological knowledge, and by creating opportunities for collective action and self-organization. We further examine collectively managed gardens as urban commons that emerge as a form of resistance to the privatization of public urban space, and that offer opportunities to experiment with new models of urban lifestyles. We show how gardening initiatives can be seen to represent an emerging form of urban green commons that provides a suitable ground to ‘sow’ resilience and contestation in times of crises and socio-ecological deterioration.

ТЕРРИТОРИАЛЬНАЯ ОРГАНИЗАЦИЯ САДОВО-ДАЧНЫХ ОБРАЗОВАНИЙ В ПРИГОРОДАХ ПЕРМИ

The article presents the results of the study of the collective garden and dacha movement in the suburban area of Perm. The researcher offers a new definition of collective horticulture, gardening and dacha associations of citizens: “garden-dacha formations.” Such collective forms are special associations of people – territorial communities. They exist beyond working hours, within a limited space, mainly outside the urban environment. Such communities are characterized by seasonal activity and have specific interactions with the surrounding territory. The author proposes a methodology for identifying such communities. The study revealed their quantity, distinguishing features, and territorial distribution. The majority of Perm city residents have dachas in suburban Perm municipal district. Other inhabitants of Perm krai own dachas either in Perm municipal district, or in different municipal districts nearby. The various territorial levels of garden and dacha formations reflecting features of their interaction with each other and with the surrounding territory are defined: a site, a garden, an array, a cluster, an area. Factors of spatial distribution for garden and dacha formations across the territory are singled out; their distribution taking into account geographical peculiarities of Perm krai is considered.

Reflexions on Urban Gardening in Germany

This article reflects on traditional and contemporary gardening movements in Germany. The focus is on forms of gardening, that take place in spaces subject to land lease agreements and similar forms of tenancy or of illegal land take or squatting. The author examines various definitions taking into account the variety of practices, the development of urban gardening over time, and the respective backgrounds or values that users relate to such gardening activities. The examination of definitions led to the drawing up of a timeline of traditional and contemporary gardening movements in Germany and to the tentative approaching of this issue from a semantic perspective. The latter is due to the usage of many different terms mostly as yet undefined in a legal sense. Translation into English or, most likely, to any other language, further blurs the common understanding of the terms used. The author concludes with some considerations on these gardening movements in relation to urban sustainable developments. A presentation at the 5 th Rencontres Internationals de Reims on Sustainability Studies, dedicated to Urban Agriculture – Fostering the Urban-Rural Continuum, which took place in October 2015 in Reims/France was the starting point of this article. The basis of this article is a literature review, nourished to a certain extent by observations randomly made over many years and complemented through talks with competent young colleagues. Special thanks go to Martin Sondermann, Leibniz University Hannover, who shared his research experience in various discussions with the author, as well as to Friederike Stelter, internship student at the author’s place of work, who gave highly appreciated support to the preparation of the presentation.

Cultivating Kids by Mark Dworkin & Melissa YoungGaining Ground by Elaine Velazquez and Barbara Bernstein

Book and Film Reviews 133 Film Reviews Cultivating Kids A film by Mark Dworkin & Melissa Young Distributed by Bullfrog Films; www.movingimages.org Gaining Ground A film by Elaine Velazquez and Barbara Bernstein Available from: www.mediaprojectonline.org/gaining-ground School gardens have become an increasingly widespread innovation in schools across the United States since the 1990s, spurred on in part by the work of chef Alice Waters from Chez Panisse in San Francisco. Waters was instrumental in the creation of a widely known garden at the Martin Luther King Middle School in Berkeley. In conjunction with Fritjof Capra’s Center for Ecoliteracy, efforts there led to an initiative in California to make gardens a common feature in schools throughout the state; from there the school garden movement has become a national if not international phenomenon. Gardens provide students with the opportunity to do things with their hands that result in both beauty and things to eat. Gardens can serve as a site for service learning and nature studies, and increasingly, they are being used as a tool for teaching STEM subjects (science, technology, engineering, and math). Mark Dworkin and Melissa Young’s new film, Cultivating Kids, describes a successful school garden project at the South Whidbey Elementary and Middle Schools north of Seattle and can serve as a powerful introduction to the benefits of gardens as an educational resource—as useful and as meaningful as a library or computer lab. What is especially helpful in the film is its description of ways the garden is linked to the formal curriculum. In an early scene, students are shown measuring different vegetables and recording air temperature. The teacher differentiates between metric and English/American systems and asks which is most commonly used in science. Later teachers describe how first-graders use the garden to learn about life cycles; second-graders, soil composition and its significance; third-graders, the diversity of life forms; fourth-graders, plant structure; and fifth-graders, ecosystems and habitats. The advantage of exploring these issues and concepts in the garden is that the abstract becomes felt and real, and learning is often fun, something that is abundantly evident in the film. Second-graders, for example, plant potatoes in the spring, and then as thirdgraders , pull the tuber-laden plants up in the fall to prepare, serve, and eat at a schoolwide harvest festival they share with their families. Third-graders study about “magic beans” and hide out in a bean-covered tipi where they observe the extraordinary growth that can emerge from a handful of seeds. And as they get older, students work with teachers skilled in science to collect data, observe what is happening in the garden, analyze things, and discern aspects of the natural world that might otherwise elude them without these experiences. From a practical Book and Film Reviews 134 standpoint, they also learn how to maintain worm bins, compost food and plant wastes, and run an irrigation system. By the time they finish elementary school, they possess enough experience and knowledge to grow and prepare their own food. As important, they have sampled enough vegetables to be willing to eat what they pull or pick from their garden. All of this is portrayed in less than 25 minutes, making the film a very usable resource for education courses or workshops where people want to learn more how they might use a garden at their own school. Around three decades ago, Joseph Kiefer and other food and hunger activists in Vermont started a program called Common Roots aimed at addressing hunger in their home state by teaching rural as well as urban kids how to feed themselves, enjoy learning, and bring their communities together through a variety of celebrations and service activities. Cultivating Kids demonstrates how this vision has matured and spread. More than anything, what comes across from scene to scene is the joy and energy that accompany learning that has growth and nourishment at its center. At the South Whidbey Elementary and Middle Schools, STEM is good to eat. Gaining Ground, a new feature-length film, is also filled with the joy and passion of farmers and food activists dedicated to remaking our...

Informal planning in a transactive governmentality. Re-reading planning practices through Ghent’s community gardens

This article addresses a new mode of planning that involves a collaboration between State, private and community actors in the context of growing urban gardening movements. It questions the view of urban gardening as a manifestation of citizens’ dissensus towards administration’s institutional planning, and the expression of urban ‘counterplanning’ whose aim is to resist the consequences of a neoliberal governmentality. Although this interpretation of urban gardening is to a certain extent true, it does not completely explain some current developments in socio-spatial planning practices. In order to fill this gap, the article advances a theoretical analysis of the emerging governmentality generated by an intensified relationship between institutional, private and community actors. The theoretical analysis is complemented by the example of representative urban gardening projects in Ghent, a dynamic and inspiring mid-size city in Belgium, providing an ideal context for exploring the transformation of planning practices and their socio-political underpinnings. The article concludes that urban gardening practices exemplify an emerging informal mode of planning supported by a new transactive governmentality, which may lead to a co-creative transformation of public urban space.

A Complete History of the Social, Health, and Political Context of the School Gardening Movement in the United States: 1840–2014

ABSTRACTEarly 19th-century educators established school gardens with the same intent as today: to create a meaningful learning environment that connects students with food and nature. What has been more varied and less explored are the social, health, and political contexts behind the ebb and flow of support for school garden over the past 150 years, with this kind of exploration about the last few decades being particularly absent. This article demonstrates how school gardens are a mainstay in the United States as a result of their fluidity and unique ability to attach to important social, health, and political issues.

The Artist's Garden: American Impressionism and the Garden MovementAnna O.Marley, Editor. Philadelphia: University of Pennsylvania Press, 2015.

Artist's Garden: Impressionism and Garden Movement Anna O. Marley, Editor. Philadelphia: University of Pennsylvania Press, 2015.This book is published in conjunction with exhibition, The Artist's Garden: Impressionism and Garden Movement, 1887-1920, a show organized by Pennsylvania Academy of Fine Arts. exhibition was held at Academy from February 12th to May 24th, 2015 and will travel to three other locations across country over course of 2016: Chrysler Museum of Art in Norfolk, VA; Reynolda House Museum of Art in Winston-Salem, NC; and Huntington Library, Art Collections, and Botanical Gardens in San Marino, CA.This exhibition catalogue does an excellent job of engaging both scholars and general public. It is a beautifully designed volume, containing more than one hundred full-color illustrations of paintings, sculptures, book illustrations, book covers, chromolithographs, and auto chromes from period. But it also features some of latest, and best, scholarship on a period in cultural that is only now being understood to be very complex and conflicted. Essays in book include Anna Mar ley's Producing Pictures without Brushes: Artists and Their Gardens; Virginia Grace Tuttle's Desperately Aesthetic Business': Garden Art in America, 1870-1920; Alan C. Braddock's Home of Hummingbird: Thaxter, Hassam, and Aesthetics of Nature Conservation; Erin Leary's 'A Tendency to Outstrip Native Blossoms in Life's Race': Nativism in Impressionist Gardens; Katie A. Pfohl's The Garden Painted, Planted, and Printed: Chromolithography and Impressionism in America; James Glisson's American Impressionists and Problem of Urban Parks; and Judith B. Tankard's Designing Paradise: Women Landscape Architects and Country House Garden.As Marley explains in her introduction, this catalogue and exhibition are first to address the intertwining stories of artists, impressionism, and growing popularity of gardening as a middle-class leisure pursuit at turn of twentieth century (1). Previous publications on impressionist gardens (such as May Brawley Hill's Impressionists in Garden, 2010 or William Gerdts's Down Garden Paths: Floral Environment in Art, 1983) had confined themselves to a fine art approach to subject with little attention to social history (8-9).As titles of essays in this volume suggest, Marley and her collaborators probe much more deeply than previous scholars into questions concerning what was really going on behind scenes in this seemingly innocent confluence of painting and gardening in Progressive-era America. …

The Artist's Garden: American Impressionism and the Garden Movement

Journal Article The Artist's Garden: American Impressionism and the Garden Movement Get access Ed. by Anna O. Marley. (Philadelphia: University of Pennsylvania Press, 2014. xii, 248 pp. $45.00.) Journal of American History, Volume 102, Issue 4, March 2016, Page 1219, https://doi.org/10.1093/jahist/jav828 Published: 01 March 2016

Richard Hansen and modern planting design

Richard Hansen's planting design, following garden habitats, is said to be an approach equally uniting ecology and design (Fig. 1). Common opinion understands ecological planting design as utilizing only native plants—an approach often seen as having been rooted in National Socialist ideology. This, however, is a misconception, which will be demonstrated by discussing Alwin Seifert's ideas of bodenständig (down-to-earth) planting design. Consequently, through his concept of garden habitats, Hansen implements the requirements of Bodenständigkeit (‘down-to-earthedness’). In addition to functionality, this includes in particular the integration of foreign species of plants within horticulture through the use of plant sociology. This provided Hansen with scientific backing for his planting design in the garden. His concept differs significantly from approaches of other important personalities in German planting design, such as Willy Lange, Alwin Seifert, or the subsequent Nature Garden movement of Le Roy or Urs Schwarz. To understand the originality of Hansen's theory it is necessary to discuss his use of the term Bodenständigkeit—a term relevant for the time in which he operated. Garden habitats can be discussed in the context of landscape character (as in the works of Willy Lange), or under the relevance of site conditions in the contemporary meaning of the term (soil, water, climate) as used by Hansen (Fig. 2). Although Hansen declares native plants as bodenständig, just as his teacher Tüxen did, he proclaimed that foreign plants should be introduced in the garden to create artificial plant(ed) communities, derived from the examples of natural plant associations and thereby decreasing maintenance work. Hansen conducted extensive long-term plant trials to be able to differentiate garden habitats for numerous perennial plants. Hansen's main work, Die Stauden und ihre Lebensbereiche (Perennials and Their Garden Habitats), originates from 1981; it is still in print today and was translated into English in 1993.

“It had all become a natural condition”: California’s Garden Movement, Land Eugenics, and Naturalization in Charlotte Perkins Gilman’s Herland

“It had all become a natural condition”: California’s Garden Movement, Land Eugenics, and Naturalization in Charlotte Perkins Gilman’s Herland

The Artist's garden: American Impressionism and the garden movement

The Artist's garden: American Impressionism and the garden movement