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Editor's Notes

1. What is the Farm to Table Movement about?
2. The purpose of the Farm to TableDays are to provide an arena for the creative process, allowing students the opportunity to develop and explore variations on basic techniques and methods based on criteria and ingredients provided by the Chef Instructor.Farm to TableDays are based on the premise that creativity is a collaborative process. It is meant to generate thought and direction; it is not meant to make recipes. It is a tool to help students go beyond what is familiar. The skills developed during Farm to TableDays are skills that students can carry with them throughout their culinary careers.The primary goals are to:?Develop each student¡¯s own palate and sensory awarenessBe part of the creative process of writing a menu as a teamPractice and develop skills from the ingredients selectedMake ¡°on the fly¡± or quick decisions based on product availabilityUtilize a theme for focus whenever possibleAccelerate the learning of students and contribute to their success.
3. Day 50 ¨C Adaptations on grain cookery Risotto using various flavor profilesGreen vegetables added at the endAdditional seasonal vegetable for risottoMushrooms, fresh & driedGround meat product (sausage)Various stocksBasic mirepoixOther grainsQuinoaBrown riceBarleyBasic mirepoix
4. Day 60 ¨C Legumes & VegetablesProvide seasonal vegetables for various cooking techniquesRaw applicationsRoastingBlanch/shockBraisingInclude the following if possiblePotato varieties Exotic mushroomsCabbage familyRoot vegetablesLegumes ¨C Dried and fresh
5. Day 65 ¨C Hors d¡¯oeuvres and canap¨¦sHors d¡¯oeuvres using Pullman, shaped cylinder brioche molds, crepes, phyllo dough and pate a choux applicationsRefer to the chapter in the text on Hors d¡¯oeuvres for lessonCream cheese, goats cheese, Blue cheese, Dijon, whole grain Red onions, red peppers, watercress, cucumbers, lemon, lime, red bliss potatoes, granny smith apples. Chives, sun dried tomatoCapers, olives, cornichons, grape leaves Chicken livers, pepperoni, white anchovy, tenderloin scraps, prosciutto, eggs, gravlax Introduce phyllo doughGougers and puff pastry applications
6. Day 80 ¨C Flat bread & Pasta Variations on Flat bread including pizza dough and focacciaKeep portions smallKeep toppings simpleCreating with pastaNoodle preparations with simple saucesSimple ravioli preparations with simple sauces Note - this S.O.C. Day can get way out of hand ¨C both items can become very complex and result in poor quality product if boundaries are not set. This can be a great exercise in organization, restraint and multitasking. Use teams of two or individual production.
7. Creating with multiple components that work together to form a complete entr¨¦eWork with purchasing to plan for all main ingredients ahead of timeProtein ¨C may be different for each team to maximize in house productStarchVegetableSauceGarnishes ¨C utilize minimal ingredients and focus various garnishing techniques and strategies (Instructors should come up with Best Practices and share with each other)Communicate these ingredients to students ahead of time so they can start planningProduction is to be done in Teams A & BKeep portion sizes small in order to produce enough plates for everyone to tasteIn some cases each team may only have enough ingredients to prepare one plate for each student on the other team and not necessarily enough for the entire classIn this case try to at least have each team make one extra plate to critique amongst themselvesInstructor should receive a plate from each team to critique
8. These are the culmination S.O.C. Days and need to be organized, planned and approved by purchasing and the lead instructorRefer to the S.O.C Team breakdown for directionUtilize students event coordinator assignments ¨C see Student Coordinator handoutEach student is to be assigned and graded on their coordinator dutiesDuties may vary based on class sizeMenus may consist of various styles and will depend on available spaceA three or four course mealMultiple small platesIdeas should focus on sustainable, local product when possibleStudents should ask themselves the following questions when developing a menu or a dish.?What does the client want - are there any ¡°givens¡± within which to work?What type of event is it?What season is it? Are there other food availability considerations?Are other parts of the menu already decided?What is the main item or focal point?On what type of plate will food be served (shape, color, texture, etc.)?How many courses will there be?What flavors will be served immediately before and immediately after this course?What textures, colors, flavors and/or temperatures would work?What kind of taste is needed (spicy, salty, etc.)?What equipment and personnel will be available to prepare the food?What is the cooking method?How will food be served (buffet, sit-down restaurant style, roaming servers, etc.)?Over what period of time will the food be served?How many people will be served?What are the price parameters?What is the portion size?Is there a desired ethnic direction? Are there ecological issues to consider?What beverages should be served with this menu/dish?
9. The biggest key to success is to begin to think and plan these Farm to Table days, several days ahead of time. Talk about what is available and why you are cooking at this stage in the process.These are not mystery basket days! Teach them how to plan and work together to develop a menu.
10. Products from our garden and from the weekly deliveries from Johnson¡¯s Backyard are the primary ingredients for these events! After that, teach utilization by working with purchasing to use surplus products.
11. After garden product, CSA product and surplus have been utilized and planned. Students may submit a typed requisition form for other necessary products.
12. Encourage timelines, prep sheets, plate diagrams. This process teaches them to think and not just add ¡°whatever¡± while they are cooking.