aws awareness - schoolmessengeralabamawaldorf.sharpschool.com/userfiles/servers... · child’s...

AWS Awareness 2012-13, No. 5

AWS Awareness

Alabama Waldorf School1220 50th Street SouthBirmingham, AL 35222

On the web at AlabamaWaldorf.orgBlog: AlabamaWaldorf.wordpress.com

What Does an Age-Appropriate Curriculum Really Mean?

by AWS Administrator, Lisa Grupe, Ph.D.

One hundred years ago when Rudolf Steiner founded the first Waldorf school, he created an aca-demic curriculum based around milestones in child development. This past

April, AWS Administrator Lisa Grupe, Ph.D. led a discussion about how the Waldorf teaching method incorporates principles of child development and important rites of pas-sage in the classroom each year. The following is a re-cap of the discus-sion.

Beginning in the Nursery, stories are told to the children instead of read. This makes for a more heartfelt experience on the part of both the story teller and the story receiver because there is room for a dynamic to develop between the two. Stories are brief in the Nursery and often revolve around Nature or seasonal themes. This continues in the Kindergarten where stories are a bit longer, strengthening the child’s capacity for imaginative picturing. Circle time is alliterative and rhythmic, engaging the child fully in the English language and interspersing words the children know with new vo-cabulary learned through the context of the circle. Once a student enters the grades, the expectations are higher for attention span and for behavior, but the theme of each grade is deliberate-ly chosen to meet the child where they are in their current developmental stage. In a Waldorf school, the “gesture” of childhood continues through the 8th

grade. Childhood is fleeting, and Waldorf philoso-phy is wise to make the most of each year of the child’s life. While the focus in the preschool was to develop the physical body through move-ment, play and rest, the focus in the grades is the development of the child’s feeling life. Sto-ries provide an appropriate contextual backdrop for every age and grade, but the story content changes over time to meet the growing child’s curiosity.

In Grade 1, the teacher tells a variety of fairy tales to introduce the letters of the alphabet. For ex-ample, G might be taught amidst the telling of “The Golden Goose.” The goose is beautifully drawn on the chalkboard as a learning aid, but the neck of the goose is turned around so the form of the goose resembles the letter G. Story comprehen-sion, retelling, and the writing of letters and simple words that begin with G comprise the new material of main lesson for a day or two. Similarly, in Math, a compelling story using the qualitative aspects of the four processes (+, _, x, /) is used to introduce concrete mathematics. Her Highness Minus might always be losing something, or Sir Plus may over-plant his garden so he always has more, etc. Bringing the lessons to the children in this way appeals to their sense of wonder and awe. A child who, first and foremost, loves school and is motivated to learn is a child who is already set up for success, as opposed to a child who has some skills at reading and math but already dis-likes school. There must be an interest that comes from within in order for the child to have the desire to keep learning. Waldorf does an amazing job of cultivating the child’s interest while also giving them the skills and confidence to express themselves through speech and activities, and in the grades, through writing, reading, drawing, etc.

(cont’d on p.3)

2012-2013, No. 6 July 15th, 2013


The skies were overcast, but hearts were light and legs were swift as Ms. Cripps shout-ed, READY, SET, GO! On May 1st AWS Kindergarten

through Grade 7 students walked/ran/moved/grooved the final mile of our Movin and Groovin’ walkathon-style fundraiser. Even some

parents participated, walking the final laps with their children around the ball fields. Ms. Opal and Ms. Rachel set up their cheering squad at the halfway

mark to help keep staminas and spirits high.

Post-race food was provided by

Cal and Heather Morris of Church Street Coffee. Students, teachers, and parents alike devoured the tree hugger bars, and parents enjoyed the cof-fee. Thanks to Church Street for their generous and tasty donation!

Top pledge collection honors went to Jack Saylor (pictured at right with Admin-istrator Lisa Grupe); Morgan Williams and Riley Gamble, earned honorable mentions! All registered students re-ceived T-shirts and medals of achievement.***

Movin’ and Groovin’ a big hit!!

AWS Teachers attend Summer Waldorf TrainingFrom Lisa Grupe, AWS Administrator

AWS is sending teach-ers from both the grades and preschool programs to Waldorf certification training this sum-mer! From the Preschool: Mr. Huck headed to Sunbridge to begin an accelerated Waldorf Early Childhood Training de-signed for teachers with many years of experience. Congrats to Mr. Huck for earning a place in this select group! From the Grades: Ms. Gurganus is in her final year of Handwork Certification at the Fiber Craft Studio adjacent to Sunbridge College in New York.

Ms. Gibb will complete her second of three 5-week sum-mer sessions for Grades Certifi-cation at Rudolf Steiner College in Sacramento. Ms. Lucas (pictured at right with husband and AWS teacher Mr. Lucas) will also be at RSC in Sacramento for a Grade 6 Intensive, and Ms. Bradley will participate in a Grade 4 Inten-sive. All Grades teachers will complete on-line refreshers. The Teacher Training Fund will be nearly zeroed out from all this activity and is in need of replenishment. Please earmark all 100% tax-deductible dona-

tions as “teacher training” and drop them off at the Office or in the mail!! Donations may also be placed through our website. Visit alabamawaldorf.org and click on General Giving under the Support AWS tab. Thank you for your consideration of this worthy cause!***

From top left to bottom: Geneva and Will take the lead!; Natalie runs, cheered on by AWS parents; Virginia digs deep for her final lap; Ms. Sadhna re-groups her Kindergarten students after the race. Above right: Eliah sports her hard-earned medal and Movin and Groovin’ participation T-shirt. Pho-tos courtesy of AWS Parent Chrissi Douglas.***


In Grade 2, the theme becomes Saints & Fables because the student becomes aware of the right and wrong way to do things, to behave in a certain situation, etc. They begin to realize they have a choice, and they can emulate the behavior of a saint such as Saint Francis by being kind to the birds instead of throwing rocks at their nests. They begin to understand concepts like attitude and irony. The fables help them see these abstract subjects in a way they can comprehend. Is the tortoise going to win the race by being deliberate and steady, or is the hare going to win because he’s the fastest, and isn’t it a race after all?

Grade 3 brings the narratives of the Hebrew Bible, not taught as religion but as historical narrative. Again, the story of Noah’s sons and the Great Flood provide an imaginative context for how to survive in the face of danger. As the child makes his/her way to age 9, a milestone is reached wherein they separate themselves consciously from childhood. This can be painful,especially when we’ve all gone to a lot of trouble to make childhood pleasant, meaningful, and age-appro-priate, but it can be exciting, too, to look ahead to what is next, to realize you can’t be a child forever. Building the sukkot on the playground is a tangible representation that the Hebrews had nothing when they left their homes and had to construct make-shift shelters on a daily basis as they made their way through inclement conditions to a new life.

Grades 4 & 5 - Once childhood has been left behind, the tales of the Vikings and the Norsemen in Grade 4 really help the child to claim who s/he has become in the transition. These self-sufficient, independent people overcame

barriers of every kind to settle new lands with their families, and to survive against many odds. This confident, strong attitude helps the student to em-brace their futures. The blessed years between 9 and puberty are all too few, but they serve the purpose of letting the child relax into who they are before the hormones come along to disrupt everything! Because of this, 5th grade is often referred to as the “golden year of childhood.” The study of the Golden Age of Greece complements both the beauty and the goodness of this age. The Greek gods, with all their humor and strife, com-

bine to gently show children all the characteristics of being human. How we maintain the gesture of childhood while pubescent change occurs is truly an art. We must resist the pull of “the desire life” that so wants to blossom but which must be withheld for another couple of years. This is when the child is shifting into a materialistically-driven, covetous, wanting stage. Waldorf curriculum responds to this developmental shift by educating the feeling life of the child from 7-14. Developing a healthy feeling life in the child before puberty hits is so important because a healthy adolescent will then be able to make wise and responsible choices about his/her desires between the ages of 14 and 21.

Middle School (Grades 6, 7, & 8) - The Waldorf curriculum helps us stay in the realm of feeling (vs. desire) by continuing to use stories that meet the students in Grade 6, 7, and 8. Now these stories are classified as History. Rome and Roman Law are the theme of Grade 6 where the student can only see right vs. wrong with no middle ground. By the time 7th grade rolls around, the hormonal development has settled down, and the possibility of seeing the gray in-between two polarities emerges. The Renaissance is the perfect 7th grade theme; art is very much a part of the curriculum as students copy from the masters (Leonardo da Vinci, Mi-chaelangelo Buonarotti, etc.), visit local museums and immerse themselves in stories of the Medici family, Ferdinand & Isabella, and Brunelleschi. By 8th grade, we have kept the cell phones away and made screen time a once-a-week privilege for what seems like an eternity. Hang on for the Year of Revolution, and meet the feel-ings of rebellion that inevitably arise at age 14 head-on! War provides the satisfying theme for 8th grade as students study the French and American Revolutions and the Civil War. They are now ready for the challenging topics of excess vs. poverty, political power, and brother fighting broth-er over the topics of slavery and states’ rights.

(cont’d on p. 4)

Age Appropriate Curriculum (cont’d from front page)


Age Appropriate Curriculum (cont’d from p. 3)

After students graduate in 8th grade, we send them on to high school equipped with critical thinking skills that allow them to manage and even triumph in many different situations. Students have been allowed to feel the differ-ent ages of childhood from 4-14, to experience the richness that each age uniquely has to offer, and now they are chomping at the bit to cultivate

that desire life we’ve been staving off. Now, their capacities for judgment, for reasoning, and for finding truth are honed so they can make good choices as they move on to the phase of growing up wherein they develop the life of “desire.” This age-appropriate education helps the student to know his/her place - not to be ahead of it or behind it.***

AWS Rites of Passage“Rites of passage have been at the core and foundation of virtually every society. The entire life cycle of an individual, from birth to childhood to old age to death is marked by a series of rites of passage.” - The U. of Idaho

Grade 3: Sukkot build-ing, Gar-dening, Camping Trip, Cir-cus

Grade 4: Habitat projects for man & animal block

Grade 5 - Pentathlon

Grade 6 - Squire’s challenge, Medieval Games, Business proj-ect (Potato Fundraiser)

Grade 7 - Renais-sance games

Grade 8 - Machine sewing, Graduation (speeches, etc.)

Community service in 5, 6, 8

Chorus - Grades 5-8

Handwork Curriculum1st-8th grade

1st grade knitting, strengthens fibers of cor-pus collosum connecting brain hemispheres

2nd/3rd grade, purl-ing is an inward gesture, a hearkening of the 9 year change where the children know there is an “inside.”

3rd grade embroidery, there is an in & out to the work; short threads vs. long, dreamy yarn of grades 1 and 2; has a wakeful quality, with lots of stop and start

4th grade cross stitch; there is a front side and a back side, these are metaphors for the child himself

5th grade knitted socks using 4 needles, hones motor dexterity

6th grade dolls, at the cusp of puberty/anatomy, the question of “what am I going to become” how do you cope with your weird angled, skinny arm on your doll?

7th grade felting, revisiting from Kindergarten and 3rd grade, this is where amorphous things like soap, water, wool are turned into something grounded.

8th grade machine sewing, a culminating event!***


AWS Calendar of Events - July & August 2013

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6Summer Program (Stories from U.S.A.)

Tour 9am

Office closed / No summer program. Happy Independence Day!

AWS Office closed

7 8 9 10 11 12 13Summer Program (Stories from U.S.A. cont'd)

Tour 9amMorning Garden 9-10:30am

AWS Office closed

14 15 16 17 18 19 20Summer Program (Stories from China)


AWS Office closed

21 22 23 24 25 26 27Summer Program (Stories from China cont'd)


AWS Office closed

28 29 30 31Summer Program (Stories from Africa)

Tour 9am

July 2013

Notes:

Looking Ahead... Back to School Night is Monday, Aug. 19th, 6-8pm. First day of school for all programs is Wed, Aug. 21st.

AWS OFFICE closed

AWS OFFICE closed

Family Assoc. Wel-come Back Picnic! 3-5p Overton Park.


This summer, AWS offers an 11-week preschool and early grades program be-

ginning Wed., May 29th, and ending Tue., Aug. 13th. Open to children ages 2 1/2 to 6, as well as rising 1st, 2nd, and 3rd graders, activities will rotate in two-week cycles for Fairy Tales Around

the World! See below for an updated schedule. Each cycle will feature a story with puppet play, crafts, and cooking, in ad-dition to free play, circle, and snack.And the popular Water Day Wednes-day is back, too! Registration for Waldorf and non-Waldorf families is now open!

May 29th - June 14th, INDIAStory: Mouse Maid, Made Mouse

Cooking: Indian rice with veggies, In-dian potatoes

Craft: felted mice with fingerknitted tail

June 17th-28th, RUSSIAStory: Baba YagaCooking: Latkes

Craft: Kitchen witches

July 1st-12th, U.S.A.Story: Uncle Wiggly

Cooking: Fried corn pone, okra, corn on the cob, non-dairy ice cream

July 15th-26th, CHINAStory: Ming Lo Moves the MountainCooking: Rice noodles and veggies

Craft: Kitchen witches

July 29th-August 13th, AFRICACooking: Coconut, sweet potatoes,

rice pudding

Check out alabamawaldorf.org or email [email protected] for details and a registration packet. New families will need to sign a form that acknowledges their acceptance of the low-media and healthy foods poli-cies while at AWS.

Did you know that childcare ex-penses during the summer are tax deductible? If you are a working parent and send your child to summer camp, you can claim the expense on your tax return! Contact your accountant to find out if your family is eligible.***

Waldorf Summer Camp 2013!


May Assembly Verdict: Art Expo AWeSome!

For the May Assembly, Grades students displayed

the best of their artwork from the school year.

Below: 1st graders’ watercolor paintings, experimenting

with the warmth of the yellow and red hues.

5th grade

The centerpiece of the 5th grade curriculum is the study of Ancient Cultures, includ-ing: the very spiritual people of Ancient India, the Ancient Persians who worked the earth with great care and love, the early civilzation of Ancient Mesopotamia in the Fertile Crescent, the Zig-

gurats of Babylon and the people who developed one of the first systems of writing, called Cuneiform, the mighty Nile River which supported the complex cities of Ancient Egypt and the majestic pyramids of the great Pharaohs, and the imperfect gods

and goddesses of Ancient Greece.***

6th grade“The changes that the students experienced this year were well-met by the sixth grade curriculum, which did an excel-lent job of anchoring the students in the world. We focused on Ancient Rome and the Middle Ages – time periods in which humans became much more grounded in the realities of earth and more separated from the spiritual world of the gods. Though the Romans worshipped their gods and could be very superstitious, they were more firmly anchored to the material world than the Greeks that we studied in fifth grade. They spent their time in battle, wealth, and politi-cal mechanizations, as opposed to the art, philosophy, and ideals of the Greeks. This was echoed in the other blocks studied this year – business math, physics, geography, algebra, geometry, astronomy, mineralogy, and physiology. We turned our attention to the laws and form of the world around us. We were anchored and centered by our study of the earth beneath our feet and the heavens overhead, as well as the physical laws of the world around us. We looked objectively at phenomena and discovered their lawfulness. We compared and contrasted. We ap-plied our knowledge practically. These capacities are just beginning to develop in the students and represent a great shift academically. No longer is the teacher the sole source of knowledge. Now the teacher is merely a guide, and all are students of the world.” -- from Ms. Downs’ 6th Grade Blocks Review


7th grade

Fine Arts in the Middle School - Movement Teacher (and ap-parent artist in her former life!) Brianna Payne stepped up to the plate to teacher middle school students about woodblock printing. Top left: Bronwyn’s owl creation. Bottom left: Silas’ design.

History in 7th Grade (re-printed from millenialchild.org) - “Our Spring History block will take us to medieval Italy. From St. Francis to Dante, to Giotto, we will watch the unfolding of new impulses in religion and art which were in turn vital-ized by the burgeoning life of commerce and the capital it created. The subsequent study of the lives of Leonardo, Raphael and Michelangelo in the context of their times will provide a full picture of this important period in history...Through original com-positions and renderings of paintings and sculptures by Renaissance masters, the seventh graders will establish their link to the beauty of this age of artistic flowering.”

At right: Pages from Bronwyn and Ella’s MLBs.

New Orleans Field Trip for 7th graders!

As part of their history block on Medieval Europe and Gothic Arcitecture, Ms. Powell’s 7th grad-ers took a field trip to New Orleans! They arrived in Nola by train on a Friday and returned to Bir-mingham on Sunday, camping out at the Waldorf school in town. One of their assign-ments was to draw one of the sites they visited. Far right is James’ draw-ing of St. Louis Cathedral. At right, Clay’s drawing of a cross within the church.

Art Expo AWeSome (Cont’d)


If you would like a sponsorship

in the Awareness, call

205-592-0541 or email

[email protected]

The AWS Awareness is brought to you by these proud sponsors...


c o l l a b o r at i o n o f a rt i sts : k at r i n a t u r n b ac h | s h e l l e i g h b u c k i n g h a m | l es l i e h i c k e r s o n

Paintings & art collages, up-cycled fabric purses & sachets, handmade soap, teacup bird feeders, silver & glass jewelry, and much more!

Visit the Artsy Chicks booth in the pavilion atArt On r MOuntAin

at ruffner Mountain nature Preserveon Saturday, April 6, 9am – 5pm

~ NEW LOOK, SAME CHICKS...AS SEEN AT AWS HOLIDAY FAIRE ~

www.facebook.com/BhamArtsyChicks

The AWS Awareness is brought to you by these proud sponsors...

Specializing in Craniosacral Therapy and

Pediatric Physical Therapy

yerbytherapyllc.wordpress.com

[email protected]

Susie Strauss, co-ownerNancee Neel, co-owner

Keri Lane HontzasBackyard Movie Parties

FLIX, Inc.Keri Lane PromotionsPh: 205-595-3549Cell: 205-223-3549Email:[email protected]


...with Special Thanks to our Title sponsor...

aws awareness - schoolmessengeralabamawaldorf.sharpschool.com/userfiles/servers... · child’s...

Documents