In addition to the academic subjects, student are engaged in a variety of special subjects providing a rich, well-balanced education.
Learning another language gives the student a broader vision of the world, inspiring a genuine multi-culturalism. It strengthens the ability to listen, understand and communicate with different people, as well as the ability to empathize. By hearing and speaking unfamiliar languages, parts of the larynx which are not usually used are strengthened, particularly in the early years when the speech organs have the greatest flexibility. Students have twice weekly lessons in Spanish, while Japanese is taught three times per week. World language lessons begin in grade one and continue throughout the grade school years.
The study of foreign languages in the Waldorf curriculum begins in much the same way that a child learns his mother tongue — through listening and imitation. Songs, games and stories are taught orally, with the help of pictures and gestures. As the student imitates the teacher, correct pronunciation and vocabulary are fostered in a playful, joyful way. Grades four and five serve as a transition to the more academic, practical work of the upper grades, where conversation, grammar, written work and reading become increasingly important.
In grades one through eight, students learn to sing and play recorders together, in unison, rounds, canons and multiple parts, led by the class teacher as part of the daily activities, and in support of the main lesson curriculum.
In grade four, each student begins to play a string instrument in a twice-weekly orchestra class with our specialty strings teacher. Music reading begins, and daily home practice is expected. In grade six, students may choose band class in lieu of orchestra, changing to a wind instrument.
Choir begins in grade six with an emphasis on developing the voice in a healthy manner, using various vocal colors and techniques and introducing a variety of musical styles.
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All students participate in handwork class. Handwork provides rich “felt experiences” which activate neuropathways in the brain, enhance memory and connect the student with the surrounding world. A student who has petted a sheep, washed and carded its wool, felted, knitted and crocheted with it, will have a more enlivened experience when reading about wool than someone who has not. The sensations of touch, smell, movement and feelings create the “felt experience”.
The rhythmic, repetitive, purposeful movements of the hands as they knit, crochet, cross stitch, embroider, felt and sew become a blueprint for the process of receiving, integrating and using abstract concepts of higher learning. The work created by the hands is meaningful, beautiful, and finished. Handwork brings a reverence and respect for materials and process, and an appreciation for the work of others.
Knitting and crocheting are the heart of the curriculum in the first three years. The goal is to instill a love of working with the hands and to connect the child with the surrounding natural world. A solid foundation in healthy, orderly work habits and a joyful and industrious mood are fostered.
Cross stitch is the focus in grade four, and in fifth grade embroidery and knitting in the round predominate. In middle school patterns are introduced, as projects are pieced together and turned inside out. Sewing and felting projects are the focus, and in grade 8 the student learns to make clothing using a sewing machine.
The unique art of eurythmy is speech and music made visible through movement. In the early grades, the natural play of the child is lead into formed movement, acquainting the child with his own body through imitation, then later guided towards more exact movements in rhythm with the spoken word. The movement and quality of speech is explored through letters, allowing the child to experience letter sounds with the body, and then carried further via poetry and verse.
In the higher grades the student learns to move in different directions and to form moving geometrical shapes in space. Exercises with copper rods help the body and mind cooperate and bring about greater strength and accuracy. The student learns to move more consciously – the sounds of the words in poetry and the tones in musical intervals determine the movements with which he models the surrounding space. Group formations teach him to consider the movements of others, to harmonize his own movements with the group.
Games and movement are critical in shaping physical and inner growth, as well as social and emotional development. Children receive a balanced spatial education through the Waldorf physical education curriculum.
In the lower grades games with imagination and creativity prevail. String and clapping games, body geography, and bean-bag games are some of the rhythmic activities used to strengthen the child’s spatial awareness. Circle and tag games are also popular, and double-dutch jump rope is mastered by grade three.
By the fourth grade, the awakening intellect of the child is met by games that achieve a particular task or solve a problem. While studying ancient civilizations in main lesson, fifth graders practice for the Olympiad, a sports event in the tradition of ancient Greece. The fifth grade student is physically most balanced and harmonized, and performing with grace, beauty and skill are important requirements. Bothmer exercises are introduced, helping the child explore and discover the way he lives and moves in space.
In middle school, games use a sense of formation – how players position and conduct themselves in a team setting. Circus skills and gymnastics demand all-around skill, spatial awareness and courage. A seventh and eighth grade regional track meet provides another opportunity for the students to challenge themselves as well as meet students from other Waldorf schools.
Gardening lessons begin in third grade with seasonal agricultural activites. Garden bed preparation, seed sowing and cultivation, weeding, composting, harvesting, garden cart sales, tool care, food preservation and farm work animals are explored, supporting the science lesson work of food production in farming.
In grade four, the student takes an expansive look at nature and experiences an integrated approach to gardening and stewardship around the school grounds. Assisting grade three with garden cart sales offers opportunities for counting and making change with money. Building worm bins and nesting boxes supports the human and animals main lesson block, and responsibility for an area of the school grounds fosters a deeper respect for nature.
The botony main lesson blocks in grade five are supported by the gardening class, and maintenance and improvement of the Restoration Garden becomes the main responsibility. Activites include identifying and removing invasive non-native plant species, maintenance and erosion control. Spring seed starts and flowerbed care are also incorporated.
During middle school, gardening encompases projects in and out of the school garden, such as building wood decking, walkways and cold frames. Students help plan and complete a new garden design and practice land stewardship techniques through enhancement of plant habitat in the woods.
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In grade six, the practical art of woodworking instruction begins. The student learns to work with various hand tools, shaping and forming useful objects such as a bowl and spoon, bringing form and function to blocks of wood. Later, projects with moveable parts are introduced. Woodworking develops creativity, three dimensional thinking and the art of patience. Endurance, accuracy and confidence skills are strengthened as the student gradually brings forth a purposeful object from the wood.
Middle school students experience a variety of interesting subjects above and beyond the curriculum. The electives program is organized in six-week blocks, matching the annual schedule of core curriculum blocks. The subjects are creative and stimulating, and students may choose from several options during each block. While the subjects offered vary from year to year, examples include blacksmithing, mixed media painting, clay sculpture, felting, Norwegian rosemaling, set and prop creation, costume design, theatre performance, carpentry and swing dance.
The middle school student must choose at least one block per year of community service. Participants have the opportunity to help at such organizations as “The Chicken Soup Brigade” or to pick up litter for the ”Adopt-a Street” program. Opportunities vary from year to year.
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