The Rookie Rhetoricians of the Year (students from the Lost Tools of Writing class) gave an amazing performance last Sunday night at the annual WISH Christmas Party to an audience of over 70 children and adults.
Last Fall, while perusing my materials for a possible Michaelmas Day script, I happened upon a book that I must have picked up at a yard sale or thrift store for about 10 cents. It's a children's book written in script form, but with enough prose in between that you could read it like a story book. You can find the book by Katherine Miller, here.
As a humorous play, it would not be appropriate for Michaelmas. However, I saw this as a great opportunity for our older WISH students to gift the younger ones at our annual Christmas Party. So I told them they had to "keep mum" about it in order for it to be a surprise at the party. Of course, they immediately took to the idea of keeping a special surprise secret from all of the other children and even their parents (well, sort of . . . I had to let them know a bit of what we were up to!).
And what a hit it was! The children were delighted! They laughed and laughed. And the spontaneous applause at particular key points was a pleasant surprise.
The class, which I used to refer to as "the writing class" and on this blog "The Lost Tools of Writing" (after the curriculum we are using) has chosen a new name: Rookie Rhetoricians of the Year. I asked them to come up with a name that included the word Rhetoric (now that they know the five canons of Rhetoric!) because I intend to continue practicing all five with them rather than just the three that apply to writing.
Engaging in the Mummers' Play seemed a fun way for them to practice the two canons of Rhetoric which apply to speaking: Memory and Delivery. They learned a lot, had a great time, and became more bonded as a class.
I am looking forward to 2011 with my RRYTers. We are all learning so much and having a great time.
Thursday, December 16, 2010
Saturday, December 04, 2010
"Waldorf Homeschooling": Oxymoron? Or New Paradigm?
Is it possible to "do" Waldorf homeschooling? Or is Waldorf a term that only applies to schools?
Typically, we hear the word "Waldorf" in conjunction with schools. Members affiliated with AWSNA have the right to use the term in their schools' names. Unaffiliated schools (typically public) must follow special rules regarding usage of the term. We may also think of the “first Waldorf school” in Stuttgart when we hear this term. Rudolf Steiner did develop this educational approach to be used in a classroom setting. And folks who have been around homeschooling for any length of time will often hear the comment that “the home is not a school.” I agree. At home, you are not going to get a classroom experience — no matter how beautifully lazured your walls are, how amazing your chalkboard drawing is, how “true to Waldorf” your lesson plans are, how well you have that fairy tale memorized, or any other particular element we tend to associate with Waldorf education. On the other hand, homeschooling offers many advantages that even the best Waldorf school cannot provide. Of course, there will always be trade-offs. Your local Waldorf school probably teaches Eurythmy and a foreign language — which you may or may not be able to provide.
Over the past several years, my approach has been not so much to imitate the Waldorf classroom, but rather to study Steiner directly, focusing on his indications regarding the developmental stages, and then striving to apply those concepts to the home learning environment in a practical manner. This helps one to get away from comparing one’s self to the local Waldorf school — typically a self-defeating endeavor, and yet commonly engaged in by those of us who have spent any time involved with Waldorf schools. Apples cannot be compared with oranges; both are fruit and perhaps sweet, but will look, taste and feel different.
So is a new term desirable? Shall we call ourselves Steiner Stay-at-Homers? Anti-establishment Anthroposophical home educators? Much too cumbersome! The term Waldorf is the most easily recognized, of course, and as long as we don't incorporate or form a board of directors, a loose use of the term amongst home educators will most likely be tolerated. In the strictest sense of the word, however, I don't like to use the term "Waldorf" since the application of Steiner's ideas to a school environment is not something for which I aim.
What many people do not realize is that Rudolf Steiner actually used the term "curriculum" in three different ways. He spoke of the "established curriculum," that which we would call the mainstream approach to education found in most public and private schools. He identified the "ideal curriculum" as that which is informed by a deep understanding -- in his case, an anthroposophical understanding -- of human development. And finally, he spoke to his teachers of what he called "our Waldorf curriculum." He explained that "our Waldorf curriculum" must always bear in mind the "ideal curriculum" while also recognizing the need to answer to the authorities in regard to the "established curriculum." Even in the early part of the 20th Century, Steiner had to contend with inspections by the German educational authorities. He was a practical man, recognizing that implementation of the "ideal curriculum" would not be tolerated by the establishment.
Many of us, especially those with a previous relationship to a Waldorf school, come to this method of homeschooling assuming that the class model is what we must imitate in order to "do Waldorf." However, by understanding Steiner's definition of the three curricula, I would posit that not only is this a false assumption but also one that frequently causes undue stress, frustration and self-doubt. Of course, one can find many useful ideas within the traditional Waldorf classroom which may or may not be applicable to the home learning environment. But more valuable insights may be gained by studying Steiner's work, understanding the phases of human development (as well as the sub-phases and the needs of those phases), and most importantly, by closely observing his own children. Understanding how and why the Waldorf curriculum is designed to meet these developmental stages will also be helpful. Awareness of all of these can then be mindfully brought to your particular home life and the unique needs of your family.
For home educators, simply realizing that the curriculum of Waldorf schools — which are based on the first Waldorf school — are actually founded on a compromise of what Steiner himself considered the "ideal," will hopefully bring a new sense of freedom to those on this path. Since many Waldorf home educators tend to hold themselves to the imagined standards of a Waldorf classroom, understanding the three curricula and the freedom they have to work within the realm of the "ideal curriculum," if they so choose, can provide a liberating shift in perspective.
Sources: Lecture Twelve, September 3, 1919, and Lecture Thirteen, September 4, 1919, Practical Advice to Teachers, Rudolf Steiner.
Sandi Russi has been home educating "Waldorf" style since 2002. She founded Waldorf-Inspired Sacramento Homeschoolers (W.I.S.H.) in 2003 and Wholistic Learning Resources in 2010. Sandi enjoys working with homeschoolers, presenting workshops, writing, and providing resources.
This article is copyright 2010 by Sandra Russi and should not be reproduced without written permission from the author.
Typically, we hear the word "Waldorf" in conjunction with schools. Members affiliated with AWSNA have the right to use the term in their schools' names. Unaffiliated schools (typically public) must follow special rules regarding usage of the term. We may also think of the “first Waldorf school” in Stuttgart when we hear this term. Rudolf Steiner did develop this educational approach to be used in a classroom setting. And folks who have been around homeschooling for any length of time will often hear the comment that “the home is not a school.” I agree. At home, you are not going to get a classroom experience — no matter how beautifully lazured your walls are, how amazing your chalkboard drawing is, how “true to Waldorf” your lesson plans are, how well you have that fairy tale memorized, or any other particular element we tend to associate with Waldorf education. On the other hand, homeschooling offers many advantages that even the best Waldorf school cannot provide. Of course, there will always be trade-offs. Your local Waldorf school probably teaches Eurythmy and a foreign language — which you may or may not be able to provide.
Over the past several years, my approach has been not so much to imitate the Waldorf classroom, but rather to study Steiner directly, focusing on his indications regarding the developmental stages, and then striving to apply those concepts to the home learning environment in a practical manner. This helps one to get away from comparing one’s self to the local Waldorf school — typically a self-defeating endeavor, and yet commonly engaged in by those of us who have spent any time involved with Waldorf schools. Apples cannot be compared with oranges; both are fruit and perhaps sweet, but will look, taste and feel different.
So is a new term desirable? Shall we call ourselves Steiner Stay-at-Homers? Anti-establishment Anthroposophical home educators? Much too cumbersome! The term Waldorf is the most easily recognized, of course, and as long as we don't incorporate or form a board of directors, a loose use of the term amongst home educators will most likely be tolerated. In the strictest sense of the word, however, I don't like to use the term "Waldorf" since the application of Steiner's ideas to a school environment is not something for which I aim.
What many people do not realize is that Rudolf Steiner actually used the term "curriculum" in three different ways. He spoke of the "established curriculum," that which we would call the mainstream approach to education found in most public and private schools. He identified the "ideal curriculum" as that which is informed by a deep understanding -- in his case, an anthroposophical understanding -- of human development. And finally, he spoke to his teachers of what he called "our Waldorf curriculum." He explained that "our Waldorf curriculum" must always bear in mind the "ideal curriculum" while also recognizing the need to answer to the authorities in regard to the "established curriculum." Even in the early part of the 20th Century, Steiner had to contend with inspections by the German educational authorities. He was a practical man, recognizing that implementation of the "ideal curriculum" would not be tolerated by the establishment.
Many of us, especially those with a previous relationship to a Waldorf school, come to this method of homeschooling assuming that the class model is what we must imitate in order to "do Waldorf." However, by understanding Steiner's definition of the three curricula, I would posit that not only is this a false assumption but also one that frequently causes undue stress, frustration and self-doubt. Of course, one can find many useful ideas within the traditional Waldorf classroom which may or may not be applicable to the home learning environment. But more valuable insights may be gained by studying Steiner's work, understanding the phases of human development (as well as the sub-phases and the needs of those phases), and most importantly, by closely observing his own children. Understanding how and why the Waldorf curriculum is designed to meet these developmental stages will also be helpful. Awareness of all of these can then be mindfully brought to your particular home life and the unique needs of your family.
For home educators, simply realizing that the curriculum of Waldorf schools — which are based on the first Waldorf school — are actually founded on a compromise of what Steiner himself considered the "ideal," will hopefully bring a new sense of freedom to those on this path. Since many Waldorf home educators tend to hold themselves to the imagined standards of a Waldorf classroom, understanding the three curricula and the freedom they have to work within the realm of the "ideal curriculum," if they so choose, can provide a liberating shift in perspective.
Sources: Lecture Twelve, September 3, 1919, and Lecture Thirteen, September 4, 1919, Practical Advice to Teachers, Rudolf Steiner.
Sandi Russi has been home educating "Waldorf" style since 2002. She founded Waldorf-Inspired Sacramento Homeschoolers (W.I.S.H.) in 2003 and Wholistic Learning Resources in 2010. Sandi enjoys working with homeschoolers, presenting workshops, writing, and providing resources.
This article is copyright 2010 by Sandra Russi and should not be reproduced without written permission from the author.
2010 WISH Advent Spiral
Waldorf-Inspired Sacramento Homeschoolers (WISH) held its annual Advent Spiral Sunday, November 28, the first Sunday of Advent. There were about 55 people in attendance, with about 27 children walking the spiral. It was a pretty amazing experience to have that many children in the room . . . . and yet, so quiet and reverent was the mood.
The following verse, by Nancy Foster, was recited to help set the mood / tone of the event:
Deep Mid-Winter drawing near,
Darkness in our Garden here - -
One small flame yet bravely burns
To show a path which ever turns.
Earth, please bear us as we go,
Seeking Light to send a-glow:
Branches green and moss and fern,
Mark our path to trace each turn.
Brother animals, teach us too
To serve with patience as you do.
We walk with candle toward the Light
While Earth awaits with hope so bright:
In the Light which finds new birth
Love may spread o'er all the Earth.
Deep Mid-Winter drawing near - -
May Light arise in our Garden here.
We sang a simple song as the children walked the spiral, with the exception of the two teens who participated. We let them walk in silence, symbolic of their emerging independence.
It was a simple, profound event.
The following verse, by Nancy Foster, was recited to help set the mood / tone of the event:Deep Mid-Winter drawing near,
Darkness in our Garden here - -
One small flame yet bravely burns
To show a path which ever turns.
Earth, please bear us as we go,
Seeking Light to send a-glow:
Branches green and moss and fern,
Mark our path to trace each turn.
Brother animals, teach us too
To serve with patience as you do.
We walk with candle toward the Light
While Earth awaits with hope so bright:
In the Light which finds new birth
Love may spread o'er all the Earth.
Deep Mid-Winter drawing near - -
May Light arise in our Garden here.
We sang a simple song as the children walked the spiral, with the exception of the two teens who participated. We let them walk in silence, symbolic of their emerging independence.It was a simple, profound event.
Some Advent Verses
Just pulled out an old publication that a friend gave me called Collected Poems for Class Teachers and Eurythmists. Here are some nice ones for the Advent Season.
ADVENT by Ann Ellerton
Now the twilight of the year
Comes, and Christmas draweth near.
See, across the Advent sky
How the clouds move quietly.
Earth is waiting, wrapt in sleep,
Waiting in a silence deep.
Birds are hid in bush and reed
Flowers are sleeping in their seed.
Through the woodland to and fro
silent-footed creatures go.
Hedgehog curled in prickly ball
Burrows 'neath the leaves that fall.
Man and beast and bird and flower
Waiting for the midnight hour
Waiting for the Christ-child's birth
Christ who made the heaven and earth.
Coming Towards Advent
Verses --
1
In darkest night
The earth shall be light
And gleam as a star --
You and I
I and you
We will give our light too --
2
When days are darkest
The earth enshrines
The seeds of Summer's birth
The spirit of man
Is a light that shines
Deep in the darkness of earth --
3
O radiant star of Bethlehem
Lead onward thro' the night
That we in winter's darkest days
May see thy guiding light.
4
Sun, moon and stars
Shining wide and far
Over land, over sea
Over you, over me.
For my soul's delight
Shine into my heart.
ADVENT by Ann Ellerton
Now the twilight of the year
Comes, and Christmas draweth near.
See, across the Advent sky
How the clouds move quietly.
Earth is waiting, wrapt in sleep,
Waiting in a silence deep.
Birds are hid in bush and reed
Flowers are sleeping in their seed.
Through the woodland to and fro
silent-footed creatures go.
Hedgehog curled in prickly ball
Burrows 'neath the leaves that fall.
Man and beast and bird and flower
Waiting for the midnight hour
Waiting for the Christ-child's birth
Christ who made the heaven and earth.
Coming Towards Advent
Verses --
1
In darkest night
The earth shall be light
And gleam as a star --
You and I
I and you
We will give our light too --
2
When days are darkest
The earth enshrines
The seeds of Summer's birth
The spirit of man
Is a light that shines
Deep in the darkness of earth --
3
O radiant star of Bethlehem
Lead onward thro' the night
That we in winter's darkest days
May see thy guiding light.
4
Sun, moon and stars
Shining wide and far
Over land, over sea
Over you, over me.
For my soul's delight
Shine into my heart.
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