We are also in need of extra buckets and rags, as well as boxes to pack up teachers’ classroom materials. You can drop them off in the office anytime during the last week of school.
SCHEDULE FOR COMMUNITY MOVING DAY
End-of-the-year Potluck at The Lake (formerly Loyal Oak Lake), hosted by Lerryn Campbell (details to follow — the entire community is invited, but this is not an SGWS-sponsored event)
Have an amazing summer — and THANK YOU for all you do!
What does it mean when we say, in Waldorf, that children learn through their “head, heart and hands?” It references multidisciplinary teaching and the balance built into Waldorf education curriculum. Why do we focus on a balanced education?
Our world thrives on balance — ecosystems, economies, and governments all perform most optimally when things are allowed to ebb and flow yet stay ultimately centered, not through force but through compromise. This balance is key to stable growth and transformation.
Education is transformation of a generation and an individual. The task at hand is to guide young people as they grow and change, so that they may contribute meaningfully to a growing and changing world. This is no small task. When you consider the vital role that education plays within society and within the individual, then you can understand why balance in education is so essential. In order for the world to thrive, it needs to be filled with balanced individuals.
Waldorf education’s founder, Rudolph Steiner, a philosopher in the early 20th century, understood balanced education to mean the integration of the arts across the curriculum, the inclusion of movement and nature in everyday learning, and a focus on more subjects than just “the three Rs.”
Here in the 21st century, the comprehensive approach of Waldorf education has been supported by modern science. One might notice how Waldorf schools focus on fostering each of the multiple intelligences Howard Gardner identifies in his book Frames of Mind. Gardner, a developmental psychologist and professor of Cognition and Education at the Harvard Graduate School of Education, addresses the need to teach children thoroughly in each of these intelligences: verbal / linguistic, logical / mathematical, body / kinesthetic, visual / spatial, musical / rhythmic, interpersonal / intrapersonal. and naturalistic.
He, like Ken Robinson in this popular TED talk on education, argues against judging children’s intelligence on only one or two of these areas — a philosophy embodied in this Einstein quote: “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”
Children who enter adulthood understanding their strengths, having been shown them through a balanced education, can contribute to the world in a fulfilling and meaningful way.
How do we realize balance within Waldorf education? Here are some examples:
Verbal / Linguistic – Teachers tell story, myth, and history by reciting poems, singing songs, and playing games. The complex vocabulary and imagery found in these oral activities bring verbal language to life and give depth to a child’s understanding of and desire to engage with written material. Children also make their own textbooks as an alternative to Chalk and talk note taking. And students begin to learn foreign languages beginning in first grade, when their brains are most primed to absorb this information.
Logical / Mathematical – Waldorf students learn math in many ways — intervals through music, geometry and measurement through woodworking and drawing, and math facts through holding and counting items. Logic is ever-present in the immediate apprehension of cause and effect inherent in science, music, and nature.
Body / Kinesthetic – Developing this intelligence goes beyond gym class for Waldorf students, who constantly learn through movement. Examples include time outside for recess, nature walks, gardening, the study of movement in eurhythmy and dance, and in-class movement through acting out stories, tapping sticks to math, or throwing balls while reciting multiplication tables.
Visual / Spatial – Whether it is creating a diorama of an animal, knitting and other handwork, sculpting with beeswax or clay, or taking a year to turn a log into a chair, Waldorf students learn much in the visual and spatial realm in their woodwork, handwork, gardening, and main lesson classrooms.
Musical / Rhythmic – Music is part of each day and each subject in Waldorf school. Song and rhythm are integral parts of the young child’s classroom. Layered onto this ever-present choral influence are musical instruments: flutes and recorders are introduced in younger grades, violins and other strings for students in the middle grades, and finally instruments of a child’s choice in the upper grades.
Interpersonal / Intrapersonal – Social skills are not left to chance in Waldorf education. Teachers spend much of their time in the early years helping children develop their interpersonal and intrapersonal intelligence. One of the most important contributors to cultivating these two intelligences is the structure of the main lesson classroom, where students remain with the same teacher throughout all eight grades. Learning to work together as a whole is not optional, but essential and teachers focus on developing a harmonious and balanced classroom through providing time and structure for social interactions as well as time for reflection.
Naturalistic – Unlike many of their public school peers, Waldorf students still get recess, so they are out in nature, many times a day and in all seasons. They are also taught many academic lessons outdoors, such as botany and geology through nature walks and gardening. Older children often have main lesson class time outdoors, and gym class is held outside when weather permits.
Though developed by Steiner nearly a century ago, current research demonstrates Waldorf education’s ability to educate children intellectually, creativity and socially, prepares them to make meaningful contributions to our ever-changing world throughout the course of their lives.
by Hazel Emery M.Ed.
Spring Garden Waldorf School was fortunate to be gifted an original P.R. Miller sculpture for our grounds. Miller — a.k.a. “The Grizzled Wizard of Waste Not, Want Not” — is renowned for creating unique works of art using recycled and reclaimed materials. Miller is the artist-in-residence for Stan Hywet Hall and Gardens, and his installations can be seen throughout Akron.
P. R. Miller has had a long relationship with Spring Garden. His children Sarah and Alex, as well as his grandson Graye, are SGWS alumni, and he has continued to support our school in many ways since they graduated. Most notably, he visited the school in 2008 and enlisted the help of students and their parents to create bugs and butterflies from recycled plastic materials for his installation at Stan Hywet. We are grateful for his continuing involvement with Spring Garden Waldorf School and for this amazing, unique sculpture that will grace our grounds for years to come.
Spring Garden Waldorf School and Crown Point Ecology Center are partnering to offer Nature’s Children Parent and Child Class. Nature’s Children is a one of a kind offering for parents and/or caregivers of children ages 18 months to 4 years. This summer session will be offered almost entirely outdoors and will allow children and their parents to experience a Waldorf approach to early childhood education together.
Miss Roberta, an experienced Waldorf early childhood teacher, will lead the class through seasonal songs and games, artistic activities, nature walks, free play as well as story time with puppetry. Young children learn through imitation. As the children “work” and play together, the parents engage in and model purposeful work for the children such as working in the garden, feeding the chickens, preparing snacks, & creating seasonal crafts to take home.
Crown Point Ecology Center offers a unique site to host this outdoor focused experience with beautiful organic herb and vegetable gardens, wooded trails, barns, wetlands, a pond and more. Experiencing the out of doors offers a wonderful opportunity for discovery, conversation, and play. The Nature’s Children Parent and Child class is a perfect stepping stone into the Waldorf Preschool Program. We hope you will join us.
This class is a once weekly program offered once weekly for six weeks on Thursday, Friday, or Saturday from 9 a.m.- 11:30 a.m. Classes begin the week of July 12th. Cost per session is $180/parent and child and $100 for each additional sibling.
To register for the Thursday Session – Click Here
To register for the Friday Session – Click Here
To register for the Saturday Session: – Click Here
Prospective parents sometimes ask, “Is Waldorf an art school?” Waldorf schools do not consider themselves arts schools, but they do integrate art and music into the daily curriculum. There are many reasons for this, but here are a few:
- Music and art engage children naturally and make learning more fun, interactive, and multidisciplinary.
- Music and art are scientifically proven to enrich and strengthen complementary neural pathways for math, language, and creativity.
- Music and art are essential to humanity. Each culture’s history and philosophy revolve around the arts, and these things become an essential part of educating the whole child.
While prospective parents wonder about the role of the arts in education, our current parents have some firm ideas about its benefits. We asked parents of our eighth grade students why our school’s rich arts curriculum is so important, and here are a few of their answers:
“Children need to have beauty all around as they learn, so that they can create beauty in the world.”
“We’re educating humans, not computers. The arts are part of the human experience and worthwhile endeavors in their own right.”
“The arts help children develop their unique capabilities and provide balance.”
“Music and art serve as a common thread through all other subjects and help students appreciate beauty and ground theories in reality.”
“Art provides insight into humanity.”
“Artistic impression is very important to children and, I believe, can help them learn many things and pique their interest. Hands become extensions for expressing the feelings, thoughts, and ideas that form in the mind, and this can then connect the head, heart, soul, and body.”
“The arts help the brain grow holistically and thus help a child grow more deeply as a person and life-long learner. Arts balance intellectual learning and provide an outbreath.”
“What they work on with their hands both informs and activates the head and heart. I think it allows for greater retention in both spheres – intellectual and emotional.”
Thank you to our parents for their artful insight!