by Caty Petersilge
If hand work has one ultimate purpose, it is to build students up in the direction of that knowledge until they no longer second guess their ability to create what they imagine. This takes a great deal of time and many accumulated successes, and confidence in one’s creations is a lifelong human pursuit. Consistently creating useful, beautiful objects with one’s own hands is a tangible and powerful support to this work, and giving those creations to others is fulfilling in even more far-reaching ways.
Here is a breakdown of handwork done, by grade, at Spring Garden Waldorf School.
Class One spends their first few weeks of school making two very important implements for handwork: a finger-knitted drawstring (for their handwork bag) and a pair of knitting needles. This is done in preparation for two days at the end of September when Class Eight comes down to join us for handwork class and teach their first grade buddies how to knit! This is an efficient and magical means of passing on such a nimble handicraft.
Class Two, having honed their knitting skills last year, begins this year by creating a thinner pair of knitting needles. Using these new tools, they knit their flute case, which holds their flute in second grade, and their recorder in third through eighth grade.
In Class Three, students get familiar with a new tool: the crochet hook. The students learn the single crochet stitch and make a ten stitch by ten row bookmark. Once this is completed, they will use the same stitch to make their pencil case. Later in the year, they will learn to crochet in the round and the students will make a pattern to grow a hat for themselves or a loved one.
Class Four, in preparation for their studies of Norse mythology, students do Norse knot work — creating bookmarks or bracelets from wool yarn. Students are also at the beginning of embroidery, learning the four basic stitches required to make a needle case, which will serve as a home for their needles as they work on their elephants in sixth grade.
Class Five knits toe-up socks in the round, which are certainly the most complex and difficult handwork the children have yet encountered. When the children finish their first pair of socks, they can choose to make a second pair or to create a pair of mittens.
Class Six sews elephants making use of the needle cases the students made in fourth grade. The elephant will be given as a gift to a younger friend, so special attention to detail is necessary where seams and stitches are concerned. Toys are meant to be loved and played with after all, so we must remind ourselves to make them durable!
Class Seven plunges into felt making, which comes at the perfect time for seventh graders, whose last few years of handwork have featured steadily smaller work and more fine motor skills. Felt making comes in as a breath of fresh air and gross motor skills, with hard work in the arms and shoulders forming a strong, grainless fabric.
Class Eight’s great work is to create a pair of flannel pajama pants using treadle sewing machines (they are studying the industrial revolution, so they are in a unique position to appreciate the difference these machines made in lives of people back then). We also pick up a paper craft skill: making Froebel stars. These sixteen pointed cousins to origami can be seen hanging from the ceiling in the handwork room.
Students in grade 3-5 can bring a friend to school this Monday, October 13th, to experience Waldorf Education first hand. Join us and see the educational philosophy that has caught the attention of the New York Times and CNN.
Children attending bring-a-friend-to-school day, will spend the day with their sponsor friend as a typical Spring Garden Waldorf student. They will shadow their friend in the classroom and experience a regular day, including main lesson and all the day’s subjects.
Students must be registered to attend. Please call 330-666-0574 to register or email Amy Hecky at email@example.com.
Wet felting is a common handwork activity in Waldorf schools. In wet felting, combed sheep’s wool (sometimes called “roving”) is soaked in warm, soapy water, then kneaded so the individual wool strands break down and combine into felt. Wet felting offers unlimited potential for creativity, as the felt can be manipulated and shaped in many different ways – for example, students in the middle and upper grades Handwork classes fashion it into book covers, hats, and three-dimensional sculptures.
Recently, our Early Childhood students helped their teacher with the preparation process of wet felting. Miss Kathy brought out a bowl of warm, soapy water scented with lavender oil and the children took turns stomping the wool in the bowl.
The purpose of wet felting with their feet is to give these young students a grounding sensory experience. On this particular day, the children had high energy levels and were having a hard time settling into creative play. But after this experience, which engaged the children’s senses of touch and smell while satisfying their need for movement, they were able to settle calmly into creative play.
The completed wet felting project will be a piece of scenery for a puppet show and story the children will be hearing during story time.
Right around or within middle school, children are taught the basics of geometry. Geometry runs the risk of being a dry, passive and abstract experience. If a teacher spends too much time writing formulas and drawing shapes on the board for observation or memorization, students can lose interest and believe geometry has “little to do” with their lives and experiences.
But this study of forms, their properties, and their relationships to one another, is far from uninspiring. In fact, geometry is at the heart of every human-made construction and is integrally tied to higher math and physics.
Waldorf does not take a passive approach to such vital and applicable mathematics. Sixth graders are at a time in their development when their complex and creative inner world can be merged with their ability to use tools and be precise.
This makes the study of geometry, at this age, ideal since teachers can help combine the practicality of angle, perimeter, area and volume with the beauty of complex, yet precise, forms that can, when applied creatively, marry math with art.
Each student is given the same task — such as the creation of a six sided polygon — but then allowed to apply color to their constructions, which allows their creativity and personality to enter into this precise mathematical uniformity.
In this way, geometry is brought to life and fully experienced by the students, who, when sixth grade is completed, will be ready to take this very concrete knowledge to a more abstract level.
Here are some examples of geometry forms, made by Spring Garden sixth graders.
Every fall, rain or shine, Spring Garden Waldorf School takes students in Grades 4, 5, and 6 on an overnight camping trip at Camp Y-Noah. Although it’s great fun and inspires camaraderie, there are academic and developmental reasons we take our older students camping.
Children get to go horseback riding, canoeing, and climbing, and they participate in team building games and sports like archery. Camp counselors are professionals in their given outdoor fields and teach students purposefully, exposing our students to adult role models who are worthy of being imitated. This experience of being taught by others who are not teachers by trade is great for older children. And in the broader scope, being out in nature and camping allows us all to connect with the natural order and the world in which we live. Students gain perspective from being outdoors and also learn in new ways about scientific phenomena, sustainable living, and much more.
Students in Grade 4 are undergoing an important developmental shift – they are beginning to see themselves as individuals in the larger world. At around age 9 and 10, children separate more fully from their parents, question all they encounter, and look for “real” experiences so they can test their growing abilities. This is the perfect time to leave home, experience nature, and learn among its challenges. For many students, the Grade 4 trip represents their first time away from home with a group of peers. Outdoor education experiences that occur during the trip help children gain courage, compassion, and cooperation.
School begins on Tuesday, August 26th! Here are some Frequently Asked Questions about Grade 1-8 drop off procedures.
When is drop off?
Drop off is between 8:15 and 8:30.
Where do I drop off my child?
Drivers can drop off students in the circle near the front door and then continue on. Parking, however, is not permitted in the circle area. You will see No Parking Signs in this area. This means you cannot park and come in for any reason (i.e. just to check mailboxes). If you need to come into the school, please park in the lot.
What does my child do after being dropped off?
After coming inside, children should hang their lunches and backpacks outside of the classroom and proceed to the playground for Morning Recess.
Will my child’s teacher be out during morning recess?
Class 1 and Class 2 students will always have their teacher present during morning recess. The other teachers rotate outdoor supervision duties. For the first few days, please walk your child out and greet the teacher. Once your child is comfortable coming into the school, hanging lunches outside their classroom, and putting on their outdoor clothing to go outside then they may do it on their own.
When does school start?
School begins at 8:30. At this time, the recess bell rings and students line up to go inside their classrooms and begin their day. Children coming in after 8:30 must get signed in at the office with their caregiver and receive a pass. Children who are tardy should proceed to their classroom once they are signed in and have a pass. They should knock on the classroom door and wait patiently to be let in. The teacher will not disrupt the morning opening but will let the child in once opening is finished. They may need to wait a few minutes.
Is there Before Care?
Before care begins at 7:15. Before care is located in the First Grade classroom. Children will put on their outdoor clothes with the help of the before care teacher, if needed, and then be walked to their class teacher (early childhood) or sent outside for morning recess.
Can I come in with my child?
Yes! Caregivers can walk into school with the student(s). Park in the lot on the right (near the meadow & fence) or park to the far left against the grass near the Sports club pavilion property. When walking in with students, please walk into the front door only. The door in the early childhood wing is locked and not for general entry. It is used only to take young children to The Meadow and Early Childhood teachers kindly ask that students use only the front door for entry.
Where do I park?
If you’d like to walk in with your student, come to the school store, or plan to speak with faculty or staff, please park in the lot on the right (near the meadow & fence) or park to the far left against the grass near the Sports Club pavilion property.
Where do students and/or parents walk in?
Please have students walk into the front door only, located under the overhang adjacent to the circle drop off area. The door in the early childhood wing is locked and not for general entry. It is used only to take young children to the meadow and Early Childhood teachers kindly ask that students use the front door only for entry.
When should my child wear their outdoor clothes?
Every day, rain or shine, if your child is a student in Grade 1-4. It is easiest if they come to school wearing their appropriate outdoor rain or snow gear. This includes rain pants, boots and jacket. And snow pants, boots, jacket, hat, gloves and scarf in winter. Children are encouraged to be kids and get dirty at recess. These items ensure that children are dry and clean in their classrooms.
Do they wear outdoor gear if it’s sunny and hot?
Yes! Teachers will make the call as to whether the children can shed their outerwear items as the day goes on, but morning dew requires all students in Grade 1-4 to wear outdoor clothes each morning.
What if we’re late?
Children coming in after 8:30 must get signed in at the office with their caregiver and receive a pass. Children who are tardy should proceed to their classroom once they are signed in and have a pass. They should knock on the classroom door and wait patiently to be let in. The teacher will not disrupt the morning opening but will let the child in once opening is finished. They may need to wait a few minutes.