Study of the Waldorf elementary grades curriculum offers many artistic themes from fairy tales in first grade to the age of revolutions in eighth grade. However, understanding the principles of child development, which work through the curriculum, is an important part in developing a sense for the artistic element, which underlies all lessons in the grades. In this course we will explore both the practical aspects of painting and inspiration for the development of painting lessons, which awaken perceptive and imaginative capacities in the student.
Recorder I
It is through the study of recorder that the adult with no prior musical training may enter not only into the world of reading notes and rhythms, but also into the beginnings of learning to master a musical instrument. This course is designed to teach the fundamentals of note reading and musical articulation and to develop the musical sensitivity of prospective teachers. The disciplines of practice at home for individual growth as well as learning to play within the group are emphasized.
Sculpture
Awakening the intelligence of the hand is implicit in all artistic practice. In modeling the primary focus is on exploring aspects of learning developed and integrated from a tactile perspective. Each student works on an independent sculpture in soapstone or alabaster, learning the language of form. Through a developmental series of exercises using materials and themes appropriate to each grade we explore principles of curriculum development and discuss the differentiated effects of modeling on students of different ages. Practical issues of storage, cleaning and organization of the class are also discussed. Beeswax, plasticine, clay, and stone are some of the materials used. Each student keeps a journal of the class incorporating sketches of their work as well as their own experiences and curriculum ideas.
Curriculum Drawing 1 – 4
Drawing in a Waldorf school is practiced both for itself as well as a means of illustration. This artistic practice is a core ingredient in the presentation of the entire curriculum. It is essential that several techniques are known and practiced by the prospective teacher.
Speech
The new art of creative speech seeks to involve language with the poetic element that naturally belongs to it. Healthy breathing techniques and fundamentals of poetry will be included. Individual instruction and independent practice will also be required. There is an emphasis on the three speech elements in order to establish style in recitation and storytelling.
TDI - Fundamental Conceptual Courses
Child Development
An artistic understanding of the child is the basis for all teaching, no matter what age group. Childhood is the integration of physical with spiritual and soul development, and this integration process needs to be understood by the teacher. Material from several sources will be read and used for discussion, as well as actual observations of children at various stages of development.
Curriculum Research
This course is a year longs synthesis and culmination of the teacher development process. Students will focus on areas of individual interest. An introduction to research methodologies will initiate this work. Group activities will include case studies out of Waldorf classrooms and schools including administrative issues and work with parents.
Festival Preparation
The festival life is an important aspect of every Waldorf teacher. The four seasons not only represent times of outer change in the physical world, but the impact of the cycle of nature has a deep impact on our inner life. As we examine the festivals that are celebrated at the change of seasons, we will look beyond the physical and examine the effect of the cosmos on the inner life of the human being. In addition to studying the cycle of the year, we will also plan festivals and bring them to life for the Arcturus community.
Study of Man
This course will examine Steiner's essential ideas about the developmental education of the child from birth through adulthood. Aspects of contemporary research will also be discussed. Course work will include student presentation, review, discussion and an independent artistic piece.
Curriculum Music
The Music Curriculum course covers the songs and music that accompanies the Morning Lesson curriculum for grades 1 - 8. In addition to this song material, music from the pentatonic flute (grades 1 and 2) and recorder curriculum (grades 3 - 8) are also included. As the materials are presented, work continues on the basic musicianship skills of reading notes and rhythms and using the singing voice in a healthy manner.
Math
In this course we will study fundamental principles that underlie the teaching of mathematics in the grade school. As such we consider the place and importance of mathematics in unfolding the humans capacity of thinking; we will explore the use of imagination to introduce new concepts; how one understands and applies the principle of teaching from the whole to parts; how one rightly understands and applies the idea of remembering and forgetting; and how one can transform dead concept into lively gesture, movement, games, and images. We will seek to understand how all of the above must transform in accordance to the needs of the developing child and follow the interweaving and mutually supportive threads of arithmetic, geometry, measurement, and number wonder through the grades. Finally, we will explore samples of lesson content from each block, teacher preparation, lesson structure, and appropriate expectations of students.
Language Arts
In this course we will continue to work on developing and broadening our storytelling skills to meet the developing child throughout the grades. We will learn how the language arts curriculum stands on the foundation of storytelling and how it provides the basis for learning how to write, read, and to develop grammar skills. We will explore how language arts skills can be transformed from abstract concepts into imaginative pictures and meaningful activities. Pedagogical stories and birthday verses will also be explored.
Teacher Development I Observation
16 hours of classroom observation are required for teacher development students.
TEACHER DEVELOPMENT I
