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COURSE DESCRIPTIONS
I Developing
the Artistic Capacities of the Teacher
An exploration of the artistic process though many different media
in order for the student to gain an experience of the arts as a
path of self-transformation, knowledge and renewal.
1. Renewal of the Senses –
Learning by doing ascends
from the limbs to the head and in between is the mediating realm
of feeling. Explore the role of sensory integration and its distinct
relationship to the soul forces of thinking, feeling, and willing.
2. Eurythmy – Explore
and experience the elements of movement and form that engage the
whole human being, integrating bodily movement with movements
that arise within the soul, thus creating a harmonious relationship
between the soul –spiritual element and the body.
3. Blackboard Drawing – Explore
how simple blackboard images in colored chalk can bring liveliness
to the learning of language and culture.
4. Speech – Proper speech is
an essential tool for any teacher. Participants will learn how
to use their voices effectively and hygienically.
5. Form Drawing – Explore the
activity of drawing related to form. A way in which form is expressed
in movement and rhythm – feeling for balance and harmony.
How are different points of perspective experienced and the forces
of thinking, feeling and willing engaged in this activity?
6. Dark and Light Drawing – Explore the interplay
of light and shadow in creating line and form.
7. Spatial Dynamics – Through
bodily movement explore the experience of the ‘back space’.
The dynamics of movement is progressively internalized from outer
movement in space to the ability to picture the movement inwardly
through the hand and arm.
II Conceptual Foundations
of Waldorf Education
Focusing on the Specialty Subjects
Classes which focus on the philosophical framework of the Waldorf
curriculum which educates the whole child and addresses the child’s
changing consciousness as it unfolds through stages of development.
1. Inner Nature of
Language
Participants will make an in-depth study of Rudolf Steiner’s
writings and lectures that relate to the learning of language,
which has lead to the practical, artistic and spiritual foundation
for the teaching of foreign languages in Waldorf Schools.
2. Waldorf Foreign Language Curriculum
Participants will study and discuss Steiner’s original indications
towards building a Foreign Language program based on an understanding
of child development in grades 1-8. Explorations will include
current study, research and practices of Waldorf Schools and their
geographical settings.
3. Evolution of Consciousness Through Arts
Through lectures, images and examples, the history of art will
be presented as a tool for the understanding of human consciousness.
4. Language, Speech and the Physiology of the Human Being
Participants will study Rudolf Steiner’s writings and current
research on the learning of language. Specific topics will include
the twelve senses, the breathing organism, speech organization,
and the brain.
III Curriculum, Methods
and Practical Skills
Considerable time is spent in preparing the student with hands-on
practical skills with which to implement the Waldorf specialty curriculum.
1. Foreign Language
Curriculum through the Grades
Participants will explore classroom presentation practices for
the unfolding the Foreign Language curriculum. Specific aspects
of the curriculum will be traced from grade 1-8, and practices
appropriate for each grade will be demonstrated and practiced.
2. Skills and Techniques
Participants will develop their skills in particular aspects of
language learning. Special attention will be given to how these
skills are brought in order to develop the capacities of the children
and why. In addition will be a study of the four temperaments
as described by Steiner and how to work with them to enhance the
teaching capacities of the teacher.
3. Songs, Verses and Stories
Participants will explore, study, and expand their use of songs,
verses, and stories in the teaching of Foreign Language in the
Waldorf School.
4. Foreign Language through Rhythm and Movement.
Participants will learn how folk dancing and games can enhance
the Foreign Language curriculum.
IV Foundations of
Human Experience (The Study of Man)
An exploration of the threefold nature of the human being: nerve/sense,
rhythmic and metabolic systems; thinking, feeling and willing. The
significance of waking, dreaming and sleeping in child development;
the need for awakening the intellect though imagination.
V Special Topic Forums
A series of evening lectures over the three years of the program
to bring in experts in various fields with both practical and theoretical
interest to the specialty subject teacher.
1. Collegial Relationships
A discussion of the social dynamics between specialty teachers
and grades teachers, and suggestions for how to foster good communication,
and effective collaboration.
2. Classroom Management
Suggestions and strategies for creating an attentive space for
specialty subjects with the Waldorf classroom.
3. The Festivals
A look at the inner dynamic living within the school festivals,
and the ways in which appropriate activities from other cultures
can be brought for each of the holiday festivals.
4. Parent Education and Community Building
A discussion of the ways foreign language teachers can be morearticulate
and involved in parent education.
5. The Folk Souls
A study of the writings of Rudolf Steiner on the Folk Souls.
6. Cycles of the Year
An overview of the cycles of the year and how to introduce them
into the Foreign Language curriculum.
VI Practice Teaching,
Observation and Mentoring
Working with students under the guidance of a mentor in assessment
and individual lessons.
VII Curriculum Project
A final project that communicates the Waldorf grades curriculum
through the student’s unique creative expression.
FACULTY
• Meinir Davies
–B.A. Hons/PGCE , University of London
1975/1976, major in German and French. Waldorf class teacher in
Germany. San Francisco Waldorf School, grades and high school German
teacher.
Elena Forrer –Consultant. University Complutense of Madrid,
Sciences of Education, 1976-79; Madrid University School of Applied
Arts graduated 1982; Spanish language teacher San Francisco Waldorf
School; Rudolf Steiner College, Waldorf Teacher Education certificate;
co-author, Senderos: Teaching Spanish in Waldorf Schools.
Yoichi Koshikawa - B.A. Yokohama National
University, education; Public School Elementary Grades Teacher,
Japan; Sunbridge College, Teacher Training, 1987-89; Japanese Language
teacher Haleakala Waldorf School, 1989-94; Pasadena Waldorf School
1994 to present.
Efrain Martinez—Stuttgart Waldorf Teacher
Training 1983; three years Eurthymy training, Stuttgart;
Curative Education teacher working with special needs children for
12 years; Summerfield Waldorf School Spanish Teacher 1995-96; Santa
Fe Waldorf School Spanish Teacher 2000-present.
Marcela Mejía-Ronan—Cenda College, Columbia,
degree in Early childhood education; 8 years teaching in Columbia;
Institute of Culture, diploma in dance; Juvenilia Art School study
in painting, theater, drama and puppetry; Center for Educational
Renewal, Waldorf Teacher Education diploma; Spanish Teacher for
grades and high school, Four Winds Waldorf School and Summerfield
Waldorf School.
Diamela Wetzl —Completed course work for M.A. in education
with emphasis in Spanish and French at University of Southern Illinois;
Teaching certification in Illinois: Waldorf certification, Garden
City Teacher Training; 32 years Waldorf Spanish teacher.
Admissions
For information about becoming a student and our admissions process
please contact the RSC office or click here: admissions.
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