Hand, Craft & Art

Wood, metal and stone

By Stephan Elbracht, September 2020

Wood, metal and stone not only require different tools but also quite different skills and states of mind. Humans and trees are connected through the breathing – their breathing corresponds with ours. But what the trees bequeath us, what they gift us and what we take from them is the hard, bony frame. [more]

Hand, Craft & Art

The art in practical work. Handwork lessons in Waldorf school

By Anette Sigler, September 2020

For those unfamiliar with Waldorf education, it possesses some strange features and handwork lessons are considered by some to be among them. Even the name alone! Where similar lessons exist in mainstream schools, they are mostly called “textile design” which somehow sounds more modern and demanding. But this fails to refer to the development and cultivation of manual dexterity which is intended with the handwork lessons at Waldorf schools. Furthermore, in “handwork” the latter half of the word reminds us of the perseverance which is required when workpieces are produced over the course of a whole school year. [more]

Hand, Craft & Art

Art education – a workshop report from upper school

By Henning Hauke, September 2020

Generally speaking, art is not compatible with industrial reproduction in the art lessons of the Waldorf school. The question is whether technically reproduced media – such as for example photography or video – can’t nevertheless be used creatively in school. [more]

Hand, Craft & Art

Why look at art?

By Gabriele Hiller, September 2020

Art appreciation as a field of experience in upper school work. [more]

Highly gifted

High-flyers also need flying lessons. The potential and problems of highly gifted children

By Birgit Wegerich-Bauer, August 2020

High-flyers, nerds, misfits ... the list of names which highly gifted children are called is a long one. In early childhood they can easily be identified as high-flyers. But often they are thwarted in their urge to try things out and think them through. Subsequently when they start school, full of anticipation, they are brought to a halt again because then these children are told: wait! [more]

Highly gifted

When children are mind readers

August 2020

Interview with the development mentor Michael Harslem. [more]

Highly gifted

Highly sensitive adolescents in psychotherapeutic practice

By Julia Lichte, August 2020

Julia Lichte is a body therapist using depth psychology (HAKOMI®) and trauma therapist in Lübeck. She has many years of experience accompanying highly sensitive people. [more]

School without stress

The best job imaginable …

By Christof Wiechert, July 2020

As the Waldorf schools have taken the hurdle of the first hundred years, the time has maybe come to think about some things that could change. The idea, for example, that being a teacher is stressful.  [more]

School without stress

How do I teach without stress? Practical tips

By Susanne Speckenbach, July 2020

That the job of teacher belongs to those professions in which people are subject to great stress for relatively long periods of time is well known. Just think of the many teachers who want to take early retirement or the burnout numbers. [more]

School without stress

Taking oneself out of the firing line

By Brigitte Pietschmann, July 2020

I write from the perspective of an English teacher who retired a few years ago and is aware of the danger of glossing over her experiences with hindsight. On the other hand, I did sit in on a lesson in a class 7 as a development consultant only a few months ago and experienced the way that it remains the task of the middle school teacher “to take oneself out of the firing line of the rebellious pupil tribe, always seeking boundary experiences.” Expressed in less militaristic terms: how can teachers manage to progress from a monologue to a dialogue with the pupils and also between the pupils? How did I deal with that situation myself? [more]

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