2024 - 2025 Class 2 Complements
Click one below to learn more:
Adventures in Music
cooking
Form Drawing
Handwork
Pentatonic Flute
Woodworking
Eurythmy
Hand Sewing
Creative Speech
Wet-on-wet watercolor Painting
World Language: Spanish & German
Our class size is 14 students, allowing the teacher to get to know each student and creating a class community environment during class.
Form Drawing with Ms. Packer
“A line is the serenity of a movement. A line, initiated by movement, becomes visible on paper and then continues to move further. When we see a line we are mentally guided by this movement, and we recognize the shape it forms. Thus, each drawn form is a retired movement. ” - PAUL VAN MEURS
In this weekly form drawing course (aimed at ages 7-9), we will work together, combining form and movement, to create gestures of beauty. Form drawing stimulates the imagination, and the students are encouraged to experiment with the forms after class, enjoying the process as they bring their imaginative and thinking forces to paper.
Since form drawing is related to action, we will accompany each class with rhythmic movement gestures to complement the forms.
The course outline is as follows:
rhythmical forms
separate forms drawn in a rhythm
dynamic forms
goal exercises
forms that evolve from separate elements
geometric forms
stacked forms
movement forms
Mirror forms
symmetry exercises
Metamorphosis forms
Handwork with Ms. A. Brown or Ms. Newman
Handwork is a lifelong skill from which one can create beautiful and useful items, while the handworker benefits in deep and lasting ways. All skills are brought though story and imagery that the children love and remember well. You will find that your child loves to knit, crochet, and sew. They will be doing it in their free time, creating toys, practical items, and gifts of their own invention, of which they will be immensely proud!
Pedagogically, Handwork is an important component of development which directly affects emotional and intellectual growth and wellbeing.
The feel of natural materials in a rainbow of hues enlivens the senses and nourishes the soul.
Rhythmic, repeated movements create calm and are an antidote to anxiety.
The ability to independently create beautiful and useful items creates confidence.
Using one’s fingers deftly creates neural pathways, strengthening brain function.
Making many projects out of the same shape fosters flexibility in thinking.
Problem-solving builds future decision making.
Working on projects with understandable outcomes, helps to create goal orientation and immediate, tangible results.
Advanced patterns like those we teach students of this age follow patterns akin to computer coding, laying a strong foundation for STEM education.
The first and second graders will make their own knitting needles, learn how to roll a ball of yarn, cast on, knit, cast off, sew up, and stuff. Our first project will be a bunny made from a square. Any additional projects, such as butterflies, chickens, or balls, are also made from squares. Fostering flexible thinking is one of the foundational tenets of Handwork. Learning how to create different projects from the same shape develops flexibility in thinking and joy in creation.Pentatonic Flute with Ms. AbiNader
Pentatonic Flute with Ms. Novosedlik
Playing a flute and recorder is not only fun and creative, it has many educational benefits as well. Breathing is a very important process to keep the body regulated and oxygenated for optimal use of the body and brain. Learning to read musical notation strengthens the pathways for new language acquisition and math symbols and rhythms. Singing and playing the flute or recorder creates an inner vibration in the body that stimulates warmth, heart connection, empathy, and creativity.
First and second graders are learning to distinguish left and right, up and down on the flute. We will sing songs with movements that will help orient the children to their flutes. Using the Choroi Pentatonic flute is a long tradition in Waldorf Schools and age appropriate for younger children. The class will sing, play songs, invent new songs and learn symbols for each note to begin understanding musical notation. No previous experience necessary.
Materials: Choroi Pentatonic Flute, swabby and cleaning cloth, and flute oil, blank music notation paper (provided by teacher).
Woodwork with Ms. Smith
Rudolf Steiner explains that the development of adult qualities, such as sound judgment and balanced thinking, depends far more on whether the child has learned to use his hands and fingers in practical ways than exercising logical thinking in later life.
Woodwork helps the child acquire the following traits and skills:
Patience and perseverance are developed with projects that take days or weeks to complete, allowing the child to extend their learning through in-depth experimentation with tools, techniques, and materials over time.
Handwork strengthens forces (behaviors) that are weak. For example, it encourages thinking in the dreamy child, feeling in the overly intellectual child, and stimulates activity in the weak-willed child.
Working with hands builds the capacity to solve unexpected problems. Students learn to notice mistakes and figure out ways to correct them.
Working responsibly with real tools requires attention to detail, which builds the capacity to concentrate and focus.
To paraphrase Waldorf woodwork teacher Bernard Graves, motor activity evolves into skill when the child responds sensitively to the nature of the materials and the correct use of tools. Likewise, willpower is transformed into a beautiful form when working artistically with design, color, and shape. And when these two aspects are combined in work, that allows the child to have a sense of fulfillment and a sense of true purpose in their efforts. Work which might otherwise be an insignificant act, is raised to the status of a virtue.
Class 2 Woodwork Testimonials:
"At age 7, the thing that I most want my son to learn is that he has the power to use his hands and his skills to take something real and raw, like a piece of wood, and turn it into something functional and beautiful. Ms. Smith was absolutely able to achieve that goal during her woodworking class. My son learned to handle real tools responsibly, to see the potential within raw materials, and most importantly to persevere when he was learning a new skill that wasn’t always easy for him.”
- R. Helster
"You have given such a gift to Alex by teaching him how to do woodworking. About halfway thru the class, he set up a sign that read, “Toy Shop. Free Toys.” He proceeded to make gifts for his sister, his cousins, and his friends. It is so lovely to see him being so generous with his work.”
- J. Rich
Eurythmy with Ms. Novosedlik
At the core of our humanity is the deep and irrevocable need to harmonize our inner world and connect to our authentic soul self in order to express that unique self in the world. Understanding ourselves as threefold human beings involves approaching all of our learning and growing through the lens of the body/soul/spirit continuum that we are. This is the focus of Waldorf education in an effort to grow whole and free-thinking humans.
Whole body movement modalities and processes focused on establishing a strong connection between brain and body, soul and mind are increasingly in demand as we understand more about how the human being lives into balance, wholeness and health. To this end, our Healing Sound & Movement (HSM) course explores how sound (vibration) and movement create balance and harmony on all levels within the human being as we work with universal rhythms and cosmic music and draw these into our human experience.
In this course we will draw upon sound and movement practices found in Eurythmy, Paneurythmy, brain sensory and reflex integration, free-form movement, Yoga, Qi Gong, circle dance and other body-based (somatic) movement processes. We will be sounding with the voice through song, verse, storytelling and authentic sound as the inspiration for expressive movement. Themes and content for this program will be drawn in part from the individual class curriculum of each grade level.
As grown-ups participate in this course with the children, the many benefits of informed somatic movement and sound processes will serve to bring balance, healing, joy and beauty to family life in ways which create wholeness and togetherness both inwardly and between each member. Join us as we strengthen our inner and outer family connection and support the growth of healthy, whole human beings! This can be our gift to the healing of the world.
Hand Sewing with Ms. Smith
Teaching children to make useful and beautiful things with their hands is a fundamental element of the Waldorf curriculum from kindergarten throughout the grades. Through practical and meaningful handwork activities younger students develop strength and coordination in their hands and fingers. In addition, improved fine motor skills foundationally prepare students for writing, drawing, and artistic work in grade school.
Learning to skillfully use their hands not only develops the child’s sense of self-reliance and confidence, but hand skills also awaken creative powers, promote a sense of reverence for craftsmanship, and instill respect for the makers of the world.
Additionally, hand sewing helps the child acquire the following traits and skills:
● Patience and perseverance are developed with projects that take weeks to complete, allowing the child to extend their learning through in-depth experimentation with tools, techniques, and materials over time.
● Handwork strengthens forces (behaviors) that are weak. For example, it encourages thinking in the dreamy child, feeling in the overly intellectual child, and stimulates activity in the weak-willed child.
● Working with hands builds the capacity to solve unexpected problems. Students learn to notice mistakes and figure out ways to correct them.
● Working responsibly with real tools requires attention to detail, which builds concentration and focus.
Matti Bergstrom, a Swedish neurophysiologist, says, “The density of nerve endings in our fingertips is enormous. Their discrimination is almost as good as that of our eyes. If we don’t use our fingers in childhood and youth, we will become ‘finger-blind,’ and this rich network of nerves will be impoverished, which represents a huge loss to the brain and thwarts the individual’s overall development.”
**Some projects require greater assistance for your child, so please be readily available to support your child’s learning during class time for hand sewing each week.
Class 2 Hand Sewing Testimonials:
"I would recommend this class (and any class Karen teaches) to any child interested in working with their hands. Communication is great throughout, the projects are fun, and Karen makes sure the kids stay engaged and entertained throughout with stories, shared jokes, and encouragement. I was so impressed with what the kids made in class, and also by the independent projects they started to take on spontaneously toward the end of class as their skills and confidence grew. Thank you, Karen!”
- M. Vanderhoff
"I would encourage any family to try out this class even if they are not sure or have little experience with sewing. They will be surprised to discover how Mrs. Smith's careful instructions and guidance help little hands to do the work and create beautiful projects!”
- D. Skudina
Creative Speech Arts with Mrs. Rezzelle
Gather ‘round lords and ladies, and I’ll tell ye a tale…through Steiner-inspired Speech exercises, dramatic games, poetry, and movement, our 1st and 2nd graders will learn to unlock their inner storyteller. By joining in collaborative storytelling led by Mrs. Rezzelle, your student will be transported to a new location each month through drama. The jungle, a fairytale village, a cave filled with sparkling jewels will be the backdrop of our play, we might even meet a few giants with a big problem!
Lotus & Ivy’s Creative Speech Arts classes draw on Rudolf Steiner’s dramatic gestures to enhance the students’ connection to the spoken word. We explore a world of incredible richness, depth, and beauty in one of the common places – our speech. These practices improve students’ conversational speech, performance arts, English and grammar education, and it can be therapeutic.
Main lesson themes are reflected in the curriculum for each class which speaks directly to the developmental well-being of the student.
Class 1 & 2 Speech Arts & Storytelling is story-based and includes poems, tongue twisters, and movement. Speech comes out of movement, so this class is abundant in movement including freeze games and other games. Next, comes the story. The students learn speech formation through story and sometimes through echoing.
Through Creative Dramatics, students will practice speech concepts such as visualization and articulation, while working with others and harnessing their imaginative skills.
Our class will meet weekly for 18 weeks (except during school-wide breaks) and will culminate with a demonstration meeting in which families and siblings are invited.
Wet-on-Wet Watercolor Painting with Ms. Gemignani
In this watercolor class, students from Grades 1 and 2 will combine to hear stories which offer nourishment in their stage of human development; stories of beginnings, friendship, fairy tales, helpers of humanity, nature, etc. These stories will come to life as we paint an image together each week.
Students will learn to honor their inner artist with words of encouragement, kindness and love as we work our way through meeting all primary colors, then secondary colors, and beyond.
We will use special liquid watercolor pigments and watercolor sheets (pre-soaked in water). These liquid pigments make the colors very fluid, and they mix together in beautiful, sometimes unpredictable ways. It is a wonderful way for the children to learn through direct creation and observation how colors are created.
Supplies include: 3 primary colors, watercolor paper, watercolor brush, apron, jars, painting board, sponge, and a rag/cloth. Before each class, it will be necessary that an adult sets their child up with all their materials in order to paint with the group.
I am delighted to be on this artistic journey with you and your children!
Adventures In Music with Ms. Novosedlik
In our Adventures in Music class, we explore the basic foundational music skills such as beat, rhythm, melody, pitch and pulse. This is a whole-body approach to learning about and enjoying music and it is based on two internationally recognized music education programs for children - Kodaly and Orff, as well as aligning with the Waldorf music education curriculum.
Exploring rhythms and melodies of international songs as well as music from the classical genre provides a variety of musical experiences to broaden the listening ear and ignite the creative spirit. Singing through the seasons, learning songs from around the world, beating on the drum to the heartbeat of Mama Earth, learning solfege (hand signs for different pitches in a musical scale), painting to music, dancing and using rhythm instruments to accompany the voice and body flow are some of the activities we will be engaging in throughout our time together.
We will create and use a hands-on music kit with manipulatives designed for learning to read music. This tool, along with the other program elements will provide a basic foundation of music skills to serve the study of the Pentatonic Flute or other instruments your child may want to learn further down the road.
Cooking with Ms. Smith
Encouraging children to help prepare healthy meals for their families is an excellent way to teach them essential life skills. They gain a deeper understanding of the effort and time required to create tasty dishes and develop a stronger connection to the ingredients they use. This connection often makes children more open to trying foods with new flavors and textures. By expanding their palate, they can develop healthy eating habits that benefit them for life. By encouraging independence and instilling competence, children will gain the confidence to make any recipe they discover and adapt recipes to suit their tastes. The sense of accomplishment that comes from feeding loved ones can also lead to self- confidence in other areas of life.
Anticipated Recipe List:
(Recipes are subject to change according to dietary restrictions and accommodations needed within the class.)
Veggie Platter with Homemade Ranch Dressing
Homemade Goldfish Crackers
Strawberry Glazed Shortbread Cookies
Mashed Potatoes and Oven French Fries
Lemon Poppyseed Muffins
Cheese Omelet
Baked Apples with Dried Cherries and Walnuts
Cheesy Bow Tie Pasta with Roasted Broccoli and Mozzarella Skewers
Bunny Banana Pancakes
Kale Chips
Peanut Butter Protein Balls
Tomato Soup with Grilled Cheese Sandwiches
Design Your Own Fruit Smoothie
Bagel Breakfast Bake
Superfood Breakfast Cookies
Rice balls
Mason Jar Ice Cream
Sun Bread and Homemade Honey Butter
Throughout the semester, the variety of recipes will reinforce technical skills, encourage innovative use of ingredients, and support interest in food culture. However, this class is about more than preparing tasty dishes.
Cooking offers hands-on experience with measuring, counting, fractions, tracking time, and temperature. For students in third grade and up, multiplication and division skills are needed to scale a recipe up or down. For students in fifth grade and up, additional math practice can come from calculating the cost of making a recipe vs. the price of a take-out version of a similar dish.
Following the step-by-step process-focused instructions of a recipe improves reading comprehension and shows that reading has practical benefits.
As foods are prepared, abstract concepts such as chemical reactions become relevant and understandable to children.
Cooking requires problem-solving and resilience to find solutions when a recipe does not come together as planned.
Many recipes we will prepare utilize basic ingredients that the student may already have in their pantry, demonstrating that home-cooked meals are manageable and can be fast and straightforward to prepare.
The kitchen is an excellent place for children to engage their senses experientially. They can knead, toss, pour, smell, chop, feel, and taste foods, all while having fun and learning without even realizing it.
Students will be encouraged to flavor dishes with herbs and spices and challenged to try their own variations, customizing recipes to suit their flavor and dietary preferences.
Cooking can teach children responsibility as they learn specific tasks to contribute to meal preparation and cleanup.
Acquiring ingredients from the grocery store, farmer’s market, or even harvesting their own herbs, fruits, and vegetables helps children understand where the ingredients that make up their favorite meals are sourced. Purchasing fresh, locally grown ingredients supports farmers in your area. For the Cooking 3/4 class: Students will be encouraged to visit a farmer’s market or pick- your-own farm to choose local seasonal ingredients.
Making a grocery list before shopping helps a child learn about planning and making informed choices about healthy foods. Choosing whole-food ingredients reduces packaging waste and instills the values of environmental consciousness.
Preparing recipes from other countries allows children to experience new flavors and textures. This exposure to diverse cuisines opens a child’s mind to different cultures, offers a geography lesson, and promotes awareness, understanding, and appreciation of culinary traditions and practices worldwide. For the Cooking 5-8 class: Each week, students will be encouraged to research two new facts about the recipe’s country of origin to share with the class.
Cooking allows children to learn more about their own heritage and family traditions through treasured recipes passed down through the generations.