27 May 2019 | Talks, Education, Photos
“At the Alicante Waldorf School we have received a pleasant visit. Children in Early Childhood and Primary Education, we have been able to enjoy the play of guignol “Bremen Town Musicians” that have been offered to us by the members of the guiñol group of the Centro Dr. Left, of the Alicante Provincial Council.
The tale tells the story of four animals (a butter, a dog, a cat and a rooster) whose owners have decided to sacrifice them. The animals are found after each, in an independent way, has fled the home of their respective masters. Upon meeting, decide to start a trip to the city of Bremen. On their way, they arrive at a hut where bandits are spending the night. With the aim of intimidating them into occupying the house, form a grotesque figure with their bodies and emit the sounds of their species, in unison, what makes the bandits flee in terror. A wonderful story that transmits values such as teamwork, The overcoming, empathy and generosity, courage and determination…
We want to thank this admirable group who have attended our school Escuela Waldorf Alicante and who have shared this work with us, fruit of many hours of work and rehearsal. We have had so much fun! And with it we continue to awaken in our students an interest in the world of fantasy, magic and stories (resource used in Waldorf Education to promote the integral development of the child).”
19 May 2019 | Education, Photos, Primary, Uncategorized
FIRST CLASS
Children need in this new stage a greater concentration and rest to carry out all the learning processes.
Knitting, helps them to gradually achieve it. The needles, the wool, the points next to each other, the tension needed to hold the needles and make the knitting happen requires greater precision in fine motor skills and other coordination between both hands.
The tissue as a massage, It only works well when a state of inner and outer calm has been achieved and, being present in the task that allows the actions carried out to occur in a coordinated manner, that's why it helps them focus and focus. This task is transferred to the intellectual work in the main hours, to read, write etc.
We use the images to present the wool, through storytelling. During the first weeks the children wash the fleeces, cardan them, they dye and spin. With these strands they make rings, bracelets, necklaces. Always useful and beautiful objects. Before inserting the needles, they learn to knit with their fingers long scarves, in this way they make their fingers independent.
The needles will be an extension of their hands and it is a tool that they prepare, las lijan, they are sharpened, they are rubbed with a fleece to make them very soft and a ball is placed on them so that the fabric does not come off.
Each part of the process is accompanied by an image that helps them internalize the task in a natural way, for example:
"Peter the Shepherd, take her quiet, enter through the door, takes a sheep and takes it to the corral "
It starts with a general image for the whole group but then the work is with each child individually.
The first thing they learn is to make the slip knot and the first point is the "fool", they knit a square with ten stitches to make a hen, a hare etc.
Each stage is taken care of and how the tasks carried out are also delivered, it is a very important moment in the process that the child lives, that recognition of your effort must be special.
As we already mentioned in the previous post, the second proposal is to make the cover for your flute. The dark colors go below as we go up the colors are lighter.
We already saw an example of work start poem and now I leave you another one that we use to finish the task, they know that after the poem they will put their material in their bag.
We give thanks
Gathered here
To do with our hands
Beautiful and useful things
With these precious tasks we leave it to continue with the next entry that will open the door to Second Class..
15 Apr 2019 | Education, Events & Events, Workshops
Modeling, woodcarving, talc stone work, and I work with copper
In Waldorf schools, manual work and handicraft subjects are given an important role within the whole teaching as a whole. This is based on the principle that these activities, in the background, they also develop skills that help structure their thinking: “He who knows how to move his fingers correctly also has flexible ideas and thoughts, and can penetrate into the essence of things ".
Thus manual activities prepare man to put his will into action even to think.
Among the activities carried out in the Waldorf school are: clay modeling, wood carving, talcum stone work, and copper work.
Deep interior experiences children receive through the completion of work in these workshops: expectation, disappointment, ira, resignation, meditation, surprise, new hopes, new efforts of will, intense joy in creative activity.
But emotional participation does not remain only on the psychic plane, but it penetrates to the physical, up to the fingers, fully participating both body and soul.
16 Mar 2019 | Education, Primary, Uncategorized
Crafts at the waldorf school.
By Johanna Fernandez Martinez. school craft teacher.
What our present coexists as a constant, sometimes without measure, so many visual stimuli, the screens, etc. Definitely, a technological scenario with an excessive use added to the fact that even the clothes we wear are made with synthetic fibers, the food we eat is chemically synthesized and even the materials of our children's toys. For so much, It is logical that these questions appear:
So what our senses perceive is misleading? the child who comes into this world with that desire to know, Is that relationship with the Earth in danger??
Manual activities and the subject of the Waldorf curriculum since the creation of the first Waldorf School in Stuttgart in 1919, has today more than ever, a relevance in the pedagogical work with children.
It is through contact with noble materials such as cotton, wool and wood, products of nature with appropriate activities, will be able to use their hands, his feeling and his thinking in the creation of useful and beautiful objects, developing a bond of respect and veneration for the Earth.
It is when the child makes "something" that he can use, for example the case of his flute, can be linked to a human instance that would otherwise be outside of their cognitive experience.
In textbook class it all starts when your hands are put in motion to get a job done from start to finish., taking all the necessary steps. An apprenticeship that undoubtedly balances his entire personality; awakens the thought of dreaming children, favors activity in children with difficulties to develop their will and in very intellectual children it moves the feeling. This is the great challenge of the teacher.
If you liked it and you want to delve deeper into this wonderful world, stay tuned that in the next post we open a window to the classroom of First class.
Fourth class station table:
Stars in the sky
flowers on earth
everyone in the center
spring has arrived
first class crafts
My hands have five fingers
that help me play
but at homework time
how do they know how to work,
Right hand, left hand
always willing to help
one comes to the other
And the work will begin
Another proposal of the year in a First Class is the realization of a cover for the flute. Its function to store and transport something, bear a weight, just like the earth holds us.
First class at the open house.
Open day: fifth class.
From two-dimensional to three-dimensional space with the main job of making socks. Children of this age experience a transition between the first and second passage through the Rubicon. It is the first work that takes the body itself as a guide in carrying out the task.
01 Mar 2019 | Anthroposophy, Education, Primary, Uncategorized
By Lourdes Alarcón Sevilla.
I am a student of Early Childhood Teaching at the University of Alicante Y, what's more, I am doing the training in Pedagogy Waldorf. Ambas things I'm doing them simultaneously.
In the three years that I have career, in the Degree of Education, Never with there was mentionado nothing about Waldorf pedagogy in class, and refers to others pedagogies, but of It isthis one specifically, many times, they were not even aware of it. Lor which one seems to me to show a lack of updating and research.
Thus, I was very surprised when the other day, in a subject related to psychomotor skills and movement, The teacher stopped to talk to us about the PWaldorf education and Rudolf Steiner, his thought and his work. Athe rest, He showed us videos in which the Alicante Waldorf School appeared, specifically a nursery classroom of 0 a 3 years during aper day. encouraged us to will allow children freedom of movement to experiment, to be surprised, investigate… Aof over He explained to us the importance of respect their stages of development Y no take them by thinking ahead of time.
I really liked hearing about this in class and seeing how the University encourages us to know and put it into practice.ta pedagogy and leaving education behind excathedra.
17 Feb 2019 | Education, Uncategorized
Interior images space.
Fuente: Rainer Patzlaff / School Doctors Brazil
Translation: Claudia de Moura
Children love dealing with stories, the stories, fables and legends and it is important that the teacher or educator knows, why do children feel that need: here they are living in a psychic environment that is their own. Given, that these narratives contain a quantity of life wisdom and experience, of deep meaning and intelligence, thoughts and logic, without expressing it in concepts, but in images. They magically make entire landscapes appear in front of the soul and their immediate presence has nothing to envy of the sensorially experienceable world., which are produced by the child himself, by force of your fantasy, and therefore they are own production.
The decisive means through which the imaginative world reaches its development in children, is speech. It has the strength that everything that the teacher or narrator is seeing in front of his inner gaze, also generates in front of the inner eye of children, in its own way.
So, the effect is insurmountable, when the teacher manages to acquire the ability to narrate from memory, in an imaginative way, expressive.
Such experiences are nutrients for children, that they seek to obtain daily. It is not about information or desire to know, but of the intuitive discovery of the rich inner worlds, that through speech they open symbolically – imaginatively in front of them. Although our time is overwhelmed by technical images, the desire for those experiences does not decrease.
Conversely: grows to a greater extent, in which children find no answer for their soul forces in the world around them. Here, the school has an important cultural mission, but in the sense of developing a faculty of empathy, capacity for mental differentiation, strength of conception and social sensitivity.
The important thing about this is, that the material to be narrated, be the one corresponding to each age. It's like this, that in the Waldorf School the course throughout the First Seven Years, It goes with fairy tales and from the second seven years onwards with fables, legends and sagas, even the stories of the Old Testament, as an initial history of the world and culture, allowing, let the images speak for themselves.
