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Guidelines for Eurythmy in Waldorf Schools

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Guidelines for Eurythmy in Waldorf Schools Strength Through Collaboration Eurythmy the ultimate element of an artistic education Here follows a re-affirmation of the guidelines adopted by AWSNA Delegates in 1998. These were adopted and are offered here for re-affirmation because of the need for recognition of the forces required to teach Eurythmy and to carry a Eurythmy program in a Waldorf school. There is a need to revise these and re-affirm these to protect Eurythmy and Eurythmists in our schools. Though Eurythmists can teach a regular full teaching roster, it is impractical to ask them to have all of these periods be Eurythmy teaching. Awareness of this in our schools will ensure longer tenures for our teaching Eurythmists. Of all subjects, Eurythmy represents best the uniqueness of Waldorf Education and the importance of an artistic education. It is not present in any other curriculum. This and its related subject of Form Drawing are unique to the Waldorf curriculum. At a time when contemporary education leans heavily on intellectual and academic skills alone, the arts in education stand as testament to the importance of will-developed intelligence, and the building of capacities in the whole human organism for awakening intelligence and skills for life. At this time of high pressure performance as the imagination for education in much of current culture, it is important for us as Waldorf educators to deepen our understanding and confirm our commitment to the essential position of Eurythmy and the arts for the cultivation of intelligent heads and wise hearts, multiple-intelligences, and skills in every part of young human beings. It is time to re-affirm our commitment to Eurythmy as a signature subject for the support and protection of our riches in Eurythmy and Eurythmists. This proposal is offered to cultivate proper awareness around our Eurythmy programs and to build and enhance a supportive environment for Eurythmy in our Waldorf schools. GUIDELINES FOR EURYTHMY IN WALDORF SCHOOLS FROM THE EURYTHMY ASSOCIATION OF NORTH AMERICA ADOPTED AS BEST PRACTICES BY AWSNA AND THE PEDAGOGICAL SECTION OF THE SCHOOL OF SPIRITUAL SCIENCE Eurythmy Association of North America Introduction Eurythmy is an essential integrating factor for all subjects and classes taught in the Waldorf school curriculum, deepening the process of learning through engaging the whole body in meaning-filled movement. Ideally, having a full eurythmy program would be required for certification of any Waldorf school, as is the case in Europe. In Waldorf schools, the conscious work of all the teachers, and especially that of the eurythmy teacher, has the potential to help remedy many of the ills and challenges facing today’s children. The needs and the hopes of any individual school and of its eurythmist(s) can, of course, only be balanced and prioritized through mutual meeting and conversation. These guidelines are intended to help in structuring a eurythmy program which has the potential for furthering the transformation of children’s lives. In contrast to most of the other subjects in the curriculum, which have an established history and identity, eurythmy is a new art and may need special nurturing. Just as a new baby, or a tender seedling, is given extra protection and support; so too this fledgling art needs dedicated care-givers, especially in a culture where there is little understanding for all that it intends. The British Waldorf educator Cecil Harwood succinctly described the significance of eurythmy in the Waldorf school with the following words: “The whole of a Waldorf Education is based on rhythm, and its center lies in eurythmy.” Eurythmy in the Life of the School The Waldorf school approach to education addresses the growing child in body, soul and spirit. All aspects of the curriculum are approached in as manifold a manner as possible, to guide the incarnating child to become a well-rounded human being. Eurythmy fills an essential part of this picture, educating through meaningful movement. The special skills children develop in eurythmy include bodily and spatial orientation, a sense for rhythm and measure, teamwork and social awareness, bringing poise, self-confidence, and the ability to think for oneself. The movements of eurythmy are filled with meaning which is of the same nature as language itself. The eurythmy curriculum offers exercises to provide a deeply somatic, kinesthetic understanding of all the subjects in school, including, for instance, math, geometry, botany, physics, chemistry, history, color, optics, poetry, and music. The wisdom of eurythmy supports the totality of Waldorf education. “It is the supreme example of a principle in all Steiner education that movement comes first. For it is the activity of the limbs which awakens and vitalizes the experience of the head.”* A eurythmist has trained for a minimum of four years to be able to bring these skills to a school community. Inspired by Anthroposophy, eurythmy can also contribute greatly to the spiritual and social life of a school community. With its transformative quality, eurythmy can enhance the life of the school in many ways: including providing a lively interactive opening to meetings of teachers, parents, and the Board; or as an enriching course for parents and community members. The talents of the eurythmy teacher can be used in many contexts, including class plays, all-school festivals, community outreach, and the like. It is important for the students to see and participate in eurythmy performances as often as possible. They should present pieces they have worked on in assemblies or eurythmy performances so that fellow students and their parents experience again and again the wealth it brings. It is also vital for the eurythmy teacher(s) to perform for the children and whole school community. Festivals, for example, can be greatly enhanced by the inclusion of such pieces. * Lundgren, Marguerite. Eurythmy and the Impulse of Dance 2 Eurythmy Association of North America KEYS FOR A SUCCESSFUL EURYTHMY PROGRAM 1. The Qualifications of the Eurythmist For long-term success of a eurythmy program, we strongly recommend Waldorf schools hire a eurythmist who has completed a 4-5 year artistic eurythmy training and received an accredited diploma recognized by the Section for the Performing Arts from the Goetheanum in Dornach, Switzerland. This is the basis for entering the profession of eurythmy. Should an inadequately trained eurythmist be hired, the eurythmy program could be jeopardized in the short and long term, as experience has repeatedly shown. Furthermore, it would be very good for beginning eurythmists to have studied pedagogical eurythmy, the special application of teaching eurythmy to children. Many eurythmy training programs include a Waldorf Pedagogy and Curriculum track in their training which prepares graduates to work in schools. A graduate from such a training has a diploma certifying that they are thus prepared. If the beginning eurythmy teacher has not graduated from such a training, he or she should have completed, or have the intention to complete, an additional pedagogical eurythmy training (see the enclosed lists for recognized trainings and programs). If a Waldorf school finds itself in a position where only a teacher without a such a recognized eurythmy diploma and pedagogical eurythmy training is available, we strongly recommend the school make special efforts to help and support the applicant to complete a recognized training within three years. This will probably require creating an individualized learning plan and/or evaluation and mentoring process with one of the recognized eurythmy training centers. 2. Phasing-In Period for the Newly Hired Eurythmy Teacher To further ensure the success of a full or part time eurythmy teacher on a long-term basis, it is desirable to view the first year of teaching as a phasing-in period. The beginner would teach a certain number of classes a week for the first term (perhaps the more formed, stronger classes), thus becoming secure and establishing a connection with the students. Gradually further classes would be added until a fulltime load is reached. The presence and interest of the class teacher in eurythmy lessons can also lend a real support to ALL eurythmists in the classroom. It has been established that all teachers are well served by conscious mentoring. Mentoring of the new eurythmy teacher by an experienced eurythmist is especially advisable and helpful during the first year. 3. The Work Load: Range of Tasks and Scheduling For a fulltime position we recommend not more than 16 lessons of eurythmy per week, in addition to other regular duties. Teaching Pre-Kindergarten-8, or 7-12, or an equivalent combination is considered a full- time position. If the classes are large and need to be divided, or if the school has Pre-K through 12th grade, it is advisable to have two or more eurythmists sharing the work. In addition, the eurythmist's week should include one or possibly two additional scheduled hours with the paid accompanist: one for class planning and one for artistic work. It is also very useful to give the eurythmist opportunities to visit Main Lessons, as this can help curriculum coordination, as well as integrate the eurythmist into the social fabric of the school, serving to establish her/him as a full member of the faculty. 4. What is a Full Eurythmy Program? The eurythmy program should be active throughout the entire school year, in all grades of the school, from Early Childhood through 12th grade. 3 Eurythmy Association of North America 5. The Frequency and Length of Lessons Traditionally, eurythmy lessons in Kindergarten through 3rd grade are held once a week. Grades 4 through 12 have classes twice a week, providing more opportunity for practice and skill development. Some schools have found it beneficial to schedule eurythmy twice a week in the younger classes as well, in order to meet the needs of modern children.
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