The Spirit in Waldorf Education

January/February 2018

The Spirit in Waldorf Education Letter from the Administrator TreeAnne McEnery, Administrator A Publication of appy New Year to all! I am always grateful for the peaceful stillness the Green Meadow Waldorf School Winter season offers; it is one of my favorite times of the year. The quiet We invite readers to submit inherent in this season provides an inward space, and time to deeply articles for consideration that H relate to school activities and reflect on one of our community’s foundational gifts: the spirit of Waldorf events. Green Meadow reserves Education. Our educational philosophy cultivates the individual’s inner strength editorial rights, including the right and conscientiousness to meet the world in all of its diversity, both the moral to reject any material it deems and the immoral. unsuitable for publication. I’ve been reflecting on how fortunate I am to be part of a community that is The Green Meadow Bulletin Committee is composed of Raoul continuously striving to recognize and integrate into all we do the three moral Cansino, Harlan Gilbert, Winnie virtues of truth, beauty, and goodness. These ideals are the golden threads of Jamieson, Melissa McDonagh, Waldorf Education, the moral tools that weave the tapestry of human integrity. Hiromi Niwa, and Vanessa Lee, Editor. Meetings are open; please Green Meadow intentionally and consistently aims to create a sacred and safe contact the Bulletin Coordinator environment for children to develop and learn, and we strive to model how at [email protected] they can create these spaces themselves. As we continue to fortify our gifts if you wish to attend. and privileges as a community, I ask that we pause for a moment, to reflect on Guidelines for how many of our fellow citizens, including many in our community, have been Bulletin submissions afflicted by some type of loss. It is a grace that we can pause and connect to All submissions are due by the deadline, emailed to the essence of truth, beauty, and goodness; it is that which helps us to soften [email protected]. our hearts in humility, and allows us to empathize with others, out of our We will do our best to include your common humanity. submission; however, due to space constraints, we may not always be As we continue through the season’s darkness, let us be a source of warmth and able to include all items. light for ourselves, our community, and for humanity. This is what the spirit of Advertising Waldorf Education asks of us. (width x height) 1/2 pg (7.375” x 4.725”). . . .$125 All the best, 1/3 sq (4.875” x 4.725”). . . .$110 1/3 vert/1 col (2.25” x 9.65”) . . $90 1/2 col (2.25” x 4.725”). . . . .$60 1/6 horiz (4.875” x 2.275”). . . $60 Insert (8.5” x 11”, live area: 8” x 10.5”). . . . . $165 TreeAnne McEnery Classified (per word). . . . . $ .70 GMWS Administrator n nl Ad sizes are approximate and are sometimes modified to fit in the layout. To advertise, please contact the Bulletin Coordinator at [email protected]. Come Support Our The next issue of The Bulletin is the March/April 2018 issue GMWS Warriors at the and will be distributed: Monday, March 5 Following Basketball All submissions are due by 3pm: Friday, February 2 Tournaments! 8 Printed on 100% recycled paper Alumni Games: Friday, 1/12 6 – 9pm (GMWS Gym) Friendship Games: (MS Tournament) 1/26 – 1/27 (GMWS Gym) HS Tournament: 307 Hungry Hollow Road Chestnut Ridge, NY 10977 2/9 – 2/10 845.356.2514 (Kimberton, PA) www.gmws.org

2 • The Bulletin • Jan/FebJanuary/February 2017 2018 What enables this healthy, balanced three-fold picture of the human being? A fourth perspective—the Spirit in spirit. While I do not presume to offer the final truth on the eternal mystery of body, soul, and spirit, I would like Waldorf to share some thoughts about what has become increasingly real to me during almost 50 years of experienc- Education ing them in Waldorf Education. Much of our modern culture has long John Wulsin, forgotten the clear distinction between retired Green Meadow Waldorf High School English Teacher soul and spirit. The ancient Greeks named the soul psyche, as in psychol- Chalkboard drawing by ogy, psychiatry. The ancient Greeks Mellie Mae Lonnemann. Image courtesy of Lynne Wu. named spirit pneuma, one word which meant breath (as in pneumonia), air (as in pneumatic), and spirit, what is eternal, immortal. One word meant what gives us life from birth to death inside us (breath), what gives our world life outside us (air), and what is eternally alive, beyond space and time (spirit). Classical Rome left us with the Latin root for spirit in the words inspire, respiration, and expire. One way to think of body, soul, and spirit is to imagine the body as equivalent to darkness, the soul as equivalent to colors, and the spirit as equivalent to light (not morally or judgmentally, just in terms of perception). The colors live as an interplay between the poles of dark and light. The soul lives in interplay between physical and spiritual experiences. Another way to try to understand body, soul, and spirit is that during life the physical body is the vessel, the instrument for experiences of soul and spirit. The soul experiences hat difference (sthen-strength, Greek) them. The both darkness and light, both physical does it make German word for school, Gymnasium, and spiritual, in all their beauty, pain, for a school to may reflect such emphasis. and dimensions. The physical body work with an dies at the end of life. The soul has image of the The Waldorf Schools have always experienced the beauties, the organic human being as (for almost 100 years) worked with a cycles, and the limitations of the Wcomposed of body, soul, and spirit? picture of the three-fold human being, physical body. The soul experiences Most schools do their best to edu- in which hands (limbs), heart, and also the illumination of the spirit, from cate students, to strengthen both head are of equal value, in which the its eternal perspective. When the body and mind as fully and as early as Platonic virtues of Goodness, Beauty, body dies, the soul’s concerns with possible. Typically such schools have and Truth are of equal value, in which the physical world also fade away, focused on soul faculties of will and the experience of Religions, the prac- like old clothes. When the body dies, thought. Such a view of the human tice of Arts, and the understanding of whatever in the soul has been illu- being can lead to a mental equivalent Sciences are of equal value, in which mined with spiritual insight becomes of calisthenics, a rigorous exercis- the soul faculties of willing, feeling, distilled into spirit. ing of body and mind, to strengthen and thinking are of equal value. continues on page 5

The Bulletin • January/February 2018 • 3 Celebrating 50 Years of Inspiring Education

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4 • The Bulletin • January/February 2018 continues on page 5

Spirit in Waldorf continues from page 3 Our physical bodies have matter, like the mineral kingdom. The physical body is enlivened by what Rudolf Steiner calls the life-body, or life- form (also called the etheric body), which we share with the plant kingdom. Our soul-life we share with the animal kingdom in ways; hence the predominance of animal figures in the constellations of the zodiac (what the Germans call Tier–kreise, or animal circle), which so affects human experience. Hence also the term “astral” body, related to the soul. Whereas the physical body is like the roots of a plant, and the life-body is like the trunk and leaves of a plant, the soul is like the flower of a plant, with its strong and delicate variety of colors, often offering inner spaces in the outer world. What in the human being is like the fruit and seed of the plant? Chalkboard drawings. Images courtesy of The most mysterious, the most quint- Fernando Lopez. Candle from Spiral of Light. essential part of the human being is Image courtesy of Dyana Van Campen. the spirit-seed, the unique individuality of each human being, which exists appropriately as possible. The spirit Do we want our children to under- before birth, which continues after quickens our interest in everything, stand everything in our contemporary death, the “I”, the ego in the truest every plant, every creature, every world? Absolutely. But we don’t want sense, the highest self, of which every color, every sound, every activity, their thinking to be limited to what the human being has his or her own ver- every subject, every person, every poets and philosophers sometimes call sion. In life on earth, the “I” inhabits moment, inexhaustibly. No wonder “understanding,” grasping the laws the physical body, the life-body, and college professors repeatedly experi- of what exists. We want our children’s the soul. The eternal “I” assumes a ence Waldorf students as the freshest thinking to have also the capacities of particular personality in a particular learners on campus, whatever the what the poets and philosophers call lifetime, almost like a role in a play. subject or situation. “Reason,” not just rational mapping, According to certain perspectives, the but a human thinking quickened and eternal “I” even reincarnates numer- Your children’s teachers, all of us, fluid, like the divine creator,inspired ous times, always developing further become ever more fascinated by your thinking, enabling our students not only and helping others to develop further. child’s physical features, in your child’s to understand the past and present, but rhythms, habits, ways of moving (life Unlike some pictures of heaven as to imagine, to conceive new patterns, body), in your child’s unfolding capaci- an elegant retirement home where seed-forces needed for the future. ties of will, of feeling, of thinking, in the inhabitants finally get to lounge who your child is becoming and will be We all know that spirit in education forever on reclining sofas, the spiritual able to continue becoming. We strive ain’t just rah-rah from the bleachers world is actually infinitely more dynam- in all of the subjects, all the activities, of the basketball court. The Waldorf ically active than the physical world. even the moments in the hall, on the teachers experience it among the Imagine what a difference it makes to playground, or on a trip, always to profoundest privileges of their lives our children if all of their teachers and weave together body, soul, and spirit to be able to work with the parents, if their parents are striving to under- as artfully and as harmoniously as to be entrusted to work with their stand their growing child as a being possible, in such ways that the “I” of children, in the infinitely fascinating, of body, soul, and spirit. The spirit is the child will become able, as the “I” mysterious labor of love, nurturing not just what’s left when we die, when of the adult, to continue to interweave the healthiest possible incarnating we expire, when we excarnate. The physical body, life-forces, and soul- processes of body, of soul, and of spirit permeates everything, illumines experiences healthily all their lives. spirit, in ways which may best serve everything, enlivens everything. The Why? So your child has the best instru- the fulfillment of the rest of their lives. spirit helps the child to incarnate, as ments possible to fulfill whatever his or The teachers thank the parents for fully, as vitally, as dynamically, and as her destiny may turn out to be. that privilege. n nl

The Bulletin • January/February 2018 • 5 Fifth grade class The World is Good visiting a Hindu Temple. Image courtesy of Winnie Jamieson, Fifth Grade Class Teacher Winnie Jamieson.

n first grade I asked the students second grade, Hebrew stories in third, another.” An educator could spend to help me to finish the following and stories of the Norse, Greek, and years building a curriculum around sentence, “The world is ______.” Hindu gods in fourth and fifth grades? those two statements alone by seek- The children raised their hands Why do we share stories about the ing to answer, “What kind of lessons, with excitement and began to lives of Buddha, Mohammed, and stories, and activities would inspire Icontribute, “The world is where we Jesus? After all, we say we do not a love of goodness, as well as the live.” “The world is big.” “The world is teach religion at Waldorf schools. desire in the students to bear their also called the ‘earth’, which happens The answer to these questions is in souls over to others?” One would to be the third planet from the sun.” that simple revelation (“The world is first have to determine exactly what After a number of contributions we good.”) from my student in first grade. is meant by bearing one’s soul, which delved deeper. I asked the students must have to do with developing the how it feels to live in the world—not From year to year, we strive to reveal ability to turn outward from oneself knowing how big it is, or where it is to the students a world that inspires a and make an authentic connection located in space. We acknowledged feeling of its goodness. The stories we with another. Our work toward devel- how special it is that we live in a world bring help students orient themselves oping a service learning curriculum is where we can wake up and spend not just around the spiritual ideal of a step in the right direction. each day with friends and family. A goodness within themselves but to see Steiner indicates that this soul-bearing student raised her hand and said, “The that same ideal of goodness reflected task is a moral imperative. “Upon this world is good.” The class agreed that everywhere in the world. all true morality depends, and without this captured everything they wanted In his lecture given in January of morality no true social order among to say. The first graders then wrote, 1923, entitled “Truth, Beauty and earthly humanity can be maintained.” “The world is good.” as the first full Goodness”, Steiner talks about the Consider the timing of this lecture sentence in their main lesson books. importance of nourishing good- and why there may have been a need That moment and conclusion came ness—but only the kind of goodness for Steiner to speak in imperatives. back to me when I was asked to write that is beyond the desire to be good The wounds and memories of The this article about the thread of reli- for the sake of convention, or out of Great War were probably still fresh gion throughout the grades. Why fear of punishment, or out of fear of for the members of the audience. do we take students to visit temples, losing respect from others. A good The war had demonstrated the scale mosques, and churches? Why do we human being is one that not only will and potential of destruction of which light candles for Diwali or light candles “do good from sheer love of good- humanity is capable. Additionally, only to remember the miracle of Hanukkah? ness” but one who can also “bear 20 days prior to the lecture, the origi- Why do we tell stories about saints in [their] own soul over into the soul of nal Goetheanum, a project which had

6 • The Bulletin • January/February 2018 been built with great interest and input as deceptive and cruel and arbitrarily challenge and encourage us to ques- from Steiner himself, had been burnt meting out punishment do not inspire tion our own norms, so that we can to the ground by arsonists who were in children a sense that the world in its ultimately reform and progress in our strongly against the growing move- foundation is good, structured, and thinking. The ability to learn how to ment of anthroposophy. And although rational. Stories should rather inspire a recognize goodness in others, and Steiner continually forewarned against feeling that the fundamental structure to see the unifying ideal of goodness the growing trend in humanity toward of the universe can be trusted and that portrayed in its many different cultural materialism and materialistic desires in the gods are the source of all that is and religious manifestations, breeds human beings, and despite his con- good in the universe. a world of adults who can be not only tinual calls for growth toward morality; tolerant but good to each other, as Unfortunately, this line of unorthodox- in fewer than 20 years after this lecture, well as able to learn from each other. at-the-time reasoning ultimately the extent to which humans could led Socrates to be found guilty and This is no small task, and it is a task actively seek out and destroy good- sentenced to death by the state that, again, must begin with the ness in the world would become all for refusing to “recognize the gods child’s feelings. For what other way too apparent. recognized by the state” as well as could a child be brought to feel Jean Jacques Rousseau (another key for “corrupting the youth”. Socrates empathy, compassion, and love figure in the history of philosophy of was not an anomaly. There are Gandhi toward others? Steiner and Plato both education) called Plato’s Republic, and Dr. King and the many saints who indicate that stories must be used in “the most beautiful treatise ever writ- have been martyred or killed since. order to inspire the feeling life within ten on education.” I agree. It is difficult These great people made it their each child. to find any philosopher since Plato moral imperative to try to inspire oth- I admit, I was worried when I took my who speaks or writes about education ers to find the goodness in the world fifth graders to the Hindu temple in who does not also refer back to The and in each other. the fall. I wondered if they would feel Republic to some extent. Plato speaks It is our imperative to teach children uncomfortable with the unfamiliar and about two kinds of feelings in the soul: not only to be moved toward good- perhaps even laugh as they entered the one type, driven by attraction, Plato ness, but to recognize goodness in temple. As usual, I learn as much from calls the desiring part of the soul. The others so that they do not become my students than they learn from me. other type, driven by repulsion, Plato adults who seek to destroy what they calls the spirit. In Study of Man, Steiner Before we walked into the temple, see as unconventional and differ- offers an analogous picture of the our guide told the story of the broken ent. The task is to demonstrate that, human soul, which creates our emo- light fixtures next to the doors of the despite different forms of expression tional life by moving between feelings temple. He explained that when the and cultural conventions, goodness of sympathy and antipathy. temple first opened, two teen-agers lives in every culture and among all who lived nearby vandalized the In The Republic, Plato, through peoples. Such differences should temple, breaking windows and other Socrates, posits that a person of fixtures with baseball bats. The fifth moral character is one whose desire is graders were appalled, and entered attracted to all that is good and truly the building in quiet reverence as a beneficial, and also one whose spirit result. The students then exclaimed is repulsed by that which is bad and how “beautiful” and “amazing” the truly harmful. The truly beneficial and temple was as they each clamored the truly harmful are judged by reason to ring the bell that marked their according to wisdom. Socrates points entrance into the place of the Hindu out that before the faculty of reason is gods. Before we left, the fifth graders sufficiently developed in each person, clamored again to be among the first it is education that must shape in chil- to receive a blessing from the priest. dren the feeling of love for the good— I heard the priest comment on how before and in preparation for the work the children are so “good”. Their of the development of reason. feelings of the goodness of the space Music, speech, and poetry play a role had come alive through all the stories in the education of children, as do our guide shared and through their stories of the gods. However, Socrates experience of being in the space. As reasons that only certain kinds of we left one of my students said, “That stories of the gods should be shared, was one of the best field trips we have in order to produce people who are ever had! It was really beautiful, wasn’t “god-revering and divine in so far it? Can you believe they gave us fruit? as a human being can possibly be” Seventh graders celebrating Diwali. Everyone should go there.” I agreed, (382c). Stories that portray the gods Photo courtesy of Ruth Olson. everyone should go there. n nl

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8 • The Bulletin • January/February 2018 the spirit or “I” of the human being (symbolized by the flame at the center of the spiral). The children enter the spiral with an unlit candle in an apple and they follow the spiral path to light their individual candle and place it on the path as the room (and hence the world) become increasingly filled with light. No words are uttered but the children live into this experience in a deeply reverential way. In the first through twelfth grades, the Festivals of Light are celebrated in the gym on each Monday morning of December right after drop-off. Each Festivals week, the children and teachers join together to sing and light candles. A yule log with twelve colored candles is in the center of the gym and the of Light classes circle around the log. One student from each grade comes Vanessa Lee, Bulletin Coordinator forward to light a candle. Each week, a Spiral of Light. Image courtesy of Dyana Van Campen. different festival of light is highlighted. The first Monday celebrated Diwali, the Indian festival of light. The reen Meadow Waldorf School steadily and caring for the flame, Seventh Grade held candles and Ms. works with the festivals as a requires strength and resolve, as well Hawley taught the school a song from Gway for the students and the as gentleness and inwardness. this tradition. On December 11, the community to live into the seasons of festival celebrated was Advent. The The kindergartens and the early the year. Teachers take this up in their Fourth Grade shared a song about grades celebrate a Spiral of Light. classroom themes and decorations, lighting the advent candles. The The spiral is an ancient symbol which and the Collegium works with sea- festival of Hanukkah was the focus shows up in ancient rock carvings and sonal moods in their meetings. of December 18 and a student lit a petroglyphs spanning many conti- candle as the blessing was sung. At Our school year begins with nents and cultural backgrounds. The our school assembly on December Michaelmas—the season of strength, spiral also shows up in nature with the 22, the solstice was celebrated and courage and initiative taking embod- image of a hurricane or of a nautilus Kwanzaa candles were lit. ied in the festival of Saint Michael bat- shell. The Spiral of Light is a picture tling and subduing the dragon. The of the incarnation of the human spirit The celebration of the incarnation of dragon of darkness takes many forms, into earthly life. We encounter gifts the human spirit is honored around the and we celebrate our ability to gather from the mineral kingdom (gems), the world, and this season we gather in ourselves to overcome the dragons plant kingdom (pine boughs), the ani- wonder, as nights are the longest and within our own souls and those we mal kingdom (wooden animals), and the outside world is the darkest. n nl meet in our outer life. Our next festival season is All Soul’s / Día de los Muertos, a season of remembering, contemplating, and holding those who have crossed the threshold of death, realizing that they would like to be remembered and continue to work with us. In December, the Festivals of Light lead us to become aware of the growing darkness in nature and how a single candle can spread its light in a wide arc, making us aware of our own light of spirit meeting soul and earthly darkness. Carrying our light Festival of Light. Image courtesy of Fernando Lopez.

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10 • The Bulletin • January/February 2018 14-year-olds stand at the threshold Faculty Spotlight of the third seven year cycle in their lives, and the fairy tale presents the archetypal themes of good and evil, Laura Radefeld moral development, consequences Vanessa Lee, based on an interview with Laura Radefeld for immoral deeds, and the integra- tion of soul and spirit as human expe- aura Radefeld has many roles at rience. This year, the eighth grade is Green Meadow Waldorf School working with a fairytale, “The Village Lincluding Eurythmy Teacher, Ninth of Good Fortune,” written by Lukas Grade Advisor, Study Group Facilitator, Chin and Amelia Schaaf, GMWS and Collegium Chair. Laura started her alumni from the Class of 2014. The work life not in education but in finance experience Laura wants the students and accounting. When the first Gulf to have is three-fold: War started, she left behind her many years in the world of finance to follow 1. To recognize that they have a desire to serve the world. She read learned a lot about the art of an article on the founding impulse of eurythmy Waldorf Education as one of social 3. To work with it as artists change, especially as an education towards peace which matched her wish 5. To follow the thread of the arche- to participate in positive social change typal human journey through and peace efforts. gesture and movement Laura had been an athlete through The eighth grade is a fun and collab- childhood and into adulthood and orative year in eurythmy, with oppor- Laura Radefeld speaking at the Rose Ceremony. tunities to perform at other schools. was drawn to the art of movement as Image courtesy of Fernando Lopez. a path of developing artistic capaci- There is also a Eurythmy Jam at ties. She moved from Chicago to Laura has focused most of her teach- Green Meadow on March 16, where Chestnut Ridge in 1991 intending ing in the high school years but has two other Waldorf schools come to to study eurythmy for one year and also taught all the grades during her Green Meadow to create a eurythmy realized she loved this artistic expres- 21 years of teaching. She loves having celebration. sion and that the kind of learning had the chance to teach eurythmy In ninth grade, the students return needed for Waldorf teaching took a in nursery through twelfth grade in to reviewing fundamental eurythmy long time! She stayed for the four- Waldorf schools, and also to adults in movements but in a more conscious year eurythmy training and then did a many varied settings. She has found way. The focus is on spatial orienta- Waldorf teacher training in the UK at that eurythmy movement is support- tion and centering the students in Emerson College. ive at every age of life. their own bodies as they re-establish As Laura reflected on the path of In the high school, the primary focus of themselves within a body that feels teaching eurythmy in a Waldorf school, learning is the development of capaci- new, with new capacities. she described that her own experi- ties of thought and judgement that In the upper grades, the students ence as an adult learner of eurythmy are not divorced from feeling or moral work with music and poetry artisti- enabled her to recognize what the arts intention. Having time to reflect on cally: music as an audible experience in education can do for a person, and your own movement as an individual and making visible the inaudible studying pedagogy was learning to and harmonizing your movement with movement experience. Poetry, as an make this same path of learning avail- others is a powerful tool in this effort. expression of the spirit of the poet, able for children and adults. The ability to use the physical body as is brought to life in movement, in a body of perception for judgement— She reflected that movement education gesture. Eurythmy education cul- to perceive the heart as the thinker is the essence of Waldorf Education: minates in twelfth grade, when the and judger and balancer is one way inner movement, weaving together seniors create a eurythmy solo with to state the goal of eurythmy. It is the thought and feeling in academic sub- the help of a mentor. The eurythmy same goal as Waldorf Education over- jects are supported and strengthened solo is the beginning of the seniors’ all: connecting our thoughts, feelings, by outer movement in the eurythmy, journey to graduation: moving on to and deeds to our ethical self. games, and other intentional move- senior projects and the twelfth grade ments within the curriculum. Building Laura currently teaches eurythmy play. Watching the evolution of each inner scaffolding through the arts and from eighth through twelfth grade. student in their journey through the movement supports strength and clar- In eighth grade, the students return grades is a great joy and a revelation! ity, in thought and deed. to the form of the fairy tale. These continues on page 13

The Bulletin • January/February 2018 • 11 Connect to the Spiritual Rhythms of the Year... The Blessing of Baptism Services for Children Religious Education Rich Festival Life Children have an inborn reverence for the Summer Camps divine. From the blessing of baptism to the rite of passage at confirmation, we strive to Confirmation inspire in the child a heartfelt awareness of God’s working here on earth. The Christian Community is a world-wide movement for religious renewal that seeks to open the path to the living, healing presence of Christ in the age of the free individual. Learn more at www.christiancommunitysv.org

12 • The Bulletin • January/February 2018 Faculty Spotlight continues from page 11 Student Spotlight The eurythmy solos will be performed this year in Rose Hall on March 24. David Bánóczi-Ruof David Bánóczi-Ruof, Twelfth Grade Student The other major role Laura holds is the Chair of the very Saturday, I take however, everything is con- Collegium. In Waldorf classes and play veniently at one place dur- Education, the teachers are Emusic at Mannes ing one day, even if some continually developing them- Prep, the precollege of the rooms, like where I selves in order to be of service division of the New have my lesson, are the size to the children. Hopefully the School’s classical music of a suburban closet. children experience their teach- Conservatory. I wake up I also have ear training ers as life-long learners and early enough to catch the classes and theory classes in as individuals striving to serve 6:15 train, the first one the morning. Ear training is the highest goals of humanity. to New York City on the what it sounds like: training The role of the Collegium is to weekends. Even though the ear to be able to hear tend to the inner work of the it is so early and so long, David performing at the Rose certain things, like what teacher, to support a culture the commute is always Ceremony. Image courtesy of types of chords are being of inwardness and reflection, such a beautiful thing: Fernando Lopez. played, or what tone of a to stay true to our mission as each weekend I get to see group of random tones is the most impor- a Waldorf school, and to meet the sun rise over Manhattan’s distant, tall tant. Of course, we are not that advanced the needs of the parents and skyscrapers. yet. We are just learning to be able to the community. My first class begins at eight in the morn- sing and hear intervals, something that is The Collegium, from another ing, but I usually get to Mannes about half harder than it seems. During theory class, point of view, is the inner heart an hour earlier. To kill time, I go to what we learn about how the music is built. I of the school and is respon- seems to be the only coffee shop open was expecting both of these classes to be sible for setting the direction in Greenwich Village at 7:30 in the morn- what I imagine public school classes like: and overall pedagogical vision. ing. During my violin lesson one week very structured and prepared. Instead, they It sets the policies, any changes when I was especially tired, my teacher are much more like something we would in curriculum, and determines suggested I buy some coffee. “People experience here at Green Meadow. They who will be joining and leav- usually start drinking coffee when they are are individualized to the group, and begin ing the work of the school. teenagers and are so busy and don’t get with a review of the last lesson and of the The Collegium studies the enough sleep, like you,” he said. homework, before moving on to a new works of Rudolf Steiner and My first class of the day is a private subject. That, to me, was quite surprising. strives to work out of the spirit conducting lesson. We are preparing a The last, and perhaps my favorite, part of Waldorf Education. It also piece for me to conduct for my senior of the day on 13th Street is orchestra supports the development of project, and talking about what it means rehearsal. For two and a half hours, teachers through mentoring to conduct an orchestra, why a conduc- standard union times, we rehearse and and providing further study tor is needed. Becoming a writer, now practice. The conductor is an older, opportunities as well as assist- a journalist, or becoming a conductor grey-haired woman, violist by training ing when problems arise. have been the two most constant wishes and weekday job, who says such things Laura finds the work of the in my life, so to be able to actually learn as “Let’s get through this before you kill Collegium and her other roles conducting is pretty special for me. me” and “Romeo needs to stab Tybalt, deeply satisfying. She has My violin lesson is with the same teacher not poke him,” referring to the subjects found Waldorf Education to be I have had since fifth grade. He is the of the music we are playing. a demanding and rich path of closest thing to a therapist I have. There When I am not making music, I am off learning. Waldorf Education is are lessons where we wind up talking for with some friends exploring the area not just about the curriculum almost the whole hour instead of getting around Mannes. We’ve gone to the holi- and how it is delivered but work done. Now, with college auditions day market at Union Square and bought about what it means to be a creeping up, these long conversations hats, or walked to Chelsea Market and whole human being. Laura are unfortunately seldom. I used to have went to a hot sauce tasting bar. believes that if we do our inner my lessons in Fort Lee every weekend, at work rightly and well, the school his studio. I would play my violin, and my Of course, it takes commitment to give becomes more attractive; there brother and my mother or father would up my Saturday to music, but the people is an inner quality that people take a walk along the Hudson, regardless I meet and the things I learn keep me perceive and want to join. n nl of weather or time of year. At Mannes, coming back. n nl

The Bulletin • January/February 2018 • 13 The Year in Review Images courtesy of Fernando Lopez, Vanessa Lee, Eric Deutsch, and Tim Lee.

14 • The Bulletin • January/February 2018 The Bulletin • January/February 2018 • 15 BALANCE You can be free of illness! When traditional medical care falls short, Little Waters Wellness can give you a solution. TRANSFORM Dr. Wodicka has 20 years of experience in helping people heal by utilizing multiple modalities including, N.A.E.T (allergy elimination), N.E.T (Neuroemotional Treatment), Q.N (Quantum Neurology), Computerized IMAET System (Quantum Biofeedback), Kinesiology, Gentle Chiropractic Care, Manual Trigger Point Therapy, Nutritional HEAL and Supplemental Support. The goal of Little Waters Wellness is to create an environment and treatment plan which allows each patient to achieve a life with mind, body, and spirit in harmony and to free them of the energetic RESTORE blockages that so often cause their illness and pain.

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16 • The Bulletin • January/February 2018 guide and prioritize our growth of Accreditation Update programs and facilities • continuing to increase our teacher Andrea Gambardella, Kindergarten Teacher and Accreditation Team Member development work with newer nherent in Waldorf Education is the accreditation process as an teachers a reflective practice for the indi- opportunity for institutional growth • further refining how the curriculum Ividual teacher, the groups within and development. This genuine is defined in our school the faculty, and the school as a whole. understanding of, and apprecia- These regular activities help in the tion for, the value of accreditation, • fully recognizing the needs of our self-development of the teacher, the supported both the efforts of current community of students and group, and the organization. Green the Visiting Committee and the families Meadow is fortunate to be associated school’s ability to fully benefit • finding additional ways to improve with two groups that bring a com- from the process. The Visiting communications and relationships prehensive review activity to us that Committee offers its sincere within the community contributes to our achievement of appreciation to the entire Green To this end, existing and newly excellence. Green Meadow Waldorf Meadow Waldorf School commu- forming committees and groups are School is accredited through both nity for the warm and welcoming actively taking up these themes to put the Association of Waldorf Schools environment that greeted us upon them into practice. of North America (AWSNA) and arrival and continued throughout the New York State Association of the entire site visit.” We are wrapping up our work redraft- Independent Schools (NYSAIS). ing the strategic plan, which will be The visiting committee further identi- communicated in full to the commu- Every 10 years, we undertake a sub- fied the following commendations: nity this winter. (A parent input ses- stantial self-study, followed by a site • Addressing internal challenges over sion was held on November 13.) Our visit of three days by a “visiting com- the past few years with courage, Teacher Development Committee of mittee” of professional peers (teachers resilience, and transparency; using the Collegium is increasing its scope and administrators) from both AWSNA the resulting foundation of collabo- for oversight of curriculum delivery, and NYSAIS. The results of the site ration and shared leadership to con- support of newer teachers, and renewal visit are a list of commendations and tinue building relationships and trust of all faculty. This year there are 13 recommendations for every aspect of among all school constituencies; teachers receiving additional profes- the school: pedagogy and curriculum, sional development. We have substan- administration and policy, relationship • Committing to Waldorf Education tial resources dedicated to supporting with parents, and the community of and the anthroposophical under- our mentoring program and to teach- the school. In the first and fifth year standing of child development—in ers attending continuing education after the site visit, the school must both word and deed—ensuring courses. The faculty in all sections (Early update these accrediting bodies on our that it permeates all aspects of the Childhood, Lower School, and High progress regarding recommendations. life of the school; School) have improved our process for Typically, the recommendations arise • Maintaining a strong and talented our regular review of and updates to out of things identified by the school administrative team that works curriculum scope and sequence. The in the self-study where the school sees collaboratively with all community new Administrator and the Collegium its next phase of growth or recognizes members to ensure a financially are committed to strengthening clear areas needing more attention. strong, sustainable future for the school; and direct communication among all In the 2015-16 school year, Green the members of the community and • Renewing its commitment to Meadow took up the task of our encouraging dialogue as the preferred thoughtful and comprehensive self-study with all members of the mode of communication: student to programs of professional develop- community participating in some student, parent to teacher, teacher to ment; designed to support the way: faculty, staff, administration and parent, administrator to the school growth and development of the governing bodies, parents, and stu- community. dents. This valuable exercise helps us school’s most valuable resources. Green Meadow is a thriving learning articulate ways we want to grow and Many areas that the school identified as community. Our teachers and stu- develop the school. The visiting team opportunities for growth and improve- dents are enthusiastically engaged; of AWSNA and NYSAIS peers came in ment were validated by the commit- our parents are active and inform October 2016. tee’s review. The committee helped our parent education lectures, study us prioritize these areas through their Their report noted: groups, and cultural offerings; our recommendations, as well as identifying • “Throughout the site visit, faculty takes up study, dialogues and key themes for our development as a the Visiting Committee was celebrates together. We look forward school. These core themes include: impressed by the school’s willing- to our continued service on behalf of ness to authentically embrace • updating our strategic plan to the school. n nl

The Bulletin • January/February 2018 • 17 Threefold Café Just Steps from GMWS, down the path and across the Fairy Stream

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18 • The Bulletin • January/February 2018 Litter patrol: The first grade recently walked around our school—edges, woods, fields, alongside buildings, by the fairy stream and toward Mary Dailey field, and picked up litter. We collected a large garbage bag’s worth! It was fun. As we’ve been in a math block, children counted the number of pieces of litter they picked up— some had 9, some 15, someone even had 20 pieces (our record). Help for Puerto Rico Service Learning Children have already carried out a number of service actions to help people in the aftermath of Hurricane Warming the Heart Maria. Mr. Lopez returned from a trip there over Thanksgiving Break with many stories and photos that he has and Bringing Light been sharing with our classes. We have started a relationship with the Waldorf School in Aguadilla, PR and into Darkness are planning to continue to help. Raoul Cansino, Service Learning Chair School supplies for Puerto Rico The fifth grade collected school supplies and some clothing that Mr. oing service warms the heart a meal, helping a younger child get Lopez took down to Puerto Rico and brings light into dark- ready to go outside, growing flow- over the break. He came into the Dness—something we all need ers in our garden so we can deliver fifth grade classroom to tell us about in this wintry season of short days and a bouquet to an older neighbor who the trip and how the donations were long nights. needs some cheer, setting tables for received. The class was especially our older friends at the Fellowship, or impressed about the airline allowing Since our last update in the caring for the animals on the farm. Mr. Lopez to take seven huge suit- November/December issue of The cases for free. Bulletin, our children have carried out many light-bringing actions to The Student Activism Club held a help others. Please contact any of bake sale on November 2 to raise the members of the Service Learning funds for Puerto Rico and sent the Committee (Raoul Cansino, Maria proceeds to Puerto Rico with Mr. Fitzgerald, Chieh de Jong, Fernando Lopez over Thanksgiving Break. Lopez, Heather Kono, Angela Music to Help the Homeless Nusbaum) if you are interested in Ms. Hawley brought the 7th/8th helping. Grade chorus to the Helping Hands At the Thanksgiving Assembly, all Benefit at the Town and Country the classes presented the fruits of our in Congers. Their beautiful sing- food collection, 1200 pounds of which ing helped raise nearly $40,000 for were taken by fourth Graders to the Helping Hands’ programs to shelter, People-to-People food pantry, while feed, house, and reach out to our another 250 pounds of non-perish- homeless neighbors in Rockland ables were delivered to a struggling County. family in the neighborhood. (See Music for Puerto Rico Helping “Neighbor to Neighbor” Mrs. Stern created a service-learning Encore! on page 21 to learn more project with our musicians in grades about this project.) four to eight. Over a three-week period, participating students asked In the Early Childhood program, Above: Helping Hands Benefit. service is a part of every day, includ- Below: Micael Waldorf School in Puerto for sponsorship for each half-hour of ing washing dishes, sweeping up after Rico. Images courtesy of Fernando Lopez. continues on page 21

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20 • The Bulletin • January/February 2018 Service Learning continues from page 19 Grade of a NYC Waldorf School), and Meadow students and families their practicing, with the proceeds to the High School will undertake another bought and delivered food for sev- be donated as aid in Puerto Rico. At Midnight Run in May. eral local families that were unable to this writing, students are still earning feed their children adequately. Now their sponsorships. Helping Hands Safe Haven we have restarted the food deliv- Last year’s Eighth Grade cooked and eries for the Winkler family, which Still in the works: served three nights in a row for the has fallen on hard times and needs Midnight Run on December 9 was homeless guests in Helping Hands’ help. The Sixth, Seventh, and Eighth rescheduled due to snow (date TBD): overnight Safe Haven. This year’s grades will be spearheading this More than thirty of our High School Eighth Grade is looking forward to service project. students signed up for the first run of helping too! the year. A March Breakfast Run is in the Servus! (a Bavarian greeting that planning for the Eighth Grade (possi- Neighbor-to-Neighbor Food means, roughly, “your servant”) bly with the participation of the Eighth Program For five years, Green n nl

Helping “Neighbor to Neighbor” Encore! Raoul Cansino, Service Learning Chair The Middle School’s Emergency to rescue the children) and Assistance Project for a an 11-year-old, who is also Struggling Family emotionally and behaviorally disabled. Because of Maria’s or five years (2009-14), Green injury and lengthy recovery, Meadow students and fami- she lost the customers she Flies helped several struggling had worked so hard to attract, families in our neighborhood with and the family is trying to regular deliveries of food. We had survive on a combination of become acquainted with these fami- low-paying part-time jobs, lies through counselors and social disability checks, and social workers at the Chestnut Ridge Middle security, but it is not nearly School just across the street from our enough. They do not qualify school. Every two weeks, we delivered for food stamps, because a shopping basket full of food and they have too much income, other staples (diapers, toothpaste, according to Social Service laundry detergent, etc.) to three to The Neighbor to Neighbor symbol of a flower was rules, even though their rent five families. Students, parents, staff, painted by alumna Anna Moreno Bosketti. eats up almost 90% of their Image courtesy of Raoul Cansino. and faculty all got involved. We raised income. funds through bake sales, student art The grocery program ended in 2014, Our Middle School classes have auctions, gift cards, even a Middle when the families no longer needed decided to jump in with emer- School musical revue! As we got to our help, but now, despite Maria gency assistance. Starting with the know these families, we found that Winkler’s brave efforts, her family has November food drive, we have been we could often offer other kinds of fallen again on hard times. This sum- working to try to cover the family’s help, everything from plumbing and mer, she severely injured her leg in a food bill, at least through the win- electrical work and pest extermination fall and was incapacitated for several ter, when paying to heat their drafty in homes neglected by their land- months, making it impossible for her house becomes a crushing burden. lords to assistance with taxes. After to continue working at her in-home We are also planning to brighten the 2010 earthquake in Haiti made business, which requires a good their lives with gifts and to help the Dely family’s relatives in Port au deal of lifting and carrying. Then, in them with warm winter clothing. Our Prince homeless, we found a way September, her oldest step-grand- Eighth Grade will be donating 10% of to get water to them. In the case of daughter, Cynthia, suffered a cata- their pizza profits each week to help the Winkler family, a Green Meadow strophic illness that has left her physi- provide groceries, holiday gifts, and parent became their consultant and cally and cognitively impaired. Maria’s clothing to this family. cheerleader as Maria Winkler, the family consists of four dependent family’s custodial step-grandma, young adults, who all have disabilities Please watch for “Neighbor to started a linen rental business to try to that stem from neglect in their early Neighbor” appeals in the coming sustain her five dependents. childhood (before Maria’s intervention months. n nl

The Bulletin • January/February 2018 • 21 Ayurveda Assessment and Bodywork Ayurveda Panchakarma Ayurveda Skin Rejuvenation Reiki Therapy and Certification

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22 • The Bulletin • January/February 2018 Media Resource Group Update Digital Citizenship: When Does it Begin? The Media Resource Group: Christian Davis (Chair), Carol Grieder, Will Minehart, and Jim Rowe igital native: we have all control, joy, gratitude, courage, and 2. Are they capable of protecting heard the term, implying reverence. This implicit foundation their private information? that the children today are is applied in the sixth grade through D 3. Do they know how to build safe naturally at home and fluent in our an explicit digital literacy curriculum, online relationships? ever changing digital environment. providing students with the tools However, we also know just because they need before they begin explor- 4. Do they know when to unplug? children are learning to swipe and ing the web, avoiding the pitfalls 5. Do they understand online secu- click at a younger age that this is not surrounding cyber-bullying, addic- rity such as viruses? equivalent to digital literacy. Green tion, privacy, and their lifelong digital Meadow is dedicated to providing footprint. As we know, a phone is no 6. Can they make ethical decisions an age-appropriate curriculum that longer simply a phone, but is a key to about piracy or hacking? will enable our students to find a the internet and all that it provides. 7. Do they know how to use the healthy relationship to digital media. Diana Grabner, founder of the Cyber internet as a tool for research? Here on the Media Resource Group, Civics Digital Literacy Curriculum, we often refer to our policy not as put together the following list of 8. Do they have the media literacy a “no media” but rather a “know relevant questions for cell phone use skills to spot scams and dis- media” policy. We know the same and internet use in general. criminate between real and fake ideals that make students good news? Ten questions to ask before giving citizens also make them good digital your children a smartphone: 9. Are they positive participants citizens. Character building begins in and not just online to waste the early childhood years, nurturing 1. Do they know how to protect time? the values of perseverance, impulse their online reputation? 10. Can they solve problems when faced with online challenges?

For our GMWS students we would add the following questions: • Does the cell phone conflict with Green Meadow’s developmentally aligned policy? • What are the media agreements that have been made by your class community? • Will the phone lead to social cohesion or exclusion among your student’s classmates? Waldorf schools value the freedom and the free will of the individual, yet we achieve this by working together as a school community. To the extent that we do this well, within our individual classes and in our community as a whole, the education of our students will be so much more effective. As part of a school community, we are respon- sible to work together. If you have not recently done so, we welcome you to review the GMWS media policy at www.gmws.org/media. We would love to hear your thoughts. n nl

The Bulletin • January/February 2018 • 23 Athletics, Movement, and Games Program at Green Meadow Waldorf School Illustrations by Deborah Grieder ‘17

Laura Radefeld, Eurythmy faculty and Collegium Chair We are so grateful that the annual Benefit and Auction will n Waldorf Education the path of learning support these initiatives. Thank you for your support! Iis all about movement! Overview of Athletics, Movement, & Games Upgrades: • Two new scoreboards and control panel—visible to both teams and Moving the body—running, skipping, working consistently jumping, knitting and other handwork, • Collapsible bleachers to provide more space and comfortable sports, eurythmy; seating. moving in soul—being inspired by beauty, • Dodgeballs: Soft Gator Balls that don’t hurt. These are great for hand-eye art, and the achievements of leaders of coordination games as well as accuracy games like knocking over pins. humanity through the ages; • Stilts: a fun way to improve balance, have fun, and experience being tall. • Bean bags: for different games that involve hand-eye coordination, moving in thought—carefully and rhythm, and focused dexterity. precisely as a young person gains • Climbing Rope: A fun way of strengthening muscles and confidence; mastery of their capacities of thought in and to learn how to climb a rope! adolescence into adulthood. • Parachute: a great tool for cooperation games and use of the imagination. • Bouldering Wall: a safe way of learning footholds and limits by rock Our movement programs are foundational for climbing horizontally rather than vertically. Students can choose the all learning. To feel healthy in body, soul, and level of difficulty by choosing which route to take: strengthening spirit requires a strong base: a healthy, skillful, muscles, confidence, and courage. perceptive body that can integrate and make • Peg Wall: an obstacle trail used for both conditioning and for team conscious the activity of the soul and spirit. building. Healthy movement supports the physical and • Free weights: An introduction to weights and strengthening muscles inner development of every child at every in a safe environment. developmental stage, a source of good health • New basketball backboards and rims into old age. • New mats • Stationary bike This year’s annual Benefit & Auction on • Staves: fencing games March 24th (save the date!) will specifically • A new (or new to us) bus support the Athletics, Movement, and Games Wilderness Program: Initiating a new High School program! Programs and take place in the Gym. See a • School-owned backpacks for student use partial list at right regarding essential gym • Backpacking tents upgrades, the initiation of a high school • Wilderness first aid training for faculty wilderness/outdoor program, the addition of • Camp stoves and other gear a fitness/conditioning trail for all to use, and enhancing our eurythmy costumes for student Eurythmy: wardrobe expanded to enhance student presentations. n n nk presentations in our state of the art eurythmy theater

24 • The Bulletin • January/February 2018 Under the Big Top A Benefit for Athletics, Movement & Games Saturday, March 24, 2018 l 7-11pm Location: The Gymnasium Circus performers l Carnival Games l Live Music and late night DJ sets l Wine Bar & Craft Beer Pub l Dinner by the bite

Join us for: l Dessert Buffetl Online Auction Tent illustration by Deborah Grieder, Class of 2017. illustration by Deborah Grieder, Tent Lohss. Juggler illustration by Averi

Fund Participation rates (as of December 15, 2017) Support the education you love. CLASS % PARTICIPATION Ms. Ruof’s Nursery...... 44% Thank you Green Meadow Community for your 2017-2018 Annual Mrs. Burchell-Fox’s K...... 92% Growth & Renewal Fund gifts thus far! Ms. Duijneveld/Oswald’s K...... 59% Ms. Gambardella’s K...... 71% We have raised: $65,741 with 76% Mrs. Grieder’s K...... 92% 1st-Mr. Bieber...... 86% participation. Our goal is $120,000. 2nd-Ms. Swift...... 71% 3rd-Ms. Lonnemann...... 100% Visit www.gmws.org/annualfund to 4th-Mrs. Kono...... 92% 5th-Ms. Jamieson...... 78% learn more about this year’s projects. 6th-Ms. Hall...... 72% 7th-Mrs. Olson...... 100% Questions? Contact Lynne Wu, Director of 8th-Mr. Minehart...... 91% Development, [email protected] 845.356.2514 x304 9th...... 31% 10th...... 64% We are grateful for your support and participation. 11th...... 59% 12th...... 58% Thank you for nurturing Green Meadow’s seeds Board...... 100% of growth and renewal. Faculty (full time)...... 100% Staff (full time)...... 100% Illustration by Miana Johnson, Class of 2018

The Bulletin • January/February 2018 • 25

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J T Community Announcements J The Pfeiffer Center with the Other, and how to meet in Eurythmy Spring Valley 845-352-5020 x 120 the Middle, out of truly quest-ing 845-352-5020, ext. 113 [email protected] openness. www.eurythmy.org All events listed at www. Art of Acting, Art of Being [email protected] pfeiffercenter.org/events Together The Lady and the Lion: ESV The Agriculture Course: An With Laurie Portocarrero Ensemble’s Annual Agricultural Intensive Study of the Origins and Saturday, February 24, Conference Performance Future of Biodynamics 9:00am-5:00pm Saturday, January 13, 2018, 2018 Focus: White Oak & Fee: $115 8:00pm, Threefold Auditorium, Chamomile as Biodynamic Our Western culture has a Chestnut Ridge, NY. Tickets: $15/ Preparations and Healing Plants highly developed experience of $9, students and seniors. Eurythmy January 12-15, 2018 individuality and self-sufficiency, Spring Valley Ensemble presents Fee: $375 / $195 Apprentices perhaps at the expense of our The Lady and the Lion, in which a (includes five meals) ancient instinctive sensitivity for simple request for a lark in winter The Pfeiffer Center’s 2018 midwinter the group or community. In this leads to a myriad of initiations and intensive study of biodynamics workshop, the focus is on ensemble- adventures. Adapted from the offers participants an in-depth building games and play, exercises Brothers Grimm, this captivating examination of two plants used in in group dynamics. Great for tale will be surrounded by music making biodynamic preparations: those on boards or in faculties, for and poetry to create a rich white oak and chamomile. Through people creating schools or building evening’s quilt of eurythmy. a combination of lectures, artistic businesses, or anyone seeking to Eurythmy Spring Valley Winter activities, practical experiences, experience ourselves as a conscious Studio Program observation exercises, and collective, bringing our best Saturday, January 27, 2018, conversation we will investigate individual selves to the service of the 8:00pm, Threefold Auditorium, what qualities give these humble community. Chestnut Ridge, NY. Tickets: $15 plants their powerful medicinal Threefold Community Speech / $9 students and seniors. Please healing powers. Chorus join us for this year’s winter studio With Jennifer Kleinbach program, where eurythmists in the Saturdays, 10:00-11:00am area have been working on solos Threefold Educational Center Spring Block: February 24-May 19 and duets, and will offer a rich array 845-352-2020 x124 Fee: Sliding Scale, $10-$160 for of pieces made up of different [email protected] each block. styles of speech and tone eurythmy. All events listed at This course will meet weekly, www.threefold.org/events building a foundation of choral Uncovering the Voice: A Three- For more information on below speech through exercises and Day Singing Workshop with events, call 845-352-5020 x124 or seasonally themed pieces. Each Christiaan Boele email [email protected]. block can be taken separately, and Monday through Wednesday, February 26 – 28, 2018, School What Ails Thee? culminates in a festival sharing. of Eurythmy, Chestnut Ridge, NY. With Laurie Portocarrero Open to men and women; no Two sessions each day: Session Saturday, January 13, experience necessary! One: 9:35-10:45. Session Two: 9:00am-5:00pm Location: Red Barn Painting Studio, 11:15-12:25. Fee: $100 in advance; Fee: $115 185 Hungry Hollow Rd., Chestnut $125 at the door. Christiaan Boele Can we move beyond our busy Ridge, NY. returns to bring “The School of and preoccupied modern habit Information, and to register: Uncovering the Voice” offering of “HeyhowyadoingFinethanks”? Contact Virginia Hermann at a refreshing, motivating and Can we seek ways to turn the clear [email protected] or 845-352- inspiring approach for the novice light of cool objectivity on our own 5020 x118; or Jennifer Kleinbach at and professional alike. All are soul lives and bring warm attentive [email protected]. welcome! Mr. Boele trained in interest to the human being in the Netherlands and Germany front of us? This deep-winter and is the leading authority in the journey focuses on partner and Werbeck method. pair activities and exercises that J fe revolve around healing interactions amJ Ed T%fe f d E a % T 26 • The Bulletin • January/February 2018 f

E % f e Community Announcements,J continued Stephen F. Oswald The Seminary of The Christian Instructors: Anna Silber, Melissa Community in North America Merkling, Harlan Gilbert, and 845-356-0972 Laura Radefeld Doctor of Chiropractic 7 Carmen Court Chestnut Ridge, NY 10977 For more details and to Fiber Craft Studio register on-line visit www. 845-425-2891 christiancommunityseminary.org. 275 Hungry Hollow Road For more information email info@ Chestnut Ridge, NY 10977 Certified christiancommunityseminary.org. www.fibercraftstudio.org Fascial Manipulation [email protected] Parsifal and the Grail: Instructor The Opera by Richard Wagner Open Studio– With Rev. Bastiaan Baan Fridays 2:00pm - 4:30pm Monday, February 5 - Friday, Come visit us at our Studio 817 Chestnut Ridge Rd February 9 at Orchard House on Friday Chestnut Ridge NY 10977 Topics covered will include: The afternoons to browse, see us at 845-352-7166

Grail and the renewal of the work and experience our unique 80 Fifth Avenue plant-dyed materials. Our yarns mysteries • the theme of Parsifal Suite 1205 and craft kits are available for sale, in the life of Richard Wagner • the New York NY 10011 and we are ready to assist you as Christ Mystery in the composition 212-924-2121 of Wagner’s Parsifal • Rudolf needed. Don’t miss our special Steiner and Richard Wagner • demonstration days, where you study of the leading musical motifs can watch us work and have a [email protected] and practicing choirs. unique hands-on experience. StephenOswaldChiropractor.com Fee: $150, includes breakfast Courses, Workshops, and each day. Location: The Christian Activities: Community Church, 15 Margetts After School Children’s Craft Rd., Monsey, NY. Activities Classifieds 3 Tuesdays: January 16th, 23rd, LAND FOR SALE near GMWS on Sunbridge Institute and 30th 3:30-5pm Gatto Lane in Chestnut Ridge. A lightly 845-425-0055 x20 Needle Felt a Nature Scene wooded and level .95 Acre Buildable

Sunday, February 11th 2-4 pm Lot for a single family home. This light [email protected] dappled property is secluded and

www.sunbridge.edu Valentine Handcrafts for Adults private. $195,000. Call Maiken Nielsen Information / registration for directly at 845-596-8059. Weld Realty, 4 Monday, February 12th 7-9pm J following courses: www.sunbridge. Park St., Nyack NY. Children’s Valentine Craft Session edu / 845-425-0055 x11 / info@ Tuesday, February 13th 3:30-5pm sunbridge.edu 2018 One-Year Course: Understanding Classroom Sheep to Shawl—a year-long Parent/Faculty Dinner Management course in Artistic Fiber Arts with a lecture by Jack

A pedagogical leadership Exploring Fiber Transformation Petrash following

workshop on how to create a and Deepening our Experience of d

healthy learning environment Tuesday, January 30

Color Jack Petrash Saturday, January 27 Understanding January-December, 10 Saturdays: m Instructors: Anna Silber and Karen Waldorf Education, Crandall Jan. 27, Feb. 17, Mar. 10, Apr. 7, May 5, Jun. 9, Sept. 8, Oct. 13, Part 1, A Focus on Waldorf Weekend Nov. 10, Dec. 8 Lower & Middle Schools An experiential workshop on the 9am–5pm with lunch break foundations and fundamentals Retired Washington Waldorf School Tuition: $995 includes materials teacher, author, and TEDx Speaker Jack of Waldorf Education from early Petrash is an experienced Class Teacher, childhood through high school J an engaging thinker, and a beloved guest J fe Friday evening, January 26 - at Green Meadow. He is the author of Ed Saturday afternoon, January 27 Understanding Waldorf Education andJ e f E a severalE other books. % a T am J d e f d % T T%f T% a Edfe m f f m The Bulletin •f January/February 2018 • 27 Front cover: Sixth grade play. Image courtesy of Fernando Lopez. Above: The Year in Review. Images courtesy of Fernando Lopez, Tim Lee, and Hiromi Niwa. Important Dates J %Friday, January 12, 6 - 9pm: Alumni/Varsity BasketballT %Games Monday, January 15: NO SCHOOL (Martin Luther King, Jr. Day) a Friday, January 19, 7:30pm: HS Poetry Evening E Wednesday, January 24, 7:30pm: Parent Council Meeting (Open to All Parents) f Wednesday, January 24, 7:30pm: Senior Eurythmy Solos Friday, January 26 - Saturday, January 27: Friendship Games (MS Basketball Tournament) Tuesday, January 30, 6 - 9pm: Parent / Faculty Dinner and Community Education Evening with Jack Petrash: Understanding Waldorf Education Wednesday, February 7, 7:30 pm: MS Talent Show Thursday, February 8 - Friday, February 9: NO SCHOOL (Parent-Teacher Conferences) e Friday, February 9 - Saturday, FebruaryJ 10: HS Basketball TournamentJ (Kimberton, PA) f Monday, February 19 - Friday, Februarye f a 23: NOd SCHOOLE (Mid-wintera E Break) d TFriday,% March 2, 7:30f pm: HS Talent Show m f % T

307 Hungry Hollow Road www.gmws.org Chestnut Ridge, NY 10977 8 Printed locally on 100% recycled paper 845.356.2514 28 • The Bulletin • January/February 2018 Under the Big Top A Benefit for Athletics, Movement & Games Saturday, March 24, 2018 7-11pm Location: The Gymnasium Join us for: Circus performers Carnival Games Live Music and late night DJ sets Wine Bar & Craft Beer Pub Dinner by the bite Dessert Buffet Online Auction

Tickets $50 We welcome sponsors, auction & in-kind contributions, and volunteers. For additional information, contact: Lynne Wu, Director of Development [email protected] | 845.356.2514 x304

Tent illustration by Deborah Grieder, Class of 2017. illustration by Deborah Grieder, Tent Lohss. Juggler illustration by Averi www.gmws.org/benefit Ways to Support the Athletics, Movement & Games program Become a Sponsor

NAME(S) AS YOU YOU WISH IT (THEM) TO APPEAR ON EVENT MATERIALS M Presenting Sponsors/Sapphire: $5,000 Large sign at entrance, large logo on GMWS website event page, 12 tickets to the event. M Platinum Sponsors: $2,500 Large logo on sign at entrance, large logo on GMWS website event page, 8 tickets to the event. M Emerald Sponsors: $1,500 Medium logo on sign at entrance, medium logo on GMWS website event page, 6 tickets to the event. M Gold Sponsors: $1,000 Small logo on sign at entrance, small logo on GMWS website event page, 4 tickets to the event. M Silver Sponsors: $500. Small logo on GMWS website event page and signs, 4 tickets to the event. M Bronze Sponsors: $250. Name or business listing on GMWS website event page and signs, 2 tickets to the event. Buy Tickets M Single Ticket: $50 M Sponsor a Friend or Teacher: $50 M Patron Ticket: $100 Make an In-Kind Donation • Auction items, food, beverages • See online form: www.gmws.org/benefit or contact the Development Office, 845.356.2514 x301 or 304 Remember to shop our online Bidding for Good Auction starting March 1 • www.biddingforgood.com/greenmeadow Become a Volunteer • Contact Lynne Wu ([email protected]) to learn about specific opportunities to support the Benefit (prior to and on the day of) Make a personal pledge • Fill out this form, visit www.gmws.org/benefit, or call the Development Office to discuss

PAYMENT OPTIONS For Tickets, Sponsors, Cash Donations, go to: www.gmws.org/benefit or fill out: M Please invoice me at the following address:

NAME

ADDRESS

CITY STATE ZIP M Check enclosed M Charge my credit card:

NAME ON ACCOUNT

CARD ACCOUNT NUMBER EXP. DATE SEC. CODE Please share your preferred contact information:

PHONE NUMBER OR EMAIL

Please submit this form to the Development Office: Green Meadow Waldorf School, 307 Hungry Hollow Road, Chestnut Ridge, NY 10977 Please contact Lynne Wu ([email protected]) or Averi Lohss ([email protected]) with any questions. 845-356-2514 x304 or x301 Thank you for your support of Green Meadow Waldorf School! TOYS • CRAFTS • GIFTS • ART • CLOTHING • BOOKS Vendor Hall 2018 Waldorf Early Childhood Educators Conference

Open to the Public Featured vendors include: WECAN Books Friday, Feb. 9: 3 - 6:30 PM * * AE Wooden Toys Saturday, Feb. 10: 10:45 AM - 6:30 PM * Brandon John Luthiery * Carapace Farm & Flowering Heart Puppetry * CottageGardenFibers Green Meadow Waldorf School (Gym) * Fellowship Community * Going Gnome 307 Hungry Hollow Road * Heavenly Hues Chestnut Ridge, NY * IASWECE * Mimi’s Designs * Natasha deCastro * Organic Pura Natura Skincare * Pear Tree Studio Purple Hummingbird Woolens For further information * * Q’ewar Dolls contact Andrea Cooper at * Steiner Books [email protected] * The Eurythmy School * Waldorf Publications * Warmth and Weather * Wee Things Fiber Art * * Wynstones Press

DOLLS • YARN & FLEECE • WOODWORK • MORE! 3 2/1

All Information deemed reliable but not guaranteed. Each Office Is Independently Owned And Operated. If your property is listed with a real estate broker, please disregard. It is not our intention to solicit the offerings of other real estate brokers. We are happy to work with them and cooperate fully.