University of Massachusetts Boston ScholarWorks at UMass Boston Critical and Creative Thinking Capstones Critical and Creative Thinking Program Collection 9-1984 Awakening Creative Behavior: Contributions from the Rudolf Steiner Method Carla Thersa Mattioli University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/cct_capstone Recommended Citation Mattioli, Carla Thersa, "Awakening Creative Behavior: Contributions from the Rudolf Steiner Method" (1984). Critical and Creative Thinking Capstones Collection. Paper 196. http://scholarworks.umb.edu/cct_capstone/196 This is brought to you for free and open access by the Critical and Creative Thinking Program at ScholarWorks at UMass Boston. It has been accepted for inclusion in Critical and Creative Thinking Capstones Collection by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. AWAKENING CREATIVE BEHAVIOR: CONTRIBUTIONS FROM THE RUDOLF STEINER METHOD A Thesis Presented By Carla Theresa Mattioli Submitted to the Office of Graduate Studies University of Massachusetts, Boston in partial fulfillment of the requirements for the degree of MASTER OF ARTS IN CRITICAL AND CREATIVE THINKING September 1984 . AWAKENING CREATIVE BEHAVIOR: CONTRIBUTIONS FROM THE RUDOLF STEINER METHOD A Thesis Presented b y Carla Theresa Mattioli Approve d as to sty le and content by: Dr. Detores Gall of Committee a r tz , Direc r Critical a n d Cr eat i ve Thinkinp P ro g ram ii PREFACE In my efforts to understand the fundamental elements of Rudolf Steiner's (Waldorf) Educational Philosophy for the purposes of writing this thesis, I realized early on that the process of attaining such understanding would necessarily require much more than reading and comprehension on an abstract, intellectual level. In order that I might experience the principles of Waldorf Education in motion, as they were designed to be experienced, I would need to immerse myself into the experience of the arts and self­ study with my mind, physical body and emotions, as well as to read and study the works of those who understand Waldorf Education. My role as researcher, then, required that I become a participant-observer, in order that I might explain Waldorf Education through my own personal involvement and experience. My research exploration included visitations at a number of Waldorf Schools in the New England area, to observe first, sixth, eighth grade and high school classes. Subjects ranged from Geometry and Music to Bookbinding, Weaving, American Studies and Woodcarving. I was also able to conduct informal interviews of Waldorf students, parents and teachers during my travels. In addition to visiting schools, I participated in quite a number of workshops and seminars designed for Waldorf iii teachers and parents, some of which included: "Developing the Twelve Senses of the Child" with Ingo Maier, an expert in Curative Education; "Awakening to the Soul Mood of Summer" which incorporated practice in the areas of eurythmy, watercolor painting, clay modeling, speech and exercises in Goethean observation of self and nature; workshops and classes on practicing the art of story­ telling and exploring watercolor painting in the Waldorf School tradition with Nancy Mellon, a Lexington Waldorf School teacher; and another seminar on story-telling which involved readings and discussions and creating adaptations of selected fairy tales of the Brothers' Grimm collection. In addition to workshop participation, I have also attended festivals at the Waldorf School, musical and eurythmy performances and lectures by visiting specialists in the field of Waldorf Education. On the physical labor level, I've helped with the interior wall-painting of a classroom while learning the techniques of "lazuring" - a special kind of layering of wall paint colors to achieve a certain aesthEtic effect, By participating in these workshops and various events, I have been very fortunate to have met a number of extra­ ordinary individuals who have inspired me with their wisdom, knowledge about children and capacity to share their insights into the work of Rudolf Steiner. iv I did feel, after involving myself on the physical, and emotional as well as intellectual levels with the exercises designed in the Waldorf tradition that this work allowed a new clarity to unfold in my understanding of the works of Rudolf Steiner. I also watched my writing become richer with additions and connections made possible through my own personal integration of the information. This thesis is designed to honor the work of those artist-teachers who are dedicated to Waldorf Education. Amidst the type-written pages, I have tried to maintain a visual component and bring a sense of balance, rhythm and color to the wholeness of this project. V TABLE OF CONTENTS Chapter I • UNDERSTANDING CREATIVE BEHAVIOR: A PRESENTATION OF THE KLEIN MODEL •••••••••••• 1 II. PHILOSOPHICAL FOUNDATIONS AND ASSUMPTIONS OF WALDORF EDUCATION ••••••••••••••••••••••• 15 Steiner Philosophy: History and Context Stages of Child Development According to Steiner - In Relation to Other Theories Qualities of Balance and Rhythm Sense of Continuity The Role of the Waldorf Teacher III. WALDORF EDUCATION: AWAKENING CREATIVE BEHAVIOR IN FOUR DEVELOPMENTAL SKILL AREAS ••• 53 Developing the Skill of Perceiving Developing the Skill of Intellecting Steiner's View of the Intellect Klein's Definition of Intellect Ways of Knowing According to Steiner Waking, Dreaming and Sleeping The Role of Non-Conscious Spheres in Knowing and Creative Production Imagery and Knowing How Knowing Develops Over Time According to Steiner Development of the Child's Conscious­ ness as Facilitated by the Waldorf History Curriculum (Grades 1-8) The Teachers' Role in the Development of Consciousness How Does Waldorf Education Support the Klein Model of Intellecting? Development of the Intellect through Art Developing the Skill of Feeling/Valuing Reverence for the Child The Experience of Color Storytelling and Drama Integration of Values into Waldorf Ed­ ucation Developing the Skill of Responding Responding and the Will Development of the Will According to Steiner Development of the Social Will and Social Responsibility vi TABLE OF CONTENTS Chapter IV. APPLICATION OF WALDORF METHODOLOGY: SAMPLE LESSON DESCRIPTIONS .•••.••...•.•...•. 125 Developing a Unit Theme: Begin with the Child The Rhythm of Lesson Planning The U.S. Presidency: Unit Theme Objectives and Organization for Relevance to the Eighth Grader Sample Lesson Descriptions . Additional. Ideas. for. InterDisciplinary. Connections FOOTNOTES 143 SELECTED BIBLIOGRAPHY ••...............•....••.•..... 151 vii LIST OF TABLES 1. Klein Model: Matrix of Contents and Modes •••••••••• 11 2. Klein Model: Matrix of Contents and Processes •••••• 12 3. Klein Model: Skills Related to Creativity •••••••••• 12 4. Stages of Child Development According to Rudolf Steiner •.••••••••••••••••••••••••••••••••• 30 5. Waldorf School Weekly Timetable - Grade Five ••••••• 32 6. Waldorf High School Weekly Timetable ••••••••••••••• 32 7. Sample Waldorf School Block Schedule - (Grades Nine through Twelve) ••••••••••••••••••••• 33 viii LIST OF FIGURES 1. Klein Model of Creative Behavior ...••.••••..•• 11 2. The Four Temperaments and the Corresponding Seasons, Elements and Colors (Rene Querido) .. 37 3. Diagram of the Twelve Senses (Eileen M. Hutc hins) . 56 4. Form Drawing Sample - First and Second Grades ..•.....•.......•..................... 83 5. Form Drawing Sample - Fourth and Fifth Grades ...................................... 84 6. Form Drawing Sample - Historical Designs ..•... 85 ix C H A P T E R I UNDERSTANDING CREATIVE BEHAVIOR : A PRESENTATION OF THE KLEIN MODEL One may i magine crea t ive be h avio r as a floweri n g plant wh ose f l owers , leaves , stem, roo t s a nd soi l are being exam- i n e d i n o r d e r t o f i n d o u t h o \v i t g r o ws • The result of one's search , of co urs e , depends on t h e part or parts or the plant o n c hooses to examine or the part of the flowe r ing process one ls attentive to . Some theorists see creative be h avio r as a function of certain thinking a bi lities , ot h ers see j t as a way of acting to transform the envi r onment , and stilJ ot h ers see i ts roots in t h e ind id ivual ' s a b ility to overcome ce r tai n e motio n al , pe r cep tual o r c u lt u ral b l ocks . Th e essen- tial questio n is , pe r haps , how may we t ole r ate wh at at first seems to be such co mp l exi t y , such chaos an d disorde r i n wa n t - ing to understand c r eative behavior? How may we h old i n our mind ' s e ye, t h e whole of this f l owering plant in or d e r to acknowledge its patte r ns and understand its depths? Rona l d D. Klei n' s recent model of c r eative behavior bri n gs us closer to answe r ing s u c h a question . Kl ein ' s mode l was begun as pa r t of his Doctoral Dissertatio n o n '' Evolving Creative Behavior tt and continued in h is article called " An Inquiry into the Factors Related to Creativity ", and it succeeds in synthesizing elements from multiple theories 1 2 1 and research conclusions about creativity. In this way, it presents a balanced, multi-faceted conception of the factors relating to creative behavior. Due to its compre- hensiveness, Klein's model will be used as the major lens through which this thesi s will focus on Waldorf Education's contributions to promoting creat i ve behavior in children. In order to appreciate the foundations and depth of the Klein model, it is first necessary to describe some of the prominent theories of creativity on which Klein's model is based. A great deal of introspection, exploration and scientific research has gone into the attempts to isolate and define creative behavior.