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Waldorf News
How Children Play: Hasbro Asks a Waldorf Teacher
February 28, 2016
Hasbro is a leading global play products company based in Pawtucket, Rhode Island, with many well known brands, including Play–Doh, Transformers, Scrabble and My Little Pony. Most of us will remember games such as Monopoly and Candy Land from our own childhoods, but Hasbro has since added a new generation of electronic toys and digital gaming , and continues to look for new ways to play. Meadowbrook Waldorf School alumna Ceileidh Siegel is currently the company’s Director of Imbedded Innovation and leads a team working on design ideas intended for production 3-5 years from now. Ceileidh says her job is a mix of the Tom Hanks role in the movie Big, where a 12 year old wishes himself into an adult body then lands his dream job of professional toy tester, mixed with Shark Tank, the television show that ruthlessly investigates the viability of new product ideas. In 2015, Ceileidh’s team hosted a Hasbro "Summer Camp" focusing on the reinvention of two core brands. Her group worked with members of the company’s Marketing, Design, and Engineering, teams with the intention of providing timeless favorites, Baby Alive™ and FurReal Friends™, with a timely new twist. These lines feature play characters for young children that encourage patterns of role play and imagination. As a foundation for their work, Ceileidh felt that an in depth perspective on children’s innate need for play was essential for the group. She particularly wanted them to understand the importance of nurturing role play and what it brings to the developing child. Having experienced play–based Waldorf education at Meadowbrook from early childhood until graduating from grade 8 in 1997, she decided to invite MWS kindergarten teacher Su Rubinoffto share her expertise with the Hasbro group. Su has worked with children for more than 40 years and holds a Master of Science degree in remedial education. She has devoted many years to the study of child development, investigating the connection between sensory and academic learning. More »
Student flipping house for senior project
February 20, 2016
POTTSTOWN, PA--When Hannah Wolfram, a senior at Kimberton Waldorf School, was trying to come up with an idea upon which to base her senior project, she decided to defy expectation. "Anything performance-based was kind of what the expectation was," Wolfram said. "I decided I'd go out on a limb and do something I had never done before that was completely unexpected." A lover of the performing arts who enjoys contributing her singing and acting talents to the private school's theater productions, Wolfram decided she wanted to take on the challenge of flipping a house as the focus of her project. More »
Benefits of a Biodynamic Education: Students at High Mowing School uncover more than just science lessons from horticulture study
February 8, 2016
Abbot Hill in Wilton, New Hampshire, is home to High Mowing School, a Waldorf boarding high school, and Temple-Wilton Community Farm, one of the first biodynamic community supported agriculture (CSA) programs in the U.S. Also nearby is the Yggdrasil Land Foundation, an agricultural land trust committed to protecting biodynamic farmland. The result of such close proximity has been an extraordinarily collaborative project between High Mowing, which purchased farmland adjacent to its campus, and Yggdrasil, which purchased the conservation easement rights. The protected land is now used by the school, and is also leased to Temple-Wilton to support its grazing and feed needs. In the midst of all this activity, Brad Miller, a biodynamic farmer turned teacher at High Mowing, developed an innovative horticulture program that engages students in the many facets of stewarding land while learning life lessons from it. Katrina Steffek, RSF’s chief operating officer, spoke with Mr. Miller about what his students gained in their study of diversified and balanced farm ecosystems. More »
How Does School Wound? Kirsten Olson Has Counted Some Ways: Dr. Kirsten Olson’s interviews identified seven kinds of school wounds
February 1, 2016
Wounds of creativity: School stifles creativity. This is perhaps the most obvious wound of school. Students' own passions and interests are generally ignored. Students' unique, creative ways of solving problems and their outside-the-box answers to questions, which fail to match the teachers' answer sheets, are not understood and are graded as wrong by busy teachers. Rote learning and tests that have one right answer for every question leave no room for creativity. Olson's informants who went on to live creative lives apparently did so despite, not because of, schooling. They had to recover or rebuild the creative spirit that had been so natural to them before starting school. My own guess is that altogether too many others rarely think about creativity once they have lost it in school; they may not even notice this wound. And then there are those who remain creative in those realms that school doesn't touch, but become uncreative in the realms covered by the school curriculum. How many people have totally lost mathematical creativity because of the ways it was taught in school? More »
A different kind of eighth grade trip
January 26, 2016
Deer Hill Expeditions creates opportunities for meaningful 8th Grade class trips for Waldorf schools by facilitating real and genuine challenge in beautiful landscapes. Whether it’s the fun and adventure of a rafting expedition, or the uniqueness of an introduction to life in the Navajo Nation, or both, participants on Deer Hill programs have the chance to find their strengths in real experiences. Waldorf School of Orange County teacher, Miriam Whiteley, put it best in a letter to Deer Hill after an expedition designed for her 8th Grade class. More »
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