Learning from our surroundings is a core method in Waldorf Education. In the first years of childhood, Education focuses on learning from imaginative stories and the contact with the natural world. By the time third grade is reached, the child goes through an important developmental phase, the Rubicon or an awareness of a more detached form of existence. As Rudolf Steiner explained:
“At the moment around the age of nine when the Self awakens, the human being separates himself from his natural surroundings, and is now on the way to being able to make objective comparisons between natural phenomena.” (Steiner 1998, p. 173)
The Rubicon
In Ancient history, the Rubicon was the river that separated the Italian heartland from the Roman Province of Gaul. In the year 49 BC, Julius Caesar crossed the Rubicon with his army in spite of the opposition of the senate, which had the connotation of being an irreversible action. Due to this important step during the Roman Empire, Steiner used this event as a metaphor to explain the crucial step on child development. Caesar iconized this ‘no point of return’ statement with the words: “alea iacta est” (“The die is cast”).
Caesar crossing the Rubicon, 49 BC Image Credit: Lanmas / Alamy Stock Photo
Waldorf Curriculum
With the deepened sense of self comes a higher state of awareness of the natural world. Hence, the suggestion by Steiner to bring curriculum related to our local surroundings. It is during third grade that we study geography lessons observing the surroundings. Lessons start by analyzing the location of the self in relation to near areas. The first lesson centers the location int the physical classroom. Then it progresses to the location in relation to the school, town, city and later to larger geographical areas.
Third Grade
On the same context, the curriculum centers the attention on the local surroundings and how things are made near our local place. Third grade Waldorf curriculum is built around this exposure to the local surroundings and jobs. Language and social studies include teachings of handicrafts, professions, farming as well as building and shelters.
Lesson Suggestions
The child at this age is able to make comparisons and develops the ability to form concepts. In learning from our surroundings, Steiner gave different examples of appropriate lessons for this grade:
“You have seen how we make free use of familiar things
from the immediate surroundings for our independent instruction
in general knowledge. In the third grade, when the children
are going on nine, it is quite possible for this instruction
to provide them with an idea of how mortar is mixed, for
instance—I can only choose a few examples—and how it is
used in building houses. They can also have an idea of how
manuring and tilling are done, and of what rye and wheat look
like. To put it briefly, in a very free way we allow the children
to delve into the elements of their immediate surroundings
that they are capable of understanding.”
(Rudolf Steiner – First Lecture on the Curriculum – Sep 1919)
Farming and field preparation at GWS
Handicrafts and Building
In Waldorf Schools, the study of Handicrafts and Building culminates with a practical project in which the class builds a structure for the school. This project takes into consideration the local culture, learning from our surroundings concept and the specific needs of the school. The teacher decides with the class the best project such as: a picnic table, a bench, a swing, a fort, a tree house, etc.. The third grade project generally uses local materials and applies measuring skills and conversions learned in math lessons.
I had the pleasure to participate in several of these projects with my third grade classes at GWS Waldorf Inspired School in Costa Rica. Likewise, I have seen some beautiful projects completed at other Waldorf Schools. The process the class goes through is very rewarding.
Adding posts to the groundCarrying the teak postsSecond post for the base structureBuilding a swing set with the third grade at GWS
Swing Set
This month in Perez Zeledon, Costa Rica, at Rise Waldorf School the children from the mixed-age grade class built a swing set with their main teacher and a volunteer parent.
The swing set at RWS was the first project made by the grade class; once completed, the children felt a great sense of accomplishment. At the end of the day, the class was so happy to share the swing set playing time with the kindergarten class children.
A fun craft to do during Easter week or anytime in the Spring. This craft is appropriate for any children ages 2+. It uses a few natural materials. It is preferable to choose a tissue paper that is colorful and strong. The colors turn out beautiful and bright.
Gratitude is a feeling we cultivate in children since they start communicating. Prompting them to say the magic word or to be polite in their interaction with us and others are a few ways to encourage thankfulness. During a special time or a holiday, cards are a wonderful way to express our gratitude, love or caring. As we start the new year, making crafts with our children or the children we teach is fun and enhances values that will remain with them. Empathy and showing our feelings for others are part of these values that are cultivated when we make a birthday, holiday card or write a thank you note.
Fine Motor Skills
Besides being a fun activity and a wonderful way to foster good values, a craft with younger children stimulates their fine motor skills and artistic abilities. In Waldorf schools, this premise is observed in all daily activities: Academic lessons with crayon and pencil drawings, painting, crafts, foreign language lessons, circus arts, and more. Below are a couple of crafts that will bring joy to your classroom or family free time. I recommend this craft for all ages, but variations for pre-k children are suggested. I hope this brightens your crafting time.
Disclosure: These verses have been shared by different unknown sources. We give credit to anyone who posted them originally from Rudolf Steiner lectures. “Faithfulness” art was created by GWS Inspired and “A verse of our time” was created by an unknown source.
Martinmas is one of the most beloved festivals celebrated for many centuries around the world. On this special day, November 11th, is the feast of Saint Martin, where in Waldorf Schools we turn our thoughts and faith to Saint Martin of Tours. Martin was a Roman soldier born in Hungary. He was the son of an army veteran who moved with his family to Italy early on. At the age of 15 he was already wearing a military uniform. For more than 15 centuries he has been remembered due to his actions while he was a young man serving in the Roman Empire military in Gaul (now Amiens-France).
In many cities around the world, the Saint Martin story is told around the second week of November and he is venerated for his actions of compassion and care for the less privileged. The story tells:
“One very cold winter’s day, Martin was riding his horse with his troop and on the way he met a beggar on the road who was shivering cold and half dressed. The troops that were riding with him passed the poor man but Martin stopped, and as he had nothing else to give the man to provide warmth, took out his sword and divided his mantle in two, and gave half to the beggar. That night he saw in a dream that Jesus Christ appeared to him dressed in the half mantle that he had given to the poor man and he heard him say: “Martin, today you covered me with your mantle.”
Watercolor paper for lanterns
Lanterns with translucent paper
This week of November we remember Saint Martin and his brilliant light. The date of Martinmas coincides with Veterans Day in the United States which came from Armistice Day. 11/11 was the day WWI ended, a significant day of peace. In numerology, 11 is a magic number. Hence, we can create some of this light coming out of darkness for the children by making paper lanterns or any other creative material lantern and carrying our little light into the darkness making our own magic and awe for the young child.
As we near this day, we have the opportunity to experience our own interior light in the middle of the darkness. In places such as the ones in the Northern latitude in North America this darkness is getting more pronounced as we approach winter. In tropical places, such as countries in Central and some in South America, the rain is still lingering but soon the light will be stronger. To offer our light and share it with others is a spiritual will, proper of this celebration. We welcome you to join in and bring that light on a walk at night around your garden or a place that you treasure, as recognition and love to nature and our surroundings, where we turn for silence and comfort.
Songs and Poems in Martinmas:
I go outside with my lantern Yo voy con mi farolillo
I go outside with my lantern Yo voy con mi farolillo
My lantern goes with me y mi farolillo conmigo
Above the stars are shining bright arriba brillan las estrellas
Down here on earth shine we y abajo brillamos nosotros
So shine your light through the still dark nighty si hace frío nos vamos a casa
Labimmel labammel la boom con nuestro pequeño farol
My lantern Farol
My lantern, my lantern Farol, farol
Sun and moon and stars Estrella, luna y sol
Put out all your light Se apaga la luz
Put out all your light Se apaga la luz
That my lantern can truly shine bright menos la de mi farol
Arde lucecita
Arde lucecita, iluminanos, proteger te quiero con todo mi amor
October 12, Cultures’ Day, is a the day of heritage and culture embraced in many parts of the world. It is a celebration in many Waldorf schools, especially in American schools. Before sharing how we celebrate this day in schools, it is worth mentioning as part of history how the recognition of this day originated and its name change.
Name Origin
The different countries in America and Europe have renamed the originally celebration of Columbus Day to different names, the first one being “The day of the Race (Dia de la Raza)”. However, throughout the past 100 years, this celebration has adopted many different names.
The celebration of Columbus Day as the discovery of America was considered inaccurate. The commemoration of this event in history was celebrating the American resistance and the converging of cultures. The message of the discovery of America by a ruthless colonial oppressor or conqueror who enslaved the indigenous people was not pleasing. Several States in the US have toppled Columbus’ statues, including Virginia, Maryland and Massachusetts. Columbus was far from a hero but his discovery was crucial in the merging of Europe and the Americas. Hence, Italians focus on his qualities of ingenuity, resilience and courage, still holding Columbus in high esteem. [Washington Post, Oct 2020]
Other Names
Irrespective of the opinions about Columbus, the focus on the impact of this discovery in America and the exchange of culture around the world prevails. Several countries and states in the United States first adopted the name to “Dia de la Raza” or Day of Race. Many countries later renamed it since the term “race” may have sounded a bit harsh, offensive, or discriminatory. The new names given to this National Day of October 12th vary around the world. In Spain, the name of the holiday is “El día de la Hispanidad”, or Day of ‘Spanishness’. Its celebration began in 1892 as National Spain Day. [El Mundo, Oct 2022]
In Latin American countries, the names differ. To name a few: in Argentina “The Day of Respect for Cultural Diversity”; in Nicaragua and Venezuela “The Day of Indigenous Resistance”; in Chile “The Day of the Encounter Between Two Worlds”; and in Costa Rica “The Day of the Cultures”. Even though the names are different in several countries, the message is the same. It is a day of celebration of the birth of a new identity and the fusion of Europeans with indigenous people.
What is this celebration?
This celebration of cultures is meaningful and visible in many countries and communities that have diversity of nationalities and backgrounds. Hence the day of culture, as the name in Costa Rica, is very descriptive of a time to share and embrace each other’s origins.
In Waldorf schools, particularly at GWS in Costa Rica, children and teachers brought different cultural items to share. Children will show and tell during class or share with the entire school. These items ranged from a drawing, a map, an outfit, a song, a dance, or a delicious dish from their country. During this week, we would prepare the children singing or reciting poems with a clear message of welcoming and cherishing our community and fellow residents.
As a teacher in the primary grades, I made dishes that originated from Ecuador, Brazil, and Argentina which I enjoyed growing up. For instance, my students made in class Pan de Yuca, a favorite Ecuadorian snack accompanied with yogurt smoothies, and a favorite also in Brazil – “Pão de Queijo”. This is a simple recipe that makes a quick dish in a lesson to practice math and social skills. If you feel like bringing a dish from another country into your class or family recipes, I share here a couple of recipes that are sure to bring smiles to children as well as adults. I hope you have a wonderful time celebrating this week with your family or community. Enjoy!
Put the flour and salt in a food processor, mix well.
Add the butter, and mix again.
Add the egg yolk and milk in small amounts, mix until small balls of dough begin to form.
Shape the dough into a ball and chill in the refrigerator for about 30 minutes.
On a floured surface, roll out the dough to a thin layer.
Use a round bowl or mold to cut the dough into circles about 4 inches of diameter for the empanadas. Roll them again flat once cut to make them thin.
To make the filling:
Heat the butter on a pan with the onions. Cook the onions until translucent.
Mix the meet in a bowl with all the spices and ingredients except the olives and eggs.
Add the meet and spices to the pan with the onions. Cook throughly and set aside.
Let the meet cool before mixing the olives and eggs.
Take the circles of dough and put about 1 to 2 spoons of filling on them leaving enough dough to close the empanadas.
Close each empanada making small folds creating a border. Use the egg white to seal the border.
With a small brush apply egg yolk to the top of the empanadas to create a shine.
Place the empanadas on a baking sheet prepared with a parchment paper lining.
Bake empanadas for 25-30 minutes.
Let them cool on a rack for 10 minutes prior to serving.
Empanadas could be made with any filling of your preference. Another favorite filling is cheese. You may add any soft cheese such as mozzarella or Swiss cheese. Follow the dough recipe and just add a scoop of shredded cheese and fold the empanadas per the instructions. This appetizer, especially the one with beef filling, is very popular in South America and Central America.
-2 cups yuca flour or tapioca flour (other names are cassava starch or tapioca starch) -4 cups grated mozzarella cheese can also use half mozzarella & half other soft cheeses as mexican mix -1 tsp baking powder -Pinch of salt -1 stick of butter 4 oz at room temperature -2 large eggs -2-4 tablespoons of water
Instructions
-Pre-heat the oven to 500°F. -In a food processor or bowl, place the yuca flour, cheese, salt and baking powder. Process well until combined. Add the butter and eggs slowly while food processor is running or mix with a wooden spoon. If the dough is too dry, add slowly the water with a spoon until the consistency is soft but not too wet. Knead the dough with your hands in the bowl or mix well with the spoon. -Make small balls about 1-1.5 inch width and set them on a baking sheet lined with a parchment paper. -Bake immediately or store in the fridge until ready to bake. If time allows, chill in the fridge for about 30 minutes before baking. -Once the oven reaches 500 F, turn on broiler, place the breads on the middle rack and bake until the breads turn golden brown, about 5 minutes. Turn and bake for 2 more minutes. You may also pre-heat the oven to 400 F and bake for 5 minutes and then turn on the broiler for 5 more minutes. Depending on the oven, time may vary. Serve warm.
