Waldorf Kelip-Kelip

Extra Lesson™
The lack of complete growth and development in a student will hinder him or her ability and capability to learn. The Extra Lesson™, developed by Waldorf educator Audrey McAllen, corresponds to the needs of this group of students. Its programme involves movement, drawing, and painting exercises for students with learning and/or behavioral challenges. The Extra Lesson™ also serves as a supportive programme for teachers who are interested in strengthening their understanding of child development, and would like to learn more practical pedagogical approaches for their daily classroom work.

 

Eurythmy
Eurythmy is a dance-like art form in which music or speech is expressed in bodily movement, whereby specific movements correspond to particular notes or sounds. It is also commonly known as the “visible speech” or “visible song”.

Eurythmy is a part of the curriculum of all Waldorf schools. Children respond to its simple rhythms and exercises which help them strengthen and harmonize their body and their life forces; later, the older students work out elaborate eurythmic representations of poetry, drama and music, thereby gaining a deeper understanding and appreciation for composition writings they are exposed to in class.

 

 

Eurythmy also strengthens physical coordination and enhances the listening ability amongst children. When children experience themselves like an orchestral instrument while keeping a clear relationship in space with each other, thus a sense of social proximity is formed.

Eurythmy is usually taught by a specialist who has been professionally trained in eurythmy for at least four years. In addition to pedagogical eurythmy, there are also therapeutic (“curative”) and performance-oriented forms of the art.

In Waldorf Kelip-kelip, eurythmy is taught once or twice a year by teachers from overseas.

 

Handwork
In this age of technological era, machines have taken over human being’s duties of making and producing daily necessities such as foods, clothings, household utensils, furnitures and other articles that are doable by human hands.

In a way, mass production has handicapped and blinded human beings – we no longer take interest in the working mechanism behind something; an object is merely an object which serves a purpose, and therefore we use it with soulless ingratitude.

Rudolf Steiner, the founder of Waldorf Education, observed that when handwork curriculum is removed from being a part of education, something is lost. This realisation reaffirms handwork curriculum as an important aspect in Waldorf Education.

In most Waldorf schools, handwork includes, but is not limited to, knitting, crocheting, hand sewing, embroidery, cross-stitching, felting, paper crafts, patterns design and machine sewing. These handwork activities promote hand-eye coordination, creative expression, mathematical and social skills.

 

 

These simple activities are the foundation for a sense of self reliance. At the same time, they also create an unconscious pool of knowledge which can be drawn from when later subjects such as physics, geometry, mathematics and science are introduced.

At Waldorf Kelip-kelip, first graders learn how to knit – basic skill uses both right and left hands; it imbues young children with steady and calming inner rhythm. Second/third graders will learn crocheting, a skill focuses on developing the cildren’s dominant hand (the one used for writing). Cross-stitch is paramount to fourth graders as these children begin crossing over from childhood to adolescence. Fifth grade is devoted to knitting in the round which almost always includes socks but can also include mittens or hats. It is a three dimensional, mathematical activity leading up to critical thinking in the middle school. Long-term hand-sewing projects involving concepts, patterns, and mathematical computations are usually introduced in sixth or seventh grade. The eighth graders will learn machine sewing, which perfectly integrates the student’s study of Industrial Revolution.