Morning Circles
Class
1
Statement of Intent
Morning circle is important for supporting the arrival of the child at school and preparing them for healthy social interactions and readiness to learn.
Through purposeful, social and integrated movement, we seek to support the incarnation of the child. Movement is brought through verse, rhythm and song to integrate the feeling life with the will force.
Gaining fine- and gross motor control can assist the development of the children’s sense of movement, balance and spatial awareness, and thus support their sense of well-being and inner equilibrium.
Movement activities in the Morning Circle and Main Lesson will help to create a healthy balance between thinking, feeling and willing.
In Class 1, there is an emphasis on learning through 'doing'.
Experiences
A carefully planned morning circle programme will support the children’s incarnating process. Movement in general and imitative movement in particular remain a very important part of their learning, both social and academic.
The teacher should consider a Morning Circle sequence which allows the children to enter into their bodies in a rhythmical, health-giving way.
Activities to integrate the vertical midline, strengthen laterality and develop dexterity, spatial orientation and coordination will all be introduced within a structure that has a healthy, calm rhythm.
Songs, chants and rhymes that accompany skipping, clapping and beanbag games, help the child to integrate the feeling life with the will force.
Movement as and within a circle (e.g., beanbag passing, circle dances) is a powerful tool for creating a healthy class bond. Children experience themselves as an integral part of the group, with their own task (and challenge) yet also relating to everyone else. While the social learning is implicit, the children experience the group’s cohesion strongly, and foundations laid in Class 1 can be a great support through the process of differentiation which they will meet in years to come.
Area games (e.g., chasing games) are similarly powerful – classes that play well are often also very aware and generally accepting of each other’s strengths and weaknesses.
Games played in Class 1 are best described out of a story context (see above). Playing within the security of the group is very important at this age, and the teacher needs to carefully judge how far the children can be drawn out from safe places, for example in chasing games.
Sports are best kept for when the children have passed the 9-year-old threshold in Class 3
Types of Activities
Willing: Ring games, skipping, stepping, clapping, dancing etc.
Feeling: Singing, acting (miming), exercises from Eurythmy (discuss with Eurythmist) etc.
Thinking 1: Concentration exercises, playing instruments, mental arithmetic, spelling exercises
Thinking 2: Recitation, speech work
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
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Comfortable familiarity with their physical bodies
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Consolidating dominance and integrating the vertical midline
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Developing spatial awareness
-
Developing inner mobility
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Learning to develop inner relationships with concepts
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Learning to move, work and play as part of a whole
Within the expected range of Class 1, the children will be able to:
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Move rhythms comfortably: stepping, stamping, hopping, skipping, jumping, clapping, etc.
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Cross their vertical midline in a range of activities
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Control their gross-motor movements in a range of activities: e.g., tiptoeing, crawling, walking like an elephant, leaping like a frog, adjusting steps to fairy or giant size, climbing a tower to rescue the princess
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Control the passing and throwing of a beanbag in a range of activities
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Throw and catch a large ball
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Skip with a rope
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Turn a skipping rope
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Move accurately in concentration exercises
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Change direction while in movement
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Work with number while in movement
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Demonstrate controlled movement big to small
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Demonstrate controlled movement small to big
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Respond appropriately in movement to imaginative pictures
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Control their fine-motor movements: e.g., finger games, string games, flute playing, crayon/paintbrush grip
Class
2
Statement of Intent
Morning circle is important for supporting the arrival of the child at school and preparing them for healthy social interactions and readiness to learn.
Through purposeful, social and integrated movement, we seek to support the incarnation of the child. Movement is brought through verse, rhythm and song to integrate the feeling life with the will force.
Presented as activity within meaningful, imaginative contexts, actviities will support the integration of the horizontal midline and further aid the children’s development of body geography, and gross- and fine-motor skills.
Movement and games in Class 2 are thoughtfully used to support social learning by allowing the children to experience the other as a ‘mover’; they learn to understand their peers’ strength and challenges, and how to integrate these into their own space and movement processes.
Rhythmical movement (e.g., clapping, stepping, skipping) which aligns with breathing remains a daily activity as it serves to integrate the children’s soul-spirit bodies and physical–etheric. As such these exercises are particularly useful as Morning Circle activities.
Experiences
There is now a gradual increase of movement activity that supports aspects of numeracy and literacy, for example clapping, stepping stamping or moving in other ways times tables and number bonds, or movement sequences emphasising verbs and other vocabulary.
Designing movements that help to bring the children to a place of quiet attention will be most useful to both teacher and children. Walking spirals in and out again, within a rhythm provided perhaps by a suitable verse, can have a calming and centering effect.
The teacher may like to include dance and movement to songs based on the story curriculum.
Possible Activities:
Willing: Ring games, skipping, stepping, clapping, dancing etc.
Feeling: Singing, acting (miming), exercises from Eurythmy (discuss with Eurythmist) etc.
Thinking 1: Concentration exercises, playing instruments, mental arithmetic, spelling exercises
Thinking 2: Recitation, speech work
Games
Games support the children’s development of consciousness, and as such have therapeutic potential. The teacher can use stories and themes from Main Lesson content to create age appropriate games that allow the children to experience taking part in the story.
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
-
Comfortable familiarity with their bodies
-
Consolidating dominance and integrating the horizontal
-
Strengthening spatial awareness
-
Strengthening inner mobility
-
Overcoming physical and emotional/soul difficulties
Within the expected range of Class 2, the children will be able to:
-
Move rhythms accurately: stepping, stamping, hopping, skipping, jumping, clapping, etc.
-
Cross their horizontal midline in a range of activities
-
Control their gross-motor movements in a range of activities
-
Control the passing and throwing of a beanbag in a range of activities
-
Throw and catch a large ball
-
Skip with a rope
-
Turn a skipping rope
-
Maintain focus in concentration exercises
-
Change direction while in movement
-
Work with number while in movement
-
Understand and work within parameters in games
Class
3
Statement of Intent
Morning circle is important for supporting the arrival of the child at school and preparing them for healthy social interactions and readiness to learn.
Predictability is important for the Class 3 child and coming to a place where they know exactly what will happen is important for them at the start of the day, especially considering the 9-year-old transformation that occurs this year. (This transformation can occur at any stage between the ages of 8 and 10)
Through purposeful, social and integrated movement, we seek to support the transformation phase of the child. Movement is brought through verse, rhythm and song to integrate the feeling life with the will force.
Presented as activity within meaningful, imaginative contexts, activities should support the crossing of the vertical midline and further aid the children’s development of body geography, and gross- and fine-motor skills.
This is a time to start encouraging students to start looking outside of themselves. By incorporating outdoor activities and connections with nature we provide a sense of security in this time of transformation.
Movement and games in Class 3 are thoughtfully used to support social learning by allowing the children to work with the other; they learn to cooperate and collaborate with their peers and develop an understanding of their peer and their own strength and challenges, and how to embrace each other’s differences. (Note for teachers: This isn’t explained to the students but rather experienced by them.)
Rhythmical movement (e.g., clapping, stepping, skipping) which aligns with breathing remains a daily activity as it serves to integrate the children’s soul-spirit bodies and physical–etheric.
Experiences
As well as the kinaesthetic activities that occurred in previous classes there should now be the opportunity to recognise and connect with other class members through both movement and verbal activities that assist in building relationships.
Movements are now designed to help to bring the children into their bodies as well as to meet each other. Amongst other things, interweaving circle movements with a rhythm, song , or verse facilitates this meeting.
The teacher should include dance and movement to songs based on the story curriculum.
Possible Activities:
Willing: Catching and throwing bean bags or balls, skipping, stepping, clapping, dancing, etc.
Feeling: Singing, acting (miming), exercises from Eurythmy (discuss with Eurythmist), etc.
Thinking :Concentration exercises, playing instruments, mental arithmetic, spelling exercises , Recitation, Tongue twisters, riddles
Games
Indoor and outdoor games support the children’s development of consciousness, and as such have therapeutic potential. The teacher can use stories and themes from Main Lesson content to create age-appropriate games that allow the children to experience taking part in the story.
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
-
Comfort in working with others
-
Consolidation of dominance and integration of the vertical
-
Strengthened spatial awareness
-
Strengthened inner mobility
-
Continued support of their physical and emotional/soul challenges
Within the expected range of Class 3, the children will be able to:
-
Move rhythms accurately: stepping, stamping, hopping, skipping, jumping, clapping, etc.
-
Cross their horizontal and vertical midline in a range of activities
-
Control their gross and finer-motor movements in a range of activities
-
Control the passing and throwing of objects in a range of activities
-
Skip with a rope independently
-
Maintain focus in concentration exercises
-
Change direction while in movement
-
Work with number and speech while in movement
-
Understand and work within parameters in games
Class
4
Statement of Intent
Morning circle is important for supporting the arrival of the child at school and preparing them for healthy social interactions and readiness to learn.
Predictability is still important for the Class 4 child and coming to a place where they know exactly what will happen is important for them at the start of the day, especially as they may still be undergoing the 9-year-old transformation.
Verses and movement and activities can go beyond the personal context and contribute to the Class 4 child getting to know their immediate world and surroundings.
Presented as activity within meaningful, imaginative contexts, activities should consolidate the crossing of the vertical midline and further aid the children’s development of body geography, and gross- and fine-motor skills.
This is a time to start encouraging students to start looking outside of themselves. By incorporating games and activities from their own and other cultures we facilitate their growing knowledge of their world and surroundings.
Movement and games in Class 4 continue to support social learning by allowing the children to work with the other; they learn to cooperate and collaborate with their peers and develop an understanding of their peer and their own strength and challenges, and how to embrace each other’s differences. (Note for teachers: This isn’t explained to the students but rather experienced by them.)
This is now a time for the teacher to bring to consciousness the physical breath of the child.
Experiences
Breathing;
Music: Playing recorder and Orff percussion instruments in 4/4 timing strengthens the physiological breathing process
Recitation: speech breath exercises
Dance and movement can incorporate the 4/4 timing.
Teachers are advised to steer away from pranayama (yoga breathing exercises) as this brings a conscious focus to the breath which is not appropriate at this stage of child development. The harmonising natural breathing from about class 4 is simply replicated in the 4/4 time signature of recorder playing and singing, as well as in recitation of verses and movement exercises/games.
Possible Activities:
Willing: combined movement and speech activities
Feeling: Playing recorder and Orff percussion instruments, Singing, Choral verse .
Thinking : More complex concentration exercises, mental arithmetic, spelling exercises Recitation, Tongue twisters, nonsense verses
Games
From Class 4 a teacher may choose to play a game rather than engage in other forms of morning circle. The games should be designed to reinforce gross motor movements and breathing as well as incorporating rules that support the children’s social awareness and cooperation.
Morning circle activities are about social cohesion not competitive games
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
-
Comfort and confidence in working with others
-
Conscious awareness of the natural breath
-
Continued consolidation of the vertical and horizontal plane
-
Continued strengthening of spatial awareness
-
Continued strengthening of inner mobility (internalised physical movement)
-
Continued support of their physical and emotional/soul challenges
Within the expected range of Class 4, the children will be able to:
-
Move the whole body in harmony.
-
Cross their horizontal and vertical midlines confidently in a range of activities
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Demonstrate awareness of their own control when passing and throwing of objects
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Demonstrate awareness of others when passing and throwing of objects
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Maintain focus within self
Class
5
Statement of Intent
Morning circle is important for supporting the arrival of the child at school and preparing them for healthy social interactions and readiness to learn, as well as being comfortable in their growing bodies.
While repetition and consistency is important, children of this age also need to be introduced to some novel learning experiences at this time. They are ready for new experiences.
Morning activities might include things like painting exercises, handwriting practice, silent reading, form drawing.
At this age it is important the teacher reads the needs of the class and alters experiences accordingly.
Possible Activities:
Willing: combined movement and speech activities, eg: iambic pentameter, whole group games, Bothmer gym, handwriting,
Feeling: Playing recorder and Orff percussion instruments, Singing, Choral verse .Form drawing, Painting, Playing recorder and Orff percussion instruments, Ukelele might be introduced, Singing, Choral verse
Thinking : Mental arithmetic, spelling exercises, recitation, tongue twisters, riddles, nonsense verses
Games
In Class 5 a teacher may choose to play a game closely related to the Main Lessons. Games could also be played to reinforce the social cohesion of the class.
Morning circle activities are about social cohesion not competitive games
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
-
Confidence and comfort in their own abilities- both strengths and challenges
Within the expected range of Class 5, the children will be able to:
-
Move the whole body in harmony, balance and with grace
Class
6
Statement of Intent
The teacher needs to read the needs of the class and alter experiences accordingly. Morning circle does not imply that all or any activities should be in a circle. It could be done in lines, in groups, independently, etc
Morning activities could include things like painting exercises, handwriting practice, silent reading, form drawing and activities that integrate into Main lessons like Roman marching, moving in unison etc
Rods and staves might be introduced at this level.
Possible Activities:
Willing: marching, moving to a beat (song or verse), geometric mandalas ( after geometry ML), juggling, unicycle, circus skills, Bal-a-Vis X ( Balance, auditory, visual exercises)
Feeling: Form drawing, Painting, Playing recorder and Orff percussion instruments, Ukelele might be introduced, Singing, Choral verse
Thinking : Mental arithmetic, spelling exercises, oratory exercises
Games
In Class 6 a teacher may choose to play a game closely related to the Main Lessons. Games could also be played to reinforce the social cohesion of the class.
Morning circle activities are about social cohesion not competitive games
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be led towards
-
Confidence and comfort in their own abilities- both strengths and challenges
Within the expected range of Class 6, the children will be able to:
-
Move the whole body with skill and in unison with the whole group
Class
7
Statement of Intent
The teacher continues to build on the skills from Class 6 while also adding complexity into activities.
Morning circle does not imply that all or any activities should be in a circle. It could be done in lines, in groups, independently, etc
Morning activities could include things like painting exercises, handwriting practice, silent reading, form drawing and activities.
Rods and staves might be continued at this level.
Possible Activities:
Willing: Moving to a beat (song or verse), geometric mandalas, Bal-a-Vis X ( Balance, auditory, visual exercises, preparation for movement sequences for festival performances
Feeling: Form drawing, Painting, Playing recorder and Orff percussion instruments, Ukelele might be introduced, Singing, Choral verse
Thinking : Mental arithmetic, spelling exercises, oratory exercises, social dilemma scenarios, conflict resolution
Games
In Class 7 a teacher may choose to play a game closely related to the Main Lessons. Games could also be played to reinforce the social cohesion of the class.
Morning circle activities are about social cohesion not competitive games
Waldorf Achievement Objectives
Soul and Emotional Development:
The children will be lencouraged to
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Move as much as possible
Within the expected range of Class7, the children will be able to:
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Actively participate in movement activities
Class
4
Statement of Intent
The arts bring balance between head, heart and hand. Throughout the school year, the Lower School maxim 'The World is Beautiful' is an inherent part of every lesson and activity. The arts are utilized for their therapeutic and curative aspects.
Through teacher guided experiences the children learn that everyone can be an artist and that beauty is all around us.
Every child will have the opportunity to express their responses to lessons and activities in one or more of the artistic disciplines in every Main Lesson and in most specialist lessons.
In Class 3 the children will be encouraged to attend to their physical environment, taking responsibility for maintaining it in a harmonious, artistic and attractive manner.
Lessons
Visual Arts
The children’s artistic abilities continue to develop; in this year, the dynamic portrayal of animals is added to their repertoire. The teacher will model the style of drawing at first; copying gives the children a basis on which to build skills and they will, at their own pace, extend their artistic work and create their own style.
The understanding of the quality of colour is deepened and extended in painting lessons throughout the year.
Children will now use colour pencils in their artwork.
Creating accurate, colourful woven forms and studying kowhaiwhai patterns will provide opportunities for the children to develop their understanding of traditional designs, and their proficiency with form and colour.
Other media such as pastels can be introduced.
Clay or wax modelling will continue to develop, with animals as well as many of the figures from Norse mythology being created.
The children are encouraged to produce quality Main Lesson books , with artistic layout and presentation which continues to be developed from the preceding years.
Waldorf Achievement Objectives
Soul and Emotional Development: The children will be led towards
-
Deepening the quality and interactions of colour
-
Confidence in their artistic expression
Within the expected range of Class 4, the children will be able to:
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Use colour appropriately within given contexts
-
Accurately draw illustrations with attention to detail
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Apply water colour paints effectively
-
Sculpt an animal, human or plant form in clay or wax
Class
5
Statement of Intent
The arts are an inherent part of every lesson, sometimes as a form of response to what has been learned or understood, sometimes as a component of characterisation of a specific epoch, and often both.
Experiencing the artistic expression of a civilization, culture or people serves to develop an appreciation of the beliefs and aesthetics of others; this can help to establish connections at a soul level which will ultimately transform into respect for, and tolerance of the diversity we encounter in our modern lives.
Integrating the arts in the scientific subjects maintains a soul connection to subject matter. Drawing and painting the world around them or composing music or poetry in response to an experience in nature can fulfil a soul-spiritual need to surround itself with that which is beautiful and harmonious.
Participating in life artistically and creatively can be an antidote to the increasingly passive, reactive and virtual quality of our interaction with the world.
Lessons
Visual Arts
Inherent in every lesson and activity is an artistic component. The children's artistic abilities begin to take on maturity in this year. The dynamic drawing and painting of plants and the plant life cycle is added to their repertoire. The teacher will model the style of drawing at first; copying gives the children a basis on which to build skills and they will, at their own pace, extend their artistic work and create their own style.
The quality of colour is deepened and extended in painting lessons throughout the year; the artistic uses of wax block crayons could continue, and the students also extend their artistic abilities with coloured pencils.
Clay modelling will continue to develop.
The children’s books will continue to be composed to a high standard, showing artistic layout, use of colour and thoughtful presentation.
Waldorf Achievement Objectives
Soul and Emotional Development: The children will be led towards
-
Deepening the quality and interactions of colour
-
Confidence in their artistic expression
-
An appreciation of the diversity of artistic expression across the ages and civilizations
Within the expected range of Class 5, the children will be able to:
-
Use colour appropriately within given contexts
-
Accurately draw illustrations and representations, with attention to detail
-
Apply water colour paints effectively
-
Sculpt an animal, human or plant form in clay
Class
6
Statement of Intent
The arts are an inherent part of every lesson, sometimes as a form of response to what has been learned or understood, sometimes as a component of characterization of a specific epoch or subject, and often both.
Integrating the arts in the scientific subjects provides an important balance to the increasingly intellectual engagement with new understandings and processes.
The emphasis of this year should be on exploring the arts, crafts and music of the Pacific nations and Australia.
Artistic representations of the world around them can fulfil a soul-spiritual need to surround themselves with that which is beautiful and harmonious.
Participating in life artistically and creatively can be an antidote to the increasingly passive, reactive and virtual quality of our interaction with the world.
Lessons
Visual Arts
Inherent in every lesson and activity is an artistic component. The children are being taught and guided in their developing artistic abilities.
Chalk pastels may be introduced in Class 6.
The children could be introduced to drawing with charcoal and explore light and shadow, and their meeting points.
Painting lessons continue and may now include the mixed media of crayon and water paint, and dry painting can be introduced.
The children's books will continue to be composed to a high standard, showing thoughtful, relevant layout, skilful use of colour and generally coherent presentation.
Waldorf Achievement Objectives
Soul and Emotional Development: The children will be led towards
-
Experiencing their growing competence with and understanding of colour
-
Confidence in their artistic expression
Within the expected range of Class 6, the children will be able to:
-
Use colour appropriately within given contexts
-
Accurately draw illustrations and representations, with attention to detail
-
Apply water colour paints effectively
-
Draw carefully and accurately with charcoal and/or chalk pastels
-
Achieve required results with mixed media – e.g., crayon and paint
-
Class
7
Statement of Intent
The arts are an inherent part of every lesson and activity throughout the school year. The children have been taught through example that everyone can be an artist and that beauty is all around us.
It is very important for the wellbeing of children turning thirteen that they continue to be exposed to artistically presented lessons and activities and that they are encouraged to develop their own approach and style of art.
The balance and interaction of academic learning and the arts are vital in the overall development of healthy, well-balanced teenagers.
Through studying the masters of the Renaissance, they will further develop their use of colour and perspective. The art of foreshortening may be introduced and practised, and the interplay of light and shadow will form another aspect of the children’s artistic development this year.
Their books are always expected to be composed to a high standard; artistic layout and presentation may now be expected to be designed and executed by the children with little teacher modelling required.
Waldorf Achievement Objectives
Soul and Emotional Development: The children will be led towards
-
A sense of artistic competence and achievement
-
A deeper understanding of the importance of art to humanity through the ages and across cultures
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Authentic experiences of artistic expression
Within the expected range of Class 7, the children will be able to:
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Use colour appropriately
-
Analyse and express the interplay of light and shadow in an artistic work
-
Use perspective techniques accurately
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Copy given art works