5

Asschooldstrctscontnuedtogrowbynaturalgrowthandannexng

wthneghborngschoolsordstrcts,therstudentpopulatonbasewould

rse.Thehgherstudentpopulatonsalloweddstrctstoseparatethe

gradelevelsfromtheunonschoolsntotherownbuldng.Elementary,

mddle,andhghschoollevelsdevelopedfromthedvsonoftheunon

schools.Thscanbeseenasasmlaroccurrencetothedevelopmentof

unonschools.Thentalgrowthandformatonofschooldstrctsnurban

settings enabled the creating of large one-room school houses. The

educatonwasstlloccurrngnonebuldng,buteachgradenowhadts

ownclassroom.

Thefurtherdvsonofthedffernggradelevelsntotherown

structures,provdesdesgnerswththeopportuntytodevelopanentre

environment specific to the students needs. The entire environment can

befocusedonwhatsbestforagvenagegroup.Includedwouldbesuch

things as: curriculum, building scale, organization, space requirements,

materals,etc.Theteachersandadmnstratorsareabletobetterserve

thestudentsbecausetheentrebuldnghousessmlaragegroups.

They are able to focus on the needs of a specific age group instead of

concernngthemselveswththeentredevelopmentalprocessofthechld.

1.4CampbellStreetSchool,1885-86

6

However,adstrctsfocusstoseethattherstudentsareable

tograduateasknowledgeableandfunctonngctzens.TheOho

Department of Education (ODE) has a vision that is reflective of what all

statesschooldstrctsvsonshouldbe.Thervsonreads:

TheStateBoardofEducatonsvsonsforallOhostudentsto

graduate from the PK-12 education system with the knowledge,

skllsandbehavorsnecessarytosuccessfullycontnue

thereducatonand/orbeworkforcereadyandsuccessfully

partcpatentheglobaleconomyasproductvectzens.

Ultmately,allstudentswllgraduatewellpreparedforsuccess.1

Manydstrctsechothesestatementsntherownvsonstatements

but also include ideas reflecting safe and supportive environments. The

prmaryeducatonlevelservesasthebegnnngofthechldsprocess

tobecomngawell-preparedgraduate.Theearlyyearsarethemost

formatveonesndetermnngwhoeachchldwllbecome.Theteachers

arenotonlytheretoeducate,butarealsotheretoserveasarolemodel

andamentor.Ifthechldhasnooneelsetoturntontherlfe,theyat

leasthaveateachertogotowhoseesthemmosteveryday.Schools

ODEStateBoardofEducationVision,AdoptedSeptember2009,OhioDepartmentofEducation,http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=&TopicRelationID=574&ContentID=64269&Content=7929

1.5LncolnElementarySchool

7

meanttobeapostveexperenceforyoungerchldrensothattheymay

desretolearnmoreastheygrow.

Unfortunately,moststudentsnOhogrowupandlearnnaschool

buldngthatsnotsupportve,bland,andunnsprng.Theschoolsstarted

outassmallwellltbuldngsandevolvedntolargestructuresthatwere

architecturally significant. Currently, most public schools are governed

bystrctregulatonsenforcedbytheOhoSchoolFacltesCommsson

(OSFC).OSFClmtstheszeofclassroomsandotherspacesalong

wthwhatmateralsandtheoverallcostofthestructurecanbe.Inmost

casestherconcernsstemfrommantenanceandcostssuesasopposed

tofocusngoncreatngasupportveenvronmentforthechldrenandthe

teachngphlosophy.Schoolsconstructedtodayhavebeenstrppeddown

tothebascsnordertomakethemascheapaspossble.Itsnearly

impossible to create a school that is architecturally significant and fosters

chldhooddevelopmentwththecurrentsystem.

Desgnngaprvateschoolsthebestwaytogetawayfromthe

OSFCregulatons.Snceallofthemoneycomesfromprvatesources

and not tax dollars, a private school can be designed specifically to meet

tsownneeds.Asthefastestgrowngeducatonalmovementnthe

world,2WaldorfeducatonhasgreatpotentaltogrownOho.Thereare

currentlytwoprvateWaldorfgradeschoolsnOho;onenCncnnatand

oneoutsdeofAkron,theyhavebeennoperatonsnce1973and1981

respectvely.3InColumbus,theresaWaldorfpre-schoolestablshedby

WaldorfEducatonColumbus,whohasthententonofopenngaWaldorf

gradeschool.4DesgnngaWaldorfgradeschoolprovdestheopportunty

to create a structure that is catered towards a specific pedagogy without

thelmtatonsmposedbytheOSFC.

2 SeeAssociationofWaldorfSchoolsofNorthAmerica Ibid4 SeeWaldorfEducationColumbus

8

Waldorf Education DevelopmentIntroduction

WaldorfeducatonwascreatedntheearlyTwentethCenturyasa

newwayofeducatngchldren.Thecentraldeabehndtscreatonwasto

createacurrculumthatcorrelatedtothedevelopmentofthechldaswell

astoeducatethewholechld,bengthehead,theheart,andthehand.

Educatngtheentrechldsmeanttoawakenthehddenabltesthatle

dormantwthneachchldallowngthemtoseethestrength,wsdom,and

enthusasmwthnthemselves.5AccordngtoRudolfStener,thecreatorof

Waldorfeducaton,theamstodevelopfreehumanbengswhoareable

of themselves to impart purpose and direction to their lives.6

In the first grade, the class of students is formed and will remain

asthesamegroup,ncludngtherteacher,throughtheendoftheeghth

grade.7Thscreatesacommuntythatsabletoformbondswtheach

other, with the central figure being the teacher. Unlike most public

schools,theresastrongemphassontheartsastheyarefullyntegrated

ntothecurrculum.Evennsubjectslkemathandscence,artand

creatvtyarencorporated.8Thepedagogyfocusesonntegrateddfferent

subjectsandskllstorenforceandstrengtheneachother.

5 ReneM.Querido,Creativity in Education: The Waldorf Approach(SanFrancisco:Ru-dolfSteinerCollege,996),-26 NickLyons,Educating as an Art: Essays on Waldorf Education(NewYork:RudolfSteinerSchool,200),27 FrancisEdmunds,Introduction to Steiner Education:TheWaldorfSchool(NewYork:RudolfSteiner,2004),29 SeePetrash(2002),op.cit.29

2

9

Rudolf SteinerRudolfStenerwasbornn1861nmoderndayCroata.Prorto

developngWaldorfeducaton,Stenerstudedmathematcsandscence

attheTechncalCollegeatVenna.DurngthattmehestudedGoethes

methods of scientific observation and was asked by a professor to

provdeacommentaryonGoethesworks.In1891,Stenersubmttedhs

thessforaPhDonthetheoryofknowledgetoRostockUnversty.After

leavngschool,hebecameatutortoaboysufferngfromahydrocephalc

condtonthatlefttheboytobeconsderedunabletobetaughtbyseveral

specalsts.AftertwoyearsoftutorngwthStener,theboywasableto

jonpeersofhsownagegroupnanormalschoolandheeventually

becameamedcaldoctor.9

Stenerlookedtowardseducatonasoneoftheprmarymethodsn

developngapersonandnshapngsocety.10Hesaweducatonasoneof

thegreatesttoolsasocetyhasatshapngtherfuture.However,Stener

belevedthatsocetysyouthshouldgrowupfreefromthedemandsofthe

socetyuntltheycantakepartnshapngtasanactvectzen.

Steiner as Architect

RudolfStenerwasnevertranedntherealmofarchtecture,butthatddnotstophmfromdesgnngseventeenbuldngsandgvng

numerouslecturesonarchtecture.Hsmostpromnentbuldngsarethe

first Goetheanum and the second Goetheanum, figure 2.1 (built to replace

the first one after being destroyed by arson). His designs are rather

sculpturalnnatureandntendedtosuggesttheformsofnaturewthout

9 FransCalrgren,Education Towards Freedom(Edinburgh:Floris,200),90 Ibid

10

imitating them. In the same way, Steiner believed that a building should

be in harmony with nature and its surrounding site.

Steiner felt that rectangular shaped spaces activated human

thinking and keeps it to rigid and linear. The space becomes about being

efficient and narrow minded. In contrast, he believed that circular spaces

elicit a more spiritual and heightened sense of feeling. The combination of

these two types of spaces, the thinking and the feeling, was what Steiner

was striving for in his architectural designs. Specifically in the design of

a school, the youngest grades room should be more rounded and almost

womb like. As the child gets older, the rooms would become less round

and more angular, just as capacity for thinking develops in the child, but

never abandoning feeling.11

11 ThomasPoplawski,BuildingaSchoolwithaSoulRenewal:AJournalforWaldorfEducationFall/Winter200918no.2;22-25

2.1 Second Goetheanum

11

The First Waldorf SchoolIn the spring of 1919, Emil Molt, the head of the Waldorf-Astoria

Cigarette Factory in Stuttgart, Germany, asked Rudolf Steiner to lead the

education department with the intent of opening a school for the workers

children in the fall. To prepare for the new school an empty building was

acquired and renovated and Steiner spent several months preparing

his new form of education. His new school was developed to include

everyone, regardless of their economic or societal class because Steiner

believed that every child has the same developmental needs and no one

should be left out.

The curriculum has the goal of educating the human being and

places great emphasis on the teaching style. The importance is not

the teachers capacity to recite facts, but their ability to form helpful

relationships with the students and respond to their needs. Also, the

education does not purely rely upon the traditional subjects of history,

math, language, and science. It moves beyond that and into practical life

skills such as knitting and agriculture. Although Steiner is regarded as a

philosopher, he stressed that the Waldorf School does not follow any one

particular philosophy.

Great emphasis was placed on the teachers understanding the

pedagogy, so Rudolf Steiner held a series of courses to instruct the

schools future teachers. He also held lectures throughout the early years

of the Waldorf School. In current Waldorf schools, all teachers must go

through the pedagogical training before being accepted to a position.12

12 SeeFransCalgren(2008),op.cit.18-20

12

Aspects of the PedagogyIntroduction

This section describes aspects of the pedagogy individually and

in relation to the childs entire education. As mentioned earlier, Waldorf

education is not about the separate elements but about a holistic

approach to education. In order to better understand the pedagogy, it is

better to explore each aspect individually and relate back to the whole.

Where applicable, each description is followed by examples of appropriate

architectural responses that directly support the functions of that aspect of

the pedagogy along with examples of design that reflect the ideals of the

pedagogy.

Part to Whole Relationship: Head, Heart, & HandThe curriculum in a Waldorf School is designed so that the students

are engaged on more than one level. Rudolf Steiner considered there to

be three fundamental forces within the children that need to be engaged

in the education. These forces include mental, emotional, and physical

activity; otherwise known as head, heart, and hand.13 By addressing the

three forces, it is believed that the students will be more engaged with

their education and that what they learn will be richer and more rewarding.

In traditional schooling, the children are typically taught facts that they

are expected to memorize and repeat back to the teacher in some form.

The problem with this is that it relies too heavily upon the head and the

13 SeeJackPetrash(2002),op.cit.24

3

13

students become tired. By incorporating exercises that utilize the heart

and the hand, the students will remain attentive.14

The other aspect of these forces is that if they go ignored, they will

come out of the students naturally and in a way that is not beneficial to

their education. For example, if the children are sitting at their desks for

too long they may start to become fidgety and anxious to move around, or

they could possibly start to day dream and ignore the teacher all together.

The idea is to exercise the head, the heart, and then the hand so that the

children tire less while providing a rhythmic pattern to each day.15

Architectural Response To support the three forces within every child, the classroom needs

to have an open plan that allows the space to be modified and divided

into different activity zones by the teacher. In this sense, the separate

activities are unified within the whole of the classroom. This same idea

applies to the entire school, each space serves a particular purpose on

its own, but must be integrated and related to the building as a whole.

The structure should not be a conglomeration of individual pieces; it must

14 SeeFransCalgren(2008),op.cit.5415 SeeNickLyons(2003),op.cit.19

3.1 Orjan School Site Plan

14

3.2 Sliding Classroom Door at Kaneyama Junior High School

3.3 Dry Water Channel at Nijo Castle

3.4 Filled Water Channel at Kyoto Imperial Palace

15

be a grouping of connected zones as a unified whole. In figure 3.1, this

Waldorf grade school is designed around a central unifying space that

each structure relates to. Each zone is distinguishable, but also unified

through the use of common materials.

Even smaller, aspects and moments of the school can carry these

ideas forward. One example would be the use of sliding doors instead of

swinging doors. Looking at figure 3.2, the doors slide on a track that is

visible along the floor and above the door, and it slides to meet a doorstop

on the wall. Also, the wall is recessed to emphasize the horizontal

movement of the door. All of these aspects create a relationship between

the physical opening of the door, and mental image of where the door will

be sliding.

Another example of a similar idea is the use of an exposed water

channel to convey rainwater from the buildings roof to another point

on the site. In figure 3.3, there is a downspout terminating within a dry

channel what surrounds the building. This creates a direct link between

the roof above and the ground. By doing so, one is able to associate that

when it rains, the water collected by the roof will empty into the channel.

In figure 3.4, the channel is filled with water from a rainstorm and now the

child is able to associate the amount of rain with how quickly and how high

it fills the channel.

Community Leader At the age of six the children will enter the first grade with a

teacher who will stay with them through the eighth grade. This is one of

the most defining aspects of Waldorf education.16 In any other school

setting, as the students advance to the next grade, they are assigned to

a different teacher. The only exception is that some schools have one or

two teachers who instruct the same group of students for two consecutive

16 SeeFrancisEdmunds(2004),op.cit.29

16

years at the elementary level. Even so, this is not the same commitment

as being with the same class for eight years. For a teacher, one school

year is just the amount of time it takes for he or she to truly know and

understand their class. For the students, it is also the same time it takes

for them to fully trust and know their teacher. By changing teachers,

these connections are lost and must be started all over again the following

year.17

There are other benefits to maintaining the same teacher as well.

Since the same teacher has been with a class for several years and will

continue to be with them for a few more, he or she fully understands

what the children have been taught and what they will be learning. By

having this background, the teacher is able to see the entire picture of

the childrens education and able to cater lessons to his or her students

interests. It also enables them to foresee possible issues based upon past

experiences and truly gauge each childs educational progress.

However, such a system is not without its problems. Since the

philosophy relies upon one person to teach up to the eighth grade, the

teacher may end up spending a lot of their extra time studying the various

subjects he or she will be teaching. If certain subjects are beyond a

17 SeeNickLyons(2003),op.cit.19

3.5 Teacher as Leader

RoleModel

SocietySecurity

Teacher

17

teachers ability, especially in the higher grades, a specialist may have to

be brought in to cover the material. At the same time, they are attending

weekly teacher meetings, providing extra help to children who need it,

contacting parents, and sharing administrative duties. They may also be

responsible for organizing or running some extra curricular activities.18

Classroom as Community By maintaining the same students and teacher in each class, the

group becomes their own community. The children begin to know each

other very well, to the point where they know each others strengths

and weaknesses. So when certain situations arise, those who are more

proficient may help those who are less proficient. The bonds the students

form allow them to grow and mature together and provides them with a

sense of having a home they can rely upon. In a similar way, the teacher

becomes an important authority figure whom the children are constantly

looking to.19

The full importance of the concept of community was realized

after speaking with Karen Crick, Enrollment Director at the Cincinnati

18 SeeFransCarlgren(2008),op.cit.108-10919 Ibid110-111

3.6 Class gathering on the floor for a story

18

Waldorf School. She spoke about the importance of having just one class/

community at each grade. The school never desires to have multiple

classes of students at the same age. It is important that all students of the

same age are able to share a common experience while in school. This

approach is also beneficial in limiting the amount of space required to

operate the school, but at the same time may limit the revenue the school

receives each year.

The concept of community is extended beyond each individual

classroom and into the structure of each school. The faculty exist as a

community of equals, all sharing in the responsibility of how the school

operates. The teachers may elect their own chairman, but beyond that

there is no other figurehead or board. Ultimately, the direction the school

takes and what decisions are made come down to the faculty.20

Architectural Response Each classroom must have some unique qualities that separate it

from the rest of the classrooms, just as one community is not exactly the

same as another. This allows each class to have a space they can claim

as their own and reflects the character of the group. One of the simplest

20 SeeNickLyons(2003),op.cit.23

3.7 Fourth Grade Classroom, left

3.8 Eighth Grade Classroom, right

19

ways to achieve the individual character is through the use of color.

Rudolf Steiner had strong convictions about the meaning of different

colors and their application in spaces. He saw red as being a more active

color and blue being a more passive color relating to mental concentration.

This belief is brought into Waldorf classrooms, where first grade is a

bright red, second grade orange, until eight grade where the color is blue-

purple. Each grade gradually loses the red/active color as they mature

and become less active beings.21 Figures 3.7 and 3.8, the Cincinnati

Waldorf School has applied these colors to the walls to the old Catholic

school they are occupying.

An additional way to create individuality is for each classroom to

have a slightly different shape, so that each room is not a direct copy

of the previous one. Figure 3.9 is the plan of a Waldorf school where

the rooms are arranged around a central atrium. Each space is given

a unique configuration, and because of the circular plan, each room will

also receive different qualities of sunlight. It is important to note that the

building still needs to be a unified whole even though each classroom is to

be unique.

21 RotrautWalden,Schools for the Future: Design Proposals from Architectural Psychol-ogy(Cambridge,MA:Hogrefe,2009),81

3.9 Freie Waldorfschule Ground Floor Plan

20

Morning Lesson: Development of a Topic Every day in a Waldorf school begins the same way; the children

enter the classroom and begin the days main lesson. Each uninterrupted

lesson lasts for two hours covering one subject for a period of three to six

weeks.22 The large amount of time devoted to one subject allows for it to

be covered in great depth and explored in numerous ways. This allows

the focus to be clear over a given period of time; the children will not be

thrown off by a sudden shift of topics. They are able to come to school

and know what to expect.

Another understanding of the main lesson is the process of

forgetting. Since a subject may not be covered again for six months or

more, the students have a lot of time to forget the material. Typically it

is seen that a childs abilities have developed and the knowledge can be

reawakened when the subject is revisited. This is especially true if the

material was presented so that the students remained interested and

enthusiastic. It may seem counter-intuitive to want to forget something

that has been learned; however, the process becomes clearer when

thinking of manual activities. For example, when carving a block of wood,

the carver is not consciously thinking about how to make each stroke.

They have forgotten how they learned it and are just simply doing what

they intuitively know.

One of the reasons the morning starts with main lessons is because

it is easier to concentrate and think during that time of the day. To make

the most out of the academic lessons, it is logical for them to occur when it

is easier to rely upon knowledge and understanding. Then later in the day

the students can move onto subjects that require manual agility, such as

woodwork or knitting.23

Lesson Books: Personal Reflection of Knowledge22 SeeFrancisEdmunds(2004),3523 SeeFransCarlgren(2008),53-54

21

Instead of relying upon printed textbooks to learn from, the students

rely solely upon their teacher. To track what they are learning, each

student creates their own lesson book as the year progresses. The books

include drawings from stories told, geometric figures, practicing their

alphabet, etc. In this way, the children learn to create their own account

of what they are learning since the teacher is not directly instructing what

to include. There may be some concern that the students will become

too dependent upon their teacher by not including outside sources

of information. However, it has been found that the children become

motivated by the teachers presentation of the material and seek out books

on their own for further study.24

The children become very proud of their lesson books and put a

lot of time and care into their creation. Many of the students take their

books home to work on them further. They practice condensing the days

main lesson and reworking what they have already done. In this manner,

the educational process is being encouraged and reinforcing what they

learned earlier in the day.25

24 Ibid5625 SeeNickLyons(2003),21

3.10 Student Drawing in Lesson Book with Crayons

22

Importance of Nature Having the children engaged and interacting with nature is a

very important aspect of Waldorf education. In many ways people are

becoming very disconnected with the natural world and lack a true

appreciation for what it provides and offers. It is much easier to teach

children the importance of nature and the responsibilities humans have

in maintaining it than it is to teach adults. Children find it easier to relate

to plants and animals in their own environment and readily pick up

responsible environmental habits.26 To gain a full appreciation for nature,

the students need to become active in their environment and understand

how humans rely upon raw materials. For example, the students will

experience how corn is grown, how it is harvested and have it milled,

and baked into bread. Rudolf Steiner always stressed that the natural

world should be taught by finding a relationship between nature and the

childrens understanding of themselves.27

Just as plants are a part of the human environment, so are animals.

Students at Waldorf schools are exposed to animals, especially farm

animals, starting around the fourth grade. Whether learning about plants

or animals, direct exposure is always stressed over showing pictures or

video. Nothing can truly capture or simulate the actual experience of

being a part of nature.28

After visiting the Cincinnati Waldorf School, the focus on the

natural environment is clear. It was a very cloudy and drizzling day

outside, yet several classes were outside exploring, something they do

everyday. It does not matter what the weather is like, the children are

expected to come prepared with the proper clothing (ex. rain boots, rain

jackets, gloves, winter jacket, etc.) to go outside each day. They learn to

appreciate all aspects of the environment this way. Even in the classroom 26 ChristopherClouderandMartynRawson,Waldorf Education(NewYork:Floris,2004),8727 Ibid9928 SeeFransCarlgren(2008),151

23

natures influence can be felt. None of the teachers had the overhead

fluorescent lights on; they were relying upon daylight eve though it was

extremely cloudy outside. When it got a little too dark, the teacher would

turn on a desk lamp or two and never resort to the overhead lights.

Architectural Response There are numerous ways of included the natural world in the

design of a Waldorf school. Looking again at Orjan school, figure 3.12,

at the center of the community is a naturalized landscaped, creating

a gathering and focal point for the school. The buildings are also

surrounded by the natural environment, immersing the students into there

surroundings. Another way of looking at the same idea is to bring nature

into the building, such as the atrium in Freie Waldorfschule, figure 3.13. In

this example, any time the children leave a room, they become engaged

with an element of nature.

A similar idea is to create multiple, smaller court yards throughout

the building that bring a piece of nature directly into the building. At Fuji

Kindergarten outside Tokyo, the building wraps around several existing

trees on the site, figure 3.14. Punctures are made through the structure,

allowing the trees to tower directly over the school. Figure 3.15 shows

how the trunks are visible and accessible from within the building.

3.11 Students Visiting a Cattle Farm

24

3.12 Orjan School Nature Diagram

3.13 Freie Waldorfschule Central Atrium

25

The idea of a tree can be taken in a different direction as well. The

structural columns that support the roof of the school can be shaped to

mimic the form of a tree. Figure 3.16, is an example of a Waldorf school

using wooden columns with branch like supports extending from them to

support the roof above, which acts like the canopy of a forest. The use

of natural materials in this example is also a reflection of nature. The

children can look towards these materials to understand how humans

utilize the natural world in many ways.

Another way of bringing nature and architecture together is to

bring the cyclical qualities of nature into the built environment. Instead

of being a static structure, the building can respond to and change with

each season of the year. One simple approach would be to employ

window shading devices that can be removed or retracted when they are

not needed in the winter. A green wall can also be employed to reflect

3.14 Fuji Kindergarten Aerial, top right

3.15 Tree Penetrating Through Space, left

3.16 Columns Mimicking the Form of Trees

26

the change in season. A green wall is the use of vegetation to cover the

faade of a building by either allowing the vegetation to directly grow on

the building or on a separate supporting structure. In the fall, the building

itself will appear to change color, then reveal its true skin in the winter, and

have a rebirth of life on the building in the spring.

Natural light is a very crucial factor in a Waldorf school; it is

preferred over electric lighting in any situation. The design must be

able to be supported by daylight to the greatest extent possible. The

dynamic qualities of natural light are much more pleasing than the stark

and consistent light emitted by electric light fixtures. The building should

respect nature by embodying principles of sustainability such as: passive

solar heat gain for the winter, rainwater collection to flush the toilets,

a green roof to reduce storm water runoff and the heat island effect,

rainwater garden, permeable paving, and locally grown materials.

Inclusion of the Arts In many public school settings, an art class occurs only one or two

times a week for no more than an hour at a time. When funding becomes

too low, the arts are one of the first areas of the curriculum to see cuts

or even be eliminated. In a Waldorf school, drawing and painting are an

integral part of the entire curriculum; it is infused in nearly everything the

students do. Art gets the children emotionally involved in their education,

which is an important aspect of Waldorf education.29 Using art in all

subjects not only enriches the education but also appeals to childrens

desire to be an artist.30

The use of drawing and painting will not just enrich the education

process; it also serves as a practical life skill. Artistic activities require

attention and alertness, which can be developed while practicing art but

29 SeeJackPetrash(2002),59-6030 SeeNickLyons(2003),20

27

can also be applied to other current and future activities.31 The children

also learn how to represent what they are being taught in a visual manner.

Artistic exercises help the students express themselves in a creative way

through the use of different media. They learn how to use a crayon versus

how to work with watercolor and what kind of results they can achieve with

each.

Architectural Response One way of integrating artistic ideas into the buildings design is to

use different materials throughout the structure. By doing so, the building

will tend to become less monotonous than typical public schools. This

would also demonstrate how different materials produce different effects

just as different art media are capable of producing different effects.

Role of Music Similar to the arts in the public school model, music is not always

given very much weight in the curriculum. The children will receive singing

lessons in elementary school and possibly some early instrument work

with a recorder. Being part of the band or orchestra is optional throughout 31 SeeFransCarlgren(2008),57

3.17 Young Student Working with Water Colors

28

the childs school career. Also, music is one of the first areas to see cuts

or elimination during a budget crisis. This is hardly the case in a Waldorf

school, every child learns a musical instrument beyond the introductory

level and singing is a part of other curriculum beyond their music course.

Waldorf education is about integrating curriculum to make learning a richer

and more rewarding experience.32

The students go through a sequence within the musical curriculum

that gradually builds upon itself. In the first years of grade school,

they learn singing and rhythm, then how to read and write musical

notes. Around the fourth grade the children begin to learn an orchestral

instrument after practicing the recorder. In the more advanced grades, six

to eight, they learn music theory and have the option of continuing with

the orchestra.33 Norman Weinberger, professor of psychobiology at the

University of California at Irvine stated:

Music has the ability to facilitate language acquisition, reading

readiness, and general intellectual development, to foster positive

attitudes and to lower truancy in middle and high school, to

enhance creativity, and to promote social development, personality

32 SeeJackPetrash(2002),7233 SeeNickLyons(2003),79

3.18 Violin Rehearsal During Music Class

29

adjustment, and self worth. because we know that musical

competency is part of our biological heritage part of human

nature we should not continue to treat it as a fill.34

Researchers have shown what Waldorf schools have known for

years, that a holistic education is only capable by using all subject areas.

Music is a part of the human experience and offers many benefits to life

beyond musical ability.

Architectural Response One of the major components of music is the implementation of

harmonies, which are related to each other on a scale. A similar approach

in the built environment is to use a proportional system that ties all

elements of the design together. The classical orders of architecture are

one of the most widely known and widely used set of proportions and they

have been in existence since ancient Greece. Western architecture is full

of examples employing the classical orders. The Parthenon in Athens,

Greece (Figure 3.19) is considered one of the finest examples of the

Doric order. Another proportioning system is the golden ratio; and one of

the most prominent designers to use it was Le Corbusier. In many of his 34 NormanM.Weinberger,TheMusicinOurMindsEducationLeadershipNovember(2008),36,38

3.19 Parthenon in Athens, Greece

30

designs, he would employ the golden ration in the size and shape of a

space, the entire building, openings, and even details. In figure 3.20, the

use of the golden ratio is evident in the faade of Unite dHabitation by Le

Corbusier.

Eurythmy: The Body in Space Anyone unfamiliar with Waldorf education may have never heard

of eurythmy or have any idea what it is about. Eurythmy is an art form

developed by Rudolf Steiner that employs rhythmical exercises that seeks

to bring harmony between the conscious mind and the active limbs. The

exercises work in two directions, the experience of movement in space

and the experience of knowledge in the mind. The movements are always

done as part of a group, so it is not only about a greater sense of oneself,

but also an awareness of each other. The exercises grow in complexity as

the children gradually learn how to move with their body.35 Rudolf Steiner

stated that, Eurythmy can create forces of the will that remain throughout

35 KarenLeeRivers,Waldorf Education: A Family Guide(Michaelmas,1999),70

3.20 Unite dHabitation

31

life, whereas a characteristic of other forms of education of the will is that

the will weakens again later on.36

Eurythmy is not solely about rhythmical movements on their own;

it is about the integration with other areas of the curriculum. There are

clear connections between movement and music, such as the difference

between three time and four time, or a fast pace versus a slow pace.

This is only the beginning of eurythmys connection with the rest of the

education. The children can learn to move in circles, squares, triangles,

etc., before they are formally taught about geometry. Poetry and language

can also be taught in a rhythmical form. Various stanza forms or poetic

meters can be expressed in movement.37

Architectural Response Since eurythmy is about understanding ones body in space, a great

way to further this idea architecturally is to provide different volumetric

experiences within the building. Figure 3.22 is a diagram of some different

ways a person can experience their body in space. A person can be in

the vast openness of a field, sheltered under a tree canopy, within a small

36 SeeFransCarlgren(2008),8037 SeeKarenLeeRivers(1999),71

3.21 Students Using Rods During Eurythmy Class

32

3.22 Diagram of Volumetric Experiences

tight room, at the bottom of a tall space, or in an upper level of a multi-

story space. They all provide opportunities to experience space, and

when combined together in one building, are able to be compared to one

another more easily.

Eurythmy can also be thought of in terms of the sequence of a building

and how a person moves through it. By employing the different volumetric

spaces in a particular sequence, a dynamic and rich experience can be

created for the visitor. Perhaps there is a particular sequence of spaces a

person would always encounter when entering a space or the building. By

expanding and contracting ones path through a building, the experience is

more rewarding than a monotonous path.

Handwork Another aspect of the Waldorf curriculum is the development of

objects using the hand. Starting in the first grade the children learn how

to knit simple objects with greater complexity added each year. Learning

to knit at a young age helps develop hand eye coordination along with

concentration. These are skills that will prove very important in other tasks

and in their development as a person. Also, knitting can emphasize other

subjects such as math and geometry. The children can be asked to do

rows of colors based on a mathematical pattern.38

The use of wool is another way to demonstrate to the students how

materials from the earth can be transformed. The children can participate

38 Ibid58-59

33

in sheering a sheep and then spinning the wool into usable yarn. Working

to transform natural materials develops a sense of well being in the

students and a sense of accomplishment from creating an object out of

raw materials. The process of knitting awakens and educates the will,

which is connected to thinking. By educating the will early, the curriculum

is preparing the students to become creative thinking adults. The process

also teaches the kids to notice detail and learn how to work with tools.39

Rudolf Steiner stated that:

a person who is unskilled in the movement of his fingers will also

be unskillful in his intellect, having less mobile ideas or thoughts,

and that he who has acquired dexterity in the movements of his

fingers has also mobile thoughts and ideas and can penetrate into

the essence of things, one will not undervalue what is meant by

developing the outer human being, with the aims that out of the

whole treatment of the outer man the intellect shall arise as one

part of the human being.40

39 SeeNickLyons(2003),72-7440 SeeFransCarlgren(2008),69

3.23 Student Using Wood Needles to Knit a Scarf

34

Childrens Festivals: Gathering of the Communities Every quarter, and at some schools nearly every month, a festival is

held at the school where the students share what they have been learning

with the rest of the school. The younger children get in front of the entire

school and the older kids are able to reflect upon where they have come

from. In the same way, when the older kids perform the younger children

get the opportunity to see what they will be doing in the future. What is

shared can be any number of things, such as a play, reciting in a foreign

language, playing an instrument, acting out an historical scene, etc.41

The festivals bring the entire school together in unity under a common

experience.

The reason the festivals occur throughout the year is because they

are a part of the curriculum just like any other subject. If the students are

planning to put on play, then they have to be rehearsing it in advance.

They are learning to work together and how to put together a performance.

By having multiple festivals, the children are able to learn from the

previous festival. If they were to only occur at the end of the year, there

41 SeeFrancisEdmunds(2004),126

3.24 Play Performance During a Festival

35

would not be as much value since a whole year would pass before those

skills would be needed again.42

Architectural Response The best way to support the festivals is to include a performance

space, such as an auditorium, in the design of the school. This space

provides every student with seat to watch each grade perform on

stage. The space can also be used for events that include parents, and

therefore must contain enough seats to do so. Figure 3.25 is an image

of the auditorium on the site of the Orjan school mentioned earlier. Since

the auditorium is the gathering place for all the children, the colors

representing all the grades are visible in the mural painted on the ceiling.

To further signify the central role the auditorium plays in gathering all the

grades together, the space can be situated with the classrooms gathering

around it, as seen in figure 3.9.

To further the idea of looking towards the future and reflecting upon

the past, the classrooms can be arranged so as to provide views towards

42 SeeFransCarlgren(2008),164

3.25 Interior of Auditorium by Erik Asmussen

3.26 Curriculum Map, next page

36

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37

the others. By doing so, it provides the opportunity for one grade to catch

a glimpse of what another is doing on a daily basis. The Orjan school site

plan, figure 3.1, is an example of using such a strategy.

A Review of the Waldorf CurriculumGrade One- fairy tales, nature stories, folk tales; phonetic introduction to

letters; reading approached through writing; arithmetic

Grade Two- fables and legends; cursive writing, reading, elements of

grammar; arithmetic

Grade Three- Hebrew scriptures, stories of heroes & heroines; practical

life studies (farming, housing, soils and plants, garden work);

reading, writing, composition, punctuation, grammar, spelling;

arithmetic, weight & measurement, money

Grade Four- Norse mythology and sagas; local history and geography,

maps; grammar, letter writing, oral book reports, spelling, creative

writing; zoology; free-hand geometry, fractions, long division

Grade Five- ancient civilizations through Greek times, Greek mythology;

American geography related to vegetation, agriculture and

economics; composition, grammar, creative writing; botany,

zoology; decimals, ration, proportion, metric system

Grade Six- Roman and medieval history; European and African

geography; Geology, Physics (acoustics, electricity, magnetism,

optics and heat); composition, grammar, spelling, speech, drama;

geometric drawing with instruments; botany, astronomy

Grade Seven- Reformation/Renaissance and the Age of Exploration; lands

and oceans, global geography; human physiology and nutrition,

physics, astronomy, inorganic chemistry; compositions, poetry,

drama; algebra, geometry, graphs

38

Grade Eight- modern history (18th-21st Century), Industrial revolution;

social world geography and economic interdependence; physics,

anatomy, organic chemistry; composition, grammar, creative

writing; advanced algebra and geometry; botany, astronomy43

The following sections explore some of the reasons why the

Waldorf curriculum is sequenced the way it is. The curriculum has been

arranged with great care in bringing about the greatest potential within

every student.

History The structure of the history curriculum is sequenced so that the

historical period correlates with the childs development and awakening

consciousness. Starting in the first grade, fairy tales are used to help

the children advance their pictorial thinking skills, which deepens their

comprehension. In second grade, the focus is on fables and legends.

The legends reveal humans dedication the God, the earth, and fellow

humans while the fables relate animal experiences with human traits

and foibles. The Old Testament is studied in the third grade to lead

the children back to earth and through the Biblical version of mans

evolution. The students are now prepared to be approached through the

intellect. Norse mythology is then explored in the fourth grade to give

them confidence in themselves. These stories provide another cultures

perspective on how the world was created and the experiences of an

individual.

In fifth grade, the focus is directed towards ancient civilizations up

to the Greeks. The students are able to gain multiple perspectives on how

different cultures valued their life on earth, be it the Egyptians focus on

the after life to the Greeks fondness for being alive. In a similar way, fifth

graders are able to think for themselves and are confident in their abilities.

43 TheCincinnatiWaldorfSchoolBrochure

39

Roman and medieval history awaits the sixth graders. The children are

becoming more aware of their physicality and unique personality and can

relate their changes to the great changes mankind has seen from Roman

to medieval times. Now in seventh grade, the children are experiencing

the mayhem of puberty. They begin to study the Age of Exploration, The

Reformation and those who set out to challenge what humans know,

just as teenagers challenge authority in their lives. Finally, in the eighth

grade they are brought from the 1780s and into the present. By studying

important historic individuals that contrast each other (ex. Hitler and

Gandhi), the students are able to find their own point of view.44

Science Starting in the first grade, the teacher strives to develop an inner

picture of living organisms in his or her students. By doing so, the minds

become more flexible and expansive. In the second grade, the teacher

relates what the class is learning about in fables with the animal kingdom

through objective comparisons between animals. Third graders start to

become more actively engaged in their environment by farming, building,

and analyzing nature. At this point in their lives the children are beginning

to experience a separation between the self and the world and this offers

an appropriate time for more objective science to be taught. In the fourth

grade they study animals while fifth graders study plants; but the focus is

never on dry facts, its on the imagery.

The sixth grade sees the introduction of mineralogy and physics.

These subjects are introduced because of the students desire for truth and

facts and because their previous experiences have prepared them to be

observant in order to discover the underlying phenomena. In the seventh

and eighth grades, blocks of chemistry, physics, astronomy, anatomy,

44 DavidMitchell,Windows into Waldorf(AWSNAPublications,2006),26-30

40

and human physiology reinforce their abilities the precisely describe

phenomena.45

Geometry Starting in kindergarten, the children are drawing geometric forms

in an unconscious way; they are mimicking objects and forms around

them. In first grade, form drawing begins without the use of instruments

and sets the background for formal geometry training in later years.

Fourth graders are concerned with drawing Norse and Celtic patterns

through which they are learning complicated patterns and comparing

geometries. Through sixth, seventh, and eighth grades, the students

geometric training becomes more precise through the use of rulers,

compasses, and other instruments. Similarly to their science studies, the

childrens development is more interested in truth and facts at this stage.46

45 Ibid32-3546 Ibid36

41

Diagrams of Architectural Principles

3.27 Part to Whole Relationship

3.28 Classrooms as Community

42

3.29 Bring Nature into the Classroom

3.30 Golden Ratio, a proportioning system

43

3.31 Different Ways to Experience Space

3.32 Gathering of the Communities

44

4ProjectRegional Context TheColumbusMetropolitanAreaisoneofthefewmajorcities

intheUnitedStatestonotbeservedbyaWaldorfgradeschool.The

closestWaldorfgradeschoolsaretheCincinnatiWaldorfSchool,110

milessouthwest,andtheSpringGardenWaldorfSchool,120miles

northeastnearAkron,Ohio.47However,therearemultipleprivateschools

with religious and non-religious affiliations throughout Columbus. The

ColumbusMontessoriEducationCenteroffersaneducationalexperience

withastrongpedagogyforchildrenagedsixweekstotheeighthgrade.48

ThereiscurrentlyaWaldorfpreschoolandkindergarteninColumbus

named Briar Rose Childrens Center. The school is affiliated with Waldorf

EducationColumbus,whohastheintentionofopeningaWaldorfgrade

schoolandthreemorepreschools.49Theirambitionclearlydemonstrates

thattheyfeelthereistherightamountofdemandtoopenagradeschool.

Site ContextThesiteislocatedinaprimarilyresidentialareainWorthington,

Ohio,asuburbancityjustnorthofColumbus.UnitedStateRoute23isa

majorroadthatrunslessthanamileawayfromthesiteandoffersaccess

toInterstate270justoveramilefromthesite.Interstate270circles

47 SeeAssociationofWaldorfSchoolsofNorthAmerica48 ColumbusMontessoriEducationCenter&McGlaughlinSchool(accessedJanuary6,2010)49 SeeWaldorfEducationColumbus

45

aroundthecityofColumbusandthereforeprovidesaconvenientwayfor

motoristsfromaroundtheregiontoreachthesite.Theproposedlocation

fortheWaldorfgradeschoolissituatedwithintheWorthingtonCitySchool

District,whichoffersamiddleschoolexperiencesimilartoMontessori

Education.50Havinganalternativeprogramsignalsthatthecommunityis

opentodifferenteducationalmethodsbeyondtypicalpublicschooling.

ThesiteitselfislocatedattheintersectionofCampusView

BoulevardandAltaViewBoulevard.Tothenorthandeastofthesite

therearenumerousapartmentbuildings,totheimmediatesouththere

isanewstreetofsingle-familyhousingbeingbuiltandacrossCampus

ViewBoulevardisacommercialarea.Railroadtractsborderthesiteon

thewestandontheothersideofthemthereisaneighborhoodofsingle-

familyhousing.

50 PhoenixMiddleSchool,PhoenixMiddleSchool(accessedDecember18,2009)

4.1SiteMapwithSurroundingBuildingTypes(red=commerical,yellow=singlefamily,orange=multi-family

46

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Design InterventionTheclassroomsarearrangedinpairsaroundacentralpond.The

pondislocatedatthecenterbecausewateriscentraltoallaspectsof

life.Theclassroomsaregroupedtogethersothatonegradewillhave

adailyinteractionwithanotherandnotbecometooisolatedintheirown

community.Theyoungergradeclassroomsaretothenorthofthepond,

whiletheoldergradesaretothesouthofthepond,providingthestudents

withtheopportunitytobevisuallyconnectedwitheachother,inreference

tothefestivals.Also,thisarrangementprovidestheyoungergradeswith

moresouthernlightandtheoldergradeswithmorenorthernlight.

In section, the classrooms are divided in half by a butterfly roof,

creatingasouthfacingareaandanorthfacingareaineachclassroom.

The north side will receive more consistent daylight, and is reflective of the

childsmentalconcentration.Thesouthsidewillreceivemoreactivedaily,

reflective of the childs physical movement. Since the younger grades

havelesscapacitytostaymentallyfocusedforlongperiodsoftime,the

southareadominates.Intheoldergrades,theyhaveagreatermental

capacitytoconcentrate,sothenorthlightdominates.

Thecolumnssupportingtheroofinthecenterofeachclass

mimictheformofatree,turningtheroofintothecanopyinaforest.The

classrooms will primarily use wood on the floors and exposed ceiling. The

wallswillbeacolorstainedwoodtomatcheachgradescorresponding

4.3BuildingSections

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4.4FirstFloorPlan

4.5SecondFloorPlan

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49

color.Thereisalsoafullkitchenineveryroomsincethechildrentake

partincookingmealsandsnacks.

Inbetweentheclassroomsthereisalockerareaattheentranceto

eachpair.Thelockersprovideaplaceforeachstudenttohangtheircoat,

storetheirboots,andlunch.Thelockerswouldbeappropriatelyscaled

foreachgradetomakethemeasilyaccessibletothestudents.Thelocker

areaalsoservesasthetransitionspacetotheoutdoors,wheretheycan

changeintotheproperattire.Onthenorthernendoftheyoungergrade

classroomsaretheanimalpensforthesheep.Theyareconnectedtothe

youngergradesbecausethatistheageatwhichtheyareobservingand

learninghowtotakecareofanimals.

Locatedtotheeastofthepondareallofthecommonspaces;

library, handwork and music on the ground floor; the eurythmy and

woodwork rooms on the second floor. All of the program could easily fit

onthesiteasonelevel,butdoingsowoulddenythechildrentheability

toexperienceatwo-storyspace,bothfromthegroundandatthesecond

floor. The common spaces are connected to the auditorium, gym, and

administrativefunctionsbyanatrium.

Thebackstageareaoftheauditoriumisdirectlyconnectedto

thegym,whichtiesthetwoperformanceeventstogether.Thegymalso

servesasalargespacetothatcanbeusedtopreparesetpropsfora

performance.Thereisalsoanoutdoorperformancespacethatistied

intothefaadeofthemainbuildingbyusingitasthebackdrop.The

indoor space of the gym is contrasted with a large outdoor field suitable

for soccer and baseball. The field also serves as a public space for the

surroundingcommunitybyhavingitlocatedalongthestreetrunning

adjacenttothesite.

In addition to sheep fields, there is also a location for each

classroomtohavetheirowngardenandforcropstobegrowntofeed

thesheep.Adjacenttothegardenareaisacafeteriaandmeetingspace

50

wherethefoodthatisgrowncanbepreparedandconsumed.Before

andafterschool,thespacecanbeusedasameetingspaceforallthe

teacherstodiscustheoperationsoftheschool.

Connectingallthestructuresandfunctionsofthesiteisatrellis

systemthatcreatesanoutdoorhallway.Themaintrellisthatleads

studentsfromthedropoffzonetothemainbuildingisalargestonea

woodentrelliswithVirginiacreepergrowingacrossit.Theivyhelps

conveythecyclesofnaturebecausetheleaveschangetoadeepredin

thefall,dieoffinthewinter,andhavearebirthofgreeneryinthespring.

Thetrellisleadingaroundthepondandbytheclassroomsisatasmaller

scaleandmadeentirelyofwood.Ateachclassroomthewidthofthepath

enlarges to create an outdoor classroom. Between the two sheep fields

isatrellissupportedbyasinglepostinthemiddleandafencebetween

eachpost.

51

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