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High School

Curriculum Overview - Ninth through Twelfth Grades

The SWSF high school curriculum engages students in a comprehensive study of a variety of academic disciplines, as well as drama, the arts and music, with specialty programs in farming and eurythmy. The curriculum as a whole is considered to be a life-preparatory “living” curriculum designed to truly meet our students with a focus being placed on social/emotional abilities and artistic expression as well as on academics. College preparation is addressed as one of the many areas of challenge students will find after leaving high school. The courses offered exceed the University of California’s requirements for four-year college application. High standards of writing, critical thinking and independent research serve to help students acquire the skills and knowledge they need to succeed in postsecondary education at a variety of levels.

Although the four years of high school together form an integrated whole, the curriculum of each grade is tailored to address key stages in adolescent and post-adolescent development. The content of the courses offered each year focuses on 1) providing a context to work with the awakening questions of the emerging self and the other, 2) giving students an increasingly in-depth understanding of the subject at hand.

Ninth Grade The Ninth Grade is considered to be an apprentice year where students learn how to tackle the various disciplines. The focus is on acquiring the skills needed to learn and describe ranging from writing to lab work, from general observation and study skills to techniques of working artistically.

Tenth Grade The Tenth Grade can be compared with the early stages of a journeyman’s training: now emphasis is placed the application and exercise of the skills, and an appreciation for beauty.

Eleventh Grade In the Eleventh Grade, the understanding of mechanical structure developed in tenth grade is allowed to transform into developing a relationship to unseen forces. The intellect becomes independently active as the student individualizes and questions their schoolwork. Greater emphasis is placed on style and independent research as well as on exploring the parameters of individual expression in the arts.

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Twelfth Grade In the Twelfth Grade, students step back to review or recognize their learning and then turn to creative and synthetic thinking with the goal of becoming empowered to find and take personal action in the world. This is practiced in each student’s year-long Senior Project, which is presented to the community in the spring.

In keeping with the developmental focus of the curriculum, the courses each year revolve around a theme which is indicated below. The theme is followed by a brief summary of the curriculum, grade by grade. More detailed descriptions, by department, follow.

Ninth Grade: Exploring Dualities and Studentship Development Tragedy and Comedy, Revolutions, U.S. Civics, History of Art (to Rembrandt,) Mythology, Geology (earth science), Biology (physiology), Chemistry, Physics, Algebra, Farming, Eastern history, Les Miserables, Spanish, and the Arts.

Tenth Grade: Process and Balancing Polarities Biology, Ancient History (to Greece), The Odyssey, Medieval History, U.S. history (slavery, Civil War and the Reconstruction Era), Physics II (mechanics), Evolution of English, Chemistry II (acids bases, salts and crystals), World Geography, Geometry, Conic Sections, Sacred Geometry, the Double in Literature, Research, Spanish, and the Arts.

Eleventh Grade: Questioning, Transformation and Experiencing the Invisible Biology III (cell biology and botany), Chemistry III (stoichiometry), Physics IIIA (electricity and magnetism), Physics IIIB (astronomy), History (U.S. Expansion (to 1900), Projective Geometry, Parzival, Romanticism, Sustainable Agriculture, History of Music, Economics, Shakespeare, Algebra II/Trigonometry, Comparative Religions, Spanish, and the Arts.

Twelfth Grade: Empowerment and Synthesis Russian Literature, Modern U.S. History, History of Architecture, Biology IV (evolution), Chemistry IV (biochemistry), Physics IV (light and optics), Faust, Senior Seminar, Senior Play, the Transcendentalists, Africa, Contemporary Issues, Calculus or Contemporary Topics in Math, Spanish, and the Arts.

Academic Departments & Curriculums

Humanities Rudolf Steiner wrote, “Knowing the world, the human being finds himself, and knowing himself, he finds the world revealed to him.” This is the overall goal of Waldorf education and certainly the focus of the Humanities Department, as our history courses help the student know the world, and our English courses help the student know oneself.

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This department shares the overall goals of the school to assist the student in finding their life vocation, to emphasize personal responsibility and ethics, to help develop skills in critical thinking and, especially in the humanities, to foster the ability to express oneself through the written and spoken word.

There is time given in all classes to improving expression through the written word. Although writing skills are introduced and reinforced in English track classes each year, it is imperative that these skills be specifically reinforced across the curriculum. In Ninth Grade students analyze sentence structure through their writing and through grammar study. Sentence fragments and run-on sentences disappear as teachers reinforces that such non-sentences impair or distort communication. Students are encouraged to combine sentences, using clauses, phrases and conjunctions to show relationship of ideas or events. In Tenth Grade, students focus on writing both expository and inductive essays. An inductive essay is an inquiry that pursues a question, looks at various points of view, and then arrives at a conclusion. We support the current U.C. guidelines that the inductive essay helps students go beyond opinion (their own and others) to thinking for themselves in an open-minded discovery process. Students also practice the five-paragraph expository essay and are ready to use it when appropriate. The Eleventh Grade writing curriculum provides opportunities for students to experiment with style and to sharpen their observational abilities. Each student is encouraged to develop a unique “voice,” writing effectively out of her own experiences and thoughts. Proper citation is reinforced. Plagiarism is again discussed, with an emphasis that facts or ideas must be cited if they are not common knowledge (agreed upon by at least four or more authorities). In Twelfth Grade seniors deepen their analytical writing skills and proceed through all steps of writing a thesis paper, or project support paper, on a subject of their choice, with ongoing drafts and editing.

The Humanities Department consists of the following courses:

• Aesthetics • History • Literature & Writing • Speech and Drama

Descriptions of these courses follow. An assessment of the entire Humanities Department is located at the end of these course descriptions.

The Aesthetics Curriculum The Aesthetics Curriculum falls under the auspices of the Humanities Department. Courses include History through Art (Ninth Grade), History through Poetry/Flowering of English (Tenth Grade), History through Music (Eleventh Grade) and History through Architecture (Twelfth Grade). The goal of each course is to allow the student to experience the evolution of human consciousness through the development of a specific artistic medium. In addition, the courses should stimulate appreciation and understanding, and develop abilities in judgment concerning the art presented. All the courses contribute to the goal of an independent thinking student who has explored the whole spectrum of sensory experience in relation to the arts.

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Ninth Grade

History through Art: The development of consciousness and culture from prehistoric times through the Baroque Age is explored here through the mediums of drawing, painting and sculpture. Objective explorations and critical observation reveal the beauty and greatness of visual arts, ranging from cave paintings to the works of Rembrandt. The student’s developing aesthetic sense of the harmonious forms of art provides feelings of order and balance during the often chaotic and awkward times of adolescence. Student work focuses on analysis and drawing of selected artworks arranged by historical eras.

Tenth Grade

History through Poetry: Here the development of consciousness is experienced through the art of poetry. Students study the forms and styles of poetry developed in the different ages of history. They discuss ideas unique to specific periods as well as universal human questions explored in this art form. Students write poetry in many of the styles and genres and learn to develop their own voice as young poets.

Eleventh Grade

History through Music: This course traces the evolution of music from ancient times (prehistoric, Egypt, Greece and Rome) to Western Classical (Medieval, Renaissance, Baroque, Classical Romantic, Impressionistic, Atonal and Modern) and the beginnings of Jazz. In addition, to continue on from the History through Art of the Ninth Grade, the visual arts of the aforementioned periods after the Baroque Age are explored along with the literature, philosophy and political history of the milieu. This course helps meet the Eleventh Grade theme of exploring

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what’s beyond the realm of the perceptible senses, music being the least corporal and perhaps the most spiritual of the arts. Students listen to a wide range of music, write their own summations of the various eras and present an oral life of one of the historical figures encountered in dialogue with several others.

Twelfth Grade

History through Architecture: The Senior year, a year of synthesis, deals with the art of synthesis, architecture and the human being’s place in the world in respect to the environment. The development of architecture, the art that gathers all the other arts into its expression, is presented against the evolution of human consciousness from ancient times to the present. The different functions of buildings are looked at from the practical and artistic sides as to how each building reflects the zeitgeist of its time. Student work includes aesthetic evaluations of buildings in their community, historical and contemporary drawings and a final project (plans, drawings and a model) guided by a local architect.

History The purpose of the history curriculum is to familiarize the students with different cultures and civilizations while exploring human biography. Classes explore European, American, African and Eastern history.

The method for accomplishing this purpose is to see those cultures from the inside out, that is, to view the labor, politics, economics, spirituality, and daily life of someone living in that culture. Primary sources are the main tool for accomplishing this task, coupled with a continued emphasis on the biographies of significant historical figures. These figures are chosen as emblematic of a specific period, or more often, as watershed figures that represent a shift in the prevailing world-view of their time. The evolution of consciousness is, of course, the connective tissue for the history curriculum, but not the focus.

In terms of student work, reading and writing are emphasized, with an attempt to view art and music in their cultural context. Ninth grade classes focus on reporting historical information and presenting biographies. Tenth graders focus on utilizing historical data through research and comparing and contrasting resources. Eleventh graders are expected to create informed thoughts and opinions from their study of a historical period. Finally, twelfth graders are expected to form judgments from a personal perspective on a historical period.

The History curriculum for the current (2014-15) school year is as follows:

Ninth Grade

Revolutions: This is a four week Main Lesson focusing on different styles of revolution. Revolution is defined through review of the American and French Revolutions. The revolutions of Mexico, Russia, China, Egypt and Gandhi’s non-violent revolution in India are then explored. Students do group work on revolutionary topics such as oil alternatives, Tibet, immigration, animal rights and cell phones.

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Tenth Grade

U.S. Civics: This track class (eight to nine weeks) uses the U.S. Constitution as a basis for the exploration of the governmental framework of the United States, which begins with the founding Iroquois Confederacy followed by the Declaration of Independence and the Constitution. Several types of government: monarchy, anarchy, plutocracy/aristocracy and democracy are compared and contrasted. The students become familiar with the workings of the electoral college, the congress, the judiciary and the executive branches of government.

Ancient Civilizations Main Lesson: This Main Lesson focuses on the shift from nomadic to settled life and civilization. The focus is on the evolution of civilization from Ancient India and Mesopotamia through Egypt and Greece. Emphasis is placed on primary texts.

Eleventh Grade:

U.S. Civil War Track Class: This class primarily focuses on the factors leading up to the war, especially slavery, in addition to the war itself and the “Second Civil War” which followed known as Reconstruction. Areas of study and discussion include the series of compromises on slavery preceding the war, a comparison of the Northern and Southern states, the leadership of Abraham Lincoln, and the debate about Reconstruction.

History of U.S. Expansion Track Class: This class focuses on the evolution of the United States from a small republic to a world power, with an emphasis on territorial acquisition beginning with Lewis and Clark in relation to Manifest Destiny, the experiences of indigenous peoples and the clash between idealism and materialism represented by John Muir and Andrew Carnegie.

Twelfth Grade

African Main Lesson: This three-week Main Lesson focuses on issues confronting modern Africa such as Aids, resource exploitation, corrupt governments and the historical origins of those issues in slavery and colonialism. African art and culture are also explored including reading of Malidoma Some’s Of Water and Spirit.

Senior Seminar: This Main Lesson focuses on twenty-first century issues in relation to the dominant Western industrial paradigm. The purpose of the course is to provide students with a framework for understanding and conceptualizing their roles in the future of the world including consideration of alternate paradigms of a holistic nature such as Rudolf Steiner’s Three-Fold Social Order and ecologically based paradigms that also embrace Eastern thought.

Modern U.S. History Track Class: This class is a study of contemporary world issues (1900 to the present) from the perspective of the United States and the conflict between idealistic and materialistic streams in relation to civil rights, the environment, social values and the military industrial complex.

Current Events and Contemporary Issues: This class focuses on 1) articulating students’ questions, concerns and thoughts regarding topics in the national and international news, 2) giving students the background information they need to come to an informed understanding of

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the topics brought and, 3) introducing students to the ideas and perspectives that will shape the future of what has become a global society. Topics covered include global economics and fair trade, geopolitical balance and foreign policy, in-depth biographies of key figures in modern politics and societal development.

History Assessment The history curriculum provides a solid overview of U.S. History which fulfills university requirements and more importantly brings the student to an awareness of their place in the world. In addition students gain a wide knowledge of events, historical and contemporary in world affairs that impact them today.

(A general assessment of the Humanities curriculum is also provided at the end of the Humanities section.)

Literature The goals of the literature and language skills courses are to cultivate proficiency in the appreciation and discovery of meaning in the writings of both the other and the self, and in the ability to articulate speech through form and delivery.

This is supported and developed in the Main Lessons listed below, which include the immersion of the students in one major work or a comparison of related works. Students are asked to examine, discuss and reflect on the subject through reading, oral presentation, composition, and dramatization.

Literature and language skills track classes focus on aspects of writing as well as appreciation of literature appropriate to each developmental stage. Study of various examples of literature provides an opportunity for a fresh curriculum through varying the many novels and short stories currently available. These classes offer students opportunities to try their own hand at writing, with the works of literature as their models.

Ninth Grade

Tragedy and Comedy: This course traces the development of western drama from the present time to the classical Greek period. Students are asked to find current examples of comedy and tragedy in the drama of today, including film, as well as in their own lives. Through dramatic presentation of either one-act plays or scenes from major works, each period will be examined and discussed. Contrasting themes in the dramatic works are explored through the recognition of comic and tragic elements in each example in the discussion subsequent to the enactments.

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American Literature: Students study great stories or a novel from this genre. Lately this has been Ray Bradbury’s Something Wicked This Way Comes. The novel is rich in language and classic themes, though it is uniquely American. Students write reflections on many themes raised in the novel, such as the relationship of good and evil. They also develop creative responses through both writing and drawing to some of the concepts. Students write a major a major paper which asks them to begin to analyze and connect many of the novel’s key themes.

Novel: Each year a novel with a theme of polarity or revolution is chosen. The current example is Les Miserables by Victor Hugo.

Short Stories: Drawing from great works from the cannon and beyond, students explore literary elements used in the composition of short fictional writing—such as theme, character and plot, as well as genres such as mystery, fantasy and allegorical fiction. After reading examples using plot elements such as irony, or personification, students write stories and present them to the class. Grammar skills are also reviewed at this time. Authors change yearly but have included Hawthorne, Bradbury, Poe, Maugham and many others.

Art of the Essay: The class begins with a few key grammar concepts and quickly moves to writing in many different styles, such as careful, detailed observation to build up to essay writing. Students then write a major persuasive essay, using the form of classical rhetoric and study two persuasive speeches as examples, The Declaration of Independence and the speech by Chief Seattle. Students then study and write essays in other styles, for example an essay based on observation or on memory and reflection.

Freshmen Study Skills: This is a composite course covering three topics: Technical English skills in word usage, vocabulary, sentence structure, paragraph formation and essay writing; Time Management, Communication skill development including scheduling, how to effectively involve your parents in your education, and how to communicate maturely and effectively with teachers and other adults; and, Exercise, nutrition and sleep, as we look at our own life habits and the way that they relate to our study skills and habits. The curriculum intends to have the students understand the importance of good life habits.

Tenth Grade

Flowering of English: This course focuses on the history and development of the English language from its earliest beginnings, considering relevant linguistic, historical, social and religious influences on Old English and Middle English. Through close reading of the texts Beowulf and the Arthurian epic/romance Sir Gawain and the Green Knight, we note enduring cultural influences on today’s language. We write two major epic poems, one per work, that are closely modeled on all aspects of the originals, while allowing and encouraging imaginative exploration.

Odyssey: This class provides the students with their own odyssey of five days backpacking to help deepen their study of the text. In this short time students experience for themselves some of the most important themes in the poem: the desire to explore the world, the desire to return home, the challenges of physical hardship, the strategies necessary to complete the trip, and

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many more. These experiences help the students to make connections to the 2800-year-old poem. Students relate their experiences to the poem in a journal and, when there is time, write a comparison paper.

Eleventh Grade

Romanticism: This course examines the Romantic period in literature and painting against the background of social, artistic, political and philosophical trends present in the 19th century. This includes a look at the imagination in artistic perceptions as well as the Romantic Hero. After a survey characterizing romanticism and the Napoleonic Age, biographies of classic English Romantic poets are presented to the students. Poems from Blake, Wordsworth, Shelley, Keats, Coleridge and Byron are read together, analyzed and discussed. In addition, Dickens’ novel Hard Times is read and discussed. A study of Romantic painting focuses on Friedrich, Turner, Constable, Goya, Delacroix and the Pre-Raphaelites.

Research/“I Search” and Comparative Religions: In this course students write an “I”-Search paper which focused on a topic of their choice out of the work in the Comparative Religions seminar course. Student presentations and guest speakers for the seminar provide a context for developing a question out of the student’s relationship to the topics discussed. This question was researched through interviews with priests, rabbis, ministers or other representatives of different faiths. Book and internet sources were also used as references. In working through several drafts, students differentiate between their personal perspective, their process in the investigation, and more objectively, the practices and perspectives of at least two organized religions. They conclude with an answer to the question based on the research efforts. They must also keep a daily journal that becomes an overview of the entire process. Finally, students are asked to reflect on their experiences in working with an evolving question through inner and outer research.

Parsifal: This is a study of Wolfram von Eschenbach’s epic poem about a quest for the Holy Grail. Written in the thirteenth century, the poem speaks to many questions today’s eleventh graders carry. To further deepen their reflection on these questions, the students are asked to recognize the connections between the text and their own experiences in journal style responses. They write reflections on topics that come to them from their personal experiences or from ideas that were inspired by class discussions.

Twelfth Grade

Russian Literature: This course provides a survey of nineteenth and twentieth century novelists and poets against a background of Russian history. The twelfth grade themes of identity and ethics are reflected in those of Russian literature—collective guilt, transformation through suffering, and salvation through compassion. Students read selections from Dostoyevsky’s novel The Brothers Karamazov, all of Solzhenitsyn’s novella One Day in the Life of Ivan Denisovich, as well as a selection of Russian poetry, drama and short stories including works by Pushkin, Gogol, Chekov, Gorky and Ahkmatova.

Transcendentalists: This course focuses on the mid-nineteenth century American philosophy of Transcendentalism and its leading proponents: Emerson, Thoreau, Fuller, Alcott and Whitman.

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The still-vital works of these authors encourage the twelfth grade students to examine the question, “How shall I live?”, ponder what Steiner terms “That which human beings need for life,” and ponder their own volition, as well as the universal meaning of human existence and its relationship to nature and the cosmos.

Faust: Faust is one of the great works of literature; it represents a life work of one of the geniuses of modern times. Though extremely complex, it is highly relevant to seniors. The text asks questions that are relevant and alive to them, such as: Why does one strive? How does one recognize and overcome evil? What is the nature of the human being? Students reflect on these and other questions in class discussions and in a response journal. They also write a major analytical work on a theme from the play.

Senior Project: The Senior Project is an opportunity for students to practice self-initiated activity by finding a topic that they are passionate about and pursuing it. This course is a critical part of their Waldorf education and is required for graduation. Each student defines, plans, and executes a project. They spend five to ten hours per week throughout the year, for a total of 200 to 400 hours on their project. Students journal throughout the year, and complete a 15 to 20 page written paper which describes their project, places it in the context of related work in the field and articulates the underlying question that motivated their work. All students present their work to the Summerfield community in a 10 to 15 minute presentation. Although the projects are coordinated by two faculty members, the entire faculty participates in supporting the process.

Speech and Drama In a Waldorf school, each morning begins with recitation of Rudolf Steiner’s morning verse. There may also be additional poems presented by the teacher in relation to the Main Lesson being taught.

In order to enliven the repetitive exercises, various details of the content or the form are examined more closely from time to time in conversation. Also, in the case of the morning verse, attention can be directed to construction, characterizations, use of certain sounds, and other aspects of performance speech.

The preparatory work on the speech exercises that Steiner gave for the school demands quite a bit of imagination and liveliness so that the pupils do not slip into a mechanical droning. With class plays, the pupils are usually glad to do individual speech exercises when they see how helpful these can be in eradicating their own speech peculiarities or in the characterizations of a role.

The class play (drama) offers the adolescent a chance to extend beyond the safe and familiar boundary of self to the uncharted territory of the other. Gradually, a part of the soul becomes available to the student for individual expression, free from his or her body. Through the rehearsal and performance process, each child becomes acutely aware of his or her own strengths and challenges with respect to articulation, depth of feeling, understanding of character, and spatial-temporal awareness. A profound sense of both individual and group accomplishment, of enhanced responsibility, and of personal clarity and maturity are the usual results.

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Ninth Grade

• Improvisation techniques • Reading/enacting scenes in class • One-minute impromptu speeches • One-minute prepared speeches • Two-minute prepared speeches • Individual recitations • Group recitations • Oral book reports (Humanities classes) • Class meeting discussion protocol • Class offerings in all-school assemblies

Tenth Grade: the Tenth Grade Play

In this course, we fully produce and perform a Greek tragedy from the established canon. Greek drama responds to such tenth grade questions and oppositions as: self vs. society, family, and the gods; what are the roles of citizen and state; how much of life is free will and how much fate; what are the consequences of unpopularity; what happens to those who violate taboos; and how can the excitation and purging of strong emotion instruct, heal, and unite. We build toward performance with close reading, textual exploration, physical theatre work, and speech exercises. Students meet memorization deadlines and must work in the production areas of lighting, costumes, mask, makeup, sound design/music, and sets.

• Improvisation techniques • Reading/enacting scenes in class • Individual recitations • Group recitations • Oral book reports (Humanities) • Class meeting discussion protocol • Class offerings in all-school assemblies

Eleventh Grade: the Eleventh Grade Play

Through dialogue, lecture, and close reading of William Shakespeare’s Hamlet, we note especially the dawning of modern psychological consciousness as exemplified in its hero. Students keep a daily log. The first half of the course is analytic in nature and there are regular writing assignments and a final essay. The second half of the course culminates in an abridged performance of the play. We analyze, scan, and write word-for-word translations of the verse. Students are responsible for lights, program, graphics, simple set pieces, props, and costumes.

• Improvisation techniques • Reading/enacting scenes in class • Writing and enacting dramatic monologues • Oral reports • Individual recitations

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• Group recitations • Oral book reports (Humanities) • Class meeting discussion protocol • Class offerings in all-school assemblies

Twelfth Grade: the Twelfth Grade Play

In the Waldorf curriculum, the culminating activity of the twelfth grade is the self-chosen, carefully discussed, and artistically presented class play. To the fullest possible extent, students are responsible for all production aspects, including direction, costuming, sets, music, graphics, publicity, and so on. This dual blessing of freedom of choice and responsibility to community in performance plays an important part in the development of the twelfth grader, both individually and socially. As well, drama’s fundamental question of what it is to be human receives students’ most mature answer at this time.

• Improvisation techniques • Reading/enacting scenes in class • Individual recitations • Group recitations • Class meeting discussion protocol • Class offerings in all-school assemblies • Discussion group in High School Project Week • Presentation of Senior Project to the community

Humanities Assessment Strengths

• Students take stimulating and vigorous courses, which promote the development of their skills in reading, critical thinking, writing, speaking and research

• Graduates continue to report to us that they are well prepared for college and, more importantly, that they are able to critically assess new material they encounter and are able to participate in the world and face its challenges

• Trained Waldorf teachers approach their teaching as an art and try to make their courses as creative and engaging as possible. Student participation through oral reports, art projects, group research and presentations is greatly encouraged

• English courses cover basic and creative writing skills, as well as the infinite world of literature, allowing students to mature in their skills of evaluation and interpretation

• Drama classes emphasize performance and improv, giving students the opportunity to develop theater and public speaking skills, including the art of self-expression

• History courses are diverse, and provide a solid overview of the development of human consciousness

• Aesthetic courses allow students to view history through the evolution of a specific artistic medium

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• Recently, several of our teachers have also taught English Skills classes in the lower school grades. This has been a very positive experience as we make better connections/communication throughout the school

• Recently approved honors elective classes in both English and history with UC/CSU. These classes are offered as additional academic electives

Challenges • One positive challenge is choosing which great works of literature to include in the

curriculum. (There are so many wonderful books from which to choose, and we strive to cover the finest works available in English)

• As events in the world change, we are constantly challenged to have history and current events courses that enlighten students about various cultures and parts of the world

• How can we continue to meet remedial students?

Goals

• Meeting the changing and diverse questions our students • Establishing a library for the students with adequate technical workstations and books • Continue to have department meetings to ensure we are doing what we say we are doing,

to continue to explore what literature to teach and when, and to share ideas on how to enrich our courses and our artistic exploration of teaching

• Continued awareness and accommodation of special needs/diverse learners

Sciences All students in grades nine through twelve participate in an integrated, developmentally appropriate and sequenced science curriculum in all four science areas (physics, chemistry, life science, and earth science).

Careful observation of phenomena is the foundation of the entire high school science curriculum. Students perform experiments in a laboratory setting and make their own observations, to follow a logical train of thought and to thereby arrive at the concept or principle.

The students’ lab reports, with discussion questions, forms the basis of the written work. Here, the students articulate their understanding of the concepts. Activities such as sketching the experimental setup serve to focus and deepen the students’ observation

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skills. In the upper grades, students individualize their learning through researching their own questions, working on experimental design and/or taking more responsibility for their experience of the phenomena.

Often, the best way to lead students through the development of complex scientific theories is to recapitulate the history of discovery by reconstructing crucial experiments. In this way, students come to understand that science is an ongoing process rather than a list of formulae to be memorized. The goal of the program is for students to develop a positive relationship to the physical world by discovering and understanding its lawfulness through their own observations and thinking.

Our teachers work out of Anthroposophy to find answers with spiritual meaning that inform our teaching of science.

Biology Ninth Grade

Biology I – Comparative Anatomy and Physiology; Cell Structure and Function: During this block students are introduced to compound microscopes and stereoscope. They gain experience in certain laboratory techniques such as, preparing, observing, sketching and describing wet mount slides of different cell types. The curriculum involves comparative study of skeletal, muscular, cardiovascular and the digestive systems. An emphasis is placed on accurate observations and drawing connection between what is observed and scientific concepts. Students participate in hands-on lab work daily, while discussing embedded concepts and ideas in whole class lectures and discussion groups.

Tenth Grade

Biology II – Comparative Embryology and the Human Nervous System: This course provides a comparative study of embryological development among vertebrates and invertebrates and concludes with an in depth analysis of the human nervous system. Students follow the development of the human embryo from a single celled zygote to fully developed fetus. Along the way students are able to make a comparative study of the embryological cycles of other organisms, elucidating ecological and evolutionary relationships between species and the connection between development and evolution. Complex cellular processes such meiosis and mitosis are examined, as well as the intricacies of cellular communication. The final week of the course concludes with a study of the human nervous system, exploring how stimulus is translated to experience and our evolving understanding of the complexities of the human brain. The students address difficult moral hot button scientific topics that arise, such as genetic engineering, abortion, and human individuality.

Eleventh Grade

Biology III – Genetics and Botany: A study of Genetics, starting with Mendel and continuing up to the present, is undertaken. Students explore current scientific research on gene expression and Epigenetics. They engage in lab work that elucidates concepts from these challenging topics. The lab work from this block is more involved than in previous block and requires the students

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to put more of themselves in each process. They are asked to think creatively and critically about what they experience.

The Botany work involves an evolutionary a study of the major plant groups, beginning with algae, lichens, mosses, ferns and horsetail and building up to the more complex gymnosperms and angiosperms. This endeavor is designed to highlight major evolutionary trend and relationships. In addition to plant anatomy and physiology, the studies of plant ecology and metamorphosis are also undertaken as a means to understanding this incredibly diverse kingdom.

Twelfth Grade

Biology IV – Zoology and Evolution: A complete survey of the major animal phyla is done in this course. We begin with the leading hypotheses on the Origin of Life (Abiogenesis) and build up picture of the incredible and various pathway and events that led from the earliest organisms on earth to the astonishing complexity and diversity that we see on the planet today. There is a field trip to the National Academy of Sciences in San Francisco. This trip allows students to get practice in making careful observations of individual animals and communities. Our study of evolution is deepened by the exploration of pre-Darwinian ideas, the works of Charles Darwin and his associates and the emergence of the modern synthesis. Students read original materials from Darwin and his contemporaries. The course wraps up with an examination of human evolution and the leading ideas on this ever-emerging, changing story. In addition, students are introduced to the modern field of Complexity Science and its applications to evolution. The students are assigned Zoology textbooks and also read from a collection of literature that includes excerpts from Darwin’s works and his associates as well as current research.

Physics Ninth Grade

Physics I – Heat (and Basic Electricity): This course on heat aims to introduce the student to the fundamental principles of heat and to apply those principles to the world of machines. The course is taught through the history of science, looking at the fundamentals of heat through lab experiments, and then applying those principles to the development of the steam engine, steam turbine, and the internal combustion engine. There is a very illustrative connection between heat energy and electrical power generation in our locale. The Geysers Geothermal Power Generation facility, located in the mountains between Sonoma County and Lake County, produces steam turbine-generated electricity. High voltage power transmission is also briefly introduced.

Tenth Grade

Physics II – Mechanics: The aim of this course is to introduce the student to the fundamental principles of kinematics and dynamics. The course is taught through biography, looking at the biographies of Galileo, Newton and Kepler and duplicating some of their original experiments in the lab. The study of the physics is introduced mainly through student labs, including Galileo’s inclined plane experiment and measurement of free fall, Newton’s Three Laws of Motion, centripetal force, the parabolic path of thrown objects and other motion phenomenon and analysis. Most lab results are abstracted through graphing and computation, giving the student an

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experience of coming to a concept from experimental observation supported by mathematical analysis.

Eleventh Grade

Physics III – Electricity, Magnetism and Atomic Physics: The aim of this course is to give the student an understanding of the fundamental principles of electricity, magnetism and atomic physics. Student labs illustrate the principles of electrostatics, Coulomb’s Law, capacities, resistance, Ohm’s Law, magnetism, electromagnetism, inductance chemical batteries, and how they apply to basic electric circuits. We also look at the principles behind capacitors and cathode ray tubes, and how they can be applied in basic radio and television systems. The work of the Cavendish Lab scientists JJ Thomson and Rutherford in the discovery of the electron and proton is studied, together with the discovery of radioactivity and the structure of the atom.

Twelfth Grade

Physics IV – Color and Optics: Starting from a discussion of experiences of light and observations around the creek bordering the school, the students explore the phenomena of reflection, refraction and quantitative optics (Snell’s Law and Lens Formula) through lab work. The experience and perception of color is then studied. We examine the phenomena of prismatic color, color mixing (additive and subtractive), and the systems developed for describing them. The different theoretical interpretations developed by Newton and also by Goethe are contrasted, together with the differences in their philosophical approach and methodology.

Finally, we explore the phenomena of diffraction, interference and the wave theory of light. Demonstrations of black body radiation and the photoelectric effect lead to a study of quantum theory and a discussion of wave-particle duality.

Chemistry Ninth Grade

Chemistry I – Organic: Organic Chemistry is the students’ introduction to the inner nature of the substances of living organisms: carbon-based compounds. The class is given a basic introduction to atomic structure taking a historical approach from Pre-Aristotelian thought up to the Bohr model. The class explores the ability of elements to change states, be transformed, and combine with other elements. Topics include the symbiosis between the human being and the plant world, photosynthesis and respiration, the polar processes of hydrolysis and condensation, fermentation, the structure, function and transformations of carbohydrates into alcohols, organic acids, esters and ether, the densification of carbon into coal and diamond, and, finally, the synthesis of polymer plastics. Lab work is done daily to explore all of these topics, while teacher-led demos help to elucidate specific concepts.

Tenth Grade

Chemistry II – Inorganic: Students study chemistry experimentally and theoretically, beginning with precipitation, solubility and ions. They characterize salts and crystals and study the polarity of acids and bases through reactions, qualitative indicators and quantitative titrations.

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The students also master the mathematical calculations of concentration, polarity and chemical equations. They begin to explore oxidation-reduction reactions and the conductance of electricity.

Eleventh Grade

Chemistry III – Historical Exploration: This class explores chemistry through theory and experimentation. Students trace the historical development of chemistry from the Greeks through alchemy to atomic theory, with reference to the scientific method. Through experimentation, the class explores the ability of elements to combine with other elements and transform physically. Students discover the quantitative relationships within formulas, experimentally and theoretically. They also explore a variety of elements, the organizations of the different elements and the atomic theory.

Twelfth Grade

Chemistry IV – Biochemistry: This culmination class pulls from all of the previous years to understand the chemical universe under the surface of the human being. Using atomic theory and bonding principles as well as experimental exploration, proteins, carbohydrates, lipids and nucleic acids are discussed in detail, as well as their interactions within the human body. The students learn more about DNA’s ability to synthesize molecules for living organisms and the impact of disease on this process. The students also explore the transformative process of various metabolic pathways. We discuss brain chemistry and the students’ research and present their findings on different types of drugs and their impact on the human body.

Earth Sciences Ninth Grade

Geology: In this course, students are given the opportunity to explore some of the major forces that have shaped the earth, as we know it. As an introductory exercise, students investigate samples of the three basic rock types with their senses and make detailed drawings of what is seen. Impressions are recorded, and a general consensus of what it means to be sedimentary, metamorphic or igneous is derived. We then go on to studying plate tectonics, earthquakes, volcanoes, topography, tidal waves and geysers. A special focus has been on water as a force that sculpts the land. The culmination of the course is a largely student-planned field trip.

Tenth Grade

Geography: In this Main Lesson, the earth is seen as a living organism, with vital processes going on inside the sphere, in its rocky crust, in its watery and airy mantle and even in outer space. Rhythmical processes are studied, including tectonic plate movement, river and ocean currents related to climate, meteorology, ecosystems arising from the interplay between climate and vegetation. Students explore the interactions between human cultural and ecological environment.

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Eleventh Grade

Astronomy: During this course, students study the solar system, star formation, galaxies, and more contemporary theories in astronomy. They become familiar with the night sky, observe sunspots and practice setting up and using different types of telescopes.

Science Department Assessments Strengths

• Science is an integral part of the Waldorf high school curriculum, helping students to establish a meaningful relationship with the natural world and develop an understanding of the role of science and technology in society and its social and ethical responsibilities

• Science is taught at this school by means of a balanced approach of hands-on, small group experience (labs), observation and theory. At the heart of this program is a phenomenological approach to scientific exploration

• Scientific method, taught throughout the four years of high school, gives students important skills for living in a technologically driven society

• The high school’s science department has an experienced faculty with strong backgrounds in their appropriate fields, including professional, scientific, and Waldorf pedagogical training

Challenges

• The ability of our personnel and lab equipment to accommodate increasing class sizes is an increasingly relevant issue. Class sizes of 30+ students are difficult for one teacher to manage and monitor, especially during lab activities. There is an increasing need for trained lab assistants for the physics, chemistry and biology Main Lessons. (An assistant has been added for 2015-16.)

• Coordinating the yearly schedule for integration of the material in an optimum sequence, given the other constraints of teacher and room availability

• The lab space is not separate from other student uses. For example, the lab tables are often used for social activity and eating during the lunch hour. This makes effective setup and clean up difficult

• Much of the science equipment has become outdated and/or doesn’t work properly.

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• Support for a rigorous middle school math and science curriculum, including skill development, to effectively prepare middle school students for HS science

Goals

• The science curriculum is perpetually in the process of review. Areas of concern include those mentioned above, but also the need for more field research as well as greater integration of the various disciplines

• To update the science equipment so that the science program is well supplied with current and effective equipment, apparatus and instrumentation

Mathematics The mathematics program is taught in two ways: track classes and Main Lesson blocks. Track classes are similar to “conventional” high school mathematics. The 50-minute track classes meet three or four times a week. The high school track classes are described in depth in the Course Syllabi binder in the High School Office. Generally, they are:

Ninth: Algebra I (trimesters one and two), Basic Trigonometry (trimester three)

Tenth: Geometry, Advanced Geometry (Euclidean), followed by Analytic Geometry

Eleventh: Intermediate Algebra, Algebra II with Pre-Calculus and Trigonometry

Twelfth: Calculus/Calculus Topics or Advanced Topics in Mathematics

Advanced Topics in Math is a survey of varied subject areas related to mathematics. Areas of study often include chaos theory, probability, statistics, standard and normal curve, number bases, artificial intelligence, fractal dimensions, and chaos theory. Methods of exploration include readings, discussions, and constructions on paper and using zome-tools. Each student gives an in-depth presentation, completes an essay, and takes exams.

The students are grouped according to class and ability. For example, ninth grade subject math is offered in two levels of ability: Algebra IA and Algebra IB. A textbook may be used, and homework is assigned for each class.

Advanced Math Electives: Two term-long elective courses in Math have been offered as: SAT Prep and Advanced Math that includes topics of alternate geometries, hyperbolic spherical trig, and navigation.

Main Lessons in Mathematic Topics

The Main Lesson delves deeper into some of the more modern and “unconventional” mathematical topics. Each Main Lesson is three to four weeks long, and meets for one hour and forty-five minutes daily. The Main Lessons are used to introduce topics that are appropriate for the development stage of the student, according to Steiner’s indications. They provide the student with more time and a hands-on approach to exploring a particular topic. There are four Math Main Lessons over the four years, with possible future additions. The entire class receives

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these Main Lessons together, where there is often a wide range of mathematical abilities. These Main Lessons are taught without textbooks. The high school Main Lessons in Mathematics are:

Ninth: Counting Theory – Permutations, Combinations and Probability

Tenth: Conic Sections with Introduction to Elements in Infinity, Sacred Geometry – “The Golden Section”, and the Geometry of Nature and the Human Form

Eleventh: Projective Geometry

Twelfth: In twelfth grade, Calculus Topics are integrated into the math track classes.

Mathematics Assessment Strengths

• The curriculum is age-appropriate • Regular Math/Science department meetings and study • Real-world applications and problems considered • College prep content is covered • Class size is small • Main Lessons are not bound to math text • Practical-based geometry instruction through a philosophical–intuitive-imaginative

approach is offered • Teachers are experienced, professional, and enjoy math • High School teachers teaching math classes in grades seven and eight • Balancing the development of skills for retaining the integrity of Waldorf philosophy and

curriculum while taking standardized tests • Host optional supplemental program for Standardized Test Preparation (SAT/ACT) • Math and Science course contents are integrated and coordinated to support each other

Challenges

• Resources with real-life concrete problems and more appropriate contents are needed • Due to schedule limitations, topics which would best be taught in a Main Lesson format

are taught in track classes • Meet wide range of abilities in math students

Goals

Ongoing striving in the following areas, in department meetings and discussions with colleagues, to address the challenges for:

• Evaluating individual student progress • Engaging the Will of the student in the act of mathematical thinking • Fostering comprehensive insight over and above skill development (skills to become only

an expression of ideal comprehension)

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• For students to appreciate relationship between math, science, and life • Maintaining link with Lower School in developing and teaching math and sciences in the

Lower School • Submit integrated math descriptions of Alg 1, Geometry and Alg2 to Math 1, 2 and 3

with the UC

Foreign Languages

Spanish In our high school, students learn a foreign language by experiencing the Spanish soul life through its language. The students are working through listening, speaking, reading grammar, and hearing about history, politics and experiences from their Spanish teachers.

Language is taught in the context of these experiences whilst seeking to meet them at their growing point, to engage their thinking and their will, and to help them form meaning through ‘another’ language in their lives. The main purpose of the Spanish program is to enrich the students’ capacities to communicate with others through awakening a love for the subject, and by inspiring them to listen and respect different views, thoughts and worldviews. Worth noting: in 2012-13 we stopped offering German I, II and Advanced levels because attendance could not support the offerings. It was also too difficult to support many levels in a single class with one instructor.

Method

Grammatical accuracy it taught through different methods of language acquisition, by allowing each teacher to develop a style based on personal affinity, interests and by paying attention to the needs of each class/group constellation formed by the placement by levels. Students are encouraged to ask questions, are provided with a space to discover and express their ideas, skills and work. Our faculty seeks to light a fire, inspire and enkindle enthusiasm in their students, and to help them recognize and articulate their questions.

Levels

The high school Foreign Language program is divided by levels, with a mixture of students from different classes in each one.

Students continuing from SWSF middle school are usually assessed by their eighth grade Spanish teachers and placed in one of the levels in conversation with the students, seeking to empower them to consider where they will be better served. Incoming students can either be tested or consulted as to where they believe they should be placed. In all cases, students are assessed by their first trimester Spanish teacher to place them at a different level if necessary, or to support them on how to overcome individual challenges of their learning process.

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Assessment of Foreign Languages Strengths

• Dividing students by levels empowers and motivates them to take responsibility for their education process, to improve and do well. Students coming into the High School can be placed as much as in level three, regardless of their age

• Students are increasingly motivated and inspired to learn Spanish • The Foreign exchange program has grown and most students are currently exchanging

with Spain or Argentina

Challenges

• As the level of proficiency in language acquisition has improved and developed on an ongoing basis, most incoming ninth graders need to be placed in levels two and three. In addition to the students moving from level one or two, these classrooms can get too big very fast, making it harder for the teachers to offer personalized attention. Additionally, within a single level class, there are still students that have moved up a level but have important challenges that cannot be addressed in the context of the more advanced students’ need to be challenged and motivated

• The more advanced students that are placed in level three as freshmen present a new challenge as they enter their junior year having already taken level four. Most advanced students want to continue learning Spanish and find they have reached a ceiling with no further advancement possibilities. Additionally, students who are native speakers, do not have the option of advancing their Spanish oral/written skills beyond level four

• Three, forty-five minute classes per week, after lunch, does not meet the indications given by Rudolf Steiner to teach foreign languages as Foreign Languages require the most amount of thinking and students need to be fresh for class. Ideally, Steiner recommends foreign languages to be taught after Main Lesson during the ten o’clock period

• Having four levels taught simultaneously requires the school to hire four different Spanish teachers, whom with three classes a week, cannot always sustain themselves unless they teach other subjects or also teach in the lower school. For this reason, the high school has a higher turnover of Spanish teachers that presents continuity challenges at student, curriculum and methodology levels, just to name a few

Goals

• To meet the advanced students that may want to either deepen or continue their studies of the Spanish language, we are working to offer them an ongoing Spanish Honors elective, starting Fall 2015, in a double period, twice a week class, specifically aimed for Juniors and Seniors, but open to native speakers and other advanced students of Spanish. This class will have a theme for each trimester, on Spanish Essay and/or Creative Writing, Latin American Studies (Culture, History and Politics) and Spanish/Latin American Art

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• To further develop through the study of Waldorf pedagogy, and ongoing faculty support, different ways to work effectively with students during the three-times-a-week, forty-five minute, after-lunch class

• To continue to support an adequate level placement for all students in the high school • To create an action/transition plan leading towards changing the placement of foreign

language class from after lunch to after morning break period

Visual and Practical Arts Ninth Grade

Printing – Linoleum, black and white: This class can be understood as an introduction to any printmaking process. It is an exploration of polarities (see ninth grade curriculum), learning to objectify and plan. The student learns to develop a design idea, including sketching and drawing out of imagination and perception, leading into generating an IMAGE and a composition, including the three basic types of imprint: the positive, the negative, and the line.

Black-and-White Drawing: The focus is on tonality, exploring the phenomena of light and shadow. Beginning with an illuminated still life of geometric shapes, the students are exploring various techniques of shading using graphite. Still-lifes exchange between clear glass and its reflections, various kinds of bones and skulls to finally moving outside studying drapery of tarps and clouds in landscape. Easels are used throughout the entire block. They discover the inner and outer quality of the nature of light. Working with easels allows each student to develop a more

personal stroke and avoid smudging of pastels.

Blacksmithing: This course introduces the processes and techniques of hot working iron by using a coal-fired forge. Students learn how to maintain the forge fire at an even and constant temperature, in order to be able to transform an ordinary round steel rod into a well-designed and balanced fire tool by using controlled strength and technique. This class meets the developmental needs for balance between polarities of the Ninth Grader in a direct and uncompromising way.

Pottery: This course is an introduction into hand-building pottery by the coil method. Students are required to build a large (26” tall) vase that has an even wall thickness throughout, is symmetrical and well balanced, and is free of any marks other than those intended by the maker. This class addresses the Ninth Graders’ swing between inner polarities through their

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work with an endlessly yielding material, which requires the development of a new sensibility.

Tenth Grade

Color Drawing: Introduction to the versatility of three primary colors, plus white, students draw from a still life a clearly divided warm and cold pastel piece. Followed by a black and white collage from newspapers, representing a sculptured head from the Greek period, tonality becomes the focus. The same motive is transformed with the three primary colors onto black paper, carefully focusing on light and reflections, leaving out the shadowy section. A larger Greek mask, carefully lit, is the final piece using the same medium as above. Easels are helping the work with wrist and arm freely.

Printing – Linoleum, multicolor: This class can be understood as an introduction to printing or as an advanced-level class, continued from ninth grade printing. The student learns the development of concept, generating an image within three different layers, exploring color, texture design and composition. It offers the opportunity to study problem-solving on different levels. Part of the process is to carve out three different blocks with a minimum of one color per block, in a way that the three blocks printed together evolve into one complete and clean image.

Watercolor Painting: This class is an introduction to veil painting or a deepening for the student. The student has the opportunity to develop the will and a strong sense for problem-solving. We are using watercolor, layering transparent surfaces of color on paper. We are basing this class on Geothe’s Color Theory, working into the objective laws of the three “luster colors” and demonstrating a way of seeing our work “out of color”. Because we need to wait for every layer to dry before we can continue, we add different “wet on wet” exercises which are complimenting the out-of-color experience.

Pottery (wheel-work): This course is an introduction to the use of the potter’s wheel. Students will learn how to prepare the clay and throw it (perform a specific series of actions on the centered clay). If time permits, we glaze and then Raku-fire the students’ work. Developmentally, this is a tumultuous and uncertain period where the students feel they have no stability or control, and being able to center the clay on the wheel brings lawful order to the inner and outer world.

Weaving: Objectives are to design and weave fabrics that are both beautiful and functional, to explore weaving with patterns and color, and to understand the basic technology of the loom. Each student designs and weaves a scarf on the floor loom and creates a tablet-woven band to be used as a belt, guitar strap or other. Through their study of ancient civilizations (where many of the cultures have a rich and enduring tradition of weaving) and their understanding of mathematical progressions, the students’ abilities and connection to weaving are enhanced. They learn that the creative design process is as important as the end result and that craftsmanship requires effort and careful attention to detail.

Carpentry (Dovetail Boxes): In tenth grade, personalities become more individualized through the work they do. Clarity of thought and increasing ability to form judgements through applying conceptual tools to practical situations is enhanced and refined throughout the process of creating

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a handmade dovetail box by working with accuracy and applying what they learn practically in wood, a very detailed and somewhat complex practical task requiring both accurate observation and common sense judgement. Knowledge of different woods, their characteristics and uses; accurate design and layout; gaining confidence in sawing and chiseling of more complex joints; accuracy in surface treatment and the final finish; discussion of techniques and environmental aspects of using and processing wood are all aspects of this unique project.

Eleventh Grade

Acrylic Painting: This class focuses on the introduction of acrylics as a new medium with its very own different qualities as compared to watercolor painting. We are still working out of color but now include the basic elements of patterns, texture, and shading within painting themes such as “masterpieces”, landscapes, and still life.

Life Drawing: The focus is on the proportions of the human being from birth to adulthood. Quick studies of movement and gesture in solid graphite and charcoal occur. These are often done outside which allows a good distance to models. A visit to the Early Childhood playground is a good practice for developing the power of observation as young children don’t stand still. Easels are essential during our block.

Bookbinding: Printing of paper, using the wheat paste technique, each student is creating numerous sheets of paper which are being used for their projects. Beginning with a clipboard,

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each student is exploring a large paper cutter, precision of measuring and cutting, grain line and bookbinding glue. A simple Japanese booklet which is including a deckle spine and hinge introduces everybody in addition to moveable parts, and bookbinding linen. The history of bookbinding and printmaking, three dimensional thinking and fine motor skills are a focus.

Jewelry-making: This course is an introduction to the manual fabrication of jewelry using sheet and wire. Students learn how to design, cut, decorate, form, and hard solder a number of projects of their own choosing. With a new sense of self and an increasing interest in the world around them, the technical and detailed work of jewelry is very appealing and satisfying, and the quality of that what they can make in class is such that they recognize themselves as becoming part of the adult world.

Twelfth Grade

At this stage of their development, the students are ready to look at themselves and reflect back on their lives. This class provides this opportunity and sends students out into the world with a new sense of who they are.

Self-Portrait, Acrylic Painting: The proportions of the human face and bust, is light and shadow, sculptural quality and tonality. Simple sketching techniques from various angles; frontal, distorted, looking upwards and downwards, helps to find the preferred pose. Exploring bone structure and shading helps to bring forth each personality. By working on easels the class is introduced to oil paint, its versatility, luster and vibrancy. The final canvas is ever giving, and the journey of “Who am I?” “How do I see myself?” begins. This is the final painting explaining of each senior student at SWSF.

Self Portrait, 3D in Clay: Students are required to make a life-size likeness of their head in clay. They work with a mirror, photographs and observations of one another’s head and facial features. This is the last art project before they graduate and the most challenging, but also one of the most satisfying upon completion.

Grades Ten, Eleven and Twelve: Photography Elective

Students learn how to use a 35mm SLR camera with manual controls to take black and white photographs. They learn how to develop the film and make a finished print. This class provides a bridge between the Arts and the Sciences.

Visual and Practical Arts Assessment Strengths

• Wide range of artistic offerings which meet the developmental needs of each specific grade (as detailed in the course descriptions)

• Experienced and enthusiastic teachers who pursue continued personal and professional development

• Weekly study group and business meeting attended by fine and practical art teachers. This is a very cohesive group devoted to listening, exchanging, and supporting our individual work

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• Art faculty has a great deal of expertise in a variety of mediums • Substantial time devoted to this part of our curriculum (three double periods/week).

Double periods allow for sustained immersion in artistic activity • School grounds offer a wealth of subject matter from nature

Challenges

• There is a lack of adequate display areas for student work. This would be essential in promoting the culture of excellence in our school community. It would also be a key public relations tool for connecting with the broader community and prospective new students

• There is a lack of adequate space, such that available rooms may have poor lighting and storage, an inability to be set up beforehand, and furniture which may need rearranging during class time. This includes a lack of storage space for projects. Additionally, Art classrooms are scattered throughout the school and are not retrofitted to accommodate the craft work; light, space, water, etc…

• Teachers may sometimes teach five periods without a break • Budget not always adequate to provide reliable equipment and supplies • The blacksmith shop and jewelry classes are housed in a tent, and need to be in a solid

and weather-resistant building • Time constraints can pose challenges to the completion of projects to a desired level of

refinement • Class size has an effect on teaching and the efficacy for students to produce quality work

Goals

• For all seventh through twelfth practical and fine arts classes, the realization of our long-range plan for an art tech building will address manifold space and display needs and the quality of work environments

• Develop woodworking toward the designing and creating of furniture in twelfth grade • Encourage a deeper understanding of craft materials as natural, but limited, resources

Music Program High School music at Summerfield takes on a slightly different character than in the lower school. Ninth graders fill out a form characterizing their musical education and experience to date and stating any future goals they may have. Music department coordinators, in concert with students, family, and music teachers, place them in the high school’s differing classes. Beginning in tenth grade, students are granted much more freedom to place themselves within the music program.

Our goal is that music in the high school continues to have both a formal and a spontaneous nature. Currently, in addition to the two formal concert offerings per year, students frequently play and sing together during lunch and at other opportunities,(such as in the current and popular Improvisation elective, which is offered in two, two-hour weekly meetings,) and on school trips. We want to keep inspiring the students to play, to attain proficiency, and to continue to expand

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their taste in music, as well. We support, challenge and encourage the entire student population, as well as those set on music careers, to develop a life-long love for the art of singing or of playing an instrument.

Orchestra: The goal of orchestra is to work towards high quality music performance. Orchestra members are players who are interested in further developing their skills as ensemble musicians and are willing to practice at home sufficiently to attain a high degree of proficiency. Upper-level students may have an opportunity to lead the group in rehearsal and performance situations with mentoring from the music teacher.

Choir: The choir is open to all students in grades nine through twelve. Students are introduced to a wide range of vocal music literature, including classical, folk, opera, spirituals, jazz, and contemporary works. Most pieces are arranged for a choir of mixed voices—soprano, alto, tenor and bass—and several are written in foreign languages or dialects. Although many of these selections are used for the purpose of teaching vocal technique, sight-reading and ear-training, a number are chosen as performance pieces for quarterly concerts and, as such, perfected through rehearsal.

American Music: In this class we follow the tradition of American style folk music: after doing some songs all together at the beginning of the year, students work in groups of three to five to experience developing a song for performance as a democratic group. After learning chords and lyrics—the basics of the song—on their various instruments, usually guitar, mandolin or bass, students develop the song by adding harmony and “breaks” for improvisation. Most groups can work up many songs by the mid-year concert, and then we rearrange groups. All levels are accommodated in this format; advanced and beginning players can work together. Appreciation of the music as their approach to the song deepens and what each brings to the group and the song are essential experiences.

International Music: International music is an ensemble offering where students learn to perform various genres from around the world. Typical genres may include Latin, Celtic, Israeli, Indian and Asian offerings. Instruments can range from strings (guitar, mandolin, bass, etc.) to winds, brass, piano and percussion. Repertoire is chosen to allow for a range of proficiency, including percussion options that allow beginners to participate. Instruction is provided both on the ensemble techniques necessary for each genre, as well as soloing styles for the more advanced students.

Recorder Ensemble: This class provides an opportunity to create beautiful music on a sensitive instrument, the recorder, and to learn to play in a focused, analytical and, at the same time, expressive manner. The literature presented ranges from the Middle Ages to Baroque and Modern composers (like Arvo Part, Blaker, or Maute). We will work on specific recorder techniques, such as how to create dynamics, articulation and improvisation.

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Music Assessment Strengths

• International Music and American Music have offered students of varying musical ability a chance to play contemporary or ethnic tunes by ear, through written music, and improvisation

• Recorder has become a full-sized ensemble, playing challenging and sophisticated music • Choir continues to be a popular choice enjoyed by singers of varied levels of proficiency • Orchestra membership has grown. Students have had a great opportunity to play high-

level music in our biannual musical production. Orchestra has enjoyed opportunities to perform at such events as graduation and Open House

Challenges

• We lose some lower school Orchestra students who would be high school Orchestra students after eighth grade, both because some play in extracurricular high-level ensembles and orchestras and want to try “something different” for high school and because others are simply tired of playing their instruments. Though we are somewhat reticent to require students to play in Orchestra, we have implemented over the last two years a policy of selectively doing so, especially among ninth graders. The policy has seen some success and Orchestra has grown in membership

• It is difficult to retain high-quality, part-time music instructors

Goals

• Offer conventional instruments for high school students who missed out in lower school • Offer unusual instruments that are easy to play, such as steel drums, concertina, etc. • Offer smaller ensemble experience to students who are ready for it, perhaps including a

theory, harmony, counterpoint and composition class in which students learn about and compose period pieces from Renaissance to Modern

Eurythmy Ninth Grade

The students are encouraged to use their analytical capacities; an example of this is that the curriculum fosters an understanding of the “why’ of the movements learned earlier. Cause and effect are made visible in the choices for their movements, gestures and choreographies. As the adolescent enters an emotionally challenging period of life, this process can provide them with a feeling of security based on understanding. Rather than copy what the teacher does, the students will be increasingly expected to create their own forms by applying their own understanding, inner motivation, and creativity.

Tenth Grade

The basic elements learned so far are reworked this year from the point of view of comparisons. The students are lead into an exploration of emotions in different media, like sculpture and music, to recognize how different artists use different ways or media to express the same

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emotions. In the same vein, a poem can be explored in two or three different languages. Both classical and contemporary music and poetry are used to study composition, use of vocabulary, and other means of expression.

Eleventh Grade

The students learn how to use the tools of expression properly in both poetry and music pieces. This requires a true understanding of both the tools and the poetry or music pieces. Dramatic poetry or poetry that has an existentialistic quality is used for this. As a choice for a music piece, the Sonata form can be used to study two opposing theme, or a piece for solo instrument with accompaniment. Seeking to relate the part to the whole is the underlying challenge.

Twelfth Grade

The students learn the gestures for the 12 signs of the Zodiac. This is an all-encompassing content in which each individual can find recognition in the midst of diversity. In choosing a poem, a story or a music piece, we look for these same qualities, where ideas are presented from different perspectives and yet have an all- encompassing character. The year can culminate in the performance of a story or a bigger music piece, and the students are expected to handle all the details from choreography to costumes and lighting.

Eurythmy Assessment Strengths

• The Eurythmy program is supported and appreciated by the students, parents and faculty • The Eurythmy curriculum offers many possibilities to interweave with the Main Lesson

topics, as well as to enrich the experience of festivals and seasons • Sophia Hall has an abundance of natural light, hardwood floor, grand piano and small

stage • Eurythmy for Grades One through Twelve is accompanied by music on piano for every

class • An active Therapeutic Eurythmist further supports the Eurythmy program

Challenges

• The frequency of interrupted lesson locations, due to class plays has improved but continues to provide challenges

• Many classes have surpassed the number of 28 students. Our recommendation is to split classes for 26-28 on. Having the classes un-split takes away too much of the possibilities for individual attention and requires a very crisp teaching style. This can lead to a lack of warmth and or light-heartedness. The students don’t get the full appreciation for this movement if there is not enough space available

Goals

• Have active Therapeutic Eurythmy available on campus again

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• Possibility of a Eurythmy elective. Find a new way to establish a class split for grade twelve. Find a common goal for working with the students and the curriculum

Physical Education Curriculum: The High School Physical Education program consists of two weekly classes; all grades have P.E. Monday and Wednesday last period of the day. This allows us to have both mixed grade level and single grade level classes as it suits our curriculum, facilities and teachers. These classes usually involve skill build-up exercises, games, or traditional sports, such as basketball, floor hockey, soccer, etc. We have P.E. units in blocks that, when possible, are related to the Main Lesson the students are taking. There is typically a P.E. elective that runs during the fair weather seasons for four

periods a week (two double periods in the afternoon). Here the focus is to develop appreciation for different popular sports. All of these classes can work with and supplement our after-school sports program, though this is not the primary goal of the P.E. program.

The objectives of our P.E. program are:

• To develop a sense of self and the other through movement, team building, sportsmanship and working together through the activity

• To enliven personal space so that everyone who graduates from Summerfield feels comfortable and confident meeting another at the boundary of one’s personal space, and using their bodies, so that they can pursue any physical endeavor in which they might become interested throughout their lives

• To learn to experience being in the center and at the periphery at the same time • To develop through exercises that emphasize gravity, levity and balance habits that

emphasize graceful movement and healthy posture • That concepts of supporting others, finding and pushing one’s personal best and

teamwork become life skills and values • When possible to have movement activities that have some connection to the Main

Lesson block the students are taking

At the present time, our greatest limitations in the pursuit of these objectives are the lack of adequate indoor space for our program and the shortage of funds that any starting P.E. program in such a small school faces. We would also like to have more P.E. teachers trained in Spatial Dynamics. These shortages are compensated for by the very strong student body, which consistently brings good will to our PE classes, as well as a dedicated and flexible teaching staff.

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Although our program at times combines grades, there are a few guiding developmental principles at work in our movement program designed to help us achieve our overall goals above:

Ninth grade is working to overcome self-consciousness in movement and athletic activities which are focused on developing the will (e.g. shot put. There is a strong component of teamwork and overall exertion. Students spend the majority of their time in games that are physically strenuous, with shorter bursts spent on focused activities such as group challenges. Tenth grade students begin to expand their capacity for focused activities and group challenges. Activities work through feeling (discuss). Eleventh grade focuses on individual differences and approaches within activities with a focus on thinking (javelin). This appreciation of each other’s gifts and strengths helps to unite the class as we continue with team games and group challenges. Twelfth grade students work on developing the three-fold human being through reviewing the entire movement curriculum and by working on the integration of individual movement skills into a social or team concept.

Examples of games and activities for all grades and mixed grades include: Flag Football, Basketball, Volleyball, Softball, Spaceball, Dodge Ball, Soccer, Floor Hockey Modified Handball, Ultimate Frisbee, Speedball, Field Hockey, Scavenger Hunts, Capture the Flag, Distance Running, Conditioning, some Track and Field events, Outdoor Education / Primitive skills, Circus Skills, and Badminton. Students also play numerous games that are made up by the staff, including versions of tag and other community-building exercises. In the winter when weather is not as good we oversee mixed grade electives offered and led by students.

Some classes that are grade specific include: Ballroom Dance for ninth and tenth grades and Outdoor Education/Primitive skills for ninth grade. Tenth grade has discuss class during the Odyssey Main Lesson block. Eleventh grade does javelin and medieval games during the Parsifal Main Lesson block. Twelfth grade does Martial Arts and a review of the 12 years of the Waldorf P.E. curriculum.

Physical Education and Dance Assessment Strengths

• Students are enthusiastic about movement classes and curriculum • Growing after-school sports program is breathing energy into our overall PE program • Abundant outdoor playing fields, basketball court, track, volleyball courts, etc.

Challenges

• Lack of adequate indoor space (no gymnasium or field house) • Current only one of the P.E. staff is trained in spatial dynamics • Funding • Storage

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Goals

• To have our PE faculty engaged in pedagogical deepening, including spatial dynamics training and other professional development endeavors

• Create an all school Field Day • Bring back Folk Dancing • Update our equipment

Gardening and Farming Ninth and Eleventh Grade

Ninth grade has an intensive six-week block. In ninth grade, we take up the basic principles of organic farming with a study of plant propagation, leading to extensive greenhouse work, and creating soil mixes and a compost pile. This leads us to the study of pruning, as well.

In eleventh grade, we study and practice plant propagation which includes division, layering, seeding and cuttings. Concepts such as sustainability and permaculture are explored as we implement these practices as we enhance the high school permaculture garden.

With the maturity of the high school students comes the ability to deepen their study and understanding of the plant world and its healing powers and how we, as human beings, can best care for nature’s abundance. This leads to lessons on medicinal and culinary herbs. Students use biodynamic preparations to enhance the soil and micro-organisms, thus increasing the vitality in plants that we grow.

Cooking Elective

We harvest food from the farm and skillfully prepare and create meals to share with each other. The focus is predominantly vegetarian main dishes and desserts. Quality of ingredients is stressed, as is proper cutting, timing, cooking techniques, seasoning, and final presentation. With skills gained, students prepare a complete meal at home, documenting all steps and results. This is a great “hands on” learning and provides an opportunity to build social skills and feed (care for) others.

Gardening and Farming Assessment Strengths

• Gardening and Farming in the high school curriculum allows students to pursue individual interests while still following the academic guidelines of the curriculum

• Students deepen their understanding of the natural world and their role in and their relationship to it

• This leads to a very diverse structure and a variety of activities based on a garden plot that changes seasonally

• Gardening and Farming stimulates the students’ independent learning skills. They are given an example, goals, and directions, and must problem solve the accomplishing of that given task

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Challenges

• The physical aspects of farming often demand a different time-frame than the school schedule allows. Early morning time is prime for all subjects

Goals

• Extend the Gardening and Farming program into the Tenth and Twelfth Grades • Set up a curriculum in such a way that students can do production with an educational

and business relationship to the school via sales of certain products • Create a small commercial baking operation of breads, pastries, or pizza for twelfth grade

classes and the larger community • Educate students in becoming “farmers” by offering them more work on the farm • Take up animal husbandry with certain interested high school students

Electives Electives are offered in trimester three to freshman, in all trimesters to grades ten and eleven, and in trimester one and two to seniors. Below are a listing of the 2014-15 (our most recent) list of electives for the High School.

Blacksmithing: Students design their individual projects to further develop the skills learned in grade nine.

Photography: Working with a manual 35mm camera, students learn the basics of loading, lighting, composition, developing and printing.

Pottery: Students will be able to explore their interest in pottery-making by either refining already learned skills or developing new ones. They will learn how glazes are made and will glaze and fire their work.

Basketball: This class includes basketball theory, practice and playing the game while building individual and team skills.

Soccer: This class includes soccer theory, practice and playing the game while building individual and team skills.

Volleyball: This class includes volleyball theory, practice and playing of the game while building individual and team skills.

Sustainable Agriculture: This course will take up topics related to farming, resource conservation, and environmental issues and then apply these ideas to practical projects in the garden and in the greater community.

Cooking-Permaculture: Students learn to prepare a variety of foods in the farm kitchen using produce from the garden. Basic cooking skills will be taught. Time is spent working in the Permaculture Garden.

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Basketry: Students learn to weave baskets using natural materials with a variety of different styles and techniques. This is a very old art form that develops the mind, as well as the skillful use of hands.

Knitting: Everyone is invited to knit, from beginners to intermediate and advanced. There will be books and magazines displaying ideas, patterns and techniques. Students are welcome to preview these materials and will need to bring knitting needles and yarn.

Trapeze: Introduction to trapeze and skill building are brought to the students.

Circus: This class focuses on circus skills and performing especially in relation to the March Circus Week performances.

Musical: This class is intended for those cast in the musical for rehearsing, singing, acting and staging the production.

Acoustic Music Beyond the Page: This class is for those who would like to take their instrumental music to new places and work with other students who want to do the same. There is also an opportunity to compose and to work on improvisation.

Art – Plein Air Painting: This class consists of painting based on Plein Air (outdoor) California landscapes with an emphasis on perspective, and with a 2 1⁄2 day painting retreat to Pepperwood Preserve.

Art – Collage: Students learn ancient and modern collage and stenciling techniques, their history and application. There is also be a museum visit.

Art – Drawing and Painting: The emphasis in this class is on perspective and the study of details. There will also be a museum visit.

Honors Humanities – California History: Brought in the class is the shaping of the state under Native Americans, Mexico, the Bear Flag Republic to the United States. Primary sources are read and discussed around such topics as the Mission system, the Gold Rush, the Railroads, the Arts and Crafts Movement, the development of Hollywood, the Great Depression, and modern themes.

Honors Humanities – Creative Writing: In the way that musicians work with tone and sound and painters with canvas and color, this class makes an inquiry into what it means to write creatively using language as a medium. The class covers a survey of creative work written throughout history and look at the question of using language in the 21st century as a medium of expression. Students practice developing and

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honing skills of observation of the natural world through the lenses of the senses and will practice reflecting on these inner experiences of the external world. Students attempt to express inspiration gained from perceptual experiments, discussion and writing exercises with practice writing in the genres of poetry, fiction and drama.

Honors Humanities – Dante: In this class students study the first part of Dante’s Divine Comedy, The Inferno. The poem brings the reader on a journey into hell and out the other side. While Dante’s story is of a particular place and time in history, students quickly discover that his journey is an allegory, and as such it is very relevant today and has many personal lessons to offer. After extensive study of the poem, students write their own “canto” or chapter, inventing a sin or crime and the logical punishment for it.

Honors Humanities – Philosophy: This class explores the “love of wisdom” from its Greek foundations through the Romans, the School of Chartres, Existentialism and into modern times.

Honors Math: Advanced topics are brought based on student interest which may include surveying, puzzles, computer algorithms and or statistics.

Honors Math: This class in intended as SAT math test prep and intense review of Algebra and Geometry with practice tests.

Honors Science – Lab: Students study the extension and deepening of phenomenological science through Biology and Chemistry laboratory experiments.

Electronics I: Summerfield began offering this elective in 2008-09. This class is open to all high school grades, and is the prerequisite to the Advance class. This class begins with basic electricity concepts starting with Ohm’s Law and an orientation to identifying electronic components (resistors, capacitors, switches, batteries, transistors, etc.) and using them to construct simple circuits on experimenter breadboards. Students create a simple flip-flop circuit as an introduction to digital electronics circuits. The final project is to create a variable tone generator based on a model 555 integrated circuit (IC) and using a light variable resistor to vary the tone.

Advanced Electronics: We began offering the advanced class in 2012-13. This class is a continuation of the basic class introducing the Arduino microcontroller hardware platform, its software development environment/interface as well as some basic programming functions and techniques. We begin with the book Getting Started with Arduino by Make. Books and progresses into more advanced programming and electronics interface projects. This is a project-oriented class where students are encouraged to design, build and test an integrated electronic device using a microcontroller.