A Message From Our Director

At the conclusion of the 2020-2021 school year, our director, Megan Neale, shared the following letter with our families. We hope you will find optimism in her message.

Life is not always easy. Even for those of us who are fortunate enough to live in this beautiful land with an abundance of food and clean water, there is still illness, death, separation, and loss. The past year has reminded us, sometimes in the most painful way, that it takes strength and courage to meet the challenges of the world with compassion.

In 1919, the first Waldorf school was created in response to the devastating loss and destruction of World War I. Founders Rudolf Steiner and Emil Molt wished to educate children who would be incapable of inflicting violence on others and who would be inspired to create a more peaceful world. Many things have changed over the last 100 years, yet there is still war and we still work for a better world. And we still have hope.

Our job as educators, and as parents, is not to fend off the pain and loss in life, or to eradicate it, but to strengthen the inner forces within young children so that they may meet life’s inevitable challenges with love, care, and strength. Over their years at Marin Waldorf School, students develop resilience in ways both overt and subtle. It is a process that is slow, incremental and deliberate, and that we approach with different means at different ages. This week on campus, you could see a four-year-old Sunflower preschooler diligently sweeping sand out of the breezeway, gently guided by his teacher, while, in the amphitheater, a fourteen-year-old 8th grader was hauling heavy boards to build a set for this year’s class play, The Tempest. Here, we do not shy away from discomfort, we value the lessons that come from challenges, and we know that hard work is part of a meaningful life. We can observe the Sunflower’s pride in the freshly swept hallway and the 8th grader’s satisfaction in their elaborate set. It is after the hard work and the difficulties we face that we are able to stand a little taller and shine a bit brighter.

Soon we will complete the school year and send off our beloved 8th grade class. We know they need strength, endurance, and fortitude to meet life and remain open-hearted, even under the best of circumstances. They are ready to take the next step. They have been prepared by their teachers, parents, and life itself with a willingness to work hard, to strive, and to bring an open heart to the world.

As we approach summer break, we find ourselves, and our school community, is in many ways strengthened and bolstered by the unexpected challenges of the past year, as well as by its many moments of joy and beauty. Educating children to lead us through the next generation is a deeply optimistic act. We have learned that hope is an action.

With that, we wish you a joyous summer with your family and look forward to continuing our journey together next year.

Megan Neale

A Gift to Our School

Before our 8th grade students departed, they worked together to create three large abstract sculptures to be displayed in our school’s Peace Garden, a central courtyard filled with native plants and flowers—and a hub for migrating monarch butterflies. Below, the director of the Bay Area Center for Waldorf Teacher Training, Ken Smith, who oversaw the project, describes the creation of this unique gift to our school.

There has been some unusual activity in the corner of the Peace Garden as the 8th Grade students are busy creating 3 concrete sculptures as a leaving gift for the school. I worked with the whole class to create a sequence of shapes that capture something of the experience of the last 8 years (less for some students and more for others if they began in Kindergarten) of learning and growing at MWS.

We began with trying to bring back memories of the 4th grade to recall key moments and strong memories and then to put these into sculptural shapes. The next class we moved back in time to find a shape for the earlier years. Then we worked to discover how to make one shape after the other in a sequence – something unfolding and developing in time. One of the challenges for the students was to work with nonfigurative shapes – pure form and gesture – which leaves the viewer free and will allow the sculptures to have many meanings and interpretations in the years to come.

Lastly the class was asked explore the present – coming to the end of their time at MWS.

Then a smaller group of students worked to bring the many ideas together into a sequence that could represent the experiences of the whole class.

These 3 shapes were then enlarged into wire armatures, set into position on concrete foundations and finished in cement.

It was a pleasure to work with the 8th Grade on this project and to be able to harvest their many years of artistic and sculpture work with Ms Deason. 

Ken Smith
Director
Bay Area Center for Waldorf Teacher Training

Class of 2021: 8th Grade Projects

At Marin Waldorf School, 8th grade students spend a full year planning, researching, and working to complete an individual project, which, at year’s end, they present to their classmates and the school community. Below, our 8th grade class teacher, Kristine Deason, shares more about the process.

Eighth grade projects allow students to reveal their capacities as inquirers, investigators, researchers, explorers, inventors, artists, and communicators. Throughout the course of their projects as well as in the culminating presentations, students reveal themselves. No other pursuit more clearly demonstrates how important it is to be “original”—that is, to be the originator of the interest, the question, and the direction that leads to creating something new.

The long process of shaping these projects began in June 2020. Students were asked to read The Boy Who Harnessed the Wind as inspiration for finding something they wanted to learn how to do or make. Over the summer, they were also asked to create a “Rube Goldberg” machine, again with the objective to work at making and creating something, not just researching. At the start of the school year, they submitted a well-crafted proposal to our middle school committee for approval. For many, just choosing a project drove home the reality that discovery always begins with the question, not the information!

Over the course of the year, students worked with outside mentors, conducted background research, wrote annotated bibliographies, and shaped a long research paper as they simultaneously worked on their physical project. They were asked to maintain a project journal to track their progress and submitted this journal often. On a regular basis, they also reported to the class and supported each other in shaping their final projects. Everyone made changes on a regular basis as they all encountered unforeseen challenges. In fact, no one carried out their project exactly as first proposed, and this provided an honest picture of the very real and uncertain world of original research and exploration!

In the end, over the course of two evenings, we were graced by a wide variety of in-person presentations, delivered with articulate confidence. The subjects were wide-ranging, revealing the broad interests of the students:

  • Catching Rainwater; Low-Water Landscaping
  • Carving Stone
  • Constructing a Raised Studio
  • Learning to Freedive
  • Pruning and Grafting; Fruit Tree Care
  • Learning Blacksmithing
  • Building a Tule Reed Boat
  • Restoring and Refinishing Furniture
  • Building an Electric Bike
  • Exploring Survival Skills and Techniques
  • Building and Using a Pole Lathe
  • Capturing Images; the Evolution of Photography
  • Learning to Catch a Wave
  • Constructing and Using a Newtonian Telescope
  • Speaking without Sound; American Sign Language
  • Creating a Board Game
  • Creating and Painting a Mural
  • Building a Go-Kart