Our last history block of 8th grade was called “The Struggle for Rights.” Using this theme as a lens into the past, students honed their understanding for the multiplicity, diversity and interrelationship of life, and connected with increasing responsibility to the necessary challenges posed by the need to live with each other in genuine freedom. Questions, more than facts, guided our discussions. As a culminating artistic experience, students learned the long poem, “Freedom’s Plow” by Langston Hughes. They quickly noticed that the poem did not mention many groups who have struggled and continue to struggle for their rights: indigenous people and women, among others. In response, they composed stanzas of their own in the style of the original which they later transformed into the following group stanzas.
We are happy to share this work with you!
Group Stanzas, Inspired by “Freedom’s Plow” by Langston Hughes
I. A long time ago, but not too long ago Someone said: “He has withheld her from her rights which are given to the most ignorant and degraded men – Both natives and foreigners. Having deprived her of this first right of a citizen he has oppressed her on all sides.” And what Elizabeth Cady Stanton and Susan B. Anthony said was true. It wasn’t only women who suffered. When the whites came to America They stole the land from the indigenous tribes, Forcing them west, taking their lives. Ancient ways of living were destroyed. Indigenous people were marched To unfamiliar lands, Holding in their hearts the hopes and dreams Of FREEDOM!
(by Kenzie, Caroline, Cammie, Leo)
II. Settlers came, wanting to be master of all, Without respect for the land and the people already there, And drove them out from their peaceful homes. Tribes eradicated, Battles fought, Blood drawn. Few remained, none thrived.
(by Luka, Tessa, Lucien, Avi)
III. A long time ago, but not too long ago, The nation expanded westward, seeking a greater freedom. The price for freedom was paid by people, People who had nourished this land long before it became America. With the help of native hands, they began to grow this land. As towns and cities grew, native people were pushed From their homes. From their sacrifice and the help of their hands, We built America. All men are created equal, That is a great American ideal, But the day will come when the ideal must triumph And the American goal of centuries will be fulfilled.
(by Gus, Bodhi, Lili, Sydney, Luca)
IV. A long time ago, But not too long ago, America was expanding, growing, But at a cost. Spreading through the land, The colonists came, Building houses and barns, Communities and farms. Spreading sickness and disease Among the native people, Pushing them off the land, Slaughtering many. The cost for America was the death of millions. America as a whole was bloody and suffering. People persevered, America toiled, Survived.
(by Feodor, Aurelius, Johannes, Grace, Oona)
Below, please watch the 8th grade perform the poem “Freedom’s Plow” in the amphitheater.
In Waldorf school, every day begins with the “main lesson”—a two-hour class taught by the class teacher, with subjects like math, reading, history, and other core topics taught in blocks for three to six weeks. Teaching subjects in blocks encourages students to engage more deeply with the material, building on the material with each passing day.
In fourth grade, a beloved block is dedicated to humans and animals, culminating in an animal report, researched, authored, and presented to the class by each student. Here’s how fourth grade class teacher Ms. Ashley describes it:
The Human and Animal block is taught in two three-week blocks, once in the fall and once again in the spring. The students lessons are filled with lots of information on the Goethean phenomenological approach to zoology that is the basis for the animal studies.
During the last block the class learned note taking, writing short paragraphs, and drawing pictures of the animals they heard about in Morning Lesson. Together, the class created an octopus garden diorama in class prior to the presentation. It culminates with the student presenting an animal report, drawings, and diorama of the animal of their choice and presentation to the class.
Below, enjoy a few photos of the dioramas that students made of animals in their natural habitat.
Adam Neale, Marin Waldorf School’s woodwork and outdoor education teacher, has always had a fondness for making things. He brought that gift, along with his genuine kindness and affability, to Marin Waldorf School over a decade ago, and today is one of the most beloved teachers on campus. An outdoor enthusiast and sportsman, he is a veteran of many MWS class trips, as well as an alumni parent and father to twin girls.
In the interview below, Mr. Neale tells us about his childhood in Miami, first-day jitters as the new MWS woodwork teacher, and (as you hoped!) how he met his wife, MWS director Megan Neale.
What was your childhood like? I grew up in Miami, Florida. I loved it. I was really into the natural world, being outside all the time, being on the water, in the woods, in the mangrove swamps. That’s where I loved to spend my time.
My parents really enjoy being outside too. My mom studied marine biology. My dad was into fishing. They loved bird-watching. We spent our weekends out and about.
I’ve always liked making things. One of my first memories of woodworking was from summer camp in North Carolina. We dug up these little sassafras trees and I made a cane with the wood. I spent so much time working on that walking stick—and it’s funny to think it’s the same thing I do today, something that I was really drawn to as a child. Now I work surrounded by all these sticks! It’s endless what you can do with that stuff.
I went to a high school that had a week in the wintertime where you could take a class and make things, it was called Intersession. I made a fishing rod. There was a teacher and a fisherman, and he had kits for putting the guides on a rod. I never forgot that either.
You’re into fishing too, right? Yeah, I’m into fishing too. I just made another fishing rod during the pandemic. I tie my own flies.
How did you find your way from Florida to California? Were there stops in between? I met Megan at a wedding in LA. She had decided that she wanted to live in Miami before I met her. I was living in Phoenix, Arizona, at the time. I told her I needed a ride from Phoenix to Miami to visit my parents—because I liked her. She was living in Marin and had just graduated from UC Santa Barbara, and she came through Phoenix to pick me up on the way to Miami. Our first date was driving across the country.
Later, she got into graduate school in Colorado. I ended up going with her, and it changed my life in a big way. I thought I would live in Miami forever. And then I was the Florida guy who moved to the mountains! I’d seen snow one time before I moved to Colorado. It was freezing cold.
I got a construction job with a really good carpenter who took the time to show me how to use tools and really do things right. I was grateful for that. Megan was a junior high teacher. Later I taught snowboarding, I taught fly fishing, and I was a raft guide.
Were these your first teaching jobs? I actually started to teach at the camp where I got into woodworking. I was a camp counselor there, and I taught canoeing and whitewater rafting. So I had quite a bit of experience teaching kids at that point. I had really good mentors, people who taught me, so it was easy to teach what they had showed me.
We bought a house, and then we had twin daughters. That’s when we decided we needed to be around family, so we moved here.
How did you end up at Marin Waldorf School? I was looking to get back into surfing, and I went to see a surfboard for sale at someone’s house. His wife ran a Waldorf preschool from their home, and their daughter went to Marin Waldorf School—she was a few years older than our daughters. Our daughters were just about the right age to start preschool, so they started going there, and we became very interested in Waldorf education.
When our daughters started at Marin Waldorf School, I was doing construction, working with a friend. The woodworking teacher’s daughter was in the same class as my daughters, and we were good friends. I would help him out in class sometimes. A few years later, the next woodworking teacher left unexpectedly and the school asked if I wanted to take the class. I said sure! I jumped in midyear.
Was it challenging? Very! I’ll never forget the first day—I don’t think I’ve ever been so nervous in my life. I was nervous for so long—even on the outdoor ed hikes! I felt a lot of responsibility. What am I going to teach these kids? The people here are so bright, there’s such a high standard, so I felt I had to live up to that. [Current 8th grade teacher] Ms. Deason was our class teacher, so that was the standard that had been set.
My daughters were in fifth grade when I took the woodworking position, and that’s the first year of woodworking in the curriculum, so I taught my own daughters. I think I overcompensated by ignoring them. And they felt weird calling me “Dad,” so they called me “Mr. Neale.” Hearing “Mr. Neale” in their voices was always funny. But it was great. They’re very easy-going.
It’s surprising that you were nervous because you have a good, natural connection with the kids. It’s an interesting position I’m in because the students have something in front of them that they’re working on. I give them the space to create stuff, and I get out of the way. They are very open. A lot of conversation comes naturally in that space.
And what about outdoor education, which you also teach? That’s another place where I’m creating space, trying to help the kids feel comfortable outside. That’s my main goal: to connect them.
I got a degree in environmental studies. It was a bachelor of arts degree, so I studied a lot of philosophy behind the environmental movement. I always wanted to affect change for the environment, but I always wanted to do it on an individual level. I felt that was more my style, because I have a peacemaker side to my personality, where I connect with people and I want to understand them. So my idea was to be an outdoor educator to connect kids to the environment so they, in turn, would want to do the right thing for the planet.
That’s what I feel the Marin Waldorf School outdoor education program is about. Number one, making kids feel comfortable outside, so they want to go outside, so they see the value of it, without telling them that directly. There’s another word for it: coyote mentoring. In this philosophy, you’re bringing kids along but not telling them exactly what you’re doing—by playing games, having moments where you go outside and try to be as quiet as you can to listen to the birds—but what you’re teaching them is how to be self-reflective. Once they get quiet, they start to notice things about themselves while they’re trying to notice things outside. Trying to do that with young teenagers is really a challenge.
We’re so blessed to be surrounded by open space here. Trying to imagine what ancestors, what native people, the people who were here a long time ago were doing and connecting with that as well.
What about class trips? Again, it’s that experiential education. It was a big part of my education growing up—I learned most by doing—and I traveled a bunch when I got out of school. I always pushed myself on those trips. Academics are important, but putting that to practical use, seeing the skills they developed in the classroom and the social fabric that they have, then they get to go out into the world. I’ve heard a lot of different compliments from hosts for our groups who say, these kids are just amazing.
The first five or six years, I never went on any trips. I went as a parent. But slowly, once my girls graduated, I start going on class trips. Iv’e been to Hawaii with Kathy Darcy’s class—that was an incredible trip. I went to Colorado, Arizona, the Four Corners area twice. I did the Eel River with Gail. They all were special. I went to Boston with Ms. Jackson.
There are so many moments I remember, like traveling across the country on a train with Rising’s class and watching the kids interact with the conductor. It was so neat to see kids who were so polite and who weren’t afraid to put themselves out there and talk to people.
Any trips in particular that stand out? It’s hard to say. Every one! I’ve been so lucky.
Interview by Julie Meade. This interview has been edited and condensed for clarity.
The alumni panel is always a highlight of our admissions Open House, concluding the day… and often running way over time as the audience jumps to ask questions! This year, we hosted our alumni panel on Zoom, featuring four amazing Waldorf alumni. (Scroll down for their bios.)
Listening to the experiences and reflections of a diverse group of graduates reminds us why Waldorf education is unique, and how it builds a foundation of creativity, independent thinking, and confidence that lasts a lifetime.
Huge gratitude to our student musicians Angelo, Carter, and Emma, as well as to our four panelists for a wonderful morning. Here’s a little background on our four speakers.
Alberta (MWS Class of 2012)
Alberta (she/hers) attended Marin Waldorf School from Kindergarten until graduating in Kristine Deason’s class of 2012. She attended high school at Marin Academy. Alberta also spent one semester at the Mountain School in Vermont, a rigorous program in which high school juniors from across the country spend a semester farming, studying in the old barn, and even camping out for three nights alone in the mountains.
Alberta was then awarded the national Questbridge Scholarship for low-income high-achieving students, with a placement at Wellesley College. During her time there, she worked as a Research Assistant for a Sociology Professor, a tutor for the Economics Department, a farm hand at an off-campus Coop, an Admission Office interviewer, and a restaurant hostess. Alberta also designed her own major in the inter-departmental Peace and Justice Studies program—her Waldorf upbringing had taught her the inevitable inextricability of diverse disciplines when seriously studying any topic.
After studying abroad for 6 months in Buenos Aires and conducting 5 months of internships in Havana, Cuba (with a local artist collective and with Oxfam), Alberta decided to dedicate herself to immigration advocacy here in the United States. After graduating (virtually) from Wellesley in Spring of 2020, she moved down to Texas’ Rio Grande Valley to work as an Unaccompanied Child Legal Specialist with the American Bar Association’s pro-bono project. She eventually plans on attending law school to continue advocating for immigrant justice.
Max (Waldorf School of Atlanta)
Max’s journey through Waldorf education began as a three-year-old in Morning Garden at the Waldorf School of Atlanta. And while it technically came to an end upon 8th grade graduation from the same school, the Waldorfian experience has proven life-long thanks to Max’s extremely good fortune in having Dena Malon, Grades Director for the Marin Waldorf School, as his mother.
Max’s post-Waldorf experience thus far has unfolded in precisely the unexpected manner one would expect from an anthroposophically-minded anthropomorph. Upon graduating from Sarah Lawrence College—where, as a theater student, he developed an interest in the (un)constitutionality of life imprisonment sentences for minors after doing research for a role in David Lindsay-Abaire’s Rabbit Hole—Max moved to Washington, D.C., to serve as deputy manager for SCOTUSblog, a publication covering the United States Supreme Court.
After a well-timed tour of duty in legal journalism during which the Supreme Court enjoyed some of its highest-profile terms in decades and SCOTUSblog won a Peabody, Max decided to take his eurythmy-derived talents over to the wide world of consulting, joining public-policy consulting firm Hamilton Place Strategies. There, he helped clients like GE, the Bezos Foundation, FedEx, and the One Campaign advocate for policy outcomes on issues related to early childhood education, technology, innovation, economic development, and everything in between.
Max has since returned to Hamilton Place Strategies as the firm’s Creative Director, after spending two years living and working on the road in both the US and abroad with his brother—the two siblings having started a consulting firm from inside their Volkswagen Vanagon. Three weeks into their roadtrip, the firm was acquired by a policy-focused creative agency founded by President Obama’s White House Art Director, and the itinerary was extended indefinitely.
Max is currently pandemic-ing in Bend, Oregon, where he spends his time fly fishing, rock climbing, wood working, cello playing, and planning trips to Montana in the van.
Jarrett Cherner (MWS Class of 1995)
Jarrett Cherner is a pianist, composer and bandleader based in Brooklyn, New York. His first instrument was the violin, which he began playing at age 7, followed by the piano and drums at age 12. After graduating from high school, Jarrett earned concurrent degrees at Tufts (B.S., Mathematics) and New England Conservatory (Jazz Piano Performance).
Jarrett’s debut album, Burgeoning, was released in 2006, and earned recognition from the ASCAP Young Jazz Composer Awards. In 2008, Jarrett moved to New York to pursue graduate studies at Manhattan School of Music. He was a semifinalist at the 2011 Montreux Jazz Piano Competition and had the honor of performing solo piano at the Whitney Museum as part of Jason Moran’s 2012 BLEED residency.
Jarrett has toured throughout the U.S. as well as South America, Canada, Mexico, and Europe, as both a leader and sideman. Today, he is an adjunct professor at Franklin & Marshall College in Lancaster, Pennsylvania, and he teaches through the New York Jazz Academy, both privately and via Skype from his Brooklyn studio. His most recent album, Tone, with vocalist Sarah Elizabeth Charles, was released in 2020 on BaldHill Records.
Before and following the holiday weekend, students at MWS learned about, remembered, and discussed the life and work of Martin Luther King in meaningful age-appropriate ways, from preschool to 8th grade. As our faculty dives more deeply into the important work of creating an anti-racist and inclusive curriculum, we are exploring deeper and richer ways to discuss history, activism, and social justice.
In first grade, students learned about Marin Luther King’s life and legacy with the award-winning illustrated book Martin’s Big Words.
First grade teacher Mr. Baril shares, “It prompted some wonderful discussion among the children about the beauty of different skin colors. We then went to our desks and I gave them new sets of special crayons that have about six different skin tones of various peoples of our world. They were then able to take home with them on Friday their drawings of people holding hands under a rainbow.”
Before Martin Luther King Day, 4th graders had been working on a long-term project of mapping the world around them—mapping their bedrooms, their homes, their neighborhoods. Here are the maps of their neighborhoods in their main lesson books.
As Marin Luther King Jr Day approached, class teacher Ms. Stroud shared a map of the route she bikes to the Marin Luther King memorial in San Francisco from her house.
Drawing on the image of the memorial’s flowing waterfalls, fourth graders illustrated the words from Dr. King’s historic “I Have a Dream” speech on August 28, 1963.
Ms. Deason’s 8th grade students had been studying the speeches of Martin Luther King for many years. For a different take on his work, the class dove into the lengthy piece “Letter from a Birmingham Jail,” which Dr. King addressed to his fellow clergymen. The 8th graders explored King’s arguments and ideas, and discussed the ways they relate to activism today. As part of that study, they watched Anderson Cooper’s recent interview with youth poet laureate and inauguration speaker Amanda Gorman.
They also drew portraits of King, each choosing a different palette. The effect is striking.
A spirit of inquiry, experiential learning, and an integration of academic disciplines are cornerstones of our school’s approach to education.
In our middle school classrooms, where 6th, 7th, and 8th graders explore complex topics in chemistry, physics, physiology, biology, and geology, science isn’t presented in concepts and lectures. It begins with observation. Through observation, our students learn to think like scientists, asking questions and posing theories before being given all the answers.
Even art, which is integrated throughout our curriculum, is used as a tool for understanding STEM topics. For example, in their studies of combustion as part of the 7th grade chemistry block, students were asked to observe and then draw a bonfire and a candle. You can see a few examples of our students’ work below.
As a capstone to the study of combustion, teacher Ms. Terziev performed a demonstration for the class, asking them to watch silently and then offer their theories on what they’d observed.
After watching the experiment, students brought their questions and theories to the group, inspiring both curiosity and critical thinking in the classroom. This approach helps students build a meaningful understanding of complex scientific concepts. In Waldorf education, this is called a phenomenological approach to science. In this way, 7th graders at Marin Waldorf School connect and internalize complex topics in chemistry, like combustion, as well as crystallization, acids/bases, and the lime cycle.
The study of science at Marin Waldorf School begins in early childhood, with the simple observation of the seasons and the natural world, and through nature stories. In elementary school, students learn to ask questions and to learn through doing, laying the groundwork for more complex critical thinking that they will need to tackle their studies of chemistry, biology, physiology, geology, and physics in middle school.
In the sculptural, pictorial realm we look at beauty, we live it, whereas in the musical realm we ourselves become beauty. In music man himself is creator. he creates something that does not come from what is already there, but lays a foundation and a firm ground for what is to arise in the future. —Rudolf Steiner, Practical Advice to Teachers
Music is an essential part of the curriculum at Marin Waldorf School. Throughout the day, children in the preschool and kindergarten sing with teachers and classmates, learning not only the songs but how to listen and to work together as a group.
In the grades, students begin to study instruments, starting with flutes in first and second grade. In fourth, all students begin studying violin, with some choosing to take lessons on other strings or orchestral instruments. By seventh and eighth grade, the class has become an orchestral ensemble, with opportunities to perform for their parents and the greater community at various concerts throughout the year.
Like everything else, our music programs have been adapted this year. Students and teachers are getting used to singing (and performing!) with masks on, while our orchestra teachers test out the acoustics in the breezeways and amphitheaters (our strings program will be entirely outdoors this year!). Still, there are some upsides to the new arrangements. For one thing, we’ve been hearing our students perform a lot more frequently as we listen to classes practicing outdoors, throughout our campus grounds. Take a look …
Here is the second grade practicing flute in their outdoor classrooms.
Under the protection of the outdoor breezeway, new fourth grade violinist practice strings basics with their teachers Ms. Stewart and Ms. Eldridge.
By 8th grade, students have progressed immensely, with many taking up other orchestral instruments, like cello and flute, to complete their ensemble. Here’s the class of 2021 playing for the class of 2022 in the amphitheater.
In closing, we are delighted to share this video of our students in grades 4-8 performing at the end of the fall semester. Here, you’ll see how the class ensembles progress over their years of study… and enjoy a glimpse of what we’ve been practicing on campus.
You can read more about music in the Waldorf curriculum in volume 18 of Renewal, the magazine published by the Association of Waldorf Schools of North America, as well as at the informative website Waldorf Music.
Sarah Whitmore, the lead Manzanita kindergarten teacher, is also our college chairperson for the 2020-2021 school year. In a beautiful letter to families that was sent out last week, Sarah shares thoughts on the season, the solstice, and togetherness. We are delighted to share it again here.
I write to you with a heart full of pictures from our campus. 6th graders playing “Silent Night” on recorders in the Peace Garden—filling the EC outdoor classes with song. Preschool children trailing behind their teacher singing about their little lanterns shining bright. A 4th grade boy offering, with arm very outstretched for social distance, a crown-sized evergreen wreath to our 8th grade teacher, Ms. Deason. “It’s for you. We are making holiday wreaths.” She places it on her head, a solstice queen. The campus is alive with a warm, festive mood. Though it’s cold outside, we couldn’t be warmer as we unveil a multitude of Festivals of Light with our classes. School is a sanctuary during this difficult time—a balm. How can we share this light?
Most of us have an understanding that the word solstice refers to the sun. We know that the summer solstice (~June 21) is the longest day of the year, with the sun sharing peak amounts of light and warmth. In contrast, the winter solstice (~Dec. 21) is the shortest day of the year—offering the least amount of the sun’s warmth and light. This astronomical phenomena is easily observable. We have all sensed it. We recognize this seasonal moment in our bones.
The word solstice translates to something like, when the sun stands still. The winter solstice is a reflection point, opposite to the summer solstice. We are approaching this still point—when the sun shares minimal light and warmth. In response, I invite you to cultivate and kindle your own human warmth, your inner light, and share it generously. It’s no wonder so many holidays that involve gift giving, sharing, gratitude and actual light/candles arise during this time of year.
Covid brought a unique challenge to us during the summer solstice—but we could comfortably be outdoors, take walks, drink in the sunlight even if our group of friends or family was smaller. My husband and I walked late into the evening that June night—greeting strangers and neighbors who were eating outdoors on their porches. Connecting.
The winter solstice—in this time of Covid—will present us with new lessons. How can we say yes, share, give, encounter others in a meaningful way this year? How will we express our love to those close to us and to our would-be friends and neighbors without being physically together?
It seems so important to reach out to others during the coldest and darkest time of year. Interesting that the sun gives us the most usable form of vitamin D—so essential to immune health. Could it be that our inner warmth and light, shared with others, could offer some immune support?
I want to share with you that even behind masks and with many feet between u, we are radiating light and we are reaching each other. We hope you will find ways to share your light with family and friends—safely but truly—the way we have been able to at school.
As we say to each other in kindergarten each morning, with a bow to each friend:
Golden Sun in heaven blue Come and warm us through and through Come and bring us of your goldThat the blossom may unfold That my heart’s blossom may unfold: to you, to you, to you and to you…
Every December, all the children in our school gather to walk the advent spiral. In the past, this beautiful tradition took place in a hushed and darkened room, accompanied by harp music and candle light.
This year, we went out with our hats and gloves on. The breeze and the blue jays joined us. Rather than candles, children carried apples, bulbs, oranges, and pine cones. And though it looked and felt very different, it was still a gorgeous way to acknowledge the season.
The Class of 2020 walked the Advent Spiral as a class for the last time on Thursday. Some of them had been walking a similar spiral since they were in preschool. Others walked it for the first time. After the ceremony, class teacher Kristine Deason shared her thoughts with 8th grade parents, who, unlike in years past, weren’t able to witness the tradition as usual. We want to share what she wrote, below, as well as some of the beautiful photos our staff took of the day.
Earlier today, the 8th grade class walked our outdoor Advent Spiral, beautifully built by the Parent Association over the weekend. Out of respect for fire danger, we carried bright oranges instead of candles — each student carrying the “fruits of their labors” into the center of the spiral.
We have walked the spiral together every year since First Grade, and this was our last time as a class. Beforehand, I recapitulated the experience, mindful of those students who would be experiencing it for the first time. I described how, at this time of year, walking the spiral invites us to bring our own light into the darkness and thereby illuminate it. It is harder to experience this in the light of day, but I described to the class that this year our walk would be a journey inward. The students took it up with thoughtfulness and reverence. It was a gift to take part in this with them.
Please enjoy the photos. We hope they convey some small measure of the mood we experienced.
We walked the spiral today mindful of those friends who could not join us. You were in our hearts and we miss you very much.
Beginning in first grade, Waldorf students study form drawing, working on increasingly complex renderings as they grow. This work is done freehand until the 6th grade, when students begin to work with the aid of a straight edge and compass.