Today, we are beginning a new (mostly) weekly column in our school newsletter and on Grandmother Oak, focused on stories, lessons, and insight from our faculty and staff. For some, becoming a Waldorf teacher is a lifelong calling. For others, a more unexpected and circuitous path led to our school. We want to share these stories, as well as lessons and stories from our students in each classroom, from preschool to 8th grade.
Fittingly, we begin the series with an interview with our grades director, Dena Malon, whose life began in New York City, where she grew up the daughter of a professional magician—”an immaculate showman,” as she describes him—and eventually brought her to Atlanta, back to New York, and then to Northern California.
A former actress, a native New Yorker, and a longtime Waldorf teacher who joined MWS in the 2019-2020 school year, Dena Malon took the new role of grades director for 2020-2021. In the first month of school, she’s already taking a hands-on approach to the role, teaching lessons, mentoring teachers, and working directly with students in and out of the classroom.
How did you become a Waldorf teacher?
I was an actress, a long time ago. I’m from New York, and I trained there. Then I moved to Atlanta where I had a successful acting career. I became the artistic director of an educational theater company, because I always believed there were therapeutic and healing aspects in drama. I started working with children and senior adults and people in prisons and in all different kinds of communities, helping them to open up to the creativity within themselves.
Then I started working in schools primarily, using drama to help students, in grades kindergarten to college, learn how to communicate better, to write more effectively, and to become more engaged in what they were learning. Imagining opens you up, and when you write, you’re just writing down what you have imagined. So it’s very effective. I did a lot of training for teachers in using drama to enhance the curriculum and classroom management.
I also created issue-oriented plays that explored sexual abuse, watching too much television, uncovering your own creativity. I was the artistic director of a theater company [pictured left] and our company toured all over the southeast, bringing the arts to education.
I first read about Waldorf education in Mothering Magazine, before I had children, and I thought, This sounds incredible. Years later, I had a three-and-a-half-year-old and a newborn, and we were driving down the street and there was a sign for “The Children’s Garden: A Waldorf Kindergarten”—and I thought, oh my gosh, that’s that school that I read about. That was the beginning. I knew very little about it, but I could sense that something extraordinary was happening and I wanted my children to be a part of it.
After a few years, I knew I wanted to become more a part of it. I wouldn’t have become a teacher in any other form of education, but this was so creative, and so different, and it fascinated me—to learn about a different way of working with students. I became a first grade teacher when Max was in the third grade and Jack was in kindergarten.
How old are your sons now?
They are 28 and almost 32. And I absolutely adore them. They’ve been working remotely as creative directors for strategic communication firms for three or four years. In this capacity, they traveled all over the United States, Canada, and Europe. Jack, in particular, loves being in Mexico.
One of the most extraordinary times in my life is when I went to visit them when they were living in Tulum. We had beautiful dinners together, and the one day that they had to work when I was there they treated me to a “rebirthing experience” at a spa.
What was your childhood like?
My father was a magician. I grew up watching him perform. It was very exciting. When he did shows for children, I would get to go. He was an immaculate showman. I learned a sense of timing from him—to always leave the audience wanting more.
I always wanted him to call me up, to be one of the children involved in baking a magic cake. I would say, Please, call me up, I won’t tell anybody I’m your daughter! I just wanted to be under the spell. He never would. So when we got to the place in the act when I knew that no one else was coming up, I would say to whoever was sitting next to me, “That’s my father!”
I’ve often reflected on the fact that the first man in my life was a magician, who could make impossible things happen.
That’s very unique.
Right. So I thought I really need …
… to do something with that! I’d love to see what you do.
I have been working on a story about it.
Do you have any other ideas for writing projects?
I have been thinking about writing an imaginative one-woman performance that traces my own incarnations through history. I am married to one of the instructors from my Waldorf training, Thom Schaefer, who is the education director at Credo High School. When Thom was going to Israel to live and work—we were friends for a long while, before we were married—I told him to find the most beautiful spot in Jerusalem and shout out my name to bring me back, because I thought my story should start there, but thousands of years ago.
I love that. Did he do it?
Yes. He traveled a lot, and he began to call my name out in many places. He’d come back and he’d write me, or he’d call me, and he’d say, I was just in Turkey and I found this place… and he’d send me postcards from where he called my name.
How do you envision your role as grades director? What will you bring to our school?
Over the years, I’ve learned a lot through teaching the curriculum. I’ve taken two classes all the way through the grades, and through this, I’ve come to understand the support that teachers need.
Adult education is also important to me. I like talking to parents about the curriculum and how Waldorf schools operate. I am so grateful that at this time in my life I have been given the opportunity to share my experience with this community.
What’s something you’d like to share with parents about Waldorf teachers?
The teacher sees your child as who they are, right in front of them, but also their potential, for who they can become. You are working with the present and you’re also envisioning the future.
Finally, I wanted to ask, during this time—with the pandemic, the fires, the social unrest—any silver linings or takeaways?
We have the opportunity to learn to communicate in deeper ways. We are looking into each other’s eyes. Even unbeknownst to ourselves, we have to be more communicative with our eyes because that’s what we see. We’re learning to read more about each other, without the benefit of the whole face. Another benefit is teaching outside, which is something we will never give up!
With DEI, and the sensitivity that’s being brought up, this time is making us look at the curriculum and at our own attitudes. It’s making us even more conscious of who we are, which is very important— important for all of us.
*
Dena Malon is the grades director at Marin Waldorf School. Thank you for sharing your story with us!
Interview by Julie Meade. This interview has been edited and condensed for clarity.
Grandmother Oak 