Social Inclusion at the Waldorf School of Atlanta

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At the Waldorf School of Atlanta, we believe that a healthy social life is vital to the development of the child and to the functioning of a community. In 2007, our school began a coordinated endeavor to bring deeper consciousness to social issues and to strengthen healthy social practices for all members of the community. Under the guidance of Kim John Payne, M.Ed, Founding Director of The Center for Social Sustainability, we began a three-year journey of implementing his Social Inclusion approach in our school. Parents, teachers, staff, and students are all involved in this important and inspiring work.

Students from our middle school and from our sister high school, Academe of the Oaks, serve on the Social Action Committee (SAC). These students work closely with younger students in our school, forming close relationships with them and helping to guide them through the inevitable social ups and downs that arise in childhood. In the process, the older students gain invaluable skills in leadership, communication, and conflict resolution—strengths that are sure to serve them well for life. Noreen Crowley and Joshua Gartland guide our middle school students, with Sharon Annan and MJ Randleman Smith serving as coordinators for the high school students. Now in our fourth year of this work, we have seen student interest in Social Inclusion surpass our expectations!

Adults from our community serve on the Social Inclusion Coordinating Group (SICG), whose work includes nurturing a school environment of mutual respect, safety, and inclusion; integrating Social Inclusion practices into school life; supporting teachers with students experiencing social difficulty; and monitoring student social health and making recommendations to faculty.

As adults in a Waldorf school community, we strive to act as role models worthy of the students’ emulation. In doing so, we hope to create the kind of environment where Rudolf Steiner’s Motto for a Social Ethic finds life:

The healthy social life is found

When, in the mirror of each human soul,

The whole community finds its reflection,

And when, in the community,

The virtue of each one is living.


~Elizabeth Roosevelt, SICG Chair

This article was originally published in the Spring 2011 Garden Breeze newsletter of the Waldorf School of Atlanta.  

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Music and the Brain


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Recently, I came across an inspiring article about music in the October 2010 scientific journal Neuroscientist, “Music Making as a Tool for Promoting Brain Plasticity across the Life Span” by Catherine Y. Wan and Gottfried Schlaug, both from Harvard Medical School.

The article has two parts. The first is a review of various recent studies about the side effects that regular music practice has. This is an impressive list. Children who practice music consistently show greater skills in auditory, motor, and vocabulary tasks, as well as abstract reasoning and mathematical functioning, than those with similar backgrounds who do not.

The article also reviews recent studies about music and aging. As is relatively well-known, active engagement with cognitive activities of all sorts is good for slowing mental decline. Music making seems to be especially effective.  A 5-year study, following people over 75 for the onset of dementia, indicated that regular playing of a musical instrument seemed to be the best way to provide protective benefit against dementia, more so than reading, writing, or doing crossword puzzles.

The second part of the article is an investigation of the effects that music has on the brain. And to make a long story short, the article shows that at all stages of life, the tangible benefits of regular practice on instruments are accompanied by impressive effects on brain structure and function.

Needless to say, playing music and entering into the feelings, ideas, and aspirations of great artists are, of themselves, inspiring and uplifting experiences. But practicing can sometimes feel tedious, and when our children complain, it is good to know that playing an instrument has important indirect educational and developmental benefits for them. So when we all as parents hit those inevitable moments of discouragement when we wonder, “Why are we insisting that our children practice their instrument every day?” we can remind ourselves that this musical practice is having profound effects on our children’s future capacities for life, potentially up through their old age.

~Eleanor Winship – Music Director

This article was originally published in the 2011 Spring Edition of the Garden Breeze Newsletter of the

Waldorf School of Atlanta 

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Thoughts for Summer from the Waldorf School of Atlanta

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As the school year ends the children are delighted with their new freedom. Life is filled with the warm sun shining down on us all. It is as if a burden of dark and cold has been lifted. It is time to be out, to shed clothes and shoes…to really feel the earth and grass on bare feet and connect with the light of the sun and stars. It is summer. Children have all the time in the world!

We parents are delighted when our children are happy and resilient. Children are more patient, tolerant, flexible, and happy when their life flows rhythmically. Rhythm isn’t a schedule. Schedules are goal oriented. Rhythm is life oriented. It is ebb and flow, again and again and again… with little variations on the way.

Follow this recipe to create your summer rhythm: repeating days, weeks, and traditions to make the summer season full, rich, and memorable. Even those of us who work can create days and weeks that have that summer feel.

*Take a few activities you love and that make it feel like summer such as:

Rolling in the grass, riding bikes, jump rope, swinging…

Swimming, grilling, working in the garden, blowing bubbles…

Walking to the park/lake/pool/creek, natural places to wade/play/build a dam

Concert in the park, camping in the back yard, hiking, making/eating popsicles…

Camping trip, hiking, visiting Grandma and Grandpa for a week, some summer camp days


Decide if these are daily, weekly, or seasonal activities…

*Add in daily/weekly activities such as chores that need to be done, grocery shopping, laundry, food prep, cleaning house, … Your children are such capable human beings. It is healthy for them to participate in the life of the family. It can even be a disservice to a child to always have things done for them.

* Downtime to do nothing! …Find beautiful stones and four-leaf clovers, Give your children time to breathe (and yourself too)! Give them the gift of time to get “bored”. It is actually healthy for your child to not know what to do. It takes an inner strength of will to pull one’s self out of that seemingly empty place. What a gift when the creative juices start flowing! How empowering!

*Combine and Alternate

Inside time/ outside time

Loud times /quiet times

Silly times/focused times = breathing in and out…breathing is healthy!

Regular meal times!

Sleep time: Kinder children still need to get those same 10-12 hours sleep each night and a nap/quiet time in the afternoon. Even on vacations children (young and old) need rhythm and sleep… and the adults too!

So, give your children time to feel the warmth of the sun on their skin, see the dust sparkle in the sunlight, smell new mown grass, hear the insects hum as they work…and breathe your days in and out… enjoy your summertime.


~Annamay Keeney

Kindergarten Teacher


Grades 1-5:

As the summer months approach, the long days of summer seem like a dream come true. But after the first few weeks, many families struggle to find rewarding things to do with their children.  Of course there are wide range of camps available both at WSA and throughout the community but what else is there to do? Here are some fun, easy, and inexpensive ways to keep busy.

1. Become an investigative reporter – with a camera, students can take pictures of the world around them and make up stories to go with their pictures.

2. Gather up old greeting cards and create puzzles or collages.

3. Have your child make an obstacle course in the backyard and have the family take turns going through it. Who can complete the course in the fastest time?

4. Make a terrarium.

5. Find a place to volunteer with your child.

6. Invent board games

7. Explore making paper airplanes.

8. Create a sculpture with recyclable materials

9. Stargazing & story telling

10. Skip stones at the river

11. See a Shakespeare Play

12. Learn how to paddle a canoe

13. Hang and monitor a bird feeder

14. Celebrate a summer holiday (even if you make up your own)

15. Make Homemade Ice Cream!

Grades 6-8:

1. Encourage children to take on responsibility in areas of interest to them. (Volunteer at a veterinarian’s office, senior center or theatre.)

2. Physically challenge your children with activities like Outward Bound, hiking, white water rafting, rock climbing, water skiing or horseback riding.

3. Take them on an adventure with a purpose, i.e., not just a hike, but a hike to find the perfect camp site; not just a bike ride, but a bike ride to a lake for a swim.

4. Give them a job that will teach them to master a new skill (knot tying, bike repair, planning, shopping and preparing for a weekly dinner, building a camp fire, laying a stone path, tending a garden). Practical work will help them feel more competent.

5. Build a fort, shelter or tree house with your child.

6. Visit or volunteer on a farm (interactions with large animals help children learn how to adapt to another being’s needs).

7. Allow time for boredom. Let your child arrive at their own ideas for an activity, using imagination and initiative.

Often children have issues with focus and persistence in the face of obstacles. Encourage your child with activities such as these to help build their will, patience, motor skills, and sense of discipline.


This article originally appeared in the June 2011 issue of the Garden Breeze Newsletter of the Waldorf School of Atlanta.

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Advent at the Waldorf School of Atlanta

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Thoughts for Advent

 Asleep is the soul of the Earth

In Summer’s heat,

While the Sun’s outward glory

Rays through the realms of space.

Awake is the Soul of Earth

In Winter’s cold,

While the Sun’s inmost Being

Lightens in Spirit.

Summer’s day of joy

For Earth is sleep.

Winter’s holy night

For Earth is day.

~ Rudolf Steiner


Rudolf Steiner relays a beautiful image of Advent.  At this time of darkening days, there is an inner light in the depths of each Human Being’s and the Earth’s soul.  The rising cold which marks the winter season is our invitation to look deeply within our own being and freely radiate warmth and light to all around us.  With our dear partner Earth, we live through the season’s changes to bring renewal of life and beauty to all the magnificent kingdoms on Earth.

The gift of light we shall thankfully take

But it shall not be alone for our sake

The more we give light the one to the other

It grows and gives light and shines even farther

~Ashley du Pont

Community Chair

This article originally appeared in the December 2011 edition of the Garden Breeze Newsletter of the Waldorf School of Atlanta.  

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Anthroposophy at the Waldorf School of Atlanta

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In the 1500, Rene Descartes challenged our understanding of self with ‘I doubt therefore I think, I think, therefore I am’ and opened up the world of scientific inquiry. Science today investigates phenomena at the molecular level and finds all suddenly changed: what we thought previously about the activity of a given factor at this level in a cellular process has been found to play an opposite roll in other circumstances. Does this mean there is flow and thought, freedom and movement at this level? Does “systems biology” open up almost unimaginable levels of complexity, or does it bring us back to more basic truth? At this time of year as we gaze into the starry heavens populated with uncountable numbers of stars, we remind ourselves that while man is the thinking animal, he is also a being capable of love, and love is found most poignantly when we give it to another. As we move into the holiday season of many religions we are reminded by the candle light of those celebrations that it is our love that lights these long dark days of winter, illuminating complex systems of giving and receiving, of freedom to be new and different in every moment, which, as we are learning from molecular biology, is our heritage and our destiny.

~Sara Walsh

This article appeared originally in the December 2011 edition of the Garden Breeze newsletter.  Visit us online at . 

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The Advent Garden at the Waldorf School of Atlanta

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As with so many festivals of early Winter, bringing light into the darkness is the essence of the Advent Garden. The form of the involuting and outgoing spiral was one that Dr. Rudolf Steiner gave as a form recommended to walk involving the whole child and their sensory systems. Form drawing is part of the curriculum in Waldorf schools, and children experience these forms in many ways, drawing them and walking them for instance. Around 1923 children in the first Waldorf Schools walked this form, but it was not until around 1926 when Bavarian farmers and a German nurse came together to create the custom of the garden. They laid out the spiral with moss and evergreens with a central candle, which was raised on a mount. The candles were brought in, carried by each child as they walked the spiral holding their apple with the candle in it. As they came to the center and lit their candle they placed it along the path on their way out, and the garden glowed with light.

This experience of beauty, music and solitude resonate with this time of outer darkness, and renewing our inner light. Diwali, Winter Solstice, Chanukah, Kwanzaa and Christmas are some of the festivals that include this element of light, along with the qualities of mystery, gratitude, generosity, and the upholding of high ideals kindled within us.

The children experience coming into a darkened room, hearing lyre, violin, guitar or flute music playing softly, and waiting their turn to receive the apple with an unlit candle and being led to the beginning of the path. They walk the path showing us all so much by how they navigate their way, and their own special walk. It is beautiful to watch, and hold with reverence. The children experience this wonder without explanation. The event has of course brought some parents to quiet tears, or a very quiet chuckle – or both, as they watch their child and dear classmates.

At the Waldorf School of Atlanta this festival is for kindergarten through second grade. Some classes have extended it in different forms further into the grades with a labyrinth or walking outside at night. Some classes let it “rest” after second and then bring the essence of this festival in a different way. The high school students at Academe of the Oaks look forward to walking the spiral again, understanding in a whole new way what they experienced when they were little.

“What a different time it is today, how much greater is the need, the need to go into the darkness, spreading the light as we go out.” ~ Christof-Andreas Lindenberg

~Annie Sommerville-Hall

Preschool/Kindergarten Teacher

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This article originally appeared in the December 2011 edition of the Garden Breeze newsletter of the Waldorf School of Atlanta. 


Waldorf School of Atlanta Reaches Worldwide


I have just returned from an inspiring trip teaching toning and singing, music pedagogy, pentatonic lyre, and anthroposophical music background to Waldorf teachers in Thailand and New Zealand.  WSA is part of a worldwide movement with over 900 Waldorf schools. To actually meet and get to know some of my overseas colleagues and be able to picture them in their own environment with all their challenges brings this picture of Waldorf as a global, mutually supportive movement into much more concrete perspective. It was invigorating to experience these wonderful colleagues on the other side of the world. They met our work with great enthusiasm!

My first impression of Bangkok was of an overcrowded, unplanned, sprawling, hectic megapolisa city badly in need of a human vision such as Waldorf education inculcates. In the last fifteen years, Bangkok initiatives have created two Waldorf schools, one independent kindergarten, and a kindergarten training. It was inspiring to see how the pioneers of the Thai Waldorf movement combine the spiritual traditions of their own country with Anthroposophy to bring Waldorf to Thailand. In the course I taught there were around sixty teachers and student-teachers, some from China, Taiwan, Malaysia, and India, as well as Thailand itself. I worked with a translator, but the students were enthusiastic, and especially satisfying were the moments when we were all communicating through the music we were creating (also satisfying were the delicious homecooked dishes with which the students treated me!). Flood waters were steadily rising as I was teaching in Bangkok. The river overflowed after I had left, causing many thousands to flee the city. I was glad to hear that my wonderful hostess was safely at her mother’s home.

New Zealand, whose population is less than half the size of metro Atlanta’s, has a flourishing Waldorf movement with nine established schools and new initiatives springing up. Most of their schools are integrated into the state educational system, which is a mixed blessing, since they are also required to follow state regulations and organizational requirements. I heard my colleagues’ concern as the state continues to assert more control along with its financial support.

The theme of the New Zealand conference was “joy.” I was the main speaker and artist, and any worries I might have had about delivering on that theme were quickly lifted by the joyous musicality of the hundred or so teachers in attendance. We were soon launched into lively musical and movement exercises, ringing six part rounds, and beautiful group lyre playing and improvisation.

New Zealand seemed like a green, uncrowded paradise, although the problems of the world were literally lapping against its shores as I arrived. The conference was in the oceanside city of Tauranga, and from the house where I was staying I could see the tanker which had run against a reef the previous week and created the largest oil spill in New Zealand’s history. You could smell the oil from the conference, the beach was closed, and the local economy was reeling.

It was amazing to fly back from the New Zealand springtime to our colorful autumn here, and it is good to be back again. I’d like to thank the Core for giving me the professional release time and everyone for supporting the music program and teachers in my absence. As a world wide movement, we have a lot to give to and learn from each other, and it was important and generous of WSA to show this support.

~Eleanor Winship

Music Director


This article originally appeared in the December 2011 edition of the Garden Breeze newsletter of the Waldorf School of Atlanta. 

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Waldorf Education in the news

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Parents often wonder whether the lack of computer technology and curriculum exposure to software is hurting their child’s ability to ‘get ahead of the pack’ when it comes to secondary and post-secondary education. Much of this concern is driven by the media and technology itself. Recent studies and several articles in the NY Times and other print media have discussed this topic in great detail. The NY Times has published several articles over the last 10 months challenging the efficacy of technology based learning, especially for younger children. A few weeks ago, a staff writer, Matt Richtel got up-close and personal at Waldorf School of the Peninsula, in asking parents there, in the middle of Silicon Valley, why they were comfortable with a school that had no technology in the lower grades.

Families at WSP in Los Altos, CA are an interesting demographic, in that so many of them are working within the R&D and production areas of the latest technology. Their close proximity to the realities of the industry help them feel confident that their children are gaining skills and understanding that will serve them far into the future, while iphone apps and other software will be superseded (obsolete) in just a few years, long before their children enter college.

Granted, there is controversy about what is necessary, what is important, and what is icing on the cake. Waldorf Education will always take the position that technology, properly applied, is not bad, but that timing is everything! Using a tool is only appropriate when you know how it works and what the results will be when you ‘start the engine’.

If teaching is a human experience, then engagement, contact with the teacher, with other students, with color and multitudes of medium to express their burgeoning ideas can give young children familiarity with all the trappings they’ll need to be creative and thoughtful. Whether they want to be electrical engineers, doctors, book editors, designers or horse whisperers, what really stays the course for them is their acute sense of curiosity and interest in a wide variety of people, places and ideas which will guarantee they will be asking questions their whole lives long.

The NY Times article does not glorify Waldorf Education and presents dissenting opinions, but the quotes from actual parents are affecting. If you haven’t read this article, don’t miss it, and if you have, send it on to a skeptical friend. Find the link on our homepage at


~Sara Walsh



This article originally appeared in the December 2011 edition of the Garden Breeze newsletter of the Waldorf School of Atlanta.  

A New Vision at the Waldorf School of Atlanta

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Today our school officially celebrates a new beginning — a clear vision longing to be shared with like-minded parents in Atlanta who are looking for a different way to raise and educate their children. The Waldorf School of Atlanta believes childhood is sacred. You may have already read about our school’s goal to have full enrollment and waiting lists for every class. You may know that the school is taking a patient, thoughtful approach to this goal by setting our sights on the kindergarten and first grade. You probably know how important word of mouth is to enrollment. We hope you have read about the marketing committee’s efforts to develop a clear identity for The Waldorf School of Atlanta that makes it easy to talk about our school in a consistent and clear way. You could be one of the many parents who participated in a survey or focus group this year, and on behalf of the board, thank you!  Some of you may have even heard our school’s new tagline on NPR this winter:

Childhood First.

At last, the words I’ve needed to talk about our school! I can’t wait to tell my friends this summer about this school that offers something completely unexpected; an approach to education that is so unusual in this world of overload that it is nothing short of revolutionary; a place where kids don’t have to grow up too fast; a place where children act like children, while learning how to work together, and how to work alone; a place where the very fabric of teaching is based on the needs of the child, not the needs of the education. I can’t wait to talk about this school that teaches my daughters in a way that her grandparents, and even my grandparents, can understand. I can’t wait to share stories of play, of reading, of knitting, of math, of music, and did I mention play?! I will tell them about this school that is giving these leaders of the future room to be kids today.

I am excited about the future of our school. I hope you will join me in sharing this vision with the rest of our community!

~Patrick Foster
WSA Marketing Committee Chair

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 This article was first printed in the May 2013 edition of the Garden Breeze newsletter of the Waldorf School of Atlanta.  Visit us online at


Woodworking at the Waldorf School of Atlanta


From an early age children begin to express their will by exploring the use of their hands. It is with their hands that they begin to develop other faculties. Accomplishment and joy are the rewards achieved through the wisdom of each activity.

“To do, to be active, is Man’s noblest calling.”

Woodworking begins in the fifth grade. In this grade students experience the full process of woodworking, within which the children review botany, especially the various types of wood, and learn the use of hand tools and woodworking techniques. While working with wood, children’s senses are awakened, hands begin to strengthen, hand-eye coordination improves, and with repetition, their ability to sustain focus slowly increases. Patience and attention to detail emerge.

In the sixth grade, students learn to accurately use both ruler and compass to refine their measuring skills. They are expected to create projects using the sense of touch, an approach that allows them to express their feeling through manual arts. Students shape and form the object with the help of simple hand tools. Through hand-eye coordination in fabricating the object, the students develop the strength of hand and stamina of will necessary for personal growth. During the sixth grade year, students are also introduced to the history of woodworking. They are each assigned a research report and an oral class presentation on an aspect of this topic.

The grade seven woodworking curriculum and projects emerge from the students’ study of the ages of discovery and exploration. This year, there is an increased emphasis on the importance of rules and regulations, developing clearer communication skills, and becoming more independent and willing to explore new boundaries. Adolescent students are in search of clarity and truth, and they now meet the world around them by asking: “Why?” They desire and benefit from both mental and physical challenges. The projects this year focused on developing the students’ will forces, critical thinking, patience, team building and performance, and personal management of time.

In the eighth grade, students are able to experience the culmination of all their previously acquired woodworking knowledge and skills. They have become more acutely aware of the physical world around them and how they, as physical bodies, move within that world. In response to this maturation, the eighth grade project is selected both to challenge and expand the skills that the students have developed over their four years of woodworking. The project is layered with detailed processes and problem solving and requires each student’s consistent focus, keen accuracy, creativity, and most of all, patience. The eighth grade class is currently working with inlay patterns made from thin veneer. Some students are making journals covered with thin plywood and leather, others are building boxes with a plywood lid. In both projects the plywood holds the inlay design. The rich fiber and color of the veneer come to life as the student sands and buffs the surface with beeswax. These items will be available for your viewing in the woodwork
room on Grandparent’s Day.

~Francisco Moreno
Woodwork Teacher

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This article was originally printed in the April 2013 Garden Breeze Newsletter of the Waldorf School of Atlanta.

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