Colloquium on English - Research Institute for Waldorf Education

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4 Title: Proceedings of the <strong>Colloquium</strong> on English © AWSNA Publications WHSRP Planning Group: Andy Dill, Douglas Gerwin, David Mitchell, Leonore Russell, and Betty Staley May: 2004 Compiled and edited by Anne Greer Layout: David Mitchell Also Available from AWSNA Publications: Research Project #1: Survey Report (Portfolios, College Alternatives, Scholarship Websites, Social Emotional Skills) Research Project #2: Proceedings of the Chemistry <strong>Colloquium</strong> Research Project #3: Proceedings of the Mathematics <strong>Colloquium</strong> Research Project #4:: Proceedings of the <strong>Colloquium</strong> on the Computer and Informational Technology Research Project #5: Proceedings of the <strong>Colloquium</strong> on Life Sciences and Environmental Studies Research Project #6:The Andover Proceedings: Tapping the Wellsprings of Health in Adolescence Research Project #7: Proceedings of the World History <strong>Colloquium</strong>—Symptomatology Research Project #9: Proceedings of the English <strong>Colloquium</strong> Soon to be released: Research Project #8:: Proceedings of the <strong>Colloquium</strong> on United States History <strong>Colloquium</strong> Participants: Betsy Barricklow (Tara Performing Arts High School), Carol Bärtges (Rudolf Steiner School, New York), Joan Caldarera (San Francisco Waldorf School), Mary Echlin (Kimberton Waldorf School), Mary Emery (Rudolf Steiner School of Ann Arbor), Craig Giddens (Speech), Meg Gorman (San Francisco Waldorf School), Anne Greer (retired, Toronto Waldorf School), Jason Gross (Kimberton Waldorf School), Frank Hall (Washington Waldorf School), Michael Mancini (East Bay Waldorf School), Christene Meyer (Highland Hall School), Allegra Alessandri Pfeifer (San Francisco Waldorf School), Leonore Russell (Waldorf School of Garden City), Patricia Ryan (High Mowing School), Linda Sawers (Washington Waldorf School), Betty Staley (Rudolf Steiner College),Philip Thatcher (Vancouver Waldorf School)
Table of Contents Waldorf High School Research Project—Description and Mission Statement .......................... 7 Schedule.................................................................................................................................... 9 To One Who Understands The Sense of Language………………………................………… 11 Overview ………………………………………………….................…………………….… 13 Literature as Unveiling Mirror .……………………………….............……………………… 15 Benchmarks: Transition from Middle School to High School………..............…………….…. 20 Barfield and Evolution of Consciousness……………………………..............………………. 27 Discussion: Schooling Imagination.……………………………….............…………………. 35 What are the Essentials in English Main Lessons? ………………............……………………. 39 Keeping the Curriculum Timely ……………………………..........………………………… 46 Steiner on the High School Literature Curriculum .…………...........………………………. 48 Discussion: Teaching Reading …………………………………...........……………………... 62 Steiner on Reading ………………………………….........………………………………….. 66 The Writing Portfolio: Creating A New Responsibility For The Word………............……….. 73 Discussion: Teaching Writing…………………………………...........………………………. 77 The I-Search…………………………………………………........…………………………. 82 Steiner on Writing and Spelling………………………………........……………………….… 88 Is There a Phenomenological Approach to Grammar? …………..........……………………… 92 Steiner on Grammar……………………………………….......……………………………... 103 Discussion: What Else Should English Teachers be Doing?………...........……………………. 119 Enlivening English Through Eurythmy and Speech…….........…………………………….…. 122 5
Page 1: Research Project #9 Colloqu
Page 6 and 7: 6 Additional Articles: Recommended
Page 8 and 9: 8 WHSRP Mission Statement Formed in
Page 10 and 11: 10 MONDAY 13 OCTOBER 8:00 A.M. - -
Page 12 and 13: 12 From the Left: Patricia Ryan and
Page 14 and 15: 14 We left feeling that we had much
Page 16 and 17: 16 Secondly, it discloses the world
Page 18 and 19: 18 Student Response: In our lives t
Page 20 and 21: 20 Benchmarks: Transition from Midd
Page 22 and 23: 22 Thus the center of the red spira
Page 24 and 25: 24 attention to the composition of
Page 26 and 27: 26 “What have they been doing in
Page 28 and 29: 28 more accurate than our senses, t
Page 30 and 31: 30 and bring their free thinking to
Page 32 and 33: 32 POETRY EXERCISE Mary uses this f
Page 34 and 35: 34 novels Shane, The Adventures of
Page 36 and 37: 36 Poetry is the path because it pr
Page 38 and 39: 38 In the10 th grade, we begin to m
Page 40 and 41: 40 Why do we teach literature? Some
Page 42 and 43: 42 We always have to work with the
Page 44 and 45: 44 The analytical process becomes a
Page 46 and 47: 46 Keeping The Curriculum Timely by
Page 48 and 49: 48 Steiner on the High School Liter
Page 50 and 51: 50 Dr. Steiner: … it would depend
Page 52 and 53: 52 Historically, Wolfram is an inte
Page 54 and 55:
54 plane, need to strew pictures an
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56 of German literary history in re
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58 Children’s Receptivity to the
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60 however clumsy the children’s
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62 Discussion: Teaching Reading Our
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64 specifics from the text in discu
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66 Steiner On Reading The Effects o
Page 68 and 69:
68 the school subjects demanded by
Page 70 and 71:
70 Consequently, we will have to re
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72 emerge only later on. In this wa
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74 stand its truth and beauty, to b
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76 The writing experience begins wi
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78 Now the students individually ha
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80 paper is an abstract concept. Th
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82 I Am I am: yet what I am none ca
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84 I-Search Projects The purpose of
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86 Annotated Bibliography Breindel,
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88 Steiner on Writing and Spelling
Page 90 and 91:
90 Understanding Spelling Difficult
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92 Is there a Phenomenological Appr
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94 7. careless: the first “as”
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96 in this Colloquium</stro
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98 It names the parts and modes and
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100 of your lesson; at times it can
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102 the students’ perception of a
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104 Through eurythmy people can lea
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106 Introduction to Grammar Grammar
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108 authority, and thus to form tho
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110 That should be an unconscious p
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112 you do not let them do what is
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114 period. If you have caused them
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116 “substantiating” verbs. In
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118 Grammar in the Ninth Grade In G
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120 quy and a sonnet, and to recite
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122 Enlivening English Teaching thr
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124 Recommended Books For Waldorf E
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126 Also Recommended: Bly, Robert.
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128 reward for the first person to
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130 1) Tenth graders may wish to re
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132 Solzhenitsyn’s A Day in the L
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134 How in the act of writing itsel
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136 The Wholeness Of Imagination by
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138 Coleridge was an exact thinker
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140 ception of the universe into wh
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142 The theories must indeed come.
Page 144 and 145:
144 Disturbances in Speech Developm
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146 ment then the development of th
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148 which the forms are continually
Page 150 and 151:
150 Acquisition of Speech and the D
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152 on the musical and rhythmic qua
Page 154 and 155:
154 ever something begins to permea
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156
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