advanced diploma of rudolf steiner education- syllabus...

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Sydney Rudolf Steiner College

Advanced Diploma of Rudolf Steiner Education- Syllabus (First Semester) Course code 69801TAS

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Contents

YEAR 1 Units ......................................................................................................................... 3

Foundations in the Humanities Strand ............................................................................................ 3 Develop Knowledge and Skills in Human Psychology (STEHUM601A, subunit 1) ................ 3 Develop knowledge and skills in human psychology (STEHUM601A subunit 2) .................... 6 Develop Knowledge and Skills in Personal and Professional Development (STEHUM602A) . 9

Develop Knowledge and Skills in Educational Theory and Practice (STEHUM603A) .......... 12 Develop Knowledge and Skills in English (STEHUM604A subunit 1)................................... 15 Develop imagination through Creative Writing (STEHUM604A, subunit 2) .......................... 18 Develop Knowledge and Skills in Human Society (STEHUM605A subunit 1) ...................... 20 Develop knowledge and skills in human society.(STEHUM605A, subunit 2) ........................ 23

Foundations in the Sciences Strand .............................................................................................. 26 Develop Knowledge and Skills in Mathematics and Geometry or Form Drawing

(STESCI601A) .......................................................................................................................... 26 Develop Knowledge and Skills in Science (STESCI602A, subunit 1) .................................... 28

Develop knowledge and skills in science (STESCI602A, subunit 2) ....................................... 31 Develop Knowledge in Health and Nutrition (STESCI603A ) ................................................ 33

Foundations in the Arts Strand ..................................................................................................... 36

Develop an Artistic Appreciation of Form and Colour through the Visual Arts

(STEART601A, subunit 1) ....................................................................................................... 36 Develop an Artistic Appreciation of Form and Colour through the Visual Arts

(STEART601A, subunit 2) ....................................................................................................... 39

Develop Creativity in the Art of Movement (STEART602A subunit 1).................................. 42 Develop creativity in the art of movement (STEART602A, subunit 2) ................................... 45

Express Yourself Creatively Through Speech and Drama (STEART603A)............................ 47 Develop Musical Understanding and Skills (STEART604A) .................................................. 50 Develop Creativity and Skills in Handcraft and Woodwork (STEART 605A) ....................... 52

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YEAR 1 Units

Foundations in the Humanities Strand

Develop Knowledge and Skills in Human Psychology (STEHUM601A, subunit 1)

Unit Code:

STEHUM601A

Unit Title:

DEVELOP KNOWLEDGE AND SKILLS IN HUMAN

PSYCHOLOGY

Subunit 1: Understand and apply the picture of the human

being underlying Steiner Education

Recommended

Delivery Mode

12 hours face to face lectures and workshops

Unit Aim/Purpose

This subunit familiarises students with key aspects of

educational philosophy and psychology, allowing them to

reflect on both their own life and relationship to the world and

that of others

Employability Skills

This unit contains employability skills

Pre-requisite Unit(s)

None

Unit Description and

application

This subunit provides the foundation for the study of other

course units related to Steiner Education. The ability to

observe and interpret individual ways of experience and

learning of human beings will be applied to their own

professional development, collegial relationships, curriculum

development and work with children in the classroom

situation.

Unit Content

Required skills and

knowledge

Central questions of humanity and life are explored in this

introductory unit. Who am I and what is my relationship to

life?

The consideration of the interplay between body, soul and

spirit in human life is considered.

The relationship of the human gifts of upright stature, speech

and thought are reflected on as related to the ability to work in

the world with initiative, communicate with feeling and reflect

consciously on truth. The existence in the world of Goodness,

Beauty and Truth as archetypal qualities is explored.

The senses, as windows to experience of the world, and the

possibility of refining or schooling them, is considered and

practical exercises undertaken.

Required knowledge of:

Spiritual pictures of the human being

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The soul capacities of the human being

Forms of human experience and learning: the senses, memory,

imagination and thinking

Overview of a Spiritual Scientific path outlined by Rudolf

Steiner

Skills:

Applying spiritual pictures of the human being in

understanding and evaluating one‟s own experiences and

learning

Observing and interpreting sense perceptions

Outcome Performance Criteria

1. Apply key

concepts of human

psychology and

philosophy to one‟s

own life experience

1.1 Key features of threefold and fourfold pictures of the

human being are appropriately described.

1.2 Meaningful links between these features and the student‟s

life experience are established.

1.3 Self-reflection shows discernment of increased self-

awareness or blockages to awareness.

2. Undertake and

evaluate an

observational task.

2.1 Two different observational methods are applied

appropriately

2.2 Observational records are precise and detailed and

comparative.

2.3 A clear artistic picture of the process and growing self-

awareness are evident in the oral presentation

3. Review and

evaluate the learning

process

3.1 The progression in learning is clearly delineated.

3.2 Open questions are identified

3.3 The student is able to reflect on their own learning process

Assessment

Evidence Guide

In providing evidence for this unit, the trainee must

demonstrate competency in all aspects of the outcomes.

Evidence may be collected in the class situation and in

viewing work of students done in their own time

Evidence must be collected in observing the student‟s oral

presentation

Critical Aspects of

Evidence

The written responses show application of knowledge to life

experiences at different times and applied to different

situations.

The observational task consists of 6 observations over a

number of days and includes an artistic presentation.

Methods, Conditions

and Context of

Assessment

Assessment task A, related to 1.1, 1.2,1.3:

Written responses linking personal experiences as

remembered in thoughts, feelings and will attached to the past

to reflection and evaluation now applying key elements of a

spiritual picture of the human being to the process to explore

increases in self-awareness.

Assessment task B related to 2.1 – 2.5:

Observe a living object over a period of time using different

observational methods – both onlooker and participatory. Give

an artistic presentation of this experience. Oral presentation of

results is shared in the classroom.

Assessment task C, related to 3.1,3.2,3.3:

Open life questions are identified and reflected on at the

beginning of the unit and re-evaluated at the end. Reflection

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on the learning process in relationship to the unit is given.

Consistency of

Performance

Performance is assessed over a period of time in a number of

different situations and through tasks relating to different

aspects of the unit

Resource

Implications

Tutorial room with space for small group work

Provision of objects for observation and of art materials

Text and Additional References

Text: A set of readings is provided by the tutor. Excerpts from the following works

are part of the set of readings:

EVANS, D. Spirituality and human nature. Albany, N. Y:

SUNY Press, 1992.

The Re-enchantment of Everyday Life Harper

Perrenial 1997

SARDELLO, R. Love and the Soul. Harper Perrenial 1995

STEINER, R: An Outline of Esoteric Science, esp.Chapter II

Anthroposophic Press, Hudson, NY, 1997

STEINER, R; Theosophy, esp. Chapter 1


Recommended Reading:

STEINER, R: A Psychology of Body, Soul and Spirit.

Anthroposophic Press, NY. 1999

LIEVEGOED, B. Man on the Threshold.

Hawthorn Press. UK 1985

SOESMAN, A. Our Twelve Senses

Hawthorn Press UK 2006

MOORE, T. Care of the Soul : A Guide for Cultivating Depth

and Sacredness in Everyday Life Harper Perrenial 2004

THOREAU, H.D. Walden Princeton 1998

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Develop knowledge and skills in human psychology (STEHUM601A subunit 2)

Unit Code:

STEHUM601A

Unit Title:


PSYCHOLOGY

Subunit 2: Apply knowledge of biographical patterns and of

the meaning of destiny to human development and learning

Recommended

Delivery Mode

24 hours face to face lectures, tutorials, and group discussion

sessions

Unit Aim/Purpose

This subunit contains outcomes required to understand and

apply fundamental principles of human development

throughout the different phases of life. Specific emphasis is

placed on the three phases of the development of the child and

their implications for the entire biography of an individual.


This unit contains Employability Skills


STEHUM601A: Develop Knowledge and Skills in Human

Psychology, subunit 1.


Application

The study of human biography serves two purposes:

1. The self-development of the teacher in that they become

able to make sense of their own biography/destiny and thus

develop sensibility and understanding for the

biography/destiny of children.

2. The deeper understanding of children‟s development, taking

into account their different individualities and life situations.

This knowledge can be applied in the future in case study

situations for individual children and in finding appropriate

approaches to assist their development and learning.

Unit Content

Required Skills and

Knowledge

Required Knowledge:

The psychological changes in the seven year phases of the

human life cycle:

0-7 early childhood;

7-14 primary and pre-adolescence;

14-21 adolescence and early adulthood;

21-42 development of the soul faculties;

42-63 and beyond: spiritual development.

Modes of learning through life:

The four temperaments

The seven soul moods

The concepts of karma and reincarnation

Crisis points in biography and the destiny of individuals

Required Skills:

The use of exercises for exploring questions of destiny and

biography

Methods of recognising temperament and soul conditions for

the development of learning strategies for individual children

Methods of listening and investigating objectively

Outcomes Performance Criteria

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Integrated

Knowledge/Skills

1.To apply the

understanding of life

phases to a range of

situations

1.1 Analysis of the main differences between the features of

the seven year phases reflects key developmental concepts

1.2 Application of concepts of biographical rhythms to one‟s

own life demonstrates knowledge of thresholds,

metamorphosis and mirroring

1.3 Application to the psychological development of the child

reflects understanding of three and fourfold development

2. To identify and

apply modes of life

learning in a range

of contexts

2.1 Interpretation of human behavioural patterns incorporates

the concept of the four temperaments

2.2 Interpretation of development and learning in childhood

recognises the modes of learning through life

2.3 Reflection on own biography reviews the modes of

learning through life.

3. To demonstrate

observational,

listening and

questioning skills in

relating to self and

others

3.1 Participation in group work shows objectivity and

openness

3.2 Responsibility for the results of the group work is taken

3.3 Balance between one‟s own contribution and listening to

others‟ contribution is evident

3.4 Reflecting on the group process and one‟s own role in the

group is included

4. To apply

understanding of

destiny to key events

of one‟s own path of

destiny

4.1 Knowledge in the area of destiny is applied

4.2 Description of event example is accurate

4.3 The meaning of the event as part of destiny is clearly

identified

4.4 The findings are presented in an appropriate, structured

form

Assessment

Evidence Guide

In providing evidence of competency for this subunit, the

trainee must demonstrate competency in all outcomes and

performance criteria.

Evidence may be gathered in class through observing group

work, and the reporting back to the tutor, as well as in viewing

the written summary of the trainees‟ reflective work in their

own time.

Critical Aspects of

Evidence

Application of knowledge from the field of biography studies

and behavioural studies to specific life and educational

situations must be evident

Methods, Conditions

and Context of

Assessment

Assessment A, relating to outcome 1 and 2:

Discussions in groups/pairs reported back to the tutorial at the

conclusion of each session on identifying life patterns,

temperaments and children‟s development

Assessment B:

Reflective Journal including, relating to outcome 4:

Analysis and reflection on one‟s own biography using a chart

Report on working with biographical exercises over a period

of time

Assessment C, relating to outcome 3:

Evaluation of one‟s learning in this unit

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Assessment for this unit will occur

Within the tutorial sessions (A)

As a documented ongoing reflective process in the trainee‟s

own time (B)

As a written reflection of the outcome of the learning process

(C)

Consistency of

Performance

Assessment A and B: completed over the duration of the

entire subunit in several assessment events. (formative

assessment)

Assessment C: Reflection on the end result (summative

assessment)

Resource

Implications

Tutorial room with space for small group work


Required Reading:

LIEVEGOED, B. Phases

Rudolf Steiner Press, London 2008


BRYANT, W. A Journey Through Time

R. Steiner College Press, Sacramento 2006

O‟NEIL, G&.G. The Human Life. 1990

To be republished in 2009 by R. Steiner Press

CHILDS, G. Understanding Your Temperament

Sophia Books, R.Steiner Press 2009

STEINER, R. Manifestations of Karma

Reprinted Rudolf Steiner Press, London 2004

STEINER,R. Rosicrucian Wisdom

Rudolf Steiner Press. Reprinted London 2005

WILLIAMSON, M. The Gift of Change 2004

WOLPERT, A. (ed): Working with Destiny I

Golden Blade 49 Floris Book, Edinburgh, 1996

WOLPERT, A. (ed): Working with Destiny II

Golden Blade 50 Floris Books, Edinburgh, 1997

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Develop Knowledge and Skills in Personal and Professional Development (STEHUM602A)

Unit Code:

STEHUM602A

Unit Title:

DEVELOP KNOWLEDGE AND SKILLS IN PERSONAL

AND PROFESSIONAL DEVELOPMENT

Recommended

Delivery Mode

48 hours face to face in an interactive style with individual

and group work sessions interspersed

Unit Aim/Purpose

This unit contains outcomes required to understand and apply

the fundamental principles of adult learning. It prepares

students for lifelong learning and ongoing professional

development.







Application

The scope of this unit may be applied to a teacher‟s personal

growth and development, to professional learning in

pedagogical methods and to engaging in the organisation of a

school community as a developing social entity. It allows for

both, taking up new areas of responsibility in a school as a

professional member of the community or deepening of

classroom work. It keeps teachers aligned with the phases of

their own human development and healthy lifelong learning. It

allows inspiration to continue to flow so that the work does

not become stale.

Unit Content

Required Skills and

Knowledge

Required Knowledge

The aims and the threefold form of adult learning:

Learning through life

Learning for one‟s profession

Inner development as process of reflection and meditation

The path of inner development as outlined by R. Steiner

The nature of the fundamental soul forces of thinking, feeling

and willing in relationship to adult learning

Learning barriers in the will, the feeling life and in the

thinking

The seven steps of the learning processes:

Opening

Warming

Assimilating

Individualising

Practicing

Sustaining

Creating

Forms of professional learning:

Reflective study and research

Staff programs, external workshops and conferences

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Weekly artistic and musical training

Mentoring

Required skills:

Strategies for meeting the practical and personal demands and

the crises of life and work;

Work with the rhythm of observation and reflection

Effective speaking and listening in group situations

Outcomes

Integrated

Knowledge /Skills

Performance Criteria

1. Evaluate

principles and

practices of adult

learning in relation

to one‟s own life

learning and

educational history

1.1 Aims and motivation for adult learning are identified

within their own lives

1.2 The contribution of the three learning pathways to their

own development is evaluated.

1.3 Aspects of surface and deep learning are identified

1.4 Professional learning opportunities are explored

2. Demonstrate an

understanding of

processes of inner

transformation

2.1 Personal learning barriers in the process of inner

transformation are identified and steps towards overcoming

them are delineated

2.2 Progress in overcoming barriers throughout the course is

reflected upon.

2.3 The transformation is reflected in the light of one‟s life

and relationships

3. Apply a range of

study techniques in

the study of a given

text

3.1 The chosen study techniques are evaluated

3.2 Techniques of focussed thinking, contemplation and

meditation are reflected upon

3.2 The principle of self directed learning is considered

3.3 The content of the text is reflected in the light of own

experiences

Assessment

Evidence Guide

In providing evidence of competency for this unit, the trainee

must demonstrate competency in all outcomes and


Evidence may be gathered through observation in class and

through the written work of the trainee

Critical Aspects of

Evidence

The breadth and depth of the exploration of learning through

text study and reflection;

Beginning stages of the process of professional learning are

evident.

Methods, Conditions

and Context of

Assessment

Integrated assessment of outcomes 1 – 3:

Assessment A:

Written analysis of the seven learning processes applied to a

previously undertaken unit of study

Assessment B:

Leading a discussion session related to the study of a given

text

Assessment C: Reflective journal including analysis and

reflection on learning experiences, pathways and barriers with

worksheet completed.

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The context of assessment is the students‟ own learning path

reflected on in tutorials and in the journal

Consistency of

Performance

The learning journal is ongoing over a period of time and from

time to time the level of learning and progress is reflected

upon after tutorial discussion.

Resource

Implications

Room for tutorials

Spaces for discussion in small groups

Text and Additional

References

Van Houten, C, (1998) Awakening the Will

Afurther set of readings is available from the tutor

Recommended reading:

ALLISON, J. Consulting and the Life Processes

http://www.johnallison.com.au/pdf/Consulting_and_the_Life_Processes_revisedpdf

ALLISON, J. Presencing Through the Life Processes.

http://www.johnalisson.com.au/pdf/Presencing_through_the_Life_Processes2.pdf

CANDY, P. Self-direction for Life Long Learning. Jossey Boss San

Francisco (1991)

SCHON, C.H. The Reflective Practitioner – How Professioals Think in

Action.Ashgate (1991)

SARDELLO, R. Silence Goldstone Press (2008)

Facing the World with Soul. (2004)

SENGE, P. Presence: an Exploration of Profound Change in People,

Organizations, Society

SMIT, J. How To Transform Thinking, Feeling and Willing

Hawthorn Press, Stroud, UK, 1998

Nicholas Brieraley Publishers 2005

STEINER, R. How To Know Higher Worlds


STEINER, R. Theosophy


STEINER, R. Intuitive Thinking as a Spiritual Path


STEINER, R. Guidance in Esoteric Training

Rudolf Steiner Press, London, 2007

http://www.johnallison.com.au/pdf/Consulting_and_the_Life_Processes_revisedpdf

http://www.johnalisson.com.au/pdf/Presencing_through_the_Life_Processes2.pdf

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Develop Knowledge and Skills in Educational Theory and Practice (STEHUM603A)

Unit Code:

STEHUM603A

Unit Title:

DEVELOP KNOWLEDGE AND SKILLS IN

EDUCATIONAL THEORY AND PRACTICE

Recommended

Delivery Mode

24 hours face to face lectures and workshops plus 8 days

professional experience visits –including 4 days in a Steiner

School

Unit Aim/Purpose

This unit provides students with an introduction to school

teaching. It aims to begin the process of integrating theoretical

knowledge with practical ability in observation of teaching

during Professional Experience and reflection on this vocation

and its standards in schools generally and in Steiner Schools

in particular.







Application

This unit provides an introduction to educational theory and

practice. It includes their first Professional Experience in a

Steiner School environment through group school visits and

individual whole days in a classroom observing and

participating.

The observational skills gained and the ability to reflect on

the role of the teacher will not only be applied to the three

further Professional Experience blocks but will in their future

teaching be the basis for continued professional development.

Unit Content

Required Skills and

Knowledge

The unit begins with a review of the student‟s own school

experiences, identification of the aims of schooling in their

day and the aims of schooling now leading to a first reflection

on their own understanding of and vision for the role of

teaching.

How school classroom experiences and curriculum can meet

these aims is explored.

The understanding of the child, their developmental pathway

and their individual differences completes this unit.

Required Knowledge:

Key concepts and stages of child development, including:

Steiner‟s view of child development

The role of the senses and disturbances in the senses

Children‟s temperaments and their manifestations

Key characteristics of Steiner Education including its aims,

methods and key curriculum components

Professional Teaching Standards

Required Skills:

Observational skills in how teachers teach and students learn

Identification of developmental features in individual children

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Skills in developing a Professional Portfolio

Skills in self evaluating one‟s learning process.

Skills in literacy, artistic presentation and referencing

according to the Professional Experience Guidelines

Outcomes

Integrated

Knowledge /Skills


1. Reflect upon the

aims of education,

the role of teaching

and its connection to

the understanding of

the individual child

as a learner.

Current issues in teaching are reflected upon in the context of

the characteristics and needs of society today and in the future

The nature of schools and the role of the teacher is reflected

upon

The characteristics of the stages of child development are

correctly identified and related to Early Childhood, Primary

School and High School Teaching

Individual developmental patterns are identified in relation to

the use of the senses, the expression of the temperament and

learning difficulties and giftedness.

2. Delineate the aims

and key

characteristics of

Steiner Education

2.1 The aims of Steiner Education are reflected upon and

examined

2.2 Curriculum and methods used to achieve these aims are

described, illustrated and reviewed

3. Observe and

reflect on school

environments and

the role of classroom

teaching in a

professional

portfolio

3.1 Observations are objectively recorded

3.2 Reflection on what it means to be a teacher is supported by

review of classroom and teaching observations, samples of

children‟s work and evaluation of own participation in

teaching activities

3.3 Portfolio shows developing and deepening insight over the

semester

3.4 Presentation, literacy and referencing of portfolio follow

professional experience guidelines

4. Teach in schools 4.1 A clear potential for developing all performance criteria is

shown

See performance criteria of the Professional Experience

Handbook listed at the end of the syllabus

Assessment

Evidence Guide




Evidence may be based on the reflective work of the trainee

and the portfolio, but should reflect the outcomes of the

professional experience days

Critical Aspects of

Evidence

The trainee has made effective use of the professional

experience days.

Methods, Conditions

and Context of

Assessment

Assessment A:

An artistically presented main lesson book of all cumulative

reflective and artistic tasks on the tutorial discussion and

review of readings (3 readings to be reviewed in book) about

the aims of education, role of teaching, needs of society and

characteristics of Steiner Schooling. A section on the child,

their development and their individual differences should also

be completed.

Assessment Criteria

1.1, 1.2, 1.3, 1.4, 2.1, 2.2

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Assessment B:

A Professional Portfolio of observations of schools, classroom

teaching, child observations and Steiner Curriculum is to be

reflected upon. Samples of:

* school photos and prospectuses with school ethos

* students‟ work completed in lessons and description of

students‟ interactions

* examples of Steiner Curriculum implementation

* participation in teaching should be reviewed in light of the

question of what it is to be a teacher.

Assessment Criteria 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4

Assessment A is based on tutorial sessions and reading of

background references

Assessment B is based on observations of Professional

Experience

Consistency of

Performance

Both Assessment A and B are built up over the semester and

reflection shows development.

Resource

Implications

Outcomes 1-2 : room for tutorials

Outcome 3: arranged visits to schools and work experience in

a Steiner School.

Special OH&S requirements are covered by the work place.

Text - A Set of Readings will be provided by the tutor.

References

Brady, l. (2003) Teacher Voices The School Experience. Sydney Pearson Education.

Clouder , C. Waldorf Education, Floris Books, Edinburgh 1998.

Finser, Torin School as a Journey.

Anthroposophic Press, Hudson, New York. 1998

Gloeckler, M. Education as Preventative Medicine Rudolf

SteinerCollege Publication, Fair Oaks,California.2002

Groundwater-Smith, S, Ewing,R, &Le Cornu, R, Teaching:Challenges and Dilemmas

(3rd

Ed) Sydney:Thomson (2007

Lievegoed, B. Phases of Childhood Floris Books, Edinburgh 1997

Lovat, T & Smith, D. Curriculum :Action on Reflection (4th

Ed)

Katoomba, Social Science Press 2003

Marsh, c. Becoming a Teacher:Knowledge Skills and Issues. (3rd

Ed)

Sydney.

Pearson Education (2004)

Steiner, Rudolf The Kingdom of Childhood Anthroposophic Press1995,

Wilkinson, Roy Rudolf Steiner on Education: a Compendium.

Hawthorn Press.Stroud, Gloucestershire, UK 2001

Querido, Renee The Esoteric Background of Waldorf Education

Rudolf Steiner College Press. 1995

15

Develop Knowledge and Skills in English (STEHUM604A subunit 1)

Unit Code:

STEHUM604A

Unit Title:

DEVELOP KNOWLEDGE AND SKILLS IN ENGLISH

Subunit 1: Develop Knowledge of Literature

Recommended

Delivery Mode

30 hours face to face plus 2 days work experience

Unit Aim/Purpose

Subunit 1 provides an overview of the development of

literature from ancient times to the present with an in depth

study of the medieval Parzival Romance which heralds

modern consciousness.




STEHUM601A, subunit 1.

In order to choose the puppetry option of outcome 3, trainees

need to have completed outcome 3: Create a puppet of Unit

STEART605A:Develop Creativity and Skills in Handcraft.


Application

This unit will provide trainees with a broad knowledge of

literature. It relates directly to teaching English in any

educational context and specifically provides trainees with the

knowledge of the literary content necessary for teaching

English in Steiner Education. The study of the Parzival

Romance relates directly to teaching literature in Grade 11.

The knowledge in literature will be applied in presenting

stories/myths through either storytelling or puppetry as

practice for the storytelling skills required in Steiner

Education.

Unit Content

Required Skills and

Knowledge

Required Knowledge:

Myths and folktales as ancient forms of literature;

Epic, dramatic and lyric forms of literature from ancient times

to the present;

Epics such as the Epic of Gilgamesh, Mahabharata, Beowulf

as an expression of a whole culture;

The development of drama in classical Greek times,

encompassing the issue of moral dilemma as in Prometheus

Bound and The Oresteia.

Changes in drama up to the present; Shakespeare.

The development of lyric poetry, particularly from the

Romantic Period up to the present;

In depth knowledge of human development as represented

through allegory in a major literary work eg Parzival, a

medieval romance by Wolfram von Eschenbach:

Understanding of the phases of the hero‟development through

childhood, adolescence and adulthood towards a sense of

personal fulfilment and a quest for higher consciousness;

Required Skills:

16

Analysing and interpreting texts

Identifying artistic techniques

Developing a logical response to text

Presenting texts through storytelling or puppetry.

Outcomes

Integrated

Knowledge /Skills


1. Interpret writing

from different

periods and cultures

within their

historical context

1.1 Important thresholds in the developing human

consciousness are identified in the literature;

1.2 Relationships between genres and stages of consciousness

are analysed;

1.3 Text is accurately represented

2. Identify key

motifs of human

development in a

literary work

2.1 Key aspects of the quest theme are identified and

analysed;

2.2 Stages of development of the hero are evaluated and

compared with experiences of modern consciousness;

2.3 Important images are highlighted

3. Present a

mythological story,

legend or fairy tale

through storytelling

or puppetry

3.1 The chosen story is of literary relevance/quality

3.2 The story is told effectively and skilfully with appropriate

music, voice modulation, presentation and props where

relevant.

Assessment

Evidence Guide

In providing evidence of competency for this unit, all trainees

must demonstrate competency in outcomes 1 and 2. Outcome

3 offers a choice of competency either in storytelling or in

puppetry

Critical Aspects of

Evidence

Ability to understand literature in their historical context;

Choosing and presenting literature appropriately and in

accordance with children‟s development and learning.

Methods, Conditions

and Context of

Assessment

Assessment A:

Oral Presentation on one section of the chosen literary work

relates to 2.1, 2.2, 2.3

Assessment B:

Essay, relates to 1.1, 1.2, 1.3

Assessment C:

Prepare and deliver a story.

Alternative Assessment C :

Prepare and deliver a puppetry performance.

Assessment A is based on presentation in class.

Assessment B is based on work in the trainee‟s own time

Assessment C is based on performance in class.

Consistency of

Performance

Knowledge and Skills in Literature are assessed through a

range of assessment tools in a range of situations

Resource

Implications

Tutorial room; space for group work, equipment for staging a

puppetry performance


17


AESCHYLYS (trans. M. Vellacott) Prometheus Bound and other plays

Penguin Classics, 1961

BROCKETT, O. History of Theatre. Allen and Bacon 1995

ESCHENBACH, W.v. Parzival. Vintage Books, USA 1961

SANDERS, N.K. (trans) The Epic of Gilgamesh

Penguin Classics, 1960

GRAVES, R. The Greek Myths.

Penguin Books. London 1992

DURANDO, F: Greece. Splendours of an Ancient Civilization.

Thames and Hudson. London 1997

GREEN, R.L. Tales of the Greek Heroes

Puffin 1958. Reprinted 2002

HARTNELL, P. Concise History of the Theatre Thames and Hudson.

1968

RICHTER, G Art and Human Consciousness

Steiner Books, Anthroposophic Press MA 1985

HUTCHINS, E. Parzival. An Introduction.

Temple Lodge, London 1992 op, available in library

WYATT,I. From Round Table to Grail Castle.

Lanthorn Press. UK 2005

MELLON, N. The Art of Storytelling

Hawthorn Press, op; available in library

KORNBERGER, H. The Power of Stories

Floris Books, UK 2008

18

Develop imagination through Creative Writing (STEHUM604A, subunit 2)

Unit Code:

STEHUM604A

Unit Title:

DEVELOP KNOWLEDGE AND SKILLS IN ENGLISH

Subunit 2: Develop imagination through Creative Writing

Recommended

Delivery Mode

24 hours face to face

Unit Aim/Purpose

This subunit provides the opportunity for trainees to explore

their faculty of imagination through creative writing in various

genres related to the previous studies of literature. This

subunit will support work in other units through the

development of writing skills.




STEHUM601A:Develop Knowledge and Skills in Human

Psychology, Subunit 1


Application

This subunit will develop the trainee‟s imagination through

writing and prepares the trainees for specific requirements of

teaching in Steiner Education such as continuous use of story

writing in teaching in order to engage the children‟s

imagination. It also supports the study of literature in subunit

1 of unit STEHUM604.

Unit Content

Required Skills and

Knowledge

The content of this subunit includes writing one‟s own poetry,

drama and stories.

Required Knowledge and Skills:

Knowledge of samples of great literature;

Understanding the human faculty of imagination;

Identifying the role of metaphor, metamorphosis and morality

in creative writing;

Exploring the human faculty of imagination through

observation, reflection and writing in various forms;

Applying skills and techniques experienced in the study of

literature;

Outcomes

Integrated

Knowledge /Skills


1. Apply imagination

in creative writing

1.1 One‟s own imaginative vision is expressed with clarity;

1.2 A range of literary techniques are applied effectively;

2. Demonstrate a

personal creative

style with expertise

in different genres

2.2 Genres such as prose, drama and poetry are chosen

appropriately for the specific content;

2.3 Figurative language is used effectively

2.4 The creative product demonstrates originality of thought

and expression;

2.5 Technical control of rhythm, rhyme schemes and stanza

patterns is evident

3. Demonstrate skills

in analysis and

3.1 Forms and qualities of various genres of writing are

identified;

19

interpretation of

texts

3.2 The meaning of text is identified and related to the artistic

techniques used

Assessment

Evidence Guide

Evidence may be provided by a portfolio with at least 6 pieces

of writing.

Critical Aspects of

Evidence

Refinement of observation and reflection.

Ability to write/present with clarity and insight into personal

experience

Ability to see important thresholds in the process of

development of consciousness

Methods, Conditions

and Context of

Assessment

Assessment A:

Portfolio of 6 pieces of writing containing a range of subject

matters, styles and lengths. Work to be assessed by tutor

Assessment B:

Imaginative writing on the major literary work studied in sub-

unit 1.

Consistency of

Performance

Assessment covers a range of skills and is performed over a

period of time

Resource

Implications

Tutorial room, room for working in groups


Aldan, D. The Art and Craft of Poetry

North River Press 1981

Barfield, O. Poetic Diction: A Study of Meaning.

Wesleyan Univers. Press. USA 1973

Flower, L. Problem Solving Strategies for Writing

Harcourt-Brace Jovanovich College Pub. 1993

Matthews, P. Sing Me the Creation

Hawthorn Press, UK 2006

Barnes,C.M. et al. For the Love of Literature

Anthroposophic Press 1996

Heffernan, W. et al. Literature, Art and Artefact

Harcourt Brace Jovanovich 1987

20

Develop Knowledge and Skills in Human Society (STEHUM605A subunit 1)

Unit Code:

STEHUM605A

Unit Title:


SOCIETY

Sub unit 1: Acquire knowledge in history and conceptual

understanding of developments in human consciousness,

expressed in different historical-cultural contexts

Recommended

Delivery Mode


Unit Aim/Purpose

This sub unit provides a knowledge base in history, as a

foundation for further studies, through exploring the rich life-

story of the human being, from different cultural perspectives.




STEHUM601A: Develop knowledge and skills in human

psychology, subunit 1.


Application

This unit supports and develops the knowledge building skills,

through group work and individual research, necessary for

working with the curriculum for History and Social Studies in

Steiner Education. This unit is also key to understanding the

developmental stages of consciousness of children in relation

to general child development and age-specific interests. The

role of gender in the context of socio-cultural development is

highlighted.

Unit Content

Required Knowledge:

The role of philosophy of history and historical methods in

shaping human thought and society provides the foundation

for a more in-depth exploration of key influences, trends and

cultures.

What is history? Key concepts and perspectives

History as story; as discovery; as cause and effect; as

philosophy; as picture of human consciousness;

Who keeps history? Methods and models

Historical methods of knowledge capture and investigation

Self-directed learning: research tools and techniques;

Steiner‟s Theory of Knowledge: conceptual models

Cultural Categories of History

Peoples: races and ethnicity; gender roles; historic cultures

and individuals

Artefacts and events: inventions, creations and discoveries;

Cultural practices and movements: art, religion, knowledge,

cultural interactions, environment;

Centres of civilization: ancient, medieval and modern;

Ages and epochs: mythological and historical periods

Required Skills:

Locating and evaluating resources

Identifying cultural movements and perspectives

Conceptualising and communicating knowledge to others

21

Outcomes

1. Identify key

trends and influences

in cultural history

and relate these to

stages of human

development

1.1 Key motives in cultural developments are identified;

1.2 Significant relationships are established between socio-

cultural developments and the changes in human

consciousness

2. Apply key

concepts of

evolution in the

interpretation of one

example from

cultural history

2.1: Research into a topic with historical context in relation to

the changing human consciousness demonstrates organized

process

2.2: Relevant, quality resources are utilised

2.3: Knowledge is discussed and evaluated discriminately and

cohesively

2.4: Presentation integrates logical and creative components

3. Demonstrate

knowledge building

skills

3.1 Skills in information seeking and use are demonstrated

3.2 Relationships between cultural movements and stages of

consciousness are analysed

3.3 Participation in class work exercises is evident

Assessment

Evidence Guide



performance criteria

Critical Aspects of

Evidence

Ability to view history from different perspectives

Ability to access information and research a topic using

knowledge building skills

Methods, Conditions

and Context of

Assessment

Assessment A, relating to outcomes1, 2 and 3:

Research project with written, visual and verbal presentation

components

Assessment B: relating to outcomes 1 and 3:

Ongoing and iterative class and individual work exercises to

support knowledge building and research process as required

for assessment A.

Assessment will occur in class for outcomes 1 and 3. The

project will be undertaken in the trainee‟s own time and

assessed after submission of the work.

Consistency of

Performance

Competency in this unit is assessed over a wide spectrum of

tasks in a variety of areas. Both assessment A and B are built

up over two terms

Resource

Implications

Tutorial room, facilities for audio-visual presentations

Text: Lecture notes and supplementary sources provided by the tutor in a Book of

Readings.


DOOB, P.R. , The Idea of the Labyrinth: from Classical Antiquity through the

Middle Ages, Cornell University Press, Ithaca 1990

HEYER, K , The Middle Ages - background studies on the history of western

culture, Steinerschools Fellowship Publications 1994

HIEBEL, F., Gospel of Hellas, Anthroposophic Press 1949

ORWELL, G. 1984, Penguin Modern Classics

RICHTER, G Art and Human Consciousness

Anthroposophic Press, MA 1985

STEINER, R Ancient Myths and the New Isis Mystery Anthroposophic

Press NY 1994

22

STEINER, R Cosmic Memory Steinerbooks, Hudson NY 1959

ZAJONC, A. Catching the Light, Oxford University Press 1995,

Websites:

Recommended Sources

BUBL LINK Catalogue of Internet Resources

http://bubl.ac.uk/

INFOMINE: Scholarly Internet Resource Collections

http://infomine.ucr.edu/

British Museum Collections Database

http://www.britishmuseum.org/research/search _the_collection_database.aspx

Metropolitan Museum of Art Collections Database

http://www.metmuseum.org/

National Gallery Collection

http://www.nationalgallery.org.uk/learning/inspired-by-the-collection/

http://www.nationalgallery.org.uk/artists/

The Ancient History Sourcebook

http://www.fordham.edu/halsall/ancient/asbook.html

The Medieval Sourcebook

http://www.fordham.edu/halsall/sbook1k.html

The Modern World Sourcebook

http://www.fordham.edu/halsall/mod/modsbook.html

Rudolf Steiner Archive

http://www.rsarchive.org/Lectures/

http://bubl.ac.uk/

http://infomine.ucr.edu/

http://www.britishmuseum.org/research/search%20_the_collection_database.aspx

http://www.metmuseum.org/

http://www.nationalgallery.org.uk/learning/inspired-by-the-collection/

http://www.nationalgallery.org.uk/artists/

http://www.fordham.edu/halsall/ancient/asbook.html

http://www.fordham.edu/halsall/sbook1k.html

http://www.fordham.edu/halsall/mod/modsbook.html

http://www.rsarchive.org/Lectures/

23

Develop knowledge and skills in human society.(STEHUM605A, subunit 2)

Unit Code:

STEHUM605A

Unit Title:


SOCIETY

Sub unit 2: Acquire knowledge and skills in community

building and working together with others in community

Recommended

Delivery Mode

18 hours face to face, plus 2 days of work experience

Unit Aim/Purpose

To examine the concept of a tripartite ordering of society with

a view of discovering where it appears in social contexts

today.

To explore ways of making a contribution to community

building through the relationship to the earth and the cosmos.





psychology, subunit 1.


Application

This unit deals with key concepts for and ways of social

working together which are essential to the structure of Steiner

Schools and the co-working between teachers, parents and

administration of a school.

It also provides trainees with knowledge and skills in

community building through preparing and celebrating

festivals

Unit Content

Required Skills and

Knowledge

Required Knowledge:

The Threefold Social Order:

Cultural, economic and social activities and its meaning in

social contexts of the past and the present time:

Tripartite view of society;

Cultural activities;

Economic activities:

Social/rights activities;

The influence of one sphere of activity on another;

Festivals as a means for community building

Elements of a festival

Seasonal aspect

Spiritual content of celebrating festivals

Festivals and community building

Required Skills:

Support community building;

Work together with others in community;

Cooperate with others in planning a festival;

Take responsibility for tasks

Persevere and follow through with tasks/project

24

Outcomes

Integrated

Knowledge /Skills


1. To demonstrate an

understanding of

cultural, social and

economic activities

in society

1.1 Differences between cultural, social and economic

activities are identified

1.2 Difficulties in the relationship between these areas are

reflected upon

2. To establish links

between the basic

values of society and

the threefoldness of

the social order

2.1 The origin and the role of values in society is reflected

upon;

2.2 Possible contributions of a threefold model of a social

order to support fundamental values in society is considered

3. To contribute to

community building

through planning a

festival celebration

3.1 Characteristics of the festival are identified

3.2 The elements of the planned celebration reflect the

content and mood of the festival;

3.3 The festival planning considers the needs of the

community

3.4 The festival is prepared in cooperation with others

Assessment

Evidence Guide




Gathering of evidence may include observation of the

individuals working together in a project

Evidence may also be gathered through the feedback of

participants

Critical Aspects of

Evidence

Ability to apply Steiner‟s concept of the threefold social order

in the understanding and of community life;

Active participation in a community project related to the

preparation and celebration of a festival

Methods, Conditions

and Context of

Assessment

Assessment A, relating to outcomes 1 and 2:

1.Written Assignment

Assessment B: relating to outcomes 1 and 2:

Reflective Journal

Assessment C, relating to outcome 3:

Preparing a festival celebration including:

1. Written plan for a festival celebration;

2. Discussion in groups reported back to the tutor.

Assessment A is undertaken in the trainee‟s own time;

Assessment B is undertaken in the trainee‟s own time;

Assessment C is planned and prepared during group sessions

under supervision of the tutor

Consistency of

Performance

Competency in this unit is assessed over a wide spectrum of

tasks in a variety of areas

Resource

Implications

Room for lectures and tutorials

Participation in activities in a school community in connection

with professional experience days

Materials and resources needed for celebration

Text – a Book of Readings will be available from the tutor.

25


ALSOP, D Administrative Explorations

Association of Waldorf Schools of North America 2000

FINSER, S.E. Money Can Heal. Steiner Books. 2006.

FINSER, T. In Search of Ethical Leadership . Steiner Books. 2007.

Organisational Leadership. Steiner Books. 2003.

HANDY, C. Understanding Voluntary Organisations. AWSNA. 1988.

HOUGHTON-BUDD, C. The Further Adventures of the Wizard of Oz. New

Economy Pub. 2006.

KAPRA, F. The Hidden Connections. First Anchor Books.2004

KARUTZ, M Forming School Communities

Association of Waldorf Schools of North America 2001

SPENCE, M. Freeing the Human Spirit. AWSNA. 2001.

STEINER, R Towards Social Renewal

R. Steiner Press, London 1977

STEINER, R The Social Future

Anthroposophic Press, Hudson NY 1972

STEINER, R Threefolding – a Social Alternative

Rudolf Steiner Press London 1980

WHEATLEY, M. Leadership and the New Science. Berret Kohler San Francisco

3rd

Ed.

26

Foundations in the Sciences Strand

Develop Knowledge and Skills in Mathematics and Geometry or Form Drawing (STESCI601A)

Unit Code:

STESCI601A

Unit Title:

DEVELOP KNOWLEDGE AND SKILLS IN

MATHEMATICS AND GEOMETRY OR FORM

DRAWING

Recommended

Delivery Mode


Unit Aim/Purpose

This unit attempts to recast elementary mathematics for the

adult in a form and way that demonstrates something of its

role in discovering pattern and form in nature.

Simple and fundamental laws relevant in Mathematics and

Geometry will be revisited.





Psychology, subunit 1


Application

This unit is a preparation for the unit “Teach Mathematics” in

the second year of studies. Trainees often have difficult

experiences with Mathematics and Geometry in their own

schooling and this unit helps to open up new avenues to

reconnect with this subject and to redeem negative

experiences.

Unit Content

Required Skills and

Knowledge

1.Revisiting basic mathematical operations such as addition,

subtraction, multiplication, division, factorisation, expansion,

indices, surds, etc with games, riddles, models and sketches.

2.Exploring mathematics from three points of view:

Mathematics used in day-to-day life,

Scientific usages – data collection, simple statistics, graphs,

mapping functions to data

Mathematics in its own right as a body of knowledge

independent of physical relevance

The principles of duality, polarity, symmetry, transformation,

inversion as applied in Geometry or in Form Drawing

Outcomes

Integrated

Knowledge /Skills


1. To create

elementary teaching

aids

1.1 At an elemental level, basic mathematical thinking is

evident;

1.2 Basic arithmetic, numerical and geometric skills are

correctly applied

2.To complete a set

of

exercises/drawings

2.1 Drawing exercises for at least three of the components are

completed;

2.2 The fundamental components of the drawing exercise are

27

related to the

representation of

duality, polarity,

symmetry,

transformation and

inversion

evident;

2.3 The completed drawings or models are accurate;

Assessment

Evidence Guide



performance criteria. Competency for outcome 2 can be

achieved either through geometrical drawing or through form

drawing.

Critical Aspects of

Evidence

To reconnect with mathematical thinking at an intermediate

level

Effort and care taken in producing exact drawings

Methods, Conditions

and Context of

Assessment

Assessment A:

Perform drawing exercises

Performance Criteria 2.1; 2.2; 2.3;

Assessment B:

Create work sheets and models;

Performance Criteria 1.1;1.2; 2.1;

Assessment will occur in class, some of the tasks may be

completed in the trainee‟s own time.

Consistency of

Performance

Assessment occurs in a range of tasks over a period of time.

Resource

Implications

Drawing equipment and objects for demonstration


Teaching Arithmetic In Waldorf Schools & Geometric Drawing and the Waldorf

School von Barravalle

EDWARDS, L. Projective Geometry

Rudolf Steiner Institute, Pennsylvania 2008

The Vortex of Life

Floris Books, Edinburgh, 2006

JARMAN, R. Teaching Mathematics in Rudolf Steiner Schools

for Classes I-VIII, Hawthorn Press, Stroud, UK, 2001

THOMAS, N. Space and Counterspace

Floris Books, UK, 2008

BLACKWOOD, J. Mathematics Around Us.

Floris Books, Edinburgh 2006

BLACKWOOD, J. Mathematics in Space and Time.

Floris Books, Edinburgh 2006

28

Develop Knowledge and Skills in Science (STESCI602A, subunit 1)

Unit Code:

STESCI602A

Unit Title:

DEVELOP KNOWLEDGE AND SKILLS IN SCIENCE

Subunit 1:Introduction to scientific thinking and research

Recommended

Delivery Mode

15 hours

Unit Aim/Purpose

This unit considers the background to the subject content of

science, its modes of thinking and perception.

It also seeks to help students strive to see the world of nature

around them with new eyes, opened by broader comparative

philosophies of the natural world and to observe and

investigate patterns, structure and gesture of form as expressed

in sense phenomena in the plant and animal realms.







Application

This unit provides the trainee with background knowledge in

science, including current thought processes within the

scientific community. It also provides experiential situations

in order to stimulate questioning and research activity in the

trainee.

The unit aims to establish an investigative mood. To

encourage the legitimacy of questions rather than answers is

an essential part of the preparation of trainees for teaching

science anywhere, but especially in Steiner Education.

Unit Content

Required Skills and

Knowledge

The present dilemma in science and philosophy and their

underlying epistemological assumptions are investigated and

different approaches toward a Theory of Knowledge are

presented.

Required Knowledge:

Different approaches to the idea of evolution may include

Darwinism, Neo-Darwinistic and materialistic approaches;

Evolutionary Creationism and its representatives;

Spiritual Science in relationship to Evolutionary Creationism;

The notions of proof and belief in the scientific debate;

The Goethean approach to natural scientific research.

The Kantian influence on the development of a Theory of

Knowledge

The differences between the mineral, plant, animal and the

human realms.

The phenomenological and conceptual approach to the plant

and animal realms as interacting ecologies

Required skills:

To be able to apply a rhythm of thinking and observation;

To form concepts and accept observed phenomena without

prejudice;

29

Describe and evaluate a variety of natural phenomena.

Outcomes

Integrated

Knowledge /Skills


1. To present exact

and objective

observations of outer

material phenomena

and of inner

phenomena

1.1 The ability to alternate between the perception of outer

phenomena in observation and the forming of concepts is

demonstrated

1.2 Ideas related to the observed phenomena are expressed in

a clear and concise way

2. To display a basic

knowledge of the

main approaches to

the notion of

„evolution‟

2.1 The different approaches are evaluated with respect to

their basic ideas

2.2 The possibilities of proof as well as forms of belief and

speculation are identified

2.3 Timelines of these various views are viewed and compared

3. To characterise

the present dilemma

in science and

philosophy and

relate this to

underlying

epistemological

assumptions

3.1 Ethical issues confronting modern science are described

3.2 The history and development of the concept of scientific

method is delineated

3.3 The consequences of the current concept of limits to

knowledge are analysed.

Assessment

Evidence Guide




Critical Aspects of

Evidence

Outcome 2 requires evidence of general knowledge,

displaying the ability to gain an overview.

Outcome 3 requires evidence of own, independent thinking

and the ability to find valid questions rather than answers.

Methods, Conditions

and Context of

Assessment

Assessment A:

Journal: recording briefly at least once a day some observation

and a considered thought concerning it.

Relates to performance criteria1.1 and 1.2

Assessment B:

Presentation in class related to different approaches to the

notion of evolution

This relates to performance criteria 2.1 , 2.2, 2.3

Assessment C:

Contribution to discussion related to present day‟s

epistemological issues in Science, group chart prepared in

session.

This relates to performance criteria 3.1, 3.2, 3.3

Assessment A and B are prepared in the trainee‟s own time,

Assessment C occurs in class

Consistency of

Performance

The assessment tools allow for assessment over a period of

time and involve different ways of demonstrating progress in

understanding the underlying issues of scientific discourse

30

Resource

Implications

Resources may include demonstration objects, charts, photos

Required Reading:

STEINER, R. The Boundaries of Natural Science.

Anthroposophic Press. NY 1983

STEINER, R. The Science of Knowing.

Mercury Press, SpringValley 1996


GOETHE, J. W. The Metamorphosis of Plants

Bio-dynamic Farming and Gardening Assoc., 2004

MARTI, E: The Four Ethers

Schaumberg Publications, Illinois 1984

SCHWENK, T Sensitive Chaos


STEINER, R Mystery of the Universe


STEINER, R: Intuitive Thinking as a Spiritual Path

Anthroposophic Press, Hudson NY 1994

31

Develop knowledge and skills in science (STESCI602A, subunit 2)

Unit Code:

STESCI602A

Unit Title:

DEVELOP KNOWLEDGE AND SKILLS IN SCIENCE

Subunit 2: Apply Science in the Environment

Recommended

Delivery Mode

9 hours plus one field day and one evening for observation of

stars

Unit Aim/Purpose

This unit looks at the applications of two areas of science:

botany and astronomy. They meet in the knowledge of

biodynamic farming in particular.

Unit aims:

To obtain an overall comprehension of what is Biodynamics.

To learn about substances and forces, biodynamic preparations

and working with cosmic rhythms;

To empower students to make informed choices in the areas of

agricultural practices and nutrition.







Application

This unit demonstrates how research in the area of science can

be applied in gardening and farming. It relates to the emerging

environmental awareness in trainees through offering

knowledge and skills in environmentally sustainable

gardening/farming practices.

Unit Content

Required Skills and

Knowledge

The relationship between the human being, the earth and the

whole cosmos;

Agricultural practices, nutrition and life style;

Practices of biodynamic gardening and farming;

The influence of stars and planets on aspects of plant growth;

Outcomes

Integrated

Knowledge /Skills


1. To delineate the

main differences

between

Biodynamics and

1.1 The consequences of the quality of farming on the quality

of nutrition are clearly outlined

1.2 The view of the earth as an organism within the solar

system is discussed

32

other agricultural

practices

1.3 Familiarity with astronomical and astrological

ephemeredes and calendars is evident

2. To demonstrate

understanding of

biodynamic

preparations and

their application

2.1 Knowledge in the making, use and application of the

composting preparations is evident

2.2 Biodynamic principles in composting are applied

2.3 The making, use and application of biodynamic field

preparations is described and executed

2.4 Planetary correspondences to the preparations are

identified

3. To plan

agricultural work in

accordance with

cosmic rhythms

3.1 Understanding of basic astronomical concepts is evident

3.2 The biodynamic planting calendar is correctly used

3.3 The special conditions in the southern hemisphere are

considered

Assessment

Evidence Guide




Critical Aspects of

Evidence

OH&S requirements need to be considered for handling tools

and wearing protective clothing

Methods, Conditions

and Context of

Assessment

Assessment A:

Written responses ; 1.1; 1.2; 2.1;2.1;3.2;

Assessment B:

To construct a chart or model indicating relationships between

botany and astronomy. 1.3; 3.1;3.3;

Assessment C:

Field work: To create a compost heap and to contribute to the

making of biodynamic preparations; 2.1;2.2;2.3

Assessment will partly occur during practical field work.

Assessment B will be done in the trainee‟s own time;

Assessment A may occur either in class or in own time.

Consistency of

Performance

Assessment covers knowledge and a range of biodynamic

practices in different situations.

Resource

Implications

Access to a garden/field area for practical work. Garden tools

and protective clothing.

Text :

DAVIDSON, N: Sky Phenomena .

Floris Books, Edinburgh, 1993


STEINER, RUDOLF: Agriculture

Biodynamic Farmers and Gardeners Assoc. 2009

KEATS, BRIAN: Antipodean Astro Calendar

(annual)

MARTI, ERNST: The Four Ethers

Schaumberg Publications, Illinois, 1984

SCHWENK, THEODOR: The Basis of Potentization Research

Mercury Press, New York, 1988

KEATS, BRIAN: Betwixt Heaven and Earth

published by author, Bowral 1999

33

STEINER, R. The Relationship of the Diverse Branches

of Natural Science to Astronomy

available on the internet site: www.awakenings.com/astronomy

Develop Knowledge in Health and Nutrition (STESCI603A )

Unit Code:

STESCI603A

Unit Title:

DEVELOP KNOWLEDGE IN HEALTH AND NUTRITION

Recommended

Delivery Mode


Unit Aim/Purpose

This unit provides an introduction into issues related to health

and their consequences for the education of children. It aims

to enhance the student‟s ability to identify and analyse healthy

and unhealthy nutrition. It aims to assist in gaining an

understanding of the effects of stimulants and drugs and will

point trainees to ways of achieving and maintaining healthy

nutrition and life-styles.





psychology, Subunit 1


Application

The knowledge and skills gained in this unit can be directly

applied to promoting health awareness in children and in

adolescents.

This unit will assist trainees in recognizing and addressing

causes of learning and behavioural difficulties which can be

related to health issues and wrong nutrition. It is important for

the life of a school that future teachers are able to make

informed decisions on nutritional policy.

Unit Content

Required Skills and

Knowledge

Required Knowledge:

Understanding the relationship between nutrition gained from

the plant and animal realm and the threefold human being.

The meaning of nutrition and ways of creating individually

healthy nutrition and life styles;

The effects of stimulants and drugs and the resultant

individual and social problems;

Basic understanding of child health;

Adolescents and addictions;

Preventive medicine and diseases of our time;

Required Skills:

To monitor one‟s food intake and maintain a reflective diary.

http://www.awakenings.com/astronomy

34

To give a seminar presentation

Outcomes

Integrated

Knowledge /Skills


1. To delineate the

functions of the

metabolic, rhythmic

and nerve sense

system in their

relationship to the

threefold food plants

1.1 The qualities of a root, a leaf and a fruit/seed plant are

identified

1.2 The knowledge of plant qualities is applied in identifying

the effects of food plants on the human being

1.3 Concepts are utilised for the interpretation of one‟s own

life experience

2. To analyse and

discuss the notions

of „healthy nutrition‟

and „healthy

lifestyle‟.

2.1 Qualities of environmentally sound, chemical free food

production and processing are discussed

2.2 Elements contributing to a healthy lifestyle are identified

2.3 The role of attitudes in relation to healthy nutrition and

lifestyle is reflected upon

3. One of two

outcomes can be

chosen:

3.aTo evaluate a

range of therapies

for child,

adolescence and

adult medical

conditions

or:

3.bTo evaluate the

nature of various

stimulants and drugs

and their effects on

individuals and the

community.

Criteria related to outcome 3a.

3.1 Different medical approaches in practicing conventional or

complementary medicine are described

3.2 Different current approaches to childhood disease

prevention and maintaining the health and wellbeing of

children are described.

Criteria related to outcome 3b

3.3 To identify and compare the effects of various

consciousness-altering substances

3.4 To delineate the resultant individual and social problems

Assessment

Evidence Guide


must demonstrate competency in 1 and 2 outcomes. For

outcome 3 a choice is given. For outcome 3.a performance

criteria 3.1 and 3.2 need to be met.

For outcome 3b performance criteria 3.3 and 3.4 need to be

met.

Critical Aspects of

Evidence

Understanding of the connection between nutrition, child

development and education;

Understanding of the importance of life style and conscious

nutritional choices

Methods, Conditions

and Context of

Assessment

Assessment A:

Reflective dietary diary , related to 1.1, 1.2, 1.3

Assessment B:

Essay , related to 3.1, 3.2 or alternatively 3.3, 3.4

Assessment C:

Presentation, related to 1.3; 2.2,2.3

Diary and Essay will be prepared in the trainee‟s own time.

Presentation will occur in class

35

Consistency of

Performance

Outcomes for this unit are assessed for a range of situations,

such as health of children, adolescents and adults;

Resource

Implications

Tutorial room,

Space for working in groups

Required Reading:

SCHMIDT, G: The Dynamics of Nutrition,chapters 1 - 3; 8 - 11; 14. Bio-

dynamic Literature ,Wyoming 1980

BOTT, V: Introduction to Anthroposophical Medicine, chapter 1-9

Sophia Books Rudolf Steiner Press , London 2004


DUNSELMANN, R: In Place of Self - How Drugs Work

Hawthorn Press Stroud, UK 1995

SCHMIDT, G: The Essentials of Nutrition

Bio-dynamic Literature, Wyoming 1987

COOK, W: Foodwise.

Clairview 2003

STEINER, R: Nutrition and Stimulants

Bio-dynamic Farming & Gardening Assn, USA 1991

EVANS, M. & ROGER, I.: Anthroposophical Medicine, Healing for

Body, Soul and Spirit


MEES, L: Blessed by Illness


36

Foundations in the Arts Strand

Develop an Artistic Appreciation of Form and Colour through the Visual Arts (STEART601A, subunit 1)

Unit Code:

STEART601A

Unit Title:

DEVELOP AN ARTISTIC APPRECIATION OF FORM

AND COLOUR THROUGH THE VISUAL ARTS

Subunit 1: Develop creativity and artistic appreciation of

colour and form through painting and drawing

Recommended

Delivery Mode

48 hours face to face plus art excursions

Unit Aim/Purpose

Trainees are introduced to and explore the principles of

colour-mood, gesture, harmony, polarity, of relationship and

transition according to Steiner‟s colour indications and

Goethe‟s theory of colour.

In relation to form trainees observe and work with the

principles of line-dynamic, transition, formative expression

and composition.

It is part of their self development that trainees are

encouraged to break down existing visual paradigms in order

to see and observe the world more clearly.

This unit provides artistic experiences related to the various

phases of evolution of human consciousness. It includes

aspects of the history of visual art and is a preparation for

teaching.







Application

This unit serves the development of artistic appreciation as

well as the acquisition of skills in various techniques of

painting and drawing to express intent. The philosophy

underlying Steiner Education deeply influences the approach

to painting and drawing. The experiential process is more

important than technique and the result of artistic activity. The

unit serves the personal creative enrichment of trainees in

order to develop artistic ways of teaching children.

Unit Content

Required Skills and

Knowledge

Integrated required Skills and Knowledge:

Understand the fundamental principles of colour mood,

gesture, harmony, polarity, of complementary colour and

colour quality, of relationship and transition, following

Goethe‟s Theory of Colour and R. Steiner‟s colour

indications.

Understand principles of line-dynamic, quality, transition to

surface, formative expression, composition

37

View the history of visual art in relation to the changing

human consciousness

Express the inner world of soul landscapes and the outer

world of nature: the plant world, darkness and light, cycles of

time (eg. seasons)

Apply techniques of wet water colour painting, dry water

colour painting, charcoal, pastel and pencil drawing

Use observation in respect to colour, picture imagination,

therapeutic and meditative expressions of painting and

drawing

Practice viewing one‟s achievements and shortcomings

objectively

Outcomes

Integrated

Knowledge /Skills


1. Observe and

represent

observations

accurately

1.1 Forms in organic life are represented accurately

1.2 Composition conveys order and structure

1.3 Perceptual shortcomings are identified by the student and

worked on

2. Demonstrate

artistic techniques in

working with colour,

line and tone to

convey ideas,

feelings and

intentions

2.1 The process of actively searching for graphic and colour

harmonies/dynamics is visible

2.2 Principles of line and form dynamic and of transition are

applied

2.3 Basic skills are displayed in a range of painting and

drawing techniques

3. Undertake an art

project

3.1 The theme and technique to express the theme are

appropriate

3.2 Intermediate level of artistic expression of key ideas is

achieved in relation to composition and the treatment of

colour and form

3.3 Ability to evaluate one‟s own work is demonstrated

4. Display a basic

understanding of the

relationship of visual

art history to the

changing human

consciousness

4.1 Aspects of the evolution of consciousness are matched

with sample works of art

4.2 Works of art are interpreted in relation to their time and

culture

Assessment

Evidence Guide




Evidence includes:

Portfolio of works produced during the study of the unit

Art project;

Critical Aspects of

Evidence

Outcome 4 and evidence of basic knowledge of history of Art

will be assessed together with STEHUM605A, subunit 1,

outcome 1 and 2.

Basic skill level in a range of techniques

Sense for colour and artistic composition

Ability to perceive and represent objectively

Ability to express ideas through visual representation

Ability to extend imagination and take risks

38

Methods, Conditions

and Context of

Assessment

Assessment A:

Ongoing feed back and assessment in class through one to one

consultations; relates to outcome 1 and 2

Assessment B:

Midyear presentation of completed works of portfolio,

individual conversation with tutor and assessment of work;

relates to outcome 1,2;

Assessment C:

Assessment of art project and portfolio by self and the tutor in

one to one consultation and in class; final assessment of 1,2,3,

at the end of the course

Consistency of

Performance

Performance is assessed at different stages through the year to

determine progress in artistic performance

Resource

Implications

Art studio

Art materials


Kandinsky, W. Concerning the Spiritual in Art.

Dover Publications. New York 1977

Steiner, R. Colour.

Rudolf Steiner Press. London 1992

Steiner, R. The Arts and their Mission.

Anthroposophic Press. London 1986

Steiner, R. The Arts in the Light of Mystery Wisdom.

R.Steiner Press. London 1996

Specific Resources for Art Therapy and Education:

Collot d‟Herbois, L. Light, Darkness and Colour in Painting

Therapy

Floris Books UK 2005

Hauschka, M. Fundamentals of Artistic Therapy


Kutzli, R. Creative Form Drawing. Workbooks 1-3

Hawthorn Press, UK 1985

Bernard, C,

Mayer, J Diagnostic and Therapeutic Elements in

Light- Darkness – Colour.

R. Steiner College Press, Sacramento 2009

39

Develop an Artistic Appreciation of Form and Colour through the Visual Arts (STEART601A, subunit 2)

Unit Code:

STEART601A

Unit Title:

DEVELOP AN ARTISTIC APPRECIATION OF FORM

AND COLOUR THROUGH THE VISUAL ARTS

Subunit 2: Develop an artistic appreciation of form principles

through creative explorations in sculpture

Recommended

Delivery Mode

48 hours face to face plus art excursions

Unit Aim/Purpose

This unit aims

To familiarise students with the expressive language of form,

its movement and gesture in nature and in man- made

sculptural and utilitarian forms through a range of artistic

processes;

To practice artistic observation and discernment and to

become competent in basic modelling and sculptural

techniques;

To enable students to evaluate R. Steiner‟s sculptural impulse.







Application

In this unit trainees will develop artistic discernment and

abilities in the realm of sculpture. They will enter into a

process of exploration of sculptural form throughout the year.

This form of experiential learning in sculpture will be part of

the preparation of trainees for teaching through the arts as

practiced in Steiner Education.

This unit will include excursions to view sculptural works

Unit Content

Required Skills and

Knowledge

Integrated required skills and knowledge:

Form observation and analysis of elements of form:

concave, plane, line, point, twisted surfaces, solid and void,

rhythm and metamorphosis;

Movement, gesture and the expressive language of form:

Form language of nature kingdoms:

mineral, plant, animal and human;

R. Steiner‟s sculptural impulse in the context of his time and

its relevance today

Exploration of one‟s ways of working artistically and of

evaluating one‟s own artistic process

Outcomes

Integrated

Knowledge /Skills


1. Create a sculptural

form or group of

forms

1.1 Basic level of expression of ideas by using sculpture is

achieved by applying a range of techniques in modelling and

sculpture

1.3 Artistic discernment is demonstrated

2. Identify a form‟s

expressive content

2.1 The stages experienced in creating a sculptural form are

identified

40

through the

exploration of one‟s

inner emotive

response

2.2 The elements of form used for the sculptural work are

analysed

2.3 Artistic discernment is demonstrated when the inner

response to the sculptural form is reflected on.

3. Deliver a

presentation on the

life and work of a

renowned sculptor

3.1 The contribution of the artist to the sculptural impulse is

identified;

3.2 Features of this contribution are used to interpret

sculptural form used by the artist

3.3 The link between the life journey of the artist and his

specific way of artistic expression is described

Assessment

Evidence Guide




Evidence may include:

Artistic diary and sketchbook;

Collection of completed works;

Visual presentation using slides or power point presentation

Critical Aspects of

Evidence

Capacity of perceptive observation of form in nature;

Basic skill level in modelling and sculptural techniques;

Basic level of artistic discernment;

Methods, Conditions

and Context of

Assessment

Assessment A:

Present collection of sculptural explorations

Assessment B:

Project: create a sculptural form and document the process

Assessment C:

Give a presentation in class

Conditions of Assessment:

Assessment A will include ongoing feedback by the tutor in

class, submission of a reflective diary and sketch book

Assessment B will include individual assessment and

conversation with tutor, presentation of diary and sketchbook;

display of work;

Assessment C may include:

Presentation in class, observed by assessor

Consistency of

Performance

Knowledge and skills in creating sculptural forms are assessed

over an extended period of time and comprise a range of

objects.

Resource

Implications

Art Studio with access to clay and tools

Collection of minerals and natural forms such as shells, bones,

seeds

Slides and slide projector, power point presentation equipment

References:

Howard, M. Art as a Spiritual Activity.


Richter, G. Art and Human Consciousness.

Anthroposophic Press. MA 1985

Steiner, R. The Arts and their Mission

41

Anthroposophic Press. London 1986

42

Develop Creativity in the Art of Movement (STEART602A subunit 1)

Unit Code:

STEART602A

Unit Title:

DEVELOP CREATIVITY IN THE ART OF MOVEMENT

Subunit 1: Develop creativity of expression and balance of

movement through Eurythmy

Recommended

Delivery Mode


Unit Aim/Purpose

Trainees will be introduced to the basic elements of Speech

and Tone Eurythmy and will explore the Eurythmy gestures

and movements in relation to poetry and music. Trainees will

gain capacities for self expression by using their body as an

expressive instrument. This unit will also foster a sense of

social awareness through group movement exercises.







Application

This unit will assist trainees in the process of working through

the main concepts of Steiner‟s philosophy in an experiential

way through practical exercises in movement. Experiences in

Eurythmy will help to establish a healthy relationship between

the soul faculties of thinking, feeling and willing and their

representation in the physical constitution.

This unit assists trainees to develop inner balance and

harmonious self expression through movement. These

qualities are essential for meeting the expectations placed on

class teachers in Steiner education .

Unit Content

Required Skills and

Knowledge

Required Knowledge:

The spiritual origin of the human being;

Artistic and therapeutic applications of Eurythmy;

The benefits of educational Eurythmy for children;

The meaning behind the gestures of Speech and Tone

Eurythmy;

The meaning of spatial exercises;

Required Skills:

Movement observation and analysis;

Communicating through movement;

Spatial awareness in moving forms;

Copper rod exercises for dexterity and correct alignment;

Interpretation of soul moods through movement;

Vowel and consonant gestures;

Artistic expression of qualities inherent in selected poems and

verses.

Outcomes

Integrated

Knowledge /Skills


43

1. Demonstrate

spatial awareness in

group exercises

1.1 Dexterity and correct alignment are displayed

1.2 Sensitivity to the dynamics of moving with others is

achieved

1.3 Short comings in one‟s own performance are identified

and reflected upon

2. Express soul

mood and soul

gestures through

movement

2.1 Refinement in one‟s expressive movement is evident

2.2 Movement expresses intention clearly.

3. Prepare and

deliver a Eurythmy

presentation

3.1 The qualities inherent in a range of poems, verses and

music pieces are artistically expressed;

3.2 Effective collaboration with others is evident

3.3 The personal achievement is reflected upon in an objective

and effective manner

Assessment

Evidence Guide




In order to collect evidence the assessor must have an

advanced ability in observing movement and recognizing

quality of movement.


Rod exercises

Forms such as spiral, lemniscate, pentagram

Vowel and consonant gestures

Planetary and zodiacal gestures

Tone gestures

Critical Aspects of

Evidence

Achievement of a basic skill level in

personal deportment and body language;

Emerging sense of rhythm;

Evidence of individual progress in relation to given

constitution and personal history;

Visible attempt to meet one‟s weaknesses and work with them

Intermediate level of balance and differentiation in movement

for vowels and consonants

Methods, Conditions

and Context of

Assessment

Assessment A: One to one consultation and assessment by

tutor at mid year and end of the year

Assessment B: Creative exploration task to be prepared and

performed either individually or in a small group and assessed

by tutor

Assessment C: Performance and written self-assessment by

trainee; Feedback on group performance is given through

discussion with trainees.

Assessment A and B will occur in class;

Assessment C will occur by observing the performance of the

group of trainees

Consistency of

Performance

Performance is assessed at various stages of the learning

process over the duration of the course;

Performance is assessed in a range of situations;

44

Resource

Implications

Large open space for movement

Soft shoes to be worn by all students

Access to Eurythmy gowns for performance occasions


Eurythmy – Introductory Reader

Sophia Books R. Steiner Press 2007

Poplawski, Th. Eurythmy – Rhythm , Dance and Soul


Steiner, R. An Introduction to Eurythmy.


Steiner, R. Eurythmy as Visible Speech.

Anastasi Press 2008

45

Develop creativity in the art of movement (STEART602A, subunit 2)

Unit Code:

STEART602A

Unit Title:

DEVELOP CREATIVITY IN THE ART OF MOVEMENT

Subunit 2: Develop Spatial Awareness through Bothmer

Gymnastics

Recommended

Delivery Mode


Unit Aim/Purpose

Identify stillness and balance whilst exploring the peripheral

boundaries of space;

Gain a sensitivity of spatial orientation in time through

rhythm;

Demonstrate measured movements to enhance physical

coordination and dexterity;

Practice group collaboration of perform a presentation;

Synthesise capacity to undertake free conscious will activities.







Application

This unit aims to provide an experience of, and acquire a

discerning appreciation for, the dynamics inherent in

movement. Trainees will develop a consciousness of space

which will consequently impact upon their future teaching of

children.

Working together with people of varying capacities will lead

to more harmonious social relationships.

Unit Content

Required Skills and

Knowledge

The origin and impulse behind Bothmer Gymnastics

The benefit of Bothmer Gymnastics for children

Bodily movement as experience of creative spiritual forces of

space working upon the body

Experience of the planes of thinking, feeling and willing

Enhancement of spatial awareness and orientation

Outcomes

Integrated

Knowledge /Skills


1. To display

stillness, balance and

sensitivity of spatial

orientation

1.1 Capacity to focus

1.2 Sensitivity for spatial dimensions

1.3 Awareness of self and others in movement

2. To demonstrate

enhanced physical

coordination and

dexterity

2.1 Basic skill level in using staves

2.2 Precision of movement

2.3 Sustaining rhythm in movement

3. To collaborate

with others in a

presentation

3.1 Active participation in the process

3.2 Awareness of moving as a group

3.3 Awareness of movement forms created in space

Assessment

Evidence Guide



46



Class participation

Participation in games

Presentation

Critical Aspects of

Evidence

Self-motivation

Recognition of one‟s predisposition and limitations

Stamina in achieving outcomes and improve performance

Methods, Conditions

and Context of

Assessment

Assessment A: individual midway assessment

Assessment B: Group presentation

Assessment C: Reflective diary, in class at the end of each

session

Conditions:

Assessment in class

OH&S requirements need to be observed

Consistency of

Performance

Outcomes are assessed over a period of time and a range of

situations

Resource

Implications

Large open space; Set of staves

First Aid Kit.

Text and Additional References:

WICHER, O. Gravity and Levity in Human Movement. op, available in

library

STEINER, R. A Modern Art of Education, Anthroposophic Press, MA 2004

KISCHNICK, R. Games, Gymnastics, Sport in Child Development, op, copy

available in library

BOTHMER, F. VON Gymnastic Education,

Mercury Press NY 2001

TROSTLI, R. (ed) Rhythms of Learning. Selected lectures by R. Steiner

Anthroposophic Press , MA 1998

47

Express Yourself Creatively Through Speech and Drama (STEART603A)

Unit Code:

STEART603A

Unit Title:

EXPRESS YOURSELF CREATIVELY THROUGH

SPEECH AND DRAMA

Recommended

Delivery Mode


Unit Aim/Purpose

This unit will provide an active experience and understanding

of the formative power of speech. It develops the artistic life

of trainees through an organic exploration of movement,

sound and gesture as expressions of the inner realities of the

human being. It provides direct experience of the

threefoldness of the human being and thus complements

outcomes of other units of this course.







Application

In this unit trainees practice expressive and effective speech

and body language, which are essential for the teacher in the

classroom situation in general and also help trainees to

develop effective ways of presenting poetry and directing

class plays. These are competencies which are essential for

teachers in Steiner Education.

Unit Content

Required Skills and

Knowledge

Required knowledge:

The relationship between speech and gesture

The four elements of earth, water, air and fire in relation to the

human being

Sound qualities in language

Required Skills:

Expressing thinking, feeling and willing through language and

drama;

Using epic, lyric and dramatic styles in poetry recitation and

drama;

Role play and interaction in drama and improvisation

Outcomes

Integrated

Knowledge /Skills


1. Bring dramatic

text and poetry to

life in a vibrant and

clear manner

1.1 Techniques of freeing the breath stream are used

1.2 Speech conveys feeling so the delivery of text is alive

1.4 The voice is audible and makes an impact

1.5 Text is rendered creatively and imaginatively

2. Use sound,

movement and

gesture to create and

2.1 Sound and movement are utilized to build confidence and

strengthen the voice;

2.2 Mood and image is appropriate to text

48

convey character 2.3 Performance skills and confidence are extending

3. Work with others

to prepare and

deliver a dramatic

performance

3.1 The trainee takes initiative in the rehearsal process

3.2 Performance skills and confidence are further extending

3.3 The trainee is able to enter into their role with integrity

and artistic expression

3.4 The trainee is able to collaborate with others in an

ensemble

3.5 The trainee is able to evaluate their own performance

Assessment

Evidence Guide





In class speech exercises

In class rehearsals

Group performance of text in class

Dramatic performance for an audience

Critical Aspects of

Evidence

The trainee engages in the process of extending their

performance skills

The trainee achieves performance skills at a basic/initial level

The trainee achieves speech formation ability at a basic level

Methods, Conditions

and Context of

Assessment

Assessment A: Ongoing feedback during sessions

Assessment B: Individual consultation with tutor

Assessment C: Dramatic performance for a small audience,

assessed by tutor and through self evaluation by trainees

Conditions of Assessment:

Assessment A and B will occur in class.

Assessment C will occur by the tutor observing the trainees

during performance in special performance space

Consistency of

Performance

Performance of trainee is assessed throughout the course and

in a range of situations and tasks.

Resource

Implications

Large space for practice

Performance space

Costumes, Props

Musical instruments


Chekhov, M. On the Technique of Acting.

Harper&Collins, USA 1991

“The Healing and Isolating Forces in Everyday Speech”?

Steiner, R. The Alphabet

Mercury Press, NY 1982 op, available

in library

Steiner, R. Speech and Drama.

Rudolf Steiner Press. London 1986

Steiner, R. The Genius of Language


49

Muller,H. Healing Forces in the Word and its Rhythms

Kolisko Archive Publications. UK 1983

McAllen, A. The Listening Ear

Hawthorn Press, Stroud, UK 1989

50

Develop Musical Understanding and Skills (STEART604A)

Unit Code:

STEART604A

Unit Title:

DEVELOP MUSICAL UNDERSTANDING AND SKILLS

Recommended

Delivery Mode


Unit Aim/Purpose

To provide an experience and understanding of the rich

variety of music from the past and present;

To introduce and practice an approach to tonal awareness and

voice training derived from R. Steiner‟s indications;

To acquire musical skills in the area of voice through choral

singing;

To acquire skills in musical expression, technique and

dynamics in recorder play







Application

This unit of competency will introduce trainees to theory and

practice of tonal awareness and voice training as derived from

Rudolf Steiner‟s indications.

This unit of competency also comprises the study of a range of

works for singing and recorder in order to build up a repertoire

for teaching the younger grades in Steiner Schools. Thus this

unit relates to the module “Develop knowledge and skills in

educational theory and practice” and represents the basic level

of musical training which is continued on a more advanced

level in the second year of the Advanced Diploma of Steiner

Education.

The ability to read music is not an element of competency in

this unit. Where students do not have this ability, extra support

will be provided to acquire this skill.

Unit Content

Required Skills and

Knowledge

Required knowledge:

Aspects of the history of music in relation to the development

of human consciousness;

The evolution of musical intervals;

The features of pentatonic music and the transition to diatonic

music.

Required skills:

Development of skills in choral singing and in recorder play;

Outcomes

Integrated

Knowledge /Skills


1. Sing songs

musically and

confidently with

others

1.1 Songs are performed in tune

1.2 Dynamics of singing express the meaning of the song

1.3 Pitch, rhythm and volume are adjusted to blend with the

group of singers

2. Play songs 2.1 The tone is adjusted using listening skills

51

musically on the

descant recorder

2.2 Appropriate finger coordination and breath control is

evident

2.3 The piece of music is performed fluently and according to

the dynamics of the piece

3. Display basic

knowledge of music

history

3.1 The characteristics of pentatonic and diatonic music are

identified

3.2 Knowledge of the history and quality of musical intervals

is evident

Assessment

Evidence Guide




Evidence may include performance in class, in a one to one

situation and performance to a small audience

Critical Aspects of

Evidence

Full participation in the musical activity

Appreciation of music

Evidence of regular practice

Competency in performing choral and instrumental in works

is evident at a basic level

Methods, Conditions

and Context of

Assessment

Assessment A: Ongoing assessment in class individually and

in small groups : 1.1 1.2 1.3 2.1 2.2 2.3

Assessment B: Group discussion : 3.1 3.2

Assessment C: Performance for small audience: 1.3; 2.3

Assessment will occur in class and in a small performance

space

Consistency of

Performance

Assessment occurs over an extended period of time and in a

range of situations

Resource

Implications

Sheet music and books for singing and recorder play;

Music stands

Percussion instruments

Trainees are required to bring their own recorder


Steiner, R.: The inner nature of music and the experience of tone

Anthroposophic Press. N.Y. 1983, op, available in library

Werbeck-Svandstroem, V.: Uncovering the Voice.

Sophia Books, Rudolf Steiner Press 2008

52

Develop Creativity and Skills in Handcraft and Woodwork (STEART 605A)

Unit Code:

STEART605A

Unit Title:

DEVELOP CREATIVITY AND SKILLS IN HANDCRAFT

AND WOODWORK

Recommended

Delivery Mode


Unit Aim/Purpose

Develop skills and artistic expression in different handwork

techniques to create practical and useful objects;

To develop an appreciation of the expression of the will in the

human being







Application

Students are encouraged to become aware of the place of the

otherwise unconscious will in the human being.

As different handwork skills are acquired, trainees will reflect

on how these mirror their patterns of behaviour and habits of

acting and reacting.

Unit Content

Required Skills and

Knowledge

Ways of working artistically while developing skills;

Evaluating one‟s own artistic process;

The concept of design consideration reflecting the purpose or

function of the object;

The implications and importance of completion of non-

completion of work as it reflects on patterns in life.

Artistic experiences related to the various phases of evolution

of human consciousness.

Handcraft skills may include but are not limited to:

Weaving, knitting, crochet, felting, embroidery, doll-making,

puppet-making, mosaic, papermaking, braiding, carving,

sanding;

Puppet/Doll making: Techniques for making different kinds of

puppets/dolls for use in storytelling/play for different age

groups

Woodwork: Carving techniques; Introduction to the use of

hand tools for woodwork; Introduction to safety procedures;

Introduction to maintenance procedures;

Outcomes

Integrated

Knowledge /Skills


1. Express ideas by

using hand-working

techniques

1.1 Different techniques are demonstrated

1.2 Resources are accessed and used

1.3 Artistic discernment is evident

2. Reflect on

handcraft activities

2.1 Skills are consciously extended

2.2 Choice making, completion of work and interaction with

others are reflected upon in a non-judgmental and effective

53

manner;

2.3 Hindrances to own development are identified and

reflected upon;

3. Create a puppet or

doll

3.1 Puppet/doll is made to a satisfactory technical standard

3.2 The puppet depicts the character of the script appropriately

3.3 The choices of colour and materials support the character

of the puppet/doll

4. Maintain and use

woodworking tools

safely

4.1 Maintenance procedures are applied

4.2 Materials are handled carefully and sensitively

4.3 Skill in using hand tools is evident

4.4 Safety procedures are followed

5. Create objects

from wood

5.1 A range of carving techniques is applied

5.2 Aesthetic quality of object is satisfactory

5.3 Quality of craftsmanship is satisfactory

Assessment

Evidence Guide




Evidence includes:

Portfolio of works which were completed during the study of

the unit

Reflective Journal

OH&S requirements need to be observed especially for

outcome 4 and 5.

Critical Aspects of

Evidence

The ability of the student to enter and follow through with an

artistic process and to go through an inner development

according to the level of individual ability.

Awareness of safety when working with tools

Effort in homework

Ability to self evaluate the quality of the finished work

Ability to evaluate the group process

Methods, Conditions

and Context of

Assessment

Assessment A: In class

Assessment B: individual consultation during work process

Assessment C: presentation of completed work

Assessment D: Self evaluation of process and outcome

Assessment will occur in class

Consistency of

Performance

Assessment will occur over an extended period of time and

will include assessment in a range of techniques and situations

Resource

Implications

Art room and storage

Resources will depend on the techniques applied and the skill

acquired. These may include but are not restricgted to yearn

and wool tops, felting equipment, silk, glue, crochet hooks etc.

Wood carving equipment


Wilson, J. Weaving is for everyone

Nostrand Reinhold Comp. NY 1967

Millet, M. Working Wooden Toys.

Stirling Publishing. NY 1987

54

Mathias, B. Simple Wooden Toy Making

Hamlyn 1974

advanced diploma of rudolf steiner education- syllabus...

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