Waldorf developmental stages as they apply to spirituality necessitate a different treatment of the Old Testament stories and texts in 3rd and 10th grades in ways that go beyond what we more broadly believe/know about 3rd and 10th grades. The Waldorf developmental stages as they apply to spirituality necessitate a different treatment of the Old Testament stories and texts in 3rd and 10th grades in ways that go beyond what we more broadly think/know about 3rd and 10th grades. In 1919, Rudolf Steiner, an Austrian educator, developed Waldorf education in light of the post-industrial world of child workers.
Graber and Mendoza (2012) also argue that liberal education promotes students' moral reasoning and ethical thinking, especially in light of the technological world. Waldorf schools focus on the spiritual dimension of education, because spirituality is related to the Waldorf philosophy, in search of the deeper meaning of life and the. In the article Learning to Think in Steiner-Waldorf Schools, Oberski (2006) mentions that the goal of education was to reach the third Waldorf stage of development, namely thinking.
Based on Waldorf's developmental stages, the story The Golden Calf can be taught in both third grade and tenth grade, but with different aspects of the story that address students' developmental stages. For the third grade curriculum, the lesson of The Golden Calf focuses on providing direct artistic experiences, and giving students a chance to learn the story through imagination and. Based on my goals and vision for the lesson, I first present the essential question to the class and ask, "In what ways do the arts reflect and influence the storytelling and the cultural contexts of the story", to engage students' curiosity . , builds understanding and promotes transfer to it.
Next, together with students, I will review the content of the story The Golden Calf and introduce various art forms during the lesson. For the third grade lesson, students need to know various art forms and the content of The Golden Calf story, so that they can present the story and express ideas or emotions related to the story through different art forms. So my goal for my 10th grade students is to help them apply what they have learned through lessons from the story The Golden Calf to current daily life and future events and issues.
I will then go over the content of the story The Golden Calf with the students and introduce various elements of the story that are important to the students' understanding of the story, including characters, contexts, and plots, or can be used to support reasoning and reasoning/reflection. For tenth grade lessons, students need to know the content of the story The Golden Calf and the various elements of the story, including plot, characters, natural scenes, and so on, in order to be able to apply the content of the story and compare with others. stories or contexts. In addition, the curriculum within a Waldorf school must follow and adapt to the developmental level of the students, instead of the other way around.
For my third graders, I ask them to pretend to be artists who are invited by a sponsor to participate in the Golden Calf story art exhibit next month. The newspaper director has asked each of them to choose a story found in the Old Testament and write a description and evaluation of the story by next Friday. Also, they are able to evaluate their learning process and help teachers prove the effectiveness of the lesson plan (Shermis & DiVesta, 2011).
I introduce various elements of the literature pieces and provide scaffolding worksheets (see Appendix E) for my tenth graders.
Assessment Evidence
Adapted UbD 2.0 template for one 3rd grade lesson on achieving desired outcomes of Golden Calf Phase 1. Create and perform original work in your chosen art form to express ideas and emotions. The relationship between art and story is mutually dependent; artistic elements (color and texture, etc.) not only reflect and preserve stories, but also influence the telling of the story.
Learning Plan
Review the content of the story The Golden Calf and ask students to give a summary and remember the details. Teachers display several artworks that relate to the Golden Calf story and brainstorm artistic elements (color, line, gesture, composition and symbolism, etc.) that play roles in telling the story with students. Then each student searches online or chooses and creates their own art form to express the ideas and feelings that relate to the story The Golden Calf.
By comparing their products, students reflect on the question “in what ways does art reflect and influence storytelling?” By working in a small group of three, all students are involved in the conversation, helping each other and building on each other's ideas. Students share as a whole group and reflect on the lesson or activity, specifically on the question “in what ways do the arts reflect and influence storytelling?” by referring to different artistic elements (color, line, gesture, composition and symbolism, etc.) and the connections between artistic elements and literature. Projector to present prepared PowerPoint of various works of art that highlight the story The Golden Calf.
Perspective Show a thoughtful point of view; effectively critiques and includes other plausible perspectives; takes a long and hard look at the issues involved. Has little or no empathy beyond the intellectual awareness of others; sees things through his own ideas and feelings; ignores or is threatened or surprised by different feelings, attitudes or beliefs. knowledge Deeply aware of the boundaries of oneself and those of others. concept; able to recognize one's own prejudices and projections; is honest and willing to act based on understanding. Completely unaware of the limits of one's own understanding and of the role of projections and prejudices in opinions and attempts to understand.
Your boss has asked you to choose a story you find in the Old Testament and write a description of your assessment of the story and your thoughts about its applications by next week. The teacher introduces and helps students brainstorm different elements of the story, including characters, content, contexts, and plots for the students. The students discuss in a small group of three together and evaluate the content, connections and characters of the story The Golden Calf based on the scaffolding questions (see Appendix E) that the teacher has prepared in advance.
By looking at various elements of the story, they are able to better understand the story content and make connections from the story to their daily lives by looking at these elements (characters, content, contexts and plots, etc.) refer. Working in a small group of three also involves each of the students in the discussion and in helping each other and building on each other's ideas. Students share as a whole group and reflect on the lesson or activity, specifically answering the question "how can stories from other places and times relate to our current daily lives and future events?" They can respond to this by referring to various elements of the story and the.
Whole-class sharing also allows students to see the applications of others in their daily lives in response to different elements of the story and helps them review the content of the story and reflect on the experience of reading that story (15 minutes) (T, M). Has little or no empathy other than an intellectual awareness of others; he sees things through his own ideas and feelings;. ignores or is threatened or confused by different feelings, attitudes or views. knowledge Deep awareness of one's own and foreign borders. understanding; able to recognize one's own prejudices and projections;. is capable of integrity and willing to act on the basis of understanding.