Summer 2013 Course Descriptions and Schedules - Rudolf Steiner ...

Table of ContentsSegment One—Summer Foundation Courses......................................................................................4Segment Two —High School Curriculum Courses...............................................................................12Segment Three—Adolescent Development.........................................................................................18Segment Four—Continuing Coursework, Project, Mentoring and Field Experience........................20High School Teacher Training Faculty....................................................................................................212

Waldorf High School Teacher Training ProgramSummer 2013 Course Descriptions and SchedulesThe three-year Waldorf High School Teacher Training Program consists of three summer sessions(Segments One through Three) and two years of field experience, mentoring, and coursework (SegmentFour) during the fall and spring semesters. This program culminates at the end of the third summersession (there is no Segment Four in year three). At the completion of the program students will receive aWaldorf Teaching Diploma with a High School Emphasis.In this program students will participate in a journey of self-development, capacity building, andcurriculum studies. Based on the spiritual scientific inspiration of Rudolf Steiner (1861-1925), the programis recognized in Waldorf schools worldwide. An M.A. program is also offered which incorporates the HighSchool Program.How to Apply1. Please fill out an RSC Program Application 2013—14 (please note the instructions for new or returning students)2. Please fill out a High School Course Selection Form3. Please fax, email, or mail your completed forms it to the admissions office:Rudolf Steiner CollegeAdmissions Office9200 Fair Oaks BlvdFair Oaks, CA 95628Fax: 877-782-1884Email: rsc@steinercollege.eduFor more information and to obtain the above forms, please visit our website, www.steinercollege.edu, andnavigate to the Admissions, How to Apply section. You may also contact the Admissions Office by calling916-961-8727 ext 100, or emailing rsc@steinercollege.edu.AuditorsTo register as an auditor, please fill out the Foundation and High School Curriculum Auditors Summer2013 Course Registration Form and fax, email, or mail it to the admissions office (details above). Do notregister online.Make-Up WorkIf you need to attend one or more classes from the Summer Foundation Courses for make-up work, pleasecontact Admissions to register and obtain a Course Make-Up Form by emailing rsc@steinercollege.edu or bycalling 916-961-8727 x100.Required ReadingFor a full book list, including recommended reading titles, please contact the Admissions office byemailing rsc@steinercollege.edu or by calling 916-961-8727 ext. 100.Program questions?Call Betty Staley, Program Director at 916-961 8727 ext. 101 oremail betty.staley@steinercollege.eduWaldorf High School Teacher Training Program3

Overview, Dates, Course Descriptions and SchedulesSegment One - Summer Foundation CoursesIdentify the Oaks or Cottonwood optionThe Oaks option4.5-week Summer session, includes Segments One through Four2013 Summer session Dates: June 20—July 19, 2013The Cottonwood option3-week summer session, includes Segments Two through Four (Foundation Courses must be completedalready or the student must be concurrently enrolled)2013 Summer session Dates: June 30—July 19, 2013Segment One—Summer Foundation Courseswith director Astrid Schmitt-Stegmann2013 Dates: Thursday June 20—Friday, 28 (no class on Sunday, June 23)Year One•Introduction to Waldorf Education I•Path of Self Knowledge-Introduction to Anthroposophy and the work of Rudolf Steiner-Nature of the Human Being I•Spiritual America•Self-Transformation through the Time Arts I-Eurythmy I, Music I, and Speech I•Self-Transformation through the Visual Arts I-Wet Method PaintingSummer 2013 Details:Introduction to Waldorf EducationWith Lauren Hickman and Astrid Schmitt-StegmannThis course covers the basic view of child development and the Waldorf education and curriculum.Required reading: Education of the Child, Rudolf Steiner.Rudolf Steiner’s Life and Workwith Cynthia HovenBiographical overview of Steiner’s life, focusing on his contribution to the exploration of the supersensiblemeans of scientific discipline and the renewal of the arts. This course will include guests working withRudolf Steiner’s indications in their professions.4

Nature of the Human Being Iwith Astrid Schmitt-StegmannThis course provides a basic understanding of the human being in body, soul, and spirit. Thisunderstanding underlies our work as Waldorf teachers. In addition, there will be expansion of knowledgeprovided in the second chapter about considerations of karma and reincarnation. Required reading:Theosophy, Chapters 1—2, Rudolf Steiner.Spiritual America–Year 1, 2, and 3with Betty StaleyThis course introduces the student to the deeper meaning of America from a psychological and spiritualviewpoint. Using the Native American myth of Deganawidah (included in The American Soul) and examplesfrom 19th century American Transcendentalist writers, we will discuss the symbols and images and what theymean today. Required reading: The American Soul, Jacob Needleman; The Other America, Carl Stegmann.Eurythmy Iwith Cynthia HovenAn introduction to the movement art of eurythmy, the somatic component of the Waldorf curriculum. Focusis on developing spatial awareness and coordination, on harmonizing movement with feeling and thinking,and on cultivating social skills. Required reading: Eurythmy Movements and Meditations, Cynthia Hoven.Music Iwith Eva CranstounGroup singing and exploration of simple vocal techniques to improve sound quality and control. Basic musicskills like playing the recorder, reading sheet music, and understanding simple rhythms and intervals will beincluded. Required supplies: A soprano Yamaha plastic recorder which can be taken apart (alto recordersalso welcome). The Recorder Guide: An Instruction Method for Soprano and Alto Recorder Including Folk Melodies,Joanna E. Kulback and Arthur Nitka. Supplies available at the Rudolf Steiner College Bookstore.Speech Iwith Molly McIntyre LibbyThis course will concentrate on Rudolf Steiner’s exercises for developing one’s speech instrument for ahealthy physical and soul life. We will also work on a poem.Wet Method Paintingwith Ted MahleThis expressive technique is used in the Waldorf curriculum, yet can challenge even experienced artists. Wewill paint up to seven imaginative motifs including color studies, landscapes, and the kingdoms of nature.Segment One - Summer Foundation Courses Training Program5

Year TwoSegment One - Summer Foundation Courses Training Program•Epistemology and Phenomenology-The Philosophy of Freedom I•The Path of Self-Knowledge-Nature of Human Being II (destiny and biography)-Inner Work•Spiritual America•Self-Transformation through the Time Arts II-Movement I, Music II, and Speech II-Self-Transformation through the Visual Arts II-Metamorphosis in Clay, HandworkSummer 2013 Details:Philosophy of Freedom Iwith Brian GrayStudy of the first half of The Philosophy of Freedom, Steiner’s primary phenomenological exploration ofhuman consciousness. These chapters stimulate the reader to observe the living activity flowing through her/his perceiving and thinking, and to find there a firm basis for certainty in knowing the world. Required reading:Intuitive Thinking as a Spiritual Path (The Philosophy of Freedom, another translation), Rudolf Steiner.Nature of the Human Being IIwith Betty StaleyWe will explore the seven-year stages in adult life with reflective exercises and small group work. Requiredreading: Tapestries, second edition, by Betty Staley.Inner Workwith Astrid Schmitt-StegmannWe will work with the six basic exercises and the other suggested exercises as contemplative practice fromthe reading. Required reading: How to Know Higher Worlds, Chapters 1-5, Rudolf Steiner.Spiritual America–Year 1, 2, and 3with Betty StaleyThis course introduces the student to the deeper meaning of America from a psychological and spiritualviewpoint. Using the Native American myth of Deganawidah (included in The American Soul) and examplesfrom 19th century American Transcendentalist writers, we will discuss the symbols and images and what theymean today. Required reading: The American Soul, Jacob Needleman; The Other America, Carl Stegmann.Movementwith Cynthia HovenEurythmy from Year 1 continues.Music IIwith Eva Cranstoun6

Speech IIwith Molly McIntyre LibbyThis course will concentrate on Rudolf Steiner’s exercises for healthy breathing. We will also exploredifferent styles of poetry and how the breath is related to each style. We will sing as a group and exploresimple vocal techniques to improve sound quality and control. While learning to play the recorder,students will gain basic music skills such as reading sheet music and understanding simple rhythms andintervals. Required supplies: See Music Year 1 above.Metamorphosis in Claywith Patricia DicksonExploration of metamorphosis through either platonic solids, forming the capitals of the firstGoetheanum, or the seals designed by Rudolf Steiner.Handworkwith Donna LoftusIntroduction to the handwork curriculum in the Waldorf school, including knitting.Year Three•Epistemology and Phenomenology-The Philosophy of Freedom II•Introduction to Waldorf Education II•Evolution of Consciousness and Culture-Cosmology-Philosophy, Karma and Reincarnation•Spiritual America•Self-Transformation through the Time Arts III-Eurythmy II, Movement II, Music III•Self-Transformation through the Visual Arts III-Veil PaintingSegment One - Summer Foundation Courses Training ProgramSummer 2013 Details:Philosophy of Freedom IIwith Brian GrayThis course will review and deepen understanding of The Philosophy of Freedom, further encouraging thereader to artistically apply her/his experiences to real, practical life – to discern which actions are felt to be “free”or “unfree”, and to rediscover one’s inner wellsprings of freedom and creative activity. Required reading: IntuitiveThinking as a Spiritual Path (The Philosophy of Freedom, another translation), Rudolf Steiner.Introduction to Waldorf Education II (Adolescence)with Betty StaleyWe will explore the development of the young person from age 14 – 21 and the Waldorf approach to thisage group. Required reading: Between Form and Freedom, Betty Staley.7

Segment One - Summer Foundation Courses Training ProgramCosmologywith Cynthia HovenWe will explore and examine the interplay of correspondences that Rudolf Steiner develops betweenmicrocosm and macrocosm, between the evolution of the human being and the evolution of the cosmos,making the human reality a cosmic reality in constant becoming. The course requires a knowledge of thehuman constitution as it is developed in the required reading before the course begins. Required reading:Founding a Science of the Spirit, Chapters 1, 9, 10 and 11, Rudolf Steiner.Karma and Reincarnationwith Brian GrayWe will explore Steiner’s spiritual scientific insights into the nature of repeated earth lives and karma.Working with these insights can lead to an ennoblement of the human soul, calling forth compassion andlove for others and the kingdoms of nature and the awakening of individual initiative toward freedom,creativity, and active responsibility. Required reading: Manifestation of Karma, Rudolf Steiner.Spiritual America–Year 1, 2, and 3with Betty StaleyThis course introduces the student to the deeper meaning of America from a psychological and spiritualviewpoint. Using the Native American myth Deganawidah ( included in The American Soul) and examplesfrom 19th century American Transcendentalist writers, we will discuss the symbols and images and what theymean today. Required reading: The American Soul, Jacob Needleman; The Other America, Carl Stegmann.Eurythmy IIwith Cynthia HovenA second-level course in eurythmy, building upon experiences developed in Eurythmy I. Participantswill work with language and poetry experiences. Required reading: Eurythmy Movements and Meditations,Cynthia Hoven.Music IIIwith Eva CranstounGroup singing and exploration of simple vocal techniques to improve sound quality and control. Basicmusic skills such as playing the recorder, reading sheet music, and understanding simple rhythms andintervals will be included. This builds on Music II.Veil Paintingwith Ted MaheThrough first building up a color “atmosphere,” we will discover how form and a motif can graduallyemerge out of the world of color. Artistic and practical, challenging and inspiring, we develop ourselves aswe develop our art.8

Segment One, Year 1 ScheduleSegment One - Summer Foundation Courses Training Program9

Segment One, Year 2 ScheduleSegment One - Summer Foundation Courses Training Program10

Segment One, Year 3 ScheduleSegment One - Summer Foundation Courses Training Program11

Segment Two - High School Curriculum CoursesSegment Two—High School Curriculum Courseswith Program Director, Betty Staley2013 Dates: Orientation—Sunday, June 30, 2013Classes—Monday, July 1 through Friday, July 12(no class on the Saturday and Sunday in between)2013—Focus on Grades 9 and 10•Grades Nine and Ten Seminar•Knowledge of the Human Being I, II, or III•Curriculum Studies I-English, History, Physics, Chemistry, Spanish, Mathematics, Art•The Time Arts-Eurythmy, Speech•Elective Art I•Inner development of a high school teacher.2014—Focus on Grade 11•Grade Eleven Seminar•Knowledge of the Human Being I, II, or III•Curriculum Studies II-English, History, Physics, Chemistry, Spanish, Mathematics, Art•Time Arts-Eurythmy, Speech•Elective Art II•Governance in a Waldorf School2015—Focus on Grade 12•Grade Twelve Seminar•Knowledge of the Human Being I, II, or III•Curriculum Studies III-English, History, Physics, Chemistry, Spanish, Mathematics, Art•Time Arts-Eurythmy, Speech•Elective Art III•Communication SkillsSummer 2013 Details:Opening Talk:by Dr. Allegra Alessandri“One Person, Two Journeys: Founding an Independent Waldorf High School and a Public Waldorf-Inspired High School”.12

Morning CoursesKnowledge of the Human BeingInstructors: Year 1 students will be with Anouk Tompot; Year 2 students with Betty Staley; and Year3 students with Patrick Wakeford-Evans.This course covers the threefold nature of the human being including the 12 senses, nervous, rhythmicand metabolic systems, and thinking, feeling, and willing. This course is taken over 3 years, each yearfocusing on a third of the book. Required reading: The translation entitled Study of Man by Rudolf Steineris preferred to the newer translation entitled Foundations of Human Experience.9th/10th Grade CurriculumEnglish with John WulsinWeek 1: 9th grade course focuses on 2 key Main Lessons: “Comedy and Tragedy” through the polaritiesof Apollo and Dionysus, and “The Novel” through the study of Moby Dick.Week 2: 10th grade course emphasizes the epic quality of 10th grade. The Main Lesson entitled “The Artof Poetry” combines elements of poetry with the evolution of the English language. Course also exploresthe Bible as a major source of global imagination.Mathwith Lisa BabinetWeek 1 and 2: Mathematics in the 9th and 10th grades. Mornings include heavier emphasis on algebraicwork and numerical calculations, while afternoons emphasize geometry. Additional topics may includecombinatorics, quadratic equations trigonometry, conic sections, and a calculation of pi. Anecdotal topicsof relevant mathematical interest to the participants will also be addressed.Historywith Betty Staley, Paul Gierlach, and Diamela WetzlWeek 1: 9th grade: Explores revolutions, including economic, political and cultural factors for 3 days. Forthe 2 following days, discussions of Paul Gierlach’s course “Individualism and Humanity” will be studied.Week 2: 10th grade: Reviews Ancient Civilizations of Mesoamerica and South America.Also covers Ancient Civilizations of Mesoamerica and South America from 3000 BCE to the 15thCentury CE, the period of explorations, discovery and colonization by the Spanish Crown and otherpowers of post Renaissance Europe. The geography, social structures (everyday life of the indigenouspeople), governments, religions, and science are also included. The richness of the arts are examinedspanning building, to pottery, to weaving, to painting and then to metallurgy. Also explored are theamazing capacities for community-building of the peoples of the Maya, Teotihuacan, Toltec-Aztec and IncaCivilizations of ancient America.Spanishwith Diamela WetzlWeek 1: 9th and 10th grade overview of the high school Spanish curriculum, integrating language study andculture, including an understanding of how the study of Spanish can support the development of the adolescent.Week 2: Spanish students take the Meso-American History course.Segment Two - High School Curriculum Courses13

Segment Two - High School Curriculum CoursesLife Sciencewith Anouk TompotWeek 1: 9th grade course covers human biology and anatomy. Using the three-fold human body asa theme, the skeleton, skin, limbs, muscles, heart and rhythmic systems will be explored via lectures,discussions and lab exercises.Week 2: 10th grade course includes human biology and physiology. Again using the three-fold humanbody as a theme, the processes and relationships between the digestive system, blood, brain, endocrinesystem, and the reproductive system will be studied.Physicswith John PeteringWeek 1: 9th grade course includes electricity, magnetism, heat studies, and applications in engines.Week 2: 10th grade course includes motion and mechanics. Suggested reading: Fundamentals for aPhenomenological Study of Chemistry, chapters 3-5, by Fritz Julius. Prerequisites: Basic familiarity withcollege physics and the Goethean approach to science.Artswith Van JamesWeek 1: 9th grade “History of Art”. Art appreciation facilitates the important rite of passage for theadolescent. The balancing effect of aesthetic awareness, how humanity’s sense of beauty has changed overthe course of time, brings strength and perspective to the young person at this stage of their development.Week 2: 12th grade “History of Architecture”. Due to instructor availability this 12th grade class is beingoffered this summer. Course will explore some of the important themes that thread through the history ofarchitecture and their relevance for high school seniors.Seminar (Grades 9 and 10):With Betty Staley, Paul Gierlach, Molly McIntyre Libby, Alice Stamm, and High School FacultyWeek 1: Begins with 30 minutes of Speech followed by faculty presentations on the characteristics of 9thgraders. Opportunities for questions regarding student holistic support will be provided.Week 2: Begins with 30 minutes of Eurythmy followed by faculty presentations on how their subject areameets 9th and 10th graders in their development.Afternoon Courses9th/10th Grade Curriculum (continued)English (continued)with John WulsinWeek 1: 9th grade content includes vocabulary, grammar, speech, other reading and writing, such asjournals, essays, poetry.Week 2: 10th grade content includes vocabulary, grammar, writing short stories, a class play, and The Odyssey.Math, (continued) with Lisa Babinet14

Historywith Nicole FieldsWeek 1: 9th Grade. Native American History. Native American culture is explored spanning myth tomigration theories through to the modern era. Course covers the many waves of European arrivals, theestablishment of the U.S. and how these changes affected native lives and populations.Week 2: 10th grade. Ancient History from India to Greece. Course explores the ancient world and itsimportance as a basis for western civilization. Students participate in lecture, discussion, and their ownpresentations of the highlights of this cornerstone course.Spanish (continued)with Diamela WetzlChemistrywith John PeteringWeek 1: 9th Grade Chemistry topics include photosynthesis, carbohydrates, alcohols, carboxylic acidsand essential oils. Students will examine chemical qualities, occurrence in nature, and role in our lives ofthe aforementioned topics.Week 2: 10th Grade Chemistry will include salts, acids bases, acid-base reactions and stoichiometry, as wellas oxidation/reduction in electrochemical cells. The class as a whole group creates a detailed outline forthis block, and work through the design of several student experiments. Suggested reading: Fundamentalsfor a Phenomenological Study of Chemistry, chapters 3-5, By Fritz Julius. Prerequisites: Basic familiaritywith college physics and the Goethean approach to science.Artswith Van JamesWeek 1: 9th grade “History of Art”. Continues in the afternoon.Week 2: 12th grade “History of Architecture”. Continues in the afternoon.Segment Two - High School Curriculum CoursesArts Elective CoursesStudio Drawing and Paintingwith Van JamesWeeks 1 and 2: The 9th grade studio drawing course explores the transition from black and whitedrawing, light and dark effects and the shaping of interior spaces. The 10th grade studio painting coursehighlights the earthy Dutch palette of colors and atmospheric effects.Metamorphosis in Claywith Patricia DicksonWeeks 1 and 2: Explores embryology through clay modeling as well as other examples of metamorphosis.Crafts with Carol CliftonWeeks 1 and 2: As in the history of textile technology basketry precedes weaving, so it does in theWaldorf 9th grade curriculum. Using rattan reed and techniques based on the Cherokee style of basketweaving, each student designs his/her on basket, taking into account function, size, shape and patterning.Four Harness Loom Weaving follows in the 10th grade where students experience designing, warping andweaving cloth on four-harness loom and are encouraged to explore the various possibilities in pattern anddesign with a simple twill pattern.15

Segment Two - High School Curriculum CoursesEvening CoursesInner Development of the High School Teacherwith Betty StaleyRequired Reading: Lighting Fires, Deepening Education through Meditation, by Jorgen Smit.Segment Two, Year 1, 2 and 3 Schedule16

Segment Three—Adolescent Developmentwith Program Director Betty Staley2013 Dates: Monday, July 15 through Friday, July 192013—Focus on Grades 9 and 10Physiological and Emotional DevelopmentTime ArtsMusic, EurythmyMethods I (Biography)2014—Focus on Grade 11Gender IssuesTime Art- MusicEurythmy, Speech, DramaMethods II (Life Processes)2015—Focus on Grade 12Cognitive DevelopmentMusic, Eurythmy, Spacial DynamicsMethods III (Lesson Planning)Segment Three - Adolescent DevelopmentSummer 2013 Details:Exploring Identity: Gender, Sexuality, Emotional skillswith Betty Staley and Megan SullivanAs adolescents are forming their sense of identity, the pressures on them from society are the strongest. Howcan teachers help teens develop a healthy sense of self so they can nurture their ideals and prepare for theiremerging personality? The masculine and feminine journey through contemporary writings and approachesto sex education are examined via study of Lecture Five of Rudolf Steiner’s Education for Adolescence.Required reading: Boys and Girls Learn Differently, by Michael Gurian; Adolescence, the Sacred Passage by BettyStaley. This course includes daily work in Speech with Molly McIntyre Libby, Singing with Eva Cranstoun,and Eurythmy with Alice Stamm as opportunities of transformation for the teacher.Curriculum and Instruction I: Developing Effective Presentations inTransformative Performing ArtsCourse includes emphasis on narration with an emphasis on biography. Each student will present atwenty-minute biography related to his/her specialty subject.Transformative Performing ArtsSpeechwith Molly McIntyre LibbySingingwith Eva CranstounEurythmywith Alice Stamm17

Segment Three, Year 1, 2 and 3 ScheduleSegment Three - Adolescent Development18*Please Note: All schedules are subject to change. Final schedules will be available at registration.

Segment Four—Continuing Coursework, Project, Mentoring andField Experience (Year 1 and 2 students only)with various faculty2013–14 Dates: TBD*Full details for Segment Four coursework will be provided during the Summer sessionResearch, Observation and Field ExperienceIncludes continuing coursework from summer curriculum courses, independent study, mentoring, and fieldexperience.Years 1, Fall•Curriculum courses continuing coursework¯Independent study, online coursework, etc.•MentoringYear 1, Spring•Curriculum courses continuing coursework¯Independent study, online coursework, etc.•Field Experience IYears 2, Fall•Curriculum courses continuing coursework¯Independent study, online coursework, etc.•Field Experience IIYear 2, Spring•Curriculum courses continuing coursework¯Independent study, online coursework, etc.•Curriculum Project•Research ProjectA Note for Year 3 Students:This program culminates with the completion of the third summer session (and all related coursework). YearThree does not include Segment Four. Due to the program redesign, 2013-14 Year Three students may haveadditional requirements to complete the program as authorized by the Program Director, Betty Staley.Program DirectorBetty Staley, MA, directs the Waldorf High School Teacher Training Program. A Waldorf educator forover thirty years at the kindergarten, elementary, high school and teacher training levels, she is a founderof the Sacramento Waldorf High School where she taught history and literature for nineteen years. She isan international lecturer and consultant, and is one of the founders of Rudolf Steiner College. Betty hasalso authored six books, including, Between Form and Freedom: A Practical Guide to the Teenage Years; Hearthe Voice of the Griot!: A Guide to the History, Geography and Culture of Africa; Tapestries: Weaving Life’s Journey;and, Adolescence: The Sacred Passage, Inspired by the Legend of Parzival.High School Pedagogical Advisory TeamDr. Allegra Alessandri, Dr. Lisa Babinet, and Anouk Tompot.Segment Four - Continuing Coursework, Project, Mentoring and Field Experience19

High School Teacher Training Faculty20High School Teacher Training FacultyCarol Clifton, BS- Ed in Mathematics, Ph.D. U. of Pa. Science education10 years San Juan Adult Ed program, 36 years at SWS Handwork teaching.Lisa Babinet, M.A., Ph.D.Science education. Taught in U. of Pa. Graduate School of Education 10 years, formerly Dean of Students,Crystal Springs Uplands School, Member of High School Leadership Team and teacher of math, WaldorfSchool of the Peninsula, Teaching math since 1980.Eva CranstounPrivate music and vocal studies in Vienna, Austria; Rudolf Steiner College Teacher Training graduate;Uncovering the Voice vocal training with Christiaan Boele; Singing therapy diploma; music director atStonebridge School in Napa, California.Patricia Dickson, MA*Member of Rudolf Steiner College arts faculty and administrator of Waldorf Subject Teacher Program.Nicole FieldsHandwork teacher at the Sacramento Waldorf School.Waldorf High School Teacher Education Certificate,Rudolf Steiner College; formerly Humanities and Arts teacher at the Sacramento Waldorf School.Molly McIntyre Libby, MSMasters in Communication Disorders. Diploma from the Speech School and the Sunbridge CollegeRemedial Program.John Petering, MS25 years teaching natural science at Waldorf high schools in Boulder and Detroit; currently teaching atSacramento Waldorf School.Betty Staley, MA*Director of Rudolf Steiner College Waldorf High School Teacher Education Program; over 30 yearsexperience as a Waldorf high school teacher; founder of the Sacramento Waldorf High School;international lecturer and consultant; and author of six books including Splinters of the Sun: TeachingRussian Literature to High School Students.Alice StammAlice Stamm has been teaching eurythmy since 1975; she began her eurythmy training in Eckwalden,Germany and finished with Else Klink in Stuttgart. She also trained in therapeutic eurythmy, receiving adiploma from the Goetheanum in Dornach Switzerland.Anouk Tompot, M.A. University of Amsterdam, BiologyUniversity of Amsterdam, Biology. Taught Life Science at Denver Waldorf School and now at SeattleWaldorf School. Teaches at Sound Circle Waldorf Teacher Training program. Alum of RSC High SchoolTeacher Training Program.Diamela WetzlWaldorf Spanish teacher in the grades and high school for 32 years; mentor to Spanish teachers.John Wulsin, AB Harvard, Emerson College Waldorf Training, MA English, Columbia U.,Thirty-one years teaching at Green Meadow Waldorf School, author of several books on English languageand the transcendentalists.*Rudolf Steiner College Core Faculty. Updated 4/9/2013