Two Year Waldorf Music Training
at Little Pine Tree Waldorf School and Training Centre, Shenzhen
Teachers and their subjects:
Gotthard Killian, Listening, Singing, Playing, Curriculum and Practical Advice,
Ensemble, Improvisation.
Elisabeth Swisher, Listening, Singing, Playing, Curriculum and Practical Advice,
Ensemble, Improvisation.
Peter Patterson, Listening, Singing, Playing, Curriculum and Practical Advice,
Ensemble, Improvisation.
Tina Etterich, Listening, Singing, Playing, Curriculum and Practical Advice,
Ensemble, Improvisation.
Danae Killian-O'Callaghan, "How to be receptive of music inside our souls ourselves
and turning music into a creative performance, as adult, as a child". -- Piano, Ensemble.
Ben Cherry, "The Child's Development from 7 - 14", Study of Man.
Thomas Ludescher, Eurythmy.
David Bowden, "Music as Arithmetic of the Soul, Mathematics as Music of the Mind".
Where:
Shenzhen Baoan, Little Pine Tree School
When:
Weekends Friday 7 – 9.30pm and Saturday 9 – 5pm, and for only 2 times (May 25-27 and November 2-4) extension until Sunday morning until lunch time for extra programs and performances.
2012: March 9-10, 30-31, April 27-28, May 25-27, June 1-2, 15-16, 22-23, July 6-7, 13-14, Aug 31 – Sept 1, September 7-8, 21-22, October 12-13, 19-20, November 2-4, [Reserve date as an option 9-10]
In 2013 we might change to more block teaching of one week or two week blocks.
Participants include:
The Subjects offered: (most of them are given regularly each weekend.)
SINGING
RECORDER: Recorder classes: recorder with five note scale, seven note scale.
ENSEMBLE: Playing in Instrumental ensemble.
ORIGIN OF MUSIC:
CREATIVITY
RHYTHMICAL ACTIVITIES and MUSICAL CIRCLES: Conducting rhythmical games and dances for Morning circles.
OVERVIEW
CURRICULUM and METHOD
EURYTHMY: Eurythmy and Eastern movement studies.
Literature about the WALDORF AND ANTHROPOSOPHY BACKGROUND to be disseminated and recommended to the students as reference.
________________________________________________________________________________________________________
General Observations and aims for the Waldorf Music Training.
1. Music, a core faculty within Waldorf Education, accompanies the developing child through its entire time of grade school and beyond.
2. Music forms - together with the awareness for the lawful beauty in Eurythmy – a base for all the years especially of the eight years of the grade school, but also beyond, to shape the personality thus supporting the creative and individual ways to face the world and to give a voice to when the child grows up and finds responsibility for himslef.
3. Music activities in Waldorf Schools comprise (from the early classes) Listening, Singing, Playing the five-tone-, and then later the seven-tone-recorder, sometimes the class plays kinderlyres in smaller groups.
4. Then in various ways per each school there is the the choosing of a group instrument (such as violin, viola or cello).
5. Then there comes the choice of an individual instrument (such as a Chinese or a Western bowed or plucked string instrument, wind instrument, and so forth). This often is chosen in regard to the temperament of the child, to find the equivalent instrument there.
6. Further more, the learning of instruments enables the students to learn within groups and to have ensembles, thus learning to listening to others while focusing on one's own activities.
7. The same applies for singing with the class, the student learns in the course of time by simple imitation, by listening and repeating, by memorizing and by singing in parts, in rehearsals in the classroom as well as in regular performances within the school life.
8. Musical activities go through all grades, often accompanying the other subjects but enriching the soul life through out, both for the individual student as well as the group life of the class.
9. Music lets develop the children a sense of togetherness, and social harmony.
10. Music in all its forms trains the senses, the mind and the soul life in every way possible.
11. Thus music contributes to numeracy and literacy to offer a broad approach of learning, especially in the lower grades, without pushing the children's confidence too much.
12. The teacher who can direct the feelings of students in a musical way, thus guiding the soul development, can be assured to find ways to be in touch with the inner questions of the children.
_____________________________________________________________________________________________
__________________________________________________________________________________________
The time of the training for the Music Training consists out of 30 weekend of two (or for two times of three days) within two years time.
There are tasks for the homework to do, which are part of the training, they will be assessed as part of the portfolio of the student.
There is an artistic performance at the end of each training block where students will be peforming in singing, recorder and on their individual instruments, either in groups, or individual or both, or conducting, and teaching demonstrations.
________________________________________________________________________________________________________
Elisabeth Swisher was born in Austria, was a Waldorf student in Stuttgart, Germany, studied music at the University of Vienna and did her Waldorf teacher training in Stuttgart. She taught music for all grades and teacher training at the Vienna and the Chicago Waldorf School as well as summer courses in different parts of the US. After a sabbatical in China she opened her own Waldorf EC program in Chicago in 2003. Since 2007 she teaches at the new Waldorf teacher training and kindergarten training courses in Chengdu and other cities in China and did mentoring for Waldorf Kindergarten teachers in several cities in China as well. She teaches music at the teacher training in Chicago since 1994.
Tina Etterich was born in Germany, she took her Masters in Literature and Linguistics. She taught for 19 years in two Waldorf schools (French, music, class teacher), then continued University studies in Educational Sciences for 2 years in Zürich. Martina builds instruments for improvisation from iron and wood. She gives anthroprosophical singing therapy, and learned Indian dhrupad singing style. In China Martina teaches music in the Teacher training in Chengdu and is is helping with doing supervision in several schools.
Dr Danae Killian (Melbourne) is a concert pianist and literary researcher. Her PhD elaborated on Virginia Woolf's novel The Waves and its language's musically dense weaving, opening a contemporary door to an experience of what the ancients called the harmony of the spheres. – During her career Danae has collaborated frequently with eurythmists, out of which experience Danae Killian has developed a Light-Breath Pianism, with the aim of overcoming the potential mechanical pitfalls of pianistic touch and technique. – Danae Killian's pianistic repertoire encompasses major polyphonic cycles by J S Bach, the complete piano music of the Second Viennese School, and a wealth of contemporary compositions. Her main research interests—existential phenomenology, twentieth century poetics, performative theory—gather themselves intensively around Rudolf Steiner's philosophy and teaching, which inform all of Danae Killian's work. Likewise, Danae Killian's creative partnership with Gotthard Killian, in cello-piano duo particularly, is a central inspiration to all her endeavours.
Gotthard Killian, holds a Bachelor of Arts in Cello and Flute and is a teacher and performer. He conducts choirs, and composes, and for two years he was trained in Eurythmy at the Goetheanum in Dornach. Gotthard worked as a musician at the Goetheanum from 1985 – 2003, and followed a world wide concert activity. Touring with Eurythmy and Drama perfomances in Europe and North America. Since 1999 he is married with Danae Killian. 1995 – 2000 working with music therapy for Children with special needs at Kinderheim and Special School “Sonnenhof” in Arlesheim. Immigration to Australia. Since 2006 he is consulting schools about the music curriculum. Music teacher in Victorian Rudolf Steiner Schools.
Ben Cherry with an MA in Law, a 1st MB in Science and a Diploma of Education, has been active in Waldorf education for 35 years, mainly as a class teacher and high school teacher in a school which he co-founded in Australia in 1983. He has traveled extensively and has visited or given courses in schools in Europe, North America, Asia, Africa and the Pacific. For the past fourteen years, he has been increasingly involved with teacher training and mentoring in a wide diversity of cultures in Eastern Asia and now devotes most of his time to the expanding Waldorf movement in Mainland China and Taiwan, with which he has been involved since it began. He has been the coordinator of the China Waldorf Forum since its inception a year and a half ago, a network which monitors quality in the schools and helps them work together.
Thomas Ludescher, Waldorf Teacher Training 1966/67 with Diploma. Bothmer gymnastics training at the same time. Drama teacher training: Harkness Studio: 1970 to 1974. Eurythmy Training: Vienna 1974 to 1978 with Diploma. Class teacher Lorien Novalis 1971 to 1974 (classes 3 to 6). Eurythmy Teacher 1980 till now.
David Bowden, David is a teacher of phenomenological physics and projective geometry and has taught at Orana School for Rudolf Steiner Education in Canberra, the Mount Barker Waldorf School in Adelaide, and the Lorien Novalis School in Sydney. His original profession was in electronics and telecommunications. Currently he is a teacher and researcher of projective geometry and the new goethean physics with special interests in space and counterspace as it relates to the life forms and to mechanics - and of how the natural sciences can be transformed in a direction suitable for the spirit of the times.
Peter Patterson from New Zealand, long years of experience in music and mainlesson class teaching. He trained in Stuttgart/Germany some sixty years ago and has accumulated a wealth of experience.
Gotthard Killian, Listening, Singing, Playing, Curriculum and Practical Advice,
Ensemble, Improvisation.
Elisabeth Swisher, Listening, Singing, Playing, Curriculum and Practical Advice,
Ensemble, Improvisation.
Peter Patterson, Listening, Singing, Playing, Curriculum and Practical Advice,
Ensemble, Improvisation.
Tina Etterich, Listening, Singing, Playing, Curriculum and Practical Advice,
Ensemble, Improvisation.
Danae Killian-O'Callaghan, "How to be receptive of music inside our souls ourselves
and turning music into a creative performance, as adult, as a child". -- Piano, Ensemble.
Ben Cherry, "The Child's Development from 7 - 14", Study of Man.
Thomas Ludescher, Eurythmy.
David Bowden, "Music as Arithmetic of the Soul, Mathematics as Music of the Mind".
Where:
Shenzhen Baoan, Little Pine Tree School
When:
Weekends Friday 7 – 9.30pm and Saturday 9 – 5pm, and for only 2 times (May 25-27 and November 2-4) extension until Sunday morning until lunch time for extra programs and performances.
2012: March 9-10, 30-31, April 27-28, May 25-27, June 1-2, 15-16, 22-23, July 6-7, 13-14, Aug 31 – Sept 1, September 7-8, 21-22, October 12-13, 19-20, November 2-4, [Reserve date as an option 9-10]
In 2013 we might change to more block teaching of one week or two week blocks.
Participants include:
- Individuals who have an interest in becoming Waldorf Music Teacher,
- Waldorf Class-room teacher, who are looking for possessing music skills for their classroom activities.
- Early Childhood Teachers in Waldorf Kindergarten, who want to be able to sing with their Kindergarten groups
- Instrumental Music Teachers, who want to learn about the Waldorf background in teaching children.
- Public School-teachers and Trained Musicians who want to be able to teach Music in Waldorf Schools
- Parents who are looking for ways how to support their children in the music activities of the Waldorfschool.
The Subjects offered: (most of them are given regularly each weekend.)
SINGING
- Choir-Conducting and Classroom singing for various ages.
- Solo singing, Voice care.
- Collecting of Chinese and Eastern Songs, English, German Waldorf songs.
RECORDER: Recorder classes: recorder with five note scale, seven note scale.
ENSEMBLE: Playing in Instrumental ensemble.
ORIGIN OF MUSIC:
- The basic musical forces in words, harmonies and movements in Plato's Republic and in Goethe's musical Theory: The 'Tontabelle. Organic-subjective: Singing, Mechanical-Mixed : Instrumental play, Mathematical-Objective. Lawful and physical: Pitch as a product of Space and Time.
- Understanding of Music reading and writing and introduction of Sol Fa Method (Do Re Mi)
CREATIVITY
- Improvisation. Musical forces in general and in particular.
- Composition. What is needed for the class room teacher. Class plays.
- Music History and musician's biographies.
- Songwriting.
- Contemporary music styles and their equivalent in the souls configuration. (The media and the contemporary music.)
RHYTHMICAL ACTIVITIES and MUSICAL CIRCLES: Conducting rhythmical games and dances for Morning circles.
OVERVIEW
CURRICULUM and METHOD
- Curriculum Studies for the eight years of Grade School in Waldorf School, (and how is the Music Curriculum incorporated in the entire Waldorf curriculum).
- Music in the development of Waldorf education since 1919 according to indications of Rudolf Steiner given for the Stuttgart Freie Waldorfschule Uhlandshoehe and other schools. And according to teaching experience of music Waldorf teachers over the last 88 years.
EURYTHMY: Eurythmy and Eastern movement studies.
Literature about the WALDORF AND ANTHROPOSOPHY BACKGROUND to be disseminated and recommended to the students as reference.
- Reinhild Brass: Hoerwege entdecken. For those reading German. I will refer to this to make acquaintance with this method. Rudolf Steiner: Theosophy. Rudolf Steiner: The Education of the Child, Rudolf Steiner: East West Polarities (1922). Rudolf Steiner: Study of Man Rudolf Steiner: Anthroposophy - the human being - a symphony of the higher worlds.
________________________________________________________________________________________________________
General Observations and aims for the Waldorf Music Training.
1. Music, a core faculty within Waldorf Education, accompanies the developing child through its entire time of grade school and beyond.
2. Music forms - together with the awareness for the lawful beauty in Eurythmy – a base for all the years especially of the eight years of the grade school, but also beyond, to shape the personality thus supporting the creative and individual ways to face the world and to give a voice to when the child grows up and finds responsibility for himslef.
3. Music activities in Waldorf Schools comprise (from the early classes) Listening, Singing, Playing the five-tone-, and then later the seven-tone-recorder, sometimes the class plays kinderlyres in smaller groups.
4. Then in various ways per each school there is the the choosing of a group instrument (such as violin, viola or cello).
5. Then there comes the choice of an individual instrument (such as a Chinese or a Western bowed or plucked string instrument, wind instrument, and so forth). This often is chosen in regard to the temperament of the child, to find the equivalent instrument there.
6. Further more, the learning of instruments enables the students to learn within groups and to have ensembles, thus learning to listening to others while focusing on one's own activities.
7. The same applies for singing with the class, the student learns in the course of time by simple imitation, by listening and repeating, by memorizing and by singing in parts, in rehearsals in the classroom as well as in regular performances within the school life.
8. Musical activities go through all grades, often accompanying the other subjects but enriching the soul life through out, both for the individual student as well as the group life of the class.
9. Music lets develop the children a sense of togetherness, and social harmony.
10. Music in all its forms trains the senses, the mind and the soul life in every way possible.
11. Thus music contributes to numeracy and literacy to offer a broad approach of learning, especially in the lower grades, without pushing the children's confidence too much.
12. The teacher who can direct the feelings of students in a musical way, thus guiding the soul development, can be assured to find ways to be in touch with the inner questions of the children.
_____________________________________________________________________________________________
- Teaching language will be in English and translation will be given in Mandarin.
- Each student will be seen individually as per what his desired outcome for this training will be.
- Individual tutoring should be arranged for the individual instrumental skills outside of the scheduled class times.
- The training will lead to musical teaching of classes and ensembles, and an understanding of the core value of music for the Waldorf curriculum.
- The length of the training to become Waldorf Music Teacher is projected to two years, and depends on the individual skills of the student.
- A certification will describe the individual skills as presented to the teachers after absolving of the training.
- A Waldorf Teacher graduation of one of the known Teacher Trainings is required for this certificate.
__________________________________________________________________________________________
The time of the training for the Music Training consists out of 30 weekend of two (or for two times of three days) within two years time.
There are tasks for the homework to do, which are part of the training, they will be assessed as part of the portfolio of the student.
There is an artistic performance at the end of each training block where students will be peforming in singing, recorder and on their individual instruments, either in groups, or individual or both, or conducting, and teaching demonstrations.
________________________________________________________________________________________________________
Elisabeth Swisher was born in Austria, was a Waldorf student in Stuttgart, Germany, studied music at the University of Vienna and did her Waldorf teacher training in Stuttgart. She taught music for all grades and teacher training at the Vienna and the Chicago Waldorf School as well as summer courses in different parts of the US. After a sabbatical in China she opened her own Waldorf EC program in Chicago in 2003. Since 2007 she teaches at the new Waldorf teacher training and kindergarten training courses in Chengdu and other cities in China and did mentoring for Waldorf Kindergarten teachers in several cities in China as well. She teaches music at the teacher training in Chicago since 1994.
Tina Etterich was born in Germany, she took her Masters in Literature and Linguistics. She taught for 19 years in two Waldorf schools (French, music, class teacher), then continued University studies in Educational Sciences for 2 years in Zürich. Martina builds instruments for improvisation from iron and wood. She gives anthroprosophical singing therapy, and learned Indian dhrupad singing style. In China Martina teaches music in the Teacher training in Chengdu and is is helping with doing supervision in several schools.
Dr Danae Killian (Melbourne) is a concert pianist and literary researcher. Her PhD elaborated on Virginia Woolf's novel The Waves and its language's musically dense weaving, opening a contemporary door to an experience of what the ancients called the harmony of the spheres. – During her career Danae has collaborated frequently with eurythmists, out of which experience Danae Killian has developed a Light-Breath Pianism, with the aim of overcoming the potential mechanical pitfalls of pianistic touch and technique. – Danae Killian's pianistic repertoire encompasses major polyphonic cycles by J S Bach, the complete piano music of the Second Viennese School, and a wealth of contemporary compositions. Her main research interests—existential phenomenology, twentieth century poetics, performative theory—gather themselves intensively around Rudolf Steiner's philosophy and teaching, which inform all of Danae Killian's work. Likewise, Danae Killian's creative partnership with Gotthard Killian, in cello-piano duo particularly, is a central inspiration to all her endeavours.
Gotthard Killian, holds a Bachelor of Arts in Cello and Flute and is a teacher and performer. He conducts choirs, and composes, and for two years he was trained in Eurythmy at the Goetheanum in Dornach. Gotthard worked as a musician at the Goetheanum from 1985 – 2003, and followed a world wide concert activity. Touring with Eurythmy and Drama perfomances in Europe and North America. Since 1999 he is married with Danae Killian. 1995 – 2000 working with music therapy for Children with special needs at Kinderheim and Special School “Sonnenhof” in Arlesheim. Immigration to Australia. Since 2006 he is consulting schools about the music curriculum. Music teacher in Victorian Rudolf Steiner Schools.
Ben Cherry with an MA in Law, a 1st MB in Science and a Diploma of Education, has been active in Waldorf education for 35 years, mainly as a class teacher and high school teacher in a school which he co-founded in Australia in 1983. He has traveled extensively and has visited or given courses in schools in Europe, North America, Asia, Africa and the Pacific. For the past fourteen years, he has been increasingly involved with teacher training and mentoring in a wide diversity of cultures in Eastern Asia and now devotes most of his time to the expanding Waldorf movement in Mainland China and Taiwan, with which he has been involved since it began. He has been the coordinator of the China Waldorf Forum since its inception a year and a half ago, a network which monitors quality in the schools and helps them work together.
Thomas Ludescher, Waldorf Teacher Training 1966/67 with Diploma. Bothmer gymnastics training at the same time. Drama teacher training: Harkness Studio: 1970 to 1974. Eurythmy Training: Vienna 1974 to 1978 with Diploma. Class teacher Lorien Novalis 1971 to 1974 (classes 3 to 6). Eurythmy Teacher 1980 till now.
David Bowden, David is a teacher of phenomenological physics and projective geometry and has taught at Orana School for Rudolf Steiner Education in Canberra, the Mount Barker Waldorf School in Adelaide, and the Lorien Novalis School in Sydney. His original profession was in electronics and telecommunications. Currently he is a teacher and researcher of projective geometry and the new goethean physics with special interests in space and counterspace as it relates to the life forms and to mechanics - and of how the natural sciences can be transformed in a direction suitable for the spirit of the times.
Peter Patterson from New Zealand, long years of experience in music and mainlesson class teaching. He trained in Stuttgart/Germany some sixty years ago and has accumulated a wealth of experience.