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We welcome you to view the recordings of their presentations:

Bevin Dean: What makes a good director?

Mackenzie Martin, What makes something art?

Wren Van Deusen: What is it like to transform an experience of written media through visual aids?

Congratulations, Bevin, Mackenzie, and Wren, on your accomplishments!

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Watch our students’ presentations here, and learn a little about their topics below:

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The class began by making a bending form鈥攎easuring, sawing, nailing, and screwing together 11 bending forms that can be used as the foundation for students in the years to come. This is a challenging process and there is an expected amount of failure as the rigid wood often splits as it is being bent. The bending of the wood takes place in a short two minutes after soaking for days and steaming in a box for an hour at temperatures upwards of 180 degrees Fahrenheit.

The amount of effort leading up to the moment that the wood is bent is where the real work happens. On Thursday we made our first attempt at bending the ash wood. We experienced many frustrating setbacks, including failed forms, nails coming loose, and splits in the grain of the wood. After regrouping and learning from our setbacks, we reinforced our forms, re-steamed our wood, and took another stab at bending our forms.

Success! After learning from our mistakes our second try was a huge success. Everyone came together, worked as a team, and persevered through challenges to successfully bend the once rigid material into a graceful, functional snowshoe frame. This was an exciting and rewarding moment for the high school students and Mr. Palmer!

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What I loved about this game is how clear it was that we needed everyone to be fully engaged, connected with one another, and to perform their role to their best ability. With a missing key player, we had chances for others to step into new roles and this happened beautifully.

If you saw the game you also might have been able to observe the contrast between the first and second half. The effort was consistent throughout the game, but in the second half we began to handle their defensive pressure differently–passing the ball more, and moving it from side to side. Although HCS played hard and tough, we did not lose our composure, and we kept our game plan. Most importantly, we played in a way that demonstrated the trust we have in each other. Trust is a very important aspect of any good team and a wonderful thing to be a part of. It is such a pleasure coaching this team!

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The students in grade eleven were introduced to acrylic paints to continue developing the painting skills they cultivated last year in the watercolor block. Acrylic paint offers the opportunity to work both with transparency and opacity.听Working from their own photographs the students used familiar visual information as a starting point. There was听a strong focus on class discussion and critiques while the students were developing their projects. The critiques allowed the student to see the elements in each painting more clearly, and utilize a developing discernment as they decided how to proceed with their painting.

During the Fine Arts Advanced Studio Elective, the seniors focused on their own independent projects. The students were responsible for the direction of their work throughout the course of the class. Self-motivation was critical for this block. Students used a range of materials and referenced various sources for visual information. They were expected to be familiar with artistic vocabulary.

Featured above: Funky Frames by Bevin Dean, Grade 12, Acrylic/Mixed Media

Speedster by Jonas Natvig, Grade 11, Acrylic on Canvas

Road Home by Sadie Therrin, Grade 11, Acrylic on Canvas

Union Park by Mackenzie Martin, Grade 12, Acrylic on Canvas

Cognitive by Wren Van Deusen, Grade 12, Mixed Media

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This week-long trip is the definition of immersive learning. Studying Zoology in the tide pools of Hermit Island with a group of students who were deeply engaged and excited for the opportunity to learn was an incredible experience. To observe the sea creatures, the students bring them into the lab in the seawater where they were found, and they are never more than 100 feet from the environment they are studying.

Thank you to chaperone Jen Zahorchak for the photography.

“It’s an incredible science opportunity because where better can you study zoology than in a tide pool? You’ll never have the opportunity to see the creatures in their native habitats like this. This is immersive. It shows how unique and interesting these animals are. My favorite part was the free time we had with other Waldorf students. They just get it. They kind of have the same core principles, core vibe, so it’s easier to make friends and socialize and reach out because you’re all speaking the same language.” – Nick Coughlin ’20

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In grades one to eight, each class produces a play. The plays are carefully chosen to align with the subject matter of their curriculum, and also to address social dynamics in the class as well. Our former teacher Colleen Culhane reflects on her many years of experience producing plays for first through eighth grades, to give a window into the depth of experience the dramatic arts can offer:听

Working with our curriculum through theater arts gives students a unique opportunity to ‘live into’ the material, practice the art of acting, build confidence to perform and speak in front of an audience, and to see their classmates in a new way. Teachers carefully select plays that matche the dynamic of the group of students鈥攊t’s not always an easy choice!

Then comes the casting. There is often a reason for giving a certain child a certain part. Sometimes it is obvious, but other times, the reason becomes clear later, after reflecting on the experience and observing what developed through production. I often have a feeling, which stems from my close relationship with the students as individuals, and the class as a whole. In my choices, I also must consider the course of the eight-year cycle. I want all students to have experiences of being up front sometimes, and also taking more supportive roles other times.

Interestingly, with every play, there is almost always at least one child who experiences a feeling of disappointment at first. Sometimes that is actually part of an important learning experience for a child. Often times that disappointment dissipates and transforms after moving through the process, and the child ends up feeling grateful and proud of his or her contribution to the group effort.

Through the years the students learn the craft of theater. They learn how to act, manage costumes, set, props, music, choreography and anything else that is incorporated into a play. I like the students to be as independent as possible so that they really feel that they have accomplished something together. In our eighth grade play last year one particular student took up the choreography, set design, costume design, and programs almost completely on her own. Working with her was like working with a partner – she was that capable. She had built up the skills, capacities, confidence, and enthusiasm to take on the work and do it well.

On many occasions, I have witnessed a transformation occur in a child through the experience of working on a class play. Sometimes it is in building strength and confidence, but other times it is more mysterious鈥攁s if a cathartic experience has allowed him or her to pass through an important stage of development, or overcome a challenge or blockage. Classes always feel more bonded and appreciative of one another after completing a class play.

Another wonderful outcome that I like to highlight for the students is how our performances are essentially a gift to the audience. The work we do brings joy to others. Bringing attention to the service aspect of performance helps lessen the pressure of self-consciousness.

It has been a pleasure and a privilege to shepherd children through this experience so many times. With each play, I have come away with an overwhelming feeling of pride for what these young ones can do.

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