Subject classes generally support and enrich the theme of the Main Lesson block and in
their own right develop various other capacities. There are four subject classes each
day, variously taught by specialty teachers and class teachers in the time after morning
Main lesson.
● Games & Movement- “The villagers from the land of fire must meet with the
villagers from the land of water, but blocking their road are the fearsome ice
giants….” Providing this brief imagination is all that is needed for students to
begin playing this cooperative game. It is not surprising that the children will then
harmoniously engage in trying to overcome the ice giant. It is quite an edifying
experience in human psychology to alternately introduce the same game as a
series of explanations, consequences and rules. The result, of course, will be
arguing and conflict. By circumventing these issues, and instead immersing the
children completely in the game, the teacher is more able to guide the students in
their bodily development and spacial awareness, nurture them through social
conflict, and create a protected space for imaginative play.
● Painting- “Fearsome red angrily stormed across the field, while blue cowered and
hid…”
Typical feelings associated with these colors are revealed in their actions. The
children hear this, and experience it in the movement of hue. They internalize it,
and a moral lesson is learned without ever having been moralized to. Over time,
this education exposes students to elements that in later years will become
principles of design and other aesthetic sensibilities, as well us understanding of
scientific truths relating to light and color.
● Modeling- beeswax, plasticine, sand, clay, and paper– are used to experience
form in three-dimensional space. Through regular practice, children internalize the fluidity and changeability of the media. This experience of adaptability is
something that our teachers strive to impart in the students such that it eventually
permeates their thinking. The result is truly creative thinking and problem solving.
Upon attaining conceptual thought in early puberty, having gained skill over these
media will result in a deep understanding of abstract ideas regarding space.
● Mandarin and German- Two vastly different languages, German and Mandarin,
will be taught at Rose Rock for a total of four hours of foreign language class
each week. The methods used for the first through third grade focus on memorizing and reciting poems, singing, games, acting out scenes, dialogues,
stories, and more. The children experience the whole language in this way, as
well as its cultural attributes. By the end of third grade, the students will have an
extensive repertoire of memorized material. This material is then drawn upon
starting in fourth grade to work on literacy, and to move towards a more concrete
understanding of the language. The result of these classes is beyond the
academic in how it exposes the children to other cultures and perspectives.
● Music- Class teachers lead music activities such as singing and playing the
recorder to support Main Lesson topics and seasonal changes. Dedicated time is
also given during one subject period each week to develop a sense for the
various aspects of music, while respecting the developmental capacities for
students. This builds the foundation to begin reading music and transitioning
gradually towards formal music studies in the third grade.
● Handwork- Twice a week students work on creating handmade projects.
Cultivating skills such as knitting, crocheting, cross stitching, sewing, and felting
have many benefits. Fine motor coordination, attention to detail, hand-eye
coordination, etc. are supported in a dedicated and longterm fashion, all while
attending to something of quality and beauty. Additionally, children develop a
sense for what it means to work on a long-term project with commitment, and the
sense of pride that comes with its completion is experienced and shared with the
parents and the community.
● Form drawing- Once or twice a week class teachers lead the children in
intentional bodily movements that are then translated into drawing the lines of
that movement. This class is unique to Waldorf education. Ongoing practice in
this way nurtures hand-eye coordination, and a sense of balance, fairness, and
beauty. Age appropriate judgement is thus nurtured, and this has a moderating
effect on the intensity of judgement that tends to arise at puberty.
● Orchestra, woodworking, and gardening are additional subjects that are added to
the weekly rhythm of subjects taught at the time when the students reach the
appropriate age.