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Ringwood Waldorf School

A Centre for Steiner Education

Summer Term 2010

Celebrating the first year of our Upper School

A Centre for Steiner Education

Summer Term 2010

Ringwood Waldorf School

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Contents 1 Front Cover: The Sphinx by

Mhairi Gayer with border by Anna Eperjessy, Class 9

2 - 3 Editorial and Contents, College News

4 - 5 Celebrating the Elm Tree

6 - 7 Practical Activities in Class 3

8 Projective Geometry in Class 10

9 - 11 History of Art in Class 9

11 - 13 From the Sublime to the Ridiculous

14 - 15 Biology in Class 10

16 School trips for Classes 9 & 10 and Main Studies of this year

17 - 18 Sculpture Workshop in Class 10

19 - 22 News and Reviews

23 Warm Welcome Coming events Looking forward

24 - 25 Office Notes

26 -27 Advertisements

28 Back Cover: Title Page by Ralph Parks & Greek Sculpture by Angus Urry

The term ‘Main Lesson’ refers to a morning study block of three to four weeks, in which all the main subjects are taught.

Editorial Dear Parents and Friends, In this edition we celebrate the first year of our new Upper School! As you will see, we have devoted most of the magazine to showing work from our new Classes 9 and 10, to share with you the very high standard of work achieved by the students at this age, as well as the depth into a subject that a 3-week Main Lesson study block can go. Teachers and students have had difficulties to contend with such as their classrooms being converted workshop spaces with no lobbies and few windows. We can also report that the students, having got over the initial shock of the amount of work demanded, settled down and have been happy and industrious. Choosing items for our News and Reviews section becomes more and more difficult as there is now so much going on in the school, but the Elm Tree Planting, the wonderful Activities in Class 3, Class 8's presentation of 'The Diary of Anne Frank', and the growing parent activity in community and fund raising events that surround the classroom work which is outstanding. To balance this, College News describes what issues teachers, other staff and Council members have been engaged in so that altogether you can get a picture of the lively and creative hub of activity our school is. Wishing you all a wonderfully warm and restful summer, Christine Polyblank for the Editorial Team

Class 1 ages 6-7

Class 2 ages 7-8

Class 3 ages 8-9

Class 4 ages 9-10

Class 5 ages 10-11

Class 6 ages 11-12

Class 7 ages 12-13

Class 8 ages 13-14

Class 9 ages 14-15

Class 10 ages 15-16

Lily and Michael make a new friend

The King, Queen and Fairies from Class 8's Eurythmy Play "Sleeping Beauty"

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College News Julian Coxon-Aristizabal: Chair of College Maggie Coello: Administrator

The school is now nearing the end of the

academic year and this month finds us looking back on another busy year and

forwards to the next year. Numbers remain high throughout the school with

only a few places available in most classes. Parents from other Waldorf

schools are noticing that we now have an Upper School and they are

beginning to enquire about spaces and we hope to see this continuing as the

Upper School establishes itself. We will soon see our first group of Class 10 students move on to further education. Brockenhurst College has again welcomed our students on the basis of their portfolios and interviews and their past experience of the students from the Aquila Project. We look forward to hearing how they will get on, in future magazines. It has been quite a year for the Upper School and, as with all new ventures, much has been learned which will be incorporated into the curriculum, timetable and staffing planning for next year so that year on year we can build on the excellence of the Upper School. The school has benefited greatly this year from the work of the Community Group and Keir and Christine Polyblank, who have all worked tirelessly in producing plans, fund-raising brochures and lots of ideas for the extension of the workshop block into a purpose-built suite of classrooms, science lab, art room, library, music room and craft workshops. The fund-raising initiative was launched at our May Festival with an opening balance of £19,749. This would not have been possible without all the work of all our wonderful parents and friends and college are so grateful for all their efforts. College, and particularly our administrator, has also benefited greatly from the work of Keir Polyblank, as chair of Council, who, in addition to working on the building plans in preparation for the submission to the planning department, has also pulled together all the existing policies into a readily accessible form which will support and facilitate the production of a new staff handbook; as well as the policy review process which was initiated in council and college this year; and our ongoing preparation for our next SIS (Ofsted) inspection.

This year has again seen our teachers attending a number of Steiner Waldorf courses or conferences as part of their continued professional development: Waldorf Upper School and Early Years training, the Kindergarten Conference held at the school, Story-telling, Early Years Child Development, Language Teachers conference and Class Teacher Preparation for the next Class Conferences. We look forward to hosting the Class One Teacher Preparation Weekend in August. We have also had the benefit of our regular annual process of appraisal for the teachers of Classes 2, 4 and 7 and had a number of advisors, available through the Steiner Waldorf Schools Fellowship, to support and advise various teachers. In the course of the year college have considered a numbers of issues: language teaching in Waldorf education, report writing, technology in school, trips and their pedagogical purpose. We have received acceptance from the Qualifications and Curriculum Development Agency of our request for modification to and exemptions from those Early Years Goals in the Early Years Foundation Stage which do not support the established principles regarding young children’s learning and development which govern our practice in respect of literacy, numeracy and use of IT equipment in the early years. We have also been granted permission by the DCSF to extend our pupil numbers to accommodate children up to class 12. Finally we have continued to work together within the Sheiling Trust. The Upper School has shared the Green Woodworking Outdoors Workshop with the Sheiling School Seniors to the benefit of all. The Sheiling School pupils have enjoyed gym and games in Keir Hall and our students have enjoyed using the Sheiling School climbing wall and gym facilities. We look forward to a shared venture with archery next year. We have also been able to work together in the provision of therapies. Sturts Farm has continued to welcome our Class 3 pupils for farming and our Upper School pupils for woodland management. We have shared the field and Eco-garden with the Lantern and the children have enjoyed gardening in the Lantern garden and the little ones have walked through the Eco-garden and Sticklebirch. We have all enjoyed the Lantern Café and the welcome given to all our prospective parents each Introductory Morning. We continue to look at how we can all work together in a mutually supportive way, which will bring benefit to all.

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Celebrating the Elm Tree Notes based on a school assembly led by Marcus Johnson, slightly extended. The elm, a tall, fast-growing tree which can grow up to 45 metres tall, has always been very close to the heart of the English people, being experienced as a real and dependable `friend'. "There was not in the whole countryside another tree which could compare with him”, wrote Mary Freeman. He was matchless. Never a stranger passed the elm but stopped, and stared, and said or thought something about it. Even dull rustics looked, and had a momentary lapse from vacuity. The tree was compelling. He insisted upon recognition of his beauty and grace. Let one try to pass him unheeding and sunken in contemplation of his own little affairs, and lo! He would force himself out of the landscape, not only upon the eyes, but the very soul..." One of England's best-loved artists, John Constable, is famous for his paintings of the English landscape and nearly all of them have an elm tree somewhere (see ‘The Hay Wain’). The English landscape used to be filled with elm trees - up to 1000 per sq. km. in places. While the wood is resistant to rot, and was used for troughs, fenceposts, and even water pipes, the leaves rot particularly quickly, making elms trees very popular in cities, where people do not want piles of rotting leaf mulch covering roads and pavements on which they might slip and fall and land with their legs in the air! And another thing - the wood burns well, and is resistant to splitting, making it useful for heavy duty purposes such as the making of cart wheels. The elm is sometimes called the tree of Mercury, the winged and agile messenger, whose task it was to mediate between Gods and men. The Greeks called him Hermes, and honoured in him as the patron of physicians, merchants and thieves - and indeed of all human activities which demand quick and mobile intelligence. The doctor must have great mobility in his thinking to assess the individuality of each

person’s ailment and must never tire in the quest for new means of healing. The thief needs the nimblest of minds to meet each new and unforeseen turn of events with lightening speed! The metal of Mercury is quicksilver, a sensitive and volatile substance. In the elm, the leaves are extraordinarily variable in size and shape - more so than in any other of our native trees. It is a vigorous tree and there is exceptionally fast growth in elm saplings, with a tendency to sprout fresh shoots from runners. And then the seeds are winged, and we see that the God Mercury is often shown with winged sandals. In the 1960's and 1970's a great tragedy struck: ‘Dutch elm disease’ arrived on our shores and wiped out virtually the entire population of elm trees in England. It came in the form of a fungus carried on the body of a little beetle which loved elm trees. It was also spread by root contact and was even carried from sick tree to healthy tree by the use of unclean saws. The resulting sense of loss in the people of England ran deep and their frustration was great.

Oh, to be in England - wrote Robert BrowningNow that April's there,

And whoever wakes in England Sees, some morning, unaware,

That the lowest boughs and the brushwood sheaf Round the elm-tree bole are in tiny leaf

Round the chaffinch sings on the orchard bough In England - now!

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Happily, some resistant trees in isolated pockets have survived. Cuttings from these have been taken and grown into saplings. Our school has been chosen to take part in The Great British Elm Experiment - to plant and care for a young sapling, taking its measurements twice a year over the next 20 years. Imagine how the people of England would feel if their `friend' returned! Let's take good care of our ‘baby’ and help the resistant elms to flourish and eventually spread all over the land again!

A ceremony took place on March 25th in the field by the school, for the planting of our

sapling. Classes gathered and, amidst much singing and reciting, the youngest and two

older children in the school set the young tree into the ground. In amongst the roots went

four small gnomes made in the Kindergartens (into whose tiny ears the little children had

whispered their messages for the long life and good health of the tree), as well as notes from

other pupils in the school on which were written their good wishes for the world..

Kjalt, Anna and Katie plant the Elm sapling

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Practical Activities in Class 3 Geli Patrick, Class Teacher

In Class 3 we try to involve the children in a good variety of practical activities. In this way we aim to nurture children at an age when they no longer feel themselves to be at one with the world. One of our aims is to strengthen their relationship with the natural environment. We are very grateful to Sturts Farm for giving us the opportunity to visit them weekly and being able to join in the work on many different farming tasks. We also thank Gitta (our handwork teacher) for helping us to work with wool in so many different ways. We washed and dyed the wool, carded it, spun it into threads, made a loom and then wove ourselves a beautiful little rug. Another of our aims is for the children to experience how much we can achieve when many different individuals work together with all their strength and skill.

This year, Class 3 was allowed to build a tree house in the Class 1, 2, 3 garden. We had an enormous amount of fun as well as working really hard. This project was only possible because so many Class 3 parents willingly and joyfully gave up their time to support the children in this effort. For over four weeks, there were several parents on hand EVERY MORNING to guide the children through the process of building the tree house. They taught them to use a spoke shave, plane and saw; they showed them how to make a template to cut the floorboards into the right shape around the tree trunks, they supervised them in measuring, sanding, drilling and hammering. The children were enthusiastic and hard-working, and before we knew it – the treehouse was up! May it stand strong against wind and weather and provide many years of safe fun at playtime for lots and lots of children! Thank you so much, Class 3 parents and children!

……and after

Before ,,,,,

The tree house with Class 3 looking a pleased as punch!

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……measuring ……spoke shaving

……sanding

……weaving ……carding

……sawing

……drilling

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Projective Geometry in Class 10 Main lesson taken by Roy Allen, Upper School Maths and Sciences

Projective geometry is not a study of geometry in the conventional sense - it is neither analytical nor quantitative, it is qualitative, and works with geometrical metamorphosis – the processes and relationships between geometrical entities where one form changes another without losing its identity.

Olive Whicher tells us that, “The important thing about [projective geometry] is the quality of its forms of thought”i. We are required to break free from the constraints and conditioning of Euclidean geometry and find new relationships to familiar geometric forms. Rethinking the ideas of point, line and plane, of parallelism and the infinite, leads to the discovery that projective geometry embraces all geometries and that the principles of Euclidean geometry exist as special cases of projective geometry forms. Euclidean geometry is but a single thread in the all embracing tapestry of projective geometry.

The Main Lesson explored the development of projective geometry and relationships between planes, lines and points. The principles of Duality was illustrated through the Theorems of Pappos and Desargues. Pascal’s and Brionchon’s Theorems were used to prove conic curves and to further develop the idea of duality. Ellipses were constructed from pentagons, pentagrams and triangles. Nets of hexagons, nets of quadrangles and sequences of perspective triangles were constructed to demonstrate transformation of form.

Sequence of Perspective Triangles by Alec Morley

Net of Hexagons by Julian Bright (2009)

Net of Hexagons by Kristjan Markoc (2009) A line-wise Ellipse from a Pentagram by Thomas Verrept

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History of Art from Egypt to Byzantium in Class 9with Art Teacher, Sandy Kennedy

In Class 9 the study of art – most importantly the history of art – is taken for the first time. In contrast to their studies of the inorganic worlds of physics and chemistry, the pupils can experience a world in which human beings are free to create their own order, and can experience real freedom. The development of art, from Ancient Egypt through Greece and Rome to Byzantium is studied as a reflection of the development of human consciousness during this period. Studying great art works, and actually trying out the different styles, can awaken joy in the experience of beauty. (Ed.)

What is Art? By Mhairi Gayer It is very hard to define what art really is. Art is a representation of the inside world (inside us) expressed in the outside world, or from the outside world expressed in an image. It can express the beliefs and religion of people through the ages and represent the Gods, messages and events such as battles. Art comes from the mind’s eye to an image, from the unseen to seen. It is a vehicle and takes us on a journey, showing us and frequently spearheading the development of mankind.

What is Art? From Angus Urry’s essay In our time and culture we unconsciously learn how to ‘read’ art as we grow up. We are constantly surrounded by images – brand names, propaganda and advice …We unconsciously read the symbols every day of our lives, and we know without thinking what they represent. The symbols with the greatest impact on our lives (apart from writing) are probably those with commercial interests at heart; the logo of the Coca-Cola Corporation is recognised internationally, probably better than any other symbol.

However, the symbols we know and understand are not recognised in other cultures – in Islam, for instance, it is a cardinal sin to depict God’s creation – when a Turkish Muslim man was shown a ‘realistic’ picture that he would easily recognize as a horse, he had no idea what it was, not having learnt to read the symbol we know to mean ‘horse’. The man said: ‘I cannot touch it, I cannot walk around it, I cannot ride it – It is not a horse’

From ‘Egyptian Art’ by Angus Urry The defining characteristic of Ancient Egyptian Art is the lack of perspective; however, this does not mean that Egyptians saw the world flat, or did not understand human form. On the contrary, they had a profound understanding of living forms, especially those of animals. The events depicted in Ancient Egyptian art are very easy to read - the social status of individuals is indicated by physical size, and there are various stylized body positions which represent actions. The Ancient Egyptians had a method of keeping their stylized art consistent for almost 3,000 years.

Roman bust by Ralph Parks

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Ancient Greek Art by Katie Macleod The culture and art of Ancient Greece changed a lot from Egyptian times. The sculptures started to become more alive, free and full of movement. The Greeks idolized beauty and godliness in their sculptures. They learnt a lot from the Egyptians, one of the most important things being proportion, such as the Golden Ratio, which made the sculptures so beautiful to look at. There were three main stages - the Archaic period, when the sculptures were quite still and stiff, with not much outward expression. In a way they were quite Egyptian, and very grounded. There was the Classical period, when the sculptures started to look more conscious and realistic. At this time there were a lot of Olympic players sculpted in mid-movement, and they really captured the movement - and the Hellenic period when the art and sculptures had characters and personalities that shone out through the detail. They were full of expression and movement. With life and dignity, it was the height of beauty.

From Ralph Parks’ essay on Rome The Romans were very headstrong people and were extremely proud of who they were. The Romans were less in contact with the Gods, instead they looked up to the Caesar, who was a God among the people. The Romans took Greek symbolic art and made it decorative. They adopted the Greek style of sculpture, and a large amount of Roman sculptures were actually carved by Greek sculptors. Many sculptures …..were of the head, because the head was the most important part: they were known by their face. The busts were so accurate and included every last detail…warts and all.

The Parthenon Temple of Athene, Goddess of Wisdom, shows the Ancient Greeks’ ways of life. It is like a pyramid lifted by pillars, creating an inner space. Space to think, for airy light-filled movement, free standing and beautiful. The Greeks were exploring the ability to think for themselves. The elegant, fluted pillars connected and balanced, allowing the thoughts to rise up. They used the temples as a place to connect with the Gods. The Greeks idealized beauty in their art, it was free, full of movement, aliveness and grace.

A Roman Bust by Ralph Parks A Roman Arch A Roman Mosaic by Sophie Baker

A Discus Thrower by Leah Gayer

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Byzantium by Leah Gayer In 330 AD the Roman Capital moved to old Byzantium in the east and became the new Christian capital. The next 500 years was a time of peace and prosperity and is known as the Golden Age. Art flourished as Christianity spread across the Mediterranean and beautiful decorated churches based on the Basilica and Pantheon were built. Inside the Greek Hellenistic style of art continued in beautiful mosaics and frescoes. In 770 Emperor Leo lll interpreted in the bible that man should not worship false idols and he set about destroying pre-Christian art and wanted to ban the use of art in the church. However, here Pope Gregory intervened; he said that religious art was needed for teaching the population...(They) came to an agreement that from then on there would only be Christian-related art in the church but of a restricted subject and style with no personal interpretation. This changed art, and mosaics of the life of Christ and icons became the main art form.

From the Sublime to the Ridiculous

Poetry in Class 10 with English Teacher Nancy Urry The theme of this main lesson was the study of the craft of poetry: its various meters and rhyme schemes and devices such as alliteration, personification, metaphor and synesthaesia, together with a look at many different poetic forms, such as ballads, sonnets, haiku and sestina. Poetry is not an embroidery of life to be enjoyed by the few; it is a human faculty with the power to stimulate creativity and imagination, and to evoke strong emotions; through both reading and writing poetry we are able to gain a better understanding of the creative power of the word and of what it is to be human. On the following pages are a small selection of some of the many beautiful, imaginative, moving and amusing poems created by the students of Class 10 during three weeks in May.

By Leah Gayer A Byzantine Icon by Ralph Parks

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Metaphor Metaphors identify one object or idea with another, in more aspects than one. The meaning of a poem frequently depends on the success of a metaphor. Like a simile, a metaphor expands the sense and clarifies the meaning of something. English Renaissance poetry is characterized by metaphors that turn into elaborate conceits, or extended metaphors. Contemporary poets tend to be more economical with their metaphors, but they still use them as one of the chief elements that distinguishes poetry from less lofty forms of communication. Extended Metaphor The children in the playground; a noisy swarm of wasps; the younger they are, the sharper their sting. Forever attacking, but always changing direction. If you shut them out they swarm around your door. One day they will grow bored and fly away, but until that day we remain trapped inside. By Katie Mills-Taylor

Beyond this page lie some poems

They are enjoyed the best with tea

And some lemon biscuits do help

Please do make sure you sit nicely

Oh yes, and do sit down outdoors

Just let the sun caress your back

The bugs buzzing about the air

Prepare to take a brand new tack

Sail off, away from all you know

The eternal boat of the mind

Will take you from page to page

As the real life is left behind

by Tom Verrept

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Biology in

This was a new main lesson for me as a teacher and proved to be exciting and inspiring to, prepare and teach. We started by

looking at the scientific explanation of how life on Earth began and then moved on to the theory of Evolution via a biography of Charles

Darwin and the story of the voyage of the Beagle. The concept of evolution necessitated an understanding of cell structure, DNA,

genes and chromosomes and then, logically, the two types of cell division, mitosis and meiosis.

All this set us up nicely to look specifically and in detail at reproduction in humans from puberty and the production of gametes to fertilization, implantation, foetal development, pregnancy and birth. The main lesson was supported by visits from Cathy Hudson in her expert midwifery role and wee Alfie Smith in his newish baby role. Overall it was an enjoyable three weeks which generated lots of lively and interesting discussions in the class and a good deal of superb written work and diagrams as evidenced by the examples below. I look forward to teaching it again.

Passages from Rosie Frost’s essay on Charles Darwin - his Voyage and his Theory Very soon after they had arrived in South America, Darwin saw things in the Natural World there that planted many questions in his mind. He was amazed at how many beetle species he saw in one small area, and began to wonder how many species there might be in the world and why there would be so many. He saw bones of extinct creatures and asked how and why an animal (or plant) would cease to exist. And he saw ‘natives’ in Tierra del Fuego, and was shocked at how people could be so wild, uncivilized and different from him and the people he knew. But it was on the Galapagos islands in September 1835, that he began to formulate the theory that would answer those questions. Whilst travelling on the islands, he noticed species and breeds of animal that he had seen on the South American mainland, but on the Galapagos they had small but advantageous differences. For example, on the mainland, a breed of tortoise had a flat shell around its short neck, but on the Galapagos, there was a breed that had shells with a hump over its longer neck....He saw cormorants, the same as the South American ones, but on the islands, where they had no predators, they were flightless. Making these observations, Darwin began to suspect that species weren’t fixed.

Darwin as a young man by Jasmine Newsome-Stone Cactus Finches from the Galapagos as seen by Charles Darwin drawn by Che Mitchell

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Class 10 with Andy Smith

Fertilization of the egg by Tom Verrept Fertilization by Maddie Gorrel

Embryonic Development by Aidan Chitty A Baby at Full Term by Patrick McGrath

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School Trips for our new Classes 9 and 10

Class 9’s school trip takes the form of a 9-day geographical field trip to Wales. The students will visit Snowdonia to study mountains and glaciation, Pembrokeshire for the coast and Skomer Island, and Mid-Wales for river features and oak forests. This trip is about the natural environment: geography, geology, wildlife, habitats - and good walking! They will stay overnight in Youth Hostels.

Class 10’s trip takes the form of a 10-day wilderness experience, mountain trekking in the Basque Pyrenees. The students will be camping, carrying all they need on their own backs, cooking their own food and so on. All their usual comfort zones will be removed and they will have the experience of meeting their own boundaries. Naturally they will go by train, so that they will experience the landscapes through which they will travel, with consideration also for issues of carbon reduction. The trips are both led by Andy Smith who teaches Geography and Biology in the Upper School and whose passion for birds, wildlife and wild places has inspired his 15 years of tour guiding, inbetween his teaching, over the last 15 years, visiting over 40 countries on five continents.

Main Lesson studies & accompanying Workshops undertaken by Classes 9 & 10 this year Class 9 Main Lessons 1. Maths - Conic sections (with Roy Allen) 2. English – Narrative Literature (Nancy Urry) 3. Physics - Applications of heat (Roy) 4. Human Biology (Andy Smith) 5. Modern History I (Tony Andrews) 6. Geography/geomorphology (Andy) 7. Organic Chemistry (Roy) 8. History of Art (Sandy Kennedy) 9. Maths - Number Patterns (Roy) 10. History of Drama (Nancy) 11. Modern History II (Tony) 12. Geography - 1 week (Andy)

Class 9 Craft Workshops 1/2. Green woodwork/ workshop construction (Axel Keim, Tony, Roy) 3. Copper work (Roy, Tony) 4. Landwork (at Sturts Farm, Andy) 5/6 B/W drawing, Clay heads (Axel, Sandy) 7. Pit Forge/charcoal making/blacksmithing I - (Tony, Roy) 8. Mask making (Axel, Sandy) 9. Blacksmithing II (Tony) 10. Drama, Greek Tragedy (Nancy) 11 .Blacksmithing III (Tony) 12. Art - 1 week (Sandy

Class 10 Main Lessons 1. History of Art (Sandy) 2. Maths - Trigonometry (Roy) 3. Ancient History (Tony) 4. English - Myth to Literature (Nancy) 5. Climatology/Oceanography (Andy) 6. Embryology (Andy) 7. Physics - Mechanics (Roy) 8. Art of Poetry (Nancy) 9. Maths - projective Geometry (Roy) 10. Drama - Class 10 play (Nancy)

Class 10 Craft Workshops 1. Art/Painting (Sandy) 2. Surveying (Roy) 3/4. Art/Painting/Drawing (Sandy) 5. Woodland management (Sturts Farm, Andy) 6. Landwork (Farm, Andy) 7. Bridge building (Roy) 8/9. Sculpture/Carving (Axel/Sandy) 10. Drama - Class 10 play (Nancy)

Our Class 10 school leavers

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A Sculpture Workshop in Class 10 with Axel Keim, Crafts Teacher

This outdoor Workshop took place in Sticklebirch Wood. Using light and shadow and working with form, the task was always not what the students would chip away but what they would leave behind whilst carving 3-dimensional figures out of 2-dimensional thermal blocks.

The students began by making preliminary drawings: they modelled a sphere out of clay, then drew it. They made the sphere into a cube and drew that, then into a triangle, and drew that - so that while the volume was always the same, the students needed to note how the light fell in different ways on curved, angled or perpendicular forms, and to observe the lines where planes met. A ‘sculpture’ of wooden blocks were arranged, each block at a different angle so that they could see how much of one plane was visible in relation to another. When the students began work on their own designs they were very engaged, and some of the results you can see on the following pages.

Tom Verrept begins

Alec Morley at work

Axel Keim

Harley Rose-Strong Katie Macleod

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Alec Morley Jasmine Newsome-Stone

Tom Verrept Rosie Frost

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News and Reviews

Class 8 Play 'The Diary of Anne Frank' We were delighted to be present last Thursday evening, to see Class 8's performance of the Anne Frank play. Congratulations to (Class Teacher) Guus and all who took part in this production. The audience was captivated by both the calibre of acting and the depth of feeling. The set and costumes enhanced the whole atmosphere and both were very impressive. Great thought and perception had gone into the direction. I am sure it gave all the audience some idea of experiencing such a way of life, during such difficult times. Well done everyone! Parents Naomi and Harold Klug

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Launching our Appeal for the Upper School Development

Parents and teachers at Ringwood Waldorf School chose May Day

to launch a £350,000 fundraising appeal to build new classrooms for teenage

pupils. BBC South Today presenter and school parent Roger Finn was among the 250 well wishers who viewed the plans after a colourful morning of music, singing and Maypole dancing. The upper school fund has kicked off with an initial war chest of nearly £20,000 raised from events such as fayres, bazaars and variety shows.

The school is seeking planning permission to replace existing craft workshops with an eco-friendly, two-storey building of four classrooms, a science lab, a library and an art room. It would house children aged 14 to 18 whereas the school’s current provision ends at age 16.

Mr Finn said: “The school’s growth since it was started in a little cottage in 1974 is a magnificent achievement and now we are looking at the final push, a bold vision to take Steiner education from toddlerhood all the way through to age 18. We are asking for support, energy and goodwill.” Mr Finn was joined at the appeal launch by Christchurch MP Chris Chope and the Mayor of Ringwood, Councillor Christine Ford. Mr Chope said: “This is the only school of its kind in the area and this project would be a natural development for it, based on firm foundations.”

For more information on the Ringwood Waldorf School New Development Appeal, call 01425 472664 or visit www.ringwoodwaldorfschool.org.uk.

As our Launch appeared in the local press; words and photos by Louise Isaacs of Deep South Media

Pilgrims find Peace of Paradise

From 2nd to 6th June a group of 13 parents and teachers went on a pilgrimage to Iona, the Scottish island made famous by St Columba.

The 12 hour journey using car, plane, bus, ferry and feet was organised by parents Alexa Crook and Sam Doyle who made travel, accommodation and excursion arrangements. Alexa became “mum”, in charge of tickets and booking restaurants. We did our sheep bit, occasionally getting lost and distracted. For much of our stay, sea and sky mirrored the Mediterranean as we savoured a banquet of beauty. Guus* stimulated our appetites with his wonderful lectures and Sandi Weir provided a repertoire of Scottish folk songs. After checking into our guest house, The Finlay Ross, our first walk on Wednesday evening was to Monk’s Bay. No people; only cormorants and oyster-catchers. Here, Guus told of 9th century Viking raids during which 68 Monks were killed. Friday morning I was woken by corncrakes, birds endemic on Iona. Regarded by locals as the island’s equivalent of a cockerel; we never saw one (except Cindy, who saw one very early one morning). After singing in the nunnery came the 50 minute boat ride to Staffa, made famous by Mendelssohn.

For Friday’s island hike we took the same route as that used by the Iona community. We lunched at Columbus Bay, (St Columbus’ landing beach) past two lochs, primroses, heather, buttercups and orchids. Guus asked us to choose two pebbles. One we should throw into the sea to symbolise the burdens we would like to leave behind and the other we should keep to symbolise commitment to change in some aspect of our lives. We collected beautiful stones before arriving at the marble quarry – a geologist’s dream. Later on, the sun-set on west beach was made special by Bobo’s inspirational reciting of a verse by Steiner. On Saturday the abbey tour highlighted the striving for peace – from personal to world view. After finding The Duni, Iona’s highest hill, we took the much needed Waters of Everlasting Youth, and sought out the hermit’s cell. The evening featured a beach picnic with campfire, guitar, singing and dancing (choreographed by Olga). With Sunday came the return to the ugliness of the city.Our pilgrimage had ended but it had been the experience of a life time. Above all, my discovery of Iona underlined the need to strive for peace and calmness in daily life, something to be treasured and never taken for granted. Julie Wait, parent

*This trip was the highlight of a study group led by Guus Antonie, a class teacher who has run many courses for parents in the school on aspects of Steiner's Anthroposophy.

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BBC TV's ‘Spring’ & ‘Autumn Watch’ presenter Chris Packham’s illustrated talk ‘Never mind the Buzzards’ was a huge success. Using his own photographs, Chris shared his passion for nature and wildlife: plants & animals from around the world.

He talked about hearing & sight, colour, iridescence and camouflage, ‘imported’ wild-life, intelligence, the dangers of extinction, how orchids & lichens are polar opposites, the wonder of glow-worms & the marvel of the little swift which flies millions of miles, constantly following weather depressions to feed, how it may not land at all for 5 years, doing so only to find a mate, …and much more. His plea is that we encourage our children to roam outdoors to investigate their local habitats and that we are not tempted to lock them indoors for reasons of health and safety. Let them out now!

Picking up some animal projects on display in the foyer and done by our Class 4, Chris praised the quality of the work - the beauty, thoroughness, amount of material, presentation - and correctness! In fact he told Hannah Probyn-Duncan to keep working hard so that she could replace him when he grew old. He was funny, charming, exquisitely knowledgeable and when we left the hall some three hours later, he had won the hearts of young and old alike. What a treat!

Summer Fair SMOOTH OPERATORS AT SUMMER FAIR This pair of smooth operators had taste buds and fundraising flowing at the Ringwood Waldorf School Summer Fair, thanks to their chocolate fountain. The Fair’s many attractions, which included a fairy queen in an enchanted willow maze, boosted the school’s coffers by some £4,000 and attracted more than 1,000 people. There was also overnight camping for parents and pupils. “It was lovely to see so many visitors share our summer fun and sample the stalls, attractions and holistic therapies on offer,” said Vanessa Innes from the school’s community group. “Money aside, the summer fair is a great bonding time as each year the classes take on a new project - say running the restaurant or café -so there are new challenges for everyone involved.” Words and picture by Louise Isaacs, Deep South Media

Summer Term Sports Competition Results The season started with handball matches involving Classes 7 to 10, in which the children showed a lot of skill and enthusiasm. The overall winner was Class 9. However, a special mention goes to Class 7 who had a magnificent victory over Class 10. A very energetic hockey match between the younger classes 5 and 6, resulted in a win for Class 6 - 6:3

The annual end-of-year basketball match between pupils and adults resulted in a score of 35:34 to the pupils. However, in the return match, the adults triumphed with 58:25 – special thanks to old scholar Louie Kirkman.

Special thanks to our parent fundraisers for the new basketball back-boards!

Chris,the python and a group of fascinated children

BBC TV's 'Spring' & 'Autumn Watch'presenter Chris Packham's illustrated talk 'Never Mind the

Buzzards'was a huge success.

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Raising Funds for our new Upper School Ideas we can look forward to:

Mighty Chess Match! Our Gymnastic and Games teacher Bob Ijacic, who was a chess champion earlier in his career, offers to play up to 30 people simultaneously! He can even play blindfold if someone calls out the moves! This event will be held early in the Autumn Term, at the school, and those taking part can be children, parents, teachers or others within the Sheiling Trust Community. There will be charges for participants and also for onlookers. We are looking for 30 chess boards! - any ideas?

Celebrate Diwali on Nov 6th with a Bollywood Ball held in the Ringwood Waldorf School.

Tickets £50 each (includes dinner, champagne on arrival, 2 x red, 2 x white and 2 bottles of water per table). Can you organise a table? Do you run a business and need to take your staff out for a Christmas party? Do you have friends who love to dress up and have a good time? Can you provide a prize? Have you got a holiday home that you could donate for a week/weekend, a time share you don't use? Do you have a talent you could donate for a prize - a music session at a party, massage, gardening, a painting? We need prizes both big and small. Do you have contacts with businesses or famous people who might donate a prize such as a day out, a weekend for two, dinner for two? Can you (as a business) sponsor wine or food or flowers? Donations of money are tax deductable through your business.

Summer Language School We are very excited about the idea of offering ‘English as a Foreign Language’ courses for 11 - 15 year olds next summer. They will be aimed at pupils from Steiner schools abroad, - in the first instance. This idea was put to us by one of our families who runs a language school locally and who are willing to work with us to set this up. It is in the early stages of development, so look forward to hearing a lot more about this - especially to note ways in which you may be able to help. Our greatest need will be to find families who can offer to take one or two children in for the duration of their course. We will also be looking for people who can offer suitable additional courses, for the afternoons or evenings.

A concert by

DUO ISARIA Rebekka Hartmann, violin, winner of the Jascha Heifetz Prize in Los Angeles, is one of Germany’s leading New Generation soloists. Already well-established in an international career, she performs on an Antonio Stradivarius of 1675.

Diwali

Her partner on the harpsichord is Caroline Bergius, former student of Trinity College of Music, London, and the Paris Conservatoire, specialist in Chamber Music courses for young musicians, both in Germany and in Scotland. She performs on a double manual harpsichord made by Martin Sassmann in 1984 in Hückeswagen, Germany. It is a replica of an instrument created in 1639 by the Flemish harpsichord maker, Andreas Ruckers.

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We are very pleased to welcome all our new families

Imogen Tiltscher & Sebastian Harris-Nielson with Eleanor in Silver Birch Kindergarten

Julie & Nigel Lloyd with Esme in Class 1 and Remy in Class 2

Wendy, Jonathan & daughter Holly Harrison, with Georges in Class 2

New Babies! Joseph Christopher Thompson born to Erika & Adrian,

a brother for Megan and Samuel, on 6th April 2010

Thalia Florence Mihira Carter, born to Emma & Martin, A sister for Amelia and Theo, on 2nd June 2010

Coming Events

Thursday 24th June St John’s Fire - all welcome! Saturday 26th June Celtic and Medieval Games for all ages with

Buffet Supper 4 -7pm Come & join! Thursday 8th July Kindergartens close for the Summer Holidays Class 10 play – The Importance of Being Ernest. 7pm Keir Hall Friday 9th July at 12 noon Lower, Main & Upper Schools close for the Summer Holidays Class 10 play – The Importance of Being Ernest. 7pm Keir Hall Saturday 10th July Class 10 play – The Importance of Being Ernest. 5.30pm Keir Hall

Suitable for all – See the holidays in with this trivial comedy for serious people!

Looking forward to next Term

Thursday 2nd September Lower, Middle & Upper Schools resume Monday 6th September Kindergartens return There will be an Introductory Morning on a Wednesday in September at 9.30am. Please ring the Office for further details. Wednesday 29th September Michaelmas Day 25th October - 5th November Half Term break

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Office Notes Activities for Parents and Friends. Contact the Office for other activities

Sturts Farm informal Study Group – based on Rudolf Steiner’sAgricultural Lectures for those interested in Biodynamic growing – next dates October 4th, November 15th. All 10.45am coffee for 11am start. Email Jill on jillendellion@hotmail.com for further details.

Art For Adults 7.30-9.00/9.30pm at Aquila Building, Sturts Farm. There is an art class on Monday evenings led by Sandy Kennedy. This will be a series of skill building classes in drawing and painting. Cost: £6 per session to be paid termly. Telephone 01725 552865

Gitta our Handwork Teacher, runs a variety of handwork courses including felting and seasonal crafts. No experience is necessary and everyone is welcome. Please contact the school office for further details, or read our weekly Newsletters.

Stephanie Herman (ex-parent) is also available to help parents learn to sew, knit or crochet, - individual or group tuition. All ages, all abilites. Please call Stephanie on 01202 772293

The Gardening Group meets on Thursday mornings after drop-off, and usually about once a month, on a Saturday. This is a wonderful community event, with a shared lunch, - and every one is most welcome, including children. It is an excellent opportunity to meet other families in the school. Please call the school for further details.

Guus Antonie(Class 8 teacher) is leading a Study Group every Monday at 11am, for parents and friends. They are now studying ‘The Battle for the Soul’ by Bernard Lievegoed and you are most welcome.

Transition Group – aiming to help families and the school become more self-sufficient and sustainable. Meeting regularly at school. Please call Stef Kling on 01425 473429

‘Home Remedies’ Group – contact is Hugh Gayer on 01202 873165

Eurythmy for Parents with Juliet Hurner meets every Monday morning at 8.30am in the Eurythmy Room. Please feel free to drop in on any session.

Teachers Julie Newnham Silver Birch Kgtn Basia Smith Oak Tree Kgtn Carole Broughton Willow Kgtn Fran Crichton Little Kgtn Jonathan Kitson Class 1 Julian Coxon-Aristizabal Class 2 Geli Patrick Class 3 Marika Bjerstrom Class 4 Elaine Holt Class 5 Marcus Johnson Class 6 Patrick Morrow Class 7 Guus Antonie Class 8 Gitta Cooper Handwork Annabel Newsome Handwork Stephanie Nerva French Ulrike Bright German Elizabeth Ruggles German Jessie De Sutter-Busbridge Eurythmy Juliet Hurner Eurythmy Colin Room Learning Support Louise Tiley Art/Cover/ Learning Spt Sandi Weir Music, Choir & Cover Slobodan Bobo Ijacic Games & Gymnastics Axel Keim Green Woodworking Olga Coxon - Aristizabal Spanish Xenia Goyal Kindergarten Assistant Leanne Manners Kindergarten Assistant Chloe Finn Kindergarten Assistant Stephanie Chisholm Kindergarten Assistant Helen Steege Kindergarten Assistant Nina Dow Kindergarten Assistant

Upper School Teachers in addition Sandy Kennedy Art, Art History-Bothmer Gym Tony Andrews History, Metalwork, Nancy Urry English, Drama Andy Smith Geography, Biology Axel Keim Woodwork & Crafts Roy Allen Maths, Physics,

Chemistry, Metalwork Mireille Jackson French Sibylle Egle-Gleed German Moray Dubree-Carey IT Wendy Morrow Choir Joe Games

Administration Maggie Coello Administrator Carrol Muckersie Bursar Christine Polyblank Community Group

PR and Mentor Elizabeth Tomkins Admissions Melody Colborne Office Melanie Sinclair Office Caroline Doherty Office Sandra Elderfield Web page Vanessa Innes Fund raising co-ordinator Gerianke Wilmar Community Group Nigel Roberts Computers Alan Bright Daily Maintenance

This magazine has been printed in the RWS Office

The Magazine Group Christine Polyblank, editor; Paul Naidu, design; Keith Hewland, scanning art work and help with printing;

Elizabeth Webb, advertisements; Nancy Urry, final check, and Liz Tomkins office printing

Thanks to everyone who contributed to this magazine.

The views expressed are not necessarily those held by the school.

For more information contact the school office:

Ringwood Waldorf School Folly Farm Lane,

Ashley, Ringwood, Hampshire BH24 2NN tel: 01425 472664

www.ringwoodwaldorfschool.org.uk. email: mail@ringwoodwaldorfschool.org.uk

An activity of the Sheiling Trust. Registered charity No. 292390

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Fisherton Consulting

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Fully trained and insured • Book-keeping and Accounts

• Payroll VAT Returns • Management Accounts

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The Sheiling School Ringwood

Horton Road, Ashley, Ringwood BH24 2EB Tel: 01425 477488

Email: enquiries@sheilingschool.co.uk Website: www.sheilingschool.co.uk

Registered Charity No. 292320

Founded in 1951, The Sheiling School Ringwood is a Camphill Rudolf Steiner school for children who have learning difficulties. We offer an adapted Waldorf curriculum rather than the National curriculum which we feel encompasses everything within the National curriculum appropriate to our children & students. We also offer additional therapies. Lower school age range is from 7-16 yrs with a three year further education and life skills Seniors’ Programme from 16-19 yrs. Placements can be residential (38 weeks) weekly boarding or day provision. Our aim is to fill the gap where local and national special needs facilities are not appropriate and to provide a total environment in which children can be helped to reach their full potential. Although an independent school, children receive funding from their local authorities

• 59 YEARS OF CAMPHILL EDUCATION in DORSET for children who have special needs. • An independent school funded mainly by local authorities. • An adapted Waldorf curriculum encompassing appropriate National Curriculum elements • Individual therapies eg. Speech, Music, Art, Colour Light & Eurythmy • Traditional Craft workshops. • Lower school age range is from 6 – 16 years • Three Year Further Education and Life Skills 16—19 years • Residential placements (38 weeks) plus weekly and day places. • We aim to provide a total environment to assist pupils to reach their full potential.

Patrons: Baroness Cox, Lord Pearson of Rannoch, The Hon. Mary Pearson, Jonathan Dimbleby

Trevor Noble ITEC MET MCTMA MAR

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For more information or appointment 01725 513670 07713321207

STUDIO COTTAGE A tastefully converted stable offering self-catering facilities

a few minutes from Freshwater Bay.

Bookings are now being taken for the 2010 season for this brand new and delightful conversion within the Seahorses property.

Suitable for a family of 4-5, Studio Cottage is a compact and self-contained unit offering a double bedroom, a twin bedroom and a

single bedroom/study. There is one bathroom and an open plan kitchen/dining and sitting room. The view from the sitting room

overlooks part of the garden and orchard and is fenced in so that pets are secure. There is a large off-road car-park. Studio Cottage is

next to the Seahorses Art Studio offering art and craft courses if required. A few minutes away is a public footpath leading onto the coastal paths of the National Trust. The local Co-operative store is within easy walking distance and we are close to a range of local

facilities including a swimming pool, cafes and pubs. The two bus stops at the entrance to our driveway give an easy

access to all over the island. For more information please phone or e-mail.

Tel: 01983 752574 e-mail: seahorses-iow@tiscali.co.uk

26

State of the art vacuum technology – a vacuum is essential for performances in winter. Hot water all year for less than 1p per day.

Reduce your carbon footprint AND save money. 10 year warranty.

Daikin, Dimplex and Mitsubishi Air Source and Ground Source heat pumps supplied, fitted and integrated with

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MONDAY – SATURDAY 9.00 – 12.30

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Create good health & vitality for you and your child naturally with homeopathy.

After school appointments Monthly Low Cost Children’s Clinic

Clinics Ringwood Natural Health Clinic

Not Just Backs, Osteopathy Clinic, Salisbury

Tel: 01425 657836 / 0793 197 529 www.ringwoodhomeopathy.co.uk

The Lantern Community is currently seeking new members to join its Council.

We are particularly interested in people who already have an understanding of Camphill or

Waldorf education and who would wish to expand their knowledge in a practical way by becoming

involved in the governance of the Lantern Community. This is not a prerequisite, as

appropriate induction will take place before and after joining the Council. Experience of Finance, the

Care Sector and the Legal professions may be an advantage but not essential. Please note that

successful applicants are required by law to be CRB/ISA checked. Please apply in the strictest confidence by writing to the address below: The Chair of the Lantern Community Council

27

THE GREEN MANGarden Company

From pruning, planting and ponds, to decking digging and design.

Call Paul 01725 551216 07964 715 154 The difference is

in the detail

BSc Landscape Management Fully insured

We stock a wide range of organic and fairtrade foods and skincare

Specializing in vegetarian, vegan, gluten free and macrobiotic foods

Complimentary therapy practise upstairs and a homoeopathic drop-in clinic is open on

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SELF - CATERING HOLIDAY APARTMENTS IN TUSCANY

Old Tuscan organic olive oil farm peacefully situated on a hilltop with stunning views and all amenities close by,

offers comfortable self-catering accommodation, spectacular walks and fabulous opportunities for well-

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Arcobaleno is perched on a neighbouring hill to Cortona, a famous old Etruscan town and well positioned to make

day excursions. It is about one hours drive to Florence, Siena, San Gimignano, Perugia, Assisi and Arezzo and

about two hours to Rome & Pisa. Additionally, the famous wine growing areas of Chianti, Montepulciano and

Montalcino are all within an hour’s drive.

Further details are on our homepage on the internet: www.holidaylettings.co.uk. Property numbers 85431 and

114354 or e-mail me at arcobaleno@technet.it or call me personally Tel: 00 39 0575 612777.

Annie Macon R.G.N.

HOMEOPATH

Is now practicing at the Ringwood Natural Health Clinic, Ringwood

For an appointment please tel.

01202 482634 (home number)

I have now taken over Colleen Roy's patients.

01425 619090

Piano Tuning, Repairs, Servicing,

Reconditioning and Advice

Tel: (01425)

229

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Ralph Parks' title page

From the History of Art Study in Class 9

The 3 Periods of Greek Sculpture Angus Urry's