Visual and Graphic Arts

Introduction

The Waldorf curriculum practices two modes of artistic activity:

1. Aesthetics: based on artistic exercises in colour, line and form in which children learn the qualities and techniques of the media (e.g. water colour painting, form drawing). This approach is experiential (colour exercises, basic forms with elaborations). These are deemed to be formative experiences.
2. Art as mode of expression and communication (including illustration). Once children have learned the qualities of the media and techniques, they have opportunities to practice these freely.

Art is used in the main lesson in both of these functions, but also in designated art lessons, though usually taught by the class teacher. From class 6 upwards specialist art teachers are sometimes called on.

The most common artistic practices are;

• Painting: beginning with watercolour wet-on-wet painting, where the medium retains the transparency and fluidity of the colours. Later gouache, oil pastels, ink and other paint media,
• Form drawing (also called dynamic drawing), makes movement visible on paper and requires focus, control and patient practice as children work through increasingly complex forms,
• Drawing, beginning with wax stick and block crayons and thick, wooden, coloured pencils; and moving to sketching pencils, chalk, charcoal sticks and pencils, graphite pencils, and conte sticks.
• Modelling using clay, wax, wax and kaolinite based modelling materials; then papier-mâché, plaster and ceramics.
• Simple printing techniques (potato-cut, lino-cut) are introduced from Middle School
• Simple photography and film making are developed from the late Middle School

Handwork

The UK Waldorf Handwork Curriculum uses a layered, “learning by doing” approach to teaching fibre and textile skills. This involves:

• Learning to make and use specific handwork tools, such as knitting needles, which are then used to create useful items for school or home; and
• Learning new handwork skills and techniques in each successive year, building on the skills previously learned. The new skills usually involve increasing complexity and might include crocheting, hand sewing, precise stitching such as cross stitch, machine sewing, simple hand weaving and fabric dyeing.

Each year classes have a main handwork project which allows them to develop a specific skill.
Pupils can express themselves and experiment through colour selection, pattern, design and by combining the new project with elements of previously learned skills. Supplementary activities, based on individual teachers’ expertise, can offer variety and provide pupils with additional learning opportunities.
The practical skills pupils acquire also provide them with direct experience of elements of some of the main lesson topics they will encounter in later years such as the industrial revolution where the production of thread, weaving and textiles played a pivotal role.

Long Term Curriculum Intents

Language and communication
• Talk and/or write about the work that you and others have created.
• Consciously express thoughts, emotions, ideas and experiences through a chosen medium
Health and well-being
• Develop dexterity, physical fluency, automaticity and stamina in a chosen craft or art form.
• Have a sense of satisfaction, achievement and pride in the creation of something useful, beautiful or thought provoking.
Senses
• Develop multi-sensory sensitivity to stimuli, artefacts and works of art.
• Sensory integration
Imagination and play
• Envisage the final form of an artefact or performance, and the process of arriving at it.
• Imagine the possibilities of materials.
• Experiment with learned skills to create something new
Empathy
• Consider, recognise and appreciate the motives, intentions, emotions, effort and skills of artists, craftspeople and performers.
• Have an awareness of the responses and reactions of an existing or potential audience for a piece of work
Aesthetics
• Appreciate the aesthetic qualities and potential of materials, tools, techniques and finished work.
• Observe and appreciate mastery and masterful work.
• Refine one's own work to create something worthy of practical use, display or performance
Inquiry
• Investigating the properties, limitations and potential of materials and tools.
• Understanding the history of techniques, technologies and processes, and their impact on making and creating.
• Asking questions of and answering questions through creative and aesthetic media
Democratic participation and society
• Understanding the social and cultural differences between arts and crafts in different cultures.
• Understanding the social and cultural status of arts and crafts, and how they can be made accessible to all
Lifelong learning
• Developing effective working habits and autonomy in a chosen art or craft.
• Having a sense of agency and empowerment in one's ability to make, create, perform and/or express oneself
Future thinking
• Considering the ecological, ethical and moral aspects of making, creating and performance, both in the materials used and the cultures drawn upon.
Holistic thinking / Spirituality
• Experiencing an art form as numinous or transcendent.
• Understanding the interdependence of history, materials, science, technology, art, craft and performance in the development of societies and cultures
Judgement
• Develop discernment.
• Compare, contrast, evaluate and think critically about art, craft or performance.
• Develop reflectivity and reflexivity about ones own art, craft or performance

The Literacy Age-related Learning Opportunities for each Class with the Learning Descriptors are available in the Visual and Graphic Arts - Waldorf Vertical Curriculum below.