Waldorfish Families - Brian & Robyn Wolfe

Welcome to the Waldorfish Families series! Every few weeks we will spotlight a family that is part of this community. You are such a diverse and global group - we’re pretty sure you’d be bff’s in real life! To get things started this week, we’ll begin with our own family (Brian & Robyn Wolfe).


Brian and I met 7 years ago while teaching at the same Waldorf school. When we were married, he became step-dad to our two children, Iris and Mika. We are currently homeschooling both kids. At the moment this looks like using some of our Waldorfish programs, a few Waldorf-inspired blocks of our own creation, a couple of the classes offered by our school district’s Independent Studies program, and as many adventures as we can fit into our weeks!


Slowly ;) We use warm beverages and breakfast (plus a couple of cats) to ease us into the day. We’ve definitely hit the stage where our kids would prefer to rise later vs. earlier. After breakfast, we move into music practice, math, and other school work. Most days we leave the house around noon-ish to head out for various lessons and classes.


If something isn’t written into our calendar, the odds of it getting accomplished are pretty low. SO keeping a day planner open to the current week where everyone can see it, add to it, etc, is working pretty well for us at the moment. Also, as our children move further into teenhood, the dynamics of each child with Brian & I are changing. Currently we each take responsibility for teaching certain subjects based on those dynamics. This looks different than it did last year, and we’re open to the fact that it will probably look different again next year as our kids continue to evolve.

 Teen bedroom. Keeping it real. Posted with permission ;)

Teen bedroom. Keeping it real. Posted with permission ;)


We have so many favorites! We’ve listed many of them in our Amazon shop, here.


I’m currently reading Braiding Sweetgrass, by Robin Wall Kimmerer. Brian is deep into several podcasts at the moment. His top 2 are Waking up with Sam Harris and Hardcore History with Dan Carlin.


There’s a solution for everything. It may not come in the form we expect, but if we open up our minds to the possibility that the solution does exist somewhere, it WILL show up. Time and time again, both with running Waldorfish as well as just in everyday life, we’ve seen this to be true. What’s also true though, is that if we convince ourselves there can’t possibly be a solution, then it can’t show up. The power of our THINKING is immense!

Tell us a bit about how Waldorfish courses are adding to your school year.

We’re using Waldorfish Geometry grades 6 & 7 this year, along with art lessons from A Festival Year and Weekly Art. Both kids find it hilarious to take art lessons from us via video ;) Go figure.

Where else can we connect with you?

Instagram: @waldorfish

Robyn: @therobynwolfe

Brian: @brianwolfe

Facebook: @waldorfish

 Halloween, 2018

Halloween, 2018

Waldorf Geometry :: Math in the middle grades

Ge•om•e•try | noun


Middle English- via Old French from Latin “geometria”, from Greek, gē ‘earth’+ metria ‘measurement’.

Earth Measurement. This sounds like something entirely different from most of our own experiences with Geometry in school, yes?

Over thousands of years, geometry has become a standard part of math class and yet it sits in the modern math curriculum isolated from its true origin.

Ancient scholars, the first geometers, understood geometry to be the act of measuring the complete human experience of living on Earth. They set out on this study in order to understand the design behind everything they were experiencing in the physical world. In ancient Greece, the latin word “Mathematikos” meant “desire to learn” and the latin word “mathema” meant “knowledge/study.” In other words, the measurement and study of the physical world in order to understand the human experience on earth and how everything around us is created.

Inspiration is needed in Geometry, just as much as in poetry.
— Alexander Pushkin

Rudolf Steiner and Waldorf education place the utmost importance on the Geometry curriculum and have created a different path for students than the typical math curriculum offers. In truth, in Waldorf schools children begin their study of “earth measurement” with their first lesson on the first day of first grade - by drawing straight lines and curved lines. Straight lines and curved lines are nature’s design tools and they will become the essential building blocks of writing and drawing.

Printing, cursive, numbers, and music notation are constructed with lines and arcs. As the students progress through the early grades, patterns of lines and arcs are part of almost every lesson. Where there are patterns, there is geometry. Clapping games establish rhythm and order. Eurythmy and dance involve expression by way of patterns in movement. Students sit in rows, circle up, and line up.

Music and geometry go hand in hand as well. Rhythm, intervals, and patterns are the geometric design of music and poetry. As the students learn more about music, they can observe how different geometric patterns in music have unique qualities that induce a particular mood or feeling. Major chords sound “happy” and minor chords sound “sad.” The interval between a root note and the 5th sounds and feels much different than the interval between the root note and the seventh. Music is a great example of geometry as the tool behind the expression through sound. The idea of math as a universal language actually goes much deeper than numbers and calculations on paper being the same everywhere in the world. Ideally, a child’s education in the early grades is full of geometry.

Early experiences with Geometry

In grades one through four, there is no formal geometry class. Geometry comes by way of everyday school life (music, writing, movement, etc) and Form Drawing class. Forms are patterns of straight and curved lines that become more complex as the children advance through the grades. Simple repeating forms in grades one and two help with the development of coordination for printing and cursive writing. More complex forms in grades three and four help to develop a sense of spatial awareness and symmetry. In the fourth grade, students practice forms that are also symbols from different cultures (i.e. Nordic symbols) and learn how to tie knots - a three dimensional version of the form drawings.

Moving into the middle grades

Grade Five - Freehand Geometry

Grade five is a special, transitional year, symbolic of the peek of childhood. The students study great civilizations of the past, including the “Golden Age” of Greece. The students themselves are in the golden age of childhood. They are at the peak of their development in their child bodies and have gained as much mastery of their physical bodies as they are going to before heading into puberty. Fifth grade also marks the transition from form drawing to geometry. The goal of grade five “freehand geometry” is to lock the archetypal geometric forms into the body by drawing them without the use of tools. Classes also set out to find geometric forms in the world outside of their classrooms.

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Grade Six - Geometric drawing tools

With the arrival of adolescence, grade six becomes a year of re-birth both physically and in the curriculum. In geometry, we need to go all the way back to the beginning with straight lines and curved lines. This time, however, the children learn to construct lines and arcs with geometric drawing tools. A straightedge (ruler) constructs a line and a compass constructs an arc. The students will now begin a second journey through geometry that mirrors grades 1-5. The three-fold approach to learning (doing, feeling, thinking) is beautifully displayed in the geometry curriculum. In grade 6, the focus is on the physical doing aspect of learning. Learning to use tools to construct and measure is a physical task and it challenges the students as they begin to develop new physical bodies. The focus on “doing” in grade six mirrors the 1st and 2nd grade curriculum where an understanding of lines, arcs, and patterns comes from drawing forms with both the hands and feet, walking patterns, and rhythmic clapping games, etc.

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Grade Seven - Inward and outward exploration

Grade Seven in Waldorf schools is generally thought of as “the year of exploration.” A seventh grader, now fully immersed in adolescence, is ready to outwardly explore the physical world and inwardly begin an exploration of the question “who am I?” The feeling life of the seventh grader takes center stage in the curriculum as we use geometry to understand the human body and the natural world we live in. Da Vinci’s Vitruvian Man and the work of Fibonacci give us clues about the mathematical formula behind all that is living on our planet. It’s an incredible moment when students discover that the same ratios and patterns found in pentagrams, roses, apples, insects, hurricanes, and the milky way galaxy, are also found in the structure of our own bodies. The observational studies of nature performed by the likes of Plato, Pythagoras, Eratosthenes, Fibonacci, and Leonardo Da Vinci are mirrored by the observational powers of the seventh grader (they see everything, yes?).

Seventh grade Waldorf Geometry.JPG

Grade Eight - Digging deeper

In grade eight, the geometry curriculum enters the thinking realm. Armed with knowledge about how to use the tools of the geometer and the experience of searching for one’s self both in nature and the human body, the students are ready to become mathematicians, in the ancient Greek spirit of the mathematician being one who studies all things. We can now venture into the world of abstract thought and theory. The students will grapple with how to measure and study the three dimensional world on the two dimensional surface of the paper. By the 8th grade, it is the hope that students can see that there is always more than meets the eye, and they now have the physical and intellectual tools to dig deeper through observation, making precise measurements and calculations, and articulately describing what they see. They are mathematicians, scientists, and philosophers training to see things on multiple levels. On one level, numbers define quantities and help us with measurements and calculations. On another level, each number has its own unique set of qualities. Like the circle, the number one represents wholeness and the beginning. Plato called the circle “the mother of all shapes.” When the whole is cut into two, polarities are created (up, down, left, right, life, death, hot cold, positive, negative, male, female, etc.). The number three has a very balanced quality (tripods, tricycles, triangles). This way of understanding the quality of numbers is similar to the phenomenological way of teaching science. When a botany student imagines a plant, the goal of the teacher is to get the child to have a fluid mental picture that includes the entire life cycle of the plant, as opposed to just a fixed image of the plant in a particular moment in time.

With geometry, the goal for the 8th grader is to help them think of numbers not just as quantities but as parts of patterns in nature with their own qualities that shape the world around us and our experience of the world.

Grade eight Waldorf Geometry.JPG
“Let no one ignorant of geometry come under this roof.”
— Latin inscription above the door of Plato’s Academy

•We created a 3 page Qualities of Numbers reference guide for you! Tell us where to send yours in the form below.

It’s free!

•We offer a comprehensive Geometry curriculum, covering the grades 5-8.

Waldorf Grade One Painting : Out of the Color

Children in Waldorf schools begin painting with liquid watercolors on damp paper in preschool and kindergarten. The use of this medium continues into grade one, however at this point there is a shift in the way the weekly painting lesson is presented.

Grade One wet on wet painting.JPG

The 6-7 year old child learns through experiences. They’ve left kindergarten and are transitioning slowly into more structured learning.

In his Colour Lectures, Rudolf Steiner talks about the importance for each artist (student) to know each of the colors, to understand them individually, and also how they interact with each other. He specifically says that we need to experience the colors in our feeling life in order to understand them. Once we understand them in their trueness, then we can really use them.

Let us try to sink ourselves completely into what we receive through colour from the rich and varied world around us. We must feel what is in colour if we wish to penetrate into its true nature, bringing insight into our feelings. We must question our feelings about what is living in the colour which surrounds us.
— Rudolf Steiner, Colour Lecture 1

Painting lessons create opportunities for students to develop an intimate understanding of the colors through their imaginations, movement, and imitation. When the teacher brings the lessons in partnership with short verses and stories (which help to personify the colors), the children live into each experience fully.

“Painting lessons also provide the teacher with a further opportunity for getting to know the children’s soul constitution in even more detail. Different temperaments and constitutions reveal themselves through what and how the children paint.”
— The Educational Tasks and Content of the Steiner Waldorf Curriculum, Rawson & Richter

In grade one the lessons are simple color experiences guided by the teacher. It is purely artistic work - there is no expectation of the children creating a specific form or picture of something. These experiences are ordered in such a way that allows the children to begin to understand the dynamics of the colors by themselves, and in relation to each other.

Grade One Painting.JPG

The painting lessons begin very simply, with yellow by itself. Then the children will experience only blue. Eventually the two, yellow and blue, will be brought together on the page and the children will experience them together. Next, red is introduced by itself. Eventually red and yellow will be presented together, and then red and blue. Each of these experiences offers the children something new to live into, all the while expanding their understanding of the nature of each of the colors. (Of course, a natural result of bringing 2 primary colors together in a painting lesson is the birthing of the secondary colors - orange, green and purple. A wonderful moment in any painting lesson!)

Grade One Painting - secondary colors.jpg

As the year progresses, the teacher guides the children as they experience all 3 colors on the page together, culminating towards the end of the year with the children learning to create a color wheel.  The color wheel becomes the foundation of many future paintings the children will create in each progressing grade.

Link to the Rawson & Richter book mentioned in this post.

Looking for support around painting with your grade one child? We made you something!

Nurturing Community in the Postpartum Year

A strong sense of community is a powerful remedy for healing, bonding and belonging.

This is true always, of course….  
But it’s especially true for new mamas in the first postpartum year.  
And that’s when it’s most challenging to create. 

This is why Mothering Arts is so devoted to sharing how to collectively shift the experience of the postpartum year from isolating to community building. From depleted and burned out to feeling of resourced and connected.

The secret is that we need each other.

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Do you believe that the postpartum year is a special time when mothers and babies need to feel supported and nurtured? We do too!

That’s why we’re stoked to be sharing their one-of-a-kind Mothering Arts Facilitator Training with our Waldorfish community!

  • This multi-faceted online program will inspire you to facilitate a local multi-generational gathering for elders, mothers and babies in the postpartum year. The word facilitator means, one who makes easy. You will learn a successful and sustainable format to simply plug in and make it your own.

The Mothering Arts program helps women create multi-generational supportive gatherings for mothers and babies in the postpartum year without re-inventing the wheel.

If you feel a spark of inspiration to be a part of the shift, consider joining the Mothering Arts community and a small inspired group of women from around the world in this one week Community Supported Postpartum training. You will complete the course feeling confident and totally prepared to create community support for families in your town! It begins October 13th!

*Even better, founder Kerry Ingram has offered the Waldorfish community a chance to save $50 on enrollment!

  • Use code: Waldorfish to save $50 on the full investment

  • Use code: Waldorfish3 to save $50 on the first of 3 payments.

There’s so much more info about everything this program includes over on the Mothering Arts website (use that link, above!). You can also communicate with Kerry via the site if you have questions!

Committed to sharing the best of the best resources for your school and family,

Brian & Robyn Wolfe

About Kerry:

Mother, foster parent, postpartum doula, educator, nurturer.

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Devoted to uplifting the postpartum journey through local multi-generational gatherings which nurture mothers and build community.

Weaving together her education and experience as a Waldorf and LifeWays trained teacher, postpartum doula practices and knack for building community.

Read more about Kerry here!

“I believe that when a mother feels acknowledged, resourced and a sense of belonging, her health and well-being can truly flourish.

I don't just believe it, I know it.

After nearly 20 years of working with families, a strong sense of community is a powerful remedy for healing, bonding and belonging in the postpartum year. This is what the Mothering Arts Facilitator training is all about.” -Kerry Ingram

Celebrating Michaelmas

The seasons are shifting.

For some of us the relief of fall is on the horizon. For others, the arrival of spring has been long awaited.

Last week I noticed that I was craving soup. Like, CRAVING. Never mind that it's still in the mid 90's where we live. For Brian, this seasonal shifting means a trip to our local foothills and his beloved Apple Hill (insert images of apple cider, apple donuts, etc, etc, here). Of course, we're a few weeks ahead of ourselves still, but....it's coming. Can you smell it?

Michaelmas is approaching as well. This brings to mind the year that Brian almost (almost) had our kids believing that he saw a Michaelmas dragon sale going up in the parking lot of a local chain store near us. Think Christmas tree lot, but with dragons of assorted temperaments, colors and sizes. Thankfully our kids (mostly) appreciate our sense of humor. So far anyway.

In time for Michaelmas.jpeg

Here are two pieces that we love for this time of year.

"Modern parenting seems to dictate that we should protect our children from the bogey and even from knowledge of its existence. But “it is in the world already.” Children know the terrors that lurk under the bed, in the dark, and in the whispers of grownups. 

With fairy tales and golden capes and wooden swords and songs, we stop lying to them. When we show them the monsters and evil hiding in the stories, and help them shape their weapons, when we give them the words to “conquer fear and wrath,” we validate what they already know – that there are dragons." 

On Dragons and Making Swords... read the full piece here

No matter which hemisphere you call home, this piece also offers many ideas for consideration. 

"As a Waldorf-inspired homeschooler, you have no doubt noticed that a healthy festival life is one of the anchors around which Waldorf Education is organized. These rituals and festivals have traditionally contributed to the stability of communities of the past, and now brick-and-mortar schools of current time. They create an opportunity to relate to the seasons, and to each other.

What then, does this mean for those of us who have chosen to leave a local Waldorf school, or, to never attend one at all? What meaning do these festivals, or feast days as they are traditionally called, have when they are practiced in much smaller group settings without institutional support, or even at home within individual families?" 

In Praise of Balance: A Healthy Festival Life ... read the full piece here

Additionally, take a look at our Michaelmas Pinterest board for plenty of ideas, tutorials and resources.

Course update

All our courses are in full swing! The most common questions we're getting via email these days are "Can we still enroll?" and, "Will we have access to any lessons we missed?

The answers? Yes. And, yes! Enrollment is still open for all our programs. We will likely close registration for Weekly Art in Dec/January. Our plan at this point is to leave everything else open all year. We will update you if that changes. Any lessons that post prior to your enrollment will be waiting for you in the classroom. You get access to everything, no matter when you enroll! 

Click here for the Waldorfish 2018/19 course lineup.

All our best to you,

Robyn & Brian Wolfe

Community Supported Postpartum Plan


The following is shared with permission from Kerry Ingram, of Mothering Arts. We are thrilled to share this important resource with the Waldorfish community!

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If you are a parent you already know that all the cute onesies given to you at your baby shower/birth blessing paled in comparison to the home cooked meals delivered to your door postpartum.

The diaper wipe warmer and stuffed elephant were sweet, but the friend who picked up your groceries and washed your dishes felt like a superhero. The transition into motherhood or into mothering more than one child is truly a rite of passage. It is vital to acknowledge this passage into parenthood in a way that represents you, your lineage, your culture and your intentions.

Being seen and supported by your community is an inclusive practice that just about anyone can do. Simply by coming together to help with everyday life, is one way of saying "we see you, we see this transformation and we are here for you".

By supporting a family during the tender postpartum time, the community enhances the health and well-being of the entire family, and the health of the community is also nurtured.

When mothers feel supported, they have a boost in oxytocin which helps the production of breast milk, reduces stress, promotes mama-baby bonding and even helps to balance hormones. There is quite a bit of anthropological evidence supporting levels of oxytocin being greater in women living in close proximity to family or close community as seen in indigenous cultures.


Nowadays, many of us need to re-create the village to receive our support and nurturing, that is where Community Supported Postpartum comes into play.


You have heard of a  CSA (community supported agriculture). Maybe you have heard of a herd-share where you pitch in and receive weekly milk or meat. We belonged to a wonderful CSH (community supported herbalism) last year and received tinctures, teas and salves each season. Or perhaps you have been part of a school work day or grocery co-op.

All of these organizations have the same foundation of ideals; when we can come together with shared values, it benefits everyone involved as we stand/work in solidarity. When many hands pitch in, the work is lighter and the connection is stronger. The whole is greater to the sum of it's parts.

What if we could use the same great form to support folks who are welcoming a baby? The shared value is that families need extra support in the tender postpartum time, we can all stand behind that notion. I call this Community Supported Postpartum; CSP. My hope is that we can start incorporating intentions of true community support into every baby shower and prenatal gathering so that families can experience how valuable community can be in the postpartum time.


Leave the pacifier with the mustache behind, and grab a copy of this instead.


We all want to be a helpful friend or family member, and sometimes we need a bit of guidance. After decades of supporting my friends, my community and the many families I have worked with as a teacher and in our mama-baby classes, I have curated a list of helpful ways that we can all pitch in to support a postpartum journey rooted in health and community support.