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The Warp and Weft - Waldorf Handwork Curriculum

We’re excited to share the third and final guest post from author, educator, and all around amazing human, Elizabeth Seward! Elizabeth brings decades of experience, and is sharing her insights into Waldorf handwork.

missed part two? Click here!

Like everything in the Waldorf curriculum, handwork cannot be reduced to a checklist.

An image of knitted dolls from Waldorf handwork curriculum. — *Knitted dolls from the lower grades Waldorf handwork curriculum.*

Every subject in Waldorf education is intricately and carefully woven around the children. It's a ‘seamless garment’ made to support the students where they are. It’s not a list of projects to work through. The array of subjects each child encounters is carefully attuned to the cognitive, emotional, physical, and spiritual growth of each student. Each subject complements every other subject in addressing each individual, like a tightly woven, continuous fabric. Teachers and homeschooling parents are either laying a foundation of skills and understanding, or building on that foundation. That's the wonder and the wisdom of the Waldorf curriculum. Steiner emphasized that each subject affects others, both within the day, the week, and as a whole.

In broad strokes, the handwork curriculum moves from using one thread (1st and 2nd grade knitting and crochet) to making the thread (in 3rd grade spinning), to bringing together plain fabric and a chosen decorative thread in order to put an individual stamp on a practical item such as a napkin or pencil case (monogram and embroidery in 4th grade). Then thinking moves into three dimensions with knitting in the round in 5th grade, and designing and sewing a three dimensional animal in 6th. Doll making takes thinking into the upright human form, and in 7th, clothing sewn by hand is indicated by Steiner, although seldom practiced in 21st century Western countries. 8th grade moves into the Industrial Age in history, and into machine sewing. The High School handwork curriculum recaps and develops these skills, adding another layer of complexity, such as drafting clothing patterns and tailoring in 9th grade, based on machine sewing in 8th grade.

Two knitted animals from Waldorf handwork curriculum. — *The study of animals weaves into handwork curriculum throughout the grades.*

Handwork weaves back and forth through all other subjects. For example, knitting toy animals in first and second grade lays a foundation for fables in Main Lesson in 2nd grade; for the Human and Animal block in 4th grade Main Lesson; the ‘thread’ returns to handwork in 6th grade, designing and sewing a three-dimensional animal and then doll-making in 7th grade, then to the Physiology Main Lesson in High School.

The fine finger movement of holding a sewing needle, learned correctly in first grade, supports finger dexterity in learning to play musical instruments, trains the students for embroidery in 4th, and fine handsewing in 7th grade, while also preparing them for exact geometric drawing in 5th and 6th, and using clay and stone sculpting tools in the High School. The practice of carefully observing and analyzing knitted and crochet stiches is a forerunner for pattern recognition, fundamental to math skills, especially to geometry.

“The physiological value of skillful hand movements is well-documented in regards to building brain capacity. Handwork through the grades is continuously supporting ongoing refinement of these uniquely human skills. ”

The closely interwoven nature of the curriculum means that teachers must work together. I can support and be supported by other teachers if I am aware of the curriculum as a whole, and actively collaborate with colleagues. For example, I used the poem “There were six men of Indostan”, when teaching 6th grade drafting and sewing of animals; my colleague returned to that poem in High School as a philosophical question about differing perceptions and the fallacy of believing we may individually possess the whole truth. In 7th grade sewing, I told the story found in the book “Clara and the Freedom Quilt” which sowed a seed for the history of slavery in the High School.

A crocheted chicken from Waldorf handwork curriculum. — *A simple and crocheted chicken!*

Maintaining the integrity of this closely woven fabric demands a lot from teachers who want to bring an authentically enriched curriculum to the students - we must know the principles of human development as outlined by Steiner; we must know the specific indications for our and others’ subjects; we must carefully observe the children in front of us; and we must know our own strengths, sources of inspiration, and limitations. The enormous value of this approach to education is that both students and teachers will recognize the wholeness and integration of everything we learn.

“Children are changing, developing faster, able and eager to move faster with the times. At the same time, hands are less capable. Human beings learn to perceive the world first through movement, then through imagination, picturing what could be, but is not yet manifested. Supporting these stages at appropriate times and in appropriate ways fosters enlivened and flexible thinking in adulthood. ”

A half century ago, children were content to follow along as a ‘mystery’ project unfolded, but now, although children still appreciate knitting little bunnies and toys, many approach learning from another direction. Intelligence is more awake and now it is often more appropriate and valuable to show examples of a finished project or two and work with the children to discover how they could make it. This is especially effective from about 4th grade on.

In many of today’s children, analytic thinking is available sooner, so free-flowing imagination is impacted. I try to balance this by telling stories from the very beginning. In this way, I hope to evoke or awaken an ability to picture something which does not yet exist, and to support the children in bringing this never-before seen knitted hat or sewn elephant or other individual inspiration into physical existence.

Colorful crocheted pot holders. — *Colorful crocheting!*

I have found that if I hit the sweet spot of engaging projects, based on Steiner’s curriculum indications, age-appropriate, but also modern enough, then the children are easily interested, and classroom management is much easier. It takes practice, and trial and error!

It is tempting to think about what to add, discard, or substitute that is more relevant to today’s students, but a firm and thorough understanding of the whole curriculum, and the intentions behind it, is required. Otherwise, it’s like snipping a thread on a carefully prepared loom. The whole fabric will suffer.

The longer I teach, the more I appreciate and wonder at the wisdom of this carefully woven and integrated curriculum.

Beginning and Ending Verses in Handwork

We’re excited to share the second of 3 guest posts from author, educator, and all around amazing human, Elizabeth Seward! Elizabeth brings decades of experience, and will be sharing her insights into Waldorf handwork.

A circle of yarn and knitting needles. — *Verses bring a sense of beginning and closing to a handwork class.*

Why use handwork verses?

“From as far as the stars

To here where I stand ...”

Many teachers and homeschooling parents ask for verses with which to start and end a class. There are many, and I will share why and how I select verses, and share some criteria for my selection. The best verses speak to you directly; you can picture yourself and your students speaking together; and they offer lasting value.

(Missed part one? Click here!)

Handwork is all about beginnings and endings: cutting and finishing a thread; changing color in striped knitting or crochet; cutting fabric for an animal, then closing the last seam. Ideally, these transitions are calm, firm, neat, and orderly.

Handwork classes give us endless opportunities to coach our students in ways of beginning and ending, and this will spill over into other areas. Life itself is all about beginnings and endings.

To many people, verses can seem artificial, too ‘holy’, stilted, and an imposition on the freedom of others. I also had trouble recommending verses to others for the same reasons. In ‘old school’ traditions, we were expected to write our own verses, as these would be the most authentic to share with the particular students in front of us, heart to heart. Just in recent years, I have overcome these objections, and teaching both in large classes in a school setting, and teaching smaller homeschooling classes, I have found great worth in beginning and ending a class with an appropriate verse. I now recognize the value for the class as a whole, for the individual student, and for me personally.

“Speaking a verse together affords us all a moment of quiet reflection, and a chance to recognize, however subtly, that we are entering into a different space and time set aside for a specific purpose.”

A knitted lion from Waldorf handwork curriculum. — *What could verses do for your handwork sessions?*

On a practical level, it allows me time at the beginning of a class to take the measure of the group as a whole, and to identify children who may need a little extra attention, oversight, or encouragement that day. I can gauge how smoothly the class will progress, and begin to shift my plan to more stories, more movement, more quiet, or whatever is needed to ensure a successful class.

On a deeper level, it allows the children to shift focus from whatever they were doing before handwork, allowing a breathing space, just as it does at the end, preparing for the next class. It’s important for each teacher to be aware of the students’ whole day, giving the students the experience that teachers work as a team, an integrated continuum, a circle of care surrounding the children. This provides an authentic experience that education is part of an integrated whole, and not fragmented. Awareness of their other classes is demonstrated by coming to a calm close at the agreed time, and our colleagues’ need for starting their class in an orderly way. This also applies to homeschooling. Adhering to the proposed timetable for the day - within reason - shows that one subject is not implicitly valued above another; that we honor all parts of the curriculum, because as educators we honor each part of the human being. Head, heart, and hands are one unified whole.

Knitting projects in progress. — *What verses or poetry inspire you?*

Choosing handwork verses

Both the form and the content of the verses are crucial. I like to use verses that remind us about purpose, individual path, community, and the meeting of the seen and unseen in each moment of individual creativity. The rhythm of the words is very important. Avoid mindless hammering or unthinking floatiness. The meaning of the words should be clear, and you will have to refresh this occasionally. Using appropriate gestures in the early grades prompts the memory and enlivens their speech. In a public charter school or mixed homeschool setting, I would talk about ‘stretching verses’ so there was no suggestion of inappropriate spirituality. Avoid falling into the trap of staying too long in the land of cute little fairies and gnomes. Perhaps this is acceptable in the first half of first grade, as a bridge from early childhood, but move forward.

Don't allow yourself to get root-bound! Use ‘real’ poetry from about 6th grade on.

“Your task as a teacher or parent is to be sure they are secure in where they are (give them roots) but also help them to find the courage to fly (give them wings). ”

I have found that certain phrases will stick with the children, sometimes for an astonishingly long time. For example, I used to bring classes to a close with “time has flown on the wings of an eagle” and now there are several 40 year old former students who have quoted this back to me. If we can use high level, beautiful, language, rich in healthy imagery, this will affect the students deeply.

“Verses” don’t have to be spoken; songs or even wordless melodies are a wonderful way to begin and end a class.

Knitting supplies laid out on a work table. — *Enjoy the process of incorporating verses into your handwork class- it's all worth it!*

Using handwork verses

Check first with any teacher colleagues that your verses are not overlapping. Each teacher has a different approach to each verse, and this will be subtly unsettling and confusing for the children.
Search for verses and poems online (or on pinterest), ask colleagues, or adapt or write your own. These will resonate most strongly with you and with the children in your care.
You must know the verse solidly by heart first, or they will never speak it securely.
You must be consistent. If you accidentally change a word, the class will always stumble there. Experience speaks here.
Children learn much more quickly than adults; have them jump in when they can, but insist on clarity and meaning in their speech.
Gestures can be helpful, effective until about 3rd grade, and helpful in the learning process. It’s easier to learn by heart while you are moving.
Occasionally designate a student as ‘leader’ for a verse. You will learn a great deal by observing them, and this will reflect to you how effective and clear your expectations have been.
If you have incorporated gestures with the verse or song the students have learned, ‘speak’ it silently. This strengthens the memory and deepens the imaginative pictures.

Using verses to hold the space for calm and orderly beginnings and endings to a class is a cornerstone of class management. People who sing together, breathe together, speak together can also be silent together and can work well together.

“Our time for now has ended,

Our work for now is done, …”

Why is Waldorf Handwork So Important?

We’re excited to share the first of 3 guest posts from author, educator, and all around amazing human, Elizabeth Seward! Elizabeth brings decades of experience, and will be sharing her insights into Waldorf handwork.

Handwork takes its place alongside every other subject in the Waldorf curriculum in uniting head, heart, and hands.

Colorful threads on a table. — *Handwork brings color and vibrancy to Waldorf education!*

The process of using these materials, the sensory pleasure of bathing in texture and color to create practical and beautiful items, is inspiring, and nourishes the heart and soul. Handwork gives students (and teachers!) a well-deserved sense of accomplishment, and provides a valuable balance within the framework of education, whether in a conventional classroom or at home. Handwork is a valuable complement to academics. During the rhythm of the day, a period of attentive focus on individual handwork can contribute to a ‘breathing’ rhythm – part of the pendulum swing between academics and practical work, receptive and active learning. At every stage of life, working with your hands provides significant stress relief.

Practical arts provide us with a unique experience: in making something from the simplest of natural raw materials, we develop a powerful sense of agency; we and the children implicitly transcend the mundane and step into a deeper relationship with the world around us.

Creative activity mediates between seen and unseen realms: something from individual imagination or inspiration is brought from immaterial realms into physical reality, and something from the material world is transformed through being “worked” in order to approach the craftsperson’s intended goal. In a corresponding and reciprocal way, transforming the material also transforms and schools the craftsperson.

Learn more about the role of art in waldorf education

Most obviously, hands are at work, but students consider and plan their project, learning to think in 3 dimensions (then 4 dimensions in High School craftwork). Through striving for beauty in form and color, students develop a heart-felt relationship with what they are making, especially if the fruits of their labors are beautiful, truly functional, and perhaps given as a gift.

“Handwork supports the foundations for academic skills: two hands working together teams together the two sides of the body and the two hemispheres of the brain. ”

This establishes and strengthens all–important new perceptive and cognitive connections; smooth eye-tracking and visual pattern recognition are fostered; eye-hand co-ordination and fine finger movement are developed. Focus and concentration are required, as are perseverance, planning, and attention to detail.

Stuffed knitted balls from Waldorf handwork curriculum. — *Beautiful creations from Waldorf handwork curriculum.*

It has been well documented since at least the mid to late 20th century that fine finger dexterity builds brain synapses and fosters cognitive development. Working with your hands also means the world is literally no longer held at arm’s length; handwork requires a close engagement with natural materials, differentiating between wool and cotton, for example. Sharpening observational skills and perception, the sense of immediate and intimate belonging is cultivated and fostered. Handwork imparts a powerful, implicit message of interconnectedness and interdependence with the environment.

In addition, contributing to others’ well-being by producing a beautiful or functional item by hand connects the craftsperson to other craftspeople engaged in the same work throughout history and through many other cultures. Seeing a sheep being shorn, learning about wool, and observing a spinner at work are valuable experiences, but deeper and more meaningful learning is achieved if a student has the opportunity to handle the wool, to spin their own yarn, and to make something useful from it, just as so many spinners for thousands of years have done.

“Each craftsperson weaves themselves intimately into the fabric of history and society. Children who engage in practical arts learn unequivocally that their actions have meaning and consequences, and feel empowered and invigorated/ enlivened as they begin to take their place working alongside trusted and admired adults. ”

Research at the Hiram Trust in England has documented the value of training high-risk youth in traditional crafts, even dangerous crafts such as glass-blowing. They found that the sustained focus and obvious and immediate consequences led to more sound decision-making and improved life choices, extending beyond the immediacy of the craft itself into seemingly unrelated areas. The self-correcting nature of physical craftwork gives immediate and tangible feedback. Sustained attention and deferred gratification are closely linked to impulse control, which is learned through the inherent lawfulness imparted through learning crafts. Impulse control and delayed gratification are closely linked to later academic success.

A child's hand knitting with three needles and blue yarn. — *Knitting curriculum often beings in first grade, and provides a multitude of benefits to the growing child.*

The innate lawfulness of choosing the right material for a task leads to an experience of security in the physical world, and a sense of belonging and efficacy. Steiner maintained that this experience of understanding what is fitting and appropriate in a practical way in childhood translates in later life into a sense for what is true and moral, and supports the ability to make principled and ethical decisions.

There is much more to handwork, though, than the physical and practical reasons, and my years of teaching experience, as well as modern research, continuously peel back more layers of wonder and wisdom. There is yet another dimension beyond brain development, environmental integration, pragmatism, and self-esteem. Engaging in focused creative activity such as knitting, sewing or spinning, children and adults come to a quiet focused place within themselves. They can find inner quiet and calm. This is a great stress-reliever and can be a precursor or a placeholder for future contemplative practices.

Two spools sitting on a piece on fabric. — *Handwork brings so much to the child's educational experience- including fun!*

Handwork combines practicality and artistry, nourishing the soul with the beauty of texture, color, and form, and preparing students not only for academics, but more importantly to take up meaningful work and find their own unique place in society. In thinking through and making a plan, in selecting the right materials, and in carrying the one-of-a-kind project to completion, the craftsperson steps into a co-creative space.

Through handwork, an individual craftsperson’s thinking and active work become the meeting place between the inspiration of unseen spirit and tangible matter.

And it’s fun!

Featured

The Warp and Weft - Waldorf Handwork Curriculum

Beginning and Ending Verses in Handwork

Why is Waldorf Handwork So Important?

1st Grade Handwork curriculum (online!)
Instagram: @elizabethesewardhandwork
Website: elizabethsewardauthor.com

Hands together, palms open, holding an assortment of Waldorf beeswax crayons

Welcome to Waldorfish! We started this adventure in 2012 out of a desire to make Waldorf training more accessible to class teachers in remote locations and to homeschooling families everywhere! Read more, click here.

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Waldorfish Blog

The Warp and Weft - Waldorf Handwork Curriculum

We’re excited to share the third and final guest post from author, educator, and all around amazing human, Elizabeth Seward! Elizabeth brings decades of experience, and is sharing her insights into Waldorf handwork.

Like everything in the Waldorf curriculum, handwork cannot be reduced to a checklist.

The longer I teach, the more I appreciate and wonder at the wisdom of this carefully woven and integrated curriculum.

Related Content:

Beginning and Ending Verses in Handwork

We’re excited to share the second of 3 guest posts from author, educator, and all around amazing human, Elizabeth Seward! Elizabeth brings decades of experience, and will be sharing her insights into Waldorf handwork.

Why use handwork verses?

(Missed part one? Click here!)

Choosing handwork verses

Don't allow yourself to get root-bound! Use ‘real’ poetry from about 6th grade on.

Using handwork verses

Using verses to hold the space for calm and orderly beginnings and endings to a class is a cornerstone of class management. People who sing together, breathe together, speak together can also be silent together and can work well together.

Related content:

Why is Waldorf Handwork So Important?

We’re excited to share the first of 3 guest posts from author, educator, and all around amazing human, Elizabeth Seward! Elizabeth brings decades of experience, and will be sharing her insights into Waldorf handwork.

Handwork takes its place alongside every other subject in the Waldorf curriculum in uniting head, heart, and hands.

And it’s fun!

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