The powerful subjectivity and emerging critical intelligence of the young adolescent encounter an underlying theme of polarities woven through the Waldorf curriculum for Ninth Grade. The academic lessons of English, Mathematics, Science, and History as well as the content of the arts blocks echo the same developmentally appropriate gesture of the dramatic tension between opposites.
The Ninth Grade begins with a rigorous course in Geometry that objectifies the poles of “right” and “wrong” both in the precision of the drawing required and the exactitude of mathematical thinking. Geometrical logic defies opinion with its clarity and axiomatic progression. The ideal clarity of geometrical forms allows no slip of the pen. Poles of point and plane, center and periphery, and the mathematical harmonies of form in nature and art lead to experiences of the beauty and power of clear thinking.
A strong example of how academic discipline may be enhanced by the subliminal developmental theme of polarities is the Tragedy and Comedy Main Lesson block. The extremes of fundamental emotions of laughing and crying that resonate with such personal intensity in adolescence are “objectified” by the universal human experiences expressed artistically in Tragedy and Comedy. A second literature block is based on Herman Melville’s Moby Dick. Reading comprehension, literary analysis, and sheer delight in language accompany vocabulary building on the basis of this masterpiece. The dramatic tension of dualities – light and darkness, Man and Nature, pagan and Christian, good and evil, death and resurrection – resonate with the inner search of adolescence for identity and meaning. A composition on Melville’s biography, character descriptions, an essay on interdependence, and poems based on the reading give students valuable writing experience. Ninth graders clearly know that they have moved into High School when they engage this profound work of American literature.
The underlying thread of opposites is also woven through the History curriculum for the Ninth Grade. In the Modern History block, students study the transition from an agricultural society to an industrial one. The dynamic dialectics of fascism-democracy, order-freedom, nationalism-brotherhood, materialism-idealism, and communism-capitalism engage and exercise the students’ historical imagination as they struggle for their own inner balance. Having developed a sense of historic perspective, they examine the causes, events and consequences of the world wars in the 20th century.
The Ninth Grade Fine and Practical Arts curriculum mirrors this focus on polarities and investigates the coming together of opposing forces. These themes are reinforced through Black and White drawing, Blacksmithing and Spinning and Weaving. In the spring, The Ninth Grade class spends a practicum week working and living on Hawthorne Valley Farm where they connect to the land and environment in a variety of ways. Activities include general farm work, spring planting, care for animals, bakery and dairy work and various building projects.
|Main Lesson Subjects||Art, Handwork & Special Projects|
- Social Studies
- Fine & Practical Arts
- Foreign Language
- Physical Education
Tragedy & Comedy
The block begins with a look at the two fundamental human emotions of laughing and crying and how they relate to tragedy and comedy. After studying the origins of Drama, the class reads Oedipus Rex by Sophocles. Next, the class shifts our focus toward drama in ancient Rome, then studying the four temperaments and how they influenced drama, especially comedy. William Shakespeare’s Romeo and Juliet end the block.
In this course, students study Herman Melville’s classic American novel, Moby Dick. Vocabulary expansion is a major focus, as students collect lists of unfamiliar words to learn. Compositions include Melville’s biography (based on presentation), descriptions of characters in the novel, an essay on Interdependence, and a creative writing piece based on themes in the reading. These assignments range from imagining a Masthead experience, to writing a “missing page” that, in order to sound as authentic as possible, employs Melvillian vocabulary, phrasing, and use of analogy.
For the first part of the session, the class reads and analyzes short stories. They also write their own very short stories on themes that arose from the reading.
Students begin the year with intensive review of the summer reading. Summer Reading includes To Kill a Mockingbird by Harper Lee A Separate Peace, and The Chosen. The first structured essay is a 5-paragraph essay on a theme from To Kill a Mockingbird. For the second reading by John Knowles, along with daily discussions, there are a number of creative writing assignments. The objective is to gain writing practice, develop more ease with verbal expression, and begin to experience one’s own voice on the page. For the final novel The Chosen by Chaim Potok, students write a list poem stemming from what they gather outdoors. They develop the poem with structure and associative imagery. Throughout this unit, students work on vocabulary and usage, with tests given once a week on new words.
In this session, the students read J.D. Salinger’s The Catcher in the Rye and wrote several creative compositions based on themes from the novel, including Getting a Goodbye, A Memory in a Glass Case, Getting Someone to go along with a Crazy Scheme, and an epilogue to the story. They also wrote reactions to several quotations. Much of the writing was started in class with rewrites and completions done at home. There were numerous quizzes on the reading and a five paragraph analytical essay on a theme of their choice that was significant in the book. We continued vocabulary work as well.
Each student chose a book from the high school reading list and wrote a two-part book report. The first part was a summary of the plot/book contents, in 150 words or more. The second part was a critical analysis, in which the student stated and explained her/his opinion of the book, also in 150 words or more.
Each student chose a book from the high school reading list and wrote a three-part book report. The first part addressed the theme of the book, in 50 words or more. The second part addressed the most significant event in the book, in 100 words or more. The third part called for a critical analysis of the book, in which the student stated and explained her/his opinion of the book, also in 150 words or more.
In this course, the students are introduced to Euclidean geometry with an emphasis on precise and accurate constructions of a variety of Euclidean proofs. Beginning with basic constructions for finding perpendiculars and bisectors, students are required to form their own sets of instructions. The body of the course begins with Euclid’s Book 1 Proposition 1, the construction of an equilateral triangle. Also studied are the definitions, the postulates and the common notions that enabled Euclid to prove his propositions. Each construction throughout the block is backed by its attendant proof and the students gain an appreciation of the rigor and sequential processes necessary for geometric proof. The course also includes work with the centers of triangles concluding with Feuerbach’s Theorem as an exploration of theorem through construction. The purity of the geometry is reflected in each student’s striving to achieve precision and accuracy.
Students in this course are instructed in the fundamental concepts of probability. We begin with a study of the fundamental counting principle, which leads to permutations, combinations, and, finally, probability. Throughout the block, students are informed about different games of chance and the means for discovering the mathematical methods that determine outcomes. The class also makes a brief study of statistics and methods of graphing.
The first part of the year is devoted to review and reinforcing some fundamental concepts such as handling fractions, percents, ratios, word problems and basic algebra operations for solving linear equations with one unknown. Rules of operating with exponents and the addition and multiplication of polynomials were covered at the end of the term.
Algebra I – Session II
Topics covered include work in operations with polynomials and factoring monomials and polynomials with a focus on quadratic trinomials and difference of squares. Some operations with algebraic fractions were introduced. Operations with radicals and simplification of radical expressions were covered. Fractional exponents were introduced at the end of the marking period. Student evaluations are based on a number of factors including individual progress, effort, conduct in the classroom as well as homework and test scores.
In our study of chemistry, we explore the activity and relationships of substances. Throughout this exploration, we try to keep in mind: Where does this occur in Nature? Where does this occur in the human being? Where does this occur in technology? Our focus is Organic Chemistry– the substances and nutrients created by living systems and including carbon. We study the chemistry of plant development and photosynthesis, sugars and other carbohydrates, as well as lipids, proteins, alcohols, and esters. Through demonstrations and experiments we make observations and arrive at some basic conclusions.
The content of ninth grade chemistry is an introduction to organic chemistry and an experience of performing and designing experiments. We began with photosynthesis and studied the carbohydrates including sugars, alcohols, acids, aldehydes, fetones and esters. Students performed experiments in small lab groups and then began to design experiments based on the techniques they had learned.
Human Biology and Comparative Anatomy
In this block, we consider the natural context of the human body and begin to explore the interaction between function (physiology) and form (anatomy). Through studying size, form and proportion in nature, we come to an understanding of some of the principles involved in human biology. We study comparative anatomy of representative animals to deepen our understanding of human biology, and use drawing and modeling of structures and organs to artistically and physically experience nuances of form. In addition to reviewing the bones, we study muscles, the brain and nervous system, and other organ systems.
The 9th grade explores the fundamentals of thermodynamics beginning with an investigation into the nature of heat and how it may be measured and quantified. Heat transfer, its effects on materials (expansion and contraction), the principle of bimetal and liquid-in-glass thermometers.
In this block, we look at the processes of physical geology that shape and mold the earth. During the course of our study, we examine the changing picture of how and why the earth was formed, from antiquity to the present theory of Plate Tectonics. We study the biography of geologists and learn how their observations and insights evolved into our current understanding of the earth. We do some local fieldwork during our main lesson and examine some geological processes and phenomena in the vicinity of Hawthorne Valley. The students do independent research on various topics related to geology and present their research to the class.
Humanity has both a stake in, and a responsibility to the planet we live on. In order to be good stewards, and to appreciate our connection to the earth, it is vital to know something about it. The intention of this course is to offer the opportunity to look at the planet in new ways, which will hopefully awaken a new level of understanding of the beautiful interconnectedness between the planet and us. This is accomplished by much fieldwork, discussions, research, and lab experiences.
History through Art
The History Through Art block in the ninth grade is an overview of the primary visual arts, mostly painting and sculpture, from pre-historic times to the Renaissance. Slide images are included in the presentations. The block book consists of drawings, text, and diagrams, with value put on efforts made by the students towards aesthetic appearance, graphic design, and written content. This course serves as an introduction to art appreciation, while following cultural development through active observation of masterpieces and recognition of the critical transitions between historical periods. The block ends with a review test.
This block explores 20th century history from an American point of view, with a focus on Europe. Topics include industrialization and the worker, immigration, the end of European aristocracy, WWI, the Depression, WWII, the Holocaust, and the Cold War, which we study through readings, photographs, film, and biography. Assignments include expository and creative writing, maps, and artistic work.
Music – Chorus
The High School Chorus consists of all the High School students who meet twice each week under my direction and accompanied by Cindy Gutter. Early in the semester we concentrated on easy pieces: Freedom Round, Black is the Colour of My True Love’s Hair, and Yenamanoa. We performed Black is the Color beautifully at the Thanksgiving assembly. In November we turned our attention to movements from Handel’s Messiah. These are challenging pieces and we had a rousing success in our winter concert.
Chorus – Session II & III
The High School chorus consists of all the High School students who met twice each week under the direction of Larry Glatt, accompanied by Cindy Gutter. The students performed Dodi Li, Yenamanoa, and Halle — the latter at the Spring Assembly. These works showed the chorus at its best, performing with energy, beauty and precision. At the Rose Assembly students performed Ashokan Farewell by Jay Ungar, and at graduation we performed well in three movements from Mozart’s Requiem. Last year at graduation the chorus sang I’m Going Away more beautifully than we have ever done before.
Eurythmy Ensemble of Music and Poetry: The rehearsal and performance of music and speech eurythmy.
The study of the italic alphabet is the foundation for high school calligraphy work. Students gain facility with this study through a variety of exercises. They begin with simple pencil exercises, switch to broad nib calligraphy pens and work quickly through the alphabet. The students complete several artistic projects. The first is a dictionary definition of a word of their choice. The major challenge of this piece is in how to meet the difficulties of artistically balancing the work on the page. The culminating project is to write out a quote with the initial capital letter illuminated. There are several opportunities to do additional work including an illustrated word of their choice, a second quote with or without an illuminated letter and the creation of a small box which could be unfolded and embellished with calligraphy.
Black and White Drawing
In this block, students start with a number of observational exercises that help them draw what they see, rather than what they think. They work on proportion, shading, direction of line, speed, and exact observation. Toward the end of the block, students work on one large still life with charcoal and white conte crayon on colored paper. That is the show piece of the block, and it pulls all the preliminary exercises into focus.
Spinning class begins with sorting and carding wool. Initially, spinning is accomplished on drop spindles, and later, wheels are employed. Some of the students plied two colors of yarn together on a spinning wheel. After the class has had an experience of preparing their own yarn, they begin basic weaving. The students plan and execute a strap or belt on an inkle loom using a warp- faced technique.
The ninth grade blacksmithing work engages the student in the process of working iron under extreme conditions (high temperatures and short times). The state of the hot metal is not unlike clay, but it cannot be touched directly with the hand and must be worked using hammer and anvil as well as other tools. Effective forging requires that actions and sequences are thought through beforehand and then efficiently carried out while the metal is hot. It is a demanding process that is not tolerant of inattention or indecision. The students forge a particular piece in triplicate which became a test of their acquired forging skills.
In 9th Grade Woodworking, the students learn the process of joining wood with dovetails. This is an exercise in great precision and accuracy. Students must measure carefully and master the cutting tools to make the proper cuts. Patience, coordination and strength of both body and will are manifest in their finished product, a 4-½ inch by 9 inch box joined with dovetails. This is the joinery that is the foundation of fine furniture building. Students may make a lid and, if there is time, they embellish it with carving.
The goal of the language program is to go beyond basic reading and conversational skills to develop a living connection to the language of choice and related cultures. Emphasis is also placed on the development of foundational Spanish language skills so that students are prepared to deepen and expand their Spanish from an exchange or other immersion experience, should such an experience be desired.
The 9th and 10th grades are combined for PE. Activities range from outdoor competitive games, such as Capture the Football and soccer, to indoor dodgeball, kickball, double-Dutch jumprope, soccer, Spacial Dynamics exercises or volleyball, depending in part on the weather. A six-week Social Dance block, taught by Cathy Curry-Gardinier, includes Swing, Tango, Salsa and some modern line dances.
In Grade 9, students participate in a one-week practicum at Hawthorne Valley Farm. The class sleeps in cabins in the farm’s Field Camp and shares meals together in the Farm Learning Center. During the practicum, students complete projects around the farm. The activities meet the group developmentally, reinforce the curriculum, and provide experiences that carry students into the future. In addition to providing practical application of their academic courses, the farmwork and building projects are intended to encourage movement and will.
Students in grades 9 through 11 are required to do a minimum of 40 hours of community service. Typically students help out with Hawthorne Valley Association events, work for elderly and less able home owners, volunteer for non-profits, and do other non-paying activities that lend a service to those in need. Students who did not meet the 40 hour requirement have the summer to make up the hours required.