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CAMPHILL SPECIAL SCHOOL



Camphill School of Curative Education
Year Two

• Organization Directory Page
  (titles of all evaluated learning experiences, organization description, and source of official student records)

• Titles of all evaluated learning experiences in Year Two

• Descriptions and credit recommendations

Titles of all evaluated learning experiences in Year Two

Camphill School of Curative Education - Year Two
The Camphill Impulse
Disability in History and Society
Drama
Education Practicum II
Eurythmy I
Geometry
Goethe's Color Theory
Home Life and Care
Home Life and Care Practicum II
The Human Being II (Anthroposophical Understanding)
Human Development II
Knowledge of Higher Worlds
Music I
Painting I
Painting II
Portfolio II
Retreat II: Development of Consciousness

Descriptions and credit recommendations

The Camphill Impulse
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 15 hours (3 days).
Dates: May 2005 - Present.
Objectives: Explain new social principals applied in anthroposophical and Camphill communities; apply these principles more consciously in their life and work.
Instruction: This course is offered in a retreat format. Participants explore, in an artistic and humanistic framework, the work in anthroposophic curative education that grows out of a universal impulse of striving for the humanity in each individual and for creating conditions in the social context and in the environment to support and enhance its unfolding. Participants are introduced to innovative social ideals pursued in the anthroposophical movement including the Camphill impulse. Through linking the participants to the roots of this impulse, they take ownership in a different way and their professional work can become more fully effective.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 1 semester hour in Curative Education, Disability Studies, Special Education, Community Studies, Philosophy, Social Science, Western Spirituality, and any discipline which could benefit from such a complementary learning experience (9/07).

Disability in History and Society
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 16 hours (across several weeks - varies).
Dates: March 2004 - Present.
Objectives: Give an overview of changes in attitudes and approaches to childhood and disability from antiquity to the present; describe historical attitudes and responses to different types of disabilities; discuss the relationship among social conditions, spiritual-cultural orientation, and pedagogical practice using concrete historical and anthropological examples.
Instruction: This course explores how attitudes and responses to disabilities have evolved over time as a consequence of changing social and cultural circumstances.  It includes a cross-cultural anthropological perspective, exploring views of disability and education in non-Western societies and how approaches to the treatment of children with disabilities originate in culture-specific views of what it means to be human. These cross-cultural and historical perspectives help students to see their own work and anthroposophical curative education within a broader context, and to appreciate the complex relationship among social conditions, spiritual-cultural orientation, and pedagogical practice.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Philosophy, Social Science, and any discipline which could benefit from such a complementary learning experience (9/05).

Drama
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 28 hours (variable, over several weeks - hours do not reflect extensive rehearsals).
Dates: September 2005 - Present.
Objectives: Speak clearly; show appropriate gesture in a dramatic, story telling or educational setting; participate meaningfully with a speaking role in a dramatic production.
Instruction: Using a variety of dramatic disciplines, such as improvisation, role play, movement exercises and mime, students prepare themselves for a dramatic presentation, tragedy or comedy, through extensive rehearsals (not reflected in the hours above). The course aims to allow students to become more aware of their use of language and gesture for curative work, and to participate in a social process.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Education, Speech, Drama, Communication Studies, or Performing Arts (9/07).

Education Practicum II
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: Minimum 150 hours of supervised practicum and 16 hours of mentor meetings (30 weeks).
Dates: September 2004 - Present.
Objectives: Receive and implement instructions regarding educational activities from a mentor/lead teacher; independently lead a small group of students with special needs through an activity developed by a mentor/lead teacher; ensure the safety of a group of students during the duration of the activity; assist in general classroom management, physical care, and supervision of students without direct supervision by a lead teacher; communicate effectively with students; observe significant aspects of student performance, group interaction, and the effects of an activity; communicate their observations clearly and effectively to a mentor/lead teacher; work as part of a classroom team; request help and support as necessary.
Instruction: Students entering the second year education practicum are expected to have some experience in the education of students with special needs. This experience may have occurred in a wide variety of settings under direct supervision of the lead teacher. This practicum challenges students to assume a more responsible role and become less dependent on direct supervision. Students participate as instructional assistants in kindergarten, grade school, high school and/or transition education programs. With mentoring and support by the lead teacher, students learn to independently lead small groups or individual students with special needs through activities set up by the lead teacher. Students also develop the observation and communication skills necessary to give appropriate feedback on activities and children to the lead teacher. In addition, students will expand their capacity in assisting with general classroom management, physical care, and supervision of students.
Credit recommendation: In the upper division baccalaureate degree category, 3 semester hours as an education practicum in Curative Education, Education, Special Education, Waldorf Education, and any discipline which could benefit from such a complementary learning experience (9/05).

Eurythmy I
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 33 hours (across several weeks - varies).
Dates: September 2004 - Present.
Objectives: Give an overview of the eurythmy curriculum as part of the lower/middle school Waldorf curriculum. Discuss and demonstrate vowel gestures as expressions of the soul life; describe the basic principles of choreography in eurythmy; describe and demonstrate the principle of the three-fold human being in choreography and gesture.
Instruction: This course introduces students to basic elements of eurythmy as a movement art. The practice of eurythmy is a tool to strengthen capacities of will, and open up and enliven the soul as an instrument for curative education. Topics covered include: the Waldorf eurythmy curriculum for grades K-8; hygienic warm-up exercises; building spatial awareness; building individual spatial awareness; contraction and expansion; slow walking; exploring the vowels and consonants of the spoken word; exploring the Dionysian element: thinking, feeling, and willing in spatial forms and gestures; geometrical forms in space; copper rod exercises; tone eurythmy: introduction of the basic elements of pitch, rhythm, beat, piano/forte, major/minor.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Movement, Expressive Arts, and any discipline which could benefit from such a complementary learning experience (9/05).

1. Geometry
2. Goethe's Color Theory
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 1. 8 hours (across several weeks - varies). 2.  8 hours (across several weeks - varies).
Dates: April 2005 - Present.
Objectives: Course 1: Select content and guide children in geometrical drawing; construct models of the Platonic solids. Course 2: Recognize complementary colors; differentiate between Newton’s and Goethe’s color spectrum; appreciate Goethe as a scientist; use a phenomenological approach to observation; explain diffraction; differentiate between Goethe’s and Newton’s views of light and darkness; explain the difference between physiological and prismatic colors; appreciate the possibilities for artistic and therapeutic use of colors.
Instruction: Course 1: This course enables students to choose and teach to children basic plane and solid geometrical constructions. Content covered includes: exact geometrical drawings based on the circle; basic concepts of projective geometry; construction of the Platonic solids.  Course 2: Phenomenological observation in the Goethean sense is a fundamental tool for the curative educator. It builds essential capacities for the holistic diagnostic approach used in anthroposophical curative education. The Goethean phenomenological approach teaches students to balance the one-sided scientific/analytical method as exemplified by Newtonian science with a capacity for synthetic appreciation of phenomena and symptoms. Goethe’s work on color provides a particularly valuable opportunity for the practice of this approach
Credit recommendation: Courses 1 and 2: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 1 semester hour in Curative Education, Educational Arts Methods, Goethean Studies, and any discipline which could benefit from such a complementary learning experience (9/05). NOTE: Courses 1 and 2 must both be completed to receive credit.

Home Life and Care
(Principles, Theories, and Approaches to Care)
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 22 hours (across several weeks - varies).
Dates: September 2004 - Present.
Objectives: Consider the link between theory and practice in the roles and responsibilities within the house community; describe the role of the homemaker in a curative educational house community; care for the physical space with an attitude of attention to detail; care for the sick child at home; carry out basic curative exercises involving the lower senses; support the religious and festival life in the house community; develop a wellness agreement handbook for the house community.
Instruction: This course actively engages students with questions about home life, childcare, and the role of the homemaker. It supports the student’s practical learning by providing background and tools to help students work with the children in their care and integrate them into their house community through meaningful activities. Providing care presupposes an appreciation of what belongs to the well-being of a child and how to address individual needs. This requires a sense for the balance between physical, soul, and spiritual aspects of well-being. Care of sick children is discussed, as is the question of age-appropriate care and approaches that foster self-determination. Throughout the course, a holistic picture of the role of the homemaker is developed.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Education, Special Education, Educational Psychology, Waldorf Education, Social Work, Human Services, Social Science, and any discipline which could benefit from such a complementary learning experience (9/05).

Home Life and Care Practicum II
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: Minimum 600 hours of guided practicum (30 weeks), 15 hours of mentor meetings, and 30 hours of house team meetings.
Dates: September 2004 - Present.
Objectives: Reliably assist children in their care with basic personal hygiene; notice and report to house parent any physical or emotional abnormalities; show awareness of the dignity and individuality of each child; show flexibility, creativity, and imagination in dealing with children; show initiative in recognition of what is needed; attend to the details in all areas of life and work; show awareness of the importance of self-education and personal development for the curative educator; carry out specific curative exercises and activities with children, as assigned by the house parent or recommended in child conferences; develop a positive outlook towards a life with children; express questions and concerns about the children; develop appropriate learning processes for individual children; practice and teach given tasks on a daily basis with children and new coworkers; show openness and willingness to explore and use different teaching approaches suggested by more experienced staff; explain the purpose of any medication, supplements, and remedies taken by the children in their care; recognize and deal with common minor illnesses of children in their care under the guidance of the house parent; be actively involved in preparing community festivals; accompany children to the religious events in the community in an active and supportive way; assume responsibility for all aspects of daily life; develop awareness of their own dormitory or small group of designated children; show a sense of responsibility for their own area of work; help orient new coworkers to work and routines in the house; show openness and willingness to work as a team member under the guidance of house parents; show willingness to work through and resolve social difficulties with others; show willingness to meet the extraordinary or non-routine needs of children or the house community; develop the ability to listen to children and other coworkers; cook for a large number of people in a given time span; understand the importance of a balanced diet; expand their repertoire of cooking skills and learn to prepare a wide variety of different meals; reliably clean and care for designated household areas; effectively assist house parents with shopping; responsibly administer personal spending money for/with the children in their care; give verbal reports to house parents on children’s general well-being and progress; explain relevant policies to newcomers and uphold them in their own conduct; recognize the limits of their competency and capacity to deal with a situation and ask for help, guidance, and support; develop a clear understanding of the scope and limits of their responsibility in communication with their house parents.
Instruction: This second-year experience is a ten-month hands-on practicum in life sharing with children with developmental disabilities. Students become members of a house community and are assigned a group of students and take responsibility for this group under the supervision of the house parents. Students are expected to approach the various tasks of the homemaker with an open mind, and show enthusiasm for participation in the life and tasks of the house community. The mentor supports the student in finding different approaches and strategies to deal with the rigors of home life, and to gain the capacity of a responsible dormitory parent and house community member.  A written learning agreement is made between student, mentor, and the course coordinator, which specifies the respective roles and responsibilities of student and mentor in relation to the pursuit of the course objectives. In addition to ongoing task-oriented instruction and advice, students are provided with weekly mentoring sessions, weekly home team meetings, mid-year review, and end-of-year review.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 3 semester hours as Guided Practice in Curative Education, Residential Care and Management, Human Services, Social Work, and any discipline which could benefit from such a complementary learning experience (9/05).

The Human Being II (Anthroposophical Understanding)
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 50 hours (variable, over several weeks).
Dates: September 2004 - Present.
Objectives: Give an overview of the ether body, the astral body, and ego organization; explain the working of the ether body, the astral body, and ego organization in the physical body, in the metabolic-limb system, the rhythmic-system, and the nerve-sense system, and in the soul forces: thinking, feeling, and willing; describe the twelve senses; describe the complexity of the human soul; recognize and explain the principle of metamorphosis in development; describe the four ethers and their manifestations in the body and soul; give an overview of the seven life processes and their manifestations in body and soul.
Instruction: This course builds on the observational skills and phenomenological approach developed in The Human Being I course of the first year. By exploring the general constitution and make-up of the human being in all its complexity, and from many different perspectives, the student develops ideas and concepts, which can become diagnostic assessment tools for the curative educator. The course consists of distinct units covering various aspects of an anthroposophically-extended understanding of the human being. The course aims to awaken an interest in the complexity of the human being and the interconnectedness of body, soul, and spirit. Students refine their observational skills through differentiated thinking and an appreciation of the spirit’s manifestations in body and soul based on the principle of metamorphosis in all development.
Credit recommendation: In the upper division baccalaureate degree category, 3 semester hours as Curative Education, Preparation for Case Studies in Curative Education, Methods of Phenomenological Research, Methods of Diagnostic Assessment, Human Studies, Human Growth and Development, Philosophy, and any discipline which could benefit from such a complementary learning experience (9/07).

Human Development II
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 34 hours (variable across several weeks).
Dates: September 2004 - Present.
Objectives: Describe Steiner’s picture of the path of the individual between death and rebirth; give an overview of developmental stages and issues between birth and young adulthood; give examples of how the development of the fourfold human being coincides with changes in body, soul, and spirit; trace the interrelated developmental paths of the nerve-sense system, the rhythmical system, and the metabolic limb system throughout childhood and adolescence; describe the major crises during various stages of development; describe attitudes and approaches for working with different age groups in relation to their developmental needs and situations; discuss the roles of environment, heredity, and individual destiny in development; discuss the contributions of major theories of development in relation to Steiner’s holistic perspective.
Instruction: This course builds on Human Development I in the first year and focuses on human development from birth through age 21 and includes a consideration of Steiner’s description of life between life and rebirth in relation to the developmental path. Various aspects of development are considered in depth, leading to a more diagnostic assessment approach that allows students to recognize developmental crises, conflicts, and challenges as part of the individual’s path of incarnation. Different lines of development are traced throughout the period covered, and the influence and effects of earlier phases on later phases is explored. The roles of heredity, environment, education, and therapeutic intervention are addressed in the context of seeing the human being in their development of body, soul, and spirit. Though the course is grounded in Steiner’s model of human development, comparison is made throughout to other theorists, including Piaget, Vygotsky, Bruner, Erikson, and Kohlberg, and their contributions to our understanding of the developmental path as seen against the background of Steiner’s holistic approach.
Credit recommendation: In the lower division baccalaureate/associate degree category, 1.5 semester hours in Curative Education, Social Science, Human Studies, Human Growth and Development, Education, Social Work, and any discipline which could benefit from such a complementary learning experience (9/05). NOTE: This course when combined with Human Development I in Year One is comparable to a semester-length 3 semester hour course. Both courses must be completed to receive credit.

Knowledge of Higher Worlds
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 45 hours (25 weeks).
Dates: September 2004 - Present.
Objectives: Describe what a spiritual path of inner development could look like for the student of esoteric science; describe a number of different attitudes as requirements for an esoteric training; describe different exercises and how they are approached; explain their relevance to a path of spiritual development; facilitate a study group discussion.
Instruction: This course uses a study group setting, allowing participants to familiarize themselves with the content of one of Rudolf Steiner’s basic books, but also to benefit from insights and the understanding of other study group participants. It focuses on a path of inner development, including exercises that allow the development of refined faculties of feeling, judgment, and perception and provides opportunities for in-depth engagement with questions of spiritual practice and inner development. Opportunities to facilitate the group discussion build practical social and communication skills.
Credit recommendation: In the upper division baccalaureate degree category, 3 semester hours in Curative Education, Philosophy, Cognitive Studies, Consciousness Study, Contemplative Practice, Contemplative Spiritual Practice, Western Spirituality, and any discipline which could benefit from such a complementary learning experience (9/05).

Music I
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 25 hours (across several weeks - varies).
Dates: September 2004 - Present.
Objectives: Decode a song and play it on both lyre and recorder; sing an unfamiliar song that has first been decoded on the recorder; play a repertoire of bedtime melodies on the lyre and waking melodies on the recorder; sing a repertoire of seasonal songs; read key signatures and recognize major and minor keys.
Instruction: Participants learn a repertoire of seasonal and other songs to provide the basis for future work in house and school. The course lays a foundation of instrumental skills to accompany a child’s sleeping and waking rhythm. Content covered includes seasonal songs, melodies for waking on the recorder, melodies for settling on the lyre, reading music, major and minor keys, and instrumental skills.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Educational Music Methods, Education, and any discipline which could benefit from such a complementary learning experience (9/05). NOTE: This course is reinforced through the Education Practicum and the Home Life and Care Practicum.

1. Painting I
2. Painting II
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: Course 1: 8 hours. Course 2: 8 hours; in addition, a minimum of 6 hours of field experience.
Dates: Course 1: September 2005 - Present. Course 2: March 2007 - Present.
Objectives: Course 1: Apply skills in veil painting, wax resist, form painting, charcoal and pastel; reflect on the necessary inner attitudes; discuss each grade’s painting objective; reflect on questions of age-appropriate content; set up a classroom and materials; lead a painting class based on a teacher developed theme. Course 2: Show completed examples of one’s own artistic work; effectively teach a painting class; independently plan and teach a series of painting classes; participate in discussions considering artistic application of Goethe’s color theory; show awareness of therapeutic painting approaches.
Instruction: Course 1: This is a studio course. It is designed to increase and refine the student’s practical skills, pedagogical understanding and inner attitude. It also provides an opportunity for personal growth in artistic expression through painting. The principle method of instruction involves the teacher’s demonstration of a technique and the student’s own practice of the technique. Group and/or individual review of student work completes each session. Discussion based on required readings support the student’s understanding of the painting curriculum and other pedagogical issues. A written summary of the student’s reflections on the painting exercises and the student’s own body of artistic work are reviewed at the end of the course. Course 2: This course is designed to increase and refine the student’s practical skills, pedagogical understanding and inner attitude, building on the experience of Painting I. Veil painting techniques are presented by instructor. Students work on own paintings supported by individual and/or group critiques at the end of each session. Waldorf painting curriculum, Goethe’s color theory and practical considerations of classroom painting are reviewed. The end of the course is marked by a final review of student artistic work and a school exhibition of student work. Students are observed by an instructor and/or class teacher during the student’s independently executed painting classes. This observation forms part of the students’ end of the course review.
Credit recommendation: Courses 1 and 2: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 1 semester hour in Arts Methods in Curative Education, Arts Education, Visual Arts, or Educational Arts Methods (9/07). Note: Courses 1 and 2 must both be completed to receive credit.

Portfolio II
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: Independent Study
Dates: September 2004 - Present.
Objectives: Document and reflect on one’s engagement and initiative in community life; engage in self-assessment of the learning process that has occurred during the year.
Instruction: Students compile a series of documents, which may include written reflections or journals, artistic work, projects, etc., which allow them to reflect on their participation in community life throughout the year, connecting the experiences to the coursework and guided mentor sessions. Areas of community life that students may draw upon in the completion of their portfolios are a relationship with a child or adolescent, the house community or school community, the village community, the international Camphill Movement and community, and the Anthroposophical Society and the School of Spiritual Science.
Credit recommendation: In the lower division baccalaureate/associate degree category, 1 semester hour in Curative Education, Education, Special Education, Waldorf Education, Social Work, Human Services, and any discipline which could benefit from such a complementary learning experience (9/05).

Retreat II: Development of Consciousness
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 25 hours (3 days).
Dates: January 2005 - Present.
Objectives: Characterize the historical-cultural development of consciousness; describe the spiritual situation of the present; outline possibilities for future development.
Instruction: This retreat explores historical shifts and changes in consciousness through experiential engagement and examination of stories, art, music, architecture, and other forms of cultural expression from various historical periods. This allows participants to appreciate the coexistence of a multiplicity of different forms of consciousness in the present, as well as an imaginative outlook onto the possibilities of future development.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 1 semester hour in Curative Education, Philosophy, Cognitive Studies, Consciousness Study, History of Art, Cultural History, Western Spirituality, and any discipline which could benefit from such a complementary learning experience (9/05).

Updated 1/8/08

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