Waldorf Inspired

 

EDIT: This posting was originally published March 9, 2009, but I thought it was worth moving to the top of the blog again! The kids loved these, and it is a project quite easy for children that are comfortable with a needle and thread to do. Make a dozen decorated for Easter, and a dozen for the play kitchen. 

This is the last egg project of the week. If you're not into making eggs out of roving, then try some of these Traditional Felt Eggs. VERY easy to make. Copy the pattern then you simply take 2 egg pieces, blanket stitch them together, leave an opening at the bottom, stuff and finish blanket stitching them closed. You can leave them plain or add embroidery or fabric paint to decorate. I did a combination. Although you can paint or embroider the eggs before you stitch them together, if you want a uniform pattern around the egg, wait until after it has been stuffed. The pattern includes 2 different sized eggs. The smaller eggs will fit in a standard egg carton. Perfect size if you'd like to make a dozen white or brown eggs for the play kitchen! There are no additional directions since it is very straightforward, but the pattern is available in the FREE Open Pattern section. Enjoy!

FYI... If you can't tell from the photo you are either being very kind or I did a remarkable job of camouflaging... I really am puff paint challenged! I always felt like my embroidery flowed like paint... thank goodness I was wrong! I was all thumbs as I tried to transfer my mental image to the eggs. So... there are smudges here and blobs there. Alas, not perfect, but the colors are still lovely, right? And if you squint your eyes just a wee bit, you can hardly notice the imperfections. Ah, we all need to be humbled occasionally!

In another life I must have been a man, because I hate to stop and ask for directions... (I'm never lost, I always know where I am... in my car!) and I insist on trying to figure things out for myself before I turn to instructions. So, the other day, when I put our new loom together, I decided to dig right in. Sure, next week there will be a stack of weaving books on my nightstand, but for right now, I just want to touch and feel and experiment. Later, I'll learn technique and truly appreciate the advice of experienced weavers. But right now... it's all about sensations.

We bought a simple table top loom... very suitable for children. I can't use any technical terms yet, because I don't know them, but suffice to say, Michelle and I successfully strung the loom (see what I mean... I have no idea of what the correct terminology is) and set to weaving. I am sure we are doing many things wrong... like, do you start the weaving right at the bottom, or do you leave space? And what is the best way to stop and start new fibers? There will be time to answer all those questions. For the time being, this is about process, not product.

The kids weren't very interested in the loom construction. The girls were off playing with their spoon dolls, and Bug was somewhere saving the world. So, I sat down and started weaving. I brought down a stash of weaving yarn I had received by mistake many, many years ago (I have a blog written about THAT already) but after making several passes back and forth, and squinting to check my work, Michelle disappeared. She returned with a large ball of extra chunky yarn. "Here", she said, "try this."

WOW! With a few more passes I felt like I was on my way. Okay... so I'm often about immediate gratification and this chunky yarn gave me a feeling of accomplishment. Thank you, Michelle! About this time, Fairy and Pixie came into the room with their entourage of spoon dolls. Fairy watched me make a couple passes, them promptly climbed on my lap and wanted to give it a go! She immediately fell in love with weaving! Her fingers worked the threads adeptly... maybe more so than mine... and she only needed to be shown something once before she incorporated it into her technique! So, for the next hour we wove, gammy and granddaughter, guiding each other's hands and equally delighting in the beauty of the creation that was unfolding before us. 

I can guarantee you that you will be hearing much about weaving over the next couple of months. We will show you how to make a couple of quick, inexpensive looms that will get you and your children started weaving. And, as we learn, we will share our triumphs and our tribulations. I'm excited! 

We are very excited to introduce our newest sponsor, Bella Luna Toys, and specifically Sarah Baldwin; owner and Waldorf educator. In keeping with our philosophy of offering sponsorships to shops that reflect the values of Wee Folk Art, we can honestly say we would be delighted to own ANYTHING Sarah offers at Bella Luna Toys. We thought it would be great fun to interview Sarah so we all got to know her a little better. 

If you are a Waldorf parent, you will find Sarah to be a kindred spirit. If you're not quite sure what Waldorf is all about, Sarah does a wonderful job of sharing the basic philosophies and how they impact education and home. I am grateful that Sarah has taken the time to share her extensive expertise with us, and I know I am a little wiser after reading the interview.

Make sure you take the time to not only read this delightful interview, but to make your way over to Bella Luna Toys, and take a look around. I spoke to Sarah several days ago, and as the new owner, she has big plans. Over the next few months you can expect to see a new look to the website, and the addition of many wonderful toys. And, oh yes... I almost forgot... we talked about a super Give Away that is sure to excite all Wee Folk Art readers. You'll hear about that in a couple of weeks. Yay! For the time being, grab a hot beverage, a few quite moments, and enjoy getting to know Sarah. I know I did! If you have another question for Sarah, just post it in the comments and she'll answer it as soon as possible.   

Kimara: In a nutshell, what distinguishes a Waldorf classroom from a more traditional educational environment?

Sarah: There are so many facets and layers to Waldorf education that it is nearly impossible to describe it in a neat, tidy package, even though I am frequently asked to do so! Since I am an early childhood teacher, I will highlight three of the key elements that distinguish a Waldorf early childhood classroom from that of a more mainstream preschool.

• A homelike environment with an emphasis on natural materials

A Waldorf kindergarten is typically furnished to look much like a home, with silk curtains, wool rugs, a rocking chair and wooden tables and chairs. Teachers consciously choose playthings for the classroom that will nourish a young child's senses, and sheathe them in beauty. Toys found in the classroom are made from natural fiber and materials to nourish a young child's senses.

• Real work for a real purpose

Waldorf teachers model meaningful, purposeful work in the classroom by engaging in activities such as cooking, cleaning, baking, sewing or knitting. Outdoors, teachers may be found raking, gardening, filling bird feeders or shoveling snow. Out of imitation, children engage in, and help with, all these activities. The children are learning real life skills, as they become confident and capable helpers.

• Imagination and Play

Rudolf Steiner, the founder of Waldorf education, emphasized the importance of the imagination in childhood, and Waldorf educators believe that imaginative play is the key to creative thinking later in life. In a Waldorf early childhood classroom, ample time is allowed each day for unstructured, imaginative play without a lot of adult interference. This is when an observer might see children becoming cats and mice; witness tea parties in the play kitchen; boys and girls building large structures out of Waldorf wooden playstands draped with large silks; building with stumps and natural tree blocks; and other children donning capes and crowns to become princesses and princes. One might say that free play is the heart of a Waldorf kindergarten morning.

To read the remainder of Sarah's insightful interview, click HERE!

We are very excited to introduce our newest sponsor, Bella Luna Toys, and specifically Sarah Baldwin; owner and Waldorf educator. In keeping with our philosophy of offering sponsorships to shops that reflect the values of Wee Folk Art, we can honestly say we would be delighted to own ANYTHING Sarah offers at Bella Luna Toys. We thought it would be great fun to interview Sarah so we all got to know her a little better.

If you are a Waldorf parent, you will find Sarah to be a kindred spirit. If you're not quite sure what Waldorf is all about, Sarah does a wonderful job of sharing the basic philosophies and how they impact education and home. I am grateful that Sarah has taken the time to share her extensive expertise with us, and I know I am a little wiser after reading the interview.

Make sure you take the time to not only read this delightful interview, but make your way over to Bella Luna Toys, and take a look around. I spoke to Sarah several days ago, and as the new owner, she has big plans. Over the next few months you can expect to see a new look to the website, and the addition of many wonderful toys. And, oh yes... I almost forgot... we talked about a super Give Away that is sure to excite all Wee Folk Art readers. You'll hear about that in a couple of weeks. Yay! For the time being, grab a hot beverage, a few quite moments, and enjoy getting to know Sarah. I know I did! If you have another question for Sarah, just post it in the comments, and she'll answer it as soon as possible. 

Kimara: In a nutshell, what distinguishes a Waldorf classroom from a more traditional educational environment?

Sarah: There are so many facets and layers to Waldorf education that it is nearly impossible to describe it in a neat, tidy package, even though I am frequently asked to do so! Since I am an early childhood teacher, I will highlight three of the key elements that distinguish a Waldorf early childhood classroom from that of a more mainstream preschool.

• A homelike environment with an emphasis on natural materials

A Waldorf kindergarten is typically furnished to look much like a home, with silk curtains, wool rugs, a rocking chair and wooden tables and chairs. Teachers consciously choose playthings for the classroom that will nourish a young child's senses, and sheathe them in beauty. Toys found in the classroom are made from natural fiber and materials to nourish a young child's senses.

• Real work for a real purpose

Waldorf teachers model meaningful, purposeful work in the classroom by engaging in activities such as cooking, cleaning, baking, sewing or knitting. Outdoors, teachers may be found raking, gardening, filling birdfeeders or shoveling snow. Out of imitation, children engage in, and help with, all these activities. The children are learning real life skills, as they become confident and capable helpers.

• Imagination and Play

Rudolf Steiner, the founder of Waldorf education, emphasized the importance of the imagination in childhood, and Waldorf educators believe that imaginative play is the key to creative thinking later in life. In a Waldorf early childhood classroom, ample time is allowed each day for unstructured, imaginative play without a lot of adult interference. This is when an observer might see children becoming cats and mice; witness tea parties in the play kitchen; boys and girls building large structures out of Waldorf wooden playstands draped with large silks; building with stumps and natural tree blocks; and other children donning capes and crowns to become princesses and princes. One might say that free play is the heart of a Waldorf kindergarten morning.

Kimara: How can parents bring the Waldorf philosophy into their homes?

Sarah: Waldorf teachers work consciously with the idea of "rhythm." We talk about the rhythm of the day, the rhythm of the week and the rhythm of the year. The daily rhythm is a regular, predictable schedule. An example would be a morning that starts with free play, which is then followed by cleanup, circle time, rest time, snack time, outdoor time, story time and lunch. This daily rhythm would be the same all year long without variation. Once the children become familiar with the rhythm, they relax into it and benefit from the predictability of the day. They feel confident and secure, knowing exactly what to expect. Children can be become quite anxious when their days are irregular and unpredictable. So one important thing parents can do is to bring more rhythm into their home. Have regular times for meals, bath and bed, and add little rituals to each of these activities.

Another thing parents can do is to bring reverence and ritual to the family meal table. Even if you are not religious, take a moment to light a candle and say a verse of gratitude for the food you are about to eat. One can thank God, or simply thank the sun and the rain for producing the food. What's important is to cultivate a sense of reverence and gratitude in your children. And, of course, eating meals together as a family!

Kimara: Before the birth of your first child, you were pursuing a career as an actress. How were you able to utilize that training in the Waldorf classroom?

Sarah: Before my son Harper was born, I was working as an actress, but even then I had been thinking about going to back to school to become a teacher. At the time, I thought of this as a career change. However, after I discovered Waldorf education, with its emphasis on storytelling, puppetry, singing and reciting verses, I came to think of it as a career progression. Not only did those artistic skills lend themselves to my work as an early childhood teacher, but it also allowed me to be quite comfortable "performing" in front of parents when I taught Parent/Toddler classes. I felt like I was still performing, but now for a higher purpose and for a much more appreciative audience!

Kimara: I know I’m asking for a very condensed explanation, but implementing the Waldorf philosophy, what are the attributes parents should look for when crafting or purchasing playthings for their children?

Sarah: One exercise I used to do with parents in my classes during a parent evening on “toys and play” was to blindfold them. Then I would hand them different toys. Some were typical toys from a modern child's toy box, such as Barbie dolls, action figures, metal trucks, plastic baby dolls and so forth; alternating with toys from our Waldorf classroom, such as shells, stones, sanded pieces of wood or dolls made from cotton and wool. I would ask each parent to feel the toys, smell them, and even taste them, if they dared! (Because all babies WILL put toys into their mouth.) I urge you to try it. Even when blindfolded, this exercise will really "open your eyes" as to how children experience toys with all their senses. The experience of touching cold metal vs. warm wood, or the different qualities between a plastic doll and one made of natural fibers can really be appreciated when not relying on one's sense of sight.

Rudolf Steiner once described the young child as a "wholly sense organ." That is, a child’s senses are much more sensitive than an adult’s, and her experience of the world relies less on sight alone. A child takes in the whole world through all of her senses, so we want to choose toys that are going to nourish and feed the senses in a healthy way. Furthermore, toys made from natural fibers and materials seem to have a calming quality, which can be observed in children’s play.

Another thing parents should look for are toys that will inspire and ignite the imagination, and toys that are open-ended (that is, toys that can be played with in a variety of ways). They should look for playthings that are not too formed and fixed, that leave some room for the imagination. For example, Waldorf dolls usually have minimal features, and Waldorf puppets typically have no face at all. This allows a child to imagine the face happy, sad or angry, and to develop his inner picturing abilities.

Kimara: What role do you think parents should play in their children’s creative expression and play?

Sarah: In general, Waldorf early childhood teachers do not directly engage in play with the children. Children, left to their own devices, are usually so much freer in their imaginations and richer in their play than we are as adults! As teachers, we work alongside the children as they play -- sewing, preparing food, or the like. We work, we hum, and we watch. A parent can stimulate a child's imagination by providing the kinds of playthings that invite creative play, and even nudging a child's imagination if she seems stuck. For instance, a child may start throwing blocks. We can take the blocks and pretend now that they're teacups, inviting the child to have a tea party with us, thereby guiding the play into a new direction.

Kimara: Given the fact that most of us are dealing with limited resources, what do you think are the basic toys or supplies we should have available for children, and when creating a "Wish List", what items in your shop would have to be on the list?

Sarah: A parent needn't spend much to provide a rich array of playthings for a child. At least half the playthings in my classroom were either gathered from nature or handmade. A basket of shells, a basket of smooth river stones, and branches cut up and sanded into natural blocks were among the toys I considered essential.

That said, what comes to mind as other essential items, which can be bought or handmade, are:

• Play Silks. A basket of brightly colored silk squares can be used in an endless variety of ways. They become scarves, capes and skirts; they can swaddle a baby; they become tablecloths; a blue silk becomes a river; a green one, a meadow. They are also lovely for decorating a “nature table,” or draping a puppet play. The quality of the silk makes the colors shimmer, and feels heavenly next to a young child’s skin.

• A Waldorf Doll. Both boys and girls would take turns caring for the “babies” in our classroom. The Waldorf 16" dress-up doll is often what's most readily recognizable as a Waldorf toy. These dolls are best for 4- to 6-year olds who have the fine motor skills to be able to dress them and comb their hair. For younger children, a bunting doll, such as our Cuddle Doll, is soft and huggable, perfect for toddlers; and a Blanket Doll is a wonderful first doll for a baby, with a human face that babies respond to, but with a soft blanket body, which often becomes a special "lovey." All these dolls are made with natural fibers and materials with cotton knit skin and stuffed with wool.

• Playstands and Play Clips. These are also classic Waldorf toys that are found in virtually every Waldorf kindergarten classroom. With two playstands, long pieces of silk or cloth, and a couple pairs of play clips, children can build houses and forts. They use the shelves to play "store," or as a stage for puppet plays. They have an endless variety of uses, and are used heavily by the children every day.

• A Play Kitchen Corner. The most popular spot in my classroom, year after year, was the play kitchen--a corner blocked off by two playstands. In the cozy corner was a wooden play stove, a small table set with wooden dishes, chairs, and doll cradles. During free play, this area was always bustling with tea parties, cooking, caring for babies, setting the table and washing. Here, the children would imitate the work of the adults in their company.

Kimara: On a rainy afternoon, what is your favorite way to while away the hours with children?

Sarah: My favorite rainy day activity is one we ONLY did on rainy days. (That is to say, torrentially rainy days, otherwise we'd be outside!) I have an electric hot plate with a glass top that I got at a yard sale -- the kind that is meant to keep food warm and doesn't get too hot. I'd take a sheet of drawing paper and tape it to the hot plate, then invite the children, one at a time, to color with our beeswax crayons on the hot plate. The warmth would melt the beeswax, producing beautiful wax “paintings” that looked like stained glass. Afterwards, we would hang them in the windows and, once the rain ended, we would admire the way the sun would shine through them!

Kimara: Finally, what prompted you to leave the classroom and run Bella Luna Toys?

Sarah: After more than ten years of teaching full-time in a Waldorf school, I was discovering that my two teenage boys needed me as much (if not more) than they did when they were toddlers. While I’ve always felt that Waldorf teaching was my life’s calling and absolutely loved my time in the classroom, I was looking for a way to put my expertise and love for Waldorf education to use in a new way—one that would allow me to continue working to promote Waldorf education in the world, but also give me more time at home. Just as I was pondering what new direction my life might take, a newsletter arrived in my mailbox, announcing that Bella Luna Toys was for sale. Bella Luna was a well-established Waldorf toy company of which I had long been aware, and I knew its founder, Miaja (prounounced “Maya”) Rocciola through Waldorf homeschooling circles. After many conversations with Miaja, I became the new owner of Bella Luna Toys in September 2009, and the company moved from the beautiful coast of California, to the equally beautiful midcoast of Maine. I'm learning a lot, and having a ball!

EDIT: The following question was asked by one of our readers and I wanted to make sure that the question and Sarah's answer were included for posterity in the interview :) Thanks for the thought provoking question, Ashlie, and thanks again Sarah, for your thorough reply!

Ashlie: This truly was an enjoyable article, but I really would love to hear more about children crafting and artistic expression. Are there "typical" Waldorf crafts and can you recommend books or websites to foster intrinsic artistic expression? Love your classroom. Heading over to check out your shop now.

Sarah: Well, Ashlie, you are in the right spot! Wee Folk Art is a great resource for parents who are drawn to Waldorf education and interested in crafting. The crafts offered here by Kimara are the kinds of things typically made by teachers and students in a Waldorf School. As I said in the interview, there are many facets to Waldorf education, and I failed to mention them all. But since this is a crafting blog, not mentioning the importance of handwork in a Waldorf classroom was a big omission!

All children in a Waldorf school learn handwork beginning in early childhood. Children in my kindergarten class would learn to "fingerknit" (creating a crocheted chain with their fingers) and to sew. Craft projects were created all year long connected to the seasons and festivals of the year. When children at a Waldorf school get to first grade, they learn to knit with needles, and as the years go on, they learn to crochet, embroider, make dolls and more. Much research in recent years has documented the benefits of developing fine motor skills through handwork to brain development, so the goal in teaching handwork to children is not just about the finished product!

I also failed to mention in the article that Bella Luna Toys carries a wide variety of craft kits that come with all the materials needed and instructions to create animals, gnomes, angels, fairies and more. In addition, I can highly recommend the book Crafts Through the Year (also available on the site) that has beautiful photographs and instructions for making many seasonal Waldorf crafts connected to the seasons and holidays.

What a busy time in the Thicket. Britta is bustling around readying the house for a Valentines Party she is throwing for some friends. She just finished this lovely banner with flowering vines meandering over a Valentine's heart. Although cold weather is still evident throughout the Thicket, hearts are warm with Valentine Cheer. There is no doubt that love is in the air!  

Here is a lovely Valentine Banner displayed prominently in the gnome's home. Make your own banner to share with your gnome friends or for a doll house. Haven't got either? Not to worry. The applique and embroidery can be used on any project that needs a little Loving Embellishment. The directions for the Gnome Valentine Banner can be found HERE or with our FREE Patterns. Hope you and your gnomes Enjoy!

This banner was designed to fit a branch in our Gnome Home. You may wish to customize the banner to fit a preexisting branch in your Gnome Home or add an angled twig to hang the banner as is.

Materials:
Pattern
9" x 12" piece of wool felt
wool felt scraps
6 strand embroidery floss
embroidery needle

Directions:
1] Make copies of the pattern.

2] Using the pattern, cut out 2 banner pieces and 1 heart.

3] Using the pattern as a guide, place heart on the front piece of the banner. Use a blanket stitch and 3 strands matching floss to attach heart to banner. Using the pattern as a guide, embroider the banner.

4] Place wrong sides of banner pieces together. Pin in place. Use 3 strands of embroidery floss and a a running stitch, sew along the top stitching line and the bottom stitching line. This will create a casing for hanging. Using 3 strands of embroidery floss, blanket stitch sides and bottom below bottom stitch line.

OUR "DISCLAIMER"! We are sharing patterns we have designed and made for our own children, families and friends. Every effort is made to share information in a clear and accurate manner. DUH, right? But we are only human, although I often long for superhuman powers, and as humans, mistakes will be made. We offer preemptive apologies for any aforementioned mistakes. Please let us know via comments or emails if you stumble upon a mistake or if you encounter directions that leave you scratching your head! We will rectify the situation as soon as humanly possible! Before beginning any of our patterns, think of yourself as a Beta Tester. We do not have a staff, editors or even volunteers that are crafting our projects before we share them. YOU are the first to have a go at them. As such, other than a heartfelt apology, we accept no responsibility for mistakes made, or in an extreme circumstance, for time or supplies wasted. Please tackle our projects in the same manner that we are sharing them, with a spirit of goodwill and global friendship!

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Let's face it. It's the little things we do that make a house a home. And when we are in tune with nature, our homes often reflect the "goings on" outside. That certainly is one of the reasons houses have windows... so we feel the connection with the out-of-doors. Well, the mistress of our Gnome Home... Britta, is certainly in tune with nature, and makes changes in her home to reflect the changing seasons. And just like me, wanted a snowflake garland to dress up her house for winter.

If you would like to learn how to make your own snowflake garland to share with your gnome friends or to add a festive touch to a doll house, the directions for the Gnome Snowflakes can be found HERE or with our FREE Patterns. Enjoy!   

The gnomes enjoy decorating their houses seasonal just like the rest of us. Britta saw the Traditional Snowflakes we scattered throughout the house, and wanted some, too! So, I got right on it for her. She loves them! If you'd like to make some snowflakes for your gnome or doll house, you can make a garland of them in no time!

Materials:
white paper
sharp, pointy scissors
embroidery floss or twine
transparent nylon thread
wide packing tape or glossy clear contact paper

1] Make circles the size you want your snowflakes. I traced around a quarter (approximately 25mm diameter) and cut them out.

2] Using steps 1 and 2 as described in Traditional Snowflakes, cut out snowflake designs. 

3] Cover front and back of snowflakes with wide package tape or glossy clear contact paper. Cut off extra tape close to the snowflake.

4] If making roping from embroidery floss or pearl cotton, make a tight braid using three strands. Make the braid long enough to span the desired length. (Make sure to make it long enough to attach to gnome or doll house.)

5] Tape one end of the braid to a table. Place a ruler behind it. Attach the snowflakes by threading a needle with the transparent nylon thread. Tie a knot. You now have 2 threads. Pierce the snowflake with your needle and pull the thread through. Insert your needle between the 2 pieces of thread so the snowflake dangles at the end of the thread with the thread looped over the snowflake.  (I demonstrated with floss so you can see what I'm doing. It's hard to see the transparent nylon thread in photos :) Tie the snowflakes to the braid or twine every 1 1/2".  Each snowflake is attached individually. Vary the length of the thread so the snowflakes appear to be falling randomly... not in a straight line.

6] Tie, tape or tack the finished garland of snowflakes to your gnome house or dollhouse. They hang nicer is the roping is taut. 

Every summer Britta and Axel, along with their children, leave the Thicket and head to the city to visit Britta's sister, Greta and her family. When they go, Britta makes sure to bring gifts from the Thicket including acorn jam, dried mushrooms and toys for the children whittled from wood. In turn, Greta and her family come to the Thicket to spend the Christmas holidays. They never come empty handed. There are many things Greta and her husband Eldar can find in the city that are not available to the Thicket gnomes. They bring buttons and small bolts of cloth. Cooking pots and books. But this year, they brough special gifts for Britta and the family. Something that she never even dreamed of owning... their very own city bed! No longer will they need to use their sleeping bags. Beds! Britta is so excited the first night in her new bed she can barely sleep! Britta decides here and now to make something extra special for her sister's family.

If you would like to craft your own Gnome City Bed like the one Eldar made or a mattress and pillow like Greta made, click HERE or the directions can be found with the FREE patterns. Enjoy!