 Experimenting with Static Electricty The sixth grade is a firm, intentional step into the outer
world. It is an arrival upon this earth. As children approach eleven or
twelve, changes begin in their physical bodies. One of the most subtle
is a hardening of the bones. Boys and girls are more aware of gravity
and weight. With the increasing awareness of their physical
bodies the time is right for the study of the physical body of the
earth.
Geology turns to the structure of the earth, and proceeds from
the study of the flora and fauna of the geological ages to minerals,
metals, and finally gems and crystals, leading to the functions of
mineral and metallic substances in the human organism. The study of
minerals and rocks, mountains and rivers awakens great interest and
enthusiasm. Here the students can experience a reflection of their own
process and inwardly they are eager to embrace earth life and explore
physical existence.
As the world continues to expand in geography, the sixth grade
students are introduced to the earth's configuration and contrasts;
distribution of oceans, seas, continents and mountain masses; and
climate studies. These are applied specifically to North and South
American geography. The study of the Earth and its relation to the
other bodies of the solar system is introduced through astronomy.
The students are introduced to the basic concepts of physics.
As with all subjects in a Waldorf school, the approach is first through
art. Acoustics, or sound theory, leads from familiar experiences in
tone and speech, such as observing how music is made, to
experimentation with sound phenomena of other kinds. The sounds in
music and nature lead to experiments by which they discover harmonies
of relationship made by subdivisions in strings. From these experiments
the children proceed to problems of tone conduction and then back to
the human organism. They discover that they, too, have a musical
instrument within them, the larynx.
Optical studies begin, like acoustics, with familiar
experiences in the realm of beauty. Study of color in the world begins
with the sun, giver of light. Each color is studied for its own special
attributes and then observed in relation to other colors. Experiments
with artificial light and shadow in the classroom lead to rainbow and
prism, then experiments to determine laws of light refraction. In all
these studies the principles underlying the various light and color
phenomena are arrived at as end products generalized from concrete
experiences rather than stated theoretically before the experiments are
made.
Sixth grade history follows the transition from ancient to
modern history. Because the ll-year-old herself is involved in such a
transition, she begins to move from poetic consciousness to a search
for truth in the form of scientific concepts. The child is now able to
grasp history as temporal sequence of cause and effect relationships.
The students study the decline of Greece, the rise and fall of Rome,
and the effects of these two great cultures on European civilization up
through the Middle Ages. The Roman epoch epitomizes in an historical
sense what the children are experiencing in their bodies. Of all
ancient peoples the Romans most strongly dominated their physical
world. All their accomplishments - cities, roads, aqueducts, the Roman
army and their conquest of the Western world - match a feeling of
omnipotence that the sixth grader has: "I can do anything!" Yet equally
important for the children is the example of how the excesses of the
Roman period led to the fall of the Empire and the Dark Ages, which
were illuminated by the new religion of Christianity.
Mathematics continues to exercise the disciplines learned in
previous classes and then moves on to the study of percentage and
ratio, the relationships between things. Sixth grade geometry is an
ideal place to bring all the years of circle movement, eurythmy and
form drawing into exact constructions, using compass, rulers, and right
angles. These forms can be treated with all the visual artistry that
has been so much a part of the curriculum in drawing and painting. Now,
however, there is the discipline of precision and the use of tools.
Whereas geometric shapes have in the prior grades been drawn freehand
as artistic exercises, families of geometric figures are constructed
and studied in the sixth grade for the numerical laws they embody.
These designs are now done with the utmost accuracy.
Sixth graders review parts of speech and verb tenses and write
detailed reports and compositions. Grammar emphasis is on
clauses, phrases, and the formulation of good sentences and
paragraphs. Oral presentations of reports and research are
given with an artistic component. Students practice lengthy
recitation of epic poems. Class plays usually come from Roman
or medieval history. Biographies are assigned for reports.
Shadows, landscapes, and color contrasts are taken up in
painting. Handwork relates to form and structure as the children design
and create a gusseted stuffed animal. They continue to develop their
skills with tools in wood cacarving, creating objects that serve the
human or animal world.
 Handwork Class - Doll Making In Grade 6, the string players join the brass players for a
class orchestra, which continues in 7th and 8th grades. In
chorus and orchestra for these grades, the students learn more complex
and challenging vocal and instrumental arrangements, demanding
attention in the lesson and more instrument practice outside of
class. Singing focuses on two and three-part choruses, songs
of the minstrels and middle ages, and recorders in descant, alto and
tenor voices. Eurythmy expands to include simple tone eurythmy whereby
students learn gestures which correspond to musical forms. A greater
depth is sought in this art form with geometrical forms and
transformations. English continues with more emphasis on reading,
writing and grammar. In Spanish a new lesson book with vocabulary,
grammar, and verb work is introduced. Earlier understanding
of grammatical concepts is strengthened and verbs are now
conjugated. Students are reciting poetry and singing songs
from the modern world. Students are also reading more complex
literature, such as a story of Cesar Chavez written entirely in
Spanish.
The Middle School Dance Program is intended to bring to the
students a measure of proficiency, confidence, and cooperation in
movement when dancing. The dances taught include:
swing, cha cha, waltz, and foxtrot. These dances require
partners, which promote a socially healthy exchange between the boys
and the girls. The 6th grader learns the basics of each of
the dances during the spring semester and is invited to the Middle
School Spring Dance.
A transition from cooperative games to competitive sports
begins in Grade 6. Basic fundamentals and proper skill
development is emphasized. The curriculum culminates in a
Medieval Fair, involving area Waldorf schools, in which students in a
medieval period atmosphere, meet outdoor movement challenges that
include group initiative events and individual obstacle
courses.
Sixth grade is the gateway to pre-adolescence and idealism. In
their studies of Rome the children are grounded so that through their
physical awareness they can begin to discover what "I" means for them.
In the Middle Ages they begin to venture out toward the unknown to find
what, in the world, they are asked to address. The stories of the Grail
offer an introduction to their quest in life. In summary, this year is
both an ending and a beginning.
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