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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

Inactive Learning Experiences - Camphill Academy

Descriptions and credit recommendations for all evaluated learning experiences

Location:
Community Based Extension program, various locations throughout North America.
Length:
45 hours (across several weeks - varies).
Dates:

September 2007 - November 2015.

Objectives:

Upon successful completion of this course, students will be ablet to: describe opportunities for self-education and personal development inherent in the artistic practice; explain how the practice of the arts can contribute to the development of communities in which individual growth can be supported and healing social processes can take place; demonstrate an increase in skills and techniques in the artistic discipline practiced.

Instruction:
This course provides a mentored introduction to artistic practice in the context of Curative Education, Youth Guidance, or Social Therapy and Community Life. Activities are drawn from the whole spectrum of the arts, including architecture/design, sculpture, painting and drawing, music, dance, eurhythmy, movement arts, speech and drama.
Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Curative Education, Social Therapy, Education, Special Education, Waldorf Education, Human Services, Performing Arts, Fine Arts and any discipline which could benefit from such a complementary learning experience (9/05) (10/10 revalidation).

Location:
Camphill Special School - Beaver Run, Glenmoore, PA.
Length:
33 hours (across several weeks - varies).
Dates:
September 2004 - August 2007.
Objectives:

Upon successful completion of the course, students will be able to: 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). NOTE: A later version of this course is contained within the course titled Music and Eurythmy I.

Location:
Curative Education Program, Glenmoore, PA.
Length:
34 hours (variable over several weeks).
Dates:
September 2005 - August 2007.
Objectives:
Implement basic principles of choreography; describe the relation of vowel sounds and planetary qualities; describe some of the underlying principles of the eurythmy curriculum as part of the Waldorf school curriculum; describe and demonstrate appropriate exercises that support the child within the Waldorf school curriculum; describe the principles behind a variety of hygienic exercises; use various fundamental pedagogical exercises.
Instruction:
Eurythmy II builds on the content of Eurythmy I. The aim is to further deepen the capacity of soul experience through movement. Students are also introduced to key aspects of the use of eurythmy in Waldorf education and its relationship to human development.
Credit recommendation:
In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Movement, Expressive Arts, Performing Arts, and any discipline which could benefit from such a complementary learning experience (9/07) (10/10). NOTE: A later version of this course is contained within the course titled Music and Eurythmy II.
Location:
Curative Education Program, Glenmoore, PA.
Length:
34 hours (variable - over several weeks).
Dates:
September 2006 - August 2007.
Objectives:

Upon successful completion of the course, students will be able to: describe the underlying principles of the Waldorf eurythmy curriculum; describe and use appropriate exercises that support the child in the context of the Waldorf curriculum; describe the relation of the consonants to the Zodiac; explain the underlying principles of various hygienic exercises; use various hygienic exercises as a remedial tool, in consultation with a fully trained eurythmist; perform a piece of eurythmy to the school.

Instruction:
This course consists of exercises in eurythmy, reflective conversations and presentations by the instructor. Participants are encouraged to enter into the experience of speech, tone and movement and become aware of their qualities and effects, both in the lesson and in the world around them. Students are introduced to, and practice the following elements and principles of eurythmy: contraction and expansion, slow walking, hygienic pedagogical forms and exercises, review of the Waldorf eurythmy curriculum for grades K-8, experiencing the Waldorf eurythmy curriculum for grades 9-12, the "soul gestures," exploring the Apollonian element of eurythmy; the "Hallelujah," the signs of the Zodiac and their qualities.
Credit recommendation:
In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Movement, Expressive Arts, Performing Arts, and any discipline which could benefit from such a complementary learning experience (9/07)(10/10). NOTE: A later version of this course is contained within the course titled Music and Eurythmy III.
Location:
Curative Education Program, Glenmoore, PA; Social Therapy Program, Copake, NY; Soquel, CA; N. Vancouver, BC; and instructor-led individual study at various locations across North America.
Length:
45 hours.
Dates:
September 2007 - June 2012.
Objectives:

Upon successful completion of the course, students will be able to: describe an human being or a human situation accurately and imaginatively; distinguish perceptions from thoughts or ideas; use artistic exercise as tools for observation and the development of observational capacity involving the whole circle of the sense; describe a complex situation accurately and imaginatively without imposing preconceived ideas or interpretations.

Instruction:
This is a distance learning course monitored by the Core Faculty of the Camphill Academy and delivered in partnership with an affiliated Curative Education or Social Therapy community. It requires students to meet with a trained mentor at their own community. Students must complete various artistic exercises and activities as tools in the development of observational skills and capacities. Students complete a written observational study and a final review.
Credit recommendation:
In the lower division baccalaureate/associate degree category, 3 semester hours in Curative Education, Social Therapy, Education, Special Education, Waldorf Education, Human Services, and any discipline which could benefit from such a complementary learning experience (10/10).
Location:
Camphill Special School - Beaver Run, Glenmoore, PA.
Length:
25 hours (across several weeks - varies).
Dates:
September 2004 - August 2007.
Objectives:

Upon successful completion of the course, students will be able to: 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. NOTE: A later version of this course is contained within the course titled Music and Eurythmy I.

Location:
Curative Education Program, Glenmoore, PA.
Length:
34 hours (variable over several weeks).
Dates:
September 2005 - August 2007.
Objectives:

Upon successful completion of the course, students will be able to: identify the key signature and its progression of harmony and rhythm in a song; involve a variety of instruments based on harmony and rhythm to accompany a song (e.g. bells, chimes, percussion instruments, Borduin lyres, etc.).

Instruction:
Music II builds on the skills developed in Music I. The course provides an introduction to music theory, focusing on key signatures, harmony and rhythm. Students learn to develop accompaniments to songs, using a variety of musical instruments.
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 (9/07) (10/10). NOTE: A later version of this course is contained within the course titled Music and Eurythmy II.
Location:
Curative Education Program, Glenmoore, PA.
Length:
34 hours (variable - over several weeks).
Dates:
September 2006 - August 2007.
Objectives:

Upon successful completion of the course, students will be able to: lead a group of children in musical activity, applying the skills acquired in Music I and Music II; choose songs, music and instruments appropriate for different age groups.

Instruction:
Music III takes the skills and concepts developed in Music I and Music II, and leads them into practical application in an educational setting. The course includes an introduction to the Waldorf music curriculum, with considerations regarding age appropriate music activities and their adaptation for students with varying levels of ability. The course culminates in an individual music instruction project, prepared for a small group of children.
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 (9/07) (10/10). NOTE: A later version of this course is contained within the course titled Music and Eurythmy III.

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 - July 2007. Course 2: March 2007 - July 2007.

Objectives:

Course 1: Upon successful completion of the course, students will be able to: 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: Upon successful completion of the course, students will be able to: 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. NOTE: A later version of these courses is titled Painting, Drawing, and Modeling I, which is now called Visual Arts I.

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