Inactive Learning Experiences - Camphill Academy

Organization

Camphill Academy

Credit Course Categories:

Descriptions and credit recommendations for all evaluated learning experiences

Artistic Practice I

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).

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Cooperative Work Practicum I

Length:

300 hours over 10 months.

Dates:

September 2007 - October 2020.

Objectives:

Upon successful completion, students will be able to: demonstrate punctuality, reliability, and a cooperative attitude toward work; fulfill their role and responsibilities as a member of the workshop team; provide support to individuals; assist in specific work activities; practice basic safety awareness; interact with adults with disabilities in a respectful and appropriate manner; assist in general workshop management and support of the physical well-being of participants; respond appropriately to social and behavioral issues; show interest in participants, their individual needs, and the nature of the workshop; and recognize their own limitations and ask for support when needed.

Instruction:

This is a mentored hands-on practicum consisting of supervised participation in a cooperative work situation with adults with special needs. Ongoing formative assessment based on learning goals in a learning agreement occurs during weekly mentoring meetings and includes a mid-year review with verbal and written qualitative feedback and student self-evaluation. A final review in the same format constitutes the summative assessment.

Credit recommendation:

In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Social Therapy, Human Services, or Special Education (10/10) (11/15 revalidation).

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Cooperative Work Practicum II

Length:

300 hours over 10 months.

Dates:

September 2007 - October 2020.

Objectives:

Upon successful completion, students will be able to: implement instructions regarding workshop activities from their leader; independently assist participants with special needs through a work area; ensure the safety of the group; assist in general workshop management; communicate effectively with participants and with the workshop leader; and monitor and report participant engagement and performance.

Instruction:

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Social Therapy, Human Services, or Special Education (10/10) (11/15 revalidation).

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Cooperative Work Practicum III

Length:

300 hours over ten months.

Dates:

September 2012 - October 2020.

Objectives:

Upon successful completion, students will be able to: safely manage a workshop independently; explore ways of accompanying the workplace meditatively; consider and develop ways to maintain and enliven the work life of participants, in close cooperation with the mentor; implement considerations arising from annual review reports with support from mentor; communicate with other workshop leaders, therapists, houseparents and participant regarding individual program and needs; plan, oversee and lead the program over an extended period of time with guidance and support from workshop leader; review and participate in the annual review process for each participant; participate in biography meetings and personal planning meetings, contributing significant observations; and reflect and assess the strenghts and weaknesses of ones own work.

Instruction:

This practicum is integral to the third year social therapy curriculum and offers opportunities to practice social therapy in the context of living and working in a community including others with developmental disabilities. Concurrently, it complements coursework in Human Being III, Social Therapy II and Social Therapy Project III, as well as coursework in the arts. This course lays the foundation for work in the fourthy year, especially for Human Being IV, the Practicum concentration and Final Project.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Social Therapy, Human Services, or Special Education (11/15).

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Education Practicum I

Length:

Minimum 150 hours of supervised practicum and 16 hours of mentor meetings (30 weeks).

Dates:

September 2004 - October 2020.

Objectives:

Upon successful completion of the practicum, students will be able to: discuss the role and responsibilities of an instructional assistant as a member of the instructional team under the guidance of the lead teacher; give one-on-one support to individual students with direct supervision by the lead teacher or other experienced instructional staff; assist in group activities under the direct supervision of the lead teacher or other more experienced instructional staff; show basic safety awareness; interact with students in a respectful and age-appropriate manner; assist in general classroom management, physical care and supervision of students under the direct supervision by the lead teacher or other more experienced instructional staff; respond appropriately to behavioral issues; show interest in the students, their individual needs and the nature of educational and therapeutic programs; and recognize ones own limitations and ask for support when necessary.

Instruction:

This experience is a ten-month hands-on practicum in the education of children with special needs. Students serve as assistants in the kindergarten, lower/middle school, high school classroom and/or in the transition education program developing positive attitudes and fundamental practices in the context of a curative school. Under the instruction and direct supervision of a mentor/lead teacher, students develop first-hand experience in one-on-one and small group instruction. As assistants to the lead teacher, students are also involved in various aspects of physical care, classroom maintenance and management, and supervision of students with special needs. The principal method of instruction is supervised practice, supported by active mentoring. 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, 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 an education practicum in Curative Education, Education, Special Education, Waldorf Education, and any discipline that could benefit from such a complementary learning experience (9/05) (10/10 revalidation) (11/15 revalidation).

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Education Practicum II

Length:

Minimum 150 hours of supervised practicum and 16 hours of mentor meetings (30 weeks).

Dates:

September 2004 - October 2020.

Objectives:

Upon successful completion, students will be able to: 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; and 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 that could benefit from such a complementary learning experience (9/05) (10/10 revalidation) (11/15 revalidation).

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Education Practicum III

Length:

Minimum 180 hours of supervised practicum and 16 hours of mentor meetings (30 weeks).

Dates:

September 2005 - October 2020.

Objectives:

Upon successful completion, students will able to: safely manage a class or workshop in the absence of the lead instructor/mentor; explore ways of carrying a small group of students meditatively; develop an appropriate educational program for a small group of students, in close cooperation with the mentor; implement portions of a student's IEP with support from mentor; communicate with other teachers, instructors, houseparents, and therapists regarding students' program and needs; plan, oversee and carry the total educational program of the class or workshop for a period of two weeks (including main lesson teaching, if the practicum is taken in a classroom setting), with guidance and backup support from lead instructor; apply a variety of artistic skills in the classroom, as appropriate (e.g. speech, poetry, movement, hand and finger games, storytelling, painting, music, sculpture, drawing, crafts, drama, puppetry); review, comment on and revise IEP goals; make progress notes for lead instructor's use in reporting; participate in child conferences and other child study meetings, contributing significant observations; take initiative in caring for the classroom environment; reflect and assess strengths and weaknesses of their own work in conversation with the mentor.

Instruction:

Students entering Education Practicum III have already acquired significant experience as instructional assistants. Through their involvement in kindergarten, grade school, high school and/or transition education, they have learned to independently lead students with special needs through activities set up by the classroom teacher or pre-vocational instructor, and to give appropriate feedback. Now, they are challenged not only to implement activities developed by the lead instructor, but also to become partners in developing and reviewing educational programs for individuals or groups of children. Students are entrusted with responsibility for their own part of the overall educational program of the class or prevocational workshop. In carrying this responsibility, they are actively supported by their mentor with advice and feedback.

Credit recommendation:

In the upper division baccalaureate degree category, 4 semester hours in Education Practicum/Practice Teaching in Curative Education, Education, Special Education, Waldorf Education, and any discipline that could benefit from such a complementary learning experience (9/07) (10/10 revalidation) (11/15 revalidation) .

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Eurythmy I

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.

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Eurythmy II

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.

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Eurythmy III

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:

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