Table Of ContentLandscapes: the Arts, Aesthetics, and Education 25
Victoria de Rijke Editor
Art and Soul:
Rudolf Steiner,
Interdisciplinary
Art and
Education
Landscapes: the Arts, Aesthetics, and Education
Volume 25
Series Editor
Liora Bresler, University of Illinois at Urbana-Champaign, U.S.A.
Editorial Board
Judith Davidson, University of Massachusetts, Lowell, U.S.A.
Magne Espeland, Stord University, Norway
Chris Higgins, University of Illinois at Urbana-Champaign, U.S.A.
Helene Illeris, University of Adger, Norway
Mei-Chun Lin, National University of Tainan, Taiwan
Donal O’Donoghue, The University of British Columbia, Canada
Mike Parsons, The Ohio State University, Columbus, U.S.A.
Eva Sæther, Malmö Academy of Music, Lund University, Sweden
Shifra Schonmann, University of Haifa, Israel
Susan W. Stinson, University of North Carolina at Greensboro, U.S.A.
Scope
This series aims to provide conceptual and empirical research in arts education,
(including music, visual arts, drama, dance, media, and poetry), in a variety of areas
related to the post-modern paradigm shift. The changing cultural, historical, and
political contexts of arts education are recognized to be central to learning,
experience, and knowledge. The books in this series present theories and
methodological approaches used in arts education research as well as related
disciplines—including philosophy, sociology, anthropology and psychology of arts
education.
More information about this series at http://www.springer.com/series/6199
Victoria de Rijke
Editor
Art and Soul: Rudolf
Steiner, Interdisciplinary
Art and Education
Editor
Victoria de Rijke
Arts and Education
Middlesex University
London, UK
ISSN 1573-4528 ISSN 2214-0069 (electronic)
Landscapes: the Arts, Aesthetics, and Education
ISBN 978-3-030-17603-7 ISBN 978-3-030-17604-4 (eBook)
https://doi.org/10.1007/978-3-030-17604-4
© Springer Nature Switzerland AG 2019
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The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
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For my mother, who truly values art and
nature, and for all (art) teachers everywhere,
for the good of their souls
Contents
Introduction: What Has Happened to the Soul of Art Education? ............ 1
Victoria de Rijke
Educational Imaginings .................................................................................. 21
Nic Pople
Creative ‘Stuff’ in the Steiner Kindergarten: How Steiner
Educators Understand the Art Materials They Work With ........................ 41
Mona Sakr
Steiner, Eurythmy and Scribble: Visible Music and Singing,
Visible Speech and Listening ......................................................................... 61
Victoria de Rijke
Blackboard Singing in the Dead of Night: Object
Lessons in the Art Room ................................................................................. 77
Howard Hollands
Social Sculpture and Education: Schiller, Steiner, Beuys and Sacks ......... 97
Wolfgang Zumdick
Expressionism or Impressionism? A Split Syzygy ....................................... 117
Gill David
“Steiner and Me” an Interview with Artist Teacher Mike
Lawson-Smith .................................................................................................. 139
Mike Lawson-Smith
CODA: Involution to Evolution; ‘He Made the Future Live
Before Us’ ......................................................................................................... 157
Victoria de Rijke
Bibliography .................................................................................................... 173
Index ................................................................................................................. 181
vii
Contributors
Gill David Tobias School of Art & Therapy, East Grinstead, UK
Victoria de Rijke Education, Middlesex University, London, UK
Howard Hollands Education, Middlesex University, London, UK
Mike Lawson-Smith Media Arts, University of Plymouth, Plymouth, UK
Nic Pople Nicholas Pople Architects ltd, East Sussex, UK
Mona Sakr Education, Middlesex University, London, UK
Wolfgang Zumdick Social Sculpture, Oxford Brookes University, Oxford, UK
ix
List of Figures
Introduction: What Has Happened to the Soul of Art Education?
Fig. 1 G oethe drawing reproduced from King’s College,
London (1774) ................................................................................. 4
Fig. 2 Art form in nature, public domain. (Ernst Haeckel 1904) ............... 5
Fig. 3 Shaded drawing. (Hollands 2019) ................................................... 5
Fig. 4 Bond (age). (Hollands 2019) ........................................................... 13
Fig. 5 Waldorf teacher at the blackboard ................................................... 14
Fig. 6 Tilly’s time tunnels. (Sinker-McCabe 2014) ................................... 15
Fig. 7 Blackboard drawing of ‘archetypal time’ reproduced
from Steiner archives (1924) ........................................................... 16
Educational Imaginings
Fig. 1 Lascaux cave painting, France. public domain (c.18,000 AD) ......... 22
Fig. 2 The First Goetheanum (1913–1922), Dornach Switzerland .............. 24
Fig. 3 Drawing from The metamorphosis of plants. Goethe ....................... 25
Fig. 4 The Second Goetheanum (1924 to present) Dornach,
Switzerland ........................................................................................ 29
Fig. 5 Drawing from The Glass Chain Letters. Bruno Taut ......................... 31
Fig. 6 The house of culture at Jarna, Sweden. Architect Erik
Asmussen (1992) ............................................................................... 32
Fig. 7 Goethean Science Centre Pishwanton Scotland. Architect
Chris Day (1992) ............................................................................... 33
Fig. 8 Rudolf Steiner House Café. architect Nic Pople (2008) .................... 36
Fig. 9 The Christian Community Temple Lodge, London. Architect
Nic Pople (2012) View of entry courtyard with gates and screens
by artist Gertraud Goodwin. .............................................................. 37
Fig. 10 Interior view of the church in Stroud under construction
in cross laminated timber ................................................................... 37
Fig. 11 Housing at next to Tobias School of Art, East Grinstead, Sussex
Architect Nic Pople (2017). In the background is the converted
hostel building originally designed by Erik Asmussen in 1967 ........ 38
xi
xii List of Figures
Creative ‘Stuff’ in the Steiner Kindergarten: How Steiner Educators
Understand the Art Materials They Work With
Fig. 1 Wet-into-wet painting (de Rijke 2019) ............................................ 45
Fig. 2 Watercolour. Sara Panilli, Waldorf trained teacher .......................... 46
Fig. 3 Block crayon drawing (de Rijke 2019) ............................................ 50
Fig. 4 Felt work from Manchester Steiner-Waldorf kindergarten .............. 51
Fig. 5 Waldorf kindergarten block crayon roll.
(Bella Luna Toys 2019) ................................................................... 54
Fig. 6 The Waldorf school of Mendocino County, US .............................. 57
Steiner, Eurythmy and Scribble: Visible Music and Singing, Visible
Speech and Listening
Fig. 1 Examples of WriteDance in a UK Primary school .......................... 63
Fig. 2 Chalkboard mark making (das ingesamt- ‘the whole’) ................... 64
Fig. 3 Multiracial Eurythmy in apartheid South Africa.
(Geraets 1985) ................................................................................. 67
Fig. 4 Phonemes ......................................................................................... 68
Fig. 5 Week 27. That I may self-beholding find myself
As gift of summer-sun, that as a seed. In autumn mood
warmingly lives. As driving powers of my soul .............................. 69
Fig. 6 Week 43 the spirit worlds are finding the human sprout anew ........ 69
Fig. 7 Week 48 the soul fire in the human interior ..................................... 70
Fig. 8 Week 50 In the Light which out of Cosmic Heights Powerfully
to the soul wants to flow, Arise, resolving soul enigmas,
The certainty of Cosmic Thinking ................................................... 70
Fig. 9 D.W. Winnicott & child playing the ‘squiggle’ game ..................... 74
Blackboard Singing in the Dead of Night: Object Lessons
in the Art Room
Fig. 1 Images from Blocked Sinks. (Hollands 2011)................................. 81
Fig. 2 Graffiti Removal. Banksy. (Hollands 2005) .................................... 83
Fig. 3 The Table Leaks Its Object. (Tertia Longmire 1999) ...................... 84
Fig. 4 The iBoard. (Hollands 2013) ........................................................... 85
Social Sculpture and Education: Schiller, Steiner, Beuys and Sacks
Fig. 1 Beuys and students at the art academy, Düsseldorf.
(Photo Ute Klophaus) ...................................................................... 106
Fig. 2 James Reeda former MA-student of the Social Sculpture
Research Unit shows his work Agents of Change at the exhibition
Social Sculpture Today curated by Wolfgang Zumdick.
Dornach and Basel (2007) ............................................................... 110
Fig. 3 Shelley Sacks and her UoT-LAB-Team Hongkong (2015) ............. 112
Fig. 4 Earth Forum Bonn (2013)................................................................ 113
Expressionism or Impressionism? A Split Syzygy
Fig. 1 Clay 1 ............................................................................................... 120
Fig. 2 Clay 3 ............................................................................................... 121
Fig. 3 Clay 4 ............................................................................................... 121
