Upon successful completion of the course, students will be able to: gain appreciation and understanding of Steiner’s terminology, approach, and methodology fundamental to the study and practice of anthroposophy; develop familiarity with the concepts of the tripartite human being; explain the three modes of existence of the human being; apply the concepts of the nine-fold nature of the human being to individuals and to future biographical work; discuss the conceptual basis for the laws of destiny, karma and reincarnation; explain the conceptual basis of the worlds of soul and spirit, the forces that underlie these worlds and how these forces are a part of everyday human experience; discuss the basis for inner development through the lens of death and rebirth.

Upon successful completion of the course, students will be able to: demonstrate greater confidence in their (writing) voice; use semi-structured writing activities to focus and free their thoughts; differentiate between objective, subjective, and figurative descriptions; construct descriptive sentences which reflect a working understanding of English conventions, such as grammar, syntax, and punctuation; organize phrases, sentences, and paragraphs in a clear and meaningful way; make choices about structure, voice, tone, diction/word choice, style, and level of formality appropriate to the assignment and rhetorical situation; develop flexible strategies for generating ideas, revising, editing, and proofreading work; write with increasing credibility, courage, and awareness; support interpretations and reasoning with evidence from experiences, observations, and texts; participate in a group process of sharing, reading, and responding to works-in-progress based on the peer review and workshop model used in class; revise their work in response to peer and instructor feedback while maintaining their individual responsibility to what they know to be true and good; proofread to ensure work is properly formatted, syntactically and grammatically correct, and free of punctuation and spelling of errors; use electronic environments to draft, review, revise, edit, and share their written work; uphold academic honesty by properly incorporating and attributing other’s ideas and concepts in their work (i.e. direct quote, paraphrase, summary, in-text citation).

Upon successful completion of the course, students will be able to: the participants will have met the Goetheanum and the Christmas conference of the anthroposophical society in 1923 as an archetypal imagination of community and society building into the future; out of that experience it is possible to recognize the being and work of Rudolf Steiner and his contribution to social renewal; in Camphill, one can then meet the unique contribution of Karl König to form a way of community living, as an expression of Rudolf Steiner’s intentions for a threefold social organism; explain the inner context of their work; reflect on and articulate their relationship to the life of Kaspar Hauser, to the impulse of Rudolf Steiner for renewal of the social life through 3 folding.

Upon successful completion of the course, students will be able to: show openness to, interest in, and respect for the beliefs and practices of the community or group and for the dignity and individuality of each person (empathy); demonstrate flexibility, adaptability, and a cooperative attitude towards work; understand the purpose of the practical, social, educational, and/or therapeutic activities that they are asked to carry out (versatility); show an openness to artistic practice and the creative process; take up a regular practice; learn a few basic skills (creativity); show openness to suggestions and guidance for development; challenge themselves in new and unfamiliar ways (in relationship with each of the other goals) (self-initiative); demonstrate a willingness to engage with spiritually scientific concepts (active interest); show openness and willingness to work as a team member and to integrate socially; demonstrate an understanding of their role/responsibilities as a member of the team under the guidance of the team leader (cooperation); communicate with respect for all community members; show attention to detail; able to work within a structured framework; provide helpful and accurate reports and observations; carry a small group within the team and with guidance warmly and responsibility; aware of their area of study within a bigger context (vocational integrity); be responsive in providing appropriate support; report concerns to placement contact/lead; show basic safety awareness (personal care, health, and safety); participate in and support common celebrations and ceremonies (festival and celebrations); carry responsibility for designated tasks; carry awareness for small group of designated persons and/or work space; reliably clean and care for the space  (awareness for the space and community); begin to recognize how they could adapt their approach to meet other people where they are; recognize how various community activities have distinct qualities (social artistry); Attempt to make objective observations of practical situations; become aware of their inner and outer reactions to practical situations. familiar with some basic anthroposophic tools for inner development but still have little experience with meditative and contemplative practices (contemplative practice).

Upon successful completion of the course, students will be able to: explore your personal relationship to the ideals and practices of the community or group (empathy); recognize the effects of curative or social therapeutic exercises and activities; participate in co-creating a curative or social therapeutic atmosphere; take an active role in the development and evaluation of formal and informal practical, social, educational, and/or therapeutic plans based on the principles of anthroposophic curative education, social therapy, or other relevant field (versatility); continue to refine your ideas of the role of artistic processes in your own development and engage in some systematic practices on that basis; broaden and deepen your range of skills and influence (creativity); recognize and pursue opportunities to develop particular capacities in yourself based on a practice of self-discipline, objective self-assessment, and self-education (self-initiative); relate and apply your understanding and experience of anthroposophy with your work and your relationships, perceive clearly, free from personal judgment (active interest); take active responsibility within your team and beyond; effectively communicate with a diverse group of individuals regarding an individual’s or group’s program and needs; support all members in working through social difficulties; take an active role in conflict resolution; help facilitate group processes, including orienting new team members and adapting processes based on individual needs (cooperation); give guidance and supervision to newcomers regarding routine activity, in consultation with your team leader; assist the leader in carrying groups; complete formal written and oral reports in a professional manner with relative independence; engage with new developments and trends in the field (vocational integrity); be responsible to carry oversight of others’ needs; maintain ongoing awareness; recognize potentially harmful or extraordinary situations and take initiative and action; instruct and supervise less experienced team members (personal care, health, and safety); carry an awareness and understanding of various festivals, such as when they occur and their significance, especially major ones; participate in the planning of festivals (festivals and celebrations); carry awareness and significant responsibility for the space; support others, including less experienced coworkers, in caring for and maintaining the space; replace team leaders as needed (awareness for the space and community); expand your ability to approach social situations creatively depending on individual needs and preferences; explore ways of helping others experience the distinctive quality of various activities (social artistry); explore ways of accompanying a small group of individuals or community processes meditatively in consultation with your team leader; use structured meditative and contemplative tools, including anthroposophic ones, in my ongoing personal and professional development (contemplative practice).

Upon successful completion of the course, students will be able to: understand how social processes can create and support healthy situations for conflicts and conflict resolution processes and thereby transform damaging conflicts into individual and institutional growth; discuss the spiritual and historical context of communication and conflict; examine the nature of communication and conflict; articulate one’s personal relationship to communication and conflict; use improved speaking, listening, and mediation skills; begin to recognize the sources of conflict; explain the levels of conflict, how conflict escalates, how conflict de-escalates; describe the process of mediation; recognize the sources of conflict.

Upon successful completion of the course, students will be able to: the will and of the importance of craft and work in the unfolding of new capacities in the adolescent; consider questions of the morality of craft and work and questions relating to manual work and meaningful work gestures in a mechanized society; discuss why curative educators guide school students through both a Waldorf oriented craft curriculum and a series of pre-vocational craft/work experiences that lead to adult capacities in the realm of work; through the practice of one particular craft, experience the design process, building up of technical skills, understanding basic processes and structures of a craft and how practical skills build from simple to more complex processes; describe aspects of the importance of the craft curriculum in the Waldorf High school and its relevance to the developmental stages of the adolescent; explain the importance of the Camphill pre-vocational and transition programs in guiding adolescents with developmental disabilities; describe some of the processes underlying the development of craft and work skills; demonstrate introductory skills in one particular area of craft work; reflect on and describe processes involved in gaining  this skill; reflect on how these processes can underlie craft/work skills for people with disabilities.

Upon successful completion of the course, students will be able to: discuss the underlying principles of Waldorf education; give an overview of its history, origins and intentions; discuss the St. John's Memorandum as central guidance in curative education; give a vertical overview of the Waldorf curriculum and discuss its connection to child development; explain the connections between movement and cognition; complete a teaching practicum and document its preparation, methodology and outcome, including the student's personal reflection on the experience.

Upon successful completion of the course, students will be able to: gain an understanding of will development through the lens of the Waldorf craft curriculum in grades 1-8; experience the progression of activities in the childhood years; gain practical experience of children’s developmental stages and their relevance and adaptation to the curative educational setting; gain insight into how children learn new will activities through challenging oneself to learn new craft skill; develop practical exercise of teaching a specific student one skill over time; gain an awareness of the complexities of working with individual students with disabilities; describe aspects of the craft curriculum of the Waldorf school, lower grades and its relevance to the developmental stages of the child; explain processes underlying the will development of all children; explain some of the ways in which various craft activities can be adapted for the child with special needs; reflect on her/his own learning process in acquiring a new  manual skill; demonstrate introductory skills in one particular area of craft work as practiced in the  Waldorf curriculum lower grades; reflect on ways in which fine motor skill development accompanies the development of intellectual skills; describe some pedagogical strategies for teaching will activities to students with disabilities.

Upon successful completion of the course, students will be able to: develop human insight, personal growth and Colleagueship; overcome the fear of standing and speaking on stage; develop courage and self-confidence; speak and move clearly and with appropriate expression and meaningful gesture; deepen one’s experience of physical and aural space; show appropriate gesture in dramatic, storytelling, or educational setting; participate constructively in the group process.

Upon successful completion of the course, students will be able to: realize that phenomena of the present have a starting point in the distant past and a fulfillment in the far future; learn that one is not a product of chance but results from the deliberate activity of spiritual beings while at the same time realizing that spiritual freedom is a hallmark of being human; apply the concepts of the nine ranks (hierarchies) of spiritual beings, the four embodiments of the earth planet to date. the time periods of our current earth embodiment, the Earth, as described by Steiner, and levels of development, modes of consciousness, and other physical, psychological, and spiritual characteristics of human beings to one’s own self-assessment; practice the basic daily exercise of reviewing each day in reverse order as the starting point for the development of the cosmic memory evident in the book; gain a growing sense of responsibility in regard to oneself, others, the environment, and to the spiritual beings who made the creation manifest; see oneself in a community with spirit beings; engender a sense of inner freedom upon realizing that the spiritual is accessible to healthy reason; develop the certainty that one has entered the path to higher knowledge and that guidance on that path is given into one’s own hands; explain the philosophical background to anthroposophical curative education and social therapy; describe human being as a differentiated being of body, soul, and spirit; explain the basic principles of karma and reincarnation; describe basic principles of oneself as a spiritual being; experience the cosmos as grounded in morality and love; participate effectively in disciplined group study and discussion; facilitate a study group discussion; explain the hierarchical order of the universe.

Upon successful completion of the course, students will be able to: describe a view of group work that has a spiritual basis; identify and explain the major roles assigned to group members (chair, scribe, time keeper, process coach); identify different types of group work; build agendas; build ground rules for group work within the group itself; describe the responsibilities of each member of a group; exercise good listening and speaking skills; exercise self-discipline and self-evaluation as a group member; describe different variants of consensus decision making models; implement group building exercises; discuss phases of group development; and discuss the plan, do, review cycle.

Course 1: Upon successful completion of the course, students will be able to: learn to perceive another person without judgment from different points of view; develop a picture of another person as a whole human being; develop more mobile and dynamic thinking; describe observed characteristics of a human being clearly, accurately, and objectively; distinguish perception from thoughts and ideas; make accurate observations of the essential aspects of an individual human being, based on the awakened and refined faculty of empathy; articulate and/or demonstrate a hum being’s physical characteristics, health and vitality, movement and speech, and ways of communicating; develop an imaginative picture that captures the essential characteristics of an observed situation; attempt to interpret the observed phenomena in light of the person’s deeper biographical intentions/vocation; describe the basic laws which Goethe discovered to underlie growth in nature and apply to human growth and development.  Course 2: Students will be able to: work with clay and develop the techniques and skills involved in working with the material; develop an enhanced awareness of the presence of the concave, convex, and double-bent planes in nature; differentiate and demonstrate concave and convex elements; observe more acutely the three- dimensional forces; observe the dynamics of negative space; compare and contrast living and inert bodies heavy and light forms; articulate the quality of the forms using descriptive vocabulary; appreciate the interplay of external and internal forces working in sculpture.

Upon successful completion of the course, students will be able to: awaken an interest in imbalances of constitution, development, behavior, and social integration; identify tendencies of imbalances in oneself; give accurate and imaginative descriptions of phenomena of imbalances; develop empathy through artistic and experiential activities; live with empathy into the phenomena of human relationships, imbalances in behavior, development and constitution; apply the anthroposophical understanding of the human being to these imbalances; develop an anthroposophical extended diagnostic picture that can serve as leading image for helpful/supportive action; inner development of the curative educator/social therapist as a condition for healing action; understand various therapeutic activities in relationship to the imbalances; identify helpful/supportive activities that create balance in social integration, behavior, development and constitution. 

Upon successful completion of the course, students will be able to: study individual life stories and distill main biographical themes and challenges; use a basic understanding of patterns in lifespan development, and particularly the seven-year rhythms described in anthroposophical literature, as a tool for perceiving and finding meaning in biographical and developmental processes and events; articulate leading motifs of a biography in imaginative or poetic formulation; observe a complex developmental situation and discover unresolved issues related to the developmental processes studied in the student’s area of focus; articulate these issues in a clear and objective manner; give an imaginative characterization of a complex developmental situation as a meaningful biographical challenge; begin to develop capacities to be able to accompany others through biographical challenges in a supportive way.   

Upon successful completion of the course, students will be able to: articulate one’s own relationship to questions of spirituality; show appreciation of others’ spiritual orientation; discuss some of the ‘conditions for esoteric training’ described by Rudolf Steiner; describe the basic inner exercises and possible ways of working with them.   

Upon successful completion of the course, students will be able to: bring an attitude of respect and care towards the children and adolescents in their care; actively participate in preparation of a festival and engage children and adolescents in appropriate craft activities; articulate ideas and suggestions for involving the children and adolescents with developmental disabilities in craft activities, paining and drawing; discuss the experience of observing a therapy session; demonstrate a wider understanding of the camphill movement and the mission and history of camphill special school; discuss the experience of visiting a camphill village community; discuss the meaning, problems and limitation of different types of commonly used diagnostic terms, and the basic processes of an alternative phenomenological approach to diagnosis.    

Upon successful completion of the course, students will be able to: define social therapy in the context of Camphill or other anthroposophical life-sharing communities; describe many aspects of the role and task of the social therapists in both the home and work situation; assist with set up and support a festival related activity and/or other social events; explain the role of rhythms in promoting health and well-being; describe and practice attitudes of respect and dignity towards adults with special needs; summarize the history of Camphill and its aims; relate the role of inner development and contemplative practice to social therapy; discuss aspects of the history of disability; support others, with supervision.  

Course 1: Light and Color: Upon successful completion of the course, students will be able to: recognize complementary colors; differentiate between Newton's and Goethe's color spectrum; appreciate Goethe as a scientist; use a phenomenological approach to observation; explain diffraction; differentiate between Goethe's and Newton's views of light and darkness; explain the difference between physiological and prismatic colors; and appreciate the possibilites for artistic and therapeutic use of colors.Course 2:  Projective Geometry (formerly Geometry): Students will be able to: select content and guide children in geometrical drawing and construct models of the Platonic solids. Course 3: Form Drawing: Students will be able to: learn the techniques and skills involved in working with pencil and color; activate the creative forces that lie dormant in every person; engage in forms that have curves, and notice how much one has to exert his/her will in order to achieve the forms with some precision; and understand how exercises with straight lines and angles support the work on the will or on thinking, which will ultimately become tools the student can use for educational, therapeutic, and recreational activities.

Upon successful completion of the course, students will be able to: begin to awaken to a variety of movement and performing arts as practices available to everyone; gain practical knowledge of the fundamental aspects of each art form, such as melody, harmony and rhythm in music, the basic elements of eurythmy, and the principles of creating space and mood in speech/drama; establish fundamental practical skills in each of the art forms studied including playing instruments such as the lyre, singing by ear, reading music, and coordinating physical movement and expression, such as finger dexterity, gesture, and voice quality; discuss historical and theoretical aspects of each of the art forms studied; appreciate these art forms as a mean for personal pleasure, artistic practice, community building and public engagement; begin to cultivate an understanding of what it is to be human through structured play with others; develop one’s capacity for listening, movement and speech; begin to develop an understanding of empathy through experiential activity and group process; identify the 12 senses and explain their relationship/significance the art forms studied; create an awareness of one’s own and others’ body and body boundaries; demonstrate willingness to encounter; develop courage and self-confidence by playing in front of or with others at home and in class; co-create a safe space and explore movement, listening, play, trust, authenticity and being present; engage in short improvisations; perform with growing confidence as part of a group; work with others in the collaborative process of putting together and participating in public performance; explore some basic elements of each of the arts in education, therapy and social renewal, discuss the role of movement and performing arts in building capacities for work in the field of inclusive social development; acquire some practical activities to share with others in home, school, work and community life; begin to identify appropriate activities and material for different ages, groups, and situations.     

Music II: Upon successful completion of the course, students will be able to: understand how musical activities relate to and support the developmental necessities of the growing human being, within the professional context of social therapy or curative education; use this understanding to imbue one’s work as a curative educator or social therapist with a musical quality in the sense of time flow, beauty, harmony, and awareness of group dynamics and as a tool to support others, and one’s own individual development; continue to consciously build upon one’s musical skills of tone and technique on different instruments of choice; identify and apply notes in treble and for some students in bass clef, note values, including dotted notes, time signatures, rests, ties and slurs, first and second endings, flats, sharps and naturals, whole and half steps, major and minor scales, key signatures in the circle of fifth, some basic dynamics and musical expressions, intervals; learn specific instrumental methods and their applications in compositions, such as fingering, intervals, scales, chords, arpeggios to enable further intermediate level individual and/or group performance; choose appropriate songs, music and instruments for a particular class or situation; qualitatively deepen one’s abilities to sing in choir with or without instrumental accompaniment; experience and create music individually and with others; develop self-discipline through faithful instrumental practice; deepen one’s ability to take initiative and pursue opportunities to bring music and musical elements into daily life; demonstrate an awareness of the connection between music, anthroposophy and human development and apply it in life; perform in a community musical ensemble and individually; use all instruments one has learned and practiced in a pedagogical or social situation. Eurythmy II: Students will be able to: explain the relationship of vowels to the planets; describe and demonstrate the basic principles and expressive qualities of the consonants; discuss the existential human experience with regard to the polarity between vowels and consonants; implement basic principles of choreography; explore ways in which eurythmy can be modified for individuals with developmental disabilities without sacrificing its effect and potency; demonstrate some hygienic exercises that could support a person with developmental disabilities; apply underlying principles of eurythmy to one’s work as a curative educator, social therapist, or other professional/practitioner in the field of inclusive social development.  

Upon successful completion of the course, students will be able to: explain the purposes of organizational structures; describe the stages of organizational development; develop diagnostic tools for assessing organizational health; discuss the management of organizational transformatio; recognize basic social and anti-social forces in organizations and intentional communities; examine the role of social three-folding in the amelioration of anti-social forces; explain the parts of organizations and intentional communities, and their place in a threefold model of social life; discuss the basic phases of organizational growth and transformation; apply these concepts to an analysis of the Camphill community within which this course is taking place.      

Upon successful completion of the course, students will be able to: reflect upon some initial experiences, struggles and discoveries arising from the work with a disciplined process of pure, sense-free thinking as mapped out in Steiner’s book; discuss the difference between dualist, reductionist and non-reductionist monist worldviews; discuss the roles of observation and thinking in the act of knowledge; explain steiner’s view of the relationship between the possibility of knowledge and the question of human freedom; discuss the nature of free human activity and its preconditions (moral intuition, moral imagination and moral technique); explore the relevance of Steiner’s theory of knowledge to the possibility of knowledge based on spiritual experience; explore the implications of steiner’s description of human freedom for social, educational and therapeutic practice; participate effectively in disciplined group study and discussion; make and articulate observations of one’s own thought processes.       

Upon successful completion of the course, students will be able to: document and reflect on one's engagement and initiative in community life; and engage in self-assessment of the learning process that has occurred during the year.

Upon successful completion of the course, students will be able to: document and reflect on ones engagement and initiative in community life; engage in self-assessment of the learning process that has occurred during the year; extend ones awareness, engagement and initiative beyond ones own house community or classroom to the entire village community, the international Camphill Movement and Community, and the Anthroposophical Society and the School of Spiritual Science.

Upon successful completion of the course, students will be able to: show openness to, interest in, and respect for the beliefs and practices of the community or group and for the dignity and individuality of each person (empathy); demonstrate flexibility, adaptability, and a cooperative attitude towards work; understand the purpose of the practical, social, educational, and/or therapeutic activities that you are asked to carry out (versatility); show an openness to artistic practice and the creative process; take up a regular practice; learn a few basic skills (creativity); show openness to suggestions and guidance for development; challenge yourself in new and unfamiliar ways (in relationship with each of the other goals) (self-initiative); demonstrate a willingness to engage with spiritually scientific concepts (active interest); show openness and willingness to work as a team member and to integrate socially; demonstrate an understanding of your role/responsibilities as a member of the team under the guidance of the team leader (cooperation); communicate with respect for all community members; show attention to detail; able to work within a structured framework; provide helpful and accurate reports and observations; carry a small group within the team and with guidance warmly and responsibility; aware of your area of study within a bigger context (vocational integrity); gain competence in basic skills and processes involved in your particular field of work (vocational expertise); give one-on-one support to individual(s) with direct supervision by the team leader or other more experienced team members (one-on-one activities); assist a small group of individuals in a work area or activity under the direct supervision of the team leader or other more experienced team members (small group activities); gain a comprehensive understanding of your area(s) of responsibility; ask for guidance and support when issues arise that are beyond your capacities or area(s) of responsibility; actively practice basic safety awareness (general management); respond appropriately to behavioral, social, and other issues and communicate any concerns to your team leader; begin to learn the vocabulary of your particular setting (formal communication).

Upon successful completion of the course, students will be able to: explore your personal relationship to the ideals and practices of the community or group (empathy); recognize the effects of curative or social therapeutic exercises and activities; participate in co-creating a curative or social therapeutic atmosphere; take an active role in the development and evaluation of formal and informal practical, social, educational, and/or therapeutic plans based on the principles of anthroposophic curative education, social therapy, or other relevant field (versatility); continue to refine your ideas of the role of artistic processes in your own development and engage in some systematic practices on that basis; broaden and deepen your range of skills and influence (creativity); recognize and pursue opportunities to develop particular capacities in yourself based on a practice of self-discipline, objective self-assessment, and self-education (self-initiative); relate and apply your understanding and experience of anthroposophy with your work and your relationships, perceive clearly, free from personal judgment (active interest); take active responsibility within your team and beyond; effectively communicate with a diverse group of individuals regarding an individual’s or group’s program and needs; support all members in working through social difficulties; take an active role in conflict resolution; help facilitate group processes, including orienting new team members and adapting processes based on individual needs (cooperation); give guidance and supervision to newcomers regarding routine activity, in consultation with your team leader; assist the leader in carrying groups; complete formal written and oral reports in a professional manner with relative independence; engage with new developments and trends in the field (vocational integrity); demonstrate competence in the fundamental skills and processes involved in your particular field of work; exercise creativity in adapting processes based on individual needs (vocational expertise); play an active role in developing practical, social, educational, or therapeutic activities alongside individuals; begin developing the capacity to explain, instruct, and supervise others in carrying out these activities (one-on-one activities); plan, oversee and carry the work area or a small group over an extended period of time with guidance and backup support from the team leader (small group activities); gain a basic understanding of all aspects of your particular setting and how your setting interacts with the wider community; carry the group/setting as needed; safely manage a work area or group in the absence of the team leader (general management); attend team meetings and contribute significant observations; explore how to communicate insights with those unfamiliar with your setting; participate in and contribute to formal reviews (formal communication).

Upon successful completion of the course, students will be able to: discuss the concept of “leading image” and its significance to forming healthy relationships; form a “leading image” of a person with whom they live and work; examine the concept of the “mask”; discuss the background and application of the three pillars (i.e. the college meeting, the bible evening and the fundamental social law) in the overall context of Camphill; apply ideas put forth by Rudolf steiner about the threefold organism to a healthy social life, particularly in a camphill context; extend aspects of what goes into making a household a home to their own experience living with adults with disabilities; explain the relevance of koenig’s ‘three essentials of Camphill for a healing environment; relate the principles of the “three essentials” of camphill to their own experience in the community.   

Upon successful completion of the course, students will be able to: demonstrate a full understanding, in his or her area of practical responsibility, for the individual’s need to discover a personal vocation; assist the individual to adapt this discovery of personal vocation to their ability within the overall context of community needs; integrate ideas of reincarnation and karma (as articulated by Rudolf Steiner) into all areas of community life and particularly their respective fields of activity; support a healthy work environment in a leadership capacity out of an understanding of the importance of dignified work and vocation for every human being; engage their evolved capacities of inner flexibility and imagination, which they have developed through study, observation and artistic work with Goethe's Metamorphosis over the past four years, and apply to living and working situations, such as being able to perceive other human beings as always having hidden new capacities and to help to draw them forth. 

Upon successful completion of the course, students will be able to: demonstrate an understanding of the underlying principles of biography as developed out of anthroposophy; bring forward a leading image of the individual; create a written up-to-date biography of an individual; combine experiential learning with self-reflection and an increasing degree of narrative research.  

Upon successful completion of the course, students will be able to: describe the application of 6 of the following therapies and treatments: music therapy; therapeutic eurythmy; therapeutic baths; rhythmical massage; colored daylight shadow therapy; illuminated pictures with music; describe the experience of receiving three different types of therapeutic treatment. 

Upon successful completion of the course, students will be able to: use materials related to the chosen medium effectively and accurately to express qualities such as color, form, proportion, movement and interaction; observe natural forms with increased accuracy; design and lead an art activity and reflect on the experience; demonstrate skills of techniques presented in class, such as wet on wet or veil painting; discuss the underlying theory which informs these techniques; become aware of finding form through color; reflect on soul response to color; gain confidence and skill in artistic expression; acquire art ctivities, skills and instruction to use in the home, workshop/classroom, and community.  

Upon successful completion of the course, students will be able to: discuss the connection between artistic expression and the spiritual world; express aspects of the anthroposophic image of the human being through the visual arts; demonstrate familiarity with a variety of media and techniques both for personal expression and professional use.    

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.

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. 

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.

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.

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.

Upon successful completion, students will be able to: reliably assist children and/or adults in their care with basic personal hygiene; notice and report to house parent any physical or emotional abnormalities; show awareness of the dignity and individuality of each child/adult; show flexibility, creativity, and imagination in dealing with others; show initiative in recognition of what is needed; attend to the details in all areas of life and work; show awareness of the importance of self-education and personal development for the curative educator/social therapist; carry out specific curative exercises and therapeutic activities with children/adults in their care, as assigned by the house parent or recommended in child conferences or therapeutic consultations; develop a positive outlook towards a life with children and/or adults with disabilities; express questions and concerns about those in their care; develop appropriate learning processes for individuals in their care; practice and teach given tasks on a daily basis with individuals in their care and new coworkers; show openness and willingness to explore and use different teaching approaches suggested by more experienced staff; explain the purpose of any medication, supplements, and remedies taken by the individuals in their care; recognize and deal with common minor illnesses of individuals in their care under the guidance of the house parent; be actively involved in preparing community festivals; accompany individuals to religious events in the community in an active and supportive way; assume responsibility for all aspects of daily life; develop awareness of their own dormitory or small group of designated individuals; show a sense of responsibility for their own area of work; help orient new coworkers to work and routines in the house; show openness and willingness to work as a team member under the guidance of house parents; show willingness to work through and resolve social difficulties with others; show willingness to meet the extraordinary or non-routine needs of children, adults or the house community; develop the ability to listen to children, adults and other coworkers; cook for a large number of people in a given time span; understand the importance of a balanced diet; expand their repertoire of cooking skills and learn to prepare a wide variety of different meals; reliably clean and care for designated household areas; effectively assist house parents with shopping; responsibly administer personal spending money for/with the children in their care; give verbal reports to house parents on the general well-being and progress of those in their care; explain relevant policies to newcomers and uphold them in their own conduct; recognize the limits of their competency and capacity to deal with a situation and ask for help, guidance, and support; develop a clear understanding of the scope and limits of their responsibility in communication with their house parents.

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.

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.).