The Bulletin

Community Discussion: Toddlers and Teens: Our Children & Screens


Periodically we feature school news and perspective pieces from parents in the CWS community
ranging on topics from parenting issues to personal growth and the Waldorf experience.


All School Meeting Focuses on Children and Media

by Karen Anderson, parent & PTO member

The All School Meeting on Wednesday, October 23rd provided our community with a rare opportunity to explore together the questions we face as parents trying to guide our children’s media use. In addition to the signature school news updates traditionally offered at All School Meetings, this program featurde psychotherapist and trainer Kelli Underwood, LCSW, who delivered a presentation and moderated a discussion on the theme, “Toddlers to Teens: Our Children and Screens.

The reach of media in children’s lives is powerful. The American Academy of Pediatrics estimates the average child is spending seven hours a day on entertainment media including television, computers, phones and other electronic devices. And while I’m sure many families in the Waldorf school are well below that average, we are part of a society transformed by screens.

In her presentation, Ms. Underwood offered parents some practical tips on helping children to develop healthy media use habits. The community discussion part of the program provided a platform for the parents to exchange ideas and explore guidelines about screen use, including social media. The virtual social world is where many children run into problems, so a discussion with peers’ parents is priceless. Additionally, Ms. Underwood, a former adjunct faculty member at the University of Chicago’s Master’s in Social Work Program, explored topics such as games, apps and the effects of screen time exposure on young people.

The meeting program also featured its cornerstone agenda items, including all the latest breaking school news. Speakers delivered updates on our quest for a long-term permanent campus for the school, the progress of the Capital Campaign and the initiatives of the Development Committee, among other topics, including the new lunch program. ---

Parents who would like to submit ideas for short reflections to Voice of the Parents should contact Karen Anderson at  Imagery Sources: Top Image and Bottom Image


Continuing the Dialogue: sharing Parent Resources:

As a follow-up to the discussion on media and screen exposure at the All School Meeting in October, we'd like to share these perspectives on parenting strategies around the issue:

• From the Desk of Kim John Payne: Screens and Social Media- Kim John Payne published a short piece in his October e-Newsletter. Sign up for “Simplicity Parenting” to get these monthly updates.

• Why I Don't Want to Get a Cell Phone for my Kids- CLICK HERE for an interview on Conan O'Brien, where comedian, Louis CK offers--in his typically brash and honest manner--a parent's insight into the experience of his young daughters wanting to use cell phones. (Alert: the video uses some profane language ) Thanks to parent Andy Nebel for the submission.

• Waldorf Schools: Blackboards, Not Laptops- In this highly profiled and controversial New York Times article, "A Silicon Valley School that Doesn't Compute," the Waldorf approach to screens is spelled out. This article led to a profusion of media profiles on Waldorf education that interviewed some of its most unexpected champions; international tech company executives and digital CEOs.

Why Draw? The Value of Portrait & Imaginary Sketching

Edited by Becky Moskowitz, 3rd Grade Teacher 
Illustrations by David Dozier, High School Faculty

Waldorf education adheres strongly to the belief that every student has an imagination and an artistic capacity to bring their ideas to life. As educational research continues to confirm, developing these abilities also supports the emergence of creative thinking and problem-solving skills in addition to helping students discover confidence and wonder in the inherent beauty of the world. By incorporating the arts into the general curriculum, all learning at the Chicago Waldorf School is enhanced through multi-sensory experiences of the subjects. Students also develop a deeper ownership of their course work when they put together their own lesson books, participate in activities such as drama and music productions and enhance their observational skills through their own artistic renderings.

David Dozier teaches art history, painting in oils and watercolor, drawing, calligraphy and block printing at the Chicago Waldorf School, as well as drawing skills to adults in the Arcturus Rudolf Steiner Education Program. He has a Master's degree in Education (with a Certificate in Waldorf Education) from Antioch New England Graduate School in Keene, NH, and a Bachelor of Fine Arts degree from Layton School of Art and Design in Milwaukee, WI, with academic accreditation from Marquette University. As a Chicago Waldorf School instructor, David brings his proficiency in all traditional media; oils, pastels, watercolors, drawing, printing, and sculpture, and his work ranges from paintings done from imagination to portraits, landscapes, and still life done with a spectrum palette, painting colors true to the existing light conditions. 

The object of education is to teach us to love what is beautiful.

 -Plato (The Republic)

Over the years, David has become infamous for drawing stealth sketches of faculty members during our weekly full faculty meetings.
“I enjoy faculty meetings not only for their stated purposes, but also for the opportunity to practice drawing stealth portraits. I have known teachers who knit in meetings to help them stay focused on the topic of conversation, and drawing serves the same purpose for me. Drawing during a meeting is not a distraction for me, but a way of helping myself focus on what is being discussed, and to not becoming fidgety. It’s important to mention that the subjects aren't posing for me and are hopefully unaware that I'm drawing them specifically, even though they may be aware that I'm drawing.”  − David Dozier

One of the high school art blocks that David teaches is Black and White Drawing. In this block students are shown how tones of light and dark reveal form. This course allows them to spend long periods of time drawing each other's portraits in profile, full face, and ¾ profile, drawing from imagination, and working out tonal plane relationships. Drawings are done in both charcoal and graphite on white paper, and in white chalk and pencils on black paper.

This portfolio of observational drawings made during faculty meetings shows David’s attention to detail and his ability to focus; a process which he models in assignments and drawing classes with the High School students.

CWS Faculty Author, Dramatist and Playwright Wrote Original Play

CWS Teacher John Trevillion is a true “renaissance man:” teacher, dramatist, playwright, director, and author. John has co-authored the book Music of the Spheres and directed the play of the script. This musical which he wrote for middle school students is a delightful adaptation of scenes from the life of Johannes Kepler. The play is an important contribution to Waldorf curriculum, integrating many fields including Science, History, Biography, Music and Drama into rich storytelling. This play is a valuable pedagogical tool and significant Waldorf curriculum module for the 8th grade block that studies revolutionary thinking and innovation in historical contexts .

You can purchase the book, “Music of the Spheres,” through the AWSNA publications website.

Waldorf Grad Recipient of Nobel Prize in Physiology/Medicine

Neuroscientist, Thomas Südhof, MD, professor of molecular and cellular physiology at the Stanford University School of Medicine, won the 2013 Nobel Prize in Physiology/Medicine. Südhof graduated from the Hannover Waldorf School in Germany in 1975. Below is an excerpt from the Stanford University Report announcing his award. Or you can read the full article at its source.

"Neuroscientist Thomas Südhof, MD, professor of molecular and cellular physiology at the Stanford University School of Medicine, won the 2013 Nobel Prize in Physiology or Medicine. He shared the prize with James Rothman, PhD, a former Stanford professor of biochemistry, and Randy Schekman, PhD, who earned his doctorate at Stanford under the late Arthur Kornberg, MD, another winner of the Nobel Prize in Physiology or Medicine.

The three were awarded the prize "for their discoveries of machinery regulating vesicle traffic, a major transport system in our cells."

"I'm absolutely surprised," said Südhof, 57, who was in the remote town of Baeza in Spain to attend a conference and give a lecture. "Every scientist dreams of this. I didn't realize there was chance I would be awarded the prize. I am stunned and really happy to share the prize with James Rothman and Randy Schekman."

Südhof noted that, although he hasn't directly worked with either of the other winners, their work was complementary and he called the Nobel committee "ingenious" in pairing the three of them.  The researchers will share a prize that totals roughly $1.2 million, with about $413,600 going to each.

"Tom Südhof has done brilliant work that lays a molecular basis for neuroscience and brain chemistry," said Roger Kornberg, PhD, Stanford's Mrs. George A. Winzer Professor in Medicine. Kornberg was awarded the Nobel Prize in Chemistry in 2006. He is the son of Arthur Kornberg, in whose lab Schekman received his doctorate...."

"Thomas Südhof is a consummate citizen of science. His unrelenting curiosity, his collaborative spirit, his drive to ascertain the minute details of cellular workings, and his skill to carefully uncover these truths — taken together it's truly awe-inspiring.                
                                            - Lloyd Minor, MD, Dean of the School of Medicine, Stanford University

"We've made so many major advances during the past 50 years in this field, but there's still much more to learn," said Südhof, who in a 2010 interview with The Lancet credited his bassoon instructor as his most influential teacher for helping him to learn the discipline to practice for hours on end. "Understanding how the brain works is one of the most fundamental problems in neuroscience."

Photo Credit: Steve Fisch
Read the full article at its source in Stanford News