The Bulletin

Holding Onto the Benefits of Penmanship and Handwriting

Its is a core learning experience at all Waldorf schools that students practice penmanship, they learn cursive, and use their handwriting skills to create their own curriculum Block Books (rather than using pre-printed textbooks). The benefit of MANUAL LEARNING is also taken up in traditional Waldorf handwork classes where students learn woodworking, knitting, hand felting and many other processes of manipulating natural forms and materials. Many contemporary studies in education and science, reports from neuroscscientists, academics, child psychologists and child development experts have been promoting the benefits of physical movement and kinesthetic learning (that is, learning through the body & making with your hands). This past December, Chicago Waldorf School students and parents were  profiled in a DNA Info Chicago article on the subject. Here is an excerpt from the article:


Penmanship Not Dead
at North Side Waldorf School

By David Byrnes / posted: December 29, 2014
DNA Info-Chicago


Even in the Digital Revolution, the pen is still a mighty weapon at the Chicago Waldorf School. The private school at 1300 W. Loyola Ave. still requires students to handwrite—rather than type—their assignments. School officials maintain that the approach actively engages students in learning. “When children create something, they’re invested in it,” school spokesman Jason Greenberg said. “They really learn instead of just memorize.”

Studies in education psychology support that claim, school officials say. A 1994 study in the American Journal of Occupational Therapy, conducted by Marsha J. Weil and Susan J. Cunningham Amundson, found that “Visual-Motor Integration [skills]… significantly relates to children in kindergarten’s ability to copy letters.” Put another way, students who learn to write rather than type have higher levels of motor development than those who do not, Waldorf argues.

“Our students create their own textbooks,” Greenberg said. “They learn to collate and organize their notes and then put them into a handmade, handwritten textbook. That’s important, because they learn that once they make a mark of the pen, they can’t take it back.” These textbooks, or "block books" as students Seamus Scott and Ely Taylor call them, take about four weeks to make. Each one is handwritten and drawn and created to complement a monthlong morning class corresponding to a specific subject. "I've had morning [block] classes for Greek geometry, anatomy. Right now we're studying organic chemistry," said Seamus, an eighth-grader.


“Even in the Digital Revolution, the pen is still a mighty weapon at the Chicago Waldorf School.”


This Waldorf method of learning by doing was pioneered by Austrian philosopher Rudolph Steiner in the early 20th century. According to Greenberg, Steiner believed in creating a more humanistic approach to education — as opposed to the parochial systems that were common in Europe at the time — in the wake of the loss of humanity in World War I. The first Waldorf school started in 1919 in Germany, and today there are more than 1,000 independent schools across the globe following the educational philosophy.

The Waldorf school in Chicago opened in 1974 with a single kindergarten class. It has since become a full kindergarten-through-high school program, with many of its 350 students attending all of primary and secondary school in the same program.

Besides penmanship and writing, the Waldorf School emphasizes what its website calls “an arts-integrated” approach, meaning students are often given lessons in the form of projects, service outreach and creative assignments. "Art isn't one subject we learn. It's part of every class," said eighth-grader Ely. Two years ago his class was doing an experiment on how ice melts. "We had to write our lab [reports] as if it was a fantasy novel with two living ice cubes," he said. “Our kindergartners learn the difference between odd and even numbers by playing jump-rope games,” Greenberg said. “It’s a simple thing, the difference between odd and even. But playing a game with it helps them internalize the information.”

Technology still has a presence in the Waldorf program. Many high school students, according to Greenberg, use computers to create research papers and interactive art projects. And, keeping with its “arts-integrated” focus, many also become involved with how technological devices are made, rather than just their functionality. “Many of our older students will disassemble a computer or radio and put it back together again...."
(click here to continue reading the source article)

        Above: a sample of student hand lettering from the Calligraphy Block, taught in 9th grade

Dr. Martin Luther King Jr. Assembly at CWS

Friday, January 16th from 2:00-2:45pm

Chicago Waldorf School Auditorium / Doors open at 1:50pm


The assembly will include a presentation and music by our vocal ensemble in honor of Nelson Mandela, the Improv ensemble, African Drumming class, and a poem offered by High School students, Anyah Akanni & Sam Sendelbach.

We warmly invite you to attend this community event with our students, faculty, parents and staff in honor of Dr. Martin Luther King Jr. and the civil rights principles of inclusion, respect & collaboration he championed.

Street Parking is available, as well as lot parking in the Arthur Ave (& Glenwood) Parking Lot
No RSVP required; but for any further questions please contact the Main Office at 773.465.2662

Below- Two views of the 2014 Dr. MLK Jr. Assembly: African Drumming and Capoeira presentations