Landscapes: 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 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. 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The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland 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