Extended Curriculum

In addition to the rich and varied main lesson courses described above, Merriconeag students enjoy a full weekly schedule balanced between academic and artistic courses. English, mathematics, and foreign language instruction in German and French occur four periods a week, as do arts and crafts offerings such as black and white drawing, blacksmithing, drum-making and ceramics. Students sing in chorus twice weekly, have a double period of instrumental music, and two to four periods of physical education, including eurythmy. They also participate in a variety of community service activities on Friday afternoons.

Forging Ahead: Blacksmithing at Merriconeag Waldorf High School

Video of a blacksmithing class

created by Karl Schurman and 10th grade student, Cyrus Fenderson

Blacksmithing Article by Dereck Glaser, Director of the New England School of Metalwork

    Although often overlooked in today's world, only 100 years ago the blacksmith was the most common craftperson around, long known as the hub or center of communities, and responsible for the success and development of every other craft in our society. Consider the items which not only ordinary citizens needed (nails, hinges, latches, etc), but those needed by other craftspeople - carpenters and woodworkers, mechanics, agriculturalists, manufacturers and many others all relied on the blacksmith to furnish them the tools and equipment for their jobs.

     With manufacturing providing all craftspeople with an ever-increasing amount of the metal items necessary for everyday tasks, why do we still hand-forge? It's simple: it is the core craft, and it needs to be sustained and passed along. Crafting metals transcends that of crafting all other materials in its ability and characteristics to move between utility and art, utilizing all of the core elements of our planet. We use earth both in the form of iron as well as coal (to heat), fire to make that metal malleable, air to make the fire hot and the power of water to cool the heat-treated metals. As with many other manual crafts, some of which I practice on a daily basis (woodworking, leatherworking, etc.), blacksmithing forges connections between hand and mind - I like to refer to it as hand-mindedness. This working union, in real time, results in a kind of bio-feedback to oneself, and is the strongest trigger for developing coordination and dexterity. Blacksmithing pulls us inward, to the depths of our being, drawing the elements of nature into the realm of crafting and working with a natural material.

     That is why we introduce blacksmithing to 9th grade students - the fire lures some, moving metal intrigues others. It's not for everyone but, once exposed to blacksmithing, there is no denying the internal satisfaction that students derive from crafting something out of metal. Strong relationships are created in each individual young person exposed to blacksmithing. Even with these students practicing this craft for a brief amount of time, one can see the connections forming between: their minds, processing amazing amounts of information, pulling knowledge forth from every aspect of past academic skills (physics, math, chemistry, art); their eyes and ears, watching and listening for the cues and hints of how things are going; and their bodies like a choir directed by mind and senses into how to move and how strong or gentle to be. It's a craft all-inclusive of self. Bring into the mix sharp points, jagged edges, skin-blistering heat, flying ash, filthy conditions and sustained physical demands tiring out muscles students never knew they had, and it's obvious why they can't stay away from it.

     It is in a human's very nature to craft; to use natural materials and our hands - directed by our minds and senses - to fashion something we need. Even a brief moment spent with any craft yields a lesson that will last a lifetime. Who knows, perhaps another craftsman will be born to forge ahead?

Hallmarks of Waldorf High School: Music and Movement

     One of the unique features of Waldorf high school education is the central role both music and movement play in the lives of the students. In any given week, “the halls are alive with the sound of music.” Students can be heard singing in an all-high school chorus, learning guitar or hand drums, playing in the string or newly-formed wind ensembles. Twice a week they have movement classes in eurythmy or special dynamics, in addition to seasonal after-school athletic activities.

     Why this emphasis on the music and movement, when virtually every other school system is sacrificing such programs on the altar of basic academic skills and increased testing?

      Because we recognize the health-promoting effects artistic activity and movement have on the developing human being, that they provide the antidote to the malaise so many young people experience today—the aimlessness, the alienation, the paralysis of will. Music and purposeful movement heal such afflictions. Music-making imbues our lives with feeling; it enables us to refine and deepen our sympathies for the things of this world. On the most fundamental level, music and movement empower young people, give them the confidence, that with the combination of creativity and discipline, can help them surmount any challenge.

High School Music Program

     Every student at Merriconeag Waldorf High School enjoys a rich instrumental musical experience, due in no small measure to the growing partnership between 317 Main Street in Yarmouth, the community music center founded and directed by Peter Milliken. A number of Merriconeag grade school students already take lessons or play in groups at 317 Main Street. In the high school music program, students either play in the mixed grade ensemble or in drumming and guitar groups

String Ensemble with Nancy Roderick

The high school instrumental ensemble is growing and thriving. The students play music from many different genres, including Mozart, Vivaldi, The Beatles, Scott Joplin, movie soundtracks, and operas. Rehearsals focus on what makes music a creative entity: tone, color, melody, harmony, form, rhythm, phrasing, dynamics, and texture. Understanding these individual elements and their interrelationships gives students a solid perception of music and in turn helps them experience music more fully.

Conductor and violinist, Nancy Roderick, has been a teacher at Merriconeag for 10 years. She is a graduate of the University of Miami School of Music and in addition to her teaching duties, Nancy also conducts the Coastal Youth Orchestra in Topsham.

Wind Ensemble with Jordan Seavey

    “I think I actually heard something today that sounded like music.” This was the quasi-compliment Mr. Sloan recently saw fit to pay the high school wind ensemble. A new feature at MWS for the 2009-10 school year, the wind ensemble stands alongside the string and guitar ensembles to create a trio of instrumental music-making opportunities for high school students. Mr. Sloan’s comment, though humorous, does draw attention to the fact that the seven students who constitute the wind ensemble—several of them complete beginners on their instruments—are slowly and noticeably burnishing to dulcet tones their erstwhile honks and squeaks. Admittedly, two trumpets, two flutes, twosaxophones, and one clarinet make for rather motley instrumentation, but as they say, “It’s good enough for opera!”

     With younger wind players on the way and with these seven continuing to develop their skills, the foundation is being laid for a very exciting musical future at MWS. A high school symphony orchestra, concert band, or jazz band all lie within the realm of possibility!

A classical pianist by training, Jordan Seavey received his degree in Music Education from USM. He has directed student, faculty, and parent choral emsembles and taught music classes at Merriconeag since 2006. He currently directs all Merriconeag choral programs for grades 2 - 12.

Guitar Ensemble with Joe Walsh

Guitar is a class designed to make guitar playing both fun and accessible. The ultimate goal of the class is to outfit the students with the fundamental skills that will encourage and enable a lifetime of enjoyment in guitar playing.

Joe Walsh also teaches at 317 Main Street Community Music Center in Yarmouth. He is a graduate of the Berkeley College of Music and he plays in three different bands in the Greater Portland area.

Drumming with Rick Cormier

The high school drummiing class is geared toward recreational music making and teaches students to improvise in the moment within a group. Students are taught the basics of hand drumming and cultural differences - African, Middle Eastern, Native American, Irish, among others - in percussive music. Musical expression, creativity, and risk-taking are encouraged, but no skill is more important for playing in an ensemble than learning to listen.

Rick Cormier is the director of Different Drummers drum circle in Yarmouth and he also plays percussion in Bluezberry Jam.

Chorus with Jordan Seavey

     Students are doing equally impressive work in chorus. In a school such as Merriconeag, which seeks to impart a sense of community spirit to its students, it is immeasurably important to have this time during which the entire student body gathers to raise voices in song. The sound generated by this group of students is remarkable, as demonstrated by their recent performance in the MWS Winter Assembly.

Jordan Seavey currently directs all Merriconeag choral programs for grades 2 - 12.

High School Movement Program

Finding your Space in Spatial Dynamics

     Our high school Spacial Dynamics classes meet twice a week at the beginning of the day. One of the tasks is to wake up the students. We began the year outdoors with the game of Ultimate Frisbee. We soon moved indoors to the YMCA at Pineland Farms. On Mondays, we use a small exercise room where we focus on stretching and flexibility. We also use some of our time for ball juggling. On Wednesday mornings, we have the full gymnasium where we play games together, such as dodge ball, space ball, basketball, and tag games.

     It is a joy to work and play with our teenagers. I find them to be honest and outgoing. They arrive to class feeling tired and on most days depart with more energy and smiles. As do I. 

John Saccone

Eurythmy: The Art of Making the Audible Visible

     Why, all over the world, do Waldorf High School students have eurythmy? The simple answer is because it helps them individually and collectively. It cultivates “The Four C’s”: Coordination, Concentration, Compassion, and Community. It develops social awareness skills we desperately need in the world today. As human beings we learn from what stretches us the most. The exercises in eurythmy are specifically designed to engage and integrate the student’s capacities as a whole being in an artistic way through language and music. We are constantly asked to listen, to observe, and to be oriented in space, to know what lies ahead of us and behind us in time and space; to imagine the whole of which we are a part; to problem solve and manage the form and the timing so that the exercise works harmoniously for everyone, not just ourselves. We practice preparedness by envisioning, then realizing the next direction, the next move or gesture we need to make before we make it; we become flexible in our thinking and quick in our responses to be in the right place at the right time. This is not something that just happens; we have to make it happen! Eurythmy strengthens the decisive will for this, clarifies the thinking and provides the opportunity to work harmoniously with our fellow human beings in both the spoken word and music. 

Kristin Ramsden

Model UN

        In our inaugural quarter of Model UN, we began to familiarize ourselves with the actual UN and the purpose and procedure of Model UN.  We viewed speeches delivered to the UN General Assembly by President Obama and President Morales of Bolivia.  We studied the history of the UN and sought an understanding of how and why it is structured the way it is, most notably the Security Council.  We watched the film Hotel Rwanda in order to learn about a region of the world that is deeply unfamiliar to most Americans while also understanding one of the greatest tragedies in recent history, along with the particular successes and failures of the UN in opposing and mitigating the Rwandan genocide.  After the film, we devoted quite a bit of time to understanding the history of European imperialism in Africa, and the particular history of the Hutu and Tutsi, both before colonization and after the arrival of the Germans and, later, the Belgians.  We committed ourselves to attending the Model UN Conference at the High Mowing Waldorf School in March, and we are hoping to attend the Dartmouth College Model UN Conference in April.  David Levi

Friday Forum Program 2009-10

Bringing the World to Merriconeag

     At the High School, we are continuing our tradition of offering monthly Forums to our students. We  invite a variety of speakers in order to open a window on the world for our eager and curious young minds.

      In September, our first Forum of the year started loudly and joyously! We welcomed two extraordinary Maine musicians, Ed Howe and John Coté who introduced their group “Perpetual e-Motion.” They have come together through the Fiddle Camp/contra dance route but they are bringing their New England music to a whole new level with electric violin, guitar, didgeridoo and foot percussion. Ed is the featured violinist for Ned Steinberger, the Maine inventor/producer of electric violins. Ed’s passion for engineering helped him explore to make his gig powered by solar energy.

     In October, we hosted Michael D.Stoddard, deputy Director and Attorney for Environment Northeast (ENE). Environment Northeast is a non-profit organization at the forefront of efforts to combat global warming and promote clean energy and clean air solutions in New England and Eastern Canada. Michael presented the students his reasons for promoting the Climate Change roadmap, for which he was a co-author. Very aware of the Global Warming challenges ahead of us, our high schoolers were receptive to his presentation and participated with interest in the brief discussion after the presentation.

     With the change of seasons, November is a good time to meditate on the passing of time. Our next speaker was Khen Rinpoche Geshe Kachen Lobsang Tsetan, whom we call affectionately “Rinpoche.”   He is a Tibetan Buddhist monk of the Geluk-pa lineage (same as the Dalai Lama) with the highest degree of Tibetan Buddhist metaphysics and philosophy. He is also the founder of the Siddhartha School, serving over 200 children in Ladakh, India.  After Rinpoche's visit last year to our school, our students were so impressed that they decided to sponsor a child.  A dollar a day is what it costs to offer a complete year of education, housing and food for a child at Siddhartha School! http://siddharthaschool.org 

     His most respectful audience of 8th to 12th graders was captivated and charmed by his communicative smile.  The students were encouraged to appreciate fully the enormous chance education offers to them and not to squander it. Rinpoche's concluding words were that in order to bring peace to the world, we must first bring peace to ourselves. Régine Whittlesey

Friday Forum Program From 2008-09

Students open to the world through regular thought-provoking forums with outside speakers during their Friday Forum times. Below is a list of who has spoken at Forum so far this school year.

September 2008 - Agamemnon Otero

Agamemnon is an internationally known artist currently based in London, a community activist who donates his curative paintings to hospitals, a Waldorf graduate and a two- time cancer survivor.

November 2008 - Khen Rinpoche Geshe Kachen Lobzang Tsetan

Geshe Lobzang is a Buddhist monk and head Abbot of the Tashi Lhunpo Tibetan monastery-in-exile in southern India. It is a position normally held by the Panchen Lama ( second only to the Dalai Lama) who is currently under house arrest in China. Geshe Lobzang is also the founder of the Siddhartha School that teaches traditional values in his native Ladakh, N. E. India.

December 2008 - Roger Doiron

Roger Doiron is the founder of Kitchen Gardeners International and the originator of the successful "Eat the View" Campaign to plant an organic garden on the White House lawn.

December 2008 - DaPonte String Quartet

The DaPonte String Quartet is an internationally recognized group who made their Carnegie Hall debut in 2005. The Quartet's standard repertoire is extensive and so is their committment to commissioning and performing new music from composers. They play music that they love and their joy in performance makes the music come alive - no matter when it was written!

January 2009 - David Whittlesey

David Whittlesey is Senior Advisor for Interpeace, an international peacebuilding organization based in Geneva, Switzerland. He spoke on his work in Somalia and Timor-Leste.

January 2009 - John Porter

John Porter is the editorial page editor of the Portland Press Herald. He spoke on the indispensible role of journalism in a free society - what it asks of us and what our responsibilities are toward it.

March 2009 - Oscar Mokeme

Oscar Mokeme is the director of the Museum of African Culture in Portland. He presented a program on African masks - the traditional values they reflect and the message those values carry for modern western culture.

Coming up: April 2009 - Judith Isaacson

Judith Isaacson is a survivor of Auschwitz and author of Seed of Sarah about her experiences there and as a Jew in her native Hungary under the Nazis.

Community Service Program 2008-09

The high school's on-going Community Serice Program provides another opportunity for students to open to the wider world.  Listed below are some highlights from this year's program.

September 2008

• Crystal Spring CSA in Brunswick: harvesting organic garlic and learning about Community Supported Agriculture.
• Maine State Conservation Corps and AmeriCorps: trail building at the Mitchell Ledge Farm in Freeport.
• Friends of Royal River: worked as servers at their annual fund-raising dinner.

November 2008

• Wayside Soup Kitchen in Portland: prepared and served 300 meals.

December 2008

• Organized and led a school community-wide food drive and delivered the 1800 lbs of food collected to the Wayside Soup Kitchen pantry in Portland.

February 2009

• Wayside Soup Kitchen in Portland: perpared and served the homeless and needy of Portland.

March 2009

• Museum of African Culture in Portland: unpacked, organized & catalogued artifacts.