The Aesthetics of Working…In Stone

The Aesthetics of Working…In Stone

by Phil Dwyer | Earth Arts Teacher

a beautiful object carved out of stone, resembling a bird.

Masterfully carved alabaster stone by twelfth grader, VivIan.

The will to work. The will to persevere at discarding the superfluous. The will to develop the skills, and the will to use them diligently without interruption or distraction is a noteworthy undertaking these days…for anyone, especially a teenager. Not just any adolescent but those who are about to take what might be considered a first (nearly completely) self-directed step toward adulthood; high school seniors who are busy getting ready to embark on their post high school path toward their yet to be revealed futures.

Carving stone to wrest free a satisfactory three-dimensional form is a perfect task for flexing valuable capacities, not least of which is to sustain work with rigor. The work of reductive carving: to hold a form in the mind’s eye and manifest it by laboriously removing what isn’t it. Sounds simple; it’s not. Nor is developing the hammer and chisel coordination and strength of hand to get the task done until what was grasped in the mind’s eye is manifest in substance and held in the very hands that pound it into existence.

We never have enough session hours for such an undertaking, but undertake it the students do nonetheless. Whether or not it is managed to completion (it is such a joy when it is), the journey of application is a worthy and important one. The ability to sustain work through one’s own self-discipline and self-directed will is invaluable. Effort to cultivate this ability is well worth the time. Practicing by attempting to manifest some of the aesthetics of three-dimensional form via stone carving is not only the perfect metaphor, it is truly the perfect medium. Striving at developing capacities to perceive what is hidden, to initiate and sustain work, and to manifest one’s goals will serve the students well. It strengthens their wings as they prepare to fly forward.

El Día de los Muertos at WSP

El Día de los Muertos at WSP

by Señora Geraldine Strub | Spanish Teacher for grades 1-8

Celebrating El Día de los Muertos at the Waldorf School of the Peninsula is a cherished tradition. I have a deep connection to this holiday, and will lead the celebration this year. The school joins in the joyful celebration of the Day of the Dead, which takes place over three days; the multi-day holiday beginning on October 31 (All Hallow’s Eve), continuing on November 1 (Día de los Inocentes, or All Saints Day), and ending November 2 (Día de los Difuntos, or All Souls Day). It is celebrated in Mexico and beyond as a vibrant tribute to those who have passed away and a time to pay respects to our dearly departed.

My roots are in Mexico, and I share my childhood memories of the Day of the Dead, especially those moments with my grandmother, filled with the sights and aromas of the occasion, not to mention the delicious food.

El Día de los Muertos is a tapestry of Indigenous, Pre-Hispanic, and Spanish/Catholic traditions passed down through generations. It is a time when the boundary between the living and the deceased blurs, allowing loved ones who have passed on to visit once more. Traditional decorations include papel picado, symbolizing the wind, one of the elements of life, and sugar skulls, representing the departed souls. Marigolds, known as Cempasúchil in Aztec culture, have a strong connection to this holiday, dating back to Aztec funeral rituals.

Leading up to El Día de los Muertos at the Waldorf School of the Peninsula, students immerse themselves in the festival’s history and significance while crafting their own ofrendas (offerings for loved ones) and bringing some from home. These ofrendas are lovingly placed on the school altar, which serves as a symbol of celebration and remembrance, not a religious artifact. Students visit the altar, savor pan de muerto (bread adorned with sugar), and tenderly present their offerings to honor their loved ones.

Forms of celebration vary, but typically an altar is set up in a home and laden with offerings to help the dead on their journey. The altar usually contains three levels representing heaven, earth, and the underworld, and can include items representing the four elements—water to quench thirst, fire in the form of candles to light the way, wind represented by incense from copal tree resin, and earth with food for sustenance on the journey.
The fascinating coincidence of the monarch butterfly’s 3,000-mile migration to Mexico aligns with El Día de los Muertos, and some believe these butterflies represent the souls of departed loved ones returning.

Whether celebrated at the school or elsewhere, El Día de los Muertos is a day to revere and remember the deceased, ensuring that they remain in our hearts and are never forgotten. During times of collective loss and separation, this celebration holds special significance for the school’s students, families, and community, as it reminds us to cherish and honor those who have left us.

Meet Our New Athletic Director: Leona Rexhepi

Meet Our New Athletic Director: Leona Rexhepi

by Melanie Ingler | Communications Coordinator

Leona joined WSP this fall as our Middle and High School Athletics Director. She has a Bachelor of Science in Exercise Science from Pacific Union College and is currently completing graduate studies in Sports Management at the University of San Francisco. Before coaching basketball throughout the Bay Area, Leona has played basketball overseas and in college.

I had the pleasure of sitting down with Leona recently to learn more about her:

Q: When did you first become interested in organized sports or athletics?
A: I have been told I always had a ball in my hands. At age eleven I joined my first basketball team and at age thirteen was playing at higher levels.

Q: What brought you to the Bay Area?
A: I transferred to a local college during the pandemic to complete my degree in Exercise Science.

Q: How did you decide to pursue that program for your degree?
A: As a lifelong athlete I have always been interested in the biomechanics of the body, athletics, injury prevention, fitness, and health.

Q: What brought you to WSP’s Athletics Program?
A: I have an interest in impacting the athletic field by focusing on being an Athletic Director for students and am excited to work with both our coaches and our athletes.

Q: How can WSP parents help support Athletics?
A: Parents at WSP can have a positive impact in athletics. Students need external motivation and families are the best ones to provide that for their child. Parents can support the athletic department by attending all games, modeling good behavior, and being encouraging. It makes sports more fun and meaningful when you have a positive support system. WSP Athletics appreciates all your help and dedication!

Q: What else would you like our community to know about you?
A: I am looking to grow our program! I’ve begun with adding a basketball tournament for our high school athletes for the first time. We are also adding activities for each of our athletic teams so they and their families can get to know each other and the coaches better. We have brought back the use of the TeamSnap app for our athletes’ families to stay connected and experience better communication sharing with the teams. We are planning improvements to the Athletics Program portion of the school website, and refreshing some of our uniforms. (author’s note: and this is just her first month!)

If you have any more questions for Leona, please do not hesitate to drop her a line via email.

Practice Tips for Music Students

Practice Tips for Music Students

by Leah Lader | Music Teacher

Welcome to the beginning of the school year, the perfect time to introduce, re-introduce, or solidify a practice routine with your musician at home!

  • Consistency is key: a consistent practice routine increases musical fluency and builds confidence. You will see greater progress with multiple practice times throughout the week, instead of an extra-long practice session only once per week. The amount of practice time depends on the age and musical level of the student.
  • Dedicate a location: for some, finding a spot in your home free from distractions works best. On the flip side, some students enjoy practicing with a family member sitting and listening! Figure out what works best for your musician.
  • Students should be well rested: Practicing first thing in the morning, after school, or before/after dinner can work quite well.
  • Actively participate during your student’s practice time by: listening to the music, showing appreciation and interest, asking questions, and allowing them to teach you how to play a song.
  • Play for others: Some students thrive on performing! Putting on a “show” in person or via phone (especially for relatives & neighbors) can be rewarding on both ends. Others prefer a quieter performance – consider accompanying your student on another instrument, such as piano, guitar, or recorder, or singing along with the music.
Anvils Go Mobile

Anvils Go Mobile

by Phil Dwyer| MS & HS Earth Arts Teacher

Setting up for high school blacksmithing classes, although still a hefty chore, is rolling along with a bit more ease this year as the anvil stands were upgraded this summer. A number of “stumps” were crafted at varying heights by laminating alternating layers of 2- by 6- inch fir lumber. Steel frames were fabricated using pieces of 1/8″ and 1/4″ thick hot-rolled mild-steel flat bars and square tubes that were cut with our new 4×7 horizontal bandsaw. (Thank you dear donor!) Step bits helped make “quick” work drilling numerous holes. Loops for holding tools and custom anvil anchor brackets were hand forged. Everything was welded up using 6013 electrodes with reverse DC polarity on a Lincoln AC/DC 225 Stick Welder. (Isn’t science in action grand?!) A removable handle converts each stump into a hand-truck enabling the anvils to “lightly” roll along while riding a fulcrum balanced on two heavy casters (thank you Archimedes). Efficient set-up and take-down of the smithy affords the young “apprentices”more time to forge artifacts from red hot iron in tandem with the crafting of their very selves. Thank you to everyone who helps make life transforming courses like this possible!