By Michaela Bergmann | Eurythmy Teacher, Middle and High School
Eight WSP students joined me in our WSP van to make the 45-mile trip to the four-day Youth Eurythmy Festival in San Francisco earlier this month.
When we arrived, we were greeted by High School eurythmy troops from four other Waldorf High Schools from San Francisco, Portland, New York, and San Diego. We knew that we would be doing eurythmy together and had also prepared some pieces to share. We also knew that the whole group would have the opportunity to move together.
Each morning, we met and began the day with a morning verse and Eurythmy Verse from Steiner. We then divided all the participants into two groups of 25 each. One group worked with Mrs. Tiersch on a piece by Beethoven and a verse by Novalis.The other group collaborated with Alexandra Spadea from New York, to work on the Melonga Triste by S. Piana and J. McDowel.
In the afternoons, the students took masterclasses from members of the Spring Valley Eurythmy Ensemble and practiced the pieces they brought with them for the sharing on Tuesday evening.
One thing that I found particularly remarkable was the absence of complaints on our daily drive back. Despite spending six hours a day practicing eurythmy, the group’s enthusiasm and positivity remained. When I experienced the students doing eurythmy together, they had an understanding of each other on a deeper level. This experience of moving together brought each one of them an earnest heartfelt striving that had transformative power.
Along with the fun this practice brings and the social health it cultivates, one could feel that it connects to something bigger. The effort of each individual contributes to making the group experience complete. This type of movement invites the participants to experience and become aware of the space around themselves, between each other, and their connection to the world.
The festival culminated in a beautiful finale where each group shared their individual group work with one another, showcasing the fruits of their collaborative efforts.
I am grateful to the students who were willing to take time out of their February break to go with me on this journey. Thank you all, it was a very special experience for me.
I had an amazing experience growing close to my friends and making friends with many new people. It was a beautiful experience to learn from different people and see the love for eurythmy be expressed in so many different ways. I would love the opportunity to experience something like this again and I think the organization handled the gathering a lot better than I ever expected.
— Paulette, 11th grade
It was a great experience, it was really fun and I enjoyed meeting new people. It was great to see how other people across the country do eurythmy, and I felt that our performance together went really well.
— Luca, 11th grade
I learned so much and my appreciation for eurythmy has grown immensely. Meeting and spending time with all the other Waldorf students and teachers was an amazing experience. I loved all the time I spent there and I can’t wait to go on another trip soon.
— Daphne, 11th grade
This Eurythmy convention was very fun and eye opening for me. During the convention we worked with many different teachers that all taught me something new about eurythmy. I can tell I’m getting better because my movements feel clearer and more controlled. Eurythmy is a really interesting way to move and connect with music, speech, and gestures. Eurythmy taught me a new way to express myself through movement and rhythm, and this convention helped me out a lot with that, and I will be eternally grateful for that wonderful opportunity.
—Tomás, 10th grade
This eurythmy convention was a unique and special experience. I learned a lot about eurythmy and met students from all over the country.
— Samanyu, 11th grade
I was originally a little apprehensive about going to a eurythmy conference, but I grew to really enjoy my time there with everyone. I made a lot of interesting connections and found people who share my interests. Overall, I had a great time at the eurythmy conference and look forward to more opportunities.
— Arnav, 11th grade
Being able to be with people who grew up so differently yet sharing the same experiences was truly special. I got to bond with many people and really immerse myself into the art of eurythmy which made the trip amazing.
— Samih, 11th grade
Below is the full transcript of Noam’s speech delivered at the Commencement Ceremony in 2024. If you would prefer to watch and listen to his inspiring words, a video recording is available below. Used with permission.
One of the hardest parts of joining a Waldorf school for me was Eurythmy. If you’ve never seen Eurythmy performed, it can be quite hard to wrap your head around. So I’ll do my best to explain it. I’ve described it as kind of like an interpretive dance, but with certain frameworks for what certain movements mean. Also, sometimes it’s like a puppet show. Oh, and whenever it’s performed, the dancers wear flowing silk robes. I’ve certainly received strange looks when talking about it. The Waldorf description sounds more like connecting your soul to the cosmos or making your internal world external, which makes equally less sense at first. The important thing to know is that Eurythmy is a movement art that’s not taught anywhere but Waldorf schools.
When I started high school, Eurythmy seemed like the most colossal waste of time, and I could not justify spending even one hour a week in what amounted to a complicated puzzle that I was sure was engineered to cause me misery. I remember a moment while doing Eurythmy over Zoom (yeah, that was a thing) when we were told to grip a pencil with our toes and draw a star with our feet. Sitting alone in my room watching the seconds tick by, I wished I could be literally anywhere else. And lost in my own contempt, I missed my ability to actually do the exercise. I snapped out of it when we were asked to show our work, and in a panic, I held up a completely blank piece of paper and blamed my camera’s glare for the evident lack of stars drawn by feet.
My relationship to your Eurythmy has significantly changed over the years. This would be a strange thing to talk about if it hadn’t. Throughout high school, but especially this past year, I’ve come to respect, and I dare say, even enjoy Eurythmy. So what changed? The biggest thing that changed was my attitude. Initially, when I started doing Eurythmy in person, I was frustrated with the inconsistencies I saw in Eurythmy class. Eurythmy is a group exercise, and our class’ movements weren’t perfectly timed to the music. Each week, we would emphasize different parts of the words, and sometimes in the time between Eurythmy classes, the form we walked would be forgotten or altered. This irritated me to no end, and I remember spending many of my freshman, sophomore and even junior year Eurythmy classes, arguing with my classmates or even my teacher, the lovely Ms. Bergmann. I wanted Eurythmy to be like a math or a science class. Precise, exact and with a definitively correct way of doing it. This mindset made the classes incredibly difficult for me, and I remember when I first saw our junior year schedule with Eurythmy twice a week, I nearly cried.
So I began incredibly slowly, the process of accepting that Eurythmy was not a precise mechanical endeavor, but a way to express oneself, to work together with others, and to reflect on the space we inhabit as humans. And when performing Eurythmy with this mindset, I discovered a feeling in a moment when the group tunes into something, tunes into some unexplainable connection or force, a moment when the movement becomes bigger than any individual or even the group as a whole. It’s not something I can neatly fit into a scientific explanation or even explain clearly. But since when has Eurythmy been easy to explain?
I think my experience with Eurythmy is a microcosm of my experience with Waldorf as a whole. I came in with incredibly rigid ideas about how high school should look and how it should act and behave as a person. Time and time again, these preconceived notions were challenged, and I was forced to grow, to push myself to be more understanding and well rounded. There are so many things I’ve learned from this Waldorf school, and even if I never do Eurythmy ever again in my whole life, I know that I now have the skills to try something new, to fail, to not understand, to withhold my judgment and to let myself just feel as I walk into the next chapter of my life. So thank you to my classmates for sticking with me while I was argumentative or frustrated. Thank you Ms. Bergmann for being such a lovely, incredible Eurythmy teacher. And thank you Waldorf for helping push me out of my comfort zone and letting me try something kind of strange, but really cool. Thank you, everyone. Thank you for your gift.
By Robert Kostrzeski | Director of College Counseling
I am truly delighted to have joined the Waldorf School of the Peninsula community this semester as the new Director of College Counseling. My first visit to campus was filled with delightful highlights: fresh eggs delivered to our Pedagogical Administrators, chicken coops meticulously crafted by our students, innovative cell phone spa cubbies. A visiting university representative marveled at the thriving pumpkins in our garden, took a deep breath and remarked, “this feels like a return to education.” Teachers are always ready to engage in meaningful conversations in the hallway, and our faculty meetings are imbued with purpose and intention. The atmosphere here is not only cozy and inviting but also rich in kindness and focus. I could not have envisioned a more fulfilling in-person visit. As a newcomer to Waldorf education and specifically to WSP, I left campus with heartfelt gratitude, especially towards the students and teachers.
While I have had the pleasure of meeting many students, faculty, staff, and families, there are still some I have yet to connect with. For those who missed my earlier introduction, I would like to share a bit about myself. I am a student-focused advocate and advisor, most recently serving as the University Counseling Coordinator/High School Counselor at the International School Nido de Aguilas in Santiago, Chile. I have contributed to various boards, such as MaiaLearning and EAB Global Concourse, both of which are dedicated to educational college counseling. In my role as Co-Chair of the International ACAC (Association of College Admission Counseling) Pre-Conference Institute, I have had the privilege of training hundreds of counselors.
With 25 years of experience in education and admissions counseling, I currently serve as the Academic Director for the International University Advisor certificate program at The University of Pennsylvania’s Graduate School of Education, training college advisors worldwide. My background includes leading admissions and directing international exchange/study abroad programs, as well as serving as a university counseling director at both U.S. independent and international schools. My experience spans institutions such as the School of International Training (VT), the University of Arizona, The Gregory School (AZ), Drew School, and Wildwood School (CA), along with the Awty International School (TX). I regularly present at professional conferences, including International Association for College Admission Counseling (ACAC) and the Council of International Schools (CIS), most recently delivering a session on the use of AI in the college admissions process in July 2024. My international experience includes work in Chile, Malaysia, Switzerland, Thailand, Turkey, Vietnam, and, of course, the United States. I currently reside in South America and connect with WSP students virtually.
I take great pride in supporting and guiding the Class of 2025—a remarkable group of changemakers, dancers, artists, gender-fluid souls, open-minded global citizens, multilingual orators, compassionate advocates for social justice, and thoughtful, articulate individuals. As I prepare my recommendation letters, each one brims with the “flowers of the page” cultivated by our dedicated faculty. During a particularly poignant moment at a faculty meeting, each teacher shared vivid anecdotes about our students, which I eagerly incorporated into my letters. My heart swelled with emotion as I witnessed the growth, self-actualization, and confidence that WSP students so vividly embody. WSP is a nurturing blend of family, warmth, and elevated academic learning. Here, we not only cultivate the mind but also inspire the spirit through love, creativity, and kindness.
WSP students stand out for numerous reasons, particularly their innate ability to engage with adults. They advocate for themselves with authenticity and genuinely connect with the mentors who support them. In today’s landscape of selective admissions, character has become a paramount component of the application process, especially given the pervasive online distractions faced by families and teens. WSP students exemplify empathy and care for one another, emerging as agents of change on a social-emotional level that surpasses that of many teenagers I have encountered in my career.
The Class of 2025 is set to apply to over 80 unique colleges and universities across four countries and 16 different states. They boast an impressive average unweighted GPA of 3.66, with 42% of the class intending to apply Early Decision and 58% opting for Early Applications (Early Action, Restrictive, or Priority). We will share more detailed statistics once their applications have been submitted and results are announced in the spring.
I also had the privilege of meeting the Class of 2026 while proctoring the PSAT. They are a truly remarkable group of young academic industrious WSP leaders. We will be offering an on-campus SAT preparation course for them as they eagerly look ahead to the next steps in their educational journey.
I cherish working with teens, honing my teen 007 Jedi skills and enjoying life as a father to my nine-year-old son. I firmly believe every young person deserves a trusted sounding board – someone who recognizes and nurtures their potential.
In many ways, Waldorf School of the Peninsula is leading the way; our graduates are distinguished by their deep connections, groundedness, and tender-heartedness. The critical thinking and depth of insight reflected in their academic pursuits are truly impressive. I embrace WSP’s commitment to authentic learning opportunities and its dedication to inclusivity and belonging. I am forever grateful for this opportunity.
Image: Members of the class of 2024 matriculated to the above colleges and universities.
At Waldorf School of the Peninsula, students experience music as a journey of self-discovery, challenge, skill, community building, and emotional expression. Here, music is more than an elective, it is a vital and integral aspect of the curriculum.
Wonder: The Early Years As our youngest students walk slowly down the hallway along with their teacher, we hear a ‘good morning’ song. Music fills the air throughout the day for all sorts of reasons, such as a blessing over our food or a way to set the mood during story time. Both vocal and instrumental experiences are essential, as they develop different capacities: vocal music is created from within the body, while instrumental music uses external materials that foster coordination and muscle memory.
The strings journey begins when our 3rd grade families, with the guidance of class and music teachers, help their child choose a string instrument that resonates with their temperament. The instrument is perfectly sized, as if it were made just for them. Wonder sets in: What is this object made of? How do I make a sound with it? Is the bow really strung with hairs from a horse’s tail? These early questions spark curiosity, leading to a lifelong relationship with music. As students learn about posture and position, they experience a physical connection between their bodies and the sounds they can make. Each class continues to grow as a social being, working together to create beauty as a group, even with the simplest of songs.
Our learning is deliberate and magical! The students begin learning to play by ear, focusing on the beauty of the sound. “Look what I figured out!” they exclaim with wide-eyed excitement, rushing forward with newfound skills. As confidence builds, they practice together before class, experiment singing and playing in rounds, and create layers of harmony that reflect their own growing complexity. We introduce note-reading and musical terminology gently. The progression is slow but steady, developmentally appropriate, and always focused on fostering independence and creativity.
Growth: The Middle Years
By Middle School, the music has grown more complex, and so have the students. We continue singing through this time of vocal changes, which can be challenging. If a string instrument did not speak to a child during their early years, they can now play a wind, brass, or percussion instrument in the Band. Imagine two rooms, each filled with 35 middle schoolers, fresh from recess, ready for a different kind of play time.
In this phase, music becomes a deeper form of self-expression and communal collaboration. Orchestra and Band are each divided into sections, contributing to the richness of the sound. We sing multi-part music, and play Soprano, Alto, Tenor, and Bass recorders. Our music reflects the diverse personalities we find in the classroom. Some students thrive on fast, rhythmic passages, while others prefer the comfort of familiar melodies. With that said, all students perform each piece with a sense of ownership, knowing that their contribution is essential to the whole.
This is also a time of growth and questioning. Adolescents are notorious for self-doubt, and many will struggle with the physical and technical challenges of their instruments—whether it’s learning vibrato, shifting into higher positions, or simply keeping up with new key signatures. Teachers and families must continue to support the students, encouraging them to persevere, fostering resilience and a growth mindset.
Transformation: High School By the time students reach High School, they are no longer beginners. They have honed their skills, developed their own musical voices, and learned how to collaborate as a group. The music they play now demands a level of emotional depth and intellectual understanding that goes beyond the mechanics of playing an instrument. Each rehearsal becomes an exploration of emotion and storytelling. Students learn to use different techniques, such as dynamics, phrasing, and tone color.
During the performances for our community, the audience is drawn into the music, invited to experience something new. High schoolers may be asked to reflect on their music through art or poetry, deepening their connection to the pieces they perform. By this stage, students have the confidence to play anything, to tell a musical story, and to appreciate the beauty of their own journey.
Music Promotes Lifelong Learning
Music is a vehicle for wonder, growth, and transformation. It teaches discipline, fosters collaboration, and provides students with a sense of accomplishment and personal identity. Whether students go on to pursue music professionally or simply carry their love for it into adulthood, the lessons learned will stay with them for life.
In the afternoons, the students took masterclasses from members of the Spring Valley Eurythmy Ensemble and practiced the pieces they brought with them for the sharing on Tuesday evening.
This eurythmy convention was a unique and special experience. I learned a lot about eurythmy and met students from all over the country.
I am truly delighted to have joined the Waldorf School of the Peninsula community this semester as the new Director of College Counseling. My first visit to campus was filled with delightful highlights: fresh eggs delivered to our Pedagogical Administrators, chicken coops meticulously crafted by our students, innovative cell phone spa cubbies. A visiting university representative marveled at the thriving pumpkins in our garden, took a deep breath and remarked, “this feels like a return to education.” Teachers are always ready to engage in meaningful conversations in the hallway, and our faculty meetings are imbued with purpose and intention. The atmosphere here is not only cozy and inviting but also rich in kindness and focus. I could not have envisioned a more fulfilling in-person visit. As a newcomer to Waldorf education and specifically to WSP, I left campus with heartfelt gratitude, especially towards the students and teachers.
As our youngest students walk slowly down the hallway along with their teacher, we hear a ‘good morning’ song. Music fills the air throughout the day for all sorts of reasons, such as a blessing over our food or a way to set the mood during story time. Both vocal and instrumental experiences are essential, as they develop different capacities: vocal music is created from within the body, while instrumental music uses external materials that foster coordination and muscle memory.
instrument is perfectly sized, as if it were made just for them. Wonder sets in: What is this object made of? How do I make a sound with it? Is the bow really strung with hairs from a horse’s tail? These early questions spark curiosity, leading to a lifelong relationship with music. As students learn about posture and position, they experience a physical connection between their bodies and the sounds they can make. Each class continues to grow as a social being, working together to create beauty as a group, even with the simplest of songs.
By the time students reach High School, they are no longer beginners. They have honed their skills, developed their own musical voices, and learned how to collaborate as a group. The music they play now demands a level of emotional depth and intellectual understanding that goes beyond the mechanics of playing an instrument. Each rehearsal becomes an exploration of emotion and storytelling. Students learn to use different techniques, such as dynamics, phrasing, and tone color.