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.
Experience the wonders of Waldorf Early Childhood education!
Children aged 2 – 5 years and their parents are invited to join us for a morning filled with engaging activities led by our dedicated teachers, followed by outdoor playtime and fun on our Los Altos campus.
Check in is from 9:45 – 10 am. Please plan to stay for the entire program.
Teacher Meeta has been our Sunflower Kindergarten Assistant for several years. Though she is now teaching the grades 1-5 movement classes (also known as “games”) , she generously shared her treasure trove of tried-and-true kindergarten recipes for us to try at home this summer! While some of our youngest students enjoy these recipes, many of us can attest that adults and those in-between will also enjoy them.
4 cups brown rice (may soak for 24 hours in advance)
8 cups water
1 teaspoon salt
olive oil or 1 stick butter
optional:
tamari or soy sauce
sesame seeds
salt
(optionally add: carrot, peas, corn)
Boil water, add rice and after it comes to a boil, turn down to medium heat. Cook for 20 minutes. Add salt (can add the veggies as well if needed.) Cover and cook on low heat for another 30 minutes, or until desired texture. Drizzle olive oil before serving.
Can serve with tamari/soy sauce, and sesame seeds gomasio –
To prepare Gomasio – in a mortar pestle – crush sesame seeds with a little salt.
In the Instant Pot:
Put all ingredients into the instant pot. Make sure the steam release valve is at seal position and use the Porridge setting. Preset Porridge setting: 20 minutes cooking time, low pressure and normal setting.
Turn the instant pot off after 20 minutes to stop the cooking.
Rice will keep warm in the instant pot until ready to serve.
Tuesday: Oatmeal
4 cups oats
10 cups water
1 cup coconut cream or coconut milk (can substitute this for a cup of water)
pinch of salt
Vanilla
Cinnamon
butter
1 cup raisins
1/4 cup honey or maple syrup
Boil water (can add coconut cream or milk if preferred.) Add oats and bring to a boil. Reduce to medium heat. Add salt. Cover and cook on low heat for another 30 minutes or until it reaches the desired consistency. Add honey or syrup and serve.
(Raisins on the side, crushed almonds on the side)
In the Instant Pot:
Pour all ingredients except raisins and maple syrup into the instant pot. Make sure the steam release valve is at seal position and use the Porridge setting. Preset Porridge setting: 20 minutes cooking time, low pressure and normal setting.
Turn off the instant pot when it goes to keep warm setting or when you come back to the classroom.
Open the instant pot when it opens naturally, don’t try to force open it. Add maple syrup and mix well with a whisk to remove lumps. Let it sit for 5-10 mins ( can close the lid if you wish).
Oatmeal will keep warm in the instant pot until ready to serve.
Wednesday: Bread with honey-butter or sunflower seed butter
2 cups warm water
1/2 tablespoon yeast
1/4 cup honey
1/2 teaspoon salt
3 cups wheat flour
3 cups whole wheat flour
Mix flour, salt, put aside. Add warm water to a large mixing bowl. Dissolve honey in it. Sprinkle the yeast. Let it rest to bubble and ferment for 10-15 minutes in a warm spot. Add the flour mixture to the bubbling water. Mix, then knead until the dough comes together and is not sticky anymore. Let rest and rise for 30 minutes – 1 hour. Portion the dough. Knead and shape into fist-sized rolls. Bake at 350 degrees F for 25 minutes or until golden brown. Can be served with butter, honey, nut or seed butter.
Honey butter per table
2 stick unsalted butter
¼ cup of honey. (adjust per taste)
Mix room temperature butter with honey and serve with warm bread. I prefer to melt butter in the microwave and then add honey to it and let it sit. Mix well before serving
Sunflower butter
1/4 cup of sunflower seed butter per table
Thursday: Vegetable soup
Olive oil to coat the pan or stick of butter
1 large onion optional
Garlic and ginger minced optional
assorted vegetables and herbs
1 jar of marinara sauce
salt
On the stovetop:
Chop all veggies and herbs (some with the children in the morning).
Coat a heavy pot with olive oil and heat it on medium heat. Add chopped onions (and garlic)
Add all vegetables as and when it is chopped
Add water, salt , and marinara sauce. Let it come to a boil on high heat, then turn the heat down, cover and let it simmer for 30 minutes.
Add any chopped greens, herbs and chopped tomatoes. Let simmer for another 15-20 minutes.
In the Instant Pot:
Chop all the vegetables into bite size pieces (some with the children).
Pour oil on the bottom of the pot and use the Saute function on the instant pot to saute onion and carrots.
Saute the chopped vegetables in the oil for a couple of minutes.
Add water to cover vegetables.
Make sure the steam release valve is at seal position. Use the Soup/Broth function on the instant pot. Preset Soup/Broth setting: 30 minutes cooking time, high pressure, and normal setting.
Soup will keep warm in the instant pot until ready to serve.
Friday: Muffins
Ingredients:
3 c spelt flour or whole wheat flour or half and half with whole wheat and white flour
3 cups millet flour
4 tsp baking powder
1.5 tsp salt
3 tsp cinnamon
¾ cup honey or maple syrup
27 oz almond milk or coconut milk about 4 cups
1.5 tsp vanilla
¾ cup melted butter
½ cup of olive oil
Directions:
Mix dry ingredients
Mix wet ingredients
Mix together
Grease tins with oil
Spoon into tins, bake 15 mins for small, 25 for big at 350F
Once out of the oven, leave them for a bit before removing from the pan
Birthday Cake
3 cups of flour
4 tsp baking powder
3 tsp of cinnamon
1 cup maple syrup
¾ cup melted butter or 1.5 stick butter
1 ½ cup of milk
3 eggs
Vanilla 2 TBSP
Salt
Mix all ingredients and pour in well oiled pan
For children to bake the cake:
1 big bowl with – flour, baking powder and cinnamon
In separate bowls keep – eggs, milk, butter and maple syrup+ vanilla
Have children mix this at the table.
When thoroughly mixed, make sure to not overbeat it but if there are no lumps, pour it in the prepared tin to bake.
Experience the wonders of Waldorf Early Childhood education!
Children aged 2 ½ – 5 years and their parents are invited to join us for a morning filled with engaging activities led by our dedicated teachers, followed by outdoor playtime and fun on our Los Altos campus.
Check in is from 9:45 – 10 am. Please plan to stay for the entire program.
Experience Waldorf Education for the Young Child at our Early Childhood Open House.
Our annual Open House is an opportunity for children and their parents to experience a Waldorf Early Childhood classroom. From 10 am to 11 am, we will have nursery school classrooms and kindergarten classrooms open with our early childhood teachers leading the children in a typical, wholesome morning activity. From 11 am to 12 pm, we welcome you outside for play and outdoor activities. This is a fully-scheduled event, so please plan to stay for the entire program.
While this event is free, we do require you to pre-register. You will need a code to sign up. You will receive this code after attending one of our weekly online Information Sessions to learn about Waldorf Education and our Early Childhood program. You can register for an Information Session via the website link to Ravenna.
This event is for children 2 years old to 5 years old and their parents. Infants in arms are always welcomed.
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.
