# data[].attributes.headline
Hygienic eurythmy sample with copper spheres

# data[].attributes.subject
Hygienic eurythmy sample with copper spheres

# data[].attributes.body
Sample of Hygienic Eurythmy using the copper spheres, with eight grade. First we exchange the sphere with crossing hands over and passing the sphere to the left and receiving from the right with next standing person, then we skip one, two and so on as far we can do it. then in reverse go from the maximum skipped person to the next standing person. It can be done with the music or a verse as well. In this video the sound I muted. Thank you.

# data[].attributes.body
Sharing it with you all this graphic, I shared on our pedagogical eurythmy zoom meeting. With much love.

# data[].attributes.attachment_caption
from Noris Friedman, from my eurythmy training; music to go with Major-Minor Triads forms; good to use for 8th grade and up.

# data[].attributes.headline
Music for Major-Minor Triads by Julian Pook

# data[].attributes.subject
Music for Major-Minor Triads by Julian Pook

# data[].attributes.attachment_caption
(cont.) from Noris Friedman, from my eurythmy training; forms to go with the Major-Minor music

# data[].attributes.headline
Forms for Major-Minor Triads piece by Julian Pook

# data[].attributes.subject
Forms for Major-Minor Triads piece by Julian Pook

# data[].attributes.headline
Rhythm clapping exercise with music, grade 6 and up.

# data[].attributes.subject
Rhythm clapping exercise with music, grade 6 and up.

# data[].attributes.body
Sorry that I don't have a betterquality copy. I like to use this melody at the beginning of my classes. It is 1,2,3 downbeat. First bar clap on 1, second bar on 2, third bar on 3 and repeat. I do change the walking in a circle direction after we clap several times, 1,2,3. You can jump, touch the ground instead, or all the above. Then I make students count, 1,2,3 and that way each group claps only on their number; 1,2,3. It is really fun exercise. Enjoy.

Nachshon Andrew Dzedulionis.

# data[].attributes.headline
Eurythmy curriculum summary for Grades 1-7 - by John Holmes 

# data[].attributes.subject
Eurythmy curriculum summary for Grades 1-7 - by John Holmes 

# data[].attributes.body
Something I wrote (inspired from how we were taught intervals)

There was once someone called "The Arm Man". He lived alone on hill far away from the village becuase he was very shy for he had only arms... And no legs... He stood like this (C)

One evening, as he was getting ready to sleep, he noticed a tiny glowing light in his house. It was flying and he asked it, "Who are you?" (D)

It was a firefly and it flew like this (E). It wanted to go out so ... He opened the window to let it Out! (F)

When ArmMan saw how beautifully enchanting it was outside in the night, he too followed the firefly out the window and, viola! A leg appeared! (G w/jump)

He was mighty elated to be outside for the first time in his life - and to have a leg!

So he jumped again and, Lo! Another leg appeared! (A) And he skipped around with his newfound legs and feet! (A, A, A) Until he reached an apple tree. He jumped up to reach a shiny, juicy ripe apple! (B, B, B) just barely touching it. (C) He stood quite still as it shook and fell into his arms.

# data[].attributes.body
I do not have the sheet music for this

# data[].attributes.attachment_link.title
Paddy on the Turnpike and Tommy's Tarbuka

# data[].attributes.attachment_link.metadata.title
Paddy on the Turnpike and Tommy's Tarbuka

# data[].attributes.headline
Irish Dance Warm-up with Violin for Middle School

# data[].attributes.subject
Irish Dance Warm-up with Violin for Middle School

# data[].attributes.attachment_link.title
Video from Laira Covert - Waldorf Schools

# data[].attributes.attachment_link.description
Video from Laira Covert - Waldorf Schools

# data[].attributes.body
Here is a beautiful rendering of the Old Testament story for 3rd Grade through the voice of J.W. Johnson-author and civil rights activist.

https://en.wikipedia.org/wiki/James_Weldon_Johnson

Laira

# data[].attributes.body
Here is a poem by a Native American author that I have done with Grade 8.

Laira

# data[].attributes.headline
The Shepherd, the Princess, and the King

# data[].attributes.subject
The Shepherd, the Princess, and the King

# data[].attributes.body
Here is a sweet fairytale from Puerto Rico.

# data[].attributes.body
Here is another lovely ballad with a female heroine for 7th or 8th Graders. It is from Scotland. I have done it several times with added music, singing, dancing (plus rod or dowel/sword moves for the warriors)woven in between the verses. Once we did the beginning as a shadow dance with the lass dancing with a veil behind a lit screen (you could only see her silhouette dancing to recorder music before the tale began). Same in the end after she leaves victoriously. The class was divided into groups of dancers, musicians, speakers, movers, etc...

# data[].attributes.body
Here is a ballad that I have done with 7th and 8th Graders in connection with the story of a sunken city (a folktale from the Netherlands). In both a city/coastal town perishes because of the greed and lack of kindness of its inhabitants. You can do it with a Viereckverschiebung or a crown form to make the city/King's tower and have solo parts for the beggar, herdsmen, and fishes.

Laira

# data[].attributes.headline
Verses for Three Soul Exercises, Susan Eggers

# data[].attributes.subject
Verses for Three Soul Exercises, Susan Eggers

# data[].attributes.body
I do not know the source of this verse, which I learned in my eurythmy therapy training. If anyone knows the source, please add the author!

Fill me with gladness from above. (A-veneration)

Hold me with strength divine. (Love-E)

Lord, let the light of your great love, through my whole being shine. (Hope-U)

With students, I began with I-A-O, and then reordered and adapted the words as follows.

Tall and straight as a tree I stand,
Roots reaching far will hold me fast,
That into bloom will grow my love.

Sending my love to the world so wide, I keep for myself a strong place inside. (Love-E)

Filled with hope for this day so new, and bringing my effort to see it through. (Hope-U)

Reaching, seeking and finding my star, which answers me with courage from afar. (A-Veneration)

# data[].attributes.headline
Here are the Education Exercises from Steiner 

# data[].attributes.subject
Here are the Education Exercises from Steiner 

# data[].attributes.attachment_link.title
Dr. Steiner's Humanity Educational Exercises

# data[].attributes.body
When my thinking is illuminated,

My soul begins to shine.

When my soul begins to shine

The earth shines like a star.

When the earth shines like a star,

Then I become truly human being.                      Herbert Hahn, Class teacher at the original Waldorf School, Stuttgart, Germany

# data[].attributes.headline
Mark Ebersole, 4th Grade Alliteration on Evolutionary Sequence

# data[].attributes.subject
Mark Ebersole, 4th Grade Alliteration on Evolutionary Sequence

# data[].attributes.body
I first do this just standing, with strong gestures, then with stamp followed by gesture, forward on B words, back on M, fore on D, etc. I end some lines with a strong, held vowel gesture, thus 1st line ends with "Ah" in arms and legs down, held a moment, then new impulse.

Behold, brave and boisterous warriors, [Ah]
Men matchless and mighty, [Ee]
Daring to do great deeds of doom, [Uu}
Never cringing, never fearing
[I often repeat this line, no vowel at end]
Rousing and ravaging the raging foe, [Oh]
Long spears loosed, leaping aloft!
[end this line with F, "flying out"]

Grimly they grasp and grapple with foes, [Oh]
Charging and churning the channels of war, [Ah]
Fleet of foot, fast and furious,
[no vowel]
Searing and sundering soldiers so stark
[end with strong S-T into the earth]
High we hold our halberds and hatchets,
[no vowel]
As true to our task we trek to triumph.
[1st T to head, then shoulders, then into earth, then head, no vowel.]

# data[].attributes.headline
Mark Ebersole, Telemann for Feet, Grades 5-8

# data[].attributes.subject
Mark Ebersole, Telemann for Feet, Grades 5-8

# data[].attributes.body
Doing foot exercises always brings children down into themselves, grounds them.
Music:  Telemann "Allegro," in e minor, 4/4 time,  (can't get photo of whole thing, hopefully this will lead you to a source.)
Opening sequence:
Upbeat, 2 counts, up and down on toes;
Ms 1 1st beat point right toe forward
2nd beat, touch rt heel under left knee
3rd beat, point rt toe again
4th beat, return foot
Ms 2 1st-2nd beats, up and down on toes
3rd left toe forward
4th left heel under rt knee
Ms 3  1st beat left toe point
2nd beat left foot returns
3rd-4th up and down on toes
Ms 4  1st and 2nd jump in place
3rd and 4th repeat whole sequence, through Ms. 8.
Meander Form:
Ms 8   3rd beat, rt foot straight forward.
4th beat, left foot next to it
Ms 9   1st rt foot to rt,
2nd  left foot next to it
3rd rt foot straight back
4th left foot next to it
Ms 10  1st rt foot to right
2nd left foot next to it
Repeat Meander form.
(I teach each part without music first, then with, then on to next part. After doing Meander w/out music, I ask children what form it is, and then draw it on the board)
Sashay/Foot clapping:
Ms 10-11 triplets are 4 sashays to right, then:
Ms 11 3rd beat, Meander, but this time with right foot starting BACK, etc., only once
Pointing feet:
Ms 14 3rd-4th beats, rt foot points fore,
Ms 15  1st-2nd, rt foot points side,
3rd-4th, rt foot point back.
Ms 16   1st-2nd, rt foot returns
3rd-4th, left foot points fore, etc.
through Ms 17-18.
Repeat Sashays on triplets, repeat Meander.
Ms 24 to end, repeat beginning sequence.

# data[].attributes.headline
Mark Ebersole, Grades 4-8 openings in figure 8.

# data[].attributes.subject
Mark Ebersole, Grades 4-8 openings in figure 8.

# data[].attributes.body
I always start all Grades 1-8 with vigorous motion--get them out of their heads, into their feet, breathing hard, spatially awake.
Grades 4-8 I use Figure 8. Introduce with rule:  each has own window, one from one line, one from the other. Then silently lead into 8 and have them practice until it moves smoothly.
First music:  Bach Little Prelude in C, BWV 933:  first 4 measures treading slow beat, "Proud and tall", hands together palm up at waist; next 4 measures feet doing sixteenths, hands high, many little light steps--also proud and tall! I start this in the circle, changing direction after 8 measures.
THEN:  same in figure 8, no change of direction.
Grades 6-8, if they are up to it:  all fast, first in a large spiral then into figure 8, music Tschaikovsky "No. 13 Kamerinskaya" also called "Russian Dance," in D, 2/4 time.
At Christmas, and when appropriate, I do large figure 8 with Bach's "Joy of Man's Desiring," treading slow with accompaniment, then all facing one directing (I call out "Front!") and doing pitch fore and back in choral sections.

# data[].attributes.headline
Ponny Dance Piece for jumping vowels and clapping rytms and stamping in between.

# data[].attributes.subject
Ponny Dance Piece for jumping vowels and clapping rytms and stamping in between.

# data[].attributes.body
In circle,  in and out.
First beat , bending  knees 4 times.
Then jump vowels AEAU I I AU ,then Stamp in  clap rytm ,stamp clap
AEAUIIAU, stamp backward, clap ,  2 times.
In circle stamp ,stamp clap clap 4 times
AEAUIIAU again facing in then stamp clap rytm and jump facing out ! Frontal everyone choose a vowel.( open possibilities  or you choose it for them )
Brought by a norwegian eurythmist from a curative eeurythmistin England for 5 th grade or 6 th. Very llively and grounding !

GOOD LUCK !

Marjorie T-Nordaas

,Clap

# data[].attributes.body
Here is a poem for a 6/7th Grade. Students can create their own form based on a six pointed star with two intersecting triangles. Then the forms are recorded with drawings for each line.
Laira

# data[].attributes.headline
Harry Potter, Sorting Hat Song for Diamond Transformation and Temperaments

# data[].attributes.subject
Harry Potter, Sorting Hat Song for Diamond Transformation and Temperaments

# data[].attributes.body
Two Sorting Hat Songs
Gryffindor (red and gold) is connected to fire;
Slytherin (green and silver) to water;
Hufflepuff (yellow and black, representing wheat and soil) to earth;
Ravenclaw (blue and bronze; sky and eagle feathers) to air.

I am using the first one with the diamond transformation form. For the transitions, I'm taking a fragment of "Hedwig's Theme" (song from the movie), which is written in 3/4. The complete music will be framing the diamond form in some way yet to be choreographed. The featured 'house' will be in the front, students are making their own form variations of the diamond during 'their' verse, when they move on to the next diamond place (not featured), they just walk the straight forward diamond paths. I have four students in additon to the 16 people in the diamonds. They will be the "hat" in the center of the form, moving the first three verses. For space reasons, likely they will start off on their own, then all of the the Hogwart students gather onto the stage with a musical intro.

"Oh you may not think I'm pretty,But don't judge on what you see,I'll eat myself if you can find.A smarter hat than me.

You can keep your bowlers black,/Your top hats sleek and tall,/For I'm the Hogwarts Sorting Hat / And I can cap them all.

There's nothing hidden in your headThe Sorting Hat can't see,So try me on and I will tell youWhere you ought to be.

You might belong in Gryffindor,Where dwell the brave at heart,Their daring, nerve, and chivalrySet Gryffindors apart;

You might belong in Hufflepuff,Where they are just and loyal,Those patient Hufflepuffs are trueAnd unafraid of toil;

Or yet in wise old Ravenclaw,if you've a ready mind,Where those of wit and learning,Will always find their kind;

Or perhaps in Slytherin You'll make your real friends,Those cunning folks use any meansTo achieve their ends.

So put me on! Don't be afraid!And don't get in a flap!You're in safe hands (though I have none)For I'm a Thinking Cap!"[1]

1993 and 1994, and performed on 1 September 1994

A thousand years or more agoWhen I was newly sewn,There lived four wizards of renown,Whose names are still well known:

Bold Gryffindor, from wild moor,Fair Ravenclaw, from glen,Sweet Hufflepuff, from valley broad,Shrewd Slytherin, from fen.

They shared a wish, a hope, a dream,They hatched a daring planTo educate young sorcerersThus Hogwarts School began.

Now each of these four foundersFormed their own house, for eachDid value different virtuesIn the ones they had to teach.

By Gryffindor, the bravest werePrized far beyond the rest;For Ravenclaw, the cleverestWould always be the best;

For Hufflepuff, hard workers wereMost worthy of admission;And power-hungry SlytherinLoved those of great ambition.

While still alive they did divideTheir favourites from the throng,Yet how to pick the worthy onesWhen they were dead and gone?

Twas Gryffindor who found the way,He whipped me off his headThe founders put some brains in meSo I could choose instead!

Now slip me snug about your ears,I've never yet been wrong,I'll have a look inside your mindAnd tell where you belong!

Appearances

Harry Potter and the Goblet of Fire (First appearance)

# data[].attributes.headline
"Change" is a poem for 4th grade featuring the temperaments and the experience of the 9-year change

# data[].attributes.subject
"Change" is a poem for 4th grade featuring the temperaments and the experience of the 9-year change

# data[].attributes.attachment_link.title
Change temperaments and 9 year change poem and form

# data[].attributes.body
Here is a beautiful poem for Grade 7 or 8. I used it last year with my 7th Graders who choreographed it and included it in their class play.

# data[].attributes.body
With my Arms  I reach for the stars
( above)
with my feet I stand on the grass
( Bellow)
Catch a star ( Middle).

Marjorie T-N.

# data[].attributes.body
The sun above
The earth below
We love them both
Where ever we go

The sun warm mother earth
And fills The world with light
F. Edmunds

With my arm i reach for the star
With my feet i stand on the grund
Catch a

star.

Marjorie T
nordaas

Montreal

ERSM

# data[].attributes.body
Opening verseGrade 2
I am myself
and around me is the world
The trees are rooted firm
and inthem live the squirrels.
All people say: I and you
Wherever I go,
the sun is there too

Grade 1
A House the stars have built for me
of silver and of gold
Through many windows I can see
what once the angels told
A house the stars have built for me
of silver and of gold

Grade 6
Who is wise?
Those are wise who listen to others.

Who is strong?
Those are strong who practice self-control

Who is rich?
Those are rich who are happy with what they have.
Shimon ben Zoma, adapted for eurythmy

# data[].attributes.body
M.T.Nordås

# data[].attributes.headline
Music for temperaments varations from a sweedish melody

# data[].attributes.subject
Music for temperaments varations from a sweedish melody

# data[].attributes.headline
Music for spiral exercices on circle and rytms 6/7 th classes.

# data[].attributes.subject
Music for spiral exercices on circle and rytms 6/7 th classes.

# data[].attributes.body
Helps changes of directions, inner flexibilty,  quickness and feet work.
Awareness of Spaces.
Marjorie T-Nordås

# data[].attributes.headline
Big Spiral on circle and space,rythm,dynamic  for 6/7 th grade.

# data[].attributes.subject
Big Spiral on circle and space,rythm,dynamic  for 6/7 th grade.

# data[].attributes.body
Music : Tanzende Finger D.Kabalevski
If any questions please contact me ,
Greetings !

Marjorie T-Nordås

# data[].attributes.body
from a eurythmist who is forever enchanted with her grandmother's cooking - for anyone interested in introducing an Indian dessert to their children!

# data[].attributes.headline
Evolutionary Sequence for grades 4 and up

# data[].attributes.subject
Evolutionary Sequence for grades 4 and up

# data[].attributes.body
Evol sequence poem by Vijayta Singuluri

Beyond the babbling brook
A mellow marmoose mulls
Dreaming, dozing and dull
Until a nosy nomad
Runs around a-roving, and
Lulls him out of sleep.
Gayly, gayly (or grumbling and groaning) the marmoose now goes
In hues of turquoise and gold
Free from fetters of his self
At long last sees the sun
That heals with hearts opening
In time to tell this tale.

# data[].attributes.body
To help organize my student observations for end-of-the-year reports, I have made a form to take notes on throughout the year. I have one form for each student that includes the following:

-Coordination/Dexterity/Balance

-Individual Spatial Awareness (spacing in the group, too close/too far, able to carry out individual forms, etc)

-Group Spatial Awareness (sense of how the group moves together, understanding their place in a group form, ability to perceive the whole, etc)

-Sense for the language elements of eurythmy

-Sense of musical elements

-Quality of movement

-Behavior/engagement

-Favorite pieces

# data[].attributes.headline
Spring Eurythmy Assembly Video and Earth Day Lorax performance

# data[].attributes.subject
Spring Eurythmy Assembly Video and Earth Day Lorax performance

# data[].attributes.body
Here are two video clips from performances this year, they are not professionally done, but it brings across the intention. These videos are not publicized on public youtube and I am sharing them only with you for 'educational purposes'
Spring Eurythmy Assembly, (teachers:Thyria Ogletree, Cristina Geck)
Faculty/staff performing at 6:15; 2-8th grade Eurythmy at 16:30;  Where the Wild Things are, at 54:10

https://www.youtube.com/watch?v=jFdSsDzulO4

The Lorax was presented as the artistic contribution of an elaborate  Earth Day /work on the land celebration; Eurythmy starts at 1:30

https://www.youtube.com/watch?v=9QQ9Bpxz1H4

# data[].attributes.body
Here is a concentration exercise for Middle School students.You can see the movements  in the video below that I made for students staying home during covid.

https://vidmails.com/v/gBZbZysUZH

Laira

# data[].attributes.body
2nd part concentration exercice 3rd, 4rth.

# data[].attributes.attachment_caption
From Molly Von Hayden  book's " Come into these yellow sands "

# data[].attributes.body
Concentration exercices :
See 2nd page for directions.

# data[].attributes.body
Feet and hands,
Clapping rytm with feet base  then hands upper voice.
Works fine end lesson to gather everyone !
2.Variations: moving hands with pitch and clapping same time, up and down.

Marjo.eur@hotmail.com

# data[].attributes.body
Kl.3-4-5
Marjorie Taliano-Nordaas

4 steps in the circle
Clap on 1 down, 2 behind ,3 up,4 middle.
Start first on 1 ,
Then add others , then all together .
2. Divide the group in 4 , each child has a number then only clap on their number.
3.Add backward 4,3,2,1 then both.

If questions marjo.eur@hotmail.com

Thanks to Dorothea ! This works well with children and keep them healthy and in  balance, helps the social difficulties if there are also they like looking at each other's team.

# data[].attributes.body
Tap each number of a clock in time to the music with your right and left foot standing in the clock's center. Add claps at 3,6,9, and12. Increase claps from 1-4.
Laira

# data[].attributes.body
On the circle skip 16 side-skips right and left. Then start dividing by 2 for part 2. Do each set 2x (8, 4, 2, 1). Skips switch directions when repeated.
Laira

# data[].attributes.body
I have used this piece as a concentration exercise in Grade 3 for walking and clapping on different counts/numbers.
Laira

# data[].attributes.body
Music from F.Schubert  for 7 th or 6 th class.
PS.I am doing it now with 6th and they really like it and ask for it.
Marjorie T-Nordaas.
École Rudolf Steiner de Montréal

# data[].attributes.body
From Noris Friedman

# data[].attributes.attachment_link.title
EANA padlet pieces - Schumann and Star Wars, from 4-4-2022

# data[].attributes.headline
Beat and rhythm. Can do pitch with the next page (not included here)

# data[].attributes.subject
Beat and rhythm. Can do pitch with the next page (not included here)

# data[].attributes.headline
Magic Flute with Rods - from Dan Maslen in the UK. I use with Cl 5.

# data[].attributes.subject
Magic Flute with Rods - from Dan Maslen in the UK. I use with Cl 5.

# data[].attributes.body
My focus for this first ‘offering’ is for 11th grade.

This year is one in which existential issues are rife on the one hand, while a new capacity is unfolding in the thinking realm: analytical thinking becomes ever more available to the students and to that end the curriculum comes to meet this developmental phase. Overarching this ‘time’ is the word: Why. Where do we find this being answered so to speak? Naming a couple of obvious examples allows us to begin to cogitate this question:1}  Hamlet {to be or not to be},  2} Parsifal { the question not asked: what ails you}. Additionally at Kimberton we take up the first true research project known as the ‘I’  search. Each student has to explore an aspect of their person knowing that they will have to interview an individual relevant to their particular focus on their biography and ancestors.

I wanted to provide this backdrop so that you all could appreciate what I have to share in the realm of tone eurythmy, relative to this 11th grade ‘theme’.

A piece that speaks powerfully to this age group is the Funeral March ( Trauermarsch) by F Mendelssohn. With its choreography by R Steiner it provides just the right ‘fodder for the ‘questing’ student. At the outset,’ listening’ is most critical; listening ‘discerningly’. Nothing is provided other than the requirement to listen  keenly and to take note of distinct elements through the piece and how they occur. Then the Steiner form is hung up or shared, ( I always do a blackboard drawing of it as well) and now they need to look ‘discerningly’. What is going on in the form? How many distinct elements are there?  They have now heard the piece a couple of times at least and know it is quite lengthy  while the form is rather short by comparison!

As you can see, analysis of the music and the form is required! They are not told where the form ends, except that it isn’t where the arrow is! They are informed that certain parts are moved more than once, maybe thrice. But this is their job to figure out. And invariably there is always one, maybe two or even three who figure it out. But it always starts with distinguishing the 4 distinct form elements:1)  the vertical slightly arced lines moving forwards and back from R to L, 2) the horizontal wide waves moving from L to R and then in one gently curved wave back to L, 3) the 5 loops moving horizontally from L to R followed by 4) the rippling horizontal form moving from R to L.  A gradual integration of form and tone comes about and is deeply satisfying to the students, especially when they figure it out and can articulate in their own way the lawfulness of what is going on! For me as the teacher it is equally gratifying because I now know how much this has entered into their whole being as they move through this and experience the truth of the underlying foundational elements that result in this miraculous outcome! Tones and interval gestures are selected, technique discussed, particularly pertaining to the execution of the loops and the quick movement of the horizontal ripple form!

For many, many years now, I have also taken up working with an orchestral piece, which I also find, fits with this age group beautifully!

As they explore their own identity from whatever angle they chose for their ‘I’ search, so too, they can explore their assigned identity provided in the form of the instrument section they find themselves in! An orchestra is made up of so many different instruments that all have to work together. Wonderful moments occur again and again in which certain instruments may dialogue as it were with others in the orchestra; may even join forces for a while. Harmonizing or then taking on the main melody or theme, goes on and there is a constant changing of dynamics throughout the piece. Students have to listen so ‘discerningly’ again and are challenged to memorize their parts so that they can master the pauses where they might occur, know when they are dominant, and know when they have to work with another instrument group either melodically, harmonically or rhythmically.

Talk about analyzing the music and understanding what is going on, and above all. ‘Why”! This can ultimately be performed, and to that end the upper middle school orchestra with its instrument teachers plays for the 11th grade. Costumes are worn, lights used and the piece repeated !

For now, warmly, Raymonde

# data[].attributes.body
Really suits Middle Schoolers with attitude...:)
Laira

# data[].attributes.body
An all time favorite of my Middle School students. Laira

# data[].attributes.body
We worked on this with lemniscates and Harmonious Eight creating a flower petal form in Grade 8. Laira

# data[].attributes.body
I used this in Grade 8. It is very beautiful and lyrical. Laira

# data[].attributes.body
quick and upbeat-from my Middle School collection. Laira

# data[].attributes.body
My students really enjoyed this and performed it in a recital.
Laira

# data[].attributes.body
I used this in Grade 7 with a mirror form and two groups. Laira

# data[].attributes.headline
Hallelujah (Variation for Middle and High School or anyone)

# data[].attributes.subject
Hallelujah (Variation for Middle and High School or anyone)

# data[].attributes.body
This version was shared at the Pedagogical Group zoom meeting on April 26,2021

H - Begin in a strongly contracting position, bent over; expand as in Gale’s interpretation
Clearing my mind, a burst, a firework, an element of surprise,  heightening my consciousness, I throw off any weight and heaviness; riddance of all stuckness

A - Begin above and slowly move the A downwards all the way.
Gratitude to the universe, the sun, to my fellow humans, to the animals, plants and earth.  I am grateful to all that surrounds me.

L - Forming the seven growing L starting from the solar plexus. Emphasis on a kind of a ‘dynamic spiral quality’
My biography develops like tree rings growing. The spiral of my life transforms me. I am building my life,  I live in time.  I am building my life. I live in time with change and cycles. Light, love and life.

E - Begin with the left arm in the horizontal plane which meets the right arm
The left arm represents the stream from the past (left to right) meeting the stream from the future (right to left)  bringing me into the present (crossing). In the midst of all this movement of my life, I find my point of calmness, the pivotal point. The eye of the storm. I am present.

L - Three elaborate L (as we know them).(As an experiment I have been making a small step to the right as in ‘I speak’ with first L and a small step to left with second L as in ‘I have spoken’ in order to emphasize the grounding that is necessary when we step into our fullest potential).
Stepping into my fullest potential, I enjoy stretching myself, building up to meet every challenge that life might bring. It takes courage. I am stepping into my future. Reaching beyond myself.

U – Bring feet together again or to shoulder width while bringing arms up all the way. Stay there a bit and then bring down the arms deliberately, retracing and thereby emphasizing the upward movement. Hands can make an inner connection to soles of feet.
I am a pillar, expanding/reaching from the center of the earth into the sky. In moral alignment with my core values, with the universe. I align with my truth. I feel the expansion of the nature  kingdoms below, the spiritual hierarchies above, I, the human, am a step on the path of all creation. And bring my truth into my life. My core values are with me.

I - Out of the U position with the arms resting to the sides, a fresh and new I is formed. A step forward or backwards while moving the I may work, this is still in the experiment phase as well.
Having received so many gifts, I start my day with a new, joyous impulse and reach out to meet the sunrise. The colors of dawn. The image of the rising sun in all its glorious colors fills me with joy. The impulse to meet the day with eagerness and joy.

A - An A in the horizontal plane is formed with hand surface upwards
I am completely open and ready to what the day brings, whatever it may be. I am a chalice

H - Formed from the shoulder blades out of the horizontal A. Possibly a step forward
I let go of all expectations and preconceptions and meet the day with awe and wonder.

End: Rest with E crossed in front of the chest or cover the heart with both hands or bring arms to the side.

# data[].attributes.body
This video was made by a film-maker at my school.
Feel free to share!

# data[].attributes.headline
Grade3 and above: Feet Exercise with opposite arms

# data[].attributes.subject
Grade3 and above: Feet Exercise with opposite arms

# data[].attributes.body
Up On the House Top for Christmas season. For grade 1 and 2 Eurythmy, use the same side.

https://youtu.be/xhytKcYzQHA
by Miyoung Schoen

# data[].attributes.headline
Simple pitch exercise: Over Star (Christmas song)

# data[].attributes.subject
Simple pitch exercise: Over Star (Christmas song)

# data[].attributes.body
Do simple pitch with expansion and contraction.

Same form as the space exercise-front, behind, side, and center.
https://youtu.be/BODdCAew0s0
by Miyoung Schoen

# data[].attributes.headline
Quick peek- Sample Lesson for lower grades. Please do build it up over the weeks and repeat the exercises. 

# data[].attributes.subject
Quick peek- Sample Lesson for lower grades. Please do build it up over the weeks and repeat the exercises. 

# data[].attributes.body
https://youtu.be/1or3HTymH-M
by Miyoung Schoen

# data[].attributes.headline
If you are Happy and You know it. With claps, stomps, and turns, have the children jump with joy.

# data[].attributes.subject
If you are Happy and You know it. With claps, stomps, and turns, have the children jump with joy.

# data[].attributes.body
https://youtu.be/6RztZt_JmRM
by Miyoung Schoen

# data[].attributes.body
(original song adapted from Hansel and Gretel)
https://youtu.be/UwDgO5HxhDg
by Miyoung Schoen

# data[].attributes.headline
Two fall poems I used outdoors because they so easily expand into a play/story with endless opportunities to practice forms.

# data[].attributes.subject
Two fall poems I used outdoors because they so easily expand into a play/story with endless opportunities to practice forms.

# data[].attributes.body
(not the first one)
and "Octobers Party"

# data[].attributes.body
Marjorie T-Nordas ERSM Montreal.
Here is a poem I use for November for third-4 rth grade, even higher grades. Learning sounds mainly consonants.
November is a spinner spinning in the mist ,weaving such a lovely web of gold and amethyst, in among the shadows she spins til close of day, then quietly she folds her hands and puts her work away ..." Anonymous

For alliteration in 4rth grade :
Bark,bravest  in battle of billows and breeze,
True tower in the tempest,
Dry deck on the sea,
When flash the wild waters in
Mountains of might ,
You leap through the breakers with bounds of delight.

Form in 2 lines looking at each other stepping the alliteration sound , on the none alliterated words standing still , moving and stepping  , back and forth each lines, then moving on a circle,  you leap through the breakers ...to the end.
I also made a sequence with Norwegian poems and music from krista Borgen written for alliteration. On a crown form.

Reference on alliteration in German: Das wesen der eurythmischen alliteration durch Eva Lunde. Verlag Walter Keller.
I have been fortunate to work with learn and meet Eva Lunde one of the oldest and pioneer, founder of eurythmie in Norway.
Warmly,
Marjorie Taliano- nordaas

# data[].attributes.body
"True North" (see text below and pic)- a poem for middle schoolers to use with the six positions of "I Think Speech". We were outside, and we began lying on the ground with our hands on ou

# data[].attributes.body
Eurythmie 5 th and 6
Avatar of anonymous
Anonymous
10h

# data[].attributes.body
Eurythmie 5 th and 6 grade : Ponny dansen
Music on hyeginic vowels exercises  and rhythms.
Starts bending knees 4 times on 4  beat  first bar.
Aeauiiau one stamp and Clap bar.4 in between steps Forward  and then aeauiiau clap bar 8 ,9 backwards ,  and stamp clap following  nose on circle  bar 10,11,12,13.
Bar 14 curve to left frontal in circle ,
Repeat aeauiiau looking inside circle stamp a clap u clap,  ( my personal touch ! ) jump.in favorite vowel at the end !

Good luck ! Free to do your own version !
I receved it on a pedagogical sharing in Oslo but it comes from England.
We had many teachers from England in Norway who gave ped. Courses in the 80's 90's.

Thanks for sharing and inspirations !

Marjorie Taliano- NORDAAS
Montreal ERSM.

# data[].attributes.headline
Grades 4 and 5 Outside: The Four Cardinal Directions

# data[].attributes.subject
Grades 4 and 5 Outside: The Four Cardinal Directions

# data[].attributes.body
For one week I was able to work with this combined class every morning for about 1 hour, with my accompanist. They had just completed a NY State geography block in Main Lesson, and were now beginning a block reviewing fractions and other math related things. We would meet outside and each student stood in the middle of a hula hoop, placed distanced from each other. We began with the movements for "Steadfast I stand" and then added this version of the verse:

(Left foot)
Steadfast I stand in the world
(Right foot)
With certainty I tread the path of life
(Left hand)
Love I cherish in the depths of my being
(Right hand)
Hope shall be in all my deeds
(Both hands with flat palms to forehead)
Confidence I impress into my thinking
(Jump with feet together and hands at sides)
These five give me my life
(Hands in Reverence Eh)
These five show me the way!

Then the students learned to speak the following alliteration, adapted from Mark Ebersole's verse based on the evolutionary sequence:
Behold brave and boisterous warriors!
Men and women so mighty!
Daring to do great deeds of doom.
Never fearing, never cringing,
Ready to repel the raging foe!

We added stamping and speaking out of the powerful "echo from the earth".
During the week we took forays into the woods and they collected a wooden staff that matched their own height and carved their initials into it, then used it to enhance the stamping as we recited the verse powerfully into the wind and rain.( If possible we can pick this up later this or next year, when we can be inside, and do the eurythmy gestures for the consonants. )

The students brought compasses from home, and learned how to find North. We all faced in that direction.
Then imagining ourselves as standing in the middle of a compass, in our hula hoops, they the North South West East, moving first the right foot in those directions, then the left, accompanied by music on the melodica. This was accelerated a bit each day as a challenge which the students very much enjoyed.

On the last day we had a "test", sending small groups out, each in a different direction a certain amount of paces, to find a treasure. Each treasure was a stick that had written on it a word from the Thanksgiving address of the Seneca people (the native people of our area) and we spoke of the four directions in relationship to the "grandfathers/mothers" of the directions in Native American cultures. We made a simple video of the students' accomplishments to share with the parents.

# data[].attributes.body
I have a 5-foot long extra thick copper rod that two students hold vertically, as if planted on the floor. One points to the directions, the other holds their hand to their hip - they are the points of the compass. The poem we use is:
Mr. East had a feast,
Mr. West wore his vest,
Mrs. North spread the cloth,
Mr. South burnt his mouth,
Eating hot potatoes.

The rest of the class is divided into the four directions. When the compass is pointing to them they do appropriate eurythmy sound gestures for their part of the verse.

On the last line of the poem (eating hot potatoes) they sashay in rhythm over to the next direction.

I will try to record this and post it.

# data[].attributes.headline
Some experiences teaching grades 6,7 and 8 outside this September:  We did movement for the first 10 to 20 minutes and then worked on learning practical knots, did some macrame (lanyard to hold mask) and some survival skills like being able to tie a tarp up in a few seconds, using larks-head, slip knot and half hitch. This was like mini 3D eurythmy/form drawing! Here more about the movement:                        "True North" (see text below and pic)- a poem for middle schoolers to use with the six positions of "I Think Speech". We were outside, and we began lying on the ground with our hands on our heart, feeling the beat. The next day the same in standing. Then I taught the positions with numbers, adding one each day, quizzing them, first introducing positions 1,3,4,6, then later adding 2 and 5. When precision was achieved, we did the series jumping. After several weeks, the poem was added. This was very grounding and helped them develop or renew their relationship to the "first space" - their own bodies with the heart at its center, then the "second-" or "personal space" or personal bubble, which served as the context for  the "I Think Speech" positions. In later lessons we moved to ways of conquering the "third-" or "interpersonal space" through rhythmic clapping, singing, moving "the wave", etc. This culminated last week in our reimagined Michaelmas Celebration. Each Middle Schooler had decorated a large Amazon cardboard box as one segment of a dragon. The eldest held a dragon head at the front and accompanied by drumming the dragon moved toward one of the younger classes (they were all gathered in a HUGE circle outside on the soccer field), and did a "wave" along the dragon spine. The class did a strong gesture that corresponded with their classroom color and element, with such enthusiasm that it brought the dragon to its knees! It would rise and with drumming it would go toward the next class.       Kindergarten and Grade 1: Rose and Red - Fire - Courage and Kindness; Grades 2 and 3: Golden Yellow - Air and Light -  Humor and Levity; Grades 4 and 5: Green - Earth - Groundedness, Grit; Grades 6-8: Blue - Water - Flexibility, catalyst for change and transformation, purification. After the dragon was overcome, there was a giant distanced tug-o-war, all wearing gloves and masks. So fun!

# data[].attributes.subject
Some experiences teaching grades 6,7 and 8 outside this September:  We did movement for the first 10 to 20 minutes and then worked on learning practical knots, did some macrame (lanyard to hold mask) and some survival skills like being able to tie a tarp up in a few seconds, using larks-head, slip knot and half hitch. This was like mini 3D eurythmy/form drawing! Here more about the movement:                        "True North" (see text below and pic)- a poem for middle schoolers to use with the six positions of "I Think Speech". We were outside, and we began lying on the ground with our hands on our heart, feeling the beat. The next day the same in standing. Then I taught the positions with numbers, adding one each day, quizzing them, first introducing positions 1,3,4,6, then later adding 2 and 5. When precision was achieved, we did the series jumping. After several weeks, the poem was added. This was very grounding and helped them develop or renew their relationship to the "first space" - their own bodies with the heart at its center, then the "second-" or "personal space" or personal bubble, which served as the context for  the "I Think Speech" positions. In later lessons we moved to ways of conquering the "third-" or "interpersonal space" through rhythmic clapping, singing, moving "the wave", etc. This culminated last week in our reimagined Michaelmas Celebration. Each Middle Schooler had decorated a large Amazon cardboard box as one segment of a dragon. The eldest held a dragon head at the front and accompanied by drumming the dragon moved toward one of the younger classes (they were all gathered in a HUGE circle outside on the soccer field), and did a "wave" along the dragon spine. The class did a strong gesture that corresponded with their classroom color and element, with such enthusiasm that it brought the dragon to its knees! It would rise and with drumming it would go toward the next class.       Kindergarten and Grade 1: Rose and Red - Fire - Courage and Kindness; Grades 2 and 3: Golden Yellow - Air and Light -  Humor and Levity; Grades 4 and 5: Green - Earth - Groundedness, Grit; Grades 6-8: Blue - Water - Flexibility, catalyst for change and transformation, purification. After the dragon was overcome, there was a giant distanced tug-o-war, all wearing gloves and masks. So fun!

# data[].attributes.body
Begin: Upright stance
On the earth I stand, so sound
my feet on solid ground.

Position 1
East and West the horizon wide,
sunrise and sunset on either side.

Position 2
The plants around me growing;

Position 3
The animals, their many colors showing.

Position 4
I overcome my inner beast,
with strength of stars beyond west and east.

Position 5
I breathe in the plants' force of growth

Position 6
And keep striving toward
My
True North.

# data[].attributes.headline
Notes from the August 17,Grades 1/2 Idea exchange of the Pedagogical group of EANA.

# data[].attributes.subject
Notes from the August 17,Grades 1/2 Idea exchange of the Pedagogical group of EANA.

# data[].attributes.body
Hello dear colleagues,
Here are my notes of this meeting, they are not complete and I did not always remember who said what, though perhaps that is less important, as we filed the chalice of ideas together anyway.
Please, let m know if you'd like to add something.
Cristina G.
https://docs.google.com/document/d/1Ow4Na2XC8X6yQLvIvLk48xK9O4cthW9t_sD9daVg1nM/edit

# data[].attributes.headline
Asked the 1st and 2nd graders to bring their favorite stuffies to zoom class. They loved it! The 2nd grade taught "Peas Porridge Hot" to their stuffies (I A O jumps). At the end of the classes all of the kids got to introduce the rest of us to the stuffie. This was an excellent icebreaker and helped the young ones feel brave! Thank you Miyoung!

# data[].attributes.subject
Asked the 1st and 2nd graders to bring their favorite stuffies to zoom class. They loved it! The 2nd grade taught "Peas Porridge Hot" to their stuffies (I A O jumps). At the end of the classes all of the kids got to introduce the rest of us to the stuffie. This was an excellent icebreaker and helped the young ones feel brave! Thank you Miyoung!

# data[].attributes.body
Persephone music part 2 .from Elisabeth lebret book.

# data[].attributes.body
Here is the music for persephone I used in the play from the book come into these yellow sand from molly von heiden and which I suggested in our meetings for class 5.
Marjorie TALIANO - NORDAAS.( more to it bellow).

# data[].attributes.headline
The "eurythmy" class periods will be 1 hour and 15 minutes, every day for one month, coinciding with a Main Lesson block. To have some in-breath activities after vigorous movement, here are some ideas for quiet indoor work at school, or work at home in periods of remote learning: 

# data[].attributes.subject
The "eurythmy" class periods will be 1 hour and 15 minutes, every day for one month, coinciding with a Main Lesson block. To have some in-breath activities after vigorous movement, here are some ideas for quiet indoor work at school, or work at home in periods of remote learning: 

# data[].attributes.body
-Looking for certain forms in nature, drawing them or photographing them.
-Using clothesline or jumprope weave a simple form, then work to more complicated forms. These make nice coasters or trivets or wallhangings, etc. Working toward useful and beautiful macrame creations (water bottle holder for example). Also learning practical knots increases one's self confidence (square knot, slip knot, figure eights, Japanese square knot). They incorporate forms and 3 dimensional movements that we do in eurythmy and have a wonderful practical application. https://photos.google.com/photo/AF1QipMd8pRGUYBilNdeRF7Pxo9v16w_q1pCY4wkRTX6

https://photos.google.com/photo/AF1QipN_UrpMEsN2XtTSFVMzZhJ1Xbt8ptx-Opz2vA1O

https://photos.google.com/photo/AF1QipOCPr3yBp0EWn4TP4jeXbeTmg0uzHTZl7wjH3GD

https://photos.google.com/photo/AF1QipNxvhaAPWneVmq4spDtMgKX0p1qPc4NIDOTDOHV

# data[].attributes.attachment_link.description
Home for all your photos and videos, automatically organized and easy to share.

# data[].attributes.headline
For grade 1-3 our school did not do any zoom or video recordings. Therefore, I sent home audio recordings with musical journeys. My accompanist improvised music in the mood and character of the animals and landscapes as the story went along. The children were given the opportunity to move what all parts of the story. It worked well because we had done similar things in class, so they were familiar with the concept. Here is an example of one of the storylines.

# data[].attributes.subject
For grade 1-3 our school did not do any zoom or video recordings. Therefore, I sent home audio recordings with musical journeys. My accompanist improvised music in the mood and character of the animals and landscapes as the story went along. The children were given the opportunity to move what all parts of the story. It worked well because we had done similar things in class, so they were familiar with the concept. Here is an example of one of the storylines.

# data[].attributes.body
Seashore

Our horses take us to the seashore.  - music -

Walk through the thick dry warm sand, to get closer to the water - music-

Far out are the dolphins leaping about - music-

Above the seagulls making tight curves -music-

Crashing waves, many shells being carried by the waves to the shore. back and forth, back and forth-music-

We walk to a cove with tidal pools, sea stars lying in the clear water-music-

Crabs running sideways-music-

Birds always a bit ahead of the waves crawling up to the shore, running back and forth with the receding waves looking for food

Such smooth stones let’s skip the stones, and now let’s be the stones

Out there we spot sharks

Octopus is not afraid of the shark

School of fish, glistening and moving about

Fish darting in and out of underground caves and grottos

How lucky we are, we get to see a sea-turtle

Here come the jellyfish hoering in the clear water

Let’s go back to the shore where a huge family of seals is having a great time

Sun is setting, time to go home

other stories:
Neighborhood

Cat sneaking along on the prowl , sees a bird sitting there

Bird escapes and flies to the tree branch, hops from one branch to the other, sits on nest

Climb the tree, peak into nest

Climb down carefully,not to disturb

Skip along the sidewalk, sto at neighbor’s puppies

Hop on one foot, now on the other

Look there is a spider

Have one hand be a squirrel and the other hand be another squirrel, see how they chase and play with each other

Caterpillar

Look above crows flying about

Pass a little creek/go to the park and watch the geese, end with goose dance

Open Space in Boulder County

Mouse scampering about

Hawk above looking for food

Coyote

Bunny

Duck swimming in a pond

Dear grazing and leping away

Prairie dog colony

Rollipolies

Porcupine

Watersnake

Turtle

Fox

Pelicans

Farm

Horses take us to the farm

Lambs

Cows so mellow, tails shooing away flies

Flies around cows

Goats jumping about, climbing the hills

Horses take us to the pond

Frogs

goldfish

Ducks swimming and waddling

Earthworms

Chickens searching for worms

Fox watching  from far, let’s bring the chickens home to their coup

On the way we pass the barn and open the big door

Mice scurrying about

Swallows (bats) under the roof flying in tight turns in and out

pigs

Watchdog

Rocky Mountains

Backpacking trip, put on your heavy backpack, take your hiking sticks and on our journey we head out,

Pass the lake and see the moose,

trout

fox

Elk bugling

Lighter forests - Mule deer

Along the creek, there is the otter

Above the crows

Bear with two cubs

Mountain lion

Marmotte

wolf

Africa, Serengeti

Climb into hot air balloon, arms up in O, rising pitch, floating, see gazelle herds, lower balloon and exit

Gazelles

Lions

Butterflies

Water Buffaloes crossing muddy river

Beetles

Giraffes

Cheetah

Red fire ants

Rhinoceros

Grasshoppers and crickets

zebras

Elephants

# data[].attributes.body
Cut pieces of string, ribbon or yarn 6' long for each child to hold and move with a partner. They would have to practice keeping the string straight so they don't get too close. One person could lead, or they could do forms in parallel. Good for classes 4th and above as they would have to face front.

# data[].attributes.body
from Jeanette Resnick book Voyage in Song and Story

This is the space in front of me
This is the space behind
This is the space on either hand
And I stand tall inside.

repeat first three lines, then
And I stand strong inside.

repeat first three lines, then
And I stand still inside.

repeat first three lines, then
And I stand safe inside.

# data[].attributes.headline
Maria Ebersole: Letter to all Grades Parents at the start of remote learning in March. I've also included links for the videos I made (Oh so rudimentary!! Please watch and improve upon it!) for the 5-8th grade classes. In June we had a "challenge" live zoom meeting, where they showed their skills and then tried to keep up with Mrs. Ebersole.

# data[].attributes.subject
Maria Ebersole: Letter to all Grades Parents at the start of remote learning in March. I've also included links for the videos I made (Oh so rudimentary!! Please watch and improve upon it!) for the 5-8th grade classes. In June we had a "challenge" live zoom meeting, where they showed their skills and then tried to keep up with Mrs. Ebersole.

# data[].attributes.body
Conquering Space, Making Space Warm Ups https://www.youtube.com/watch?v=InU69EgXyIM
Conquering Space, Making Space#1
https://www.youtube.com/watch?v=_OgfWqlN9og
Conquering Space, Making Space #2
https://www.youtube.com/watch?v=WUy8Xu5HkAg
Conquering Space, Making Space #3
https://www.youtube.com/watch?v=0it-D_nQXoo
Conquering Space, Making Space #4
https://www.youtube.com/watch?v=OQ2bY2p9j8g
Conquering Space, Making Space #5
https://www.youtube.com/watch?v=hGmhql20eNA

# data[].attributes.headline
I have an outdoor teaching question: is this with a tent? A Pavillion? Or under open sky? 

# data[].attributes.subject
I have an outdoor teaching question: is this with a tent? A Pavillion? Or under open sky? 

# data[].attributes.headline
I ordered cones for spacing a circle outside. There are many options on amazon, most of them florescent orange. There was an option with muted colors, at least they look muted on the website. Outdoors with the cones we can still do weaving and concentration exercises. Our pianist has a battery operated keyboard, a drum, wooden flute, and a harp. Jonathan's suggestion about wooden dowel outside will also be great for some classes. I have a set of colored silk chiffon squares that can be floated in the air. I think I might also bring something like a long log or series of stumps for balance practice. I look forward to reading what everyone is planning.

# data[].attributes.subject
I ordered cones for spacing a circle outside. There are many options on amazon, most of them florescent orange. There was an option with muted colors, at least they look muted on the website. Outdoors with the cones we can still do weaving and concentration exercises. Our pianist has a battery operated keyboard, a drum, wooden flute, and a harp. Jonathan's suggestion about wooden dowel outside will also be great for some classes. I have a set of colored silk chiffon squares that can be floated in the air. I think I might also bring something like a long log or series of stumps for balance practice. I look forward to reading what everyone is planning.

# data[].attributes.headline
For outside: stave work. I like to use wooden dowels at least 1m in length. Adapt your favorite rod exercises. Do those exercises/games that are too dangerous in a tight classroom, like balancing the staff upright on the palm of your hand. Make sure to have plenty of "grounding" and "incarnating" material to balance being outside and spread out. Make sure you get the type of wood that does not splinter easily (e.g. pine). Jonathan

# data[].attributes.subject
For outside: stave work. I like to use wooden dowels at least 1m in length. Adapt your favorite rod exercises. Do those exercises/games that are too dangerous in a tight classroom, like balancing the staff upright on the palm of your hand. Make sure to have plenty of "grounding" and "incarnating" material to balance being outside and spread out. Make sure you get the type of wood that does not splinter easily (e.g. pine). Jonathan

# data[].attributes.headline
Thank you Gino for creating this space for sharing. Maybe it needs some promotion to get it going?Miyoung

# data[].attributes.subject
Thank you Gino for creating this space for sharing. Maybe it needs some promotion to get it going?Miyoung

# data[].attributes.body
Spirits ever watchful
Whose help we desperately need
Whose presence we take for granted
Look kindly at our efforts,
To carry out intentions;
Intentions that were
Born in our hearts,
Illumined by our thoughts,
Set on their path by our will.
If these our intentions are good
If we are to prove worthy of them,
Inspire us,
Guide us,
Strengthen us,
So that
The divine spark in us
May unite with the Spirit of the Earth,
May kindle
A light, however small,
In the present darkness.
Rudolf Steiner