Community Events to engage the head, heart, & hands

High School News

Parent Education Evening: Meeting the Adolescent through the Middle School Curriculum

For parents who want to learn what makes the middle school years (grades 6, 7 & 8) different from the early grades. Please attend:

Wednesday, February 8th, 7:00-9:00 pm

In the Lower Eurythmy Room

This evening will provide parents with a developmental picture of the adolescent and describe how the academic, artistic and practical arts curriculum prepares and inspires students for more advanced levels of inquiry and analysis.

This event will create a forum for dialogue and provides answers to parent questions about the strengths of our middle school program. Many age relevant issues will be addressed including: How do Waldorf schools understand and approach technology in Middle School? How do the changes in adolescence effect students’ learning, socializing and emotional interactions? How does the curriculum meet these developmental needs? How does the Middle School curriculum prepare students for High School? These are the kinds questions we will explore in dialogue after being presented with examples of school lessons in distinct presentations from John Trevillion, 8th grade teacher, and Brian Gleichauf, high school science teacher.

Rudolf Steiner encourages teachers, in Physics instruction, to show the link between scientific knowledge acquired through experimentation and its technical applications in the modern world. Mr. Trevillion and Mr. Gleichauf will demonstrate and discuss a series of experiments that explore the invention and demonstration of engines and that are a theme introduced in the 8th grade (as external combustion steam engines) and picked up again in curriculum that has continuity in 9th grade Thermal Physics (with internal combustion engines).

Parents will have ample time for Q & A and discussions about the transitions into Middle School—and then into High School—curriculum.

For more information about this parent education evening please contact
Katherine Rogers at or Lisa Payton at


Holiday Festivals Schedule

In this active time of the year, there are many opportunities to join with the children, faculty and staff in community and ritual events and celebrations. Please note that you can check the school’s web-based calendar for the most up-to-date information about these festivals.

We invite you to join in this season by celebrating with us to appreciate the values that we hold dear as a community. Here is a brief overview of upcoming events:

Festival of Lights Season

These festivals, presented in series, remind us of the light shining within each individual in the midst of the encroaching darkness of the season. School begins each Monday morning with a silent assembly that honors the power of light and community. These assemblies are not appropriate for children younger than 1st grade. All those attending are asked to enter in silence.

1st Festival of Light

Monday, Nov. 28, 8:15am, Auditorium
A peaceful, candle-lit celebration, for ages 3 & up. Parents are welcome to attend.

Winter Spiral

Tuesday, Nov. 29, Auditorium Stage
EC, 1st, 2nd, 8th & 12th grades – classes take turns throughout the day journeying through the spiral. Evening spiral will be open to the community, for ages 3 and up.

A Waldorf tradition made up of a simple pathway of pine boughs leading to a candle in the center. This is a way of experiencing the time of year through movement and reflection. As students take individual turns walking a path into and out of the center of the spiral a candle apple is placed on a star to illuminate the new pathway. Teachers tell stories, and quiet music is played.

Chicago Waldorf School Holiday Fair

Saturday, Dec. 3, 10:00am-5:00pm, throughout the school
This school fair is open to the entire community, friends and neighbors, for all ages.

Join in a day-long festival including:
Live Music & Entertainment • Candle Dipping • Unique Artisan Vendors • Jump Rope Making • Crafts for All Ages • Games & Raffle Prizes • Handmade Holiday Greenery • Photo Portraits • Mouthwatering Food & Fresh Baked Goods • Children’s House & Puppet Show (for wee ones)

2nd Festival of Light

Monday, Dec. 5, 8:15am, Auditorium
11th grade eurythmy, for ages 3 & up. Parents are welcome to attend.

A Visit from Saint Nicholas & Rupert

Tuesday, Dec. 6 – to the 1st & 2nd grade classrooms
In Early Childhood, Saint Nicholas & Rupert leave treats in the children’s shoes but do not go into the classrooms to visit. But the 1st and 2nd graders not only get treats but also get a visit from these moral arbiters. This intentional focus is because children of this age do not have a well developed ability to self-reflect. It is the outside conscience that helps makes clear what is right and wrong. In this ritual, Saint Nicholas reads from his “Golden Book” and proffers sage admonitions to the children on how to act kindly and positively. As a model of the id and superego, in this tradition Saint Nicholas is the embodiment of the higher well developed self, whereas Rupert is a non-human, undeveloped, lower self who is very mischievous, offensive, and self-absorbed when left on his own.

Santa Lucia– 3rd Festival of Light

Tuesday, Dec. 13, 8:15am, Auditorium
2nd grade will be offering their Santa Lucia processional at the Festival of Light, for ages 3 & older. Parents are welcome to attend.

Based on the Swedish tradition honoring Saint Lucy (Santa Lucia) this candle-lit processional celebrates the gift of light in the time of darkness. Lucia’s name is derived from lux, lucis “light,” as she is the patron saint of those who are blind. The Second Graders will bring a beautiful gift of song and candlelight to the community. We have sometimes shared our Lucia celebration with community organizations like the Swedish American Museum. This integrates with the 2nd grade curriculum which usually includes stories of the saints.

Winter Music Festival

Wednesday, Dec. 14, 7:00pm, in the CWS Auditorium
Musical offerings from students and faculty to the community, for 1st grade and older. Parents are welcome to attend.

As a gift from our students, to our community, this song-filled event is a fun and beautiful evening of music and choral entertainment. The music program builds toward this opportunity for the students to sing en masse in varied groups, rounds and other choral arrangements. Traditional and holiday-themed songs are presented to paint the spirit of the season.


Wednesday, Dec. 21, studied/celebrated in the CWS classrooms.
Chanukah is also a festival of light and many classes observe the event, its ritual and its history with story, song, and the lighting of the menorah. The Jewish festivals are especially celebrated in the grade school along with studies of the Hebrew Bible in the 3rd grade class curriculum.

4th Festival of Light

Tuesday, Jan. 3, 8:15am, Auditorium
As a culmination of the season allowing community reflection upon returning from Winter break, the 11th grade presents a eurythmy performance for ages 3 & older. Parents are welcome to attend.

Waldorf School’s Michaelmas Celebration

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Students Perform Slaying of the Dragon

Chicago Waldorf School grade school, middle school and high school students gathered on September 29th, 2011 to celebrate the Festival of Michaelmas. Often called the festival of “strong will,” the community celebrates Michaelmas as marking the initiation of personal reflection. The festival is named for the archangel Michael, the protector of humanity, who inspires qualities of courage, initiative and steadfastness.

The students enjoyed a full day of festivities which included a performance by the Midwest Eurythmy Group, telling the story of St. George and the Dragon, a discussion on the life of Rudolf Steiner and a school-wide participatory Dragon Pageant. The day concluded with multiple bonfires for the individual grades at Albion beach.

These wonderful photos captured by CWS parent, Craig Lewandowski

Canamac Productions Presents “Defamation” at CWS

Monday Oct 24th at 1:30pm

Performed for 9-12th grades
in the CWS auditorium

Defamation, written by Todd Logan, is a take-no-prisoners drama exploring the timely issues of race, class, and religion. In the play, Regina Wade, an African American businesswoman from Chicago’s south side, sues Arthur Golden, a Jewish real estate developer from Winnetka, for defamation. And there’s a twist: the AUDIENCE IS THE JURY. This compelling play offers a fresh approach to generate constructive dialogue about the ways we continue to be divided along the deeply personal, highly charged issues of race, class and religion, as well as how they impact the legal system.

“In a speech in February 2009, Attorney General Eric Holder made the ‘controversial’ comment that in spite of Obama’s election there continues to be a serious racial divide in America. I believe Holder is right,” said Logan. “For several years I’ve been trying to write a play that deals with the question ‘what does it really say about ourselves about where we go to bed at night?’ I finally found a dramatic way into the subject through a story about a professional African American woman, a successful Jewish businessman and a watch.”

This event is open to all members of the CWS community and our neighbors, the students and faculty from the Global Citizenship Experience High School who will be joining us for the play and interactive discussion sessions. This Fall, Defamation is on tour throughout the Chicagoland area. For more information, visit their website

This event is sponsored by the CWS Inclusion & Diversity Committee. In partnership with the Global Citizenship Experience High School. If you would like more information about the Inclusion & Diversity Committee contact Jennifer Zielinski at

The Gift of Teacher Development

As part of last year’s Year of the Teacher fundraising at the CWS Gala, new funds have been established to support CWS Faculty’s educational development.

High School Art Teacher, David Dozier, reflects on the value of his recent Professional Development Workshops

“Since I teach full time for CWS, and also teach on Saturdays for Arcturus half the year, I don’t have much down time for my own artwork (except during faculty meetings when as a habit I’ll admit that I sometimes draw ‘stealth portraits’ of my colleagues). I rely mostly on the summer months for my artistic development, usually working outdoors on landscapes in oil and pastel.

Landscapes are wonderful, but working from the human form is the cornerstone of drawing, painting and sculpture. It’s been over two years since I was able to work from the human model on a regular basis. Through the gift of the Teacher Development funds, I attended an eight-week workshop at the Vitruvian Fine Art Studio in Chicago over the summer. It allowed me to reconnect to the special and sustained process of working on drawing of a live professional model, who held the same pose for a total of 24 hours! Thanks to this fund, I will be able to take more workshops this year to develop my teaching experience and hone my artistic skills.

As a teacher it’s essential not only that I grow, and that I am developing my own skills, but that I can work in a situation where I can feel as challenged as the high school students must feel when I set an assignment before them.

< One of David’s portrait drawings from the workshop

Portrait drawing is taught in the ninth grade during the Black & White drawing block. Since art isn’t an elective at CWS–but a core block–I need to remember what a challenge it can be for our students to draw. Some of them come to me convinced that, ‘…they could never draw like that!’ or, ‘…I’m the worst artist in my class.’ I’m happy to report that when someone learns to do something they previously believed to be unobtainable, it builds self-confidence in a unique way.

I want to thank the many parents in our school community who made this summer workshop possible for me through their generous contributions to Teacher Development funds in last Spring’s Gala. Should you want to learn more about the Vitruvian Fine Art Studio, please visit their website for course descriptions and their history.”

Submitted by: David A. Dozier, High School Art Teacher

A Tour for Insight Into the College Application Process

CWS College Counselor, Diane Meinke, recently returned from a three-day counselor tour to Bates, Bowdoin, and Colby Colleges in Maine. Counselors obtain behind the scenes information about individual college admissions offices during such tours. High school counselors are invited to a tour when the college believes that the high school has good potential to provide future enrollees.

These three colleges are quite selective. Their advice to students includes: demonstrate that you have pushed yourself in some way beyond what is typical in your high school, and demonstrate willingness to be proactive in learning, seeking help and engaging with others in purposeful activity. In addition, students should pay attention to the quality of the short supplemental essay as it is read carefully by multiple people.

Demonstrate that you have pushed yourself in some way beyond what is typical in your high school…

Bates College has a unique program which is the first of its kind in the country. There are 2 deans of multicultural affairs who alternate, spending one year in admissions and one year in multicultural affairs. This allows the dean who has recruited and established relationships with incoming students to stay with them during their first year in order to support their adjustment to college life. Bates was one of the first colleges to become test-optional (1984) and their experience has been very positive. There has been no decline in student achievement since adopting the policy and they have achieved much greater diversity in the student body.

A new initiative at Bowdoin College provides funding for unpaid student internships anywhere in the world. Bowdoin doesn’t want to see students pass up worthwhile internship experiences due to financial concerns. Bowdoin is also test-optional, though they report that 80-85% of applicants do send test scores. When students don’t send them, they assured us that they don’t speculate about the reasons for not sending them; they simply review the applicant with the information provided.

Colby College has a unique physical arrangement in which classrooms are situated next to professor’s offices. This facilitates communication and allows students to feel that they have easier access to their professors. Colby does require the SAT or ACT, and at this point, they have no plans to become test-optional.

One of the most satisfying aspects of a college tour is the ability to talk with students. These dicussions allow high school counselors to get a sense of the type of student who would be happy there. Each campus has its own distinct personality. Students who will experience a “good fit” with the school will share at least some of the traits of the student body, though most colleges celebrate differences among students. Should your student wish to discuss the subjective feel of these colleges to determine whether it is a possible fit for them, Diane is available for consultation during lunch periods and after school. Contact Ms. Meinke to set-up an appointment.

High School Academic Support for Students

Is your High School student needing more feedback on their work? Are they having trouble completing a homework assignment? Does your son/daughter feel unprepared for an upcoming quiz or test? How can he/she get academic assistance when not in class? High School students are encouraged to advocate for their needs in the following ways:

During the School Day – The first step in seeking help is to approach a teacher right after class. Questions and concerns may be resolved then, or if lengthier assistance is needed, a meeting time will be scheduled during lunch, morning break, or before/after school.

Lunchtime Homework Room – Students may drop in to Lunchtime Homework Room (located in the library—2nd floor of the High School) on any given day for help with math or simply to have a quiet place to study. Homework Room is scheduled during first and second lunch, and is staffed by Mr. Jim Davis, our new math teacher.

Before or After School – Whenever a student needs help, but is unable to speak with a teacher directly after class, the student may request a meeting time with the teacher via a visit to the teacher’s classroom or by leaving a note in the teacher’s mailbox in the High School office.

At Home – Teachers will provide information about homework assignments via a syllabus and/or their online classroom resources board, in addition to assigning tasks verbally and in writing on the classroom blackboard. Parents and students may also communicate with teachers via e-mail (the preferred method) or telephone. In general, faculty will respond to phone calls and e-mails within 48 hours.

High School Beautifys the Rogers Park Neighborhood

During the last two Community Service Days in Spring and Summer, a group of CWS High School students worked on painting a mural at the CTA underpass on Albion and Lakewood. Most of our grade school children, and even some of the Early Childhood students, use this underpass on their way to Albion Beach. The project idea was to paint a mural recreating a forest path in the city. Work continued on the mural over the summer, and the completed portions are ready to be enjoyed by all who pass by.

Enjoy these student-made murals in our neighborhood.

Interested in the project? Contact CWS teacher, Sr. Alberto Correa at

Support the Legacy of 2011’s New Graduates!

Welcome our newest Alumni, the Class of 2011

Graduation is a special time of transition, of growth, of marshaling resources and of striking out in exploration of new opportunities. Each year, graduation brings a vivid reminder of the journey CWS students have made to this culminating point. It is a time to reflect on the relationships that have sustained and nurtured the students and their families throughout their growth and development. Its also a time when the role of community takes on an added significance as many graduates make the transition to join–or form–new communities of support, even as they cherish and reaffirm ties to their old ones.

Honor the history, spirit and experiences of our graduating students with a gift to Annual Fund today!

Thank you to all who have already made a contribution to the 2011 Annual Fund. If you haven’t yet, it’s not too late! The Annual Fund closes June 30th. Honor the legacy of our 2011 graduates by contributing to this year’s Annual Fund. Your gift will make a difference!

Change a Life. Give a gift to support future graduates.
Click Here to recognize an alumnus via Annual Fund

Reasons to Give:

  • HONOR the developmental process for future generations of CWS Graduates
  • FEEL GOOD about simply giving back
  • REPAY the rewards you gained from our Festivals and Family Education Programs
  • RECEIVE the benefit of a tax-deductible contribution
  • BUILD on the legacy of your own experiences at Waldorf
  • SUPPORT our financial aid program
  • HELP offset our annual operating expenses
  • ENABLE the next generation of students to receive the benefits of a Waldorf Education

Report: Rockets for Schools Launch & Science Fair

Thunder Rocket Club Takes Sheboygan By Storm

Or, rather, a storm took Sheboygan during the annual Rockets For Schools competition on May 20 and 21. But the launch continued even in the pouring rain, and the event was a fun experience for the Thunder Rocket Club and the other 50 teams that came to Sheboygan for the two day science fair and rocket launch. Lulu Johnson , Jackson Lubin, Augie Verciglio, Alex Bender-Hooper, Jimmy Geraghty, Gregory Levinson represented CWS along with advisors Brian Gleichauf and Judy Lubin. Club members Helena Joho and Cheyenne Patino could not attend, but were with us in spirit.

The first day included a presentation of the science project that the team had put into the payload of their rocket. Thunder Rocket Club choose a very sophisticated, challenging and unique payload project. The Rockets For Schools folks said they had never seen anything like our design. The team managed to mount three wind turbines onto the outside of the rocket, and keep them mounted on a vehicle travelling over 330 mph – a major engineering challenge!

The purpose of the turbines was to collect the energy from the air force during acceleration of the rocket. The original plan was to turn the energy into electricity, but the generators were too heavy. So, the team did what good scientists everywhere do and redefined the scope of the project to make it more achievable. The team measured the amount of energy in terms of RPMs of the turbines. They used a bicycle speedometer on one of the turbines to calculate the RPMs. A video camera inside the payload allowed them to read the speedometer and to directly count the revolutions of the turbine. They then calculated the amount of volts and amps that could be produced from the spinning of the turbines. They predicted that they would obtain 3000 volts in flight, yeilding 7.5 watts of power.

The team managed to mount three working wind turbines onto the outside of a rocket travelling over 330 mph – a major engineering challenge!

The launch of the 6 foot tall rocket took place on the second day of the event. In typical Rockets For Schools fashion, the rocket was launched into Lake Michigan. The Coast Guard retrieved the rocket from the water. Fog kept the Coast Guard from taking their boats out, so the launch was delayed a few hours. But when the fog cleared, the Thunder Rocket Club was second on the pad, so we beat the rain. The rocket roared off the pad on a Cesaroni I285 motor. Before the launch, we were a bit anxious because the turbines could possibly have adversely affected the stability of the rocket. But the rocket flew straight as an arrow! The video showed that the turbines worked exactly as intended, spinning freely to collect the energy from the acceleration throughout the flight. When the rocket hit the water, however, the plastic turbines shredded down to the wheel-core. So, the payload is not re-usable. But it worked! A successful launch!

Says participant Lulu Johnson, “After working so hard on the rocket and preparing the presentation, it felt good to represent our school with our beautiful rocket. It was also interesting to see other school’s rockets and payload projects, and to find out that so many people in the Midwest alone were interested in rocket science.”

You can find more photos and details on the launch and the preparation at

CWS Student Athlete Profile

Keven Henley Wins Award for Illinois Swimming’s Discover 2010-11 Short Course Yards Top Ten

Ten swimmers for the YWCA Flying Fish made Illinois Swimming’s Discover 2010-11 Short Course Yards Top Ten list for their age in one or more events: CWS student, Keven Henley, was lauded along with students, Lucy Myers, Ana Woods, Ryan Knohl, John McBratney, Blake Morgan, Kyle Grant, Grant Smith, Nick Killeen, and CJ Smith.

The Flying Fish Swim Team is the largest in Illinois, and draws members from Chicago and its North Shore communities of Evanston, Wilmette, Winnetka, and Glencoe, as well as from Glenview, Niles, Lincolnwood, and Skokie. Flying Fish High School swimmers include swim team season members from Evanston Township, New Trier Township, Niles North, St .Ignatius, Waldorf and Northside College Prep High Schools, as well as Loyola Academy. Learn more about the YWCA Flying Fish Swim Team and the YWCA Evanston/North Shore by visiting

See the article at its source The Winnetka Glencoe Patch

Sharing Some Words of Appreciation

Thank You to All Who Supported the 12th Grade Play

Many thanks to all who attended the senior play, You Can’t Take It With You. It was wonderful to see so many of you supporting the work of our seniors in one of the culminating moments of their Waldorf education. I also wanted to thank those who contributed so much our production:

set . . . . . . . . . . . . . . . . . .
music & sound effects . .
props . . . . . . . . . . . . . . . .
lighting . . . . . . . . . . . . .
costumes . . . . . . . . . . .
choreography . . . . . . . . .
photos . . . . . . . . . . . . . .
hair and make-up . . . . . .
mural . . . . . . . . . . . . . . .
cameo appearances . . .

Rick Paul
Jeff Spade
Iris Pavelic and Talia Adams
Chris Chapin
Nancy Melvin and Caitlin Laingen
Melissa Reesh
Liz Heavenrich
Michele Preysler and Ali Lindquist
Frances Vig
David Massie and Jim Kotz

…and to the families of the seniors, and the faculty & staff at Chicago Waldorf School.

I also wanted to thank everyone who donated and bought refreshments at the play. Your support helped make the senior’s service learning trip to Mexico possible. As you read this, they’re working in an orphanage in the Yucatan and learning about the culture of the Mayan people.

Colleen Everhart, Chicago Waldorf School High School Theatre Faculty

Profiling Our Seniors’ Next Moves

Class of 2011 Senior Plans

Oliver Beirne plans to attend the University of Illinois at Urbana-Champaign because it is so well-known for the fields he would like to explore: architecture, business and engineering. He also found it to be a friendly campus with a wide array of intramural sports activities. In fact, Oliver joined a basketball game with college students when he visited the campus, and highly encourages informal interaction like that as a way to evaluate a school. Oliver will also keep Drexel University in the back of his mind as he found its internship program very appealing, and loved its location in Philadelphia.

Elodie Betend beams when she talks about attending the School of the Art Institute of Chicago (SAIC) next year. SAIC does not require students to declare a concentration at the outset of their education, and so, Elodie will be able to sample classes in metals, photography and textiles, among others. SAIC even offers a culinary class, a field which Elodie has considered. Staying in Chicago will allow Elodie to stay connected to the arts scene in Chicago while maintaining ties to friends in the city.

Seth Brav-McCabe plans a year of exploration as well as continued employment. He will likely take classes at a community college and/or the Vitruvian Art School. His goal is to assemble an art portfolio encompassing his interests in drawing, illustration and 3-D modeling. From there Seth may head to art school, or find that a portfolio will lead him directly to an internship or work. He also hopes to travel to Germany to see friends, and to Ireland to see family.

Jackson Hallman will take a year off and enter the job market in order to gain work experience, earn money and determine his career goals. Following that, he anticipates that he will take classes at one of the City Colleges of Chicago. Since his 3-week internship at a Chicago Fire Department station, he has had thoughts about becoming a paramedic or EMT and would like to investigate that possibility. He also anticipates that he will continue to sketch and paint in his free time.

Laura Holdrege will attend St. Olaf College in Minnesota, a selective liberal arts school which ranks #15 in the nation among all colleges and universities by Princeton Review for best quality of life. She was impressed with the strong sense of community and trust among students and faculty members. Laura looks forward to exploring the fields of psychology and accounting, among others. In addition, she will continue to play the violin and will look into the possibility of trying out for the volleyball team. A great study abroad program at St. Olaf sealed the deal for Laura.

Olivia Juarez will attend Alfred University in New York as an art student. She has commented many times about the amazing art department and facilities, and the endless variety of art sub-specialties to delve into. She is especially interested in ceramics, digital art, sonic art, video art, sculpture, neon art and glass-blowing. She expects that the small class sizes will engage her both artistically and intellectually. Alfred also has a strong business program and Olivia will be able to take classes that will help prepare her for the practical considerations of working in the art world. The possibility of studying abroad in Australia intrigues her as well.

Michael Moratto will head toward warmer weather next year when he enrolls at Eckerd College in Florida. He describes the campus as having a familial and friendly atmosphere, a future home away from home. Michael’s current interests are psychology and perhaps anthropology, and he looks forward to taking a wide variety of classes. He notes that there are 100+ club/organizations at Eckerd, offering many opportunities to get involved in student life. Michael is already keeping in touch with another “first-year” who was on the same campus tour with him when he visited Eckerd. And, he already has plans to travel to England during his first holiday break!

Naomi Muskovin has chosen Wheaton College in Massachusetts for many reasons: a strong music department, highly regarded science department, new science center, a unique major in psychobiology, and a truly diverse community which welcomes both liberal and conservative viewpoints. Wheaton’s location among several small towns offers many community service opportunities. Because it is not too far from Boston or Providence, there are many internship possibilities as well. Naomi is also interested in ethno-musicology and would love to be able to study abroad in Africa and immerse herself in a foreign culture. Another “plus” is that students at Wheaton are able to take courses not offered at their college at nearby Brown University.

Rachel Osran is very excited to attend the University of Illinois at Chicago (UIC)! Her senior internship in the biology department and labs at UIC helped her to see the many opportunities available there. Rachel will live on campus and would like to reside on the dorm floor which is reserved for women in science and math so that she can make friends with students of similar interest. Her major will be biology, but her choice of UIC is related more to the intangible “feel” of the campus. Rachel loved the energy and diversity there; in fact, UIC is known as one of the most diverse schools in the nation. In addition, she found student engagement to be high with many organizations and ways to get involved.

Blake Palder will attend Hobart & William Smith, a selective liberal arts college in the scenic Finger Lakes Region of New York. Blake was especially impressed by the sense of community and support at HWS; it is more than simple friendliness and is something that is promoted by the structure of its programs. Like many schools, HWS offers freshman orientation and seminars. However, Blake will also live in a “learning center” with the participants of her seminar class, a practice which has been found to promote bonding among students and faculty. Blake likes the fact that it is in a somewhat remote location. This strengthens community participation since students do not leave the campus on the weekends. Blake is looking forward to exploring a variety of classes and majors.

Silvana Poole is approaching her college years with a sense of adventure, and will attend Bennington College in Vermont. She is happy to go to a school which has a strong emphasis in the arts and a wide array of arts classes to choose from. She is similarly enthusiastic about the academic classes, as she has already heard from someone that she knows who is attending there, that classes are “mind-blowing”. Indeed, Bennington ranks very highly among all colleges and universities for student engagement in the classroom, in part due to its emphasis on experiential learning. Silvana is undecided about a major, but is definitely planning to take courses in ceramics and education. But mostly, she is greatly looking forward to the unknown.

Nick Park-Reynolds has officially chosen to attend the University of Illinois at Urbana-Champaign, and has applied for a one year deferment. Unofficially, he is contemplating something much more fluid for his future. He would like to live in a different locale and to work for awhile, perhaps in construction. Nick also envisions travel, particularly to Germany where he has relatives. Higher education plans in the future may include studies in music or art. However, this doesn’t really capture the essence of adventure that he is hoping to experience in the near future: that of one thing leading to another, living in an unplanned way which allows unexpected opportunities to arise, and the exploration of a meandering life path.

Hannah Prinz will enroll at Loyola University in Chicago in the fall. She wants very much to stay in Chicago, and to be close to family and friends. However, Loyola can also nurture her adventurous side as the school has a campus in Rome, which allows both U.S. and Italian students to move seamlessly between the two locations. She will live in a dorm on campus and will take classes in education, philosophy, theology and art. Education holds a special interest for Hannah as she has experienced both Waldorf and conventional school settings. Who knows – someday we may see her in Arcturus classes!

Lena Smith will attend Luther College, a selective liberal arts college in Iowa. Lena is an outdoor girl, and was immediately intrigued by Luther’s beautiful campus and many nearby outdoor pursuits, including canoeing, rock climbing, bike trails and hiking trails. A double major in biology and psychology is currently under consideration by Lena. Her top interest right now is marine biology, but she is open to other sub-specialties of biology. Interestingly, good marine biology programs can be found away from coastal areas as marine biology also encompasses river and lake habitats. The music program at Luther is renowned and Lena will continue to play the violin there.

Mike Wright will attend Eckerd College in Florida in the fall. He visited the campus twice and found the learning environment to be wonderfully similar to Waldorf. “Think outside” is the school motto, and this is reflected in the physical layout of the campus. There are no interior hallways in the buildings and most classrooms are directly connected to the outdoors. Mike plans to study environmental science or marine biology, two majors for which Eckerd is highly regarded. The chance to take a scuba diving class makes Eckerd all the more appealing to Mike.

Submitted by CWS College Counselor, Diane Meinke

CWS Community Outreach Takes On Many Forms

L-R: Lucien Lazar, Naomi Muskovin, Claudia King, Malcolm Collins, Michael Moratto, Wilny Wilkerson, Torii Maysonet. Not Pictured: Elodie Betend, Sarah Lavin-Burgher, Jeremy Marder & Fiona Masterton.

Dedicated Individuals Represent Our School

As 2011-12 enrollment season winds down, we would like to extend our deepest appreciation to the many students, teachers and parents who welcomed and supported our prospective families this year. Each of us plays a unique role in describing the value of Waldorf education, and we find that building enrollment in CWS is best achieved through the enthusiastic and collective efforts of the community. This year was a fine example of this work.

First and foremost, we thank our inspiring and dedicated high school student ambassadors: Elodie Betend, Malcolm Collins, Claudia King, Sarah Lavin-Burgher, Lucien Lazar, Jeremy Marder, Fiona Masterton, Torii Maysonet, Michael Moratto, Naomi Muskovin, and Wilny Wilkerson. Together, with the help of Talia Adams, Eden Finer, Matthew Kane, Rebecca Lavin-Burgher, Claire Matthews, Iris Pavelic, Sarah Price, Mercy Randolph, and Cole Ruscitti, they hosted more than 40 visitors as well as our own 7th and 8th grade students. Many thanks also to Alice Blehart, Camille Dozier, Rosie Fitz, Laura Holdrege, Olivia Juarez, Liam Lundy, Blake Palder, Jasmine Pearman, Lena Smith and Mike Wright for joining the student ambassadors in supporting the six tours and orientations.

“I really appreciated the students input, and the teachers also made a great impression. They clearly have a ‘burning’ passion for their school.”

We are also very grateful to the Enrollment Committee, especially Susan Mudd, Clifton Muhammad, Katherine Rogers, and Josephine Ryan for their generous leadership and support throughout the year. Improved tours and orientations and the Class of 2015 scholarship are just two examples of their many contributions. Lastly, we appreciate the efforts of all the parent volunteers who provided support for the tour and orientations, and yield and outreach events: Stephanie Arnett, Karen Brennan, Jill & Mike Cruz, Linda Finer, Maria Gale, Christy Galyon, Cheryl Henley, Corey Hirsch, Rebeca Itzkowitz, Andrea Lee, Valerie Colis & Peter Livaditis, Robin Lewis, Mark McIntosh, Hema Pillalamarri, Sue Smock-Lawson, Andrea Regan McNaughton, Norman Teague, Sarah Wellington, and Amy & Chad Willetts.

“The opportunity to speak with current parents and current students was priceless.”

The fruits of this good work are best expressed in the words of prospective parents:

I was most impressed with the classroom tours. It is one thing to read about the goals of a Waldorf education and another to witness it.

I LOOOOVED the early childhood program. I wish I could have been a Waldorf Early Childhood student. I would love for my future children to go here.

I came away totally inspired as a teacher to finally see classes taught in a way that is interesting, intuitive, full of critical thinking and fully integrated with the ARTS.

Thank you all outreach volunteers for your generosity and commitment to Chicago Waldorf School!

Submitted by the Admissions Committee:
Susan Bruck, Barbara Huckabay, Lisa Payton, Lauri Sullivan and Jennifer Zielinski

Memories Now Available…

Get your personal copy of The Loop,
the CWS 2010-2011 Yearbook

Filled with memories, class pictures, event photos and more, the yearbook makes a great keepsake and is a great way to remember all the students, faculty and staff in our school. Relive your fond memories of school by leafing through the pages.

Yearbooks are available for $60 each. We offer a special multiples price for families to purchase copies at $45 each when ordering two or more at once.

Drop by the Main Office to pick up your yearbook or you may mail in payment to Chicago Waldorf School / 1300 W Loyola Avenue / Chicago, IL 60626.

Come by the Main Office window to get your copy today!