During these four weeks, the first cycle group has experienced the drawing of shapes from movements that arise in nature based on line and curve. First they have experienced vertical, horizontal, diagonal, long, short, intermittent, curved and winding straight lines. Meanwhile, the second group has been introduced to mirror shapes that combine the different straight lines or curves experienced last year.

In this period, the 3rd and 4th class experienced geometrical shapes and linear, curved and woven forms. Different activities were implemented to raise the awareness for the forms, explore the movement and cultivate the imagination through connecting different senses. Before drawing it in their notebooks, the children laid the form with materials like stones, acorns or sticks, walked and traced it and drew it on small black boards with chalk. “In this way one educates the child toward a real feeling for form, toward a feeling for harmony, for symmetry, and toward a feeling of relationships. In this way one can guide the child into those harmonies which also exist in the world around us”. Rudolf Steiner

Class 5th and 6th began the term remembering the Illiad and reviewed certain stories of Achilles and positioned themselves in Ancient Greece. Throughout the block they have learned about Alexander the Great, and through his life story they have understood the wars and battles of his time, travelled the route of his conquered territories and learnt a little about what it would have been like to live in his time. As the block was in English, they have used it to improve speech, spelling, grammar and punctuation.

The children have been listening to stories in English about all the dwellings people live in, in various locations around the world and how the materials and structures vary depending on environment, location and the needs of the people and cultures they live in. The children were invited to make their own creations and present them to their peers. It has been a fun, creative and successful experience for all of us. All of the projects look amazing and the children have all done a fantastic job. Well done to each and everyone of you!

Each year the drama creation process begins with an immersion in the atmosphere and the images of the story, through narrations that offer the global vision. Starting from the general idea step by step we approach the particular, finally reaching the detail. Dynamic, rhythmic and coordinated movement openings develop presence, listening, synchrony and group cohesion. The listened rounds foster collaboration and a common vision of the process. Groups of girls and boys are formed who create, prepare and present the different scenes of the play to live the story and get to know the characters and the atmospheres that make it up. Finally, the characters are distributed and a more detailed process begins that includes movement, gesture and word. The art of the word, eurythmy and musical creation fill the space of the performing arts. Participation in different workshops such as construction of scenery, script, props, posters, costumes, complete the process. Collective creation is promoted, developing cooperation, responsibility and creativity for a group objective. The final performance of the work provides the growth and inner experience shared with the community.

During this last month, and in connection with the last period of the course that who goes through the trades, the second cycle class has carried out a project to build a clay oven. For this we have had the visit of Ilan, who has guided us throughout the process. In order to carry it out, they have gone through different stages where mathematics, physics, chemistry, modelling and construction have been worked: -First, the students were familiarized with the natural ingredients by testing the soil they were going to use and making the so-called “cookies”. -They learned about the correct amounts: the proportion of soil, sand and straw. -They worked the mud with their feet and learned to build with it. -They learned the ecological insulation method. -They worked in teams dividing the work and assuming responsibilities. All the students really enjoyed the work, they were highly motivated at all times and they gave themselves to the task with enthusiasm.