Teaching Persian New Year, Norooz, in Waldorf Classroom Setting
Presentation by: Mahshid Ghaffartehrani
Session C | 10:25 – 10:45 | Room 207
Abstract:
The purpose of this presentation is to create conditions in which students can develop personally meaningful understandings of Norooz, Persian New Year, through the Waldorf classroom setting and approach (Nicol, 2010). Students will create their own knowledge, and understanding of Norooz culture using games, dancing, and singing (Hern, 2008) designed by the presenters in an alternative setting.
Socio-cultural aspects of communities are acquired better through lived experiences (Gruenewald, 2008). In this presentation, with a focus on Waldorf notion of learners as whole persons, and active authors of their own development (Easton, 1997), we seek to enhance students’ cultural knowledge on Persian New Year. These cultural concepts are offered in two cycles as outlined bellow (Edwards, 2007):
First Phase:
1. Bodily exploration
2. Constructive and creative play
3. Story
4. Song
Second Phase:
1. Conscious imagination
2. Composition of what’s learnt
Our objective is to help familiarise the audience with the important aspects of Iranian culture that aims at bringing people closer in an alternative educational environment. We believe this is highly important because:
1. This presentation is the very first chance that we know of in which the learners experiment the environment as a pedagogical tool to live the concept of Norooz.
2. The audience enjoys the opportunity to work in a “hands-on” manner with symbols, legends, and songs of Norooz in Iranian culture.
3. It contributes to the emerging literature that is helping educators to find alternatives to traditional schooling approaches in transferring cultural heritage.
