FAITHFULNESS~KINDNESS~MINDFULNESS
Sonnet Education was developed primarily for our own children, we share it with you and hope that you will find as much enjoyment and success as we have.
While it is true that Sonnet was inspired by many elements of Waldorf education, we do not offer, strictly speaking, a Waldorf curriculum.
Our Name
Sonnet is derived from an Italian word meaning “little song” or “little verse”.
Our transition times for young ones are signaled by the reading of a verse or prayer, or singing a song. In later years, we encourage older children to play the accompaniment to these verses and songs.
A sonnet is also a form of poetry with a fixed rhyme and meter, in much the same way our curriculum is laid out. *See structure and rhythm
Structure and Rhythm
Our curriculum is arranged in blocks of 3-4 weeks. Each block focuses on a specific topic, i.e. capital letters, Saints’ stories, thermodynamics, black-and-white media, etc. By focusing on one thing for a block of time, children learn to see a project through to it’s conclusion, and avoid developing a scattered work ethic which is a product of switching too frequently from one “subject” to the next throughout a day. Older children also have “track classes” which offer a short period of practicum in subjects like grammar and mathematics. As much as possible, these track classes are integrated into main lesson blocks for a more holistic approach.
Verses, songs and stories are chosen to reflect the season – both astronomical and Liturgical, helping to reinforce and celebrate their presence and importance in our lives.
Days are set up to provide both active and quiet periods alternately with each other. This rhythmic style continues through all ages.
Method
Our goal is to allow students to develop the tools they will need to become lifelong learners. This is accomplished by respecting a child’s natural development – physical, emotional, intellectual, and spiritual. Children are encouraged to grow slowly, developing deep understanding rather than to acquire large amounts of information at an early age. Over time, students will have caught up, even surpassed, their conventionally-educated peers, and will better understand the interconnectedness and interdependence of what they have learned, and of whatever life brings their way in the future.
We also strive to instill a sense of self-sufficiency, confidence, and appreciation of simple. This is accomplished by demonstrating and practicing handcrafts, fine arts, music and movement across every level of the curriculum. Art and handcrafts, along with music and movement, also provide a means of expression of one’s inmost being as well as a way to refocus in times of stress.
In addition, main lesson books will not only be treasured possessions to the student in later years, but the practice of creating them – from the way information is sought and gathered, to the way in which it is understood and recorded – will last throughout a lifetime of continued learning.
Finally, this approach encourages students (and parent-teachers) to look at the world in a new way; to imagine different, more innovative possibilities from the conventional expectations of modern work and life.
