The 11-acre campus at East Bay Waldorf School has undergone some dramatic and exciting changes this year. The removal of many dead and dying Monterrey Pine trees, though, sprouted some exciting new additions to our grounds – including the proposed Adventure Playground to be developed in the now called “Stumpland” or “Grove With A View.”
Second Grade also created a permanent Labyrinth structure on the Upper Field, utilizing the knowledge of some Labyrinth-savvy parents, ancient methods of mapping and the stumps from the felled Monterrey Pines.
Here is how the process unfolded:
Second Grade teacher Elana Margolis and Labyrinth-enthusiast and current first-grade parent Adam Boring gave class two some instructions on the formation of a traditional Labyrinths and instructed the students to draw their own using chalk on the pavement. Ms. Margolis was surprised at how adept the Second Grade students were to drawing these complex forms, but attributed it to the fact that formal Form Drawing instruction has been ongoing in Second Grade for the entire year.
Once the drawn form was practiced, the formation of the structure began. Here is a letter from Adam describing his process:
So, to create what we currently have up on the meadow, I used 400 landscape flags, and the yarn.
In order to know where to place the flags, or where the lines were, I used an ancient method passed down for generations.
I started with what is referred to as the “Geomantic Act“. The Geomantic Act is used to determine the center of the Labyrinth. I did this using the ancient art of Dowsing. Using my L-rods, I asked permission of the land and all beings residing there both corporal and energetic. It is rare that permission is denied as a Labyrinth has a way of drawing life to it.
After I was given permission to proceed, both from the school officials, and from the land itself I simply asked to be taken to the center of the Labyrinth, then my dowsing tools showed me the way.
Once the center of the Labyrinth was located I set an anchor and attached my rope with path markings every 4 feet. At this point I used a little more dowsing to determine the exact orientation of the labyrinth. After the anchor was set and I knew my orientation, I proceeded to place the four stakes that outline a box, or essentially establishing the “seed pattern“.
Once Adam had the Labyrinth mapped out, the students could begin the fun part: hauling stumps to create the structure! Our own Alvin Lopez was on site during the 3 weeks of log hauling and arranging to capture this amazing process through the lens: