To experience colors in their archetypal qualities free from the constrictions of outer form: the laws and the language of colors and their effects on the human soul as researched by Goethe, Steiner, Kandinsky, and Collot d'Herbois

To experience the activity of painting and its relevance to education

To develop an integrated experience of color that can serve the Waldorf curriculum throughout the high school grades

Discover color as creative being through observation and experience

Experience active and passive colors as they relate to soul gestures. Study primary and secondary colors, complementary colors, warm and cool range of colors

Deepen pedagogical understanding of nerve-sense, rhythmical, and metabolic aspects of the human being and the way they are expressed in color

Introductions and demonstrations: Students work on common themes but are encouraged to individualize them through the creativity of their own paintings.

Students need to obtain their own portfolio case (at least 18" x24") and color journal (a blank white-paper notebook of at least 8.5" x 11"). In addition students should bring their own colored pencils and/or crayons, plus chalk pastels.

Primary colors, complementary colors, and secondary colors; Goethe's color wheel; The whole color spectrum; Painting out of the color wheel; Goethe's and Steiner's color wheels

Color spectrum research through prism lab; Observing day and night spectra; Newton, Goethe, and Kandinsky; "The deeds and sufferings of Light" [Goethe]; Experiencing the archetypes of Light and Darkness as they create color; Charcoal exercises; Collot d'Herbois

Color as soul expression; Chalk pastel exercises; Exploring soul gestures as colors that move between light of thinking and dark of willing; Soul gesture painting; Free color mood painting

Temperament painting; Goethe's color-temperament wheel; Arriving at form out of color; Applying the laws of light, dark and color through an artistic expression either in chalk or watercolor