The Denver Waldorf School Association

The Denver Waldorf School awakens and inspires students' critical thinking, emotional intelligence and artistic expression, preparing them to bring relevant contributions to the world.

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General Information

General
Official Name
Denver Waldorf School Assn​​​​​​​
DBA/Trade Name(s)
N/A
Former Name(s)
N/A
Acronym
DWS
Date Established
1974
Offers Additional Colorado State Tax Credit
Child Care Credit
Tax ID
84-0717615
Addresses
Headquarters Address
2100 S. Pennsylvania St.
Denver, CO 80210
Colorado Location
N/A
Mailing Address
N/A
Phone/Fax
Main Phone Number
N/A
Fax Number
N/A
Other Phone Number
303.777.0531 x108
Web/Email
Email
develop@denverwaldorf.org
Website
www.denverwaldorf.org
Social Media Links
   

Mission Statement

The Denver Waldorf School awakens and inspires students' critical thinking, emotional intelligence and artistic expression, preparing them to bring relevant contributions to the world.

Organization History

The growing child is the heart of our work. Our school is a community of children, teachers, parents, community leaders, family and friends joined in a celebration of life and education.

Founded in 1974, The Denver Waldorf School is a non-profit, independent, co-educational school for toddlers through 12th Grade. We are located in central Denver near the University of Denver on Evans Avenue.

The Denver Waldorf School welcomes students of all socio-economic, religious and ethnic backgrounds from throughout the metropolitan area. We educate our students to become free thinking adults who are able to impart purpose and direction to their lives and who will offer new solutions for the problems of our age.

We strive for intellectual freedom, artistic creativity and a sense of social responsibility. Graduates of The Denver Waldorf School carry with them into the world the developed capacities of wonder, gratitude and integrity out of which they are able to serve the larger community with flexible thinking, moral courage and skillful, purposeful work.

We are concerned with the transformation of education itself. We consistently explore, train and develop ourselves and share and foster such growth in those around us.

Testimonials

The Waldorf approach works with human nature and recognizes that capacities emerge in students at fairly predictable stages, while also allowing room for individual rates of maturation. This appreciation for the metamorphosis of comprehension underlies both the organization of the curriculum itself and the changing methods of teaching throughout the twelve years. Until age six or seven: children learn primarily through physical activity and imitation. A sense of goodness permeates the soothing, home-like environment of the Kindergarten, where warmth and toys of natural materials encourage creative, imaginative play. Young children drink in the images of fairy tales and stories spoken over and over from memory by the Kindergarten teacher, with exquisite attention to language, thus developing their capacity for inner picturing which then becomes the basis for literacy and future critical thinking skills. The Kindergarten week includes arts and crafts, puppetry, Eurythmy, singing, healthy physical play, and learning social courtesies. In the early grade school years: children learn best when academics are conveyed through painting, drama, music, storytelling and other direct experiences that stir their emotions. A sense of beauty weaves throughout the day, engaging children in their learning. In Grades 6 through 8: the pictorial thinking of the earlier grades are now metamorphosing to more abstract thinking. For example, during the study of Platonic Solids, the teacher challenges students to inwardly picture a cube and then transform it to other shapes (truncated cube to the octahedron to tetrahedron). This transformation process is then replicated in clay. In the High School: themes and methods stimulate higher-level intellectual skills. Now is the time for the forces of imagination, carefully cultivated in the early years, to be transformed into skills of analytic, synthetic, and evaluative thinking in the adolescent. A search for truth and meaning characterizes the adolescent years, where community service and outside mentors connect students to the larger world.

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