Eurythmy as a subject is part of the Steiner School curriculum from Kindergarten through to the 12th class. It is an art of movement that exists for almost ninety years. Eurythmy requires that we become inwardly mobile. When we hear sounds, we are taken along into continuous change, from high to low, from soft to loud. We are also carried along on the course of a melody, in changes of melody and melodic moods and in the subtleties of spoken language. In Eurythmy these changes and their related inner movements are made manifest by movements of the body. This is done both individually and in groups.

Doing Eurythmy the body becomes an instrument, visualising what otherwise is only audible, namely music and speech.

• First do the think - The awareness of one's own body is the beginning of self-knowledge. This awareness is acquired by being active, by moving. For children this means that through movement, they become aware of their own functioning. Through movement and activity they get to know their environment and become acquainted with the things around. In all their movements, in which they interact with their surroundings, their own body is the firm reference point. While thinking we also move, not physically but mentally. The inner movements we make while thinking can be compared to the outer movements we make while physically exploring something. In Steiner education these two processes are continually interconnected. Not just because children like to move, through which their motivation to attend school and learn is extended, but especially because learning processes backed up by movement obtain meaning. Thinking and doing are connected.

• What do children do in Eurythmy lessons? - In eurythmy gestures we visualise the movement of the creative forces that precede language and music. We enter into the moment at which language and music are still incipient. When we sing we are able to sense this movement, while going from one tone to the next. Singing the first tone, we inwardly already move towards the following one. This is especially noticeable when we are still in the process of mastering a piece of music. We then perceive how the subsequent tone must first be found; the movement toward it must be discovered before that tone can sound in tune. These are the same creative movements as the ones we visualize with our entire body in eurythmy. During the eurythmy lessons the children have through their own movements entered into the creative movements of language and music. Rudolf Steiner pointed out how the creative movements we use in language and music are related to the creative forces active in nature, as well as to those that work in our physical organism. When we do eurythmy with children we address their life forces. Moving together in a circle is an important element in kindergarten and in the first three years of the lower school. Older children will be asked to practice bringing different movements together into one entity. They no longer all walk the same form in space, but straight and curved forms.

• Curative Eurythmy Curative - Eurythmy may be used to help a child with learning difficulties or developmental problems. Specific exercises are given to individual children to help them with their physical and inner development. This type of eurythmy is prescribed by the anthroposophical school doctor and given by a specially trained curative Eurythmist.