The focus of this study is on the concept of "lively teaching," which is also central to Waldorf education. Based on the current state of scientific knowledge in biology, a catalog of twelve criteria is developed to assess the degree of liveliness of an entity. These twelve characteristics are discussed regarding their applicability in the educational context and subjected to a practical test. For this purpose, two Waldorf pedagogical teaching topics are redesigned so that they can be integrated, as "teaching pieces" in the sense of Lehrkunstdidaktik (didactics of the art of teaching), into a 9th-grade chemistry block and a 12th-grade biology block. The author teaches these at a Waldorf school, describes the experiences gained during the lessons, and reflects on the teaching process using the twelve liveliness criteria. The results show which methodological and didactic approaches can maximize the "lively quality" of teaching, and to what extent impulses from Lehrkunstdidaktik can be helpful in this regard.
Keywords: Lively teaching, didactics of the art of teaching, criteria of the lively quality, biology and chemistry teaching