Head and heart

I asked her to draw angular shapes with the chalk on paper. She takes a blue crayon and starts drawing angular shapes. This is very uncomfortable. She stops at every corner – which way should I go? Gradually it becomes a bit easier, and she finds her own way in the movement.

I ask her to experiment with the movement and to experience what it does to her. Press harder, press gently with the crayon on the paper, big and small movements, with the eyes closed, with the eyes open…
She is experiencing.

When she’s done, I ask her what she thought of it. She indicates that she has experienced drawing angular shapes as very unpleasant. I give her a new sheet of paper and let her do the same exercise, but then she can choose a shape that feels comfortable. She takes an orange crayon and makes circles.

When she looks at both sheets, she says: “actually, this is how my head works” while pointing to the blue sheet. And the circles is my heart.

I did not expect that. A theme that we have been working on before comes up during a starting exercise. Then maybe we can also make a sequel to this!

I ask her to imagine on a new page how her head and her heart work together and to depict how they work together, using the two sheets she has filled.

She gets to work, starting with the blue side, then she makes the orange side, and then she is puzzled – because how do they work together?

Eventually she comes to the conclusion that there is only a very small piece in the middle, where both her head and her heart work together. In almost every situation she can think of, she reacts either from her head and her heart doesn’t really participate or vice versa.

I give her the remaining parts of the drawn sheets with the assignment to make a small collage/drawing every day this week about how her head and her heart were connected that day or a certain moment that day.

The result: numerous small collages and a lot more insight into how her head and heart come together!