Exploring The Word In Colour and Speech

A Synthesis of Anthroposophical Speech and Painting Therapy

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Larissa St
Ringwood 3134
VIC AU
Tel 0061 413 770 020

Primary School Child 2 Case History

Exploring the Word in Colour and Speech

 

Progress Report  

Therapist – Katherine Rudolph

Child receiving therapy – Ken

 

A.   Impulse for Recreation Therapy

  Having worked with Ken since 2007, I have noticed great improvement in his engagement while doing the therapy. Ken is now eager to begin the sessions and more willing to take directions. He enjoys making and following some of his own guidelines for the practice of word games primarily for the improvement of the lisping, but also helping with the clear enunciation of his speech He has more of a sense of self than earlier, and can at times remember the verses better.

    His parents have been supportive and cooperative, even through the changing venues, which have been necessary to continue the work.

   Ken’s disposition has become more self-assured. He is still quite sensitive to what people think and needs positive reinforcement when an improvement is made. He seems more courageous as well.

   When the heart forces are warm and active, and he feels valued, he immediately becomes more centred and attentive.

B.   Flow of Breath in Speech and Colour

  Flowing colour and sound help Ken to experience merging and contrasting elements in art. This has a relationship to the breathing. In water colour, his colour-recreation of a vacation time at the beach with  palm trees and water, helped the flow and harmony in the greens and blues that he likes, whereas a crystal painting with red and blue helped him to feel the contrast and forming forces in juxtaposition.

   Throwing exercises with the ball and bulls-eye spiral (that he also helped to design) have helped to strengthen the consonants, especially the S sounds. The flow of the out-breath must coincide with the correct speaking in order to win a point. This kind of game helps his sometime pent-up forces. It is also a fine way to disperse aggressive feelings, stress,  and anger.

C.   Balance of Vowels

   Ken is more strongly into his blood circulation and his sports orientation than the nerves and senses. The vowels in the S verses tend to EE and A more than Ah and O. This helps bring him more to the world of the senses. Observation of detail is there only involving his special interests, and needs to be generally improved.

D.   Balance of Consonants

   Lips MBPFVW – Ken still sometimes uses the F in place of the TH. He just needs to concentrate and be come more centred to overcome this problem.

   Teeth  TH SZR SH CH – Ken sometimes has a weak R, and the lateral lisp in the S sound he can now usually correct at will. The results of recent dental examinations should be noted. His overbite may eventually be corrected.

   Palate YGKH – are usually easily distinguished, but the tendency to slur syllables is still sometimes present.

E.    Course of Therapy

   The therapy is designed to benefit Ken’s well-being The work with plasticine coloured clay sculpture has been very successful in improving dexterity and fine movement in the detailed work. Picture making with the clay has perhaps become Ken’s favourite work. He has showed his interest and engagement by his concentration and enthusiasm. This tactile work is quite therapeutic. Making and covering sculptures with spiralling cylinders of rolled plasticine helps the will to work into the artistic soul. It is a sheltering feeling to cover a sculpture in this way. In fact, as I said before, Ken is innately sensitive and feels more than he can express. The forming forces are carried in the clay and bring a feeling of creative well-being. This new activity is perhaps the most successful one I have seen him perform this year. It has certainly benefited the therapy and given Ben a unique way of expressing himself.

F.    Prognosis

   I believe that the present therapy should continue after a pause. During the vacation, the colour and drawing work may be encouraged purely as recreation. After the break, more creative modelling should be resumed if possible, along with the other work involved. This will benefit the process of centring and attentiveness, and give him an outlet for creativity.

 

                                                         Katherine Rudolph

 

©  Copyright 2013 Katherine Rudolph Exploring The Word In Colour and Speech