Enveloping

Enveloping

welcome back Roots families. In the last blog I went into depth about the enclosure schema. This week we will look at enveloping. It is the next step in brain development, and in the path to containment. 

the main difference between enveloping  and enclosure is adding layers. They have mastered the first schema, and now are building upon the knowledge they have. 

Not all examples need to be enclosed. In the picture above Parker is creating many layers to his building, including ramps, and mixed materials.

When working with friends to explore it is easier to use large materials. 

Hienz and Parker are having a blast delivering different goods in a large box. 

In order to encourage more complex materials being used we set up the “tunnel” area. It has many layers within it. They have been using this as a space to work with loose, small parts. 

A box will do the same thing, but with limited space. A tool we have been using is when a friend needs some space from others they can use materials inside the box. They gain a sense if security, and bond with the friend who joins them. 

Ms. Amy saw a chance to build on this idea using art. She put paper in a lazy Susan and spun it. The class held a pen on the paper very lightly. The patterns, color, and vibrations lit up the room. 

This is a classic example of enveloping.  Once we saw this happen we knew we needed to jump on it. 

please look for artwork coming home with many pieces of paper glued on it, or layers repeated; ask them about it. There is an amazing story behind what it means. See you guys next week  and if there are any musical families out there who would like to share instruments, you are welcome to join us. The class needs to feel vibrations from sound.