Methodical Thinking Through Drawing

About the Method

From my observations, I came to understand that children "want to do what they want to do". Especially at early ages, they are not trying to express their inner self or be original. They would like to have the tools to understand and activate the world around them in a meaningful way.

Later I found that this observation was accurate to every person I met.

I channel my long extensive practice and observation in many fields to create a method that will give general practical tools in the nicest, quickest way possible.

The Iparon method works well with all ages as long as the students have some control of their hand-eye coordination and can remember what they drew a moment ago. That means that toddlers might not be suitable and also people with dementia.

As a teacher, I relieve the students from unneeded responsibilities. Unneeded responsibilities are the kind the hinders advancement. Most of the time, hindering is connected to emotional issues that appear even before the student lays the first line on the paper. In Iparon, we use proved methods to gracefully stride between many known problems that hinder creation.

In practice, I help the students go slow, find out what is important for them to solve, and build tools by themself to solve particular solvable problems.

I have many exercises that train the ability to observe, evaluate and make new decisions. The class nature resembles a sports class. That means always being on the edge of the student's abilities. But with fun, action, and satisfaction through the process. Like a very gentle sports activity.

The main exercises fall under the category of "Go slower", "Go quicker" or "Shift your focus". Stepping a bit from the comfort zone allows spotting things that were invisible before.

The idea is that after practicing the Iparon method, the students will be able to use it in different areas of their lives. And also know how to draw better.

Offered courses are:

  1. One meeting of around 3 hours for up to five students

  2. Three meetings of around 2 hours each for up to five students

  3. Eight meetings of around 2 hours each for up to five students

  4. Long-term course. This option is still in development. Contact me if you want to be part of the development of the long-term course.

Example of the Technique.

In a ninety-minute class, a student who thought he could not draw mange to take the first step, draw a flower, and finish the class drawing a flower that he was highly proud of. Every step, he got better. But more importantly, the student was able to explain to himself and me what decision he took in each step.

The exercise was to was draw something simple, like a flower. Then to observe the drawing and evaluate what can be easily improved. After seeing the option and deciding on one, draw another drawing while concentrating on only one aspect. After the first drawing, the student wanted to make paddles "nicer". From the 2nd to the 3rd, he wished to give more body to the stem. From the 3rd to the 4th, he worked on drawing a healthier stem. The last step was to make the flower more three dimensional. He used the knowledge from another exercise given that class and implemented it for the flower's last version.

At the end of the class, he was happy, proud, and surprised by his achievement.

Flower 1

Flower 2

Flower 3

Flower 4

Flower 5

Flower - Supporting exercises

The method is mainly inspired by:

  1. Zen in the Art of Archery by Eugen Herrigel

  2. The Book of Tao, Tau Te Ching by Laozi translated to Hebrew from English by Nissim Amon

  3. The Artist's Way by Julia Cameron

  4. Art & Fear: Observations On the Perils (and Rewards) of Artmaking by David Bayles & Ted Arnold

  5. The one straw revolution, Natural farming by Masanobu Fukuoka

  6. Working as kitchen hand in Kindervatter

  7. Studying with Dorit Keder, Yoav Efrati, Avital Shmaryaho Israeli and many more great teachers

  8. Teaching the purple group B from A.D.Gordon Herzeliya year 2017

  9. Studying Contact Improvisation led with Marielle Gerke

  10. The processes of the Aboriginal Australians art making

  11. Spending a lot of time paying attention and observing

  12. Teaching in various frames and forms

  13. And many more.