We come to the teaching of drawing, for which I asked for the kind collaboration of Alice Simionato, teacher of drawing and painting and decorative techniques, who uses and experiments didactic techniques obviously aimed at learning artistic skills.
“The exercises I use most often are these:

Copy” from life “of a hand.
Why copy your hand
because the hands are always in front of our eyes, we use them all the time and therefore we know how they are done. we need a soft pencil, a piece of fine sandpaper, a sharpener, an eraser, a napkin, a white sheet: during the
A child between 6 and 10 years old can achieve an excellent result in less than an hour and develop a higher state of self-esteem. An adult can apply to exercise even for a couple of hours and achieve a remarkable state of well-being as well as self-esteem.

Copy of a drawing composed only of lines (therefore without shadows and lights or colors) through the grid technique and with the use of a mask.
It is an exercise that can have different levels of difficulty, therefore it can be proposed to both children and adults: by observing a drawing not in its entirety but one piece at a time, that same piece is copied onto another sheet; as the pieces are composed, the ability to concentrate increases and the sensation of
A child aged 6 to 10 can concentrate on solving this exercise for about an hour in a row, while an adult can try his hand at even two hours: the result of a copy very close to the original, gives a feeling of well-being and satisfaction. In carrying out this exercise, if there are moments of difficulty and there is a decrease in concentration, it may be useful to change the point of view by “turning over” the sheets and then continue drawing looking at the drawing upside down.

Copy from life.
The third exercise consists in learning to copy an object from life by taking measurements with a pencil: it is an exercise that forces you to concentrate on what you see, even if you are in an open space you only look at one detail at a time; it is not necessary to have particular notions to be able – through this exercise – to draw objects or landscapes in perspective.
At first it may seem complex, but little by little one begins to perceive the pencil as being one with the hand, the eyes and the thought.

Self portrait.
The fourth exercise consists in making a self-portrait (or the portrait of another person): in this phase the previous experiences are put to good use, the image (the face) is observed and some measurements are taken using the pencil; all the contours are traced (of the nose, lips, eyes, skull, ..) and finally we try to shade and define the lights.
It is a complex exercise that requires time and commitment, but the final result always gives satisfaction and satisfaction because you realize that the effort was not excessive.
After these four exercises, the way of drawing people is very different, because with little effort they have learned to observe their surroundings differently. Prolonged study will naturally lead to better and better results, but at this point it will be easy to find the right concentration and a pleasant state of well-being. ”
Returning to psychiatry, the techniques are very similar to the anti-obsessive ones in two ways . direct relationship and research of control between objective (to complete a design) and technique , so that the result comes out without the person being sure of what he is doing step by step.
The result is defined by layers, or by blocks, and not with a reassuring result to be perfected. Being in control of the “how” and not the “what” is not reassuring in the beginning, but it is afterwards. It does not matter if the environment does not offer us problems that we already know how to solve, or that we already know how to set up: we acquire the idea that by trying at a certain point we take the right path, but not from the beginning, if ever by choosing a method, which can be equivalent to another, and approaching one part of the result at a time.
The second verse is the multiplicity of techniques: a result can be obtained in different ways, and it is not said that only one modality should be used, and in all degrees and in all moments the same one. The methods integrate, and although each method theoretically follows a rule, it does not necessarily apply to every step.
For example, it will be possible to discover some images that can be copied from life but reproduce poorly instead “at the table” by taking the measurements, or that the same image observed from above, from below, through a glass, in a photograph, does not give the same impression. . Relativity, if unsettled at first, is however a way to become attached to the rules in a more serene and peaceful way. The rules work fine, but if they don’t work, you go on to other rules.
It is therefore curious how a skill can be learned with techniques that, rather than relying on the “taste”, the “sense” of the image, or other unclear criteria, are techniques to ” distract the brain ” from obsession to succeed or to understand and to force him to work and proceed to approach the desired result on several fronts.
The portrait of oneself could then be a pleasant way of introducing, in psychotherapy, the theme of the relationship with one’s own figure, the aesthetic esteem of oneself, the perception of oneself that one has and that one expects on others. If thinking in an abstract way often causes self-esteem to drop, and often makes you focus on the feared image, drawing yourself could instead force you to visualize the feared image, with a neutralizing effect on fear or doubt of adequacy, regardless of aesthetic standards.
Thanks to Alice Simionato for the collaboration http://dedire.webnode.it/

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