Markers - The Spirit of Matter - Orbach and Galkin, 1997
- nonaorbach
- Feb 13
- 4 min read
Updated: Feb 18
Medium Characteristics
Colored markers give a very clear line while applying only light pressure. The colorful line of the marker is unequivocal and powerful; only a slight difference in output can be discerned when different amounts of pressure are applied. Markers may have tips that are thick, thin, cut, slanted and even with small patterns for printing.
Therapeutic and Spiritual Significance
The main characteristic of markers is that it is possible to achieve a nice result without much effort. They offer clean, aesthetic work, and are suitable for ornamental and decorative purposes. There is repetition in the workflow by opening and closing the marker and filling surfaces with short, contiguous lines. This is significant for people who are intrigued and organized by ritual and rhythm. There is little need for hesitation when working with markers; they afford pleasure from an easily created aesthetic outcome.
Work with markers may sometimes be somewhat superficial, revealing a beautiful outer facade without much investment and intellectual or emotional involvement. It is usually associated with stereotypes derived from the consumer world, media, television, etc. Often, it is almost impersonal, and watching a group working at the same table, it would be hard to define whose paper is whose. Moreover, markers also induce work derived from the "consumer memory" and encourage group members to make remarks as to who drew the perfect heart shape. It brings judgment and resentment into art.
Markers are an efficient medium that is easy to work with and thus widely used. The work may reflect shallowness, and indeed, many toddlers and young children who use markers refuse to progress later to pastels or pencils. They may even choose to stop drawing, becoming annoyed when unable to create the "right" images. Exclusive use of markers as a young child deters the development of fine motor skills, not to mention the ability to deepen the drawing. Moreover, toddlers who naturally work roughly, often damage felt-tip pens, causing feelings of guilt and shame. As a whole, it is preferable to avoid markers for young children.
While observing toddlers and children up through junior high school, we discovered that different populations use markers in different ways:
Children with low initiative create works with repetitive, non-progressive cultural motifs (Mickey Mouse, a heart, etc.).
Children with clear decorative design tendencies often delve into color tones, rhythms and serial developing of various ornaments (mostly girls).
Boys (mainly) were observed drawing with a pencil and using tiny marker markings in the drawings to express intensive activity content. The function of the marker is to emphasize content of special importance and emotional significance - a huge fire, the dinosaur’s red tongue, black threatening teeth, and so on.
Children particularly interested in drawing and sketching also use markers to create a flowing sketch line and an extension to working with a pencil.
Working with markers is generally suitable for design, sketches, and graphic thinking, or for comic illustrations.
It is worthwhile to pay attention to who uses markers and when - are they being used by choice or as an escape.
Surfaces and Tools
All types of paper, (at least 70 gr. weight) are suitable, including colored paper and construction paper.
It is difficult to combine markers with other materials. They give a sense of a self-contained, plastic, industrial material alienated from the environment. They are inflexible and thus do not connect well with other media types. It is possible, at times, to combine pen or pencil with markers.
Working with Markers
It is best to delay working with markers, although it seems almost impossible. They are found in almost every home. Optimally, children should be introduced to this medium around second grade, after acquiring writing skills. At that stage, encourage small and targeted works on small sheets of paper, and focus on details and ornaments. At this point the child has had an opportunity to use crayons and different kinds of pencils, and can now discover the depth the markers can produce. Initial Encounters
Try drawing different lines: short, long, soft, stiff, rounded, sharp-edged and exploring the tips of the marker - wide, narrow and in between.
Fill spaces in different ways: with the wide part of the marker, in short lines, in squiggles, in dots, nets, X's, and so on.
Find the slightest amount of pressure necessary for the marker to produce color. o Try moving across the entire sheet of paper intensely while accompanied by music or after a movement exercise.
Open-dense: work composed of highly dense areas and very open areas.
Work with one color only, in nets, lines and so on.
Work with one color, adding one patch in a different color, significant to the drawing.
Design a stamp, a business card, a greeting card.
Create a comic or an ongoing story.
Remove the filler from a dry marker, soak it in water, and then work with the dyed water.
The text is based on The Spirit of Matter / A Database Handbook for Therapists, Artists, and Educators Nona Orbach and Lilach Galkin, 1997
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