Drawing, for me, is a primary form of engagement with the world. Before a drawing becomes something to be observed, discussed, or interpreted, it begins through an encounter between the eye, the hand, the surface, the material, and attention. A mark can appear through looking and making long before any verbal explanation is ready. The drawing comes first; the explanation comes later.
Painting follows the same principle. Colour, surface, brush, gesture, layering, scale, and the physical act of making can generate discoveries that do not begin with a fully formed plan. An artist may start with an observation, a colour, a mark, an image, a memory, or simply an impulse to explore. Through the act of making, something emerges that could not have been fully known in advance.
This understanding is central to the way I use the term Apeiron in my practice. Apeiron describes an open, indeterminate condition in which looking, attention, perception, memory, material, and action can interact before the work is fixed by explanation. It is not a philosophical or scientific claim. It is a practical description of a space I repeatedly encounter while working: a space in which the image remains open long enough for discovery to occur.
Within this understanding, I also use the idea of a Sovereign Space.
By this I mean a temporary space of artistic autonomy in which drawing and painting can develop without the artist first having to establish where the work belongs within theory or art history. This is not freedom from art history, nor a rejection of theory, criticism, or education. It simply means that these forms of knowledge do not have to speak first. The artist can speak first through the work.
A person should be able to pick up a pencil, charcoal, brush, or paint and begin to look, experiment, observe, and make. Their perceptual and practical experience should be recognised as meaningful even when they do not yet have the vocabulary to explain it. Looking can begin the enquiry. A mark can begin the enquiry. Pressure, direction, density, colour, repetition — each can generate questions without requiring theoretical permission.
This is especially important for young people and those new to art. No one should feel they must first understand contemporary art theory or identify historical references before they are entitled to draw or paint. The first mark should not have to wait for the explanation.
The work before the words
A finished artwork is encountered before any text that may accompany it. A viewer meets the painting directly — through colour, surface, scale, composition, material, gesture, subject, and presence. The painting does not depend on written explanation in order to exist. It speaks through painting. The drawing speaks through drawing. The material communicates through its own physical and visual intelligence.
The text comes afterwards. It can offer reflection, context, questions, and ways of understanding the work, but it does not grant the work permission to exist. The artwork is not an illustration of the text. The artwork comes first; the text thinks alongside it.
A painting such as Typhoon Turbulence over Awaji Island may begin from an encounter with a place, but the finished work is not a written idea translated into paint. The act of painting introduces its own pressures, colours, surfaces, and decisions. The turbulence of the subject becomes intertwined with the turbulence of the painting process itself. The painting does not need this essay to explain itself. It is already there. The viewer encounters it first; the conversation comes afterwards.
Art history can come afterwards
I do not wish to remove art history from drawing or painting. Art history is an essential part of the culture in which artists work. A finished painting may reveal relationships with earlier or contemporary practices whether or not those relationships were consciously established beforehand. The work can show them. A viewer may recognise connections to landscape, abstraction, representation, expression, materiality, or observation — or something entirely different.
These interpretations are valuable. But the artist does not need to establish all of them before beginning. The work does not have to declare its lineage before it is allowed to exist.
Art history can then help us understand, compare, contextualise, and discuss those relationships. I am not seeking freedom from art history; I am seeking freedom from the requirement that an artist must consciously position themselves within art history before making can begin.
Theory and practice
This is not an argument against theory, writing, criticism, or academic study. I value these forms of knowledge and the contributions they make to artistic practice. Theory can provide context, introduce perspectives, raise questions, and connect a work to wider conversations. But theory does not necessarily need to come first.
Once making has begun, theory can become extremely valuable. It can help articulate something that emerged through practice, challenge assumptions, or open new directions. Theory can support discovery without having to precede it. There is a difference between using theory to deepen practice and requiring theory before practice is permitted to begin.
Many discoveries occur before they can be explained in words: a material’s unexpected response, a relationship between looking and marking, a change produced through repetition, a colour interaction, a subtle visual effect. The language may come later. This does not make the discovery less intellectual. It shows that artistic knowledge can be verbal, conceptual, visual, material, perceptual, practical, and embodied — all at once.
Conceptual and structural foundations
This leads me to distinguish between conceptual foundations and structural foundations.
Conceptual foundations include philosophical, historical, and critical ideas that situate a practice within wider conversations. These are valuable when communicating with universities, galleries, museums, and cultural institutions.
Structural foundations are the conditions through which the work itself comes into being: the relationship between seeing and acting, the movement of the hand, the resistance of materials, the accumulation of marks, the pressure of a gesture, the behaviour of paint, the relationship between colour and surface, and perceptual effects encountered through making. These are often discovered through practice itself.
The studio as a Sovereign Space
The studio must remain a place of genuine enquiry. Within the Sovereign Space of Apeiron, the artist does not need to know where the work is going before beginning. A mark can be made without its meaning being settled. A colour can be placed before its relationship is understood. A material can behave unexpectedly. A painting can change direction through the act of painting. These moments are not failures; they are part of the work’s intelligence.
The Sovereign Space is not a space without knowledge. It is a space in which knowledge is allowed to develop through making. It is my space, but the principle can be available to others. Each person should have the possibility of discovering their own relationship with drawing and painting — without having to become someone else’s version of an artist first.
Writing as a companion
Writing plays a supportive role. It helps identify patterns, record decisions, reflect on what has happened, communicate enquiries, and place experiments within context. It can help others understand a process they did not witness. It can help me return to an experience and ask what I discovered. But writing should not replace making. A drawing or painting is not waiting for theory to make it meaningful. The work has already begun its conversation with the viewer.
Access
Accessibility does not mean reducing intellectual possibility. It means creating multiple ways into it. Someone may begin with a line, another with colour, another with observation, material experimentation, memory, movement, or an image. These beginnings can later lead toward history, philosophy, criticism, research, or theory. Direct experience and intellectual engagement are not opposites; they simply do not need to occur in the same order.
A person who has never encountered contemporary art theory should not feel their drawing or painting is less meaningful because they cannot yet explain it academically. Their observations, experiments, questions, mistakes, and discoveries are all forms of learning.
My position
My position is not that theory should be removed from art education or research, nor that all artists should work in the same way. Many artists begin with theory or text, and that is part of the diversity of practice. My argument is simply that there should also be room for the opposite direction.
The making can come first, and understanding can develop from it.
Drawing and painting do not require theoretical permission. A person does not need an academic vocabulary to have a meaningful encounter with a pencil, a brush, a colour, a surface, or a mark. The artist can begin by looking, begin by making, begin by discovering something they did not know before they began. The finished work can then enter wider conversations — history, criticism, philosophy, culture — but those conversations come afterwards.
This is the importance of the Sovereign Space of Apeiron: a space in which the artist can be themselves; a space in which the work is allowed to begin without first establishing where it belongs; a space in which the painting can arrive before the explanation; a space in which the drawing can exist before the words.
The first mark does not have to wait for the explanation. The work does not have to declare its lineage before it can speak. The artist can make first. The history can come afterwards. The work can begin before the words for the work exist.
描くこと、描く行為、実践、アクセス、そしてアペイロンの主権的空間について
(日本語版 — 意味を保持した完全翻訳)
私は、描くことを世界との最初の関わりとして理解している。 一枚のドローイングが他者に観察され、語られ、解釈される対象になる前に、それはまず、眼、手、支持体、素材、そして注意との出会いから始まる。 言葉による説明が整うよりも前に、見ることと描くことのあいだから線が生まれることがある。 描くことが先にあり、説明は後から立ち上がる。 これは私にとって根本的なことである。
絵画についても同じである。 色彩、支持体、筆、ジェスチャー、層、スケール、そして身体的な制作行為は、必ずしも計画や言語化された概念から始まる必要はない。 観察、色、線、イメージ、記憶、あるいはただ「試したい」という衝 impulse から始めることができる。 制作の過程の中で、事前には完全に知り得なかった何かが立ち上がることがある。
この理解は、私が制作の中で用いている アペイロン(Apeiron) という語とも深く結びついている。 アペイロンとは、見ること、注意、知覚、記憶、素材、行為が、説明によって固定される前に交差しうる、開かれた未定の状態を指す。 これは哲学的・科学的な厳密な定義を主張するものではなく、私自身の制作経験から生まれた実践的な概念である。 作品が十分に開かれたまま留まり、発見が起こるための空間を指している。
この理解の中で、私は 「主権的空間(Sovereign Space)」 という考え方も用いている。
主権的空間とは、既存の理論や美術史的系譜の中で作品の位置を先に決める必要なく、制作そのものを通じて自分自身でいられる一時的な自律空間である。 これは美術史からの自由を意味しない。 理論、批評、教育、文化的知識を拒否するものでもない。 ただ、それらが「最初に語る必要はない」ということである。 最初に語るのは、作品そのものになり得る。
人は鉛筆、木炭、筆、絵具などを手に取り、見て、試し、観察し、描き始めることができる。 言語化できなくても、その経験は学びとして十分に意味を持つ。 見ることから始めてもよい。 線を引き、その結果を観察してもよい。 圧、方向、密度、色、反復を変えてみてもよい。 こうした行為の中から、自然に問いが生まれる。
知覚の理論を知らなくても、知覚を探究することはできる。 見ることと描くことそのものが、すでに探究の形式になりうる。
これは特に若い人や初心者にとって重要である。 現代美術の理論を理解し、美術史的参照を見つけ、学術的語彙を身につけなければ描いてはいけない、というような感覚を持ってほしくない。 最初の線は、説明を待つ必要はない。




