With Daniel Poulsen’s kind permission, I have been holding Analogue Drawing exercises at the beginning of my sessions with Bespoke Tailoring students since the beginning of the last Academic Year, 23 / 24. As I have mentioned in previous blog posts, I have found that it creates a more open, creative and bonded group of students and helps them to engage with the technical aspects of learning a computer programme.
Here is an outline of a typical session, with a Lesson Plan.
When the students arrive they are asked to either distribute individual sheets of A3 paper, or assemble around a large sheet of paper from a Pattern Drafting roll, laid out on the floor.
Students are offered a selection of graphite sticks in varying sizes (small, medium, and large) and shapes (round to hexagonal).
For the drawing objects, students are given a range of natural items, such as seashells or pine cones, selected for their tactile and visual qualities. These objects are chosen to encourage hands-on interaction and provide diverse textures and forms for exploration.
Providing students with choices of pencil and object fosters a sense of agency and active participation in the session.
The drawing exercises vary across sessions to maintain novelty and engagement. A sample structure includes either Individual Drawing exercises or Collaborative Group exercises:
Individual Drawing Exercises:
Students are asked to stand up if possible to make it an active exercise, using their whole arm as well as elbow and wrist to make marks.
- 10-Second Drawings
Students are asked to create two successive 10-second drawings of the object held at arm’s length, without looking at the paper. This exercise reduces self-consciousness, emphasising unselfconscious mark-making and reducing critical self-evaluation.
At this point I instigate positive and constructive feedback from both the students and me, to foster a supportive environment. I ask them to reflect on what they think of their drawings, making sure the other students are quiet and paying attention so there is space for peer to peer interaction, learning and mutual respect.
- Extended Drawings
Students move to 30-second drawings, including one continuous-line drawing where the pencil remains in contact with the paper. This activity further develops mark-making fluency and reinforces the non-judgmental nature of the exercise.
Group discussions become more dynamic as students gain confidence and recognise the open-ended nature of the tasks.
- Sensory-Based Drawing
Students make a 30-second drawing with their eyes closed, guided by tactile exploration of the object. This is followed by a 2-minute drawing using the same method. These exercises enhance sensory engagement and deepen students’ connection to their subject matter, and are related to a Mindfulness approach which has benefits for Mental Health and students’ overall well-being.
As they draw, I keep speaking to remind them that the aim is to make a broad range of mark-making that responds directly to their object, that it is about the Process not the Result, and that each mark is a question, not an answer, an inquiry rather than a conclusion.
A final group reflection consolidates learning, with students summarising their experiences and insights.
Collaborative Drawing exercise:
If we are doing Collaborative exercises instead of Individual Drawing exercises, students work on a large shared sheet of paper. The same drawing prompts are employed, with variations introduced in each session. Between exercises, students rotate positions, requiring them to respond to peers’ work and contribute to a collective composition. This process fosters critical thinking, adaptability, and a sense of shared responsibility for the overall piece.
To maintain momentum and prevent overthinking, all exercises are conducted at a brisk pace. This approach helps students remain present, focused on the group activity, and immersed in the creative process.
Following the drawing exercises which take roughly 15 minutes, the 3 hour session moves on to technical instruction in Adobe software.
Throughout the session I use Active Listening to respond to individual and group interests, to follow students’ comments and respond to their individual and group interests, and ensuring that the technical component aligns with students’ creative explorations and goals.
This example presentation for a Year 1 Bespoke Tailoring Adobe technical session demonstrates the application of these principles in practice.
