Drawing together invites attention to the social and relational dynamics and meanings of the research methods we use. This activity is designed to get students to identify and reflect on the identities and relationships that are generated through research. It is useful for strengthening reflexive practice that is important for research with any kind of participant, not just children.

Time needed

Approximately 34 minutes

Equipment

• Blank sheets of paper, enough for two per person

• Ideally, colored pencils, but can also have students use their own pens

• Timer

Frame up and instructions (8 minutes)

We’re going to play with drawing as a method. Some of us may use drawing as a method in the future, and some may not, and that’s fine. You do not have to be able to draw well to do this either. The purpose of this exercise is not about producing a great drawing or even about learning how to use drawing as a method. We’re using drawing to practice reflexivity to notice what our methods do. You’re going to be working in pairs, a researcher and participant, and you’ll have a chance to try both roles. During this exercise, pay attention to what is happening within yourself and between you and your partner.

Group brainstorm

When Julie Spray used drawing with her research participants, what sorts of things did she notice happen? (Constituted identities, created relationships, relationalities, ways of being together, empathy, etc).

So during this exercise, see what you notice.

Optional extra

Before beginning, students may be introduced to an Ivan Brunetti style character drawing technique (illustrated by Lynda Barry, below), which may help to build confidence for students who feel less comfortable with drawing.

Round One (4 mins)

Partner A is the participant and partner B is the researcher.

Partner A is to draw for 2 minutes on the prompt: me on my first day of class (can be any year/class, encourage students to choose something significant to them). Partner B should wait or watch.

After partner A finishes drawing, partner B then should act as the researcher and invite partner A to share about what they have drawn for 2 minutes, using active listening skills (open ended questions, minimal encouragers, body language, etc).

Group brainstorm before beginning

As researchers, what kind of information might we be looking for? What kinds of questions might we ask to draw out those perspectives from the participant?

Round Two (4 mins)

Repeat the process from round one with participant and researcher roles reversed. Partner B is to draw for 2 minutes on the prompt: a terrible dream I had.

 Partner A invites partner B to share for 2 minutes.

Group discussion (2 mins)

• How did it feel to be the participant?

• How did it feel to be the researcher?

• What did you notice about your relationship to your partner in either role?

• What things made it feel that way?

Round Three (6 mins)

For this round, partners are to both draw simultaneously for 2 minutes on the prompt: Something that made me feel powerful when I was a child.

After the 2 minutes drawing time, both partners should invite the other to share for 2 minutes each (four minutes total).

Group discussion (10 mins)

• How did this round feel compared to the previous rounds?

• What things made it feel that way?

• What happened to the role of researcher and participant?

• What did you notice about your relationship to your partner?

• What changed about the data you generated?

• What personal attributes (gender, age, ethnicity) came into play in your partnership?

• If the partner you were working with was a child, how would the different approaches feel? In what kind of circumstances would you prefer to use the first method? In what kind of circumstances would you prefer to use the second?