The first drawing event, Tracing Steps, created for the brand PAUSE was specifically designed with the participants’ environments in mind. Students completed this event online – from the comfort of their homes and surrounding areas. The drawing specifically focused on line-work as the main form of drawing.



During the event, the participants were asked to walk in nature, where all the senses are stimulated. By using the tracking application My Tracks on their cellphones, participants were asked to draw their journey. Ingold (2015:135) states that walking is all about the journey, “the path of observation”. The same can be said of drawing – it is not about the outcome, it is about the process and what one perceives and gains from it. Afterwards, the participants were asked to share the drawings of their journeys. This event’s main aim was to encourage the participants to be fully present in the moment – noticing the sensory experiences surrounding them while drawing with their steps.



In the second participatory drawing event created by PAUSE, the participants were asked to create drawings following specific drawing prompts. In this event, named Drawing Dualisms, the students were given the opportunity to draw both sides of their experiences of the five parts of the event, namely sound, space, mood, mind and object. They were asked to portray moments of acceleration and information overload that caused them to feel overwhelmed and anxious. On the opposite end of the spectrum, they were encouraged to portray moments of mindfulness where they felt completely calm and at ease.


Event 2 was specifically designed to allow participants to submit and let the moment guide them. Using their imagination, each participant had the opportunity to create individualised drawings showcasing their journeys and stories. Ingold (2015:140) states that one’s imagination allows for something new to appear. Imagination creates beginnings that make you seek new ways to go through the unformed world (Ingold, 2015:140). During the individual sessions, the participant and I conversed while drawing, often discussing each other’s drawings and journeys, and reflecting on the ongoing process of telling our stories. The event aimed to create a comfortable and relaxed environment where participants felt safe to express themselves freely. There was no formal evaluation of the drawings, but rather an informal reflection.



In the final event designed for PAUSE, named Drawing in Time, the participants were challenged to leave their comfort zones to participate in a group activity. This contributed to building a democratic space where students got to know each other through the medium of drawing. Drawing in a group format allows for new and exciting experiences and creations, especially when different individualistic drawings interact with each other to form a new drawing. 


Event 3 aimed to encourage the participants to closely observe the people and objects in their surroundings, using line-work as a medium. The event encouraged self-expression – allowing the participants the freedom to draw in any way they feel comfortable. This event predominantly focused on activating students’ sensory abilities. It aimed to encourage the participants to interact and engage with each other’s drawings, following certain drawing prompts. These drawing prompts motivated the participants to draw each other and themselves, using digital media. The incorporation of digital media in the drawing process, creates a virtual space with its own identity, which brings another layer to the drawing (Bull, 2014:258). 

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