8. Name of activity:                                                             Drawings

Nossal, B. (2013) The use of drawing as a tool in socio-analytic exploration, in Socio-analytic methods. Discovering the hidden in organizations and social systems, ed. Long, S.67-90, Karnac.


Organization presenting this method:

Vilnius university

A Number of

people reflecting:

  Solo (1 person) X Small group

(< 20 people)


 Large group

(> 20 people)


B The way(s) of sharing:
Verbal: X


Non-verbal: X  Pictures /


  Text   Em­bodied  sculpture


 Other forms of expression


Digital:   Padlet


  Social media   Digital diary


C Place of reflection (where) X Indoors


X  Out of doors   On-line


D The connection with guidelines:

What guidelines are you taking into consideration, while organizing your reflection?





Don´t direct content, direct process in order to co-create the reflective process.



Develop relationships based on trust, openness, empathy, honesty, dialogue and feed-back


Facilitate growth in awareness in learners, help them to “own” their learning,

In a personal and meaningful way.



Try to manage the paradox, involved in steering of an intrinsic learning process, ie to create a heightened reflective attention of learners.


Slow down and value moments of not-knowing, while progressively deepening your reflection questions.


Recall that reflection can never be imposed, only kindly invited.




Be careful of how you assess reflection – if you assess it at all.


Always consider reflection as a broad and deepening process, that should be holistic.



Goal of activity:


The goal is to get and give personal feedback on group members: how do group members perceive each other? Which roles do group members tend to take in the group? What are relationships among group members? And to discuss the process in the group: how does the group perceive itself?







The method can be used in the process of experiential learning in groups. The method can be used in later stages of group development; group members must have joint experiences: experiences of working together on tasks and/or activities in groups. E.g. it can be at the end of the third (or later) day of residential training course or towards the end of the project jointly run by the group.

The task for each participant is to make a picture of the group / project team and place oneself in the picture. Participant can choose freely how he is going to depict the group and oneself in the group.

Participants can be asked to prepare for reflection and make pictures during the day (using breaks) and come ready for the discussion on the pictures, or the time can be given for drawing during reflection time, so all members make their pictures at the same time. Colour pens and flipchart paper is needed for the activity. Moderator of the reflection has to take care of the time and its equal distribution among participants.



Story from practice:


  1. Participant presents his/her picture to the group without commenting it himself/herself. Group members are making comments on the picture: How do they understand what they see? What associations do they have to the picture? How do group members relate to each other in the picture? Where the author of the picture is and how does he relate to others and etc. It is important to instruct participants that they are invited to comment not on the quality of the picture but on the images, what feelings, and roles of group members, and relationships among group members do they represent.
  2. The participant explains the picture he/she has made. Shares his/her reactions to the comments of group members.
  3. After personal presentations of all group members pictures can be put all together and the time can be given to walk around and look for repeating patterns and most obvious differences in the images. The joint feelings and perceptions of the group as a group can be discussed.



Timeframe: 2,5-3 hour.