The scribble chase is an expressive exercise involving several types of drawing media.
This experience can be performed individually or in groups. When performed individually,
crayons, markers and large sheets of paper are used. The student chooses a black
marker, and as the facilitator begins drawing a line, the student is encouraged to “chase”
the line with his or her marker. There is no thought as to what the lines might look like
or what they might represent. After the paper is covered with lines, the student is asked
to find images in the scribble and make a picture out of them using crayons. Finally, the
student is asked to tell a story about the picture or talk about what the picture means.
When performed in a group, three or four people take turns leading the chase with markers
on separate sheets of paper, similar to the individual process above. Taking turns
allows a sense of leadership for each participant.
In the next step, participants outline five forms or objects that emerge from their scribble
pictures. Members then share their perceived images with each other. Sharing allows
students to interact in a meaningful way.
Finally, the group uses crayons or markers on the opposite side of the paper to sketch out
their chosen five forms or elaborations of them. Students then make up a story incorporating
all the five forms. One member is asked to share the story and drawings with the
class.
The example of the scribble chase experience demonstrates how the power of drawing
and creating stories can be fun and aid in creating personal wellness. Benefits of the
scribble chase include increasing self-awareness, fostering creativity, developing leadership
skills, and learning to work together as a group.
Adapted from: Expressive Therapies Continuum: A Framework for Using Art in Therapy, 2nd Ed. 2020
by Lisa D. Hinz
Art directive video:
https://youtu.be/VzmJwaDVWzs
This experience can be performed individually or in groups. When performed individually,
crayons, markers and large sheets of paper are used. The student chooses a black
marker, and as the facilitator begins drawing a line, the student is encouraged to “chase”
the line with his or her marker. There is no thought as to what the lines might look like
or what they might represent. After the paper is covered with lines, the student is asked
to find images in the scribble and make a picture out of them using crayons. Finally, the
student is asked to tell a story about the picture or talk about what the picture means.
When performed in a group, three or four people take turns leading the chase with markers
on separate sheets of paper, similar to the individual process above. Taking turns
allows a sense of leadership for each participant.
In the next step, participants outline five forms or objects that emerge from their scribble
pictures. Members then share their perceived images with each other. Sharing allows
students to interact in a meaningful way.
Finally, the group uses crayons or markers on the opposite side of the paper to sketch out
their chosen five forms or elaborations of them. Students then make up a story incorporating
all the five forms. One member is asked to share the story and drawings with the
class.
The example of the scribble chase experience demonstrates how the power of drawing
and creating stories can be fun and aid in creating personal wellness. Benefits of the
scribble chase include increasing self-awareness, fostering creativity, developing leadership
skills, and learning to work together as a group.
Adapted from: Expressive Therapies Continuum: A Framework for Using Art in Therapy, 2nd Ed. 2020
by Lisa D. Hinz
Art directive video:
https://youtu.be/VzmJwaDVWzs
