Scribble it. Color it. Explore it.
An Experiential Exercise
We all do it. We do this when we’re daydreaming, talking on the phone, or trying to pay attention. Yep, I’m talking about the often ignored and thrown-away….scribble! Sometimes we just go on “autopilot” and it just happens.
What’s fun about the scribble is that it allows us to be creative without any outcome in mind. We let go of our creative inhibitions. The lines we create can be senseless and random. But are they really senseless and random?
Let’s explore the scribble!
We often reflect on our ambiguous scribble lines and try to make something out of the them. From zentangles to mandalas, and even our little scribbles on scrap paper, bordering our notes, or in the margins of a school essay, creating makes us feel good!
Did you know that scribbling, or what some may call doodling, can be cathartic?
The scribble technique is frequently used in therapy. It benefits those who have reservations about doing art in front of others and allows us to explore our inner worlds.
The scribble feels safe, and it can be insightful when done in a non-threatening environment with a trusted therapist! You can also do this activity on your own.
Let’s explore the scribble and give it a little more credence…..
Improved Cognitive Functioning
Did you know that studies show that we pay more attention when scribbling or doodling? It may look like we’re not paying attention, but studies show us that it has the power to improve cognitive functioning.
It allows us more self-control when sitting still in class, in meetings, or in those times that require us to pay attention. The scribble enables us to tap into parts of our brain that allows us to take in more information without getting information fatigue, ultimately shutting us down.
So keep scribbling….tell your students to keep scribbling….and if you’re a therapist like I am, keep reading to see how you can use the scribble as a therapeutic tool.
Decreased Anxiety
The original fidget tool! This directive helps to relieve anxiety and tap into one’s creativity.
The scribble drawing elicits creative self-expression through its spontaneity and helps to decrease the anxiety of drawing due to its non-structured nature.
It also decreases our anxiety and stress by reducing cortisol levels. The scribble allows anxious emotions to flow through the body and onto the paper. The scribble drawing can also be a very insightful therapeutic technique.
In fact, the expressive arts has been proven to decrease:
- Stress
- Helplessness
- Hopelessness
- Anxiety
- Anger/Aggression
- Being “stuck”
Everyone needs a starting point. The scribble is a great starting point in therapy or for self-care. The journey beyond that starting point is then up to you.
Please continue reading for the instructions on creating and processing the scribble drawing.
Therapeutic Intervention
The scribble drawing was created by art educator Florence Cane and further developed into a therapeutic art intervention by her sister, Margaret Naumburg. She wrote about it in her book, Dynamically Oriented Art Therapy.
Their work influenced the development of using art in therapy, and the profession of Art Therapy. Keep scrolling to learn how to do The Scribble Drawing.
How to Start The Scribble Drawing
The scribble can be a starting point for a larger drawing. To start the scribble drawing, it is suggested that we stand up and make spontaneous rhythmic movements with our arms, releasing emotion and preparing to transfer that onto the paper.
The creator chooses a media (crayon, marker, colored pencil) and color that feels right and then holds this above a piece of paper. When comfortable, the instrument is put onto the paper, and the drawing begins. The process is described by Steinhardt (1989) as a leaf dropping or a feather drifting onto the page.
The scribble is a continuous line of movement until the scribble comes to a rest and the creator puts down the material.
Video Tutorial
Virtually
This activity can be done virtually or in person.
If done virtually: Follow all directions and use these modifiers: (a) ask that the person doing the scribble point their camera to the paper so you can watch the scribble happen, (b) when finished with the activity as described, ask that the image then be held up to the camera so you can take a screenshot to share, process by sharing a screenshot of the image on the screen.
How to Process The Scribble Drawing
The paper with the scribble drawing can be turned in all directions and looked at until an area pops out to be developed. The creator further develops that area of interest chosen. If I’m working with a client I often say, “when you see an area in your scribble that resonates with you, try to develop it further.”
When finished, process the drawing by asking the creator to talk about what is happening in the image or tell a story about it.
If doing this independently, try to write a reflection in a journal. Keep it open-ended, and let your imagination soar!
The creator can interpret and assign personal symbols to the images when processing the scribble.
Another directive I sometimes give when someone is “stuck” is to find the area in the scribble that gives an adverse reaction. The creator can then change this area. I sometimes ask where they can feel it in their body. Then after it is changed, where they can feel it in their body again. Did anything change?
The processing part can be very insightful and may answer a question you might have had when starting this activity! A title is given to the drawing when done.
Let your imagination (and your pen) sore! Have you used this technique? Don’t forget to follow me to learn more!
References:
McNamee, C. M. (2004). Using both sides of the brain: Experiences that integrate art and talk therapy through scribble drawings. Art therapy, 21(3), 136–142.
Naumburg, M. (2001). Spontaneous art in education and psychotherapy. American Journal of Art Therapy, 40(1), 46.
Steinhardt, L. (1989). Six starting points in art therapy with children. Advances in art therapy. Wadeson, H., Durkin, J., & Perach, D. (Eds.). John Wiley & Sons. p. 336–356.
