10. Drawing Walks as a Reflective Pedagogic Method

Published by: Creative Pedagogy

Volume: 1 Issue: 1 Year: 2026

Author: Drawing Walks as a Reflective Pedagogic Method

Corresponding Author: j.richardson@arts.ac.uk

This project examines drawing walks, defined as walking and drawing simultaneously, as a reflective pedagogic method developed through self-directed learning and later adapted for use within higher education teaching contexts. The research emerges from my position as an artist working in an administrative role at Central Saint Martins and as a graduate of the MA in Academic Practice at University of the Arts London. My practice operates across shifting identities of artist, teacher, administrator and researcher, creating tensions around time, performance of self and sustained creative practice. The drawing walk method was initially developed through teaching myself as a student, using walking and drawing to reflect during transitions between work, study and studio practice. This self-directed pedagogic enquiry later informed my teaching practice, where drawing walks were adapted for use with students at University of the Arts London and City Lit. Informed by “a/r/t ography” (Carter, 2014) and the concept of “activation devices” (Springgay and Truman, 2024), this project positions drawing walks as a pedagogic approach that supports learning through embodied, reflective and relational practice.

Objectives

● To examine drawing walks as a reflective pedagogic method

● To analyse how drawing walks activate shifts between a/r/tographic roles

● To explore their value in interdisciplinary and collaborative learning contexts

● To evaluate their contribution to reflective learning, wellbeing and sustained creative practice