Developed by:
Comparative Reseatch Network
Learning language by turning written stories into drawings and drawings back into written stories.
- Group size limits: from 4 to 16 participants
- Time required: c. 1 hour
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Learn & Gain:
- Practice writing and speaking in the target language through interactive storytelling.
- Strengthen listening comprehension and descriptive skills.
- Discover how details shift across different forms of communication (writing → speaking → drawing → writing).
- Build confidence in using the target language creatively and expressively.
- Gain awareness of interpretation and how meaning can change when retold or visualized.
Language skills developed
- Reading comprehension
- Written expression
- Speaking skills
- Listening comprehension
- Vocabulary skills
- Syntax/Grammar
other extra-linguistic and communication skills developed
- Creativity
- Artistic/Craft skills
- Organization skills
- Spatial awareness
- Non-verbal expression
- Intercultural skills
- Self-confidence
Materials and tools needed
- Paper
- Pens/pencils
- Erasers
- Pencil sharpeners
Step-by-step
Step 1 – Welcome & Introduction
- The educator welcomes the learners and introduces themselves.
- The educator briefly introduces the activity, explains the sequence, and forms learners into pairs.
Step 2 – Writing the Scene
- Each learner writes a short scene (5–10 sentences) in as much detail as possible. The scene can be drawn from real life, a book, a movie, or their imagination.
- Example: “A small kitchen with a large window on the right side. On the windowsill, there are seven small plants. In the middle stands a round wooden table with a red teapot on it.”
- Scenes remain private until later.
Step 3 – Describing & Drawing (Back-to-Back)
- Partners sit back-to-back. One partner (the storyteller) reads their written scene aloud while the other partner (the artist) listens and draws the scene on a sheet of paper based only on the description of the storyteller.
- No peeking!
- No questions allowed!
- The artist must interpret freely.
- Once finished, partners switch roles and repeat the process.
Step 4 – Retelling from the Drawing
Learners now change to new partners. Each describes the drawing they made (not their original written scene) to a new partner.
- The new partner writes down the described scene as accurately as possible.
- Roles are switched so both participants practice speaking and writing.
Step 5 – Sharing & Reflection
- Participants compare the scenes which they drew, and the rewritten scenes too. Then they discuss how details changed and what remained the same.
Step 6 – Final Recap and Feedback
- Group discussion: What did learners learn? What surprised them? Encourage learners to reflect on the challenges and fun aspects of translating between different forms of communication.
Variations
Partner Retelling and Writing
After completing the initial drawing exercise, each learner finds a new partner. They describe the drawing they made (not the original written scene) to their new partner, who listens carefully and writes down the described scene as accurately as possible. Once finished, learners switch roles so both have a chance to describe and write. This variation emphasizes listening comprehension, oral expression, and written expression, highlighting how information can change as it passes through different forms of communication.
Optional extension: After the written scenes are completed, learners can compare their texts to the original drawings to discuss differences, interpretation choices, and creative liberties. This adds a reflective element and encourages discussion about language precision and interpretation.
Potential risks and challenges
- If learners have no prior knowledge of the target language, they may struggle to participate fully.
- Some learners may focus too much on drawing quality rather than communication.
Tip: Remind everyone that the activity is about communication, not artistic perfection.
recommendations for educators
- Prepare materials in advance
- Make sure to explain the task according to the language level of the learners
- Engage the learners in creative thinking and artistic expression, encourage them if they have difficulties
- If the learners are interested, the educator can give more art historical background on the Surrealism movement and the artists aim behind their art, methods etc.
