Wandering Lines

Step 1 – Collecting travel-related verbs

• Learners list all verbs related to travel and movement on large poster paper or sticky notes (e.g., to jump, to fly, to wander, to get lost, to run, to stop, to walk, etc.).
• The verbs can be provided in different languages and then translated into the target language with the help of a language mediator.
• The educator ensures that all learners understand the collected words, then writes them on the board and explores their meanings.

Note: If the group already has a good knowledge of the target language, challenge them to find verbs in alphabetical order to create an “Illustrated Travel Alphabet.”

Step 2 – Preparing the materials

• The educator distributes five to six white cards to each learner and provides everyone with pens and black markers.

Step 3 – Creating “visual obstacles”

• On each card, learners draw “visual obstacles,” represented by red dots, varying their placement (e.g., along the edges, in rows, scattered, concentrated in one corner, or arranged at regular intervals). The number of dots per card can range from one to ten.
• Optional: If the group agrees, collect and shuffle all the cards into a single deck and distribute them randomly. Otherwise, each learner can keep and use their own set of cards.

Step 4 – The journey of the line

• On each card, learners draw a “journey of the line,” inspired by one of their chosen verbs, experimenting with different line movements (e.g., lines that intersect or avoid each other, cross or connect the obstacle dots).
• Black lines can vary in thickness, intensity, and rhythm by using different tools (pens, markers, or pencils). The goal is to graphically represent the action evoked by each verb.

Step 5 – Integrating the text

• Using red markers, learners write the verb in the target language on the corresponding card, ensuring that the text echoes the movement and graphical characteristics of the drawn lines. The writing should be legible yet expressive, blending harmoniously with the design.

Note: To preserve the visual harmony of the artworks, verbs may also be written on a separate sheet of paper.

Step 6 – Catalog of visual verbs

• Gather the finished works to create a collective catalog of “line landscapes” and words. The creations can be:
  • Bound into an accordion-style book
  • Turned into postcards
  • Displayed in a small graphic exhibition

Step 7 – Final recap and feedback (if needed)

• Conclude the workshop by reviewing the created graphical landscapes and their corresponding verbs, discussing the different aesthetic and conceptual choices made by the learners.
• Collect feedback by inviting participants to share what they enjoyed, what could be improved, and whether the activity inspired new ideas or creative perspectives.