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WORDRAW. Collaborative Writing-Drawing Workshop [WORKSHOP]

Emílio Remelhe, esad-idea - Research in Design and Art

Wordraw is a collective tool for writing and drawing. It functions as a socio-pantosismographic apparatus [social + totality + movement + writing-drawing], calling for active collaboration. Drawing from Deleuze and Guattari’s conceptual framework – rhizome, assemblage, encounter, affect, subjectivization, difference, becoming, alliance, multiplicities – this mechanism aims to foster social connections, broaden perceptions, identify potentials, highlight differences, share viewpoints, reactivate synergies, and create conditions for the socially integrated exercise of subjectivity.

Wordraw is versatile and multifunctional, capable of serving purposes of awareness, contextualization, or unlocking the creative process. Based on two fundamental and powerful activities, writing and drawing, this mechanism seeks to create privileged, open, and inclusive conditions for production and sharing. It aims to shift the exercise of writing and drawing from individual isolation or Cartesian interiority to social space and enactment: at the very least, to produce a positive clash between the two instances, encouraging exchange and negotiation, expanding processes, and emancipating the involved subjects.

Wordraw admits diverse configurations and multiple connections, in an open-ended process based on ""constructions of use"" as opposed to ""instructions for use."" In other words, its usage is open-ended, able to be updated group by group, subject by subject. It also functions as a probe, an attractor of theoretical-practical problems, a means of problematizing and questioning drawing and writing in their performative, rhetorical, functional, and affective aspects – involving elements such as movement, gesture, rhythm, chance, stroke, sign, symbol; automatic, confessional, epistolary, fictional, descriptive, argumentative, reflective, instructional, or narrative writing.

Wordraw seeks to contribute to the configuration and availability of resources for experimental inter and transdisciplinary practice, aiming to support action and reflection around STEM practices in education. How? As a pedagogical resource, this tool admits a great diversity of applications and contexts of use; whether used alone or with other resources, it can be associated with moments of introduction, awareness, unlocking, catalysis, counterpoint, disruption, or programmatic extension, in curricular practices of artistic, technical, or scientific scope.

We propose an exploratory session lasting 60 minutes, organized into three segments:
1_Introduction/Contextualization [15 minutes];
2_Action/Development [30 minutes];
3_Discussion/Conclusion [15 minutes].

The workshop is intended for an active group of 10 to 15 people, and can involve young, adult, or senior participants, without any prerequisites in the field of writing or drawing.

Keywords: Drawing, writing, rhizome, agency, STEM education