Debra Edgerton

When it comes to making art, the symbols we collect in our heads can override what we see with our eyes. This can lead to frustration when learning how to draw. The synchronous method of hand-eye coordination may seem old-school, but slowing down the pace of the process to allow for more careful observation is beneficial to broader-based learning.

In the Mind’s Eye
Not only will students notice greater accuracy in their representation of subject matter, they will also develop concentration skills that are valuable in interdisciplinary learning. Is it possible to slow down the mind to increase observation skills? One way is through blind contour drawing.

Blind contour drawing can be considered a seeing exercise. It is a lesson that slows down the hand, allowing the eyes and hand to work together. Blind contour drawing is much like a listening game, where individuals are paired with a partner and exchange information in order to introduce themselves. Blind contour removes the distraction of the drawing itself so that each student is left concentrating on the subject material.

Assignment Guidelines
To begin, I provide four specific instructions for this assignment:

1. You are not allowed to look at the paper while drawing.
2. Keep the pencil or pen on the paper for one continuous line.
3. The line should be created as if you were drawing with a piece of string.
4. Spend time focused on observing the chosen subject to notice what makes it different from anything else that has been viewed.

Art is not just about the technical skills learned—it also nurtures soft skills like empathy, communication, and problem-solving.

Effective blind contour drawing is no easy feat. It is difficult to refrain from looking. But what makes this exercise achievable is the allowance for distortion. The drawing is not supposed to look exactly like the subject. This aspect reduces expectations and comparisons to other studentsʼ work.

Drawing What We See
In order to improve drawing skills, students need to truly look at what they are drawing. They need to slow down how they are processing information.

 It is essential that the hand and eyes work at the same pace. This is why students are not allowed to break that continuous line. Lifting the pencil and making shorter marks breaks the connection between hand and eye, allowing the brain to jump ahead too quickly across the subject.

Looking is the key to drawing what we see. Before we learn to draw, we must train our eyes to truly see and our hand to respond. Without the added anxiety of expecting the drawing to look like the subject, students can use their time to work on slowing down their process and accepting that it is okay to think about what comes next.

First Drawings: Hands in Sequence
When I give this assignment, students start by drawing their hands in six different positions. In the final drawing, students are asked to hold an object and then integrate the object into that single continuous line. This is the first step in teaching that objects are not isolated in space—that these objects have a relationship.

When completed, students number each of the six drawings sequentially. This allows the student and me to easily see if more detail is added as the drawings progress. We discuss the drawing, what details were left out, and if that missing information would contribute to understanding the subject.

Second Drawings: Community Building
Art is not just about the technical skills learned—it also nurtures soft skills like empathy, communication, and problem-solving. These grow naturally through partnership and by creating a safe space for learning.

Once students are comfortable with drawing their hands, their next assignment is to draw a partner. The human body has an immense amount of visual information, so logic and decision-making come into play. As students navigate down the figure, they must decide what can be left out while still capturing the essence of what they are observing.

Although this might seem overwhelming for a beginning student, this part of the assignment is meant as a community builder. Students meet someone else in class and share a common experience.

The Power of Blind Contour Drawing
There is no better starting assignment to prepare students for learning than blind contour drawing. This important process introduces students to active looking, patience in seeing, hand-eye coordination, empathy, and shared learning.

Debra Edgerton is assistant professor of art at Northern Arizona University, Flagstaff. debra.edgerton@nau.edu

Blind Contour: The Art of Seeing