When drawing, it is important that students understand these designations and use section 1, for example, to depict someplace they lived when they were younger, something they used to like to do, etc. Sections 2 and 3 illustrate something about their personality or life now, and section 4 represents ambitions or future plans. You can proceed with one of the drawing and negotiating phases listed above or easily apply this variation to one of the team game formats listed below. As with each option listed in this article, students should not be told that their masterpiece will be used in a follow-up activity. The focus in this variation is not introducing, but rather describing pictures and objects, interpreting, and inferring based on limited information.
Procedures Follow the drawing procedures listed in options one and two above.
Instead of exchanging papers all drawings are collected by the teacher. The class is then divided into two teams which sit facing each other on opposite sides of the classroom. Depending on the size of the group and how the teacher chooses to adapt this activity, he or she may allow each student one, two, or more guesses. It is rare that all students are correctly identified after the first round of questions. At this point each team convenes as a group to decide who the remaining papers may belong to.