Free Drawing (FD)

Reference: Naumburg M. (1966). Dynamically oriented art therapy: Its principles and practice. New York. NY: Grune & Stratton.
Ages: No age limit is noted.
Purpose: The Free Drawing may offer insight into a client’s current level of functioning and emotional status. It offers the client a sense of control, as he or she is the authority on what is ultimately created. The Free Drawing is likely to yield information about the client’s interests, likes and dislikes, and his or her comfort with the creative process.
Materials: Any materials can be used, but it is important that the evaluator remain cognizant of the Media Dimension Variables (MDV) with regard to his or her client. Administration: The evaluator would lay out a variety of art materials on a table before the client enters the room. The evaluator would ask the client to draw whatever he or she would like to draw. Because of the unstructured nature of this assessment, the evaluator’s observations of the client’s participation in the creative process is crucial. For example, what materials did he or she choose? Was making a decision about what to draw an easy decision? Did he or she appear to comfortable with the blank sheet of paper? These observations often provide insight for the dialogue that follows the drawing.
Inquiry: There is no specific post-drawing inquiry. The evaluator might say, “Tell me about your drawing,” or “What would you title this drawing?” Other questions, may focus more on the emotional content of the picture. For example, “Does this picture represent an emotion?” or “What would this drawing say if it could speak?”
Interpretation: Again, there is no specific interpretation for a free drawing. The evaluator should draw upon knowledge from other assessments, graphic development, symbolism, graphomotor factors, color usage, etc. The most valuable interpretation will be reflected by the client during the post-drawing dialogue.
Strengths: The Free Drawing offers an element of control to clients. It also creates an opportunity for creative self-expression that other assessments may trample in their attempts to be scientific and clinical. The Free Drawing is likely to produce information leading to greater client-therapist rapport.
Limitations: Certain clients prefer structured interventions or will be negatively affected by fear of a blank page.
Reflections: Only in art therapy can an assessment such as Free Drawing being studied in a clinical course! I see the value in allowing a client to draw whatever he or she likes, but I do not understand how it can then be qualified as an assessment. I feel certain that such a technique will yield useful information, I just find it’s lack of clinical grace slightly frustrating.