47 C. Brassac and M-C. Mietkiewicz filming in a broad angle, the other pointing at the shared workspace with a slight downward angle. Both wore a lapel-microphone. A PhD student well aware of these recording tech niques handled the filming. Both experimenters, two psychology students having written their dissertation about this project, prepared the setting-up. They accompanied the children and stayed with them throughout the session, which lasted one and a half hours To give them some sense of the environment, we first asked the children to draw freely, each one on their own sheet. Leo represented two combatants confronting each other with swords. Emma drew a house, drawn almost completely with a ruler. At the completion of both drawings(10 min), they describe briefly what they have done; the experimenters show them the film to see the result on screen (so you will be able to see yourselves). After the viewing, the experimenters hand the children a single big sheet(DIN Al format)along with the following instruction: "On this sheet, you are going to draw together a picture of your family. Talk it over, come to an agreement in order to draw a single family amongst the two of you-this instruction being succinctly discussed and written on a piece of paper which will remain in front of them throughout the session. The joint drawing may then begin Describing the global sequence of the ' co-drawing The empirical material that we built consists of the drawing itself (done with a pencil on a DIn Al sheet)and of the session recording. This session can be broken down as shown The two children start effectively to draw, 50 seconds after the filming begins. These initial moments are busy with a discussion between the experimenters and the children about the instruction. The effective drawing activity lasts 10 minutes. At the end of the session, the children have drawn their father, their mother, the two children(themselves) and a female cat(Minette). One or th One or the other has mentioned the possibi grandma and grandpa, as well as uncle and auntie, but this was not done. The two chil- dren devote the remaining time to writing down the names of each character(above each of them) and signing the picture Here is the order in which the characters appear. Emma and Leo begin simultaneously Emma draws the cat(Minette) and Leo draws his father. While Emma quickly gives u and erases the sketch she drew of Minette, Leo goes on with his task. When it appears to be completed (we shall consider this point later), Emma starts the drawing of her mother (2 min 25 s)and finishes it in 2 minutes(4 min 30 s). A discussion ensues concerning the size of both figures. When this point is settled(5 min 30 s), Leo draws himself(between 5 min 30 s and 7 min 30 s)and Emma does the same(between 7 min 30 s and 8 min 30 s) Emma puts an end to the activity by drawing the cat; she finishes at 10 min 36 s. A brief discussion about having the grandparents and uncle and aunt on the sheet is interrupted abruptly by Emma as she declares, we are done(10 min 47 s) Instruction Drawing of the family Naming and 0 min 00s 0 min 50 s 47s 1 4 min 02 s father mother son daughter cat Figure 1. The appearance order of the characters478 C. Brassac and M.-C. Mietkiewicz filming in a broad angle, the other pointing at the shared workspace with a slight downward angle. Both wore a lapel-microphone. A PhD student well aware of these recording tech￾niques handled the filming.3 Both experimenters, two psychology students having written their dissertation about this project, prepared the setting-up.4They accompanied the children and stayed with them throughout the session, which lasted one and a half hours. To give them some sense of the environment, we first asked the children to draw freely, each one on their own sheet. Leo represented two combatants confronting each other with swords. Emma drew a house, drawn almost completely with a ruler. At the completion of both drawings (10 min), they describe briefly what they have done; the experimenters show them the film to see the result on screen (‘so you will be able to see yourselves’). After the viewing, the experimenters hand the children a single big sheet (DIN A1 format) along with the following instruction: ‘On this sheet, you are going to draw together a picture of your family. Talk it over, come to an agreement in order to draw a single family amongst the two of you’ – this instruction being succinctly discussed and written on a piece of paper which will remain in front of them throughout the session. The joint drawing may then begin. Describing the global sequence of the ‘co-drawing’ The empirical material that we built consists of the drawing itself (done with a pencil on a DIN A1 sheet) and of the session recording. This session can be broken down as shown in Figure 1. Figure 1 The two children start effectively to draw, 50 seconds after the filming begins. These initial moments are busy with a discussion between the experimenters and the children about the instruction. The effective drawing activity lasts 10 minutes. At the end of the session, the children have drawn their father, their mother, the two children (themselves) and a female cat (Minette). One or the other has mentioned the possibility of representing grandma and grandpa, as well as uncle and auntie, but this was not done. The two chil￾dren devote the remaining time to writing down the names of each character (above each of them) and signing the picture. Here is the order in which the characters appear. Emma and Leo begin simultaneously. Emma draws the cat (Minette) and Leo draws his father. While Emma quickly gives up and erases the sketch she drew of Minette, Leo goes on with his task. When it appears to be completed (we shall consider this point later), Emma starts the drawing of her mother (2 min 25 s) and finishes it in 2 minutes (4 min 30 s). A discussion ensues concerning the size of both figures. When this point is settled (5 min 30 s), Leo draws himself (between 5 min 30 s and 7 min 30 s) and Emma does the same (between 7 min 30 s and 8 min 30 s). Emma puts an end to the activity by drawing the cat; she finishes at 10 min 36 s. A brief discussion about having the grandparents and uncle and aunt on the sheet is interrupted abruptly by Emma as she declares, ‘we are done’ (10 min 47 s). Figure 1. The appearance order of the characters