Drawing with colored pencils on white card, 42 x 59.4 cm
Doodling is defined as "to scribble (more or less indifferent) figure, scribble" (drodle - Det Norske Akademis ordbok, n.å.). In English the verb "to doodle" means to do nothing, when the attention is elsewhere. At the same time it can help to keep concentration on what is being said, for example in a teaching situation («Doodle», 2024). “Doodles” can also be translated as to make a doodle, and to throw out ideas and thoughts in a less concentrated way («Category:doodle», 2020). Doodling drives curiosity in an open play with lines without goals in a free and exploratory form (Eftevaag, 2018). In Eftevaag's description, I understand the role of curiosity in doodeling; In the unconscious lines, traces and ideas arise that curiosity can follow, not based on conscious thought, but based on a sensory attraction to form and lines. Situational factors such as maintaining concentration or boredom in different situations create visual variations that curiosity can follow further. Researcher Rhoda Kellog's (1898-1987) studies of children's drawings have shown that children are stimulated by the visual influence of their own lines (Kellogg, n.d.). 
The photos above shows my process, from cutting selected fabric circles and using these as starting points for doodeling. It must be admitted that the conscious mind was not at all times switched off. I made a choice of filling up a large A1 piece of cardboard. This gave me a clear goal, a size limited frame for a finished work. When my sense of flow was dying down, I would add another piece of fabric, and start doodeling from this. Somehow, this set my sensory curiosity off again. Creating whilst in a flow state kept my drawing loose and authentic, blending shapes originating from one circle of fabric into another. I think this way of working creates an intriguing expression, a visual play that becomes a final piece of art. It reminds me of nature, perhaps as the texture of moss, or leaves, or maybe even the surface of the an ocean with a slight breeze. I am not surprised about this, it is a result of my curiosity, senses and hands, not my thinking mind.
The choice of color gradients came intuitively, seeing how much nature forms seems to emerge into the visual expression, one shape gradually becoming the other, and a desire to draw them with the colors of the light became a natural and intuitive evolution of the expression. To me it feels a bit like the sun catching a spiderweb, revealing a short glimpse of rainbow colors in the ethereal web. I conclude that the final piece is very much a sensory response to lines and forms, pulling in inspiration from daily hikes, and the textures I see around me in leaves, tree bark and rocks. The drawing also “loosened” my eye, or lets say it trained my eye to see more subtle nuances around me.
Sources:
Doodle. (2024). I Wikipedia. https://en.wikipedia.org/w/index.php?title=Doodle&oldid=1225633899
drodle—Det Norske Akademis ordbok. (u.å.). Sourced 29. mai 2024, from https://naob.no/ordbok/drodle#52860001
Eftevaag, A. (2018). Lek med blyanten: En undersøkelse om drodlingens betydning i skolen [Master thesis, Universitetet i Agder ; University of Agder]. https://uia.brage.unit.no/uia-xmlui/handle/11250/2660296
Kellogg, R. (u.å.). Rhoda Kellogg Child Art Collection. https://www.early-pictures.ch/kellogg/en/