It sounds almost trivial to point out that geography is a quintessentially visual enterprise. Geographers have long favoured visual metaphors and vision as the primary sense of knowing. Yet, its understanding in geography has been limited to looking at maps, photographs, and other visual material rather than making the material. Even when tasked to draw maps, they are relegated to simply fieldnotes and then handed over to computerised formats to make ‘final’ renderings. Drawing is an intimate connection between what one sees and what one is thinking-it is knowledge creating—it is embodied. Yet, the drawing and the act of drawing takes ‘second fiddle’ to the written word. I explore the idea that drawing can be used as an in-house pedagogical tool beyond the art studio and into the geography lecture room. In drawing, as Taussig (2011) has described, represents not only the happenings in the world but also the mind's action upon the paper. Therefore, I present an experimental lecture session where field observational drawing is used to engage the participant in an hour and a half long endeavour to understand not only the drawn line, but also how to look beyond what they see. It challenges the notion that drawing is to be left behind for children and rather should and can be used as a tool in everyday spatial practices.