This paper focuses on a questioning of ‘experiential blindness’ in architectural education today, and yet consciously resists such dualities as real vs. virtual and analogue vs. digital. It aims to identify some of the key ways that drawing-within-experience can encourage architecture students to ground themselves and their drawing praxes in lived experience and place. All the examples to be presented aim to probe and contest the ocularcentrism prevalent in architectural drawing practices today. These sensate and enactive strategies – and devices – have also been devised to not only enhance somaaesthetic awareness and sensory experiences, but more specifically to highlight the often taken-for-granted nature of kinaesthetic understanding and haptic knowledge in the creation of architectural drawings and architectural spatialities. This presentation will argue that this series of body‐centred and place‐oriented drawing practices can help instill a form of embodied criticality in the students’ own praxes, and that the pedagogies can aide architecture students in better identifying, analysing and understanding the reciprocal relations between the embedded interactions of their own gesturing bodies and the flesh of the world.