HOW CAN THESE QUESTIONS INFORM DRAWING PRACTICE IN ARCHITECTURE EDUCATION?
What exercises might engender ways of heightening awareness of these issues?
What tactically posed drawing procedures could be launched to sound the architectural, tactile-kinesthetic body's capabilities and sensorial thresholds?
How could such pedagogical approaches move drawing beyond its instrumental role to critically engage broader issues of the production of space as an integral component of architecture education?
How/what can drawing translate/transduce or project into architecture, and vice versa?
WHAT CAN OCCUR IN THE INTERVAL BETWEEN DRAWING AND ARCHITECTURE?
What are the potential relations between drawing and architecture?
HOW CAN DRAWING IN-FORM LIVED SPACE ECOLOGICALLY?
How can drawing activate spacetimes, and make them visible?
How can drawing help us prehend space differently?
What can environmental phenomena (light, sound, wind,...) reveal about the nature of space?
How can vital forces, corporeal and incorporeal, be captured and inflected through drawing to germinate or induce potential meaninful architectural eventifications?