The gradual reduction of instructional hours allocated to the study of geometry across its various forms (metric, analytic, descriptive, etc.) within drawing courses has necessitated a reevaluation of pedagogical methodologies by those overseeing curriculum design. Evident within this trend is the diminishing presence or outright exclusion of traditionally imparted content. Recent studies substantiate this claim and highlight the progressive “un-geometrization” of our field of knowledge and the abandonment of classical methodologies. In response to an overly simplistic approach, this article advocates for the revival of freehand sketches coupled with the application of elementary spatial measurements through carefully selected exercises. Through this proposition, it becomes feasible to directly cultivate competencies associated with said courses, such as spatial visualization and proficiency in measurements and calculations, both of which are essential in the training of prospective engineers. Effectively implementing this proposal necessitates a judicious selection of exercises. As an illustrative example, a specific exercise is delineated in the ensuing pages, showcasing its versatility through the variation of initial parameters.