In architecture and other allied professions, Generative Artificial Intelligence (GenAI) surfaces at the intersection of design, code, and imagination, bringing questions about how (future) architects use technologies to explore new imaginative horizons. Rather than denying the use of GenAI, educators and professionals must find ways to harness its potential, whilst maintaining criticality of its limitations and considering its ethical implications. This chapter discusses how architectural students and teachers in an Australian university have creatively and critically experimented with GenAI tools within an architectural educative framework. Our focus is on participants’ engagement with language of analysis (e.g., concepts related to spatial relationship, such as proportion and scale) that are pertinent to the practice of architectural design. The chapter discusses the integration of cognitive analysis and GenAI in the learning design of three exercises. Each exercise situated GenAI within a sphere of traditional approaches to architectural learning through precedent analysis, and offered students and teachers an opportunity to critically explore the relationship of verbal vocabulary and visual imagery within architecture.