The experiment described and analyzed in the article is based on patented by Pavel Piskaryov method called ‘neurographica’. This method of visualization and solution of problems falls within practical psychology and may be used for meeting educational challenges as our experiment shows. We used neurographica in a traditional language classroom for memorizing twenty-six vocabulary items within one lesson. The supposition was that the neurographica practice may help build new mental and sensational perceptions from drawing/coloring and in combination with vocabulary revision enhance memorization as drawing neurographica geometrical figures is a kind of vocabulary mapping. Such mnemonic coding possesses esthetic and sensational appeal that is simple, lucid and comprehensible. The experiment was carried out among university students learning English for Law and was performed in several steps that included traditional language teaching activities, neurographica drawing practice and reflection with two vocabulary tests taken at intervals. While drawing students appraised their sensations and gave a ten-points feedback score on the four foci of attention – image, emotions, physical states and meanings. The neurographica practice gave modest positive results in terms of emotional release, i.e. decrease in psychological discomfort by 18.5% and a 7.4% rise in positive sensations. However, neurographica activities caused significant physical fatigue among students which can be explained by double cognitive load. The experiment also showed unexpectedly moderate increase in vocabulary memorization – 41% of the students increased their academic grades for vocabulary memorization with 36% keeping their memorization rates at the same level and 23% performing worse after the neurographica practice. However, the participants gave a 96.4% ‘likes’ response evaluating the lesson. Evidently, neurographica as a part of language studies should be practiced over a longer period of time so that participants work out how they can use this ‘sensational’ approach in language studies. The authors draw a conclusion that the synergy of visual arts and linguistic learning should be further methodologically developed and then it might have a favorable impact on educational progress and classroom environment.