*3.2. Drawings*

In the first session, students had to make a drawing that showed elements or factors that represented the discomfort in the classrooms (Figure 7). This explanation was just indicative, trying not to skew their own perceptions about the existing problems and their way of showing them with images. A code instead of the name was provided to each survey, in order so that they could be expressed more freely. For this study, spontaneous or freely expressed answers could give much more valuable data than pre-defined answers, even if it is harder to quantify.

**Figure 7.** Emotional drawings performed by students.

In this case study, 20% of the students did not know what to draw about the classroom, and 5% wrote a small opinion instead of drawing. A total of 50% of the drawings included an air conditioner and the student's position in the classroom. A total of 45% of the students drew windows, being one of the most significant elements because the sun's rays enter through them, and some even drew the views in front of the windows. Many of the drawings included the blackboard, although in the debate it was said that it was a component to be placed in the classroom. Other drawings included water, doors, airflow, clothes and hairstyles.
