Compositions within landscapes – Part 2 – Drawing

Students investigate Aboriginal art to inform the practice of structural and cultural frame in art making through landscape painting.


  • 4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks.
  • 4.2 explores the function of and relationships between the artist - artwork - world - audience.
  • 4.3 makes artworks that involve some understanding of the frames.
  • 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks.
  • 5.2 makes artworks informed by their understanding of the function of and relationships between the artist - artwork - world - audience.
  • 5.3 makes artworks informed by an understanding of how the frames affect meaning.


2 weeks.


Students will learn about and use the En Plein Aire technique and style when completing an artwork, based on the environment.


All activities require students to demonstrate their learning and are all assessment for learning activities.

Teaching and learning activities

Students will:

Materials required
  • computer or phones or digital device
  • A3 paper
  • 6B Progresso pencils (an alternative will be acceptable).

Students will:

  • watch the video titled How to draw one and two-point perspective, with Karl Gude (01:05)
  • move into an area of their choice outside of their classroom, within supervision access of the teacher
  • draw a one-point perspective of the landscape of that area, using the techniques demonstrated in the YouTube video above
  • map out the lines of the perspective
  • highlight the tones and textures in the shadows created from the natural light.

Written responses are documented and shared within collaborative discussion facilitated by the teacher.

Students are to:

  • document the process of their artmaking within a journal. This can be their visual arts process diary, or an online blog through sites such as Google classroom.
  • photograph or sketch the process used
  • write a response about their process.



Students could:

  • use an electronic device to capture an image of a one or two-point perspective that demonstrates at least two elements of design and two principles
  • write a description of the shot explaining how these aspects are captured and work together within the composition
  • construct a representation of their image from a different perspective, such as aerial or the Brett Whiteley artwork investigated earlier.

Life skills


  • LS 9 uses a range of materials, techniques and processes to make artworks

Students could:

  • rule an A3 page into four
  • watch the video Continuous line drawing (03:35)
  • attempt 4 continuous line drawings within the timeframes of
    • minute
    • minutes
    • minutes
  • expand them into a larger artwork, using a variety of materials.
  • answer the questions similar to
    • Today I practised continuous line drawing. It looked at linear perspective. I found this easy/ difficult because it required me to? (Describe how you did this style of drawing.)
    • I was able to improve my drawings by? (Explain what you did differently each time to improve.)
    • Linear perspective requires a horizon line and focal point. What is a horizon line and a focal point?


Feedback is formative for the duration of the project.


Please note:

Syllabus outcomes and content descriptors from Visual Arts 7–10 Syllabus (2003) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2017.

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