Landscape painting as a visual representation of geographic processes:  a critical and educational perspective

Bartosz Korinth

doi:10.3097/LO.2025.1136

Authors

Bartosz Korinth University of Gdańsk, Department of Socio-economic Geography and Spatial Management, Faculty of Social Sciences, Gdańsk, Poland https://orcid.org/0000-0003-4969-1650

DOI:

https://doi.org/10.3097/LO.2025.1136

Keywords:

landscape painting, art-based learning, geographic education, climate zones

Abstract

Contemporary geography education highlights the need for interdisciplinary and visually enriched pedagogies that engage students both cognitively and emotionally. Within this framework, landscape painting emerges as an effective educational tool, as it captures the physical, cultural, and emotional dimensions of the environment. The study offers a critical analysis of 18 paintings representing diverse climate and landscape zones, including tropical rainforests, savannas, hot and cold deserts, Mediterranean vegetation, steppes, temperate forests, tundra, and taiga. These artworks provide accessible visual platforms for discussing environmental features, seasonal changes, and human–environment interactions while offering insights into symbolic and cultural meanings. However, stylized representations may also introduce biases or misconceptions, necessitating pedagogical mediation. The study emphasizes the importance of balancing artistic aesthetics with geographical precision to optimize educational value. Ultimately, landscape paintings can serve as a valuable bridge between abstract geographical concepts and multisensory, tangible learning experiences.

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