The objective of Landscape Architecture education is to educate individuals who are questioning, have three-dimensional thinking and who are able to turn the abstract idea that they have produced into concrete. Within this context, the students are expected to produce a unique and creative product and express this product two- or - three dimensionally. For students to be able to visualize what they have created mentally prepare them to see and understand their own thoughts. Drawing techniques related to visualizing the design are taught in the first year of landscape architecture education within the context of Drawing Techniques course through traditional ways of expression. As a result, the students are able to express themselves and gain the ability to use the drawings and the pencil. Knowing the drawings enables students to obtain basic information about what to express and how; gaining the ability to use the pencil give them the opportunity to have qualified drawings - good sketches. After learning these, it will become easier for them to transfer their thoughts to digital media and to represent their designs in digital media.

In Landscape architecture education, in order to improve freshmen's technical drawing ability, practices related to two (plan, profile-view) -and-three (perspective types) dimensional drawing techniques are carried out within the scope of Drawing Techniques course. In this study, the practices that are implemented by freshmen who had Drawing Techniques course in three semesters within 2014-2017 academic years have been examined. The change in the drawing performance of the students in practices has been analyzed. It has also examined whether the two - or - three dimensional drawing technique led to this change or not and whether the type of drawing technique affected their level of making mistakes and the variety of those mistakes.

Keywords: Technical drawing, Drawing performance, Landscape architecture