Every art has its own language, and every language establishes a correlation with the art that expresses itself through it. It is necessary to enable the child to observe the world around him unhindered and openly. Visual language is one of the languages used by children. It is a child’s innate potential and it is not necessary for a child to learn how to draw something. In this research, students were given the task of drawing something non-visual. The topic of the research is the Visual interpretation of fragnances in low grade pupils. Visual language consists of artistic elements and compositional principles. In the realization of this research, the students used an artistic element - a line. The line is also a basic artistic element that has only one dimension. The students used one of the dry, drawing techniques - a pencil. The aim of this research was to determine what traits students use to interpret certain scents. The research was conducted with primary school students in the form of a workshop. The task was to show one pleasant and one unpleasant smell with a kind of line. Students were offered pleasant scents such as: strawberry, perfume, orange and lemon and unpleasant scents such as: vinegar and acetone. I repeated with the students what kinds of lines exist, and I asked the parents not to influence their work in any way. The final work of the students is the result of their thoughts, feelings and experiences. Some scents were sweet, pleasant and the students drew them with lines that they said were "beautiful" - flat, long, thin ... Some scents were bitter, unpleasant and the students drew them with the lines they said that they are "ugly" - curved, straight, thick, broken ... In the artistic interpretation of the non-visual content - the smell, the students relied more on their feelings and thoughts than on their previous knowledge of the types of lines.