Landscape is shaped by a community of people who do not necessarily share the same intentions and/or expectations towards landscape. Thus, the representations of the people involved (planners, decisions makers, users) influence the way landscape is being taken into consideration in the field of town-and-country-planning. The multiple representations hinder communication while projects are being discussed, yet the interlocutors are bound to come to a general agreement to guarantee an negociated-and-shared achievement. On the other hand, the minimal education about landscape is necessary to apprehend the landscaped problematics of the concerned areas; nevertheless, people usually miss the point. At the same time, the territorial collectivities take on some responsibilities concerning landscape. That s the reason why the atlas of landscape were invented from 1994 to be used as tools of landscaped knowledge. Indeed, they list and analyse regional landscapes, and make it easier to rule territories. However, images such as the representations of landscapes (texts, pictures, maps, sketchs, ) contribute to social representation of landscape, which puts the emphasis on some landscaped procedures.Consequently, to study first the representations of landscape given in the atlas, and then the ones given by the territorial actors will give informations about prejudices and points of view as well as about the way they apprehend and appropriate the territories they develop. To analyse these two types of representation and their interactions will enable us to understand the proposals made to the actors to help them take their decisions. It will classify and view the different ways which could give access to the knowledge of landscapes, so as to develop a common-and-shared landscaped education which is necessary to achieve a landscaped project.