This article explores the graphic development of a five-year-old girl with autism during Saturday morning art classes. It attempts to uncover what particular methods of consideration are useful in the examination of the art of such a child. Drawing systems and early mathematics are found to be of value in discussing Sung's art making since both focus on the structural qualities of images, not on the content of the drawings. This suggests that drawing structure may be a fertile area for analysis in the art of other children, too.