The Arts · Foundation

Active learning ideas

Art and Nature: Indigenous Perspectives

Active learning lets students explore Indigenous art through direct engagement with symbols and stories, which builds empathy and deepens understanding faster than passive observation. By moving, creating, and discussing, students connect abstract ideas to concrete experiences, making cultural knowledge memorable and personal.

• ACARA Content Descriptions
• AC9AVAFR01
• AC9AVAFR02

• 25–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Mystery Object
• 30 min · Pairs

Symbol Hunt: Gallery Walk

Display printed Indigenous artworks around the room. Students walk in pairs, noting symbols for animals or land features on clipboards. Pairs then share one finding with the class, drawing their observed symbol.

Explain how Indigenous artists use symbols to represent animals and landscapes.

Facilitation Tip

During Symbol Hunt, place artwork cards at eye level so students can study symbols closely without straining to see details.

What to look for

Show students 2-3 images of Indigenous artworks depicting nature. Ask them to point to or verbally identify one symbol they see and suggest what it might represent, based on discussions about Country and animals.

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

Activity 02

• Mystery Object
• 45 min · Small Groups

Nature Symbol Creation: Draw and Share

Students observe outdoor elements like leaves or rocks, then draw personal symbols representing them using dots and lines. In small groups, they explain their symbols' meanings before combining into a class display.

Analyze the importance of the land in Indigenous Australian art.

Facilitation Tip

For Nature Symbol Creation, provide thick textas so students focus on symbol design rather than fine motor precision.

What to look for

Facilitate a class discussion using the prompt: 'What does the land mean to Indigenous Australians, and how do artists show this in their paintings?' Encourage students to refer to specific artworks discussed.

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

Activity 03

• Mystery Object
• 25 min · Whole Class

Story Circle: Art Retelling

Whole class sits in a circle viewing a projected artwork. Each student adds one sentence to a group story based on the symbols, guided by teacher prompts about land connections. Record the story for revisit.

Compare how different Indigenous artworks tell stories about nature.

Facilitation Tip

In Story Circle, sit in a tight circle so every child sees and hears the speaker clearly.

What to look for

Provide each student with a small piece of paper. Ask them to draw one symbol inspired by local nature (e.g., a leaf, a bird) and write one sentence explaining what it represents or what story it could tell.

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

Activity 04

• Mystery Object
• 50 min · Small Groups

Collaborative Land Map: Group Mural

Small groups contribute symbols to a large paper map of 'our place,' representing shared local features. Discuss how symbols tell stories, then present the mural to another class.

Explain how Indigenous artists use symbols to represent animals and landscapes.

Facilitation Tip

When making the Collaborative Land Map, assign small groups to one section so everyone contributes without crowding.

What to look for

Show students 2-3 images of Indigenous artworks depicting nature. Ask them to point to or verbally identify one symbol they see and suggest what it might represent, based on discussions about Country and animals.

• Understand
• Analyze
• Evaluate
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teaching Indigenous perspectives works best when you balance direct instruction with hands-on exploration, avoiding vague discussions that oversimplify culture. Focus on one region or artist at a time so students grasp differences without feeling overwhelmed. Use open-ended questions like, 'What might this symbol tell us about where the artist lives?' to invite curiosity rather than assumptions. Research shows that when students create their own symbols, their retention of cultural meaning improves significantly compared to lectures alone.

Students will show they understand that Indigenous art connects to Country by identifying symbols, explaining their meanings, and creating original works that reflect local nature. Successful learning appears when students discuss symbols with peers and use them to tell simple stories about land care or seasonal changes.

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Watch Out for These Misconceptions

• During Symbol Hunt, watch for students who assume dots and colours have no meaning.

  Pause the gallery walk at a work with concentric circles and ask, 'What might these circles represent?' Then have students sketch their own circle symbols in notebooks and explain their ideas to a partner before continuing.

• During Gallery Walk, listen for comments that all Indigenous art looks the same.

  Point to two artworks from different regions and ask, 'How are these dot patterns different?' Have students work in pairs to list three visual differences before moving on.

• During Nature Symbol Creation, some students may think Indigenous art only shows the past.

  Display a contemporary Indigenous artwork alongside a traditional piece and ask, 'How do these symbols connect to today’s environment?' Have students add one modern element to their symbol before sharing.

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Methods used in this brief

• Mystery Object