The Arts · Foundation

Active learning ideas

Indigenous Australian Art: Land and Symbols

Young learners grasp Indigenous Australian art best when they experience it through movement, discussion, and creation. This topic comes alive when students trace symbols in sand, discuss earthy pigments, and respond thoughtfully to real artworks. Active learning builds empathy and cultural understanding while keeping the content accessible and memorable for five-year-olds.

• ACARA Content Descriptions
• AC9AVAFR01
• AC9AVAFR02

• 15–25 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 25 min · Small Groups

Inquiry Circle: Symbol Search

Show students a variety of traditional symbols (e.g., a 'U' shape for a person, concentric circles for a waterhole). In small groups, students use sticks to draw these symbols in a sand tray, discussing what 'story' they could tell together.

Analyze the narrative conveyed by an Indigenous artist about the land.

Facilitation Tip

During the Symbol Search, provide tactile cards with raised symbols so students can trace them with their fingers to build memory and fine motor skills.

What to look for

Present students with 2-3 simple Indigenous Australian symbol cards (e.g., a snake, a waterhole, a campsite). Ask them to point to the symbol that represents a specific animal or place discussed in class, and to explain their choice in one sentence.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Colors of the Earth

Provide samples of natural materials (red dirt, yellow clay, white chalk, charcoal). Students discuss with a partner which 'part of the land' these colors might have come from and why an artist might choose them.

Explain how symbolic representations aid in identifying animals or individuals.

Facilitation Tip

For the Colors of the Earth discussion, bring in small jars of real ochre, charcoal, and clay so students can see and feel the earthy origins of the colors they see in art.

What to look for

Show students an image of a simple Indigenous Australian artwork. Ask: 'What colors do you see? Where might these colors come from in nature? What story do you think this artwork might be telling about the land?' Record student responses.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Gallery Walk
• 20 min · Whole Class

Gallery Walk: Respectful Responding

Display images of artworks from different First Nations communities (with proper attribution). Students walk around and share one thing they 'notice' and one thing they 'wonder' about the stories being told.

Justify the suitability of earth-based materials for artistic coloration.

Facilitation Tip

In the Gallery Walk, place a large sheet of paper on the floor at each station so students can add their own marks or symbols as they respond, making their thinking visible.

What to look for

Provide students with a small piece of paper. Ask them to draw one symbol they learned about today and write one word or short phrase explaining what it represents. Collect these as they leave.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teach this topic with concrete examples and repeated exposure to a few symbols, rather than overwhelming students with too many. Use repetition and modeling to help young learners remember symbols and their meanings. Always connect symbols to Country and story, and avoid turning symbols into generic decorations. Research shows that early exposure to Indigenous knowledges builds respect and curiosity when approached with care and authenticity.

By the end of these activities, students will name three natural pigments used in Indigenous art, identify two symbols and their meanings, and show respect when looking at and talking about artwork. They will also begin to understand that symbols belong to specific places and stories, not to everyone.

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Watch Out for These Misconceptions

• During Symbol Search, watch for students who treat Indigenous symbols like generic clipart or emojis.

  Use the discussion time after Symbol Search to clarify that some symbols belong to specific families or places. Say, 'Just like your family name belongs to your family, these symbols belong to certain people. We always need permission or an invitation to use them.'

• During Gallery Walk, watch for students who assume any artwork with dots or lines is 'typical Indigenous art.'

  Point to specific examples during the Gallery Walk, such as X-ray art or rarrk cross-hatching, and say, 'This is a different style from the desert. Indigenous art is not just dots; it is many different kinds of marks that tell stories about Country.'

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Methods used in this brief

• Inquiry Circle
• Think-Pair-Share
• Gallery Walk