Activity 01
Gallery Walk: Symbol Hunt
Display reproductions of First Nations artworks around the room. Students walk in pairs, noting symbols like U-shapes or concentric circles on clipboards. Pairs then share one observation and possible meaning with the class.
What do you see in this Aboriginal painting, and what do you think some of the symbols might mean?
Facilitation TipDuring the Gallery Walk, position yourself to observe which symbols students notice first and which ones they overlook.
What to look forProvide students with a printed image of a simple First Nations artwork. Ask them to write down two symbols they see and what they think each symbol might represent, based on class discussions. Also, ask them to write one sentence about why it is important to be respectful of this art.
UnderstandApplyAnalyzeCreateRelationship SkillsSocial Awareness
Generate Complete Lesson→· · ·
Activity 02
Ochre Station: Natural Pigments
Set up stations with crushed chalk, water, and paper as safe ochre substitutes. Small groups mix colors, paint personal symbols inspired by observed art, and discuss material connections to Country. Clean up together while reflecting.
How did First Nations artists use materials from the land, like ochre and clay, to make their artworks?
Facilitation TipAt the Ochre Station, model how to grind ochre gently to avoid creating dust, and remind students to clean hands between colors.
What to look forDuring a class discussion about materials, ask students: 'If you were a First Nations artist hundreds of years ago, what natural materials from the land could you use to make paint? How would those materials be different from the paints we use today?' Record student responses on a whiteboard.
RememberUnderstandApplyAnalyzeSelf-ManagementRelationship Skills
Generate Complete Lesson→· · ·
Activity 03
Story Circle: Art Response
Gather the whole class in a circle with a projected artwork. Each student shares one thing they see and a story it might tell, passing a talking stick. Teacher facilitates links to key questions on respect.
Why is it important to show respect when we look at and learn about First Nations artworks and stories?
Facilitation TipIn Story Circle, gently redirect students who share interpretations that contradict known cultural meanings by asking, 'What clues in the artwork helped you decide that?'
What to look forPose the question: 'Imagine you are visiting an art gallery and see a First Nations artwork. What are three things you should do or think about to show respect for the artist and their culture?' Facilitate a small group discussion and then have groups share their ideas with the class.
RememberUnderstandApplyAnalyzeSelf-ManagementRelationship Skills
Generate Complete Lesson→· · ·
Activity 04
Digital Symbols: Kid-Friendly Draw
Using tablets or apps like Tux Paint, individuals recreate simple First Nations-inspired symbols. They add labels for meanings discussed earlier, then share screens in a class gallery.
What do you see in this Aboriginal painting, and what do you think some of the symbols might mean?
Facilitation TipFor Digital Symbols, circulate to see if students are using dots, lines, and circles intentionally or randomly.
What to look forProvide students with a printed image of a simple First Nations artwork. Ask them to write down two symbols they see and what they think each symbol might represent, based on class discussions. Also, ask them to write one sentence about why it is important to be respectful of this art.
RememberUnderstandApplyAnalyzeSelf-ManagementRelationship Skills
Generate Complete Lesson→A few notes on teaching this unit
Teachers approach this topic by balancing cultural sensitivity with academic rigor. Avoid presenting symbols as universal or art as static. Use current, authentic images and invite local First Nations artists or Elders to share stories when possible. Keep discussions focused on meaning and respect, not just aesthetics. Research shows that when students create their own symbols, they better understand the power and responsibility of visual storytelling.
Successful learning looks like students confidently identifying symbols in artworks, explaining how materials connect to Country, and sharing stories with peers. They should show respect when discussing art and begin to understand that meanings are diverse and specific to culture. Participation in each activity reflects growing awareness and skill.
Watch Out for These Misconceptions
During Gallery Walk: Symbol Hunt, watch for students assuming all symbols mean the same thing across artworks.
Prompt small groups to compare two artworks side by side and note differences in symbol use. Ask, 'Why might an artist choose one symbol over another to tell a similar story?'
During Ochre Station: Natural Pigments, watch for students thinking First Nations art stopped after colonization.
Display images from different time periods at the station and ask students to sort them into 'past' and 'present.' Discuss how artists adapt materials and techniques while keeping cultural knowledge alive.
During Story Circle: Art Response, watch for students referring to First Nations art as 'just pretty pictures.'
After each story, ask, 'What did this artwork help you understand about the artist’s connection to Country or community?' Guide responses to focus on purpose, not decoration.
Methods used in this brief