Background Information

Content information:

The activities in this unit will help you to explore key aspects of Aboriginal and Torres Strait Islander histories and cultures. Exploring Aboriginal and Torres Strait Islander perspectives with your children will benefit both First Nations and non-Indigenous children.

For any Aboriginal and Torres Strait Islander children in your centre, exploring their culture plays a key role in their development, identity and self-esteem, and contributes to the overall well-being of the child.

For non-Indigenous children, embedding Aboriginal and Torres Strait Islander perspectives in their early education experiences is fundamental in creating inclusive and accepting attitudes, and positive race relations. These perspectives are also about celebrating different cultures and the uniqueness of individuals. It is enriching for children to experience the different perspectives and diverse human experiences other cultures can bring to the melting pot.

For more information about why you should aim to embed Aboriginal and Torres Strait Islander perspectives at your centre - including terms of reference and cultural protocols - visit Caring for Country – Learning for Educators.
To access more activities to support you in exploring and embedding Aboriginal and Torres Strait Islander cultures and histories in your centre and activities, click here.

Before beginning this activity, it is strongly recommended that you complete the Tuning In Introductory Lessons. These activities will guide you to find out more about the Traditional Owners of your area. Having this information will support you in authentically embedding Aboriginal and Torres Strait Islander perspectives in your room and centre as well as guiding you to build genuine relationships with the Traditional Owners of your area.

Part A: Discussion

Preparation: Collect a range of images that relate to the waterways in your local area (e.g. beach, creek, lake, pond) as well as any plants (e.g. gum trees, wattle, seagrass, reeds) and animals (e.g. magpies, frogs, seals, dragonflies, fish) that might be found in or around these water points. Print or have these images on a device ready to share with children. Where possible, try to find the local Indigenous names for these plants, animals or sites (see here for more information and resources).

Step 1.

Explain to children they are going to explore water in nature, and in particular the water in the nature where they live. Invite children to participate in a discussion around the following questions, using the images you have collected to stimulate discussion:

I wonder where we can find water in the area where we live?
I wonder what we like about these places?
I wonder if our plants and animals might like these places?
I wonder what animals might live in or near these water places?
I wonder what plants might live in or near these water places?

Through your discussion lead children to the idea that water places are very important to plants and animals as plants and animals need water to survive. In addition, many animals need plants for food and shelter so where plants can grow and have access to the water they need to be healthy, then the animals will be attracted to those places and they will also be healthier.

Take it further:

You could also explain to children that Aboriginal and Torres Strait Islander peoples have a very strong connection to the place that they live and are from; this is called ‘Connection to Country’. Country can be described as all the things that make up the place that you live in, including the soil, plants, animals, waterways, mountains, sky and people. For many Aboriginal and Torres Strait Islander peoples Country is a part of who they are; it isn’t just something they walk and play on but is also something that is part of them. When you look after Country, you are looking after yourself. When you look after the plants and animals that you share your Country with, you are also looking after yourself. You could remind children of the Country they are on (refer to this map).

Part B: Activity

You could now work with children to create a mural, montage or 3D model (out of clay or playdough) that shows one of the water places in your area. What will you use to show the water? Will you use a different material or a different colour?

Add in details including the plants and animals that you might find there. Use the images you have collected to inspire children in their creations, and you could even incorporate these images into your works.

You can also create labels for the plants, animals and places included in your artwork, as well as a label to say which Country the place featured in your artwork is on.

Part C: Possible Lines of Development

Children may have their own ideas about how to extend this activity, or you could consider the following:

Create a sea scene in your room and invite children to take on the roles of different marine creatures, living and exploring the seascape.
Create other watery artworks with watercolours and use local natural objects as paintbrushes, such as leaves, seed heads, sticks, shells and grasses. What interesting and different patterns can you make with your different ‘brushes’?
Explore other Caring for Country Themed Activities.

Evaluation

Complete an analysis of learning, listing evidence about:

Belonging	Finding something of interest
Communication	Expressing an idea or feeling
Exploration	Engaging with challenge and persisting when difficulty arises
Wellbeing	Being involved

Caring For Country: Water Arts And Crafts

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Summary

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Activity Details

Curriculum Mapping

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