In a small classroom in Mount Isa, raffia, wire and ochre-stained cloth cover the desks. Students from Townview State School are putting the finishing touches on their wearable art piece for the
People, Culture & Country project. One student holds a plaster shoulder piece, carefully painted in warm earth tones. It is the final element of their creation, the
Kalkutungu Warrior, a bold design honouring the strength, history and traditions of Kalkutungu Country.
Each colour tells a story: the red of the outback soil, the yellow of the sun setting over the hills and the black of renewal after fire. Even the footwear is intentional. Customised shoes marked with cultural symbols, bringing ancient stories into a contemporary world.
More than just dress-ups or costumes, the wearable art pieces created through the
People, Culture & Country project are powerful vehicles for storytelling. Each participating school collaborates with a First Nations artist to explore cultural practices, develop skills in techniques like printmaking and weaving, and ultimately bring a story to life through art.
The process is immersive and collaborative. Students aren't given a template; they learn, experiment, and shape their vision. Schools often describe the work as a ‘safe cultural learning space’ where creativity, pride and identity converge.
‘For many of the students, it's the first time they've had a platform to express themselves like this,’ says Project Manager Christina Papadimitriou.
‘They see their designs on stage, in the gallery, celebrated by their community—it's powerful. That sense of pride stays with them'.
The project began in 2018 as a one-year trial, aiming to engage and retain Aboriginal and Torres Strait Islander students, particularly in the secondary years. Seven schools joined the pilot. Each worked with a First Nations artist to create a unique wearable artwork reflecting cultural identity, community and story.
Christina took on the role of part-time project manager to lead the initiative in its first year—photographing pieces, producing a digital catalogue, coordinating artist visits and helping bring the exhibition to life.
The results spoke for themselves—10 artworks, 65 student participants, and a powerful exhibition that drew in families, educators, and community Elders.
‘After that first exhibition, everyone could see the impact, there was this sense that we'd created something really special. That's when people started asking, ‘What's next?’ says Christina.
Today, the People, Culture & Country project spans 24 schools across North Queensland, from Palm Island to Mornington Island, Cloncurry to Currajong. It includes students from Year 5 through to Year 12, with many schools returning year after year.
The project also welcomes participation from non-Indigenous students, creating opportunities for shared learning and cultural connection. Through collaboration and creativity, students develop mutual respect and a stronger sense of community.
While the foundation remains wearable art, the program has grown to include contemporary dance, musical composition, spoken word, and visual storytelling. In one recent collaboration, students explored sound by recording elements like bird calls and the crunch of footsteps on dry land and experimenting with different instruments to create sound effects. They then shared these with a composer, who used them to develop an original piece of music for a live performance.
‘It's gone from fabric to full performance,’ Christina says.
‘It's not just about keeping kids in school—it's about showing them what's possible.’
The project's impact is visible not only in the finished pieces but also in the students themselves. Teachers report improvements in attendance, confidence, and connection. Student feedback includes reflections on identity, pride, and new aspirations.
One student’s statement best captured it: ‘This helped me learn who I am and where I'm from. I didn't know art could do that'.
Back in Mount Isa, Townview State School students are already planning ideas for their next
People, Culture & Country piece, but for teacher Catherine Babarovich, the project's impact reaches far beyond what ends up on display
‘It gives our students a chance to learn about themselves and each other,’ she says.
‘Even our non-Indigenous students are learning about the land they're on and the cultures that surround them.’
One student, Lisia, whose background is Pacific Islander, took a leading role in the weaving elements of the
Kalkutungu Warrior design, a process that connected her cultural traditions with the group's creative direction.
‘We talked about what cultures practise weaving, and it was something Lisia really wanted to be part of,’ Catherine says.
‘She kind of led that for the group, which was really cool'.
The ripple effects have gone beyond the classroom. Families have started coming in to share their own stories, objects and traditions. Students who hadn't seen themselves as leaders are stepping up, and those who sometimes struggle in the mainstream classroom are finding their place in the project.
Asked what they'd say to others thinking about joining the project, the students don't hesitate.
‘I'd tell them to do it,' says Kamaya.
‘You feel proud. You get to show what your culture means to you'.
At Townview, that pride comes from more than making something. It comes from knowing their stories truly matter.