This paper deals with a project establishing an Indigenous Australian artists-in-residence program at a regional Australian primary school to foreground its Black History. Primary school students worked with Indigenous Australian story tellers, artists, dancers and musicians to explore ways in which they could examine print and non-print texts for a critical appreciation of ways in which their school has been positioned in the physical landscape on the land, and in the historical landscape, where Indigenous Australian roles and contributions have continued to be marginalised. From such critical engagement, the children have created non-print texts of their own: tangible, durable artefacts of acknowledgment of their own school's Black History. Constructed as texts which may be read by all who enter the school, the artefacts produced are visual texts that have formed part of a continuing critical engagement with creators of Indigenous Australian texts, and interpretation by the children of the texts that they have engaged as part of this project. (Contains 7 figures.)