This paper compares two strikingly different uses of water. The first by an adolescent young man on the autistic spectrum, in an art psychotherapy session; the second, by an ordinary developing toddler, observed at home. It uses insights gleaned from psychoanalytic infant observation to illuminate the seemingly enigmatic behaviours found in clinical practice. In doing so, it delineates the centrality of joint visual attention in the development of symbol formation. Understanding is advanced by making evident that water may be used to either enable or inhibit this process. As such, it argues that the phenomenon of liquidity be given greater consideration. Further, it critically champions for the inclusion of infant observation in art psychotherapy training.