Through discussion and presentations students will demonstrate their understanding of how images and objects are influenced by the times, places, and the cultures of the people who created them. Playing games and creating artwork to find particular information with groups or partners provides students with the ability to develop an awareness of the different purposes for which people from various cultures have created images and objects. This also helps in providing awareness of the effect that culture has on the students’ own artistic choices. In the primary years, young children begin to explore technology formally and to acquire fundamental skills for handling information technology tools. By observing students as they work and listening to their conversations, teachers can assess knowledge, understanding, and care of information technology tools, as well as the ability to work co-operatively with others.

Review students’ responses to the display of art from a range of different artists including Emily Carr. Work with students to identify colour, texture, line, and form. Help students mix colour paints to achieve desired results. For example, to what extent the students are able to:

• Understand basic colours, form, and shape
• Understand how images used by an artist help in recording personal history for people to analyze in the future
• Determine what they see with accuracy and detail
• Allow for an attempt at the definition of style, and individual self-expression
• Look for accuracy and detail, in creating the art and in the images portrayed
• Determine which features or objects are most important or prominent in the images.

hile students are working with a computer, assess their knowledge of the basic care and handling of technology tools, and their basic use of Internet vocabulary.

Students ability to distinguish similarities and differences between society and the individual of the Victorian era, and present day. Ask questions such as:

• Did Emily and her family watch television or play with a computer?
• Why or Why not
• What did Emily and her family do for leisure time?
• What do you do for fun?
• Do students have an understanding of history and how it can be recorded for future analyses?

Note the extent the students are able to retrieve information from the Internet or CD ROM, and ask questions such as:

• Have you used information technology tools before and what information did you search for?
• What search words did you use to find the Emily Carr At Home and At Work web site, without using the URL?
• Did you like using the CD ROM?
• Did you access the main page of the Emily Carr web site, what did it look like, and what colours were used to make the web page?
• Did you like using the computer to find information?

Was it easy to find the Emily Carr At Home and At Work web site?