Through discussion and presentation, students will demonstrate their understanding of how images and objects are influenced by the times, places, and cultures of the people who created them. By allowing students to compare events in history to the present day, children can analyze the effect that people have in preserving and transmitting culture. By interacting with several forms of past and present technology formally, students acquire fundamental skills in handling information technology tools. This will increase student’s ability to work co-operatively with others, and promote cohesive interaction with others.

Review student’s responses to the display of two different pieces of art by the same artist. Work with students to express possible purposes for creating each piece. Remember Emily painted things she liked. For example, to what extent the students are able to:

• Analyze ability to express individual ideas and feelings of the content of the painting.

• Determine which features or objects are most important or prominent in the images discussed.

• Understand how images used by an artist help in recording personal history for people to analyze in the future.

• Identify possible purpose or reason for the creation of given images.

• Understand how the development of an individual can contribute to the expression of different images.

• Understand that the history of art is central to the development and expression of cultural identity.

hile students are working with a computer, assess their knowledge of the basic care and handling of technology tools, and their ability to follow a sequence of steps to perform a task using information technology tools.

Assess students’ use of appropriate terminology when using information technology tools and 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:

• Is the place you live in built like Emily Carr’s house?

• What features distinguish your house from Emily’s?

Can students replicate with accuracy and detail their representation of Emily Carr’s house? What does a Victorian house look like? Is it drawn accurately?

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

• Have you used information technology tools before and for what information did you search?

• What search words did you use to find the Emily Carr At Home and At Work website, without using the URL?

• Did you access the main page of the Emily Carr website, 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 website?