bjective is to have studnets become familiar with artistic movements and Emily Carr.

• Time: 1 hour each activity.

• Logistics: Classroom discussion and activity.

• Supplies: Recommended Learning Resources (p.39-42), The Picture Gallery (p.43-57), Movements of the 19th and 20th Century (p.37), Artists and Movements (p.31), Visual Arts Glossary (p.59-60), books with Emily Carr’s artwork.

Introduce Emily Carr for the first time to students with the Introduction to Emily Carr from the K-2 section. Use The Picture Gallery to introduce images of Emily Carr and her artwork.

• Ask students what they know about Emily Carr. Brainstorm ideas such as famous artist, had a monkey named Woo, born in Victoria, British Columbia, buried in Ross Bay Cemetery, friends with the Indigenous population, had a parrot, wrote many books, and is a famous Canadian historical figure.

Display a selection of art from a variety of artists that are identified in Artists and Movements, including Emily Carr. Display early and later artworks of Emily Carr. Have the students understand and define the different artistic movements of the 19th and 20th century using Movements of the 19th and 20th Century and the Visual Arts Glossary. Use Artists and Movements for examples of artists’ that are identified with these movements, including Emily Carr. Have students pull out dictionaries to identify movements where necessary.

Ask the students the following questions:

• To what types of artistic movements was Emily Carr exposed?

• What is Cubism? Impressionism?

• In what year was this painting created?

• Have students become familiar with Impressionist painters and artwork (Renoir, Manet, Monet, Degas).

• Do you think Emily Carr was influenced by any of the artistic movements of the 19th and 20th century to paint in the style in which she did.

• Do you notice a difference in her work from as a young woman to later years?

• Have students become familiar with Cubist painters and their artwork (Picasso, Braque).

• Have the students paint or draw a picture in a style similar to Carr’s.

• Have the students look at their painting or drawing that imitated Carr’s style.

• Then ask the students to paint or draw the same image again, in a different style, borrowing from the definitions of the Movements of the 19th and 20th Century.