Through analyzes and demonstrations, students will develop their understanding of how society’s artistic expression reflects its culture. Using displays and creating artwork, students can identify with the contributions of the arts in shaping Canadian identity. By identifying the ways in which people preserve and transmit culture, students can understand events as part of a chronological series.

Having students work 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 demonstrates the effect culture has on the students’ own artistic choices.

In the later primary years, children begin to investigate career paths in technology fields, and examine possible career directions. By having students organize activities, time, materials, and resources, independently and in groups, they will build the confidence to work 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 when problem solving.

Review students’ responses to the display of art from a range of different artists including Emily Carr. Work with students to identify Movements of the 19th and 20th Century. Help students evaluate, as well as analyze what is going on in the painting. For example, to what extent the students are able to:

• Understand the name and definition of artistic movements Emily Carr was exposed to during her lifetime Determine students ability to notice the difference in Carr’s work from different time periods.
  
• Identify movements of the 19th and 20th century in art and use of vocabulary. Students’ ability to distinguish similarities and differences between several Canadian artists including Emily Carr and the Group of Seven.
  
• Evaluate ability to describe with accuracy and detail what images of Carr’s work reminds them of British Columbia. Look for answers that parallel British Columbia landscape, animals, Native totems and village sites.

o students have an understanding of how art can participate as a visual record of historic information. Are students aware that their experience in the world can influence their production of art? Ask students why they chose a particular scene, theme, person or object to paint. What significance do the images portray in their artwork. What artworks have students seen another person create, that influenced individual self-expression.

Do students have an understanding of history and how it can be recorded for future analysis? While students read or review Growing Pains, Carr’s autobiography, note students’ understanding and ability to describe a direct experience. Note the extent students are able to develop a timeline. Look for proper labelling, and use of chronological order. Note the extent the 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?
  
• Was it easy to find an artwork/artifact to discuss from the Emily Carr At Home and At Work web site?
  
• Did you like using the computer to find information?

Did the students record the information they found on the Collection Data page? Did students provide work co-operatively with others to acquire answers? Look for ability to distinguish similarities and difference between the two finding methods. Did students provide cohesive presentation of career goals? Did they provide an effective display in relation to the material presented? Was the display properly labelled in a clear and readable manner? Assess information presented (e.g. name, date, medium, location) for educational content. Note average duration of time that presentation held viewers attention.