Students are directed to record their dreams (just after waking) for a week in a small note/ sketchbook kept by their bed. They then choose one of these to develop into a finished work using any materials they feel are appropriate.
Students are directed to record their dreams (just after waking) for a week in a small note/ sketchbook kept by their bed. They then choose one of these to develop into a finished work using any materials they feel are appropriate.

© 2007, Art Gallery of Greater Victoria. All Rights Reserved.

A watercolour painting of a scene from one of Emily Carr’s dreams.

A watercolour painting of a scene from one of Emily Carr’s dreams.

Emily Carr
Flora Hamilton Burns Bequest
c. 1924
Victoria, British Columbia, CANADA
AGGV 1989.037.002
© 2007, Art Gallery of Greater Victoria. All Rights Reserved.


"One thing I pay strict heed to, if you get a hunch about a work in a dream, try to follow it up."1

"Dream. The sky and the earth are one. The light pours down, is lapped up by the greatest sea and absorbed by the receptive earth. All runs through, all the same to express the oneness and allness. Moving, living, being together, to surround everything with atmosphere, to show the direction of its thought and growth, to show that thing coming and going, breathing thorough the object's life, to become part of it yourself and feel its life and growth as your own life and growth, and the sunshine and the night passing through you also, and the lift and lilt of praise pouring through, filtering and rising up again like a mist."2

"One thing I pay strict heed to, if you get a hunch about a work in a dream, try to follow it up."1

"Dream. The sky and the earth are one. The light pours down, is lapped up by the greatest sea and absorbed by the receptive earth. All runs through, all the same to express the oneness and allness. Moving, living, being together, to surround everything with atmosphere, to show the direction of its thought and growth, to show that thing coming and going, breathing thorough the object's life, to become part of it yourself and feel its life and growth as your own life and growth, and the sunshine and the night passing through you also, and the lift and lilt of praise pouring through, filtering and rising up again like a mist."2

1Susan Crean (ed.), Opposite Contraries – The Unknown Journals of Emily Carr and Other Writings, (Vancouver: Douglas & McIntyre, 2003), 70.

2Susan Crean (ed.), Opposite Contraries – The Unknown Journals of Emily Carr and Other Writings, (Vancouver: Douglas & McIntyre, 2003), 78.


© 2003, Douglas & McIntyre. All Rights Reserved.

Learning Objectives

Curriculum Link (BC) – English Language Arts; Social Studies; Visual Arts; Art Foundations; Information Technology 9/10

Learning Objectives:
· After reading various quotes from Carr’s novels and journals students will compare the themes, purposes, and appeal of different communications – biography, autobiography, journal, story etc.
· After reading the various quotes from Carr’s writings students will identify connections between their own ideas, experiences, and knowledge and a variety of literary and mass media works created by classroom, local, British Columbian, and international authors and developers from various cultural communities.
· Students will use their senses to perceive the world and respond to images and the ways in which they reflect the personal, social, cultural, and historical contexts in which they were created.
· Students will experience and analyze how the physical qualities of visual elements and principles of art and design are used to create effects and mood in representational and non-representational images.
· Students will examine the relationship between the use of particular image-development strategies and intended mood and message.
· Students will be able to describe the contributions that Emily Carr has made to the arts in Canada.
· This learning object will allow students to demonstrate their ability to use the Internet to access, capture, and store information.
· Students will use information technology tools to gather and organize information and produce documents.
· By interacting with this object students will demonstrate an awareness of the impact of electronic resources on education, careers, and recreation.

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