Class 1: Once the project guidelines have been explained, students read and study the text related to the theme of Memory found on the EducArt platform. Students then share their appreciation of the work on the platform. Afterwards, they watch a video featuring Signy Sheldon and Claire Beaugrand-Champagne. They explore the timeline on the EducArt platform.

Class 2: Students identify the works by century. In a group, they place the EducArt works on the timeline by century.

Class 1: Once the project guidelines have been explained, students read and study the text and view the works related to the theme of Memory found on the EducArt platform. Students then share their appreciation of an artwork on the platform. Students respond to guiding questions. Afterwards, they watch a video featuring Signy Sheldon and have a group discussion about the video content. In smaller groups, they share their appreciation of the work Young Girls Dancing around an Obelisk by Hubert Robert.

Class 2: Students study fossils and their origins; the theory of evolution; natural selection. In a group, they explore what might have triggered natural evolution and how an individual can leave a full and faithful trace of itself behind.

Class 3: In smaller groups, students find the evolutionary triggers in each of the artworks related to the theme of Memory on the EducArt platform. They observe and identify the changes related to the terrestrial home environment found in these artworks.

Class 4: Students reflect on how humans have evolved over 2,000 years. They note the changes that may have caused this evolution. They put forward a hypothesis to explain this evolution.

Class 5: Students write out their hypothesis and present the work orally.

Class 1: Once the project guidelines have been explained, students read and study the text and view the works related to the theme of Memory found on the EducArt platform. Students then share their appreciation of an artwork on the platform. Afterwards, they watch a video featuring Signy Sheldon. The students complete a heuristic diagram on the theme of Memory and share their answers with the group.

Class 2: To understand the life cycle, students observe a beetle larva metamorphosing into a pupa. Students learn about the parts of the brain responsible for positive and negative emotions and memories. Students write about a sad memory and a happy memory. They then share their memories with the group, relating them to the parts of the brain that have been identified.

Class 1: Once the project guidelines have been explained, students read and study the text related to the theme of Memory found on the EducArt platform. Afterwards, they watch a video featuring Élaine Labrie. They explore the timeline, locating the artworks on the EducArt platform.

Class 2: Students study Roman numerals and discuss the centuries. In a group, students identify the works by century and place the EducArt works on the timeline.

Class 1: Once the project guidelines have been explained, students read and study the text and view the works related to the theme of Memory found on the EducArt platform. Afterwards, they watch a video featuring Signy Sheldon. The students complete a heuristic diagram in French on the theme of Memory.

Class 2: Using the diagram, students make a list of words that could help to describe two memories related to the theme. They write a poem in French describing these memories. They make a poster incorporating the poem neatly written out. They then present the poster to the class.

Class 1: Once the project guidelines have been explained, students review the text and works related to the theme of Memory found on the EducArt platform. As a group, they discuss the video content. Students then share their appreciation of the work To the War Dead – Pietà by Hébert-Stevens workshop.

Class 2: Students learn about the history of the craft of the glazier. Taking their inspiration from stained glass windows, students draw a sketch depicting a memory.

Class 3: Students take part in a creative session. They produce a finished work using the various mediums of their choice. Once done, they affix their final drawing to a sheet of acetate to create a stained-glass effect, and to another to create additional motifs and achieve transparent effects.

Class 4: Students share their appreciation of the work In Memoriam I and II by Elisabeth Frink. They trace the profile’s silhouette. Then they cut the silhouette out and glue it to the paper supporting the stained glass drawing.

Class 5: Students take part in a creative session. They move on to collaging and incorporating all the elements developed in the other subjects. They complete the final work by adding the poem written in French class, the keywords from English class and Arabic and Roman numerals.

Class 1: Once the project guidelines have been explained, students read and study the text and view the works related to the theme of Memory found on the EducArt platform. Afterwards, they watch a video featuring Signy Sheldon. The students complete a heuristic diagram in English on the theme of Memory.

Class 2: Using the diagram, students make a list of words that could help to describe two memories related to the theme. They write three sentences describing these memories and then read and/or explain them to the class.