Curriculum 8740

Touchstone lesson plan

Emily Pfaff

Touchstone Project
Grade Level - 2nd- adaptable for all grade levels
National Visual Art Standards VA:Cr2.2.2a - Demonstrate safe procedures for using and cleaning art tools,
equipment, and studio spaces.
VA:Cr3.1.2a Discuss and reflect with
peers about choices made in creating artwork.
VA:Pr6.1.2a - Analyze how art exhibited inside and outside of schools (such as in
museums, galleries, virtual spaces, and other venues) contributes to
communities.
VA:Cn10.1.2a -Create works of art about events in home, school, or community
life.

Local1.3 I can use balance in art

2.1 I can make a plan to make my art.
Summary- The students will create a Touchstone that represents Shull Elementary.
Big Idea- Legacy, Community
Essential Questions1. What is Legacy? How can we as Artist leave a Legacy for Shull Elementary?
2. What is Community? How can we build our community at Shull?
3. How does Yayoi Kusma build community?
4. How does Donald Lipski project represent a legacy for indianapolis?
5. What does Cathy Salsers Touchstone project represent?
6. What would our touchstones look like?
Goal/Objectives1. The student will be able to make a plan of their touchstone.
2. The student will be able to use balance when creating their art.
3. The student will be able create a touchstone that represents Shull Elementary.
4. The students will create an art piece that leaves behind a legacy.
5. The student will be able to build a sense of community.
Exemplary Artists1. Yayoi Kusama- The Obliteration Room Community artist
2. Donald Lipski - Legacy Artist
http://www.donaldlipski.net/the-tent/jzkidhw9vnn8w1vspl0y1ircvzjbb7
3. Cathy Salser- Touchstone lead artisthttps://awbw.org/exhibits/touchstones/

VignetteA. Lesson Introduction:

Use the slideshow
https://docs.google.com/presentation/d/1skvvPn4dxlWoVoTytZ7QpQNIcQoWyf2iVHKuDc8x
N08/edit?usp=sharing to walk the students through the touch stone project. State the
learning targets at the beginning of the lesson. Students will talk with their table partners to
answer What is legacy? Students will write their answer on a sticky note and place it on a
anchor chart paper that says What is legacy? After completing the sticky note exercise the
teacher will read off what legacy is. As a class we will come up with one cohesive definition
of legacy. Students will repeat this process for What is community? this time students will
place sticky notes on a anchor chart that says What is community?
B. Artist introduction:
Show Donald Lipski- The Tent http://www.donaldlipski.net/thetent/jzkidhw9vnn8w1vspl0y1ircvzjbb7 optional show video of the tent
https://www.youtube.com/watch?v=JZWcDPLnQ5g Discuss work then ask How does
Donald Lipski project leave a legacy for Indianapolis?
Show Yayoi Kusama- The Obliteration Room. Discuss work then ask How does
Yayoi Kusama art relate to community?
Introduce Cathy Salser- https://awbw.org/exhibits/touchstones/ Touchstone lead artist.
Discuss work then ask What does Cathy Salser Touchstone project represent?
C. Brainstorming collaboratively:
Pass out sticky notes to students. Ask students After learning about three different artist
how can we use what we learned to create a legacy for Shull? A community at shull? Jot
down student ideas on a paper. One of the ways we will work on creating a legacy for Shull
that establish a sense of community is through the touchstone project.
D. Creating:
Students will first create a plan of their touchstone. The touchstone should represent Shull
Elementary. It could include words, images or both. To help students come up with a idea
you could say What is one word that describes Shull. What is one word that describes
your experience at Shull. Remind students that this piece is for the community and that it
should be a legacy piece. Demo stone making process. Pass out stones and paper. Have
students trace and then cut out the stone. Students will then choose one of their plans and
create the image on cardstock. Using Clear tacky glue students will adhere their art onto the
stone. Students can use any supplies under the material section of this plan. If they would
like to use a different material they can come talk you about it.
E. Presenting touchstones:
Students will publish their touchstones on their digital portfolios. With publication they will
write a artist statement. Students will be able to visit each others online portfolios and give

each other feedback. I will take pictures of students stones and place online on the art
legacy website/ art room website. Students will make multiple touchstones. They will keep
one for themselves and the other will be given away at the artnight.
MaterialsGlass stones
Card Stock
Clear Tacky Glue
Sharipes
Paint
Sticky notes
Colored Pencils
https://www.youtube.com/watch?v=JZWcDPLnQ5g - The Tent video
https://awbw.org/exhibits/touchstones/ - touchstone website with slide showl
http://www.booooooom.com/2012/01/04/the-obliteration-room-by-artist-yayoi-kusama/ The Obliteration Room
http://www.donaldlipski.net/the-tent/jzkidhw9vnn8w1vspl0y1ircvzjbb7 - Lipski Tent website
https://docs.google.com/presentation/d/1skvvPn4dxlWoVoTytZ7QpQNIcQoWyf2iVHKuDc8x
N08/edit?usp=sharing
(Students can choose other supplies)
Assessment-

1.4 I can apply

media completely to
a defined area using
even strokes in
drawing/painting.

I can apply
media.

2.1 I can make a plan I can create

to make art.
art from a
given
subject.

I can apply
media to a
defined
area with
uneven
strokes.

I can apply media

completely to a
defined area using
even strokes in
drawing/painting.

I can use multiple

drawing/painting
tools to completely
fill an area.

I can
generate an
idea for
making art.

I can make a plan

to make art.

I can identify
multiple
solutions for
my art.