Project Touchstone

Emily Pfaff
Curriculum 8740

Legacy- What we will leave behind.

Big Idea:

Community- Building a sense of togetherness with the people around us

Key Concepts
Students will know the meaning of Legacy and Community
through learning about different artist and creating
touchstones that represent Shull Elementary.

Essential Questions
1.
2.
3.
4.
5.
6.

What is Legacy? How can we as Artist leave a Legacy for Shull Elementary?
What is Community? How can we build our community at Shull?
How does Yayoi Kusma build a sense of community?
How does Donald Lipski project represent a legacy for indianapolis?
What does Cathy Salsers Touchstone project represent?
What would our touchstones look like?

OBjectives
1.
2.
3.
4.
5.

The student will be able create a touchstone that represents Shull

Elementary.
The students will create an art piece that leaves behind a legacy.
The student will be able to build a sense of community.
The student will be able to make a plan of their touchstone.
The student will be able to use balance when creating their art.

New knowledge

Students will learn about

three different artist.
They will understand the
meaning of Community and
legacy. Students will know
how to make a touchstone.

Standards
National Visual Art Standards -

Local1.3 I can use balance in art

2.1 I can make a plan to make my art.

Sticky Note
Students will work in groups to define Legacy and community.
They will then stick the definition to the anchor chart
Legacy and Community. As a class we will then come up with
a collective definition of Legacy and Community.

Yayoi Kusama- The Obliteration Room

Yayoi Kusama- The Obliteration Room, a brilliant installation by Yeyoi Kusama. The Queensland Gallery
of Modern Art was made to look like the interior of an Australian home, only everything was painted
completely white. Over the course of two weeks, children were given thousands of coloured stickers and set
loose on the gallery space.

How does Yayoi Kusma build a sense of community?

How does Yayoi Kusma build a sense of

community?

Donald Lipski

The Tent
http://www.donaldlipski.net/thetent/jzkidhw9vnn8w1vspl0y1ircvzjbb7
1.

How does Donald Lipski project represent a legacy for

indianapolis?

Cathy Salser
Cathy Salser

After viewing the artists has your definition of Legacy and Community changed?
What does Cathy Salsers Touchstone project represent?
What would our touchstones look like?
How would you create a touchstone that represents Shull Elementary.

Students will make a plan of their touchstone.

Students will create

Touchstones using
cardstock, a dragon tear
and tacky glue. To create
the image students can use
markers, crayons, colored
pencils or paint. If a
student has a different
supply in mind they can
use that too after talking
to the instructor.

Assessment
1.3 I can use
balance in art.

I can use balance

in art.

I can explore
different types of
balance (radial,
informal, etc.)

2.1 I can make a plan

to make art.

I can make a plan

to make art.

I can identify
multiple
solutions for
my art.

Presenting
Students will publish their touchstones on
their digital portfolios. (Aka Google slides)
With publication they will write an 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.

Teacher reflection
This Curricular design fosters skills for the conceptual age
by using using Daniel Pinks senses of Design, Story,
Symphony, Empathy, and Meaning. Through these senese and by
looking at current artist students are able to gain an
understanding for our visual culture. Students are Designing
a touchstone that helps tell a Story of what Shull
Elementary represents. Students are able to feel empathy for
each other by creating this piece thats meaning represents
the memories of Shull. All of their pieces combined create a
Symphony. Students are able to share their story across
grade level through digital portfolios. Ultimately the
students are making art that will help heal their souls.

References
Touchstone A creative Journey. (n.d.). Retrieved June 21, 2016, from https://awbw.org/exhibits/touchstones/
J. (n.d.). Yayoi Kusama. Retrieved June 21, 2016, from http://www.booooooom.com/2012/01/04/the-obliteration-room-by-artist-yayoikusama/
Hyland-Lipski, J. (n.d.). The Tent. Retrieved June 21, 2016, from http://www.donaldlipski.net/thetent/o18p2qiudv5l3jpchpmmz66n2v9mgx
National Coalition for Core Arts Standards (2014) National Core Arts Standards. Rights Administered
by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalartsstandards.org
all rights reserved. - See more at: http://www.nationalartsstandards.org/credits#sthash.BDimhHBF.
dpuf
Pink, D. H. (2005). A whole new mind: Moving from the information age to the conceptual age. New York: Penguin Group.
Lipski, D. (2008). THE TENT, Donald Lipski, Indy 500F Festival. Retrieved June 21, 2016, from https://www.youtube.com/watch?
v=JZWcDPLnQ5g
T. (2012). Yayoi Kusama. Retrieved June 21, 2016, from https://www.youtube.com/watch?v=rRZR3nsiIeA
T. (2012). TateShots: Kusama's Obliteration Room. Retrieved June 21, 2016, from https://www.youtube.com/watch?v=-xNzr-fJHQw