The Case for Data Visualization in the Art Classroom

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Notes

1 Note that we did not engage students in using statistical software at any point in the curriculum. We do not see these software programs as necessary or even particularly efficacious for elementary art students’ creation of data visualizations inspired by contemporary art. For instance, the significant amount of time required to develop elementary students’ proficiencies with these programs would likely encroach on valuable opportunities for art engagement. Additionally, the structured formatting options statistical software packages tend to offer would likely limit the diversity and conceptual richness of data visualization forms. Despite our reservations about the use of existing statistical software programs with art students in the lower K–12 age span, we do see image-editing software as a potential ally for the creation of data visualizations across many K–12 art contexts. As these software programs can enable quick revisions to images and text, they can facilitate greater accuracy in data representation. Moreover, they can lend a level of professionalism to student products that can enhance their communicative potential. In future curricular iterations, we plan to explore the potential of image-editing software for these purposes.

Additional information

Notes on contributors

Joy G. Bertling

Joy G. Bertling, Assistant Professor, Art Education, Department of Theory and Practice in Teacher Education, University of Tennessee in Knoxville. Email: [email protected]. Website: www.joybertling.com

Lynn Hodge

Lynn Hodge, Professor, Mathematics Education, Department of Theory and Practice in Teacher Education, University of Tennessee in Knoxville. Email: [email protected]. Website: lynnliaohodge.com

Shande King

Shande King, Graduate Teaching Associate, Department of Theory and Practice in Teacher Education, University of Tennessee in Knoxville. Email: [email protected]