Data Story Finding and Storytelling: Arts-Based Data Visualization in Art and STEM Classrooms

Click to increase image sizeClick to decrease image size

Notes

1 We underline the “A” to describe STEAM with a strong arts orientation.

2 We define data-inspired art as art that is inspired by the issues that underlie the data but not necessarily tethered to the data.

3 The hosting teachers primarily assisted with classroom management and content-specific instruction throughout the project, and after observing the data visualization instructional segments we taught, assisted students alongside us as they created their data visualizations.

4 We sourced data sets from a variety of online sources (e.g., https://www.epa.gov, https://www.aap.org, and https://www.tn.gov/environment.html).

5 Proportional reasoning describes the practices of simultaneously attending to multiple quantities, applying multiplicative comparisons or composed units, and connecting proportion as an equivalence of ratios (Ellis, 2013).

Additional information

Funding

The contents of this article were developed under a grant from the Department of Education (Grant Number S351A210007). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.

Notes on contributors

Amanda Galbraith

Amanda Galbraith, Postdoctoral Research Associate, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville in Knoxville. Email: [email protected]

Joy G. Bertling

Joy G. Bertling, Postdoctoral Research Associate, Department of Theory and Practice in Teacher Education, Assistant Professor of Art Education, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville in Knoxville. Email: [email protected]

Tabitha Wandell

Tabitha Wandell, Postdoctoral Research Associate, Department of Theory and Practice in Teacher Education, Graduate Research Assistant, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville in Knoxville. Email: [email protected]

Rita Swartzentruber

Rita Swartzentruber, Postdoctoral Research Associate, Department of Theory and Practice in Teacher Education, Graduate Research Assistant, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville in Knoxville. Email: [email protected]

Lynn Hodge

Lynn Hodge, Postdoctoral Research Associate, Department of Theory and Practice in Teacher Education, Department Head and Professor of Math Education, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville in Knoxville. Email: [email protected]