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Vol. 43, No. 1, Summer 2017
Born Digital Issue

 
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Artistic Data Visualization and Assessment in Art Education

Pamela G. Taylor
Virginia Commonwealth University

 


 
Figure 1
Figure 1. The eLASTIC links were depicted as lasers (color-coded according to student specified paths such as technique, idea, social issue, and/or context).
 

 
Figure 2
Figure 2. . eLASTIC overhead view looked much like a map of student connections (learning).
 

 
Figure 3
Figure 3. Students used their journals to plan art activities with their mentees. Reflection included realizations of their young students' attentions spans, as well as the importance of flexibility in teaching.
 

 
Figure 4
Figure 4. Scaffolding forms reflect the mentor’s consideration of more structure in her plans and work with her mentee. She writes notes to herself in a somewhat coded fashion—text is written sideways and served as reminders of the journaling topics.
 

 
Figure 5
Figure 5. Student journal interpretation on Google slides using color-coded based upon: reflections to class work/discussions/readings/topics; visually and metaphorically cohesive and understandable; and ideas and future plans as a teacher/leader.
 

 
Figure 6
Figure 6. Highlighted areas represented specific focus sets in colorized circles.
 

 
Figure 7
Figure 7. Shining bubbles highlight specific areas of the journal entries where students connected their service-learning experiences with class work/discussions/readings/topics.
 

 
Figure 8
Figure 8. A student created this critically reflective data visualization of her service-learning experience by combining images from her journal into a collage and re-presented them using saturation to reflect: 1) her vivid use of visual metaphors; 2) typical amount of links to class work/discussions/readings/topics; and 3) links with her vague and somewhat skeptical ideas and future plans as a teacher/leader.
 

 
Figure 9
Figure 9. One art education student designed her visualization to depict not only what the data revealed, but what she personally aspired to become—a community-centered teacher.
 

 

 
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