Produced with Scholar
Icon for TAB Studio

TAB Studio

Artists Use Data to Create Artwork

Learning Module

Abstract

Students collaboratively examine and respond to a body of contemporary artworks in order to explore the ways artists use data to make artwork. Using this knowledge, students will experiment, plan, and make their own artworks to express meaning relevant to a theme or idea. Students will engage in peer feedback during the art making process. Lastly, students will develop an artist statement to accompany their work and prepare both to display in an online portfolio. (Adapted from the Visual Arts Model Cornerstone Assessment.)

Keywords

TAB, art, data, contemporary

Learning Objectives

Before we begin, please take this brief survey.

Learning Objectives:

  • Students will collaboratively examine and respond to a body of contemporary artworks in order to make interpretations of meaning conveyed through such works. (VA:Re8.1.8)
  • Students will use knowledge gained to experiment, plan, and make their own artworks to express meaning relevant to a theme or idea important to the group.(VA:Cr2.3.8)
  • Students will provide feedback to each other to help them examine, reflect on, and plan revisions for a work of art in progress (VA:Cr3.1.8)
  • Students will develop an artist statement to accompany their work and prepare both to display. (Anchor Standard VA:Cn10/VA:Cr3.1.7/CCSS.ELA-Literacy.W.8.2)
  • Students will collaboratively plan and exhibit their work. (VA:Pr5.1.8)

Overview

For the Student

Welcome to the TAB studio!

TAB stands for Teaching for Artistic Behaviors. This method of teaching art focuses on developing the behaviors and thinking processes of artists rather than teaching art-specific skills like drawing and painting. While you may choose to develop those art skills, the primary goal of this TAB studio is to help you develop 21st century skills like critical thinking, communication, and collaboration, which you can apply to any career or future learning path.

In a TAB studio, we try to answer questions like--What do artists do? and How do artists think? While there are lots of answers to these questions, here are just a few:

  • Artists observe.
  • Artists generate ideas.
  • Artists solve problems.
  • Artists create original works.
  • Artists communicate.
  • Artists reflect.

​In this TAB learning module, we will explore one artistic behavior in depth:

You will begin by looking at several examples of contemporary artists who use data, or information, to create their artwork. As a group, you will explore how these artists address a variety of themes and ideas, using your discoveries to help generate an overall theme for a digital group show. You will then begin creating your own interpretation of the group theme, using data in some manner to create your artwork and writing an artist statement explaining the work's connection to the group theme. Lastly, you will present the individual works and artist statements in a digital group show.

For the Teacher

Why a TAB Studio?

Teaching for Artistic Behavior, or TAB, is a learner-centered pedagogy that encourages students to act and think like artists as opposed to teaching them to be artists. It's not a curriculum or a program, but rather a way of approaching art education. At the heart of TAB teaching is the creative process, a process that correlates to other areas of a student's life. What do artists do? How do artists think? By asking these questions, the TAB teacher works toward teaching potentially transferable behaviors--generating ideas, planning, experimenting with media, creating original works of art, reflecting, problem solving, revising, and presenting (Colombo, 2018).

In her TEDx Talk, Columbus Art Museum's Cindy Foley does an excellent job of explaining how teaching for creativity differs from teaching art.

Media embedded February 9, 2019

Foley looks at the behaviors of artists and pares creativity down to three essential habits:

1. Comfort with ambiguity

2. Idea generation

3. Transdisicplinary research

Arts advocates often argue about the importance of keeping the arts in schools. Foley reminds us the universal value is not necessarily in the arts per se, but in the underlying behaviors the arts can encourage. In a TAB classroom, students learn to be comfortable with ambiguity, they generate original ideas, and they conduct research across disciplines. Behaviors such as these encourage the development of the complex cognitive abilities so critical in the 21st Century, and they have nothing to do with teaching the color wheel or two point perspective (Burton, Horowitz, & Abeles, 2000; Hetland, Winner, Veenema, & Sheridan, 2013; Gardner & Winner, 2017).

For more information on the TAB classroom and its underlying learning theory, refer to  Teaching for Artistic Behavior (Colombo, 2018) in Scholar.

Learning Module Overview

This is one of several learning modules based on teaching the behaviors of artists.  This module--artists use data to create artwork--is intended for 8th grade students but can be modified to meet the needs of younger or older students.

Students will begin the learning module with a short, light-hearted survey, which will serve two purposes: 1) to help students get to know each other, so they will feel more comfortable sharing their art and 2) to show them the results of this data visually, thereby immediately demonstrating the power of visuals to communicate information. Once the results have all been entered, use a basic visual from Google Forms to show the information.

This learning module is based on the NCAS framework outlined in the Visual Arts Model Cornerstone Assessment for 8th Grade.

  • Students will collaboratively examine and respond to a body of contemporary artworks in order to make interpretations of meaning conveyed through such works. (VA:Re8.1.8)
  • Students will use knowledge gained to experiment, plan, and make their own artworks to express meaning relevant to a theme or idea important to the group.(VA:Cr2.3.8)
  • Students will provide feedback to each other to help them examine, reflect on, and plan revisions for a work of art in progress (VA:Cr3.1.8)
  • Students will develop an artist statement to accompany their work and prepare both to display. (Anchor Standard VA:Cn10/VA:Cr3.1.7/CCSS.ELA-Literacy.W.8.2)
  • Students will collaboratively plan and exhibit their work. (VA:Pr5.1.8)
National Core Arts Standards

National Core Arts Standards - Visual Arts

  • VA:Re8.1.8: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.
  • VA:Cn10.1.6a*: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.
  • VA:Cr2.3.8: Select, organize, and design images and words to make visually clear and compelling presentations.
  • VA:Cr3.1.8: Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
  • VA:Cr3.1.7*: Reflect on and explain important information about personal artwork in an artist statement or another format. (While this is a 7th grade standard, it is an opportunity to use writing in a real-world context. In addition, the Common Core Writing Standard applicable to this section would be CCSS.ELA-Literacy W.8.2. )
  • VA:Pr5.1.8: Collaboratively prepare and present selected theme-based artwork for display.

*This project incorporates two standards from previous grades. Because art classes often meet less frequently than core classes, it would not be unusual for an 8th grade student to still be developing in these areas. In addition, generating ideas and writing artist statements are real-world practices that continue regardless of grade.

Below is a rubric used to assess the various components of this learning module. Students will also receive a copy of this at the start of the module.

Learning Module Assessment Rubric

 

1. Responding

 

National Core Arts Standards for Visual Arts

 

1.1 Information is Everywhere

 

 

For the Student

We are living in the age of information. With every click on a screen and "like" on Instagram, we are creating a seemingly endless trail of data. It would be impossible for one human to make sense of it all. That said, many contemporary artists are trying to do just that by turning this information into artworks we can see, touch, and even hear.

Media embedded February 9, 2019

Make an Update: Upload your favorite David McCandless infographic from the more than 600 found on his website. Describe the subject matter and/or theme of the infographic and how it visually communicates information. Include visual elements such as color, scale, font, etc. Armstrong (2018) offers a quick refresher on the elements of art and principles of design for those who might need it.

Comment: Make a comment on three of your classmates' updates. 

For the Teacher

In this section, students will look at the prolific work of the well-known information designer, David McCandless. They will then select and upload their favorite, describing its subject matter and/or theme, how it uses these elements of art and design to visually communicate information. Students will also be asked to comment on three of their peers' updates. (VA:Re8.1.8)

 

Visual Arts Standard(s)

VA:Re8.1.8: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

1.2 Small Data Art

For the Student

While David McCandless uses large data sets to create his works, information really is everywhere. Sometimes, it's right in front of us. Giorgia Lupi and Stefanie Posavec have collected information from their daily lives and turned it into art. 

Media embedded February 17, 2019

Through the process of observation and visual documentation, Lupi and Posavec were better able to understand themselves and each other. In 2016, the Dear Data project was acquired by the Museum of Modern Art in New York. 

Sometimes, an artist chooses to narrow the information down to one single data point. In his work, Hide/Seek: "Untitled" (Portrait of Ross), Felix Gonzalez-Torres uses the weight of his partner to create a conceptual portrait.

Media embedded February 17, 2019

Update: Giorgia Lupi and Stefanie Posvec began their Dear Data project by collecting information about their basic daily actions, such as how many times they checked the time throughout the day. Select one aspect of your daily life that you can count, or measure (and that's school appropriate.) Create a 2D or 3D visual (by hand or using technology to communicate that information. Post it in an update and explain your work.

For the Teacher

This section is intended to introduce students to the concept of quantifying information. Following Bronfenbrenner's socioecological model of development, students will start quantifying information at the individual level and move outward from there.

Bronfenbrenner's socioecological model in Huitt (2012)

Students will watch videos about the small data art of Giorgia Lupi/Stefanie Posavec and Felix Gonalez-Torres. Using these works as models, Students will select one quantifiable aspect of their daily lives (that's school appropriate). They will then create a 2D or 3D visual (by hand or using technology) to communicate that information. They will post it in an update and explain their work.

Visual Arts Standard(s)

VA:Re8.1.8: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

 

1.3 Map Art

For the Student

In the 21st century, maps have become more sophisticated, including interactive options that can provide us with a variety of information in visual form. You can visualize the range of the cheetah, for example, at the National Geographic interactive mapmaker or search your address to visually identify the indigenous people who have inhabited that land at Native-Land.ca. In the following video, Timandra Harkness shares some examples of a new way of creating art using mapping.

Media embedded February 15, 2019

Strava art has been meticulously created, street by street, by cyclists all over the world.

Laurie Frick also uses self-tracking data to create works of art that use mapping.

Media embedded February 15, 2019
 
 
From FRICKbits Kickstarter campaign

You can learn more about her FRICKbits app here and here. In addition, you can download or clone the opensource iOS app for free at Github.

Both the Strava artists and Laurie Frick use location data collected from a cell phone to make art. Frick tells us, "It's your data. Take back your data." 

Explore the following interactive article from The New York Times. Find out who is collecting your data and what that data can reveal about you.

Make a Comment: What are some of the benefits and drawbacks of having our cell phones collecting our location data at all times? Who is collecting that data? Who owns that data?

For the Teacher

Students will view the works of Strava artists and Laurie Frick to see ways people have used self-tracking data to make art. They will also be asked to explore the New York Times interactive piece on the dangers of cell phone location data. Students will be asked to make a comment on the pros and cons of having our cell phones constantly collecting location data.

This section could easily become part of an interdisciplinary unit with ELA, math, and/or social studies. In addition, this module focuses on contemporary artists, but there are also some great examples of people who have made excellent, thought-provoking visualizations of information, including Florence Nightengale and W.E.B. DuBois.

​

Visual Arts Standard(s)

VA:Re8.1.8: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

1.4 Text Art

For the Student

Some artists find inspiration in literature and even language itself. In Writing without Words, Stefanie Posavec takes the entire text of a novel (On the Road by Jack Kerouac), sorts and codes it by hand, and then creates an art piece. 

Posavec describes the labor-intensive process she uses to create works of art with language and math. 

Comment: Posavec mentions that she is working with data from things she loves, like grammar, favorite books, and even math. List one area of interest you have and discuss how you might quantify some part(s) of it to make art. 

 

 

For the Teacher

In this section, students will see the work of Stefanie Posavec, who in addition to her work with Georgia Lupi, creates art based on quantifying things she loves. Students are asked to list an area of interest and discuss how one might quantify it. While this section is devoted to text art, students' ideas could be in a range of areas. The purpose of viewing all these works is to help students generate their own ideas for making art based on information.

Examples:

  • A student may like the work of a particular musician. They might count the number of albums this musician has made, the number of songs on each album, the number of words in a song, or even the number of times a particular word appears.
  • A student might like a particular manga character. They might count the number of times that character appears on a page in a book or books in a series.
  • A student might like basketball. They might use the stats taken at their most recent game.

In cases where counting becomes especially challenging, students might need or want help from technology. Many will likely be familiar with text cloud generators like Tagxedo or Wordle. If not, this may be a good time to introduce individual students to these free online programs. Voyant will be introduced later in the Digital Media Boot Camp; however, if it would serve a student best at this time, you might introduce it to them.

 

Visual Arts Standard(s)

VA:Re8.1.8: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

VA:Cn10.1.6a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.

1.5 Sound Art

For the Student

Some artists use data and convert it into sound art. 

Hatnote, for example, designates certain sounds for each addition or revision to Wikipedia and plays the entire composition in real time.

Screen Shot from Hatnote

While in graduate school, Alexandra Pajak devised a project similar to Hatnote, in which she attached sounds to data. In her project, however, Pajak used the entire genetic code for the AIDS virus.

Musical Notation for Postlude from Sounds of HIV by Alexandra Pajak (Taylor, 2010)

Read about how Pajak created the piece at this article in The Huffington Post. Then, listen to at least one sample from the 52 minute album titled, Sounds of HIV. 

Comment: How does the choice of sounds affect the mood in both of these works?

 

Musican and naturalist, Bernie Krause, creates what he calls "soundscapes," in which he gathers the sounds of nature and compiles them into collective pieces of specific habitats.

You can hear some of the sounds Krause has collected on his Wild Sanctuary website. On the main page, you can select a variety of soundscapes and then simultaneously view the habitat that produced those sounds.

In a collaboration with Matthew Clark and United Visual, Krause's soundscape data has been converted into an installation-sized visual work. You can watch a brief discussion of the project below. (The introduction is written in French, but the video is in English.)

Media embedded February 19, 2019

Comment: Take a short sound walk in a nearby location (home, school, grocery store, etc.) Document your location and time of day. Make a list of the sounds you hear and post that information here.

For the Teacher

In this section, students will look at works of art that involve turning data into sound art (Haptik and Pajak) as well as collecting sounds data and turning that into art (Krause). Students will be asked to respond to  the Haptik and Pajak works, noting how the choice of sounds can affect the mood. After a brief introduction to the concept of "soundscapes" and viewing a video on the artistic collaboration between Bernie Krause and United Visual, students will have the opportunity to go on their own sound walk. They will document their location, time of day, and the sounds they hear. This will help students consider a variety of media when it comes time to create their data-based artwork.

This section could easily be part of an interdisciplinary unit with math, science, music, ELA, and/or social studies.

 

Visual Arts Standard(s)

VA:Re8.1.8: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

 

 

 

 

1.6 Three Dimensional Art

For the Student

 

Media embedded February 17, 2019

Comment: How does Nathalie Miebach use mathematics, science, and music to create a three-dimensional work of art?

 

Media embedded February 17, 2019

You can learn more about Jer Thorpe's We Were Strangers Once Too at his web page.

Comment: How does Thorpe use scale and location to communicate data in We Were Strangers Once Too?

For the Teacher

In this section, students will examine the three dimensional works of Nathalie Miebach and Jer Thorpe. Students will be asked to discuss how Miebach uses math, science, and music to create a three dimensional artwork and will comment on Thorpe's use of scale and location. These questions are designed to encourage students to consider showing data three dimensionally and to consider scale and location in their own final pieces. 

One point to note to students is Miebach's use of basket reeds to make up a coordinate plane/grid system. Students might decide to use reeds as Miebach has done, or they might use weaving, string art, or some other method of recreating a coordiante plane. They would then use this to plot their data. This would be an excellent interdisciplinary link with math.

 

Visual Arts Standard(s)

VA:Re8.1.8: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

2. Connecting and Creating

 

National Core Arts Standards for Visual Arts

2.1 Digital Media Boot Camp

For the Student

In this section, you will have an opportunity to experiment with and consider a variety of media as you prepare to create a work of art using information. Once you have played with some possible digital options, you will have a better idea about which medium will work best. Since the digital world is constantly changing, feel free to experiment with a digital tool that isn't listed here. In the end, the choice of medium for your artwork (digital or more traditional) is yours.

Voyant is an online text visualization tool. 

Ease of Use: Easy

 

Strava is a free app that uses location data to track your running or cycling route.

Ease of Use: Easy

Tableau is one of the more popular data visualization tools being used right now. Access to Tableau Public is free. 

Ease of Use: Takes some practice

 

Google Forms and Google Sheets can be used to create simple visualizations of data. If you have a Google account, you have access to both of these free programs. Google has lots of tools you might want to use as you're making your artwork, including Google Charts, which can be linked to data you enter in Google Sheets. Another example is Google Trends, where you can see what people all over the world are searching on Google in real time. 

Ease of Use: Easy with a little practice

 

Datawrapper is a free German data visualization tool that allows you to create charts and maps. It was made for journalists to quickly create visualizations, so it's not too difficult.

Ease of Use: Easy 

 

Piktochart is an infographics creator, similar to Canva.  

Ease of Use: Easy with a little practice

Update: Experiment with the digital tools in this bootcamp or ones you have found elsewhere. Post an example of something you made using a digital tool. It doesn't have to be particularly involved. This is just to practice.

For the Teacher

In this section, students will test out some digital media options and share their experiences. This is not meant to be an exhaustive list of potential tools, since digital media changes so quickly. They may use whatever medium they choose for their final artwork; however, they should experiment with some that may be less familiar to them.

 

  1. Students review what they have learned about contemporary artworks and contemporary artistic practice.
  2. Students discuss themes and ideas they might explore in their own artworks, focusing on what they believe is important to them as a group.
  3. Students generate ideas for individual artworks that reflect on and reinforce a collaboratively chosen theme or idea.
  4. Students discuss and demonstrate how they might incorporate methods used by contemporary artists as they shape their investigations.
  5. Students visually and/or verbally document the process of generating ideas for their artworks.

Visual Arts Standard(s)

VA:Cn10.1.6a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.

2.2 Planning

For the Student

Group Theme

You have had a chance to explore a variety of ways artists are using data, or information, to create works of art. Now, it's your turn! Since you will be showing your work as a collective group, it will be helpful to unify your individual works with one common theme or concept.

Comment: List two to three possible themes or concepts you might be interested in using as a way to unify the individual artwork in this group show. Enter them into this Google Form.

When the infomation has all been entered, you will examine the results as a group and decide on your theme or concept.

 

Individual Ideas

Comment: Generate some ideas for your own possible artworks related to the group theme. When you have determined a general plan, submit it to this Google Form. You are always welcome to change your plan as needed. Please also document the materials you need and any instruction or direction you may need from me.

For the Teacher

Experiment/Imagine/Identify

  1. Students review what they have learned about contemporary artworks and contemporary artistic practice.
  2. Students discuss themes and ideas they might explore in their own artworks, focusing on what they believe is important to them as a group.
  3. Students generate ideas for individual artworks that reflect on and reinforce a collaboratively chosen theme or idea.
  4. Students discuss and demonstrate how they might incorporate methods used by contemporary artists as they shape their investigations.
  5. Students visually and/or verbally document the process of generating ideas for their artworks.

Group Theme/Idea Development

The students will enter 2 to 3 possible themes or concepts for the group show into a Google Form. This data will be collected, visualized, and returned to the group to use in a collaborative discussion, which will ultimately result in the determination of the theme/concept for the group show.

 

Visual Arts Standard(s)

VA:Cn10.1.6a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.

VA:Cr2.3.8: Select, organize, and design images and words to make visually clear and compelling presentations.

2.3 Peer Feedback

TAG Peer Feedback Form

 

For the Student

Part of working in a TAB studio is learning to give and receive constructive feedback. As you are working on your piece, ask two peers (whose opinions you respect) to give you some feedback.

Update: Upload a photo of your work in progress. Ask two peers to offer you feedback using the TAG Peer Feedback Form. Reflect on the feedback they have given you and submit the completed TAG form.

TAG Peer Feedback Form

 

For the Teacher

Students will engage in at least one peer feedback experience while they are making their artwork. They will upload a photo of their work in progress and have at least two peers provide feedback using the TAG Peer Feedback Form attached. Students are assessed on their reflection of their own thinking. The rubric is included on the TAG sheet (which serves more than one grade level).

TAG Peer Feedback Form

.

Visual Arts Standard(s)

VA:Cr3.1.8: Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.

2.4 Artist Statement

Artist Statement Graphic Organizer

 

 

 

 

For the Student

Please complete the attached Artist Statment graphic organizer. Then, type it into this digital platform to accompany your artwork.

Artist Statement Graphic Organizer

 

For the Teacher

Students will use the Artist Statement graphic organizer to complete an artist statement. They will then transfer this information to this online platform to accompany their artwork.

  • Students reflect upon and use art vocabulary to write about their artistic decisions in terms of ideas and how their ideas reflect or reinforce the collaboratively chosen theme or idea.
  • Students reflect upon how they incorporated processes from contemporary artistic practice and how they experimented with alternate ways of working.
  • Students reflect upon the characteristics of quality specific to the artwork and explain how they were used to make revisions.
Artist Statement Graphic Organizer

Visual Arts Standard(s)

VA:Cr3.1.7: Reflect on and explain important information about personal artwork in an artist statement or another format.

3. Presenting

National Core Arts Standards for Visual Arts

 

3.1 Presenting

For the Student

Update: Please upload a digital image or video of your completed artwork. Include a presentation-ready, typed artist statement.

For the Teacher

Students will upload digital images or videos of their completed artwork. They will also attach presentation-ready, typed versions of their artist statements to accompany their work.

These works and artist statements can also be uploaded to an online digital portfolio, such as Artsonia or Seesaw.

 

Visual Arts Standard(s)

VA:Pr5.1.8: Collaboratively prepare and present selected theme-based artwork for display.

References

Armstrong, E. (2018). Elements of art & principles of design. SlidePlayer. https://slideplayer.com/slide/13295216/

Colombo, J. (2018). Teaching for Artistic Behavior. Scholar work.

Friendly, M. (2006) A brief history of data visualization. In Handbook of Computational Statistics: Data Visualization. http://datavis.ca/papers/hbook.pdf

Huitt, W. (2012). A systems approach to the study of human behavior. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. http://www.edpsycinteractive.org/materials/sysmdlo.html

McCandless, D. http://davidmccandless.com  

Taylor, R. (2010, November 1). DNA music, the sounds of HIV. Mary Meets Dolly. http://www.marymeetsdolly.com/blog/index.php?/archives/988-DNA-music,-the-Sounds-of-HIV.html

Valentino-DeVries, J., Singer, N., Keller, M., & Krolikdec, A. (2018, Dec 18). Your apps know where you were last night, and they're not keeping it secret. The New York Times.