Data visualization and a post-digital approach to art education: an a/r/tography research

Abstract

The accumulations and gains that people define as knowledge consist of data and data sets. The most effective method used to better understand the data and highlight its effectiveness is to visualize the data. By using different visual expression languages, the data can be understood more easily and accurately. With the developing technology, the increase in the use of visual information systems has created new needs in visual culture communication. Visual arts education stands at an important point on how to use this constantly developing and changing information. The aim of this study is to think about the meaning of the word data visualization in the widest way and to experience, observe and offer solutions in the process of its integration into fine arts education with a/r/tography education and project-based learning model. This research was shaped by the data collected during the 16-week course with Anadolu University, Fine Arts Education Department 4th grade graphic design students in the 2021-2022 academic year. The participants in the research were 12 students who chose this course and agreed to participate, two field experts, the lecturer, and the researcher. In this research, document analysis, observations, video and audio recordings, student diaries, researcher diaries and semi-structured interviews were used as data collection tools, and the obtained data were analyzed using the descriptive analysis method. The results demonstrated that data visualization techniques effectively fostered a/r/tographic consciousness among students, enhancing their creative thinking skills in interdisciplinary contexts while promoting collaborative learning through group work. Through systematic application of descriptive analysis methods to semi-structured interviews, student diaries, and project documentation, we measured the development of a/r/tographic consciousness using a five-dimensional evaluation framework that assessed technical execution, creative interpretation, pedagogical potential, reflective practice, and theory integration. Students successfully developed and integrated their identities as artists, researchers, and teachers through progressive project-based learning experiences utilizing digital tools including Illustrator, Blender, Figma, Roblox and Arduino. Key findings showed improved visual literacy, enhanced problem-solving capabilities, and increased self-confidence among participants. Additionally, the integration of digital pedagogy into fine arts education facilitated innovative teaching strategies and provided students with valuable skills for navigating contemporary visual culture.