“I appreciate everyone's care and thoughtfulness in their presentations. I am really impressed with these opportunities for our young artists to be diving into art with depth and breadth.” (Julie Palkowski April 9, 2020)

“Great point about data being media - whether pixel or pigment. And of course it can be manipulated to express and communicate. Plenty of examples showing how different thinking strategies are applied here - metaphor (‘transform’), analogy (‘translate’) etc.” (Graeme Sullivan, April 9, 2020)

“Many opportunities for collaborations across disciplines with teachers of other subjects are possible. Have any of you worked with a social studies or literature or literacy teacher, for example, to create integrated goals + projects?” (Mariani Lefas-Tetenes, April 9, 2020)

“When I taught middle school I would have 6th graders create a piece of art where symbols were assigned to identifying characteristics - silly things like how many siblings a student had, how many places they have lived - it was a great way for students to get to know each other in their first year of middle school and a way for me to get background data on the students.” (Lora Durr, April 9, 2020)

“The concept map is indeed fantastic for students who need to see the whole process.” (Julia Nelson, April 9, 2020)

“This [webcast] has been excellent. It makes me wonder how we might individually and collectively use data visualization in advocacy for arts learning for students.” (Amanda Galbraith, April 9, 2020)

“Layering meaning is a great way to think about it.  When I asked my students to collect some kind of data from their own lives, they also had to think about how they could present what they learned…and in the process, began to see something new about themselves.” (ulie Van Dewark, April 9, 2020)

Data visualization “can be a great way to introduce symbolism in art as well.” (Jodi Aker, April 9, 2020)

“I wonder if data visualization could also be a great way to make some of the conversations around data/privacy more accessible to younger audiences, too. And encouraging young folks to collect data to make change, like in Melanie’s historical examples. Very often students are having their data collected but it’s great to think about the script being flipped!” (Oscar Keyes, April 9, 2020)

I think the use of data visualization is a great tool to use when adding activism to your art program.” (Diane Gallo, April 9, 2020)

“I like how [data visualization] gets students (and their teachers) to demystify ‘research’ or inquiry” (James Rees, April 9, 2020)

“Thank you for this [data visualization webcast] - gives me some ideas for work to do remotely with students in the weeks to come.” (Lora Durr, April 9, 2020)

“This is also a great way to have students break down their feelings right now and visualize them in a unique way during this remote learning time!” (Kristin Miller, April 9, 2020)

“When working with younger children, looking to introduce the Reggio Emilia approach, I finally began to collect found objects. With Lella Gandini, liaison for the Reggio in the US, we wrote Beautiful Stuff: Learning with Found Materials with a group of 4-year-olds and found so many amazing outgrowths.” (Cathy Topal, April 9, 2020)

“I've learned so much about data visualization as a way of thinking and connecting social phenomena. It's a great way to connect art and our lives.” (Jihyun Sohn, April 9, 2020)

“Our local diner had data on favorite milkshake flavors. Kids (elementary mixed grade es 1-5) visualized the top 10 in their own formats. Just using color pencils &/or parkers. It was really engaging.” (Adele Caemmerer, April 9, 2020)

“Thank-you.  I will incorporate some of this into my photo assignments during the coming months.” (Reed Carlson, April 9, 2020)