Data and art seem like natural enemies, don’t they?
We’re constantly hearing for the need for more data in the classroom. In fact many classroom teachers fear implementing arts integration because it may affect their data to which they remain held accountable. At the same time, many arts teachers worry that assessments will take away from the heart of art for arts sake. So when I ran across this article about using data as performance art, I was intrigued. Is there truly a way to expose the art of data?
What I came to quickly realize is that there is no art in data itself.
Instead, the art comes from the conversations around the data. Being able to visualize the data, discuss it both quantitatively AND qualitatively, and to develop actionable next steps becomes a work of performance art. It is working intentionally and strategically with others to find creative solutions which connect with our audience (our students). This is such a powerful idea and one that is integrated in nature. But how can we frame these data discussions so that we can embrace the art of the conversation and resulting conclusions, and not simply as a way to blame and provide excuses? We need a way to prompt this kind of discussion!
For today’s free Friday, we’re offering you a framework that addresses these questions and can help you facilitate these powerful connections between the data and the art of instruction.
Take a look:
We invite you to use this as you begin to think about the best ways to use data in your classroom: both as a diagnostic tool and as an performance art.
Looking for more assessment templates and resources like this? Check out our Assessment for Makers online class. You’ll receive lifetime access, all the resources and a certificate for professional development hours.