When Is Information Visualization Art? Determining the Critical Criteria

Andres Ramirez Gaviria

Leonardo, Volume 41 (5), 479-482,  October 2008 

This paper initially examines the differences between functional and aesthetic forms of visualization for information visualization. The author then shows such a dual categorization to be ineffective as a critical scheme for evaluating artwork that utilizes comparable visualization techniques. Adopting Joline Blais and Jon Ippolito’s classification of artistic production, the author argues for the use of “genre art” and “research art” as more suitable criteria for the analysis and assessment of such artwork.




What difference does art make in science? A comparative study of meaning-making at elementary school

Jakobson, B & Wickman, P.


Interchange, 46(4), 323-343 (2015).


Here we examine the role art activities play in aesthetic experience and learning of science. We compare recordings of two sequential occurrences in an elementary school class. The purpose of the first sequence was scientific and involved the children in observing leaves with magnifiers. The second sequence had an artistic purpose, where the children made pictures of leaves by rubbing them with crayons. The material was analyzed by means of practical epistemology analysis, Dewey’s philosophy of aesthetics and socio-cultural approaches using the concept of mediation. The results show that what was mediated in the two sequences differed; the mediating artefacts used thereby having an effect on learning. The children also learned how to take part in the activities aesthetically. What the results mean for the use of artistic activities in science education is discussed.




Art and Medicine at The Edith O’Donnell Institute of Art History at UT Dallas

Research, resources, and course that cultivate connections between art history and medical education.

Embracing a more humanistic understanding of health and well-being is part of a new movement to improve physicians’ clinical training. By developing observation, critical thinking and communication skills, medical students relate these to diagnostic practices and their work with patients.




New Visuality in Art/Science: A Pedagogy of Connection for Cognitive Growth and Creativity

Kathryn Grushka, Alice Hope, Neville Clement, Miranda Lawry, and Andy Devine


Peabody Journal of Education, 2018, 93(3), 320-331


New visuality in art/science pedagogies challenges teachers to rethink their curriculum and the role of digital new media in facilitating conceptual thinking and the role of the creative representation of knowledge. Recent neuroscientific research on cognition, perception, memory, and emotion inform and provoke implications for 21st-century learning. Analysis of student artwork uncovers pedagogical challenges for teachers. Teachers use visual learning and its forms of higher process thinking to allow students to make cognitive connections with images, giving them the capacity to integrate concepts for the communication of art/science learning. Examples of student learning from years 3–5 and 15–17 illustrate these ideas.



The Art-Science Connection

Hegedus, T., Segarra, V. A., Allen, T. G., Wilson, H., Garr, C., & Budzinski, C.

The Science Teacher, (2016) 83, 25-31.


We developed an integrated science-and-art program to engage science students from a performing arts high school in hands-on, inquiry-based lab experiences. The students participated in eight biology-focused investigations at a local university with undergraduate mentors. After the laboratory phase of the project, the high school students were charged with generating ideas and producing original science-inspired art to strengthen their science communication skills and comprehension. A culminating exhibit allowed the students artists to share their scientific insights.