Transdisciplinary Inquiry That Elevates the Arts? Insights From a Data-Visualization Pilot Project

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Teacher and Student Development Through Arts Education (Table 17)

Abstract

Institutionalized disciplinary hegemony deeply privilege certain non-arts disciplines in kindergarten through Grade 12 schooling. Disciplinary hierarchies have a direct bearing on the ways in which transdisciplinary inquiry unfolds in school contexts, including the ways in which students and teachers receive such practices. Models might delineate how STEAM, or other transdisciplinary curriculum models integrating the arts, might unfold to do equal justice to arts learning within K-12 school contexts. This study explored STEAM curricula, centered around data visualization, to explore the opportunities and challenges associated with this learning in art and non-art contexts. Noting insights from the study, we conclude with a structural proposal for how the arts might be elevated when transdisciplinary frameworks are implemented in K-12 school contexts.

Authors

• Joy Gaulden Bertling, University of Tennessee
  Presenting Author

• Amanda Galbraith, University of Tennessee
  Presenting Author

• Tabitha Wandell, University of Tennessee
  Presenting Author

• Rita M. Swartzentruber, University of Tennessee
  Presenting Author

• Lynn L. Hodge, University of Tennessee
  Presenting Author