Teaching creative geovisualization: Imagining the creative in/of GIS

Abstract

Creative geovisualization is situated at the intersection of geography, arts, and digital humanities with a particular emphasis on visualization and mapping that preserves, represents, and generates more authentic, contextual, and nuanced meanings of space and people with an artistic and humanistic perspective and approach. This is a creative expansion in critical GIS practices and a new alternative to traditionally science‐rooted approaches to GIS and mapping. Reflecting the experience of teaching a “creative geovisualization” course in an interdisciplinary curriculum, I demonstrate how critical and creative scholarship with mapping and geovisualization is introduced in the classroom and is illuminated in the students' creative practices. The class encompasses key epistemological and methodological groundings of creative geovisualization—including non‐representational theories; critical cartography and GIS; the convergence of geography, arts, and humanities; psychogeography; and qualitative and affective geovisualization. Empirical examples of students' works illustrate the blending of different modes of creative engagements with GIS and geovisualization and specific ways to work with various forms of embodied, relational, interpretive, and expressive geographies. GIS and mapping become creative as they continue evolving in process, and it is time that we deeply (re‐)imagine “the creative” in/of GIS in critical GIS pedagogies.