Abstract

Creative methods and spatial storytelling are essential elements of geographical knowledge production. Yet, these alternative approaches to geographical practice are less commonly engaged in cartographic curricula. We draw inspiration from a recent framework on creative methods in geography and apply art-based inquiry to an advanced cartography course on “spatial storytelling” at Syracuse University.

We begin by outlining this framework: making space and time for creative cartographic practices, re-imagining mapping tools and conventional mapping practice, and prioritizing iteration and process over final outputs. We then apply this framework to the cartographic classroom, illustrating pedagogic strategies for expanding cartographic practice.

In sum, we argue for the inclusion of art practice and spatial storytelling in the cartographic and GIScience curricula, more broadly.