WEEK 2: MATH + ART
Being a math major, I often view mathematics as an art. As explained by Professor Vesna, mathematics is "the study of the relationships of numbers...structures, spaces, transformations" (Vesna). For me, I see the beauty in the relationship between such numbers and mathematics' ability to explain all phenomena, whether it be the physics of atoms or the explored fourth dimension (or nth dimension) mentioned in both required readings. In spite of my perspective of mathematics as an art, I have never delved much into the specific connections between math and art. Although I had a basic understanding of math's relation to art in terms of architecture, due to my lack of background in art and my ironic lack of appreciation for geometry, I was not aware of the various principles of art that stemmed from mathematics.
Both readings, in particular the article "The Fourth Dimension and Non-Euclidean Geometry in Modern Art", helped better shape my understanding of the juxtaposition of art and mathematics. I found the idea that the fourth dimension brought more depth and influence to artists' works interesting because I believe that the introduction of more than the traditional 2-D and 3-D art of paintings and sculptures not only widened the opportunities for artists to express their ideas, but also opened the opportunities for both scientists and artists alike to communicate and debate their beliefs on the theoretical concept of the nth dimension and how it may be expressed in the physical sense. As such, I believe that both fields can work together to better understand the theoretical phenomena and its physical representation.
Works Cited
Vesna, Victoria. "Mathematics-pt1-ZeroPerspectiveGoldenMean.mov." Unit 2: Math Art. 14 Apr. 2017. Lecture.
For example, Professor Vesna in lecture discussed math's involvement in the shifting paradigm towards realist art, in particular the concepts of vanishing points and perspective. In addition, I was not aware of the application of the Fibonacci sequence (a math concept taught in both math and computer science courses) in relation to the golden ratio. The fact that such ratio may have been used in ancient architecture such as the Great Pyramids of Giza and the Parthenon astounds me and demonstrates how the applications of mathematics in aesthetics.
Despite my lack of interest in geometry compared to other fields of math, I have always been intrigued by origami art. The art combines mathematics and art in terms of the precision of symmetry and angles in the folds to create models of Archimedean solids (Norton).
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| Rhombicosidodecahedron origami. |
Both readings, in particular the article "The Fourth Dimension and Non-Euclidean Geometry in Modern Art", helped better shape my understanding of the juxtaposition of art and mathematics. I found the idea that the fourth dimension brought more depth and influence to artists' works interesting because I believe that the introduction of more than the traditional 2-D and 3-D art of paintings and sculptures not only widened the opportunities for artists to express their ideas, but also opened the opportunities for both scientists and artists alike to communicate and debate their beliefs on the theoretical concept of the nth dimension and how it may be expressed in the physical sense. As such, I believe that both fields can work together to better understand the theoretical phenomena and its physical representation.
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| Abbott's Flatland delves into the dimensions and one's ability to see past their own dimensions. |
Works Cited
Abbott, Edwin A. Flatland. London: Seeley & Co., 1884. PDF.
The Fibonacci Sequence, The Golden Rectangle and Architecture. N.p.: How To Architect, n.d. Video.
The Flatland Example. Digital image. How Stuff Works, 2010. Web.
The Fibonacci Sequence, The Golden Rectangle and Architecture. N.p.: How To Architect, n.d. Video.
The Flatland Example. Digital image. How Stuff Works, 2010. Web.
Frantz, Marc. "Lesson 3: Vanishing Points and Looking at Art." N.p., 2000. Web.
Henderson, Linda Dalrymple. "The Fourth Dimension and Non-Euclidean Geometry in Modern Art: Conclusion." Leonardo 17.3 (1984): 205. Web.
Legner, Philipp. "Mathematical Origami." Mathigon. Mathigon, n.d. Web.
Norton, Andy. "Fibonacci and the Golden Ratio." Department of Mathematics Education. University of Georgia, n.d. Web. 17 Apr. 2017.
Rhombicosidodecahedron. Digital image. Flickr, n.d. Web. <http://farm7.static.flickr.com/6171/6155492069_0c2fd28bcc.jpg>.
Rhombicosidodecahedron. Digital image. Flickr, n.d. Web. <http://farm7.static.flickr.com/6171/6155492069_0c2fd28bcc.jpg>.
Vesna, Victoria. "Mathematics-pt1-ZeroPerspectiveGoldenMean.mov." Unit 2: Math Art. 14 Apr. 2017. Lecture.
Reading your blog post was truly interesting for me. I could see lots of similarities between our thoughts, and I think it's because we have similar backgrounds. I didn't know either how deep the relationship between art and mathematics was, even though I was aware that there's a connection . I also agree that artists and scientists help each other in better understanding the nature, in coming up with scientific theories, and in creating models. The influence of art on science was not readily obvious to me though before reading the articles. But now, I'm completely convinced that there's a two-sided relationship.
ReplyDeleteTo me, mathematics is the art of nature itself. It describes the fundamentals of the world we live in. I also remember learning the Fibonacci sequence somewhere and that the ratio of two consecutive numbers will eventually converge to the golden ratio. I really like you idea that the introduction of higher dimensions widened opportunities for artists and scientists. Since we can barely know what a fourth dimensional world is exactly like, there is plenty of room for artists to apply their imagination. And at the same time, it propels scientists to uncover the truth behind it.
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