01_Mathematics + Art

School of Athens - Raphael

     Art and Mathematics are not mutually exclusive, as reflected through art. Artists use mathematical concepts in producing art. One concept, linear perspective, as mentioned in lecture, is a way for artists to depict the 3D onto the 2D. Like in this painting, School of Athens, by Raphael, and the drawing of the railroad tracks, the implementation of linear perspective allows the viewer’s mind to perceive a more realistic image using relative size, shape, position, and the vanishing point (imaginary lines converge at a point).

Linear Perspective

As depicted in historical pieces of art, Mathematics and Art are not mutually exclusive but part of one entity. They both attempt to represent reality and what we perceive of the world in different forms (in the case of mathematics, using numbers, variables, formulas, and so on).

Carla Farsi, a professor of mathematics as well as an artist, exemplified that mathematical concepts and tools are used in producing art. And as Doris Schattschneider puts its, “art illuminates math” and allows perceivers to visualize and further analyze mathematical concepts such as pattern and symmetry. The two artists/mathematicians reinforce the idea that math and art have a lot more in common that one initially perceives. 

Leonardo Davinci depicts the mathematical concept of proportions as evident in nature through the human body.

Through this week’s material, I have realized that Mathematics may be more formal than Art, but both attempt to formulate the relationships in reality and make sense of or reflect that which we perceive. As history reflects the relationship between arts and science, it is once again brought to light that they influence one another. Due to the discovery of zero, there were significant changes in the mathematical world as well as our culture (as we can witness today).

            The education system “de-geniusing” children is a concept introduced in the lecture video, is something I personally was intrigued by. The education system is one of the few things that have not changed over time or “improved”. As someone interested in Cognitive Science, interaction of a user and technology, and the education system, I think there is much room for improvement in educating youth; we can consider different means of conveying educational concepts as opposed to a traditional classroom or requiring a study through various lenses, both in science and the arts.

           

Sources

Abbott, Edwin. “Flatland: A Romance of Many Dimensions.” N.p., n.d. Web. 26 June 2016.

Freiberger, Marianne. "ART+MATH=X." Plus.maths.org. Plus Magazine, 1 Dec. 2005. Web. 26 June 2016.

Henderson, Linda Dalrymple. “The Fourth Dimension and Non-Euclidean Geometry in Modern Art: Conclusion.” Leonardo. 17.3 (1984): 205-210. Print.

Malkevitch, Joseph. "Mathematics and Art." American Mathematical Society. American Mathematical Society, n.d. Web. 26 June 2016.

Schattschneider, Doris. "Mathematics and Art -- So Many Connections."Mathaware. American Mathematical Society, Apr. 2003. Web. 26 June 2016.

Vesna, Victoria. “Mathematics-pt1-ZeroPerspectiveGoldenMean.mov.” Cole UC online. Youtube, 9 April 2012. Web. 26 June 2016. <http://www.youtube.com/watch?v=mMmq5B1LKDg&feature=player_embedded>

01_Two Cultures

In Victoria Vesna’s, “Toward a Third Culture: Being in Between”, there is a depiction of the development and the need for a third culture, a bridge between science and the arts. She mentions CP Snow, who coined the idea of two cultures, and his desire to close that gap. As a cognitive science major, I found the concept of a third culture, quite relevant and realized my major was a part of this third culture.

Various fields of Cognitive Science

Cognitive Science is an inter-disciplinary and explores the mind through various fields. However, many of my peers and students at my campus are not allowed the same flexibility.

I think this separation is evident on most college campuses in the way they have their education system requirements. For example, as a student at UC Berkeley, we are required to take Breadth classes, Reading and Composition, American Cultures, in addition to major requirements. Other than those few classes, one student could “get away” with taking classes only in one field such as only in the arts or only in science. Rather than seeing both fields as opposing, I think it is important that the arts and science work hand in hand and are different aspects to one entity. I understand the importance of exploring a topic, specifically the mind, through various lenses. This multi approach allows a more thorough understanding.

 

While reading about the idea of a third culture, the in between of the two cultures of science and the arts, I couldn’t help but apply this concept to my being raised as a Korean American. I grew up exposed to two cultures and always thought of the two as distinct and separate. And by questioning of traditions and social cues embedded within each culture, I was able to recognize I was a product of the two cultures and why I hold certain values.

Heart vs. Mind

In the same way, I also am encouraged to explore the idea of grappling between emotions and thoughts. We are taught to view emotions, represented by the heart, as fleeting and with no logical basis while thoughts, represented by the brain, are considered logical. Parallel to the idea of bridging the gap between the arts and sciences, I think it would be exciting to bridge the gap and study the relation between emotions and thoughts, considering them both crucial and equally valid in decision making.

Sources

Snow, C. P. The Two Cultures and the Scientific Revolution. New York: Cambridge UP, 1959. Print.

Syal, Meera. “Growing up between Cultures is Tough – until You Realise It’s a Creative Blessing | Meera Syal.” The Guardian. Guardian News and Media, 24 Mar. 2015. Web. 26 June 2016.

Kelly, Kevin. "The Third Culture." Science. American Association for the Advancement of Science, n.d. Web. 26 June 2016

Vesna, Victoria. “Toward a Third Culture: Being in Between.” Leonardo 34.2 (2001): 121-25. Web.

George, Lynell. "Children of Immigrants Often Torn Between Two Cultures : Assimilation: As Parents Continue to Bring Their Families' Hopes and Expectations to the United States, a Complex Tension Can Develop for Young New Americans." Los Angeles Times. Los Angeles Times, 28 Nov. 1993. Web. 26 June 2016.

"Feelings and Thoughts." Supporting Young People Coping with Grief, Loss and Death(n.d.): 91-96. SMART Recovery. Smart Recovery. Web. 26 June 2016

Andreasen, Nancy C. "Creativity in Art and Science: Are There Two Cultures?" Dialogues in Clinical Neuroscience. Les Laboratoires Servier, Mar. 2012. Web. 26 June 2016.

Vesna, Victoria. “TwoCultures part1” Cole UC online. Youtube, 30 March 2012. Web. 26 June 2016. < https://www.youtube.com/watch?v=VNI7dF3DIAM>

Vesna, Victoria. “TwoCultures pt2” Cole UC online. Youtube, 31 March 2012. Web. 26 June 2016. < https://www.youtube.com/watch?v=GUr4xxZ_0gw>