Week 2 Math and Art

Week 2, Math and Art

      This week, from Professor Vesna's lecture, I gained insight into how mathematics relates to art throughout history. Many techniques used to give art its aesthetic quality such as the golden ratio, vanishing point, and perspective are rooted in mathematical formulas. It is also interesting to note that  these mathematical principles have always been used ever since they were developed. For example, one can see the golden rule in the ancient Egyptian pyramids and in modern architecture developed by Le Corbusier.

A relation of a pyramid to the golden ratio by Nikhat Parveen.

  

In addition, mathematical formulas being repeated over and over create never ending patterns, which are called fractals. Even many aspects of nature contain fractal patterns, such as the center of the daisy below. Finally, from Henderson's paper on the fourth dimension in modern art shows how abstract artists used mathematical calculations to advance their work.  

Ox-Eye Daisy by Harold Stiver demonstrates nature's fractals.

M.C. Escher's artwork relating to symmetry can help elaborate on how connected math and art are. For example, in the piece called "Clowns", one can place threefold geometric symmetry elements at the center of where the three legs touch and where the kneecaps and heads meet. Repeating the placement  of every element will show how a single clown can give rise to this entire painting. This example of geometric math can thus produce elaborate works of art. Similarly, this symmetry is used in architecture to produce stronger constructions and by nature to simplify the building of structures such as viruses. 

Clowns by MC Escher demonstrate symmetry.

Thus I learn this week about how both artists and scientists are equally precise in their creative work. To be precise, they must use mathematics, even though mathematics may not be apparent at first in the final product whether it be a painting or scientific designs.  I also would say that mathematics can form a bridge between art and science so that eventually, all three fields inform one another equally.

References

Escher, M.C. "Clowns (No. 21)." M.C. Escher. 1 Jan. 1938. Web. 10 Apr. 2015.                 <http://www.mcescher.com/gallery/switzerland-belgium/no-21-imp/>.

Henderson, Linda. "The Fourth Dimension and Non-Euclidean Geometry in Modern Art: Conclusion."    Leonardo 17.3 (1984): 205-10. JSTOR. Web. 10 Apr. 2015. <www.jstor.org>.

Parveen, Nikhat. "GOLDEN RATIO AND THE ANCIENT EGYPT." EMAT 6000. The University of Georgia. Web. 10 Apr. 2015. <http://jwilson.coe.uga.edu/emat6680/parveen/ancient_egypt.htm>.

Stiver, Harold. "Nature Notes." Ox-Eye Daisy, Fractals in Nature. 30 June 2009. Web. 10 Apr. 2015. <http://www.ontfin.com/Word/ox-eye-daisy-fractals-in-nature/>.

Vesna, Victoria. “Mathematics-pt1-ZeroPerspectiveGoldenMean.mov.” Cole UC online. Youtube, 9 April 2012. Web. 10 Apr. 2015.      <http://www.youtube.com/watch?v=mMmq5B1LKDg&feature=player_embedded>

"What Are Fractals?" Fractal Foundation. 6 Dec. 2009. Web. 10 Apr. 2015.                 <http://fractalfoundation.org/resources/what-are-fractals/>.

Week 1 Two cultures

Two Cultures, Week 1

My name is Hamilton Trinh. I am a third year majoring in biochemistry, with an interest in structural biology research. I hope to gain a better understanding of how art and science are related through this course.

             CP Snow, in his "Two Cultures" paper, states that the body of intellect in western society is split into two, sciences and humanities. Snow cites the tensions among experts from both fields, such as scientists being barely able to understand works of literature such as classic novels and literary scholars not being familiar with  some of the most basic terms of science such as mass and acceleration. Overall, these intellectuals do not care about fixing the fact that they know nothing of the field they see as opposite of their work. This gap between science and humanities prevents progress in solving the world's problems. Professor Victoria Vesna's "Toward a Third Culture", states that intellectuals are not always isolated in either science or humanities. Professor Vesna views artists using technology are well suited for bridging the gap. They form the third culture. However, there is a danger where artists will reinterpret scientific data in a literary or philosophical point of view. Thus there needs to be dialogue between both humanities and science intellectuals, and universities are good environments for dialogue to happen. 

The brain is divided into two, with the left brain being focused on science and math, while the right brain focuses on creativity and art

            UCLA is divided into two  cultures, with the north side of the campus for the study of humanities and the south side for science and technology. Many students make statements similar to CP Snow's examples of scientists who have never read a classic novel or literary scholars unable to understand the laws of science. Similarly, they do not pay much attention to classes outside of  their field in order to correct these flaws and would rather have these classes adapt to their interests. There was even a Daily Bruin article several years ago calling for more science based writing II courses. 

 

 An illustration from the Daily Bruin article showing the divide between humanities and science.

                 However, there is a third culture, as I have met some people double majoring in humanities and science or displaying skills in both fields in general.  There are even majors that integrate scientific technology and humanities such as the design media arts department itself. Thus the perspectives from the articles helps me understand the third culture better. The new ideas and developments of the third culture since technology becomes easier to use with the help of art, such as the user interface of today's mobile devices. I hope to use these perspectives to be able to relate science and humanities together and gain a greater appreciation for both. 

This DNA sculpture is a combination of art and science.

Works Cited

Angiolini, Emily. "Spotted! DNA from around the World." The Genome Analysis Center. 1 Jan. 2000. Web. 3 Apr. 2015. <http://www.tgac.ac.uk/outreach/spotted-DNA-from-around-the-world/>.

 

Nathaniel. "Right Brain, Left Brain. Which Do You Use When Inventing, And How Does That Affect Collaboration?" https://www.quirky.com/blog. Quirky, 31 Aug. 2012. Web. 3 Apr. 2015. https://www.quirky.com/blog/post/2012/08/lets-work-together-right-brain-and-left-brain-how-do-they-affect-collaboration/.

 

Ramzanali, Asad, and Anisha Dubhashi. "Writing II Variety Needed." The Daily Bruin 5 Apr. 2011. Web. 3 Apr. 2015. <http://dailybruin.com/2011/04/05/_writing_ii_variety_needed_/>.

 

Snow, C.P. “Two Cultures and the Scientific Revolution.” Cambridge University, Cambridge. 1959.

 

Vesna, Victoria. “Toward a Third Culture: Being in Between.” Leonardo 34.2 (2001): 121-25. Web. 3 Apr. 2015