I delved into the vibrant and interdisciplinary realm
of the Bridges Conference. Three distinct stops in the text caught my
attention, each offering a unique perspective on the convergence of mathematics
and art.
Stop 1: The Mathematical Garden and Polyhedral Climbing
Structure (Fig. 1)
The Mathematical Garden, with its interactive features like puzzles,
mazes, and a giant xylophone, is a testament to the immersive nature of the
Bridges Conference. The polyhedral climbing structure, depicted in Fig. 1, not
only symbolizes the interconnectedness of mathematical concepts but also
exemplifies the playful integration of math into physical experiences. As a
participant, I can only imagine the joy and intellectual stimulation of
engaging in such a creative and educational environment. How does incorporating
interactive installations in the Mathematical Garden enhance the conference
experience for attendees?
Stop 2: Marjorie
Rice's Pentagonal Tilings (Fig. 2)
Fig. 2 showcases a pentagonal tessellation on the ramp
leading to the museum's entrance, setting the stage for the Reza Sarhangi Memorial
Lecture. Marjorie Rice's story, a self-taught mathematician passionate about
pentagonal tilings, is inspiring and intriguing. This episode highlights mathematical
discovery's democratization and emphasizes the mathematical community's
collaborative spirit. The use of unconventional notation and Marjorie's journey
in discovering new pentagonal tilings sparks curiosity. How does Marjorie
Rice's story contribute to reshaping the narrative around who can be a
mathematician? In what ways do unconventional approaches to notation impact the
exploration of mathematical concepts?
Stop 3: Hedy Hempe's
"H-spiral" (Fig. 5)
Fig. 5 introduces us to Hedy Hempe's "H-spiral," an artwork crafted from carefully arranged eggshells, earning an Honorable Mention for 3-dimensional Artwork. As embodied in this piece, the fusion of mathematical concepts and artistic expression prompts contemplation on the diverse forms through which mathematical ideas can be communicated. How does the "H-spiral" exemplify the intersection of art and mathematics? In what ways does the inclusion of 3-dimensional artwork contribute to the broader narrative of the Bridges Conference?
In conclusion, this week’s reading has been a profound
eye-opener for me, reshaping my perspective on the interconnected worlds of
mathematics and art. Reflecting on the Mathematical Garden, Marjorie Rice's
Pentagonal Tilings, and Hedy Hempe's "H-spiral," I am inspired by the
seamless convergence of these disciplines at the Bridges Conference.
This newfound awareness extends beyond the conference walls.
Last night, as I dined at a restaurant, I could not help but see the art in the
subtle play of light, noticing the elegance of a sphere shape. It has become
clear that exploring mathematical concepts is not confined to academic settings
but extends into our daily experiences.
This realization prompts me to ponder: How do these seemingly ordinary encounters with mathematical aesthetics in our surroundings contribute to a broader appreciation of the intersection between mathematics and art?
Eve Torrance (2019),
Bridges 2018, Nexus Journal
This week's activity:
Engaging with the Bridges Math Art Gallery, I explored a
captivating Möbius band carved in Somerset Alabaster.
https://gallery.bridgesmathart.org/exhibitions/2011-bridges-conference/nickdurnan
While appreciating the accessible mathematics behind the
piece, I ventured to understand its intricacies, striking a balance between
familiarity and pushing my boundaries.
Why is
cutting a Möbius strip so weird?
https://www.youtube.com/watch?v=Qy0FSfEPBic
Hi Tony!
ReplyDeleteThe Mathematical Garden and Polyhedral Climbing Structure sound like a blast. My colleagues and I are in our project re-evaluating our Early Years garden and thinking about how to make it more "meaningful," yet "playful" for students in the early years. This Mathematical Garden is something I can get ideas from! Thank you for sharing :)
Marjorie Rice's story is really interesting. I like how she taught herself math and her journey shows anyone can be a mathematician. Do you think her unique way of writing down math stuff impacts how we explore math ideas?
The "H-spiral" artwork made from eggshells is also mind-blowing. I first thought it was either sea shells or made out of pieces of paper. I learned that everything around us can turn into art works or mathematical learning.
Your thoughts about seeing math in everyday stuff, like light at a restaurant, got me thinking. How do these simple encounters help us appreciate the connection between math and art more? How can I make my young students to be engaged in this activity?
Hi Tony; I'm so impressed with your courage to try and paper fold a mobius strip! I've tried before and swear I just end up with a ball of paper and anxiety.
ReplyDeleteThe mathematics garden is amazing! I could only dream of having such an incredible space for students to explore. While we do have a learning garden at my school, there are no interactive elements and anything of that nature needs to be designed by the teacher. I struggle with building activities that all twenty of my students can engage with! Although, maybe the real challenge comes from finding the math that is already present in the plants and other features of the garden itself...
Thank you for getting me thinking about math and art beyond what I explored in my own readings and activities this week!