DOCSLIB.ORG

Maren Oates, Schack Art Center, (425) 259-5050 X25 Or [email protected]

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Maren Oates, Schack Art Center, (425) 259-5050 X25 Or Moates@Schack.Org FOR IMMEDIATE RELEASE For Media Inquiries & Images: Maren Oates, Schack Art Center, (425) 259-5050 x25 or [email protected] Schack Exhibit Explores Where Art Intersects Math Everett, WA (April 9, 2018) - While math and art may seem like disciplines far apart, the Schack's upcoming exhibit helps demonstrate how mathematics has influenced art for centuries. The Intersection of Art + Math, presented in partnership with Art ꓵ Math by Seattle's Center on Contemporary Art (CoCA), offers a fresh perspective on how artists utilize math concepts and theories in the creation of their work. Co-curators and mathematician educators, Katherine Cook and Dr. Dan Finkel are clear, "If anyone ever doubted that the questions and processes of mathematics were inherently linked to aesthetic experience, let the artworks in this show be evidence to the contrary." A diverse selection of media will be featured in the exhibit from artists and mathematicians including sculpture and oil paint, to textile and metalwork. Mathematician artists include Jayadev Athreya, Katherine Cook, Erik and Martin Demaine, Edmund Harriss, and Hamid Naderi Yeganeh. Visual artists who use mathematical principles in their practices include Paul Vexler, Suze Woolf, Caryl Bryer Fallert-Gentry, Amber Barney-Nivon, Rachel Holloway, Claire B. Jones, George Legrady, Jean Mandeberg, Savina Mason, Suchitra Mattai, June Sekiguchi, TimeaTihanyi/Sliprabbit, Lun Yi Tsai, and Ilana Zweschi. The mezzanine gallery will also feature a new installation and mural created on-site by artist Harold Hollingsworth. Hollingsworth's artwork is characterized by colorful eruptions, rich surfaces, and rhythmic playfulness. He is best known for his work with familiar imagery such as old road sign graphics, as well as vintage and modern fonts. Recent works are more subtle translations of pop culture fused with discarded patterns such transparent newsprint and letterforms. The Intersection of Art + Math runs from April 26 - June 2, 2018, with an opening reception on Thursday, April 26 from 5-8pm. This exhibit coincides with annual student field trips bringing 2,000 Snohomish County students to the Schack for a docent-led tour and hands-on art activity in May 2018. Field trips are sponsored by 2018 art education grants from The Boeing Company, U. S. Bank Foundation, and the Wells Fargo Foundation. RELATED EVENTS The Intersection of Art + Math Opening Reception, Thursday, April 26, 5-8pm necessary and sufficient: a dance of mathematics, Friday, May 4, 7-8:30pm, conceived by Katherine Cook, performed by Corrie Befort, Katherine Cook, Brandin Steffensen, and Aaron Swartzman. Register online at schack.org/events, suggested donation $10 “Something from Nothing from Nothing III”, Erik Demaine and Martin Demaine, 2014 About the Schack Art Center Schack Art Center is an admission free, visual art center in downtown Everett that provides an up- close view of the fascinating world of glassblowing. Visitors can watch artists shape molten glass while admiring diverse exhibits featuring locally and internationally known professional artists. The center is also a first-class learning facility with eight art production studios for classes in painting, drawing, glass arts, printmaking, metalsmithing, and more. Classes are offered for all levels, from beginning to advanced, and for all ages over five. Schack Art Center is the recipient of the 2014 Governor's Award for Outstanding Arts Organization in the state of Washington. Location: 2921 Hoyt Ave, Everett, WA 98201 Phone: 425-259-5050 Website: schack.org Hours: M-F 10a-6p, Sat. 10a-5p, Sun. 12-5p # # # .
Load more

Recommended publications
  • Feasibility Study for Teaching Geometry and Other Topics Using Three-Dimensional Printers
    Feasibility Study For Teaching Geometry and Other Topics Using Three-Dimensional Printers Elizabeth Ann Slavkovsky A Thesis in the Field of Mathematics for Teaching for the Degree of Master of Liberal Arts in Extension Studies Harvard University October 2012 Abstract Since 2003, 3D printer technology has shown explosive growth, and has become significantly less expensive and more available. 3D printers at a hobbyist level are available for as little as $550, putting them in reach of individuals and schools. In addition, there are many “pay by the part” 3D printing services available to anyone who can design in three dimensions. 3D graphics programs are also widely available; where 10 years ago few could afford the technology to design in three dimensions, now anyone with a computer can download Google SketchUp or Blender for free. Many jobs now require more 3D skills, including medical, mining, video game design, and countless other fields. Because of this, the 3D printer has found its way into the classroom, particularly for STEM (science, technology, engineering, and math) programs in all grade levels. However, most of these programs focus mainly on the design and engineering possibilities for students. This thesis project was to explore the difficulty and benefits of the technology in the mathematics classroom. For this thesis project we researched the technology available and purchased a hobby-level 3D printer to see how well it might work for someone without extensive technology background. We sent designed parts away. In addition, we tried out Google SketchUp, Blender, Mathematica, and other programs for designing parts. We came up with several lessons and demos around the printer design.
    [Show full text]
  • Art Curriculum 1
    Ogdensburg School Visual Arts Curriculum Adopted 2/23/10 Revised 5/1/12, Born on: 11/3/15, Revised 2017 ​, Adopted December 4, 2018 Rationale Grades K – 8 By encouraging creativity and personal expression, the Ogdensburg School District provides students in grades one to eight with a visual arts experience that facilitates personal, intellectual, social, and human growth. The Visual Arts Curriculum is structured as a discipline based art education program aligned with both the National Visual Arts Standards and the New Jersey Core Curriculum Content Standards for the Visual and Performing Arts. Students will increase their understanding of the creative process, the history of arts and culture, performance, aesthetic awareness, and critique methodologies. The arts are deeply embedded in our lives shaping our daily experiences. The arts challenge old perspectives while connecting each new generation from those in the past. They have served as a visual means of communication which have described, defined, and deepened our experiences. An education in the arts fosters a learning community that demonstrates an understanding of the elements and principles that promote creation, the influence of the visual arts throughout history and across cultures, the technologies appropriate for creating, the study of aesthetics, and critique methodologies. The arts are a valuable tool that enhances learning st across all disciplines, augments the quality of life, and possesses technical skills essential in the 21 ​ century. ​ The arts serve as a visual means of communication. Through the arts, students have the ability to express feelings and ideas contributing to the healthy development of children’s minds. These unique forms of expression and communication encourage students into various ways of thinking and understanding.
    [Show full text]
  • Pdf 107.05 K
    ISSN: 1017-060X (Print) ISSN: 1735-8515 (Online) Special Issue of the Bulletin of the Iranian Mathematical Society in Honor of Professor Heydar Radjavi's 80th Birthday Vol. 41 (2015), No. 7, pp. 99{106 . Title: A Haar wavelets approach to Stirling's formula Author(s): M. Ahmadinia and H. Naderi Yeganeh Published by Iranian Mathematical Society http://bims.ims.ir Bull. Iranian Math. Soc. Vol. 41 (2015), No. 7, pp. 99{106 Online ISSN: 1735-8515 A HAAR WAVELETS APPROACH TO STIRLING'S FORMULA M. AHMADINIA∗ AND H. NADERI YEGANEH (Communicated by Peter Rosenthal) Dedicated to Professor Heydar Radjavi on his 80th birthday Abstract. This paper presents a proof of Stirling's formula using Haar wavelets and some properties of Hilbert space, such as Parseval's identity. The present paper shows a connection between Haar wavelets and certain sequences. Keywords: Haar wavelets, Parseval's identity, Stirling's formula. MSC(2010): Primary: 15-xx; Secondary: 40-xx. 1. Introduction n! Stirling's formula (lim !1 p = 1) plays an important role in statis- n nne−n 2πn tics and probability; its main use is estimating the value of n!. The first proofs of Stirling's formula were presented by de Moivre and Stirling (see [4, 8]). Es- timates of n! have been obtained via upper and lower bounds of n! by various authors (for example see [3], [5] and [6]). Some papers prove Stirling's formula by different techniques as well (for example see [2]). The present paper in- troduces a new method of proving Stirling's formula by using Haar wavelets.
    [Show full text]
  • LOCKDOWN Maths Inspired Art No Longer an Etching but a Multi Medium Artwork A3 Size
    LOCKDOWN Maths Inspired Art No Longer an Etching but a Multi Medium Artwork A3 size Gr11 /// PMM /// Term 2 /// 2020 Term 2’s theme has been inspired by the http://www.mathart.co.za/ competition initiated by the ​ ​ education department. We want to explore the link between making art and understanding maths principles. Each learner is to find a connection between a visual composition and being able to explain this using a mathematical explanation. Patterns, tessellations, fractals, proportion and perspective are all themes one could explore in this term 2 project. I suggest learners keep their final compositions simple and clean. Simple black line work as we are producing hard ground etchings in class. Due to the lockdown situation I would like each learner to produce their final practical at home. We will stick to the same theme as you have all done much work in your SB. What I would like is a final artwork, No smaller than A3 in whatever and whichever materials you have in your space at home. Please don't forget that stationary shops including art shops are open. I understand money is tight however pens, pencils, food colouring, coffee we should be able to work with easier. You will take your final composition and produce a final artwork with your ideas and creativity around “Maths in Art”. Suggestions for paper - cardboard boxes, old cereal boxes, collaging paper together. Please explore the format of the canvas - square, rectangular, oval are all options. [Each learn has already been given a brass etching plate and therefore has the size (39com x18cm) of the final composition.
    [Show full text]
  • PROJECT DESCRIPTIONS — MATHCAMP 2016 Contents Assaf's
    PROJECT DESCRIPTIONS | MATHCAMP 2016 Contents Assaf's Projects 2 Board Game Design/Analysis 2 Covering Spaces 2 Differential Geometry 3 Chris's Projects 3 Π1 of Campus 3 Don's Projects 3 Analytics of Football Drafts 3 Open Problems in Knowledge Puzzles 4 Finite Topological Spaces 4 David's Projects 4 p-adics in Sage 4 Gloria's Projects 5 Mathematical Crochet and Knitting 5 Jackie's Projects 5 Hanabi AI 5 Jane's Projects 6 Art Gallery Problems 6 Fractal Art 6 Jeff's Projects 6 Building a Radio 6 Games with Graphs 7 Lines and Knots 7 Knots in the Campus 7 Cities and Graphs 8 Mark's Projects 8 Knight's Tours 8 Period of the Fibonacci sequence modulo n 9 Misha's Projects 9 How to Write a Cryptic Crossword 9 How to Write an Olympiad Problem 10 Nic's Projects 10 Algebraic Geometry Reading Group 10 1 MC2016 ◦ Project Descriptions 2 Ray Tracing 10 Non-Euclidean Video Games 11 Nic + Chris's Projects 11 Non-Euclidean Video Games 11 Pesto's Projects 11 Graph Minors Research 11 Linguistics Problem Writing 12 Models of Computation Similar to Programming 12 Sachi's Projects 13 Arduino 13 Sam's Projects 13 History of Math 13 Modellin' Stuff (Statistically!) 13 Reading Cauchy's Cours d'Analyse 13 Zach's Projects 14 Build a Geometric Sculpture 14 Design an Origami Model 14 Assaf's Projects Board Game Design/Analysis. (Assaf) Description: I'd like to think about and design a board game or a card game that has interesting math, but can still be played by a non-mathematician.
    [Show full text]
  • Math Morphing Proximate and Evolutionary Mechanisms
    Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2009 Volume V: Evolutionary Medicine Math Morphing Proximate and Evolutionary Mechanisms Curriculum Unit 09.05.09 by Kenneth William Spinka Introduction Background Essential Questions Lesson Plans Website Student Resources Glossary Of Terms Bibliography Appendix Introduction An important theoretical development was Nikolaas Tinbergen's distinction made originally in ethology between evolutionary and proximate mechanisms; Randolph M. Nesse and George C. Williams summarize its relevance to medicine: All biological traits need two kinds of explanation: proximate and evolutionary. The proximate explanation for a disease describes what is wrong in the bodily mechanism of individuals affected Curriculum Unit 09.05.09 1 of 27 by it. An evolutionary explanation is completely different. Instead of explaining why people are different, it explains why we are all the same in ways that leave us vulnerable to disease. Why do we all have wisdom teeth, an appendix, and cells that if triggered can rampantly multiply out of control? [1] A fractal is generally "a rough or fragmented geometric shape that can be split into parts, each of which is (at least approximately) a reduced-size copy of the whole," a property called self-similarity. The term was coined by Beno?t Mandelbrot in 1975 and was derived from the Latin fractus meaning "broken" or "fractured." A mathematical fractal is based on an equation that undergoes iteration, a form of feedback based on recursion. http://www.kwsi.com/ynhti2009/image01.html A fractal often has the following features: 1. It has a fine structure at arbitrarily small scales.
    [Show full text]
  • The American Mathematical Monthly
    The American Mathematical Monthly A Generalization of Wallis Product --Manuscript Draft-- Manuscript Number: Full Title: A Generalization of Wallis Product Article Type: Note Keywords: Wallis Product Corresponding Author: Mahdi Ahmadinia, Ph.D. University of Qom Qom, Qom IRAN (ISLAMIC REPUBLIC OF) Corresponding Author Secondary Information: Corresponding Author's Institution: University of Qom Corresponding Author's Secondary Institution: First Author: Mahdi Ahmadinia, Ph.D. First Author Secondary Information: Order of Authors: Mahdi Ahmadinia, Ph.D. Hamid Naderi Yeganeh, Undergraduate Student Order of Authors Secondary Information: Abstract: This note presents a generalization of Wallis' product. We prove this generalization by Stirling's formula. Then some corollaries can be obtained by this formula. Corresponding Author E-Mail: [email protected] Additional Information: Question Response 5-Character 2000 AMS/Math Reviews 00-xx Math. Classification Codes for your manuscript. The complete classification is available at http://www.ams.org/msc/. We need one Primary Code and you may enter enter additional Secondary Codes if you wish. The first code you enter will be considered your primary code. Please separate each code with a comma. We will publish your MSC code with your manuscript. Are you or your co-author eligible for the No Merten Hasse Prize? Manuscript Classifications: 0: General Powered by Editorial Manager® and ProduXion Manager® from Aries Systems Corporation Manuscript Click hereMathematical to download Assoc. ofManuscript: America AmericanA-Generalization-of-Wallis-Product.pdf Mathematical Monthly 121:1 October 26, 2014 6:06 p.m. A-Generalization-of-Wallis-Product.tex page 1 1 2 A Generalization of Wallis Product 3 4 Mahdi Ahmadinia and Hamid Naderi Yeganeh 5 6 7 Abstract.
    [Show full text]
  • Armed with a Knack for Patterns and Symmetry, Mathematical Sculptors Create Compelling Forms
    SCIENCE AND CULTURE Armedwithaknackforpatternsandsymmetry, mathematical sculptors create compelling forms SCIENCE AND CULTURE Stephen Ornes, Science Writer When he was growing up in the 1940s and 1950s, be difficult for mathematicians to communicate to out- teachers and parents told Helaman Ferguson he would siders, says Ferguson. “It isn’t something you can tell have to choose between art and science. The two fields somebody about on the street,” he says. “But if I hand inhabited different realms, and doing one left no room them a sculpture, they’re immediately relating to it.” for the other. “If you can do science and have a lick of Sculpture, he says, can tell a story about math in an sense, you’d better,” he recalled being told, in a accessible language. 2010 essay in the Notices of the American Mathemat- Bridges between art and science no longer seem ical Society (1). “Artists starve.” outlandish nor impossible, says Ferguson. Mathematical Ferguson, who holds a doctorate in mathematics, sculptors like him mount shows, give lectures, even never chose between art and science: now nearly make a living. They teach, build, collaborate, explore, 77 years old, he’s a mathematical sculptor. Working in and push the limits of 3D printing. They invoke stone and bronze, Ferguson creates sculptures, often mathematics not only for its elegant abstractions but placed on college campuses, that turn deep mathemat- also in hopes of speaking to the ways math underlies ical ideas into solid objects that anyone—seasoned the world, often in hidden ways. professors, curious children, wayward mathophobes— can experience for themselves.
    [Show full text]
  • Math Encounters Is Here!
    February 2011 News! Math Encounters is Here! The Museum of Mathematics and the Simons Foundation are proud to announce the launch of Math Encounters, a new monthly public presentation series celebrating the spectacular world of mathematics. In keeping with its mission to communicate the richness of math to the public, the Museum has created Math Encounters to foster and support amateur mathematics. Each month, an expert speaker will present a talk with broad appeal on a topic related to mathematics. The talks are free to the public and are filling fast! For more information or to register, please visit mathencounters.org. Upcoming presentations: Thursday, March 3rd at 7:00 p.m. & Friday, March 4th at 6:00 p.m. Erik Demaine presents The Geometry of Origami from Science to Sculpture Thursday, April 7th at 4:30 p.m. & 7:00 p.m. Scott Kim presents Symmetry, Art, and Illusion: Amazing Symmetrical Patterns in Music, Drawing, and Dance Wednesday, May 4th at 7:00 p.m. Paul Hoffman presents The Man Who Loved Only Numbers: The Story of Paul Erdȍs; workshop by Joel Spencer Putting the “M” in “STEM” In recognition of the need for more mathematics content in the world of informal science education, MoMath is currently seeking funding to create and prototype a small, informal math experience called Math Midway 2 Go (MM2GO). With the assistance of the Science Festival Alliance, MM2GO would debut at six science festivals over the next two years. MM2GO would be the first museum-style exhibit to travel to multiple festival sites over a prolonged period of time.
    [Show full text]
  • Pleasing Shapes for Topological Objects
    Pleasing Shapes for Topological Objects John M. Sullivan Technische Universitat¨ Berlin [email protected] http://www.isama.org/jms/ Topology is the study of deformable shapes; to draw a picture of a topological object one must choose a particular geometric shape. One strategy is to minimize a geometric energy, of the type that also arises in many physical situations. The energy minimizers or optimal shapes are also often aesthetically pleasing. This article first appeared translated into Italian [Sul11]. I. INTRODUCTION Topology, the branch of mathematics sometimes described as “rubber-sheet geometry”, is the study of those properties of shapes that don’t change under continuous deformations. As an example, the classification of surfaces in space says that each closed surface is topologically a sphere with a cer- tain number of handles. A surface with one handle is called a torus, and might be an inner tube or a donut or a coffee cup (with a handle, of course): the indentation that actually holds the coffee doesn’t matter topologically. Similarly a topologi- cal sphere might not be round: it could be a cube (or indeed any convex shape) or the surface of a cup with no handle. Since there is so much freedom to deform a topological ob- ject, it is sometimes hard to know how to draw a picture of it. We might agree that the round sphere is the nicest example of a topological sphere – indeed it is the most symmetric. It is also the solution to many different geometric optimization problems. For instance, it can be characterized by its intrin- sic geometry: it is the unique surface in space with constant (positive) Gauss curvature.
    [Show full text]
  • A Mathematical Art Exhibit at the 1065 AMS Meeting
    th A Mathematical Art Exhibit at the 1065 AMS Meeting The 1065th AMS Meeting was held at the University of Richmond, Virginia, is a private liberal arts institution with approximately 4,000 undergraduate and graduate students in five schools. The campus consists of attractive red brick buildings in a collegiate gothic style set around shared open lawns that are connected by brick sidewalks. Westhampton Lake, at the center of the campus, completes the beauty of this university. More than 250 mathematicians from around the world attended this meeting and presented their new findings through fourteen Special Sessions. Mathematics and the Arts was one of the sessions that has organized by Michael J. Field (who was also a conference keynote speaker) from the University of Houston, Gary Greenfield (who is the Editor of the Journal of Mathematics and the Arts, Taylor & Francis) from the host university, and Reza Sarhangi, the author, from Towson University, Maryland. Because of this session it was possible for the organizers to take one more step and organize a mathematical art exhibit for the duration of the conference. The mathematical art exhibit consisted of the artworks donated to the Bridges Organization by the artists that participated in past Bridges conferences. The Bridges Organization is a non-profit organization that oversees the annual international conference of Bridges: Mathematical Connections in Art, Music, and Science (www.BridgesMathArt.org). It was very nice of AMS and the conference organizers, especially Lester Caudill from the host university, to facilitate the existence of this exhibit. The AMS Book Exhibit and Registration was located at the lobby of the Gottwald Science Center.
    [Show full text]
  • Geometry Ascending a Staircase George Hart Stony Brook University Stony Brook, NY, USA [email protected]
    Geometry Ascending a Staircase George Hart Stony Brook University Stony Brook, NY, USA [email protected] Abstract A large metal sculpture, consisting of four orbs, commissioned for the stairway atrium of the Fitzpatrick CIEMAS Engineering Building at Duke University embodies the important idea that Science, Technology, Engineering, Mathematics and Art are closely connected. Made from hundreds of pounds of powder-coated, laser-cut aluminum, with an underlying geometric design, it was assembled at a four-hour “sculpture barn raising” open to the entire academic community. Titled “Geometry Ascending a Staircase,” this project illustrates how STEM education efforts can be extended to the growing movement of STEAM, which puts the Arts into STEM education. Introduction Figure 1 shows the four orbs that make up my sculpture called Geometry Ascending a Staircase, hanging in the atrium of the Fitzpatrick CIEMAS Engineering building at Duke University. The low red one is 4 feet in diameter. The higher orange ones are 5, then 6 feet in diameter, up to the highest, yellow one, which is 7 feet in diameter. It is hard to get a photo of all four orbs because of the way they fill the 75- foot tall atrium, but the rendering in Figure 2 gives a sense of the overall design. The low red orb catches your eye when you walk in the ground floor of the building. Then as you walk up and around the stairs you get many views from below, around, and above the individual orbs. Figure 1: Geometry Ascending a Staircase. Figure 2: Rendering of the four orbs in the atrium.
    [Show full text]