Sculpture from Patchwise Modules
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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. -
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. -
THIAGO JOSÉ CÓSER Possibilidades Da Produção Artística Via
THIAGO JOSÉ CÓSER Possibilidades da produção artística via prototipagem rápida: processos CAD/CAM na elaboração e confecção de obras de arte e o vislumbre de um percurso poético individualizado neste ensaio. Dissertação apresentada ao Instituto de Artes da Universidade Estadual de Campinas, para a obtenção do título de mestre em Artes. Área de concentração: Artes Visuais Orientador: Prof. Dr. Marco Antonio Alves do Valle Campinas 2010 3 FICHA CATALOGRÁFICA ELABORADA PELA BIBLIOTECA DO INSTITUTO DE ARTES DA UNICAMP Cóser, Thiago José. C89p Possibilidades da produção artística via Prototipagem Rápida: Processos CAD/CAM na elaboração e confecção de obras de arte e o vislumbre de um percurso poético individualizado neste ensaio. : Thiago José Cóser. – Campinas, SP: [s.n.], 2010. Orientador: Prof. Dr. Marco Antonio Alves do Valle. Dissertação(mestrado) - Universidade Estadual de Campinas, Instituto de Artes. 1. Prototipagem rápida. 2. Arte. 3. Sistema CAD/CAM. 4. Modelagem 3D. 5. escultura. I. Valle, Marco Antonio Alves do. II. Universidade Estadual de Campinas. Instituto de Artes. III. Título. (em/ia) Título em inglês: “Possibilities of Art via Rapid Prototyping: using CAD / CAM systems to create art works and a glimpse of a poetic route individualized essay.” Palavras-chave em inglês (Keywords): Rapid prototyping ; Art ; CAD/CAM systems. ; 3D modelling ; Sculpture. Titulação: Mestre em Artes. Banca examinadora: Prof. Dr. Marco Antonio Alves do Valle. Profª. Drª. Sylvia Helena Furegatti. Prof. Dr. Francisco Borges Filho. Prof. Dr. Carlos Roberto Fernandes. (suplente) Prof. Dr. José Mario De Martino. (suplente) Data da Defesa: 26-02-2010 Programa de Pós-Graduação: Artes. 4 5 Agradecimentos Ao meu orientador, profº Dr. -
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. -
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. -
Momath's Intersection of Math And
Bridges 2020 Conference Proceedings Composite: MoMath’s Intersection of Math and Art Cindy Lawrence1 and Tim Nissen2 1Cindy Lawrence, National Museum of Mathematics, NYC; [email protected] 2Tim Nissen, National Museum of Mathematics, NYC; [email protected] Abstract That there are meaningful connections between art and mathematics is intuitively clear to mathematicians and mathematically-inspired visual artists, but the connection is often less clear to others, especially to those whose negative associations with mathematics during school-age years trigger emotions counter to feelings inspired by beautiful artworks. At the National Museum of Mathematics, the Composite gallery has been a laboratory of temporary art exhibitions. The introduction of tactile interactivity as a bridge between art and geometric forms in Solid Math, and the presentation of origami art through its often-overlooked mathematical makeup in Math Unfolded, highlighted these interconnections for visitors of all ages. New in Composite Since 2014, Composite, the gallery at the National Museum of Mathematics (MoMath) [2], has housed a series of temporary exhibitions of the work of mathematically-inclined artists including Antal Kelle ArtFormer, Miguel Berrocal, Matthew Brand, and Trevor and Ryan Oakes. In 2019, two exhibitions explored the connections between mathematics and art through multi-artist curated shows and physical interactives. Characteristic of the Museum proper, the collection of works and interactives encourages visitors to engage deeply with the content, integrating an array of models and artworks.. Solid Math, which ran from April through July of 2019, explored the geometry of regular polyhedra and showcased art based on these forms. Platonic, Archimedean, and Catalan polyhedra provided the formal constraints as well as the rhythmic underpinnings for the artists’ pieces presented in the show. -
Bathsheba Grossman
gallery: bathsheba grossman “The universe is orderly and friendly and beautiful. Structure is this lovely, versatile thing.” “It’s either right or it’s wrong. It’s either elegant or not elegant. In math, those are actual properties. Everyone agrees.” 24 Based on mathematical structures, Bathsheba Grossman’s metal artworks are an example of digital sculpture given form. by Raven Hanna Bathsheba Grossman carries around her art wher- grasp. As you attempt to trace the labyrinthine for- ever she goes. She shows strangers her two- mations, you are drawn in, mesmerized. inch metal sculptures, the babies of her collection. Although her sculptures look mathematical, the People hold them, stare at them, love them, and quantitatively-challenged are not put off. “A lot buy them. In this way, she has sold on the spot to of people who don’t know anything about math or barmaids, secretaries, bus drivers, and mail deliverers. science buy these things,” she says. “There’s a The sculptures themselves are their own best lot of raw appeal. People approach them in different marketing. After selling a sculpture to Microsoft’s ways, but almost everybody sees that they are Mark Zbikowski, famous to computer geeks and of interest.” business buffs for developing MS-DOS software, Grossman grew up in a middle-class neighbor- she watched requests from other Microsoft employ- hood in Massachusetts with English professor ees roll in. Grossman makes art people want. parents. At Yale University, she shirked the family “I think they say something important about the tradition by pursuing a degree in mathematics. -
1875–2012 Dr. Jan E. Wynn
HISTORY OF THE DEPARTMENT OF MATHEMATICS BRIGHAM YOUNG UNIVERSITY 1875–2012 DR. LYNN E. GARNER DR. GURCHARAN S. GILL DR. JAN E. WYNN Copyright © 2013, Department of Mathematics, Brigham Young University All rights reserved 2 Foreword In August 2012, the leadership of the Department of Mathematics of Brigham Young University requested the authors to compose a history of the department. The history that we had all heard was that the department had come into being in 1954, formed from the Physics Department, and with a physicist as the first chairman. This turned out to be partially true, in that the Department of Mathematics had been chaired by physicists until 1958, but it was referred to in the University Catalog as a department as early as 1904 and the first chairman was appointed in 1906. The authors were also part of the history of the department as professors of mathematics: Gurcharan S. Gill 1960–1999 Lynn E. Garner 1963–2007 Jan E. Wynn 1966–2000 Dr. Gill (1956–1958) and Dr. Garner (1960–1962) were also students in the department and hold B. S. degrees in Mathematics from BYU. We decided to address the history of the department by dividing it into three eras of quite different characteristics. The first era (1875–1978): Early development of the department as an entity, focusing on rapid growth during the administration of Kenneth L. Hillam as chairman. The second era (1978–1990): Efforts to bring the department in line with national standards in the mathematics community and to establish research capabilities, during the administration of Peter L. -
Visual Mathematics
25/01/2017 Visual Mathematics http://home.gwu.edu/~robinson/vm/visual.html Go MAY 29 captures 9 May 04 23 Mar 16 2003 Visual Mathematics The official public web page for Math 80110 : Visual Mathematics A Dean's Seminar for Freshmen (This page remains: currently under construction!) Recommended Visual Math Software: Fractint: http://spanky.triumf.ca/www/fractint/fractint.html The classic PC fractal program.Try Winfract MS Windows version. Winfeed: http://math.exeter.edu/rparris/winfeed.html A great program that draws many types of fractals Tyler:http://www.superliminal.com/geometry/tyler/Tyler.htm, Draws regular and semiregular tessellations, and more. Web based applet is also available as java appliacation. MusiNum: http://www.mns.brain.riken.jp/~kinderma/musinum/musinum.html: Fractal music software. Jeff Week's amazing software including Kali and Kaleidotile : http://geometrygames.org/ Tess32: http://www.soft411.com/company/PedagoguerySoftwareInc/Tess.htm Pretzangles: http://www.pretzangles.com/index.html Anamorph Me!: http://www.anamorphosis.com (see also http://myweb.tiscali.co.uk/artofanamorphosis/AnamorphMeREADME.txt ) QuasiG: http://condellpark.com/kd/quasig.htm A program for drawing Penrose tilings Boids: http://www.navgen.com/3d_boids/ Simulation of bird flocking behavior Life32: http://psoup.math.wisc.edu/Life32.html Fully featured program to play Conway's game of Life Life http://www.robmaeder.com/projects/code/life.php Easy & basic program to play Conway's game of Life Artists & Mathematicians: Thomas Banchoff: http://www.math.brown.edu/~banchoff/ Dror BarNatan: http://www.math.toronto.edu/~drorbn/Gallery/index.html Paul Bourke: http://astronomy.swin.edu.au/~pbourke/ Brent Collins: http://www.mi.sanu.ac.yu/vismath/col/col1.htm Santiago Calatrava: http://www.calatrava.com/ Bill Casselman: http://www.math.ubc.ca/~cass/ H. -
Universidad Autónoma De Nuevo León Facultad De Artes Visuales División De Estudios De Posgrado
UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN FACULTAD DE ARTES VISUALES DIVISIÓN DE ESTUDIOS DE POSGRADO ANÁLISIS ESTÉTICO DE LA OBRA “FLOWERS OF LEARNING” DE ROMAN VEROSTKO COMO REPRESENTANTE DEL ARTE ALGORÍTMICO Por PAUL FIDEL MARTÍNEZ MARTÍNEZ Director de Tesis M.A. José Alfredo Herrera Pescador Como requisito parcial para obtener el Grado de Maestría en Artes con Especialidad en Educación en el Arte Monterrey, N.L. Junio de 2008 1 INDICE DE CONTENIDOS INDICE DE CONTENIDOS 2 INTRODUCCIÓN 4 CAPÍTULO I 8 Naturaleza y Dimensión del tema de investigación 8 1.1 Marco Contextual 8 1.2 Planteamiento del Problema 11 1.3 Objetivos de la investigación 12 1.3.1 Objetivo General 13 1.3.2 Objetivos específicos 13 1.4 Hipótesis 13 1.5 Justificación 14 1.6 Metodología 14 CAPÍTULO II 16 Precedentes 16 2.1 La Función Estética del Arte a partir de las Vanguardias del S.XX 16 2.2 Las Vanguardias 23 2.2.1 El cubismo 25 2.2.2 Futurismo 27 2.2.3 Dadaísmo 30 2.2.5. Fluxus 36 2.3. Arte digital 37 CAPÍTULO III 43 ESTETICA DIGITAL 43 3.1 Perspectivas de la estética digital 43 3.2 Estética de la percepción 47 3.3 Estética Generativa y Estética Participativa 50 2 CAPITULO IV 55 ARTE ALGORÍTMICO 55 4. 1 CONCEPTO DE ALGORITMO 55 4.1.1 ¿Qué es un Algoritmo? 55 4.1.2 La máquina de Turing 61 4.1.3 Especificación de algoritmos 63 4.1.4 Implementación de algoritmos 65 4.1.5 Clases de algoritmos 67 4. -
The Eightfold Way: a Mathematical Sculpture by Helaman Ferguson
The Eightfold Way MSRI Publications Volume 35, 1998 The Eightfold Way: A Mathematical Sculpture by Helaman Ferguson WILLIAM P. THURSTON This introduction to The Eightfold Way andtheKleinquarticwaswritten for the sculpture’s inauguration. On that occasion it was distributed, to- gether with the illustration on Plate 2, to a public that included not only mathematicians but many friends of MSRI and other people with an in- terest in mathematics. Thurston was the Director of MSRI from 1992 to 1997. Mathematics is full of amazing beauty, yet the beauty of mathematics is far removed from most people’s everyday experience. The Mathematical Sciences Research Institute is committed to the search for ways to convey the beauty and spirit of mathematics beyond the circles of professional mathematicians. As a step in this effort, MSRI (pronounced “Emissary”) has installed a first mathematical sculpture, The Eightfold Way, by Helaman Ferguson. The sculp- ture represents a beautiful mathematical construction that has been studied by mathematicians for more than a century, from many points of view: geometry, symmetry, group theory, algebraic geometry, topology, number theory, complex analysis. The surface depicted by the sculpture was discovered, along with many of its amazing properties, by the German mathematician Felix Klein in 1879, and is often referred to as the Klein quartic or the Klein curve in his honor. The abstract surface is impossible to render exactly in three-dimensional space, so the sculpture should be thought of as a kind of topological sketch. Ridges and valleys carved into the white marble surface divide it into 24 regions. Each region has 7 sides, and represents the ideal of a regular heptagon (7-gon). -
Galerije Antuna Augustin^I]A Original U Skulpturi
28–29 ANALI ANALI GALERIJE ANTUNA AUGUSTIN^I]A GOD. XXVIII–XXIX (2008.–2009.) • BR. 28–29 • STR. 1–472 • KLANJEC 2010. Simpozij ORIGINAL U SKULPTURI Klanjec, 4. – 6. lipnja 2008. ZBORNIK RADOVA 28 29 ISSN-0352-1826 UDK 71/77(058) ANALI GALERIJE ANTUNA AUGUSTIN^I]A GOD. XXVIII–XXIX (2008.–2009.) • BR. 28–29 • STR. 1–472 • Klanjec 2010. ISSN-0352-1826 UDK 71/77(058) CONTENTS SADR@AJ Editor’s Word Riječ urednika 5 5 LAVINIA BELUŠIĆ LAVINIA BELUŠIĆ The Concept of Originality in Pojam izvornosti u traktatima Rennaisance Italy Treatises (1435–1568) renesansne Italije (1435.–1568.) 35 9 IGOR FISKOVIĆ IGOR FISKOVIĆ The Case of the Renaissance Sculpture Slučaj renesansnog kipa Sv. Petra u of St. Peter in Vrboska Vrboskoj 51 37 VEDRANA GJUKIĆ-BENDER VEDRANA GJUKIĆ-BENDER Sculptor Innocenzo Spinazzi, Creator Innocenzo Spinazzi – kipar stvaratelj and Copyist i kopist 64 53 VESNA LOVRIĆ PLANTIĆ VESNA LOVRIĆ PLANTIĆ »The Montgolfier Brothers’ Balloon« »Balon braće Montgolfier« Luxurious Clock-Sculpture: Problems of Raskošan sat-skulptura: problemi Attribution and Dating atribucije i datacije 84 67 DR. JOSIP KOROŠEC JOSIP KOROŠEC The Role of Sculpture and the Uloga skulpture i značaj njezine Importance of Its Originality izvornosti 96 85 CONTENTS SADR@AJ MARTINA OŽANIĆ MARTINA OŽANIĆ Sculptural Group of The Holy Family – Skulpturalna grupa Svete Obitelji – Sharing Ideas and Authorship in pitanje udjela autorske invencije u Studies and Prints odnosu na grafički predložak 113 97 ANICA RIBIČIĆ-ŽUPANIĆ ANICA RIBIČIĆ-ŽUPANIĆ Francisco Pallas y Puig Francisco