The Golden Proportion: Key to the Secret of Beauty S Saraf, P Saraf
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Symmetry As an Aesthetic Factor
Comp. & Maths. with Appls, Vol. 12B, Nos. I/2, pp. 77-82. 1986 0886-9561/86 $3,1)0+ .00 Printed in Great Britain. © 1986 Pergamon Press Ltd. SYMMETRY AS AN AESTHETIC FACTOR HAROLD OSBORNEt Kreutzstrasse 12, 8640 Rappersvill SG, Switzerland Abstract--In classical antiquity symmetry meant commensurability and was believed to constitute a canon of beauty in nature as in art. This intellectualist conception of beauty persisted through the Middle Ages with the addition doctrine that the phenomenal world manifests an imperfect replica of the ideal symmetry of divine Creation. The concept of the Golden Section came to the fore at the Renaissance and has continued as a minority interest both for organic nature and for fine art. The modern idea of symmetry is based more loosely upon the balance of shapes or magnitudes and corresponds to a change from an intellectual to a perceptual attitude towards aesthetic experience. None of these theories of symmetry has turned out to be a principle by following which aesthetically satisfying works of art can be mechanically constructed. In contemporary theory the vaguer notion of organic unity has usurped the prominence formerly enjoyed by that of balanced symmetry. From classical antiquity the idea of symmetry in close conjunction with that of proportion dominated the studio practice of artists and the thinking of theorists. Symmetry was asserted to be the key to perfection in nature as in art. But the traditional concept was radically different from what we understand by symmetry today--so different that "symmetry" can no longer be regarded as a correct translation of the Greek word symmetria from which it derives--and some acquaintance with the historical background of these ideas is essential in order to escape from the imbroglio of confusion which has resulted from the widespread conflation of the two. -
From a GOLDEN RECTANGLE to GOLDEN QUADRILATERALS And
An example of constructive defining: TechSpace From a GOLDEN TechSpace RECTANGLE to GOLDEN QUADRILATERALS and Beyond Part 1 MICHAEL DE VILLIERS here appears to be a persistent belief in mathematical textbooks and mathematics teaching that good practice (mostly; see footnote1) involves first Tproviding students with a concise definition of a concept before examples of the concept and its properties are further explored (mostly deductively, but sometimes experimentally as well). Typically, a definition is first provided as follows: Parallelogram: A parallelogram is a quadrilateral with half • turn symmetry. (Please see endnotes for some comments on this definition.) 1 n The number e = limn 1 + = 2.71828 ... • →∞ ( n) Function: A function f from a set A to a set B is a relation • from A to B that satisfies the following conditions: (1) for each element a in A, there is an element b in B such that <a, b> is in the relation; (2) if <a, b> and <a, c> are in the relation, then b = c. 1It is not being claimed here that all textbooks and teaching practices follow the approach outlined here as there are some school textbooks such as Serra (2008) that seriously attempt to actively involve students in defining and classifying triangles and quadrilaterals themselves. Also in most introductory calculus courses nowadays, for example, some graphical and numerical approaches are used before introducing a formal limit definition of differentiation as a tangent to the curve of a function or for determining its instantaneous rate of change at a particular point. Keywords: constructive defining; golden rectangle; golden rhombus; golden parallelogram 64 At Right Angles | Vol. -
Mathematical Melodies: the Beauty of Numbers “What Are You Studying?”
Mathematical Melodies: The Beauty of Numbers “What are you studying?” I asked a senior a couple of years ago. “Visual Art,” he replied. I said something like, “I never was good at drawing or anything like that,” and he responded, “I get that a lot,” seeming slightly annoyed. I hope that he did not think I was dismissing art simply because I am not very good at making it. In fact, I have a great appreciation for painting, sculpture, and art of all kinds. I recognize two facts: that visual art is aesthetic, and that someone with no particular gifts as an artist can appreciate it. Now I am the senior, and often when I tell someone that I study mathematics, I get a reply like, “I never could get the hang of math.” Now it is certainly fine if someone is not very good at math, but I always hope that their statement does not mean they dismiss mathematics from their life. In this article, I would like to demonstrate two facts: that mathematics is aesthetic, and that someone with no particular gifts as a mathematician can appreciate it. If I can get you to believe these two facts, then it would be just as desirable and beneficial to your life to take math seriously as it is for me to take art seriously. While it may be true that a non- mathematician cannot appreciate the beauty of mathematics as much as a mathematician can, I also doubt I can appreciate a painting as well as my artist friend can. -
An Artistic and Mathematical Look at the Work of Maurits Cornelis Escher
University of Northern Iowa UNI ScholarWorks Honors Program Theses Honors Program 2016 Tessellations: An artistic and mathematical look at the work of Maurits Cornelis Escher Emily E. Bachmeier University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©2016 Emily E. Bachmeier Follow this and additional works at: https://scholarworks.uni.edu/hpt Part of the Harmonic Analysis and Representation Commons Recommended Citation Bachmeier, Emily E., "Tessellations: An artistic and mathematical look at the work of Maurits Cornelis Escher" (2016). Honors Program Theses. 204. https://scholarworks.uni.edu/hpt/204 This Open Access Honors Program Thesis is brought to you for free and open access by the Honors Program at UNI ScholarWorks. It has been accepted for inclusion in Honors Program Theses by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Running head: TESSELLATIONS: THE WORK OF MAURITS CORNELIS ESCHER TESSELLATIONS: AN ARTISTIC AND MATHEMATICAL LOOK AT THE WORK OF MAURITS CORNELIS ESCHER A Thesis Submitted in Partial Fulfillment of the Requirements for the Designation University Honors Emily E. Bachmeier University of Northern Iowa May 2016 TESSELLATIONS : THE WORK OF MAURITS CORNELIS ESCHER This Study by: Emily Bachmeier Entitled: Tessellations: An Artistic and Mathematical Look at the Work of Maurits Cornelis Escher has been approved as meeting the thesis or project requirements for the Designation University Honors. ___________ ______________________________________________________________ Date Dr. Catherine Miller, Honors Thesis Advisor, Math Department ___________ ______________________________________________________________ Date Dr. Jessica Moon, Director, University Honors Program TESSELLATIONS : THE WORK OF MAURITS CORNELIS ESCHER 1 Introduction I first became interested in tessellations when my fifth grade mathematics teacher placed multiple shapes that would tessellate at the front of the room and we were allowed to pick one to use to create a tessellation. -
Fibonacci Number
Fibonacci number From Wikipedia, the free encyclopedia • Have questions? Find out how to ask questions and get answers. • • Learn more about citing Wikipedia • Jump to: navigation, search A tiling with squares whose sides are successive Fibonacci numbers in length A Fibonacci spiral, created by drawing arcs connecting the opposite corners of squares in the Fibonacci tiling shown above – see golden spiral In mathematics, the Fibonacci numbers form a sequence defined by the following recurrence relation: That is, after two starting values, each number is the sum of the two preceding numbers. The first Fibonacci numbers (sequence A000045 in OEIS), also denoted as Fn, for n = 0, 1, … , are: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987, 1597, 2584, 4181, 6765, 10946, 17711, 28657, 46368, 75025, 121393, ... (Sometimes this sequence is considered to start at F1 = 1, but in this article it is regarded as beginning with F0=0.) The Fibonacci numbers are named after Leonardo of Pisa, known as Fibonacci, although they had been described earlier in India. [1] [2] • [edit] Origins The Fibonacci numbers first appeared, under the name mātrāmeru (mountain of cadence), in the work of the Sanskrit grammarian Pingala (Chandah-shāstra, the Art of Prosody, 450 or 200 BC). Prosody was important in ancient Indian ritual because of an emphasis on the purity of utterance. The Indian mathematician Virahanka (6th century AD) showed how the Fibonacci sequence arose in the analysis of metres with long and short syllables. Subsequently, the Jain philosopher Hemachandra (c.1150) composed a well-known text on these. -
De Divino Errore ‘De Divina Proportione’ Was Written by Luca Pacioli and Illustrated by Leonardo Da Vinci
De Divino Errore ‘De Divina Proportione’ was written by Luca Pacioli and illustrated by Leonardo da Vinci. It was one of the most widely read mathematical books. Unfortunately, a strongly emphasized statement in the book claims six summits of pyramids of the stellated icosidodecahedron lay in one plane. This is not so, and yet even extensively annotated editions of this book never noticed this error. Dutchmen Jos Janssens and Rinus Roelofs did so, 500 years later. Fig. 1: About this illustration of Leonardo da Vinci for the Milanese version of the ‘De Divina Proportione’, Pacioli erroneously wrote that the red and green dots lay in a plane. The book ‘De Divina Proportione’, or ‘On the Divine Ratio’, was written by the Franciscan Fra Luca Bartolomeo de Pacioli (1445-1517). His name is sometimes written Paciolo or Paccioli because Italian was not a uniform language in his days, when, moreover, Italy was not a country yet. Labeling Pacioli as a Tuscan, because of his birthplace of Borgo San Sepolcro, may be more correct, but he also studied in Venice and Rome, and spent much of his life in Perugia and Milan. In service of Duke and patron Ludovico Sforza, he would write his masterpiece, in 1497 (although it is more correct to say the work was written between 1496 and 1498, because it contains several parts). It was not his first opus, because in 1494 his ‘Summa de arithmetic, geometrica, proportioni et proportionalita’ had appeared; the ‘Summa’ and ‘Divina’ were not his only books, but surely the most famous ones. For hundreds of years the books were among the most widely read mathematical bestsellers, their fame being only surpassed by the ‘Elements’ of Euclid. -
The Creative Act in the Dialogue Between Art and Mathematics
mathematics Article The Creative Act in the Dialogue between Art and Mathematics Andrés F. Arias-Alfonso 1,* and Camilo A. Franco 2,* 1 Facultad de Ciencias Sociales y Humanas, Universidad de Manizales, Manizales 170003, Colombia 2 Grupo de Investigación en Fenómenos de Superficie—Michael Polanyi, Departamento de Procesos y Energía, Facultad de Minas, Universidad Nacional de Colombia, Sede Medellín, Medellín 050034, Colombia * Correspondence: [email protected] (A.F.A.-A.); [email protected] (C.A.F.) Abstract: This study was developed during 2018 and 2019, with 10th- and 11th-grade students from the Jose Maria Obando High School (Fredonia, Antioquia, Colombia) as the target population. Here, the “art as a method” was proposed, in which, after a diagnostic, three moments were developed to establish a dialogue between art and mathematics. The moments include Moment 1: introduction to art and mathematics as ways of doing art, Moment 2: collective experimentation, and Moment 3: re-signification of education as a model of experience. The methodology was derived from different mathematical-based theories, such as pendulum motion, centrifugal force, solar energy, and Chladni plates, allowing for the exploration of possibilities to new paths of knowledge from proposing the creative act. Likewise, the possibility of generating a broad vision of reality arose from the creative act, where understanding was reached from logical-emotional perspectives beyond the rational vision of science and its descriptions. Keywords: art; art as method; creative act; mathematics 1. Introduction Citation: Arias-Alfonso, A.F.; Franco, C.A. The Creative Act in the Dialogue There has always been a conception in the collective imagination concerning the between Art and Mathematics. -
Page 1 Golden Ratio Project When to Use This Project
Golden Ratio Project When to use this project: Golden Ratio artwork can be used with the study of Ratios, Patterns, Fibonacci, or Second degree equation solutions and with pattern practice, notions of approaching a limit, marketing, review of long division, review of rational and irrational numbers, introduction to ϕ . Appropriate for students in 6th through 12th grades. Vocabulary and concepts Fibonacci pattern Leonardo Da Pisa = Fibonacci = son of Bonacci Golden ratio Golden spiral Golden triangle Phi, ϕ Motivation Through the investigation of the Fibonacci sequence students will delve into ratio, the notion of irrational numbers, long division review, rational numbers, pleasing proportions, solutions to second degree equations, the fascinating mathematics of ϕ , and more. Introductory concepts In the 13th century, an Italian mathematician named Leonardo Da Pisa (also known as Fibonacci -- son of Bonacci) described an interesting pattern of numbers. The sequence was this; 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, ... Notice that given the first two numbers, the remaining sequence is the sum of the two previous elements. This pattern has been found to be in growth structures, plant branchings, musical chords, and many other surprising realms. As the Fibonacci sequence progresses, the ratio of one number to its proceeding number is about 1.6. Actually, the further along the sequence that one continues, this ratio approaches 1.618033988749895 and more. This is a very interesting number called by the Greek letter phi ϕ . Early Greek artists and philosophers judged that a page 1 desirable proportion in Greek buildings should be width = ϕ times height. The Parthenon is one example of buildings that exhibit this proportion. -
Mathematics K Through 6
Building fun and creativity into standards-based learning Mathematics K through 6 Ron De Long, M.Ed. Janet B. McCracken, M.Ed. Elizabeth Willett, M.Ed. © 2007 Crayola, LLC Easton, PA 18044-0431 Acknowledgements Table of Contents This guide and the entire Crayola® Dream-Makers® series would not be possible without the expertise and tireless efforts Crayola Dream-Makers: Catalyst for Creativity! ....... 4 of Ron De Long, Jan McCracken, and Elizabeth Willett. Your passion for children, the arts, and creativity are inspiring. Thank you. Special thanks also to Alison Panik for her content-area expertise, writing, research, and curriculum develop- Lessons ment of this guide. Garden of Colorful Counting ....................................... 6 Set representation Crayola also gratefully acknowledges the teachers and students who tested the lessons in this guide: In the Face of Symmetry .............................................. 10 Analysis of symmetry Barbi Bailey-Smith, Little River Elementary School, Durham, NC Gee’s-o-metric Wisdom ................................................ 14 Geometric modeling Rob Bartoch, Sandy Plains Elementary School, Baltimore, MD Patterns of Love Beads ................................................. 18 Algebraic patterns Susan Bivona, Mount Prospect Elementary School, Basking Ridge, NJ A Bountiful Table—Fair-Share Fractions ...................... 22 Fractions Jennifer Braun, Oak Street Elementary School, Basking Ridge, NJ Barbara Calvo, Ocean Township Elementary School, Oakhurst, NJ Whimsical Charting and -
Golden Ratio: a Subtle Regulator in Our Body and Cardiovascular System?
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/306051060 Golden Ratio: A subtle regulator in our body and cardiovascular system? Article in International journal of cardiology · August 2016 DOI: 10.1016/j.ijcard.2016.08.147 CITATIONS READS 8 266 3 authors, including: Selcuk Ozturk Ertan Yetkin Ankara University Istinye University, LIV Hospital 56 PUBLICATIONS 121 CITATIONS 227 PUBLICATIONS 3,259 CITATIONS SEE PROFILE SEE PROFILE Some of the authors of this publication are also working on these related projects: microbiology View project golden ratio View project All content following this page was uploaded by Ertan Yetkin on 23 August 2019. The user has requested enhancement of the downloaded file. International Journal of Cardiology 223 (2016) 143–145 Contents lists available at ScienceDirect International Journal of Cardiology journal homepage: www.elsevier.com/locate/ijcard Review Golden ratio: A subtle regulator in our body and cardiovascular system? Selcuk Ozturk a, Kenan Yalta b, Ertan Yetkin c,⁎ a Abant Izzet Baysal University, Faculty of Medicine, Department of Cardiology, Bolu, Turkey b Trakya University, Faculty of Medicine, Department of Cardiology, Edirne, Turkey c Yenisehir Hospital, Division of Cardiology, Mersin, Turkey article info abstract Article history: Golden ratio, which is an irrational number and also named as the Greek letter Phi (φ), is defined as the ratio be- Received 13 July 2016 tween two lines of unequal length, where the ratio of the lengths of the shorter to the longer is the same as the Accepted 7 August 2016 ratio between the lengths of the longer and the sum of the lengths. -
Simple Rules for Incorporating Design Art Into Penrose and Fractal Tiles
Bridges 2012: Mathematics, Music, Art, Architecture, Culture Simple Rules for Incorporating Design Art into Penrose and Fractal Tiles San Le SLFFEA.com [email protected] Abstract Incorporating designs into the tiles that form tessellations presents an interesting challenge for artists. Creating a viable M.C. Escher-like image that works esthetically as well as functionally requires resolving incongruencies at a tile’s edge while constrained by its shape. Escher was the most well known practitioner in this style of mathematical visualization, but there are significant mathematical objects to which he never applied his artistry including Penrose Tilings and fractals. In this paper, we show that the rules of creating a traditional tile extend to these objects as well. To illustrate the versatility of tiling art, images were created with multiple figures and negative space leading to patterns distinct from the work of others. 1 1 Introduction M.C. Escher was the most prominent artist working with tessellations and space filling. Forty years after his death, his creations are still foremost in people’s minds in the field of tiling art. One of the reasons Escher continues to hold such a monopoly in this specialty are the unique challenges that come with creating Escher type designs inside a tessellation[15]. When an image is drawn into a tile and extends to the tile’s edge, it introduces incongruencies which are resolved by continuously aligning and refining the image. This is particularly true when the image consists of the lizards, fish, angels, etc. which populated Escher’s tilings because they do not have the 4-fold rotational symmetry that would make it possible to arbitrarily rotate the image ± 90, 180 degrees and have all the pieces fit[9]. -
Syddansk Universitet Review of "Henning, Herbert: La Divina
Syddansk Universitet Review of "Henning, Herbert: La divina proportione und die Faszination des Schönen oder das Schöne in der Mathematik" Robering, Klaus Published in: Mathematical Reviews Publication date: 2014 Document version Accepted author manuscript Citation for pulished version (APA): Robering, K. (2014). Review of "Henning, Herbert: La divina proportione und die Faszination des Schönen oder das Schöne in der Mathematik". Mathematical Reviews. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 14. Feb. 2017 MR3059375 Henning, Herbert La divina proportione und die Faszination des Sch¨onenoder das Sch¨onein der Mathematik. (German) [The divine proportion and the fascination of beauty or beauty in mathematics] Mitt. Math. Ges. Hamburg 32 (2012), 49{62 00A66 (11B39 51M04) The author points out that there is a special relationship between mathematics and the arts in that both aim at the discovery and presentation of truth and beauty.