Tiling and Tazhib of Some Special Star Polygons a Mathematics and Art Case Study
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And Twelve-Pointed Star Polygon Design of the Tashkent Scrolls
Bridges 2011: Mathematics, Music, Art, Architecture, Culture A Nine- and Twelve-Pointed Star Polygon Design of the Tashkent Scrolls B. Lynn Bodner Mathematics Department Cedar Avenue Monmouth University West Long Branch, New Jersey, 07764, USA E-mail: [email protected] Abstract In this paper we will explore one of the Tashkent Scrolls’ repeat units, that, when replicated using symmetry operations, creates an overall pattern consisting of “nearly regular” nine-pointed, regular twelve-pointed and irregularly-shaped pentagonal star polygons. We seek to determine how the original designer of this pattern may have determined, without mensuration, the proportion and placement of the star polygons comprising the design. We will do this by proposing a plausible Euclidean “point-joining” compass-and-straightedge reconstruction. Introduction The Tashkent Scrolls (so named because they are housed in Tashkent at the Institute of Oriental Studies at the Academy of Sciences) consist of fragments of architectural sketches attributed to an Uzbek master builder or a guild of architects practicing in 16 th century Bukhara [1, p. 7]. The sketch from the Tashkent Scrolls that we will explore shows only a small portion, or the repeat unit , of a nine- and twelve-pointed star polygon design. It is contained within a rectangle and must be reflected across the boundaries of this rectangle to achieve the entire pattern. This drawing, which for the remainder of this paper we will refer to as “T9N12,” is similar to many of the 114 Islamic architectural and ornamental design sketches found in the much larger, older and better preserved Topkapı Scroll, a 96-foot-long architectural scroll housed at the Topkapı Palace Museum Library in Istanbul. -
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. -
Framing Cyclic Revolutionary Emergence of Opposing Symbols of Identity Eppur Si Muove: Biomimetic Embedding of N-Tuple Helices in Spherical Polyhedra - /
Alternative view of segmented documents via Kairos 23 October 2017 | Draft Framing Cyclic Revolutionary Emergence of Opposing Symbols of Identity Eppur si muove: Biomimetic embedding of N-tuple helices in spherical polyhedra - / - Introduction Symbolic stars vs Strategic pillars; Polyhedra vs Helices; Logic vs Comprehension? Dynamic bonding patterns in n-tuple helices engendering n-fold rotating symbols Embedding the triple helix in a spherical octahedron Embedding the quadruple helix in a spherical cube Embedding the quintuple helix in a spherical dodecahedron and a Pentagramma Mirificum Embedding six-fold, eight-fold and ten-fold helices in appropriately encircled polyhedra Embedding twelve-fold, eleven-fold, nine-fold and seven-fold helices in appropriately encircled polyhedra Neglected recognition of logical patterns -- especially of opposition Dynamic relationship between polyhedra engendered by circles -- variously implying forms of unity Symbol rotation as dynamic essential to engaging with value-inversion References Introduction The contrast to the geocentric model of the solar system was framed by the Italian mathematician, physicist and philosopher Galileo Galilei (1564-1642). His much-cited phrase, " And yet it moves" (E pur si muove or Eppur si muove) was allegedly pronounced in 1633 when he was forced to recant his claims that the Earth moves around the immovable Sun rather than the converse -- known as the Galileo affair. Such a shift in perspective might usefully inspire the recognition that the stasis attributed so widely to logos and other much-valued cultural and heraldic symbols obscures the manner in which they imply a fundamental cognitive dynamic. Cultural symbols fundamental to the identity of a group might then be understood as variously moving and transforming in ways which currently elude comprehension. -
The First Treatments of Regular Star Polygons Seem to Date Back to The
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Archivio istituzionale della ricerca - Università di Palermo FROM THE FOURTEENTH CENTURY TO CABRÌ: CONVOLUTED CONSTRUCTIONS OF STAR POLYGONS INTRODUCTION The first treatments of regular star polygons seem to date back to the fourteenth century, but a comprehensive theory on the subject was presented only in the nineteenth century by the mathematician Louis Poinsot. After showing how star polygons are closely linked to the concept of prime numbers, I introduce here some constructions, easily reproducible with geometry software that allow us to investigate and see some nice and hidden property obtained by the scholars of the fourteenth century onwards. Regular star polygons and prime numbers Divide a circumference into n equal parts through n points; if we connect all the points in succession, through chords, we get what we recognize as a regular convex polygon. If we choose to connect the points, starting from any one of them in regular steps, two by two, or three by three or, generally, h by h, we get what is called a regular star polygon. It is evident that we are able to create regular star polygons only for certain values of h. Let us divide the circumference, for example, into 15 parts and let's start by connecting the points two by two. In order to close the figure, we return to the starting point after two full turns on the circumference. The polygon that is formed is like the one in Figure 1: a polygon of “order” 15 and “species” two. -
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. -
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 -
Mathematical Concepts Within the Artwork of Lewitt and Escher
A Thesis Presented to The Faculty of Alfred University More than Visual: Mathematical Concepts Within the Artwork of LeWitt and Escher by Kelsey Bennett In Partial Fulfillment of the requirements for the Alfred University Honors Program May 9, 2019 Under the Supervision of: Chair: Dr. Amanda Taylor Committee Members: Barbara Lattanzi John Hosford 1 Abstract The goal of this thesis is to demonstrate the relationship between mathematics and art. To do so, I have explored the work of two artists, M.C. Escher and Sol LeWitt. Though these artists approached the role of mathematics in their art in different ways, I have observed that each has employed mathematical concepts in order to create their rule-based artworks. The mathematical ideas which serve as the backbone of this thesis are illustrated by the artists' works and strengthen the bond be- tween the two subjects of art and math. My intention is to make these concepts accessible to all readers, regardless of their mathematical or artis- tic background, so that they may in turn gain a deeper understanding of the relationship between mathematics and art. To do so, we begin with a philosophical discussion of art and mathematics. Next, we will dissect and analyze various pieces of work by Sol LeWitt and M.C. Escher. As part of that process, we will also redesign or re-imagine some artistic pieces to further highlight mathematical concepts at play within the work of these artists. 1 Introduction What is art? The Merriam-Webster dictionary provides one definition of art as being \the conscious use of skill and creative imagination especially in the production of aesthetic object" ([1]). -
Muse® Teacher Guide: January 2020
Muse® Teacher Guide: September 2020 What Is Perfection? It may be a relief to discover that being “imperfect” has some advantages. This issue of MUSE explores how variation and diversity contribute to excellence. In a world where we are compelled to strive for excellence, the articles in this guide examine why the journey, rather than the destination, should be our primary focus. CONVERSATION QUESTION When can imperfection be extraordinary? TEACHING OBJECTIVES • Students will learn about the use of the golden In addition to supplemental materials ratio in art. • Students will learn why game developers avoid focused on core STEM skills, this perfection. flexible teaching tool offers • Students will learn how variations in biology can be the key to excellence. vocabulary-building activities, • Students will investigate number patterns utilizing questions for discussion, and cross- the Fibonacci sequence. • Students will compare and contrast the elements curricular activities. of a wide game with the elements of a deep game. • Students will examine the structure and function SELECTIONS of variations in the human body that contribute to • The Art of the Golden Ratio the extraordinary functioning. Expository Nonfiction, ~900L • Students will research examples of the golden • Good Gaming ratio in art history. Expository Nonfiction, ~1100L • Students will use mathematical concepts to express game preferences. • Perfectly Imperfect • Students will study additional examples of Expository Nonfiction, ~700L adaptation in the animal kingdom. U33T http://www.cricketmedia.com/classroom/Muse-magazine Muse® Teacher Guide: September 2020 The Art of the Golden Ratio ENGAGE pp. 20–22, Expository Nonfiction Conversation Question: When can imperfection be extraordinary? This article explores the use of mathematical concepts in art. -
Symmetry Is a Manifestation of Structural Harmony and Transformations of Geometric Structures, and Lies at the Very Foundation
Bridges Finland Conference Proceedings Some Girihs and Puzzles from the Interlocks of Similar or Complementary Figures Treatise Reza Sarhangi Department of Mathematics Towson University Towson, MD 21252 E-mail: [email protected] Abstract This paper is the second one to appear in the Bridges Proceedings that addresses some problems recorded in the Interlocks of Similar or Complementary Figures treatise. Most problems in the treatise are sketchy and some of them are incomprehensible. Nevertheless, this is the only document remaining from the medieval Persian that demonstrates how a girih can be constructed using compass and straightedge. Moreover, the treatise includes some puzzles in the transformation of a polygon into another one using mathematical formulas or dissection methods. It is believed that the document was written sometime between the 13th and 15th centuries by an anonymous mathematician/craftsman. The main intent of the present paper is to analyze a group of problems in this treatise to respond to questions such as what was in the mind of the treatise’s author, how the diagrams were constructed, is the conclusion offered by the author mathematically provable or is incorrect. All images, except for photographs, have been created by author. 1. Introduction There are a few documents such as treatises and scrolls in Persian mosaic design, that have survived for centuries. The Interlocks of Similar or Complementary Figures treatise [1], is one that is the source for this article. In the Interlocks document, one may find many interesting girihs and also some puzzles that are solved using mathematical formulas or dissection methods. Dissection, in the present literature, refers to cutting a geometric, two-dimensional shape, into pieces that can be rearranged to compose a different shape. -
Decagonal and Quasi-Crystalline Tilings in Medieval Islamic Architecture
REPORTS 21. Materials and methods are available as supporting 27. N. Panagia et al., Astrophys. J. 459, L17 (1996). Supporting Online Material material on Science Online. 28. The authors would like to thank L. Nelson for providing www.sciencemag.org/cgi/content/full/315/5815/1103/DC1 22. A. Heger, N. Langer, Astron. Astrophys. 334, 210 (1998). access to the Bishop/Sherbrooke Beowulf cluster (Elix3) Materials and Methods 23. A. P. Crotts, S. R. Heathcote, Nature 350, 683 (1991). which was used to perform the interacting winds SOM Text 24. J. Xu, A. Crotts, W. Kunkel, Astrophys. J. 451, 806 (1995). calculations. The binary merger calculations were Tables S1 and S2 25. B. Sugerman, A. Crotts, W. Kunkel, S. Heathcote, performed on the UK Astrophysical Fluids Facility. References S. Lawrence, Astrophys. J. 627, 888 (2005). T.M. acknowledges support from the Research Training Movies S1 and S2 26. N. Soker, Astrophys. J., in press; preprint available online Network “Gamma-Ray Bursts: An Enigma and a Tool” 16 October 2006; accepted 15 January 2007 (http://xxx.lanl.gov/abs/astro-ph/0610655) during part of this work. 10.1126/science.1136351 be drawn using the direct strapwork method Decagonal and Quasi-Crystalline (Fig. 1, A to D). However, an alternative geometric construction can generate the same pattern (Fig. 1E, right). At the intersections Tilings in Medieval Islamic Architecture between all pairs of line segments not within a 10/3 star, bisecting the larger 108° angle yields 1 2 Peter J. Lu * and Paul J. Steinhardt line segments (dotted red in the figure) that, when extended until they intersect, form three distinct The conventional view holds that girih (geometric star-and-polygon, or strapwork) patterns in polygons: the decagon decorated with a 10/3 star medieval Islamic architecture were conceived by their designers as a network of zigzagging lines, line pattern, an elongated hexagon decorated where the lines were drafted directly with a straightedge and a compass. -
Isotoxal Star-Shaped Polygonal Voids and Rigid Inclusions in Nonuniform Antiplane Shear fields
Published in International Journal of Solids and Structures 85-86 (2016), 67-75 doi: http://dx.doi.org/10.1016/j.ijsolstr.2016.01.027 Isotoxal star-shaped polygonal voids and rigid inclusions in nonuniform antiplane shear fields. Part I: Formulation and full-field solution F. Dal Corso, S. Shahzad and D. Bigoni DICAM, University of Trento, via Mesiano 77, I-38123 Trento, Italy Abstract An infinite class of nonuniform antiplane shear fields is considered for a linear elastic isotropic space and (non-intersecting) isotoxal star-shaped polygonal voids and rigid inclusions per- turbing these fields are solved. Through the use of the complex potential technique together with the generalized binomial and the multinomial theorems, full-field closed-form solutions are obtained in the conformal plane. The particular (and important) cases of star-shaped cracks and rigid-line inclusions (stiffeners) are also derived. Except for special cases (ad- dressed in Part II), the obtained solutions show singularities at the inclusion corners and at the crack and stiffener ends, where the stress blows-up to infinity, and is therefore detri- mental to strength. It is for this reason that the closed-form determination of the stress field near a sharp inclusion or void is crucial for the design of ultra-resistant composites. Keywords: v-notch, star-shaped crack, stress singularity, stress annihilation, invisibility, conformal mapping, complex variable method. 1 Introduction The investigation of the perturbation induced by an inclusion (a void, or a crack, or a stiff insert) in an ambient stress field loading a linear elastic infinite space is a fundamental problem in solid mechanics, whose importance need not be emphasized. -
Self-Dual Configurations and Regular Graphs
SELF-DUAL CONFIGURATIONS AND REGULAR GRAPHS H. S. M. COXETER 1. Introduction. A configuration (mci ni) is a set of m points and n lines in a plane, with d of the points on each line and c of the lines through each point; thus cm = dn. Those permutations which pre serve incidences form a group, "the group of the configuration." If m — n, and consequently c = d, the group may include not only sym metries which permute the points among themselves but also reci procities which interchange points and lines in accordance with the principle of duality. The configuration is then "self-dual," and its symbol («<*, n<j) is conveniently abbreviated to na. We shall use the same symbol for the analogous concept of a configuration in three dimensions, consisting of n points lying by d's in n planes, d through each point. With any configuration we can associate a diagram called the Menger graph [13, p. 28],x in which the points are represented by dots or "nodes," two of which are joined by an arc or "branch" when ever the corresponding two points are on a line of the configuration. Unfortunately, however, it often happens that two different con figurations have the same Menger graph. The present address is concerned with another kind of diagram, which represents the con figuration uniquely. In this Levi graph [32, p. 5], we represent the points and lines (or planes) of the configuration by dots of two colors, say "red nodes" and "blue nodes," with the rule that two nodes differently colored are joined whenever the corresponding elements of the configuration are incident.