Week 6

Reflection on "Bridges: A World Community for Mathematical Art"

By

KRISTO´F FENYVESI

The mathematical community column has explored the intersection of mathematics and art in the Bridge organization's 2005 conference. This conference was held in the Canadian Rocky Mountains at Banff. It was titled "Renaissance Banff"  because it brought together all mathematicians, artists and enthusiasts in a celebration of the interconnectedness between math and art. In addition to conferences, lectures and the theatre performance, the program included an international mathematical art exhibit, a mathematical music night, and a math art workshop series developed for teachers by teachers.

  After a professional musical performance, participants, whether they were experts or not, joined in playing instruments. This collaborative effort created a vibrant mathematical art community, where everyone, regardless of expertise, worked together, sharing the joy of a collective creative experience. The conference highlighted the idea that anyone could contribute, emphasizing equality among participants.

    The Bridges conferences at Southwestern College, initiated by Reza Sarhangi, stemmed from his multidisciplinary background as a mathematician, graphic artist, and theatre enthusiast. Sarhangi's interest in medieval Persian mathematics and arts, coupled with experiences at Art and Mathematics conferences, led to the formation of Bridges. These conferences, influenced by ISAMA(International Society of the Arts, mathematics, and Architecture), aimed to foster collaboration between mathematicians and artists, exploring the aesthetic and mathematical dimensions of their work. This integration of disciplines, pioneered by Sarhangi, contributed to the development of an innovative and interdisciplinary approach to mathematical art.

Bridges

Organization’s founders Reza Sarhangi (right), Sarhangi’s wife

Mehri Arfaei (middle), and Carlo H. Se´quin (left). (Photo: Reza

Sarhangi.)

 Stop 1

 ‘‘Mathematics creates art’’; ‘‘Mathematics is art’’; ‘‘Mathematics renders artistic images’’; ‘‘Hidden mathematics can be discovered in art’’; ‘‘Mathematics analyzes art’’; ‘‘Mathematical ideas can be taught through art.’’ After eighteen consecutive years of Bridges gatherings, we can say that the inverses are also true: Art creates mathematics; Art is mathematics; Artistic images render mathematics; Hidden art can be discovered in mathematics; Art analyzes mathematics; Artistic ideas can be taught through mathematics. (p 36)

   Reading this paragraph made me pause and reflect. As a math teacher, I hadn't thought much about the connection between math and art before. The passage also suggests that even after 18 years of gatherings, there was a recent realization about the mutual relationship between math and art. At first, they thought that math was an art and we had to look at everything through a mathematical lens. But, now they realise that art creates math so we have to see things artistically too. That is , there is a deep and interconnected relationship between math and art. Mathematics can inspire and create art and vice versa. As teachers, we have to implement this idea of integrating math and art in our classes in effective ways.

Hungarian sculptor, Istva´n Bo¨szo¨rme´nyi and

some of his mathematical artwork is based on his collaboration

with the mathematician, Lajos Szilassi

  Stop 2

Reza Sarhangi draws on his past in theatre to evoke the personable atmosphere and wealth of experiences at these first gatherings: ‘‘Theatre involves making connections with the audience that go beyond just the script […] So at Bridges, I—and the other three board members—want the conference attendees to get more than just the content of the papers, but to have an enjoyable experience that integrates art, dance, and other performances’’

Mathematics is always considered as a tough subject among students and teachers because it always aligns with a "grid style". In the past, teachers tried to go with the prescribed syllabus and tests.

As a math teacher, Sarhangi's perspective on the Bridges conference aligns with the idea that math goes beyond just numbers and formulas. It emphasizes the importance of making math engaging and relatable by incorporating creative elements like art and dance. This approach encourages students to see math in real-world contexts and fosters a more enjoyable learning experience.

Questions

• Why is it important for schools to promote interdisciplinary activities that combine both arts and math in the curriculum?
• Can you provide examples of how technology and art can be integrated to foster creativity in math education?