Donna Hoff-Grambau on sun 28 oct 01
Doug said:
"people say art and math have nothing to do -with one another."
-----------------------------------------------------
There is a lot of data out there that musicians, in particular, use
mathematics on an intuitive level. If you look at a score, or listen to
Bach it is understandable.
Geometry, of course, involves problem solving based on accepted
understandings (to simplify, probably too much for the mathematicians among
us) .....Those students often are the ones who "get" the answer, but aren't
sure how it happened .... can't "show their work"... drive teachers bananas.
Have to think of my son here who is not happy unless doing "art". While he
did well in algebra, he absolutely loved the visual math of geometry. I
think it has to do with application and visualization.
Some people are very concrete - they must step through each and every step
in the learning process in order to secure it in the pathways of the brain.
Others can "skip" steps or move through them faster. No two people learn
the same way. The problem with many teachers is that they expect that the
student learn they way they do.
DHG
Aikya Param on mon 29 oct 01
I'm doing sculpture right now based on ancient Hindu
yantras. They are the essence of geometry. All of
them have a square with four gates in the middle of
each side, a circle in the middle, often triangles
inside. It's math, math, math...
Also I made tiles which together make a downward
poitned triangle. A woodworking genius friend is
making a housing which will be the square with the
circle within which will be mounted the downward
pointed triangle. (There's more to it than the
triangle. The piece is based on some lines of
poetry.) Starting from my tiles and figuring out the
dimensions of the three dimensional housing
was...math, math,...math. (His wife's a math whiz._
Aikya
--- Donna Hoff-Grambau
wrote:
> Doug said:
> "people say art and math have nothing to do -with
> one another."
>
-----------------------------------------------------
>
> There is a lot of data out there that musicians, in
> particular, use
> mathematics on an intuitive level. If you look at a
> score, or listen to
> Bach it is understandable.
>
> Geometry, of course, involves problem solving based
> on accepted
> understandings (to simplify, probably too much for
> the mathematicians among
> us) .....Those students often are the ones who "get"
> the answer, but aren't
> sure how it happened .... can't "show their work"...
> drive teachers bananas.
>
> Have to think of my son here who is not happy unless
> doing "art". While he
> did well in algebra, he absolutely loved the visual
> math of geometry. I
> think it has to do with application and
> visualization.
>
> Some people are very concrete - they must step
> through each and every step
> in the learning process in order to secure it in the
> pathways of the brain.
> Others can "skip" steps or move through them faster.
> No two people learn
> the same way. The problem with many teachers is
> that they expect that the
> student learn they way they do.
>
> DHG
>
>
______________________________________________________________________________
> Send postings to clayart@lsv.ceramics.org
>
> You may look at the archives for the list or change
> your subscription
> settings from http://www.ceramics.org/clayart/
>
> Moderator of the list is Mel Jacobson who may be
> reached at melpots@pclink.com.
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miriam shelomith on mon 29 oct 01
The thing that has always kept shying away from glaze sharing is the math involved. Have found that I can record what I do when trying things out but know not why they do or do not work mathmatically. By looking at the results of a glaze, knowing what chemicals do what, I add some of this or that and if it works... I am overwhelmed. If it does not work, I try again... I keep reading books on glaze calculation. Have even tried sleeping with a book under my head in the hope that it would transfer in the night and make my life less difficult... Have even recorded some chapters on glaze chemestry and putting them on the sound system that goes through the whole house in the hope that part of my subconscious would grasp the balancing of formulas if it is heard often enough... Nothing seems to work for me....
pottermim, holder of a B.A & M.A. and NO math, am sorry to say...
>From: Aikya Param
>In-Reply-To:
>
>I'm doing sculpture right now based on ancient Hindu
>yantras. They are the essence of geometry. All of
>them have a square with four gates in the middle of
>each side, a circle in the middle, often triangles
>inside. It's math, math, math...
>
>Also I made tiles which together make a downward
>poitned triangle. A woodworking genius friend is
>making a housing which will be the square with the
>circle within which will be mounted the downward
>pointed triangle. (There's more to it than the
>triangle. The piece is based on some lines of
>poetry.) Starting from my tiles and figuring out the
>dimensions of the three dimensional housing
>was...math, math,...math. (His wife's a math whiz._
>
>Aikya
>
>--- Donna Hoff-Grambau
>wrote:
> > Doug said:
> > "people say art and math have nothing to do -with
> > one another."
> >
>-----------------------------------------------------
> >
> > There is a lot of data out there that musicians, in
> > particular, use
> > mathematics on an intuitive level. If you look at a
> > score, or listen to
> > Bach it is understandable.
> >
> > Geometry, of course, involves problem solving based
> > on accepted
> > understandings (to simplify, probably too much for
> > the mathematicians among
> > us) .....Those students often are the ones who "get"
> > the answer, but aren't
> > sure how it happened .... can't "show their work"...
> > drive teachers bananas.
> >
> > Have to think of my son here who is not happy unless
> > doing "art". While he
> > did well in algebra, he absolutely loved the visual
> > math of geometry. I
> > think it has to do with application and
> > visualization.
> >
> > Some people are very concrete - they must step
> > through each and every step
> > in the learning process in order to secure it in the
> > pathways of the brain.
> > Others can "skip" steps or move through them faster.
> > No two people learn
> > the same way. The problem with many teachers is
> > that they expect that the
> > student learn they way they do.
> >
> > DHG
> >
> >
>______________________________________________________________________________
> > Send postings to clayart@lsv.ceramics.org
> >
> > You may look at the archives for the list or change
> > your subscription
> > settings from http://www.ceramics.org/clayart/
> >
> > Moderator of the list is Mel Jacobson who may be
> > reached at melpots@pclink.com.
>
>
>__________________________________________________
>Do You Yahoo!?
>Make a great connection at Yahoo! Personals.
>http://personals.yahoo.com
>
>______________________________________________________________________________
>Send postings to clayart@lsv.ceramics.org
>
>You may look at the archives for the list or change your subscription
>settings from http://www.ceramics.org/clayart/
>
>Moderator of the list is Mel Jacobson who may be reached at melpots@pclink.com.
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Ababi on wed 31 oct 01
The idea of going to sleep with something hard to achieve is really
great.
It works great!
Every night I go to bad with Diet food, Sweet and Low, basket ball and
a
pair of bicycles, under my pillow. Just great I lose wight more and
more
almost vanishing. Actually that how I learned ceramics!
About math and glaze
I don't have degree in math or art. According to my education I can be
a
doorman. I am polite and know English.
So it is math and logic. When I see the results of my glaze tests in
Insight and in Matrix not always understand what the numbers mean. Yet
I can read that when the xx was high the glaze was such and such. when
the Al Si was one way or the other it was a gloss glaze or mature or
when some other number showed:XYX I had another appearance.
The truth is that with the time I understand more and more.
The tests I brought home from the studio would be checked for better
results in the next time.
They will be checked mathematically. I will check the numbers and the
results. These numbers represent behavior of chemicals under hit and
under relation between them.
The math will help me with my art. Though , I belive I did not finish
high school because of both Math and Chemistry. Now I have my revenge.
I fire them!
Math and art , about Bach you wrote.
About the Golden mean?
I think every, or almost every painting I made as well as the big
masters were done
I started according to the golden cut. Draw a line in the diagonal of
your paper from it to the nearest corner a line in an 90 degree angle
from that diagonal. That point where the two lines met was the place of
the most important item of the painting. THE HUMAN EYE wants it!
It is about 1/3 of the paper.
I believe people who make Landscape ceramic walls, tiles, can use it
too.
Ababi
""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
The thing that has always kept shying away from glaze sharing is the
th involved. Have found that I can record what I do when trying things
out but know not why they do or do not work mathmatically. By looking
at the results of a gl aze, knowing what chemicals do what, I add some
of this or that and if it works... I am overwhelmed. If it does not
work, I try again... I keep reading books on glaze calculation. Have
even tried sleeping with a book under m y head in the hope that it
would transfer in the night and make my life less difficult... Have
even recorded some chapters on glaze chemestry and putting them on the
sound system that goes through the whole house in the hope that p art
of my subconscious would grasp the balancing of formulas if it is heard
often enough... Nothing seems to work for me....
>pottermim, holder of a B.A & M.A. and NO math, am sorry to say...
>>From: Aikya Param
>>In-Reply-To:
>>
>>
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