This presentation describes the team-teaching of a course in mathematics and art. The goal of the class is to show students the interplay between art and math with a focus on having them make physical objects. Most math and art classes we have heard of focus primarily on introducing liberal arts students to mathematics. In a STEM context, we want to instead build on the mathematical knowledge that our students already have. We intend for students to use their existing mathematical (and perhaps artistic) knowledge to reinforce new artistic (and perhaps mathematical) experiences. Ideally, the knowledge and experience gained will increase their appreciation for both the beauty of mathematics and the importance of art.

1. Joshua Holden
Rose-Hulman Institute of Technology
http://www.rose-hulman.edu/~holden
The Interplay Between Art and Math:
Lessons from a STEM-based Art and
Math course

2. Soully Abas, Assistant
Professor of Art,
specializing in oil painting
and printmaking.
Josh Holden, Professor of
Mathematics, interested
in the mathematics of
fiber arts such as
embroidery, knitting,
crochet, and weaving.

3. Enrollment: More than 2,200 undergraduate students and more
than 70 graduate students
Faculty-Student Ratio: 1:13
Average Class Size: 20
Undergraduate Majors: 19, all in natural science, engineering,
mathematics, or economics
Department of Humanities, Social Sciences, and Arts houses 18
minors, International Studies second major, and Economics
All students take at least 4 quarters of math and 9 quarters in HSSA
No math and art class until this year (as far as I can tell)

4. IA 399-01 (Art & Mathematics), Spring 2018-2019
This course explores the interplay between art and math with
emphasis on hands-on projects. Students will investigate the use
of artistic media to illustrate mathematical concepts. Additionally,
students will be able to explain artistic phenomena such as
perspective, optical illusions through the use of mathematics.
Students will use their existing mathematical or artistic knowledge
to reinforce new artistic (and perhaps mathematical) experiences.
The knowledge and experience gained will increase students'
appreciation for both the beauty of mathematics and the
significance of art.
Capacity: 12

5. IA 399-01 (Art & Mathematics), Spring 2018-2019
Objectives:
1. Identify the role of mathematics in developing various
artistic concepts
2. Apply mathematical concepts to the creation of a visual
composition
3. Produce works of art using specific media
4. Interpret works of art in mathematical context
5. Properly use the vocabulary of art
6. Compare and contrast aesthetic principles commonly used
by artists with those commonly used by mathematicians

6. Twelve students finished the class. (One dropped the class
after being sick during the first project.)
Class years:
Year 4: 5
Year 3: 7 (5 had senior standing)
Majors:
Mechanical Engineering: 3
Mathematics: 3
Biomedical Engineering: 2
Computer Science: 1
Computer Engineering: 1
Mathematics and Physics: 1
Software Engineering: 1
Art Minors: 3

7. The grading was based on three categories.
65% Finished projects
25% Performance in Critique
10% Quizzes
Performance: Critiques are a significant part of this class. You are
expected to present finished work for critique and to participate
fully (in other words, you are expected to speak intelligently
about the work you are looking at, using vocabulary appropriate
to a college-level studio course). We expect that you will be
respectful, neat, and engaged in the class content.

8. Projects were graded on a rubric with four criteria.
Composition: Composition is well thought out with an excellent ratio of
positive to negative space. Excellent balance (shapes, colors…etc.)
high level of complexity in approaching [mathematical concept].
Mathematical Concept: Student showed an excellent understanding of
[mathematical concept]. Every concept was immediately perceived
and understood. Creative problem solving.
Craftsmanship: The project has outstanding attention to fine details.
Student used appropriate techniques masterfully. Work is neat and
clean.
Creative Problem Solving: The student demonstrated outstanding
problem solving. Spoke intelligently about the work and was aware of
all the decisions they made. Used appropriate mathematical and
artistic terms.

9. Project 1
Islamic Art and Symmetry
[Sarhangi, 2015]

10. [Adam Stephenson]

11. [Taylor Vohland]

12. Project 2
Weaving and Enumeration
[Gloria Todor, activerain.com]

13. [Lee Trent]

14. [Megan Dado]

15. Project 3
Wood Burning and Fractals
[Symmetry Festival, 2013]

16. [Megan Dado]

17. [Chloe Wang]

18. Project 4
Equations and Generative Art

19. [Kennedy Schnieders]

20. [Kennedy Schnieders]

21. [Lee Trent]

22. [Lee Trent]

23. What did we learn (so far)?
• I had no idea that there were so many Rose students interested
in art.
• Being good at math and good at art does not immediately
translate into being good at mathematical art.
• There is a “third space” combining math and art that requires
practice and thought to reach.

24. Thanks for listening!
[Photo by Lee Trent]