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SQUARE FITS CIRCLE, THUS MATH FITS ART (PART 1 of 2)

Posted by Chris Muema on

Can a round peg fit into a square hole?  That depends on how you interpret the word FIT.

 

In the art of math, it is possible to fit a square into a circle, as illustrated in the image below.

 

In the art of math, it is possible to fit a circle into a square, as illustrated in the image below.

 

The fit images above, square-in-circle and circle-in-square, is art. A lot of art occurs in math and likewise, a lot of math occurs in art as well (explained further ahead).

 

Great writers are renowned for their ability to evoke emotions by fitting words in just the right arrangement. Yet, in math, an example of an arrangement is a list or a matrix. Great writers produce artworks in various arrangements; books, articles, blogs, poems, journals speeches and so forth. There’s a lot of subconscious math going on in writing where even the slightest change of nuance can cause positive emotion or negative emotion.  Got it? Positive and Negative is a linear concept in math.

 

As an app developer, I’m well acquainted with the convergence of art and math.

 

At the end of a scientific query, a hypothesis, there is data or findings, and it is from those findings that conclusions are made.

 

The entire scientific exercise is an artistic arrangement!

 

The author of a scientific arrangement is making decisions and those decisions are subjective. For example, the slightest nuance in the words chosen to conduct a survey can produce vastly different findings. For example, if scientists only observe human causes of climate change but exclude seismic activity in the Pacific Ring, the production is an entirely different arrangement!

 

The subjectivity of science is very much art!

 

“The subjectivity of science” emanates from human observation. So that’s a very important qualification, because humans are prone to error.

It is misguided thinking when institutions of higher learning separate art from math!

It is misguided thinking when institutions of higher learning separate art from science!

If science is about empirical observation, is not art likewise both empirical and observation?

 

We can thus deduce, by empirical observation, “There is prejudice in the STEM (Science, Technology, Economics, Math) arrangement when ART is excluded.” The STEM narrative is fundamentally flawed. Instead, call it by any one of these arrangements; ASTEM or SATEM or STAEM or STEAM or STEMA.

 

According to the Meriam-Webster dictionary, an Artwork is a) “An Artistic Production,” or b) “Artistic Work.”

 

What the definition of Artwork doesn’t tell you is the nature or characteristics of “An Artistic Production.”

 

There are at least two characteristics of “An Artistic Production”;

  • The Arrangement and
  • The “Human Sensory Effects” or in English, Experiences.”

 

In the broadest of definitions, “’Human Sensory Effects’ are the manifestations that stimulate an individual to an action or response; in short, Experiences.” (Defined by Chris Muema)

 

The definitions are important to distinguishing different kinds of art.

  • Arrangement distinguish art in several ways: by colors; by strokes; by layers; by optical effect; and so forth. Take another look at the images above. All these facets of arrangement are in the images? Of course, the images are artworks!
  • Experiences are the manner in which Humans distinguish art; through “Human Sensory Effects.”

 

When a person goes shopping for an artifact, it’s the convergence of science, technology, economics (e.g. price), and math into ARTWORK (see definition above) that influences one’s purchase decision.

 

End of Part 1 – The Discourse in Part 2 offers illustrations.


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