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The Creative Act in the Dialogue between Art and Mathematics

Author

Listed:
  • Andrés F. Arias-Alfonso

    (Facultad de Ciencias Sociales y Humanas, Universidad de Manizales, Manizales 170003, Colombia)

  • Camilo A. Franco

    (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)

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.

Suggested Citation

  • Andrés F. Arias-Alfonso & Camilo A. Franco, 2021. "The Creative Act in the Dialogue between Art and Mathematics," Mathematics, MDPI, vol. 9(13), pages 1-26, June.
    • Handle: RePEc:gam:jmathe:v:9:y:2021:i:13:p:1517-:d:584378
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