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Journal articles on the topic 'Geometry in art'

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Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Champion, Joe, Ann Wheeler, Josephine Derrick, and David Gardner. "Hands-on Geometric Tiling Art." Mathematics Teacher: Learning and Teaching PK-12 117, no. 6 (June 2024): 415–22. http://dx.doi.org/10.5951/mtlt.2023.0288.

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2

Brewer, Evelyn. "Geometry and Op Art." Teaching Children Mathematics 6, no. 4 (December 1999): 220–36. http://dx.doi.org/10.5951/tcm.6.4.0220.

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An activity in which students use computers and techniques of Op-art to learn various geometry concepts. Writing, speaking, and drawing skills are reinforced in creating slide shows related to the project.

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3

Wares, Arsalan, and Iwan Elstak. "Origami, geometry and art." International Journal of Mathematical Education in Science and Technology 48, no. 2 (October 4, 2016): 317–24. http://dx.doi.org/10.1080/0020739x.2016.1238521.

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4

Сальков and Nikolay Sal'kov. "Art and Descriptive Geometry." Geometry & Graphics 1, no. 3 (December 3, 2013): 3–7. http://dx.doi.org/10.12737/2123.

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Examples related to the use of descriptive geometry methods in the painting are presented in this paper. The famous textbook of Gaspard Monge is considered as a textbook for artists. Citations from Monge textbook related to art are given. Conclusion is drawn that the descriptive geometry must be studied in much greater extent than it is currently the case.

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5

Peden, Douglas D. "Wave Space Art." Leonardo 37, no. 5 (October 2004): 376–82. http://dx.doi.org/10.1162/0024094041955999.

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6

Terc, Michael. "Coordinate Geometry—Art and Mathematics." Arithmetic Teacher 33, no. 2 (October 1985): 22–24. http://dx.doi.org/10.5951/at.33.2.0022.

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Our sutudents cry for self-expression, for a chance to see mathematics in action. Frequently, however, the structure of mathematics does not lend itself to individual style or variation. Problem solving can tend to be dull and monotonous rather than exciting and stimulating.

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7

Whiteley, Elizabeth. "Contemporary art inspired by geometry." Journal of Mathematics and the Arts 14, no. 1-2 (April 2, 2020): 164–66. http://dx.doi.org/10.1080/17513472.2020.1732785.

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8

Muntean, Loredana, and Adina Vesa. "AESTHETICS OF GEOMETRY IN FOLK ART IN PRIMARY SCHOOL EDUCATION." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 1, no. 1 (2017): 45–50. http://dx.doi.org/10.26520/mcdsare.2017.1.45-50.

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9

Lyublinskaya, Irina, and Marta Cabral. "Integrating Art and Dynamic Geometry Software into the Teaching and Learning of Middle School Geometry." Research in Integrated STEM Education 1, no. 1 (January 18, 2023): 174–206. http://dx.doi.org/10.1163/27726673-bja00008.

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Abstract This study focuses on understanding the ways in which integration of art and dynamic geometry software (DGS) into geometry influenced middle school teachers’ understanding of geometric concepts that are difficult to teach, and their perceptions of teaching these topics. The study indicated that art materials combined with DGS played different roles in teachers’ understanding of geometry: in some cases, they helped acquisition of new knowledge and development of deeper conceptual knowledge while addressing misconceptions; in other cases, they helped the retention of knowledge by association with the activity; and in some cases, they facilitated the transfer of knowledge and development of strategic knowledge. Study results also indicated that integration of art combined with DGS led to a higher level of creative engagement that supported productive struggle and helped teachers appreciate and understand pedagogy differently. Lastly, the teachers made connections from learning mathematics content to the pedagogy of teaching that same content.

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10

Åžener, Fatma, and Meltem Erdogan. "Neo-Geo and Fashion Interaction." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 595–601. http://dx.doi.org/10.18844/prosoc.v2i1.909.

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Neo-geo, which appeared as an abstract and modern art movement towards the end of 20th century, has had its impact in 21st century as well. New geometry painting perception known as neo-geo is the works where materials and geometric forms are used in any environment. The effects of geometric forms are observed in fashion as in architecture and painting. Fashion designers are the people with an open perception who are able to manage to develop their artistic experience and knowledge using the current time and their abilities in a correct way. The purpose of the current study was to investigate the new geometry as an abstract and modern art movement and fashion interaction and determine its effect on fashion. In this research, the related literature was reviewed and the collections of the fashion designers who were impressed by this art movement was examined and some samples were given. Due to the fact that the art movement of neo-geo appeared towards late 1980s, clothing styles of 80s and its relation with the fashion in those days were given.Keywords: Fashion, neo-geo (new geometry), art.Â

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11

Blåsjö, Viktor. "TWO APPLICATIONS OF ART TO GEOMETRY." Mathematics Enthusiast 6, no. 3 (July 1, 2009): 297–304. http://dx.doi.org/10.54870/1551-3440.1155.

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12

Marani, Salma. "Illumination and Geometry in Islamic Art." Humanistic Mathematics Network Journal 1, no. 15 (July 1997): 37–40. http://dx.doi.org/10.5642/hmnj.198701.15.12.

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13

Marani, Salma. "Illumination and Geometry in Islamic Art." Humanistic Mathematics Network Journal 1, no. 15 (July 1997): 37–40. http://dx.doi.org/10.5642/hmnj.199701.15.12.

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14

Gorini, Catherine. "Art and Geometry: Proportion and Similarity." Humanistic Mathematics Network Journal 1, no. 20 (July 1999): 36–37. http://dx.doi.org/10.5642/hmnj.199901.20.23.

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15

Powell, Ann. "Neoplatonism and Geometry in Islamic Art." Art History 21, no. 1 (March 1998): 135–39. http://dx.doi.org/10.1111/1467-8365.00096.

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16

Shermer, T. C. "Recent results in art galleries (geometry)." Proceedings of the IEEE 80, no. 9 (1992): 1384–99. http://dx.doi.org/10.1109/5.163407.

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17

Erickson, Alyssa. "Exploring Geometry and Art through Tessellations." Journal of Technology-Integrated Lessons and Teaching 2, no. 2 (January 20, 2024): 56–58. http://dx.doi.org/10.13001/jtilt.v2i2.8389.

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In this lesson, elementary school students explore geometric shapes and tessellations using a Cricut Maker 3. During Part 1 of the activity, students review geometric concepts of regular versus irregular polygons and lines of symmetry. This includes using shapes cut by the Cricut machine to determine which regular polygons form a tessellation when put together. Then students answer reflection questions. During Part 2, there is a discussion about how the artist MC Escher used different types of symmetry (e.g., translations, rotations, and reflections) to modify irregular shapes to create tessellations. In Part 3, students are given materials to prototype their own tessellation using regular and irregular shapes and at least one type of symmetry transformation.

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18

Mirek, Ryszard. "A Renaissance mathematician’s art." Argument: Biannual Philosophical Journal 9, no. 1 (June 30, 2019): 147–52. http://dx.doi.org/10.24917/20841043.9.1.8.

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Piero della Francesca is best known as a painter but he was also a mathematician. His treatise De prospectiva pingendi is a superb example of a union between the fne arts and mathemati‑ cal sciences of arithmetic and geometry. In this paper, I explain some reasons why his paint‑ ing is considered as a part of perspective and, therefore, can be identifed with a branch of geometry.

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19

Desai, Siddhi, and Farshid Safi. "Mathematical Art: Lost in Translation." Mathematics Teacher: Learning and Teaching PK-12 113, no. 1 (January 2020): 96. http://dx.doi.org/10.5951/mtlt.2019.0100.

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Traditionally, high school geometry has focused on the study of two- and three-dimensional figures, postulates, measurements (NCTM, 2018). Through connecting geometry, art, cultures, and mathematics, we can create opportunities for students to experience the joy and beauty of mathematics that can help to foster and/or extend other connected concepts.

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20

Lechtermann, Christina. "Die geometrischen Diagramme der ‚Geometria Culmensis‘." Das Mittelalter 22, no. 2 (November 7, 2017): 314–31. http://dx.doi.org/10.1515/mial-2017-0019.

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AbstractThe ‘Geometria Culmensis’ (around 1400), the most ancient German educational book on practical geometry, tries to instruct lay surveyors as well as experts in the art of field measurement. The oldest existent manuscript transmits the Latin text together with the German adaption. Both texts show a similar albeit not equal set of diagrams illustrating the geometric and arithmetic problems proposed in the texts. The article tries to explore the ambivalent reference of the diagrams and shows how the ‘Geometria’ itself discusses their status as diagrammatic model and instrument.

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21

Bravetti, Alessandro. "Contact geometry and thermodynamics." International Journal of Geometric Methods in Modern Physics 16, supp01 (January 29, 2019): 1940003. http://dx.doi.org/10.1142/s0219887819400036.

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These are the lecture notes for the course given at the “XXVII International Fall Workshop on Geometry and Physics” held in Seville (Spain) in September 2018. We review the geometric formulation of equilibrium thermodynamics by means of contact geometry, together with the associated metric structures arising from thermodynamic fluctuation theory and the use of Hamiltonian flows to describe thermodynamic processes. Finally, we discuss the state of the art of the subject, its connection with other areas of physics, and suggest several possible further directions.

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22

O'ROURKE, JOSEPH. "COMPUTATIONAL GEOMETRY COLUMN 48." International Journal of Computational Geometry & Applications 17, no. 04 (August 2007): 397–99. http://dx.doi.org/10.1142/s0218195907002409.

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23

O’Rourke, Joseph. "COMPUTATIONAL GEOMETRY COLUMN 15." International Journal of Computational Geometry & Applications 02, no. 02 (June 1992): 215–17. http://dx.doi.org/10.1142/s0218195992000135.

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24

Kerscher Franco, Mônica Maria, and Cláudia Regina Flores. "Geometry in Art? Scenes of a Colonisation of the Look and the Thinking in Mathematics Education." Acta Scientiae 24, no. 8 (March 27, 2023): 42–68. http://dx.doi.org/10.17648/acta.scientiae.7144.

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Background: Wouldn’t the transformations of artworks over time be the most convincing record of how geometry was historically practised and transformed? Now, it seems that research on geometry, whether as a theory or a school subject, leads us to a no less important problem linked to its effects and modulations on subjectivity. In mathematics education, one sees the agency of art for a very specific purpose: learning geometry through art. However, geometry is not just a set of theorems, concepts, and forms to be apprehended; it is also a device that, imprinted on our thinking, makes us talk about the world and its things. That is, it participates in the game of relations of power, knowledge, being, life, and nature, producing truths reiterated and subordinated by the ways of looking, thinking, and representing. Objectives: This article aims to analyse aspects of the relationship between geometry and art that put into practice a colonial matrix of power in mathematics education. Design: To do so, some scenes are presented, such as body-scene, space-scene, and nature-scene, considering geometry and art in its historical and educational forms. Setting and Participants: It is supported by art, art history, and research that articulates art and geometry. Data collection and analysis: Examples of the use of geometry in art are raised, analysing, through visuality, the functioning of a practice that produces and reproduces the presence and effects of the coloniality of power, knowledge, and being. Results: A geometrised fictional reality is revealed and conditioned by the ways of looking, thinking, and representing, in which geometry, operated with art, conforms and puts into practice a colonial thought, fostering the destabilisation of power and knowledge relations. Conclusions: Finally, the question is: Are we creating in our educational practices possibilities of deterritorialisations, lines of flight, decoloniality, to venture with other attitudes within the disciplinary devices in mathematics education? Therefore, it is necessary to think more about the truths put forward than to affirm them: for a new ethical, aesthetic, and political ethos in mathematics education.

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25

Kaplan, Craig S. "Geometry: education, art, and research (GEAR 2021)." Journal of Mathematics and the Arts 15, no. 2 (April 3, 2021): 201–6. http://dx.doi.org/10.1080/17513472.2021.1930470.

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26

Bowers, Paul, and Kevin Coates. "Geometry, Proportion and the Art of Lutherie." Galpin Society Journal 40 (December 1987): 79. http://dx.doi.org/10.2307/841177.

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27

Aronson, Lisa, Paulus Gerdes, and Gildo Bulafo. "Sipatsi: Technology, Art and Geometry in Inhambane." African Arts 28, no. 2 (1995): 89. http://dx.doi.org/10.2307/3337239.

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28

Bier, Carol. "Art andMithāl: Reading Geometry as Visual Commentary." Iranian Studies 41, no. 4 (September 2008): 491–509. http://dx.doi.org/10.1080/00210860802246176.

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29

Gupta, Madhu. "Escher's art, Smith chart, and hyperbolic geometry." IEEE Microwave Magazine 7, no. 5 (October 2006): 66–76. http://dx.doi.org/10.1109/mw-m.2006.247916.

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30

Libow, Herb. "Explorations in Geometry: The “Art” of Mathematics." Mathematics Teacher 90, no. 5 (May 1997): 340–42. http://dx.doi.org/10.5951/mt.90.5.0340.

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We often pose a mathematical situation, concept, or theorem and do not proceed to explore it fully. We do not experience the thrill of chasing our intuitions, the excitement of meeting the unexpected, the uplift of clarifying ideas, the feeling of enlightenment and pride upon discovering something new to us, and the rush of succinctly capturing the essence of complexity. In short, we miss the artistic experience in one of our great arts—mathematics.

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31

Li, Kening. "The Application of Geometry in Leonardo’s Works: Take the Annunciation for Example." Journal of Education, Humanities and Social Sciences 21 (November 15, 2023): 92–97. http://dx.doi.org/10.54097/ehss.v21i.13041.

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There is a close connection between geometry and art. Since mathematicians discovered the Golden Ratio, it has been widely used in painting, design, architecture, and other fields. In the development of perspective, the mathematical principles explored by geometry played a very important role. This research uses observation and literature research methods to analyze Leonardo Da Vinci's Annunciation. The research proves that Leonardo's Annunciation used the Golden Ratio in composition and perspective in completing the narrative of the painting. In the end, the study demonstrates the impact of the application of geometry to art during the Renaissance. For paintings, the application of the Golden Ratio and perspective can produce a sense of time and space, showing the environment and process of events. For geometry, geometry application shows the geometry of the achievements in art, expanding the application field of geometry. In addition, the application of geometry also makes painting a special existence that is different from words.

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32

Ilhami, Akmillah. "PENGARUH BERMAIN SENI KRIYA DAN KECERDASAN VISUAL SPASIAL TERHADAP PEMAHAMAN GEOMETRI." JISPE: Journal of Islamic Primary Education 2, no. 1 (September 6, 2022): 35–48. http://dx.doi.org/10.51875/jispe.v2i1.33.

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ABSTRACT The purposes of this research were to know the effect of playing art-crafts and visual-spatial intelligence toward children's geometry understanding of kindergarten B (average age of 5 until 6 years). The method in this research used experimental research with treatment design by level 2x2. The sample of this research were 120 students. The procedure of collecting data used stratified multistage cluster random sampling technique. Analysis data in this research used two-way ANOVA. The results of this research were: 1) The geometry understanding of children who given playing the art of origami craft has a higher impact than who playing the art of collage craft (Fhitung = 7,78 > Ftabel = 3,97); 2) There is an interaction effect between children that given playing art-crafts and visual-spatial intelligence toward their understanding of geometry (Fhitung = 14,15 > Ftabel = 3,97); 3) The geometry understanding of children who have high visual-spatial intelligence given playing the art of origami craft have a higher scores impact than children who given playing the art of collage craft (QhitungA1B1-A2B1 = 6,55 > Qtabel = 3,74); and 4) The geometry understanding of children who have low visual-spatial intelligence given playing the art of collage craft have a higher scores impact than children who given playing the art of origami craft (Qhitung A1B2-A2B2 = 0,97 < Qtabel = 3,74)).

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33

Araújo, Evando Santos, Renato de Brito Mota, and Carlos Yure Barbosa Oliveira. "Teaching Math through Art: a didactic sequence proposal with scripts for the construction of conics by the string art technique." Ensino da Matemática em Debate 10, no. 2 (October 11, 2023): 87–108. http://dx.doi.org/10.23925/2358-4122.2023v10i258993.

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The interdisciplinary studies in the teaching of mathematics through art makes this articulation a source that generates comprehensive and significant knowledge for both areas, with the possibility of exploring playfulness and creativity for educational purposes. In this context, the string art technique (which consists of building different figures as a result of the orderly manipulation of strings on points fixed on a solid surface) is shown as a potential didactic resource for the development of methodologies that can improve aspects of teaching and learning of geometric figures and their properties, such as conical sections (little explored in relation to other geometric shapes). The exploration of the technique can help the teacher in the teaching process of Analytical Geometry, through dynamic classes using manipulative materials, with the possibility of obtaining better learning results. In this sense, the present work explores the context of interdisciplinary between Mathematics and Arts and proposes a didactic sequence directed to the teaching of conic sections in High School, with string art. The didactic sequence evidences a methodology oriented to the participation of students as active in the construction of their own knowledge, based on the guidelines for the construction of geometric figures by the mediator teacher. In the professional perspective, the objective of the didactic sequence (product of this work) is to help the teacher in the construction of new teaching methodologies that contribute to improve the student's knowledge about conics, in order to obtain satisfactory results in the teaching of Geometry and overcome difficulties observed in classroom practice.

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34

Ward,, Robin A., and Jennifer Albritton. "Vasily Kandinsky’s Versatile Art." Mathematics Teacher: Learning and Teaching PK-12 113, no. 9 (September 2020): 745–50. http://dx.doi.org/10.5951/mtlt.2020.0013.

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This article describes how a second-grade teacher used Vasily Kandinsky’s Composition VIII as the springboard to a lesson in data creation and analysis, while also integrating geometry concepts, reading, and writing.

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35

Kwak, Su-Joung, and Eun-Mi Choi. "Nail Styling, Using the Formative Characteristics of Fractal Geometry: Focusing on paintings." Journal of the Korean Society of Cosmetology 29, no. 5 (October 31, 2023): 1208–21. http://dx.doi.org/10.52660/jksc.2023.29.5.1208.

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In the modern times, fractal geometry has been used in diverse fields including society, economy, business administration and public administration. In particular, the formative characteristics of fractal geometry have been studied as a new formative element and found across art and culture sectors such as architecture, fashion and diverse art works. Under these circumstances, this study applied 20th- century paintings in which such formative characteristics of fractal geometry are reflected to nail art for the purpose of providing data which are useful in designing and expressing unique artworks by creating nail art with elaborate hand painting. Based on previous studies, this study diversified the construction of nail styles, using the paintings with the formative characteristics of fractal geometry and applied them to nail art, using elaborate hand painting techniques. Then, the results found the followings. As a result, Work I is Wassily Kandinsky's ‘Circle within a Circle’, which has the characteristics of self-similarity. Work II expressed Pablo Picasso's ‘Les Demoiselles d'Avignon’, in which irregularities appeared, and Work III expressed Victor Vasarelli's ‘Zebra’, which expressed the non-linearity of fractal geometry. In Work IV, Marcel Duchamp's ‘Nude Descending the Stairs NO 2’, which shows overlap, was expressed. Lastly, in Work V, Moritz Cornelis Escher's ‘Metamorphosis I’, which shows the repetition of fractal geometry well, was elaborated in Work V. expressed in design. The above results confirm that science and design can be combined based on fractal geometry. They also found that paintings having the characteristics of fractal geometry could be expressed in nail styling and make a contribution as a new nail art form. New and diverse designs must be actively created in the field of beauty industry, and since they are closely related to each other, new alternatives are expected to be presented and developed.

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36

Yusifova, Nardana. "UNIFICATION OF EXACT SCIENCES AND ART (SPACE GEOMETRY-SPACE CHEMISTRY-ART SCIENCE)." PPOR 24, no. 2 (2023): 209–34. http://dx.doi.org/10.36719/1726-4685/94/209-234.

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37

Erickson, Bryce. "Art and Geometry: Proportioning Devices in Pictorial Composition." Leonardo 19, no. 3 (1986): 211. http://dx.doi.org/10.2307/1578239.

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38

Gorini, Catherine A. "AN ART RESEARCH PROJECT FOR A GEOMETRY COURSE." PRIMUS 3, no. 4 (January 1993): 442–56. http://dx.doi.org/10.1080/10511979308965725.

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39

Wang, Ze-Liang, and Eun-Mi Choi. "Production of Art Makeup & Nail Art Design Using Chinese Traditional Geometry Patterns." Korean Society of Beauty and Art 18, no. 2 (June 30, 2017): 283–92. http://dx.doi.org/10.18693/jksba.2017.18.2.283.

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40

Zorach, Rebecca. "Stones, Snowflakes, and Insect Eggs." Nuncius 35, no. 2 (September 10, 2020): 341–63. http://dx.doi.org/10.1163/18253911-03502009.

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Abstract This paper takes as its broad context the evolution of the place of geometry in ways of thinking about nature and art in early modern Europe. Considering a set of questions about how Nature creates geometric forms, particularly in minerals but also in other kinds of natural beings, the paper explores the concept of “figure” as it appears in Conrad Gessner’s De rerum fossilium, where figure appears as a broad category that cuts across abstract geometry, artifactual images, and shape appearing within natural entities. Gessner is placed within changing ideas about the role of geometry as an intellectual pursuit or, rather, a mechanical property of nature conceived as inanimate and rule-bound.

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41

Wagner, Roy. "For Some Histories of Greek Mathematics." Science in Context 22, no. 4 (November 9, 2009): 535–65. http://dx.doi.org/10.1017/s0269889709990159.

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ArgumentThis paper argues for the viability of a different philosophical point of view concerning classical Greek geometry. It reviews Reviel Netz's interpretation of classical Greek geometry and offers a Deleuzian, post-structural alternative. Deleuze's notion of haptic vision is imported from its art history context to propose an analysis of Greek geometric practices that serves as counterpoint to their linear modular cognitive narration by Netz. Our interpretation highlights the relation between embodied practices, noisy material constraints, and operational codes. Furthermore, it sheds some new light on the distinctness and clarity of Greek mathematical conceptual divisions.

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42

Sellmann, Florian, Titus Haas, Hop Nguyen, Sascha Weikert, and Konrad Wegener. "Geometry Optimisation for 2D Cutting: A Quadratic Programming Approach." International Journal of Automation Technology 10, no. 2 (March 4, 2016): 272–81. http://dx.doi.org/10.20965/ijat.2016.p0272.

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A novel approach to geometry optimisation in the field of 2D cutting is presented in this paper. Set point generation inside of state of the art CNCs is divided in the preparation of the geometry and the feed rate generation. The feed rate generation is influenced by parametric derivatives of the given geometry. Due to this fact, the shaping of a B-Spline is carried out by optimisation of the weighted sum of parametric derivatives while the given manufacturing tolerances are maintained. For the sake of robustness, the arising optimisation problem is formulated as a quadratic program with linear constraints, one which can be solved with great efficiency by using an interior point method. In contrast to state of the art methods, the discrete formulation of the problem allows for a pointwise specification of the manufacturing tolerance. Depending on the manufacturing process, the given manufacturing tolerance is shared by different axes, which is shown for a 2D cutting geometry. An application example shows that the geometry optimisation leads to an increase in machining productivity over state of the art methods.

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43

Santos, Vanda, Nuno Baeta, and Pedro Quaresma. "Geometrography in Dynamic Geometry." International Journal for Technology in Mathematics Education 26, no. 2 (June 1, 2019): 89–96. http://dx.doi.org/10.1564/tme_v26.2.06.

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Geometrography, “alias the art of geometric constructions” was proposed by Émile Lemoine between the late 1800s and the early 1900s. It consisted originally of a system to measure the complexity of ruler-and-compass geometric constructions, capable of: designate every geometric construction by a pair of values that manifests its simplicity and exactitude; teach the simplest way to execute an assigned construction; allow the discussion of a known solution to a problem and eventually replacing it with a better solution; compare different solutions for a problem, by deciding which is the most exact and the simplest solution from the point of view of geometrography. Since then some authors proposed different approaches and perspectives to the study of geometrography. In this article the extrapolation of geometrography to the new tools of dynamic geometry systems is presented and its application to education is foreseen.

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44

Little, Catherine. "Teacher to Teacher: Geometry Projects Linking Mathematics Literacy Art and Technology." Mathematics Teaching in the Middle School 4, no. 5 (February 1999): 332–35. http://dx.doi.org/10.5951/mtms.4.5.0332.

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45

Cheema, Amna Umer. "Bishop and Wölfflin: The Painterly Geometry." Bishop–Lowell Studies 1, no. 1 (December 2021): 85–128. http://dx.doi.org/10.5325/bishoplowellstud.1.0085.

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Abstract This article establishes Elizabeth Bishop’s relationship with art historian Heinrich Wölfflin through an in-depth analysis of the former’s landscape poems, “Questions of Travel,” “Cape Breton” and “The End of March.” Bishop’s poetry is shown to exercise Wölfflin’s “painterly” geometry to soften stationary shapes and enhance her language’s ability to paint her poetic environment. This study focuses on Bishop’s geometry of indeterminate lines as incomplete and unclear dimensions of vision, where their preference for diagonal motion references Wölfflin’s description of the “painterly […] depreciation of line” in baroque art. Bishop’s painterly lines of perception help to differentiate her spatial poetics from plastic tendencies. Her poems are not tangible facts, but spaces of dialogue. This article thus proposes that Bishop’s landscape poems show strategies of painterly paintings read as verse.

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46

Xue, Yan Min, Qing Liang Han, Jian Hang Wang, and Rui Bai. "Analysis of Brockmann’s Posters Based on Geometry of Design." Advanced Materials Research 490-495 (March 2012): 1960–66. http://dx.doi.org/10.4028/www.scientific.net/amr.490-495.1960.

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Josef Müller-Brockmann was a Swiss graphic designer and teacher, who is famous of his use of typography. This paper systematically analyzes his six poster works from the perspective of design geometry. The posters’ titles are ‘Junifestkonzert’,‘Tonhalle Quartett’,‘Der Nussknacker’,‘Musica Viva’,‘Helmhaus Zurich’ and ‘Protegez L Enfant’. In these posters, different geometric elements are used in delicate, planned ways to express specific themes. Format, proportion and scale are the main focus of the analysis. Auxiliary lines are used to show how geometry is used to create beautiful art. This paper is intended to help designers understand the ways in which geometry can be applied to graphic design, creating works with strong visual dynamics and easily recognized focal points.

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SCHETNIKOV, ANDREY. "ISLAMIC GEOMETRIC PATTERNS, ITS HISTORY AND DESIGN METHODOLOGY." ΣΧΟΛΗ Ancient Philosophy and the Classical Tradition XVIII, no. 1 (2024): 427–68. http://dx.doi.org/10.25205/1995-4328-2024-18-1-427-468.

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This article deals with the art of geometric ornaments, widely spread in the whole Islamic world. This art appeared at the beginning of the 11th century in Khorasan and Transoxania, rapidly developed in the next two centuries until the Mongol invasion, transferred from here to Damascus, Cairo and further to the Maghreb countries, and then flourished again in the Timurid Empire, when multi-color solutions were added to complicated geometry of star polygons. We consider various principles for constructing these patterns, with special attention to so called “polygonal technique”.

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Constant, Jean. "The Octaplex, Symmetry in Four-Dimensional Geometry and Art." Materials Today: Proceedings 5, no. 8 (2018): 15935–42. http://dx.doi.org/10.1016/j.matpr.2018.06.066.

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Gutruf, Gerhard, and Hellmuth Strachel. "The hidden geometry in Vermeer’s “The Art of Painting”." Notices of the International Congress of Chinese Mathematicians 2, no. 1 (2014): 27–36. http://dx.doi.org/10.4310/iccm.2014.v2.n1.a6.

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Sharma, B. Lungsi. "A New Geometry with Cross-Coupling of ART Networks." Neural Processing Letters 44, no. 3 (October 30, 2015): 593–601. http://dx.doi.org/10.1007/s11063-015-9481-y.

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