11
Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College [email protected]

Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College [email protected]

Embed Size (px)

Citation preview

Page 1: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

Physical Aesthetics

an educational symbiosis through metaphor

Steven ZidesWofford [email protected]

Page 2: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

Three Levels of Introductory Physics

Physics for Physicists - Two semesters, calculus based, rigorous problem solving

Physics for the Life Sciences - Two semesters, algebra based, problem solving, conceptual understanding with biological focus

Physics for BA Students (“Physics for Poets”) - One semester, algebra based, conceptual understanding with humanistic focus

Page 3: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

Motion Discussion in the Three Levels

Physics for Physicists

Physics for the Life Sciences

Physics for Poets

“A 2kg box slides down a 30 degree hill with a friction coefficient of 0.4 . Starting with Newton’s Second Law of Motion derive an equation that relates the velocity of the box as a function of its displacement down the hill. Use that equation to find the velocity of the box after it has gone 2 m down the hill.”

“A 2kg box slides down a 30 degree frictionless hill. Using the Kinematic Equations of Motion, find out how fast the box is moving when it has gone down the hill 2m.”

“A box slides down a frictionless hill. If the velocity of the box can be written as 𝑣 = ξ2 𝑎 ∆𝑥 where 𝑎 is the acceleration of the box and ∆𝑥 is how far the box has moved. Then find the velocity of the box if the acceleration is 4.9𝑚/𝑠2 and it has traveled down the hill 2m.”

Page 4: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

Potential Art-Physics Interrelationships

• Physicality in the creation and implementation of art -- “the engineering of art”

• Modes of Thinking that are shared between the two disciplines – “synergistic problem solving”

• Historical Parallels paradigm shifts in both disciplines that occur at similar times – “Zeitgeists”

• Artistic Manifestos that are partially driven by technological advances or scientific discoveries

• Metaphorical Extension of physical concepts

Page 5: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

Motional Metaphors

Position Acceleration

Walkers by the Seaby Milton

Nighthawksby Hopper

Page 6: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

The Velocity Metaphor

Unique Forms of Continuity in Space

by Boccioni

Simulating Motion in Static Images - Use of diagonals and cropping in impressionistic paintings - Comic book effects in the work of Lichtenstein - The Futurism movement

Work of Muybridge and Eakins

The Koyaanisqatsi Film

Greek Thoughts on Motion - Aristotle’s Four Element Theory - Zeno’s Paradox

The American Dream and Upward Mobility

Page 7: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

Art Essay Assignments: Motion Pick an artwork, from The Art Book, which exemplifies a mechanical

metaphor (i.e. position, velocity, acceleration, etc.). Create a 500 – 1000 word essay discussing how the artist uses this metaphor. If you like, you may compare and contrast how a metaphor is used in two separate artworks.

One student selected to write about the velocity metaphor in

Coming from the Mill by L. S. Lowry

Page 8: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

Integrated Exam Questions: Modern Physics

"Duchamp’s Nude Descending a Staircase (No.2) sparked a storm of controversy at the International Exhibition of Modern Art held at in New York in 1913.

… The painting reduces the descending nude to a series of some twenty different static positions whose fractured volumes

and linear panels fill almost the entire canvas.” (Twentieth Century Painting and Sculpture in the Philadelphia

Museum of Art (2000), pg. 27)

Explain how this painting demonstrates one of the following metaphors: Relativistic Space-Time, Heisenberg’s Uncertainty Principle or the Particle/Wave duality of matter.

Page 9: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

New Course Implementations for Spring 2014

Addition of an Art History text

Addition of a desk sculpture lab

Addition of a class visit to the Mint Museum of

Contemporary Art

Page 10: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

The Future of Physical Aesthetics

• Add physicality to the class by collaborating with the Studio Art program. Perhaps labs on perspective, color mixing and kinetic sculpture could be developed.

• Develop proper assessment strategies to gauge “value added” aspects of the course.

• Find additional course materials and collaborators by searching educational databases for other art-physics initiatives.

• Work with granting agencies to support opportunities for community engagement.

Page 11: Physical Aesthetics an educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

Physical Aesthetics

an educational symbiosis through metaphor

Steven ZidesWofford [email protected]