02-19-2024
Weekly Reflection
Summary:
The
article delves into the rich cultural heritage of the Coast Salish people,
focusing on their traditional arts and the revival of their artistic traditions
in the modern context. It also highlights the historical significance of Coast
Salish art forms such as spindle whorls, carvings, and woven crafts, integral
to their culture and identity. The narrative also discusses the impact of
colonization and urbanization on traditional Salish communities, leading to the
decline of their artistic practices. The paper provides a comprehensive
overview of Coast Salish artist Dylan Thomas's artistic journey,
emphasizing his mastery of mathematical concepts within the context of Coast
Salish art and his ability to bridge cultural divides through his creative
expressions.
Thomas's
artistic endeavors, particularly his tessellation works such as "Salmon
Spirits" and "Infinity," showcase his fusion of Salish design
motifs with mathematical precision. Drawing inspiration from the tessellation
techniques of M.C. Escher, Thomas adeptly incorporates rotational symmetry and
intricate patterns to create visually striking compositions. The discussion
provides insights into the meticulous process of designing tessellations and
the mathematical principles underpinning them.
Thomas's exploration extends beyond tessellations to encompass other
traditional Salish art forms, such as houseposts. His conceptual designs,
exemplified by "Ravens Housepost" and "Eagles Housepost,"
demonstrate his reverence for Salish cultural heritage while offering
innovative interpretations of traditional motifs.
Moreover,
Thomas's artistic evolution includes a cross-cultural exploration of mandalas,
inspired by Eastern philosophies and sacred art traditions. His piece
"Mandala" reflects a harmonious blend of geometric precision and
Salish symbolism, highlighting his work's interconnectedness of diverse cultural influences.
Finally,
Thomas's print "Infinity" is a culmination of his artistic
exploration, drawing parallels to Escher's geometric tessellations while
incorporating Salish design elements. Through his innovative approach to
artmaking, Thomas not only pays homage to his cultural heritage but also
transcends boundaries, showcasing the universal language of art and
mathematics.
1. "Art itself is one of the only practices that can be found in all cultures. Art is one of the things that makes us human, and bridging different cultural art forms helps me to feel the unity of humankind." (pg. 208)
When my
daughters began attending their new school here three weeks ago, their teacher
welcomed them with a simple yet profound directive: to express themselves
through drawing or painting. Recognizing that they were transitioning from different
cultural backgrounds, the teacher cleverly utilized ART as a means to
facilitate their integration. By encouraging creative expression from the
outset, she aimed to bridge cultural differences and create a sense of
belonging for them. This seemingly small gesture had a significant impact,
highlighting the power of art to transcend boundaries and foster inclusivity.
It underscored how ART can serve as a universal language, bringing people
together and making them feel understood and valued, regardless of their
cultural origins.
In today's interconnected world, the sentiment that "art is one of the only practices found in all cultures" holds true more than ever. From traditional paintings and sculptures to digital media and street art, artistic expression transcends geographical and cultural boundaries. Through platforms like social media and international art exhibitions, people from diverse backgrounds can share and appreciate artistic creations from around the globe. This exchange not only fosters cultural understanding and appreciation but also serves as a powerful tool for fostering unity among humanity.
2. "I simply called the image infinity. The idea is that theoretically this ever-diminishing pattern of salmon could go on forever, but due to the limitations of human ability, it cannot be fully realized. Where the image finally stops represents the limitations of human skill and the emptiness at the center represents the infinite possibilities of nature." (pg. 209)
I stopped while going through the piece "Infinity" and wondered how I could relate it to different perspectives of nature and disciplines whether it can be an exploration of the cosmos or mathematical concepts like infinity. Despite significant advancements in technology and space exploration, our understanding of the universe remains limited. The emptiness at the center of the image can be likened to the uncharted territories of space that lie beyond our current capabilities. Thus, the artwork serves as a metaphor for the boundless mysteries of the cosmos and infinity and the humbling realization of our limitations in unraveling its infinite complexities.
Questions:
1. How can we as educators foster a collaborative learning environment where students can share their cultural backgrounds and perspectives through art in tessellation, symmetry, transformations, and geometrical patterns?
2. Reflecting on the relationship between mathematics and art, what interdisciplinary approaches can be used in the multicultural classroom to deepen the understanding of both disciplines and promote cultural exchange?
3. What are some potential challenges or limitations as an educator one can feel while incorporating indigenous art into a mathematics classroom?
Hi Rabia, thank you for you sharing your awesome opinions.
ReplyDeleteI really like the story about how your daughters’ teacher using art to transcend the boundaries and foster inclusivity. And also, your explaination about the infinity of the artwork was also charming. I believe that when we add our opinions to artworks, it becomes more than just an object; it also reveals the connection between the artwork and us, resonating with the spiritual world it seeks to convey.
Regarding the third question, one limitation for me is that I am not sure if I can fully understand indigenous arts and I am afraid of inadvertently conveying false ideas to students. Another challenge is that in China, parents and students pay more attention to test scores. I am not sure whether this kind of method could improve studnets’ test scores, and I am also unsure whether parents and schools would allow us to implement it.
Thank you, Rabia, for your questions. Regarding question 3, there are several potential challenges that educators may face. One such challenge is the difficulty in finding appropriate indigenous art resources, particularly those that relate to mathematical concepts. Additionally, aligning indigenous art with math lessons while meeting educational standards can pose another obstacle. Teachers may need to modify existing lesson plans or develop new ones to effectively integrate indigenous perspectives. Moreover, many educators may lack sufficient training or knowledge about indigenous cultures and their art forms. Therefore, professional development opportunities focused on cultural sensitivity and understanding indigenous perspectives may be crucial.
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