Reflection
I was very excited about this project when it was first launched. I consider myself a very artistic person, so it was interesting to think about ways to create art out of mathematic equations. I began by thinking about the different equations we had learned and choosing which one I best understood; circles! Next, I started thinking about what kind of art pieces could incorporate circles, and immediately, I thought, “donuts!”
So I began creating my donut using 24 circle equations. A large outer circle, a smaller inner circle and multiple tiny circles between the two to represent sprinkles.
In order to complete this project successfully, I utilized 3 habits of a mathematician. I began with, “Start Small.” I sometimes become overwhelmed with graphing equations and so it was important for me to begin with the equation of one circle and go from there. I also had to be very systematic as each circle was placed according to where the last circle was placed. I began looking for patterns once I had a couple of circles created because I noticed that by changing the x or the y on a previous equation, I could easily move the “sprinkle circles” about.
So I began creating my donut using 24 circle equations. A large outer circle, a smaller inner circle and multiple tiny circles between the two to represent sprinkles.
In order to complete this project successfully, I utilized 3 habits of a mathematician. I began with, “Start Small.” I sometimes become overwhelmed with graphing equations and so it was important for me to begin with the equation of one circle and go from there. I also had to be very systematic as each circle was placed according to where the last circle was placed. I began looking for patterns once I had a couple of circles created because I noticed that by changing the x or the y on a previous equation, I could easily move the “sprinkle circles” about.
Final Product & Artist Statement
The goal of this project was to answer the question, “How can mathematical functions be used to model complex imagery that reflect your unique artistic style?” I was very excited about this project when it was first launched. I consider myself a very artistic person, so it was interesting to think about ways to create art out of mathematic equations. I began by thinking about the different equations we had learned and choosing which one I best understood; circles! Next, I started thinking about what kind of art pieces could incorporate circles, and immediately, I thought, “donuts!”
So I began creating my donut using 24 circle equations. A large outer circle, a smaller inner circle and multiple tiny circles between the two to represent sprinkles.
In order to complete this project successfully, I utilized 3 habits of a mathematician. I began with, “Start Small.” I sometimes become overwhelmed with graphing equations and so it was important for me to begin with the equation of one circle and go from there. I also had to be very systematic as each circle was placed according to where the last circle was placed. I began looking for patterns once I had a couple of circles created because I noticed that by changing the x or the y on a previous equation, I could easily move the “sprinkle circles” about.
I am very proud of my final product and now have a better understanding of how math can be used in the real world. By using mathematical functions, a student is able to manipulate certain variables to create the image (masterpiece) they desire. Not only does this allow them to improve their mathematical skills, but with each line that they create, they reflect their own personal artistic style and skill.
So I began creating my donut using 24 circle equations. A large outer circle, a smaller inner circle and multiple tiny circles between the two to represent sprinkles.
In order to complete this project successfully, I utilized 3 habits of a mathematician. I began with, “Start Small.” I sometimes become overwhelmed with graphing equations and so it was important for me to begin with the equation of one circle and go from there. I also had to be very systematic as each circle was placed according to where the last circle was placed. I began looking for patterns once I had a couple of circles created because I noticed that by changing the x or the y on a previous equation, I could easily move the “sprinkle circles” about.
I am very proud of my final product and now have a better understanding of how math can be used in the real world. By using mathematical functions, a student is able to manipulate certain variables to create the image (masterpiece) they desire. Not only does this allow them to improve their mathematical skills, but with each line that they create, they reflect their own personal artistic style and skill.