Despite growing up in an educational and cultural system that separated Math and Art, I always had an instinct to embrace their relationship. In the lecture this week, we discussed the common misconception that one must choose between Art and Science/Math. In fact, the skillset and knowledge of being good at Math is seen as separate from being able to excel in Art, which is furthest away from the truth. After watching the lectures by Professor Vesna and reading through the articles provided, I have come to more of a greater appreciation of understanding the importance that Mathematics plays in art, such as the theory of zero, the Golden Ratio, Einstein's theory, computers, and fractals. There is a deep and rich history that many artists, scientists, and mathematicians have played in sharing, bridging, and creating a new frontier of ideas, dimensions, and art.
Leonardo Da Vinci is, from a popular culture perspective is best known as an artist, but he is much more accomplished than I could have ever imagined. His impact on society during his time was in the sciences and the arts. He developed mathematical formulas to compute distance and the relationship between the eye and objects. Leonardo's work in geometry and his understanding of the optical principles were game-changing. The work above is a drawing of Leonardo's called "The Vitruvian Man," and one that I've seen in passing many times, and symbolizes and represents the art of the High Renaissance. The drawing itself focuses on geometry and proportions. Da Vinci was fascinated by the ideal proportions of the human body, and he applied the concept of the golden ratio to this design.
The drawing is much more than just proportions and geometry. It is a great example of the juxtaposition of art and math/science. The drawing illustrates not just ideas of perfect ratios, dimensions of individual limbs of a human being following mathematical laws, but also a spiritual context. The circle is a symbol of femininity and the square of masculinity. What's even more fascinating is that Da Vinci often left hidden messages and solutions in his drawings and artwork, as in this a solution to an old mathematical problem, the squaring of the circle. The embedded YouTube video explains in 3 minutes the brilliant use of Math in the Vitruvian Man sketch. I found this quote from the video very insightful: "If Geometry is the language the universe is written in, then this sketch seems to say we can exist within all its elements. Mankind can fill whatever shape he pleases geometrically and philosophically as well". This drawing has become the symbol of mathematics, religion, philosophy, architecture, and the artistic skill of Da Vinci, which is incredible in itself.
Da Vinci is a fascinating lesson and example of the marriage and interdependent relationship of Math and Art. There is a connection between art and science that especially flourished in the Renaissance, with art being used to teach and have dialogue with the scientific world.
Sources:
Muralha, F. (2024, March 20). Math and Art - an outstanding relationship in 5 examples. Citaliarestauro. https://en.citaliarestauro.com/math-and-art/
TED-Ed. (2013, July 11). Da Vinci’s Vitruvian Man of math - James Earle [Video]. YouTube. https://www.youtube.com/watch?v=aMsaFP3kgqQ
Wikipedia contributors. (2025, April 4). Leonardo da Vinci. Wikipedia. https://en.wikipedia.org/wiki/Leonardo_da_Vinci
The Vitruvian Man - simply explained. (n.d.). https://nicofranz.art/en/leonardo-da-vinci/vitruvian-man
The Vitruvian man. (n.d.). Obelisk Art History. https://www.arthistoryproject.com/artists/leonardo-da-vinci/the-vitruvian-man/
Image citations:
Leonardo da Vinci, The Vitruvian Man, c. 1490, Gallerie dell'Accademia, Venice
Leonardo da Vinci. (2019, August 28). Biography. https://www.biography.com/artists/leonardo-da-vinci
Hi Jack, this is a beautifully written post. I really appreciate how you seamlessly connect the human body, the spiritual mind, and mathematical concepts. Prior to reading this post, I was unaware of the significance of the Vitruvian Man, but the manner in which it integrates masculinity, femininity, spirituality, and mathematics is so fascinating. Da Vinci was truly a genius, and so are you.
Hello Jack, Your post really resonated with me! I love how you began by challenging the idea that we have to choose between being “math-minded” or “artistic.” I’ve also grown up in an educational system that separates the two, so it was refreshing to see how deeply interconnected they actually are especially through examples like da Vinci’s Vitruvian Man. I really appreciated your insight into the symbolism of the circle and square representing femininity and masculinity. That interpretation adds such a rich layer of meaning to the drawing that I hadn’t considered before. It’s fascinating how da Vinci embedded mathematical problems and philosophical concepts within a single image, making his work so multidimensional. The quote you pulled from the video—"If Geometry is the language the universe is written in, then this sketch seems to say we can exist within all its elements"—was incredibly powerful. It captures the essence of this week’s theme: that math and art are both ways of interpreting and engaging with the world around us. Thank you for sharing such a deep and thoughtful perspective! It really expanded how I view the Vitruvian Man and the broader conversation between art and science.
Hello Jack, I really enjoyed reading your post, especially the way you highlighted Da Vinci as a bridge between math and art. It’s interesting how something like the Vitruvian Man, which we often just see as a famous sketch, actually represents so many deep ideas about proportion, geometry, and even philosophy. I hadn’t thought about the symbolism of the circle and square representing femininity and masculinity, that added a whole new layer for me. I totally agree that the divide between art and science is more of a modern invention. It makes me wonder how much more creative and innovative we could be if we approached learning in a more integrated way, like during the Renaissance.
Hi! My name is Jack Chen, and I am a third-year Philosophy major. A couple of things really stood out to me about this week's material, particularly Professor Vesna's lecture videos on the "The Two Cultures" theory that bridges to a Third-Culture Theory and the "Changing Education Paradigms" video. When Professor Vesna asked the question concerning the separation of Science and Art, "Where did it start in your life? Did you have to make a decision, I have to go to Art or I have to go to Science?". This struck me as a question very much rooted in my culture as a Taiwanese Asian American. As a general statement, Asian culture, especially coming from Immigrant parents, steers their children and future generations away from the humanities. Anybody who wants to become an artist, a writer, or a philosopher is met with confused and disapproving looks, to say the least. This is very analogous to the "Two Cultures" paradigm that Prof Vesna talks...
This week's content about the history and origins of Robotics and Art was very eye-opening, particularly Professor Machiko Kusahara's insights and expertise on Japanese robotics Art. I have always been fascinated, inspired, and entranced by Japanese technologies, mainly how they have influenced Japanese Art and culture. In my blog post this week, I will focus on two contrasting movies that depict Robots in two opposing ways that ultimately reflect how two very different cultures view technology's role in humanity and society. The two movies that instantly came to mind are "The Terminator," directed by James Cameron, and "Big Hero 6," an animated movie produced by Walt Disney Company. The Terminator was initially released in 1984 and famously stars Arnold Schwarzenegger with his classic line "I'll be back." It has since become a franchise series of movies, TV shows, and other forms of content. It depicts Robots as a futuristic threat to h...
Hi Jack, this is a beautifully written post. I really appreciate how you seamlessly connect the human body, the spiritual mind, and mathematical concepts. Prior to reading this post, I was unaware of the significance of the Vitruvian Man, but the manner in which it integrates masculinity, femininity, spirituality, and mathematics is so fascinating. Da Vinci was truly a genius, and so are you.
ReplyDeleteHello Jack, Your post really resonated with me! I love how you began by challenging the idea that we have to choose between being “math-minded” or “artistic.” I’ve also grown up in an educational system that separates the two, so it was refreshing to see how deeply interconnected they actually are especially through examples like da Vinci’s Vitruvian Man. I really appreciated your insight into the symbolism of the circle and square representing femininity and masculinity. That interpretation adds such a rich layer of meaning to the drawing that I hadn’t considered before. It’s fascinating how da Vinci embedded mathematical problems and philosophical concepts within a single image, making his work so multidimensional. The quote you pulled from the video—"If Geometry is the language the universe is written in, then this sketch seems to say we can exist within all its elements"—was incredibly powerful. It captures the essence of this week’s theme: that math and art are both ways of interpreting and engaging with the world around us. Thank you for sharing such a deep and thoughtful perspective! It really expanded how I view the Vitruvian Man and the broader conversation between art and science.
ReplyDeleteMarina Mantashian
Hello Jack, I really enjoyed reading your post, especially the way you highlighted Da Vinci as a bridge between math and art. It’s interesting how something like the Vitruvian Man, which we often just see as a famous sketch, actually represents so many deep ideas about proportion, geometry, and even philosophy. I hadn’t thought about the symbolism of the circle and square representing femininity and masculinity, that added a whole new layer for me. I totally agree that the divide between art and science is more of a modern invention. It makes me wonder how much more creative and innovative we could be if we approached learning in a more integrated way, like during the Renaissance.
ReplyDelete