Physical Aesthetics an educational symbiosis through metaphor

1. Physical Aestheticsan educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu

2. 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

3. Motion Discussion in the Three Levels Physics for Physicists Physics for the Life Sciences Physics for Poets

4. 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

5. Motional Metaphors Position Acceleration Walkers by the Sea by Milton Nighthawks by Hopper

6. The Velocity Metaphor Simulating Motion in Static Images - Use of diagonals and croppingin 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 Unique Forms of Continuity in Space by Boccioni

7. 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

8. 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.

9. New Course Implementations for Spring 2014 Addition of a desk sculpture lab Addition of an Art History text Addition of a class visit to the Mint Museum of Contemporary Art

10. 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.

11. Physical Aestheticsan educational symbiosis through metaphor Steven Zides Wofford College zidessb@wofford.edu