Chapter+1

=Chapter 1=

[|Chapter text]
 * Art activity:** collage
 * Math:** complex numbers and making your own math
 * Reading for the next week:**[| concrete poems and The Fib]


 * Questions that came up:**
 * What is an avatar?
 * Where does the Wonderland start?
 * Is it too dark or not?
 * How many miles did Alice fall?
 * Do we need numbers in math, or just variables?
 * Can you fall up? Can you grow down? Is there any end to getting smaller? Can she go negative? Can she become a black hole?
 * Can you use your head without your shoulders?
 * Did the rabbit put the bottle on the table?
 * Why is Picasso, cubism, futurism more realistic?
 * Where is the time?


 * Math that came up:**
 * Velocity
 * Acceleration
 * Relativity
 * Marmalade jar would fall right with her
 * Directions: up up up she fell...
 * Relative key sizes (too large or too small? same thing)
 * Exact measurement
 * Contrast ("murder, arson and jaywalking")
 * Oxymoron, nonsense and logic, paradoxes
 * Transformation (shutting up like a telescope)
 * Limits
 * Negative height is upside down
 * Wonderland planet with the sun in the middle and plants etc. on the inside of the shell

http://upload.wikimedia.org/wikipedia/en/1/1c/Chicks-from-avignon.jpg http://www.masksoftheworld.com/Africa/African%20Luchazi%20Mask.htm http://www.repeatfanzine.co.uk/Images/rant%20images/futurism2.jpg http://tars.rollins.edu/Foreign_Lang/Russian/popova.jpg http://www.bideford.devon.sch.uk/art/gcse07/viewpoints/photo%20montage%20by%20david%20hockney.jpg
 * What we looked at:**

Stories: The role of art was being deconstructed by people like Picasso. Whole art movements started at that time, poking holes in the role of art as beautiful, proportional, and anvilicious. Similar phenomena were happening in music, dance, and math becoming more abstract.

Reflection:

"The other point is that their practice has a //purpose//. How many people truly appreciate Calculus before taking a Physics class? Newton came up with Calculus to solve those problems, not because he was interested in describing the slope of functions! Asking students to understand or be interested in Pure Mathematics is like trying to start teaching Art with abstract art or Music with Varese and Steve Reich or Architecture with Gaudi! A few may be fascinated, but the majority will be bored, confused, or turned off to the subject entirely. We had a rule at college that the Mathematics Majors were not allowed to split checks when we ate somewhere because they got so distracted being interested in the numbers that they took forever. It's not a bad thing to be interested in Mathematics for its own sake, but it's ridiculous to expect everyone to share your level of interest or particular interests." - Bill Bradley