Dear Terry
Along the thread on 'the word "Designer" being perhaps the problem', and
commenting on sketching and drawing, you wrote:
"...there are many levels and aspects to maths. In the main, school maths
is simple and deterministic. Creativity comes with more advanced kinds of
maths. From experience, using more advanced mathematics in design work is
as creative as any sketching activity, and almost certainly uses the same
parts of the brain. The interesting areas of maths concerning the dynamics
of interaction of functions and their 'shapes' and behaviours is
particularly of use in creative design work. This is sort of the
meta-analysis of the behaviour of functions."
You finally gave us a glimpse at how Maths relate to Design, and I am glad
you did at last; instead of incessantly burdening us with the guilt that
most of us do not know - and never use - the Maths language. Thanks a lot
for that and I wish you - and other mathematicians among us - would
instruct us more on this.
True indeed, most of Art and Design - studio expert - schools do not teach
maths, especially that level of maths you refer to in your post, I guess
they don't need it to deliver the kind of outcome they are commissioned
for. However there is now a growing number among us who are viewing and
practicing Design, neither as art nor as studio, but as a scientific
activity. Perhaps then, for these latter, the level of maths you are
referring to is crucially needed for the quality of outcome expected of
them? Could you please elaborate more on this, and tell us how that level
maths can effectively and best be taught and learned?
Many thanks in advance!
Francois
(Now in Kigali, Rwanda)
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