{"id":533,"date":"2022-05-18T08:31:07","date_gmt":"2022-05-18T08:31:07","guid":{"rendered":"https:\/\/isf.mathhouse.org\/EN\/?page_id=533"},"modified":"2022-06-30T16:36:25","modified_gmt":"2022-06-30T16:36:25","slug":"math-arts","status":"publish","type":"page","link":"https:\/\/isf.mathhouse.org\/EN\/?page_id=533","title":{"rendered":"Mathematics &#038; Arts"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"533\" class=\"elementor elementor-533\">\n\t\t\t\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-ed492f0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"ed492f0\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-900e509\" data-id=\"900e509\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-37e3217 elementor-widget elementor-widget-image\" data-id=\"37e3217\" data-element_type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.6.1 - 23-03-2022 *\/\n.elementor-widget-image{text-align:center}.elementor-widget-image a{display:inline-block}.elementor-widget-image a img[src$=\".svg\"]{width:48px}.elementor-widget-image img{vertical-align:middle;display:inline-block}<\/style>\t\t\t\t\t\t\t\t\t\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"400\" height=\"290\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/unnamed.jpg\" class=\"attachment-full size-full\" alt=\"\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/unnamed.jpg 400w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/unnamed-300x218.jpg 300w\" sizes=\"auto, (max-width: 400px) 100vw, 400px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-adf5914 elementor-section-full_width elementor-section-height-default elementor-section-height-default\" data-id=\"adf5914\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-68e2f1c\" data-id=\"68e2f1c\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-953b200 elementor-widget elementor-widget-jet-tabs\" data-id=\"953b200\" data-element_type=\"widget\" data-widget_type=\"jet-tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"jet-tabs jet-tabs-position-top jet-tabs-none-effect  jet-tabs-position-tablet-top jet-tabs-position-mobile-top\" data-settings=\"{&quot;activeIndex&quot;:-1,&quot;event&quot;:&quot;click&quot;,&quot;autoSwitch&quot;:false,&quot;autoSwitchDelay&quot;:3000,&quot;ajaxTemplate&quot;:false,&quot;tabsPosition&quot;:&quot;top&quot;,&quot;tabsPositionTablet&quot;:&quot;top&quot;,&quot;tabsPositionMobile&quot;:&quot;top&quot;}\" role=\"tablist\">\n\t\t\t<div class=\"jet-tabs__control-wrapper\">\n\t\t\t\t<div id=\"jet-tabs-control-1561\" class=\"jet-tabs__control jet-tabs__control-icon-left elementor-menu-anchor \" data-tab=\"1\" tabindex=\"1561\" role=\"tab\" aria-controls=\"jet-tabs-content-1561\" aria-expanded=\"true\" data-template-id=\"false\"><div class=\"jet-tabs__control-inner\"><div class=\"jet-tabs__label-text\">Mathematics and Art Group <\/div><\/div><\/div>\t\t\t<\/div>\n\t\t\t<div class=\"jet-tabs__content-wrapper\">\n\t\t\t\t<div id=\"jet-tabs-content-1561\" class=\"jet-tabs__content \" data-tab=\"1\" role=\"tabpanel\" aria-hidden=\"false\" data-template-id=\"false\"><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Mathematics and Art Workshop<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">17 Dec. 2014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Domes drawing by Mr. A. Zamani<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Geometric Nodes\u00a0drawing by Ms. S. Vard<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Geometry and Tile by Mr. M. Samadieh\u00a0<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1177\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/kargah-riazi-va-honar-2-1-300x223.jpg\" alt=\"\" width=\"300\" height=\"223\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/kargah-riazi-va-honar-2-1-300x223.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/kargah-riazi-va-honar-2-1.jpg 640w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1179\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/argah-riazi-va-honar-1-300x128.jpg\" alt=\"\" width=\"300\" height=\"128\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/argah-riazi-va-honar-1-300x128.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/argah-riazi-va-honar-1.jpg 640w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1180\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/kargah-1-231x300.png\" alt=\"\" width=\"231\" height=\"300\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/kargah-1-231x300.png 231w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/kargah-1.png 409w\" sizes=\"auto, (max-width: 231px) 100vw, 231px\" \/><\/span><\/p><hr \/><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/Art-and-Mital-Reading-Geometry-as-Visual-Commentary.pdf\"><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1183\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/KharraqaN3344.jpg\" alt=\"\" width=\"150\" height=\"118\" \/><\/strong><\/a><\/span><\/p><table class=\" aligncenter\" border=\"0\" width=\"603\" cellspacing=\"1\" cellpadding=\"1\" align=\"center\"><tbody><tr><td><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/Art-and-Mital-Reading-Geometry-as-Visual-Commentary.pdf\"><strong>Art and Mithal: Reading Geometry as<br \/>Visual Commentary<\/strong><\/a><strong><br \/><\/strong>Carol Bier<\/span><\/p><\/td><td>\u00a0<\/td><td><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/Geometry-and-the-Interpretation-of-Meaning.pdf\"><strong>Geometry and The Interpretation of Meaning:<br \/>Two Monuments in Iran<\/strong><\/a><strong><br \/><\/strong>Carol Bier<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Research Associate, The Textile Museum<\/span><\/td><\/tr><tr><td><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0This article seeks to develop an interpretation of ornament as geometric pattern that\u00a0 embodies metaphysical intent in Iranian monuments of the fifth\/eleventh century. The proposed argument elucidates cultural meaning relevant to a particular time and specific place, with implications for broader application.\u00a0Reading geometric patterns as visual commentary, this approach relates the presence of patterns in art accompanied by a Qur\u2019anic inscription to both the practice of pattern-making and the contemporary discourse concerning mathematics, philosophy, and the Islamic sciences in Iran. Particular emphasis is placed on the use of a passage from the Qur\u2019an (59:21\u201324) inscribed on the tomb towers at Kharraqa\u00afn, in which the Qur\u2019anic term, amtha\u00afl, is taken literally to refer to the patterns executed on the monuments.<\/span><\/p><\/td><td>\u00a0<\/td><td><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0The Alhambra has often served in the West as t he paradigm for understanding geometric pattern in Islamic art.\u00a0 Constructed in Spain in the 13 th century as a highly de fended palace, it is a relatively late manifestation of an Islamic\u00a0 fascination with geometric pattern. Numerous earlier Islamic buildings, from Spain to India, exhibit extensive geometric\u00a0 patterning, which substantiate a mathematical interest in the spatial dimension and its manifold potential for meaning. This paper examines two monuments on the Iranian plateau, dating from the 11 th century of our era, in which\u00a0more than one hundre d exterior surface areas have received patterns executed in cut brick. Consi dering context, architectural function, and accompanying inscriptions, it is proposed that the geometric patterns carry specific meanings in their group assemblage and combine to form a programmatic cycle of meanings. Perceived as ornamental by Western standards, geometric patterns in Islamic art are often construed as decorative without underlying meanings. The evidence presented in this paper suggests a literal association of geometric pattern with metaphysical concerns. In particular, the argument rests upon an interpretation of the passages excerpted from the Qur\u2019an that inform the patterns of these two buildings, the visual and verbal expression mutually reinforcing one another. Specifically, the range and multiplicity of geometric patterns may be seen to represent the Arabic concept of mithal, usually translated as parable or similitude. The<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Persian, alam-e mithal, or realm of mithal, assumed increasing im portance in the development of Iranian Islamic philosophy and mysticism in the 12 th century in the depiction of visionary space. The arguments presented here suggest \u00a0that the patterns depicted on these two monuments articulate a sacred geometry in early Islamic Iran.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/p><\/td><\/tr><\/tbody><\/table><hr \/><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1186\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0631\u0627\u0645\u06af\u0627\u0647-\u0645\u0631\u0627\u063a\u06473343.png\" alt=\"\" width=\"150\" height=\"165\" \/><\/span><\/p><table style=\"width: 100%; height: 570px;\" border=\"0\" width=\"647\" cellspacing=\"1\" cellpadding=\"1\" align=\"center\"><tbody><tr style=\"height: 197px;\"><td style=\"height: 197px;\"><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0<a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/Taking-Sides-But-whos-Counting.pdf\"><strong>Taking Sides, But Who\u2019s Counting ? The DecagonalTomb Tower at Maragha<\/strong><\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Carol Bier<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Visiting Scholar (2010-2011)<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Graduate Theological Union\u00a0<\/span><\/p><\/td><td style=\"height: 197px;\">\u00a0<\/td><td style=\"height: 197px;\"><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/The-Decagonal-Tomb-Tower-At-Maragha.pdf\"><strong>The\u00a0 Decagonal\u00a0 Tomb\u00a0 Tower\u00a0 at<br \/>Maragha and Its Architectural Context : Lines of Mathematical Thought<\/strong><\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Carol Bier<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Center for Islamic Studies<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Graduate TheologicalUnion\u00a0<\/span><\/p><\/td><\/tr><tr style=\"height: 373px;\"><td style=\"height: 373px;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Abstract :\u00a0 Lu andSteinhardt introduced the term \u201cgirih tiles\u201d to describe the set of equilateral polygons that structures a colorful two-dimensional decagonal tiling on the Darb-e Imam in Isfahan, Iran(1453 CE) with distant rootsin the five-fold symmetries articulated in brick on the Gonbad-e Qabud, a tomb towerdated to the late 12 th century CE located at Maragha in western Iran. Their workseeks to establish the early existence of quasi-crystallinetilings long before such means of covering the plane were understood mathematically in the West.Questions remained\u00a0unanswered as to whether those who constructed thesemonuments were awareof the mathematical significance of\u00a0 their constructions. Lu andSteinhardt, as well as Makovicky and Bonner, who legitimately claimprior discovery of\u00a0 these decagonal tilings and theirsub-grids, all missed the fact that the tower is itself decagonal. This brief paper\u00a0 draws attention to the relationships among architectural form, geometric ornamentation, and Qur\u2019anic inscriptions\u00a0in assessing the cultural significance of the Gonbad-e Qabud.<\/span><\/td><td style=\"height: 373px;\">\u00a0<\/td><td style=\"height: 373px;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Abstract. Of several brick tomb towers constructedat Maragha in western Iran before the Mongol conquests, one in particular, Gonbad-e Qabud (593 H. \/ 1196-97 C.E.), has generated significant recent attention for its unique patterns with pentagons and decagons. Gonbad-e Qabud is also unusual in havinga decagonal plan. While both plan and\u00a0decoration distinguishit fromearlier and later towers at Maragha andelsewhere on the Iranian plateau, the ornamentalpatterns follow a long line ofexperimentation with geometric expressions that grace many pre-Mongol buildings in Iran. This article examines in particular the overlappingpolygons and radial symmetries of the tympanum of the cubic Gonbad-e Sork (542 H. \/ 1148 C.E.) at Maragha, and the pentagonsand squares of the tympanum of the later octagonal tomb tower (486 H. \/ 1093 C.E.) nearby at Kharraqan. Drawingfrom archival sources (plans, elevations, photographs), analysis ofplane patterns, and comparative architectural data, this article reevaluates the culturalsignificance ofGonbad-eQabud, seeking to situate it within the histories ofmathematics, architecture, andthe arts.<\/span><\/td><\/tr><\/tbody><\/table><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/%D9%87%D9%86%D8%AF%D8%B3%D9%87-%D9%85%D9%82%D8%AF%D8%B3-%D8%AF%D8%B1-%D8%B7%D8%A8%D9%8A%D8%B9%D8%AA-%D9%88-%D9%85%D8%B9%D9%85%D8%A7%D8%B1%D9%8A-%D8%A7%D9%8A%D8%B1%D8%A7%D9%86%D9%8A-%D8%A7%D9%86%DA%AF%D9%84%DB%8C%D8%B3%D9%8A.pdf\"><span style=\"color: #ff0000;\">Geometry in Nature and Persian Architecture<\/span><\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Mehrdad Hejazi<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Department of Civil Engineering, Faculty of Engineering, University of Isfahan, Hezar Jerib Street, Isfahan 81744, Iran<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/wp-content\/uploads\/2022\/06\/%D9%87%D9%86%D8%AF%D8%B3%D9%87-%D9%85%D9%82%D8%AF%D8%B3-%D8%AF%D8%B1-%D8%B7%D8%A8%D9%8A%D8%B9%D8%AA-%D9%88-%D9%85%D8%B9%D9%85%D8%A7%D8%B1%D9%8A-%D8%A7%D9%8A%D8%B1%D8%A7%D9%86%D9%8A.pdf\">Persian Version<\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><strong>Abstract :\u00a0<br \/><\/strong>Nature displays profound preference for certain specific ratios to design her life-forms. These are geometric relationships that are transcendent and originated from Sacred Geometry. The view that geometry had a ritual origin is a part of a wider view that civilisation itself had a ritual origin, and therefore the history of utilisation of Sacred Geometry by man goes back to many centuries ago. The Pythagorean tradition, and the Egyptian and Babylonian sciences from which it derived, and Persian mathematics, a part of which reflects a Pythagorean intellectuality, are based on the sacred conception of numbers and their symbolism. In the traditional world, geometry was inseparable from the other sciences of the PythagoreanQuadrivium, namely arithmetic (numbers), music and astronomy. Traditional geometry is related to the symbolic configurations of space. Geometric forms such as the triangle, square and various regular polygons, the spiral and the circle are seen in the traditional perspective to be, like traditional numbers, as aspects of the multiplicity of the Unity. Architecture itself has always had a sacred meaning to all traditional civilisations through millennia, by which means man has tried to provide for himself a manifestation of heavens. Persian architecture always emphasised on Beauty, and by means of Sacred<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Geometry Persians measured the proportions of heaven and reflected them in the dimensions of buildings on the earth. A comprehensive utilisation of proportions in Persian architecture, such as in the design of plans, elevations, geometric and architectural patterns, and mechanical and structural features, can be proved through geometrical analysis of Persian historical buildings. In this paper, the sacred conception of geometry and its symbolism in the Pythagorean tradition, and Sacred Geometry and proportions in natural life-forms will be explained. The use of the science of geometry in design of a number of Persian historical buildings will be presented. The geometric factors upon which the design of these buildings, from both architectural and structural\u00a0viewpoints, is made will be discussed.<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><strong>Introduction to Mathematical Aspects of Art Tile<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">August 2014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">A workshop as an introduction to the mathematical aspects of art and tile work will be held in IMH.\u00a0Topics in this course included :I<\/span><\/p><ul><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Drawing with a ruler and math compass<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Tiling by regular polygons<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Tiling Asher<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Tiling and Penn Rose<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Drawing traditional knot<\/span><\/li><\/ul><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Introduction to the mathematical aspects of the art of tiling was held in August 2014 in three different groups. In this course,\u00a0participants\u00a0were introduced to the most important mathematical problems\u00a0that\u00a0arise in connection with Art Tile, in\u00a0five workshops.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Another aspect of this workshop is to create learning experiences related to some mathematical concepts with the help of art tiles and practical\u00a0tiling using cardboard and foam.<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1199\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0634\u0646\u0627\u06cc\u06cc-\u0628\u0627-\u062c\u0646\u0628\u0647-\u0647\u0627\u06cc-\u0631\u06cc\u0627\u0636\u06cc-\u0647\u0646\u0631-\u06a9\u0627\u0634\u06cc-\u06a9\u0627\u0631\u06cc-212x300.jpg\" alt=\"\" width=\"212\" height=\"300\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0634\u0646\u0627\u06cc\u06cc-\u0628\u0627-\u062c\u0646\u0628\u0647-\u0647\u0627\u06cc-\u0631\u06cc\u0627\u0636\u06cc-\u0647\u0646\u0631-\u06a9\u0627\u0634\u06cc-\u06a9\u0627\u0631\u06cc-212x300.jpg 212w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0634\u0646\u0627\u06cc\u06cc-\u0628\u0627-\u062c\u0646\u0628\u0647-\u0647\u0627\u06cc-\u0631\u06cc\u0627\u0636\u06cc-\u0647\u0646\u0631-\u06a9\u0627\u0634\u06cc-\u06a9\u0627\u0631\u06cc-724x1024.jpg 724w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0634\u0646\u0627\u06cc\u06cc-\u0628\u0627-\u062c\u0646\u0628\u0647-\u0647\u0627\u06cc-\u0631\u06cc\u0627\u0636\u06cc-\u0647\u0646\u0631-\u06a9\u0627\u0634\u06cc-\u06a9\u0627\u0631\u06cc-768x1086.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0634\u0646\u0627\u06cc\u06cc-\u0628\u0627-\u062c\u0646\u0628\u0647-\u0647\u0627\u06cc-\u0631\u06cc\u0627\u0636\u06cc-\u0647\u0646\u0631-\u06a9\u0627\u0634\u06cc-\u06a9\u0627\u0631\u06cc-1086x1536.jpg 1086w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0634\u0646\u0627\u06cc\u06cc-\u0628\u0627-\u062c\u0646\u0628\u0647-\u0647\u0627\u06cc-\u0631\u06cc\u0627\u0636\u06cc-\u0647\u0646\u0631-\u06a9\u0627\u0634\u06cc-\u06a9\u0627\u0631\u06cc-1448x2048.jpg 1448w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0634\u0646\u0627\u06cc\u06cc-\u0628\u0627-\u062c\u0646\u0628\u0647-\u0647\u0627\u06cc-\u0631\u06cc\u0627\u0636\u06cc-\u0647\u0646\u0631-\u06a9\u0627\u0634\u06cc-\u06a9\u0627\u0631\u06cc-scaled.jpg 1810w\" sizes=\"auto, (max-width: 212px) 100vw, 212px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1198 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0634\u0646\u0627\u06cc\u06cc-\u0628\u0627-\u062c\u0646\u0628\u0647-\u0647\u0627\u06cc-\u0631\u06cc\u0627\u0636\u06cc-1.jpg\" alt=\"\" width=\"734\" height=\"515\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0634\u0646\u0627\u06cc\u06cc-\u0628\u0627-\u062c\u0646\u0628\u0647-\u0647\u0627\u06cc-\u0631\u06cc\u0627\u0636\u06cc-1.jpg 734w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0622\u0634\u0646\u0627\u06cc\u06cc-\u0628\u0627-\u062c\u0646\u0628\u0647-\u0647\u0627\u06cc-\u0631\u06cc\u0627\u0636\u06cc-1-300x210.jpg 300w\" sizes=\"auto, (max-width: 734px) 100vw, 734px\" \/><\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Modularity in Medieval Persian Mosaics<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Payam Serji<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">8 May\u00a02014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Based on the\u00a0<a href=\"http:\/\/pages.towson.edu\/gsarhang\/Persain%20Page%20Website\/Final%204049.pdf\">papers <\/a>of\u00a0<a href=\"http:\/\/pages.towson.edu\/gsarhang\/\">Professor Reza Sarhangi<\/a><\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1200\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/Image947-300x236.gif\" alt=\"\" width=\"300\" height=\"236\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1201\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/Image952-300x292.gif\" alt=\"\" width=\"300\" height=\"292\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1202 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u0627\u0631\u0647-\u0628\u0646\u062f\u06cc-3-2.png\" alt=\"\" width=\"571\" height=\"333\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u0627\u0631\u0647-\u0628\u0646\u062f\u06cc-3-2.png 571w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u0627\u0631\u0647-\u0628\u0646\u062f\u06cc-3-2-300x175.png 300w\" sizes=\"auto, (max-width: 571px) 100vw, 571px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1203 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u0627\u0631\u0647-\u0628\u0646\u062f\u06cc-2-2.png\" alt=\"\" width=\"601\" height=\"510\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u0627\u0631\u0647-\u0628\u0646\u062f\u06cc-2-2.png 601w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u0627\u0631\u0647-\u0628\u0646\u062f\u06cc-2-2-300x255.png 300w\" sizes=\"auto, (max-width: 601px) 100vw, 601px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1204 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u0627\u0631\u0647-\u0628\u0646\u062f\u06cc-1-2.jpg\" alt=\"\" width=\"594\" height=\"561\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u0627\u0631\u0647-\u0628\u0646\u062f\u06cc-1-2.jpg 594w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u0627\u0631\u0647-\u0628\u0646\u062f\u06cc-1-2-300x283.jpg 300w\" sizes=\"auto, (max-width: 594px) 100vw, 594px\" \/><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><strong><span style=\"color: #ff0000;\">Math and Art Summer courses and Workshop<\/span><br \/>23 June-21 September 2013<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Math and art group of IMH organized new courses and classes in summer 2013. These classes include math and art concepts. Main topics of the course include :<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">1. An overview of the basic concepts of art and geometry<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">2. Adaptability (proportions) on arithmetic and geometric structures<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">3. Theoretical and Practical Geometry<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">4. Persian and Western Golden Rectangle<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">5. Introduction to the Karbandy and styles of drawing it<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">6. Introduction to and Yazdibandy, Moqarnas and its techniques<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">7. Introduction to the designs and patterns used in traditional Iranian architecture<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">8. Methods of drawing of Gereh (a kind of geometric design in iranian tilling) and compare them<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">9. Brick-working calculations and drawing it<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">10. Introduction to the Geometric kufic<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">The program includes classroom course with practical workshop and showing some videos and visit the monuments. Invitation of traditional craftsmen in some meetings is also expected.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">One of the main goals of Isfahan Mathematics House is linking Interdisciplinary fields which mathematics is on the one way of this connection. On the other hand, IMH investigates the applications of mathematics in other science.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">One of the ideas of mathematics and art group in IMH, is to create this context. So, math and art classes are held in this regards, in an intervals of three months or six months.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">In summer math and art classes and workshop were discussed :<\/span><\/p><ul><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Conception of art from various perspectives<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Introduction to the shapes, volumes and their application in art<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Introduction to the particular relations and proportions the Golden proportions<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Application of Golden proportions in art and architecture<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Introducing Iranian golden proportions<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">How to use the knowledge of geometry science in traditional building designs<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Introduction to geometric designs<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Introduction to the types of Gereh (a kind of geometric design in iranian tilling)- and drawing techniques<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">How to shape 3d various Volumes<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Workshop of brick-working<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Show some movies about Persian Gereh tiling and Mogharnas<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Introduction to the design Muqarnas<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Teaching karbandi (a type of geometric vault in iranian architecture)<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Teaching Geometric kufic<\/span><\/li><\/ul><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1205 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0876-1.jpg\" alt=\"\" width=\"448\" height=\"252\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0876-1.jpg 448w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0876-1-300x169.jpg 300w\" sizes=\"auto, (max-width: 448px) 100vw, 448px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1206 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_43901-1-rotated.jpg\" alt=\"\" width=\"448\" height=\"336\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_43901-1-rotated.jpg 448w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_43901-1-300x225.jpg 300w\" sizes=\"auto, (max-width: 448px) 100vw, 448px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1207 size-large\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0919-1024x576.jpg\" alt=\"\" width=\"1024\" height=\"576\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0919-1024x576.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0919-300x169.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0919-768x432.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0919-1536x864.jpg 1536w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0919-2048x1152.jpg 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><strong><span style=\"color: #ff0000;\">Tiling in the views of Crystallography<\/span><br \/><\/strong>Jun 2013<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">In the following of\u00a0<em>Mathematics and Art workshop 2013<\/em>\u00a0by IMH and Utrecht Mathematics Department in june 2013, a meeting of mathematics and art experts\u00a0from different\u00a0universities was held at IMH.\u00a0It seems that there are some differences in classification motif and symmetry cases. Fortunately,\u00a0valuable photos from various\u00a0tilings in\u00a0few books gathered\u00a0by\u00a0Professor\u00a0<a href=\"http:\/\/www.maheronnaghsh.net\/mahmud\/mahmud.html\">Mahmoud\u00a0Maheronnaghsh<\/a>\u00a0that deals with the classification and symmetry motif is a valuable reference source. So It is necessary to\u00a0review the following topics in cooperation with tile teachers, physics and mathematics workers :<\/span><\/p><ul><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Symmetries in\u00a0tiling is describe by\u00a0process of Crystallograph as much as possible and for cases that\u00a0 there is no compliance, compatible methods of crystallography be provided.\u00a0<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Meanwhile resolving differences descriptions by tile experts,\u00a0a\u00a0suitable\u00a0book for teaching forms and symmetry in the tiling is\u00a0developed.\u00a0<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Describe a geometric motif, study the difference between\u00a0theoretical and experimental geometry experts.<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Describe rotational and\u00a0 transfer symmetry\u00a0mathematically\u00a0in\u00a0spherical surfaces that there\u00a0is application in\u00a0crystallography.<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">And finally\u00a0after much discussion and reviews, they concluded that there must be a special attention to\u00a0relationship between empirical and theoretical mathematics for tile,\u00a0standardization of empirical tiling \u00a0(mathematically), determine and introduce types of symmetries used in tile, using tiling in teaching geometry, drawing and make it economical for tile working to the public\u00a0<\/span><\/li><\/ul><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Suggestions to Isfahan Municipality :<\/span><\/p><ul><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Useing tile\u00a0in signs\u00a0of streets and even houses in this historical city,\u00a0Center of\u00a0 Persian and Islamic tiling.<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Using tile in\u00a0municipality buildings.<\/span><\/li><\/ul><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">The Other proposed programs is preparation a pamphlet to\u00a0introduced relationship between geometry and tile in order to revive\u00a0reasoning by\u00a0geometry\u00a0in\u00a0education systems.(The<em>\u00a0Netherlands Freudental\u00a0Institute\u00a0\u00a0<\/em>communicative with IMH and understanding Islamic architecture, used\u00a0designs of Isfahan monuments in some Dutch textbooks)<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><em><strong>Mathematics and Art Workshop<\/strong><\/em><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Isfahan Mathematics House<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">And<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Utrecht Mathematics Department<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">May 8-10, 2013<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/english-report-of-MA-workshop.pdf\">Report<\/a> and <a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u06af\u0627\u0644\u0631\u06cc.pdf\">Gallery<\/a><\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/E1-Eng.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1208 size-medium\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/E1-Eng-225x300.jpg\" alt=\"\" width=\"225\" height=\"300\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/E1-Eng-225x300.jpg 225w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/E1-Eng.jpg 720w\" sizes=\"auto, (max-width: 225px) 100vw, 225px\" \/><\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/program.pdf\">Spring Program of Mathematics and Art Workshops<\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/kholase-sokhanrani1.pdf\">Lecture and workshop Abstracts<\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Contact information :<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">0098-3116692013<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">art.math20013@yahoo.com<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">art.math2013@mathhouse.org<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/artmath.bmp\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-1214 aligncenter\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/artmath.bmp\" alt=\"\" width=\"220\" height=\"300\" \/><\/a><\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0 \u00a0<img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1216\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/mathandart-Isfahan-mathhouse-IsfahanzibaNewspaper-report-300x202.jpg\" alt=\"\" width=\"300\" height=\"202\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/mathandart-Isfahan-mathhouse-IsfahanzibaNewspaper-report-300x202.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/mathandart-Isfahan-mathhouse-IsfahanzibaNewspaper-report.jpg 560w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1217\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/2-4-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/2-4-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/2-4-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/2-4.jpg 800w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-1215 aligncenter\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/ss-300x154.jpg\" alt=\"\" width=\"300\" height=\"154\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/ss-300x154.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/ss.jpg 576w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1213 aligncenter\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/arm-1.jpg\" alt=\"\" width=\"264\" height=\"268\" \/><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/Competition-2012-of-mathematics-jointly-organized-by-the-Ile.pdf\"><span style=\"color: #ff0000;\">Mathematics &amp; Art Workshop<\/span><\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">With Prizing the Team Winners of Ile-de-France Branch of<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0&#8220;A<a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/palmares_concours_APMEP2012.pdf\">PMEP2012 Competition &#8220;Mathematics and Architecture<\/a>&#8221;\u00a0\u00a0\u00a0\u00a0\u00a0 May 2012\u00a0<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"http:\/\/www.apmep.asso.fr\/\">About APMEP<\/a><\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0The Mathematics and Art workshop was held in Isfahan Mathematics House in 24 May 2012. This one day workshop included 8 lectures and workshops as follows:<\/span><\/p><table dir=\"ltr\" style=\"width: 79.9182%;\" border=\"1\" width=\"675\"><tbody><tr><td dir=\"ltr\" style=\"width: 33.9419%;\" align=\"left\" bgcolor=\"#c0c0c0\" width=\"324\"><div dir=\"ltr\" align=\"center\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><b><span style=\"color: #003366;\">Lecturer(s)<\/span><\/b><\/span><\/div><\/td><td dir=\"ltr\" style=\"width: 45.9094%;\" align=\"left\" bgcolor=\"#c0c0c0\" width=\"379\"><div dir=\"ltr\" align=\"center\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><b><span style=\"color: #003366;\">Topic<\/span><\/b><\/span><\/div><\/td><\/tr><tr><td dir=\"ltr\" style=\"width: 33.9419%;\" align=\"left\" width=\"324\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Mohammad Hossein Eslam-panah<\/span><\/div><\/td><td dir=\"ltr\" style=\"width: 45.9094%;\" align=\"left\" width=\"379\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Greh in Greh or Inflation<\/span><\/div><\/td><\/tr><tr><td dir=\"ltr\" style=\"width: 33.9419%;\" align=\"left\" width=\"324\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Behzad Bagheri<\/span><\/div><\/td><td dir=\"ltr\" style=\"width: 45.9094%;\" align=\"left\" width=\"379\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Geometric Origami<\/span><\/div><\/td><\/tr><tr><td dir=\"ltr\" style=\"width: 33.9419%;\" align=\"left\" width=\"324\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Akbar Zamani<\/span><\/div><\/td><td dir=\"ltr\" style=\"width: 45.9094%;\" align=\"left\" width=\"379\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Drawing Arc and Dome<\/span><\/div><\/td><\/tr><tr><td dir=\"ltr\" style=\"width: 33.9419%;\" align=\"left\" width=\"324\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Sara Abdellahi<\/span><\/div><\/td><td dir=\"ltr\" style=\"width: 45.9094%;\" align=\"left\" width=\"379\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Geometry of Islamic Designs<\/span><\/div><\/td><\/tr><tr><td dir=\"ltr\" style=\"width: 33.9419%;\" align=\"left\" width=\"324\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Narges Assarzadegan<\/span><\/div><\/td><td dir=\"ltr\" style=\"width: 45.9094%;\" align=\"left\" width=\"379\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Drawing Geometrical Patterns Using Geometer\u2019s Sketchpad Software<\/span><\/div><\/td><\/tr><tr><td dir=\"ltr\" style=\"width: 33.9419%;\" align=\"left\" width=\"324\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Meghdad Ghari<\/span><\/div><\/td><td dir=\"ltr\" style=\"width: 45.9094%;\" align=\"left\" width=\"379\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Symmetry in Nature and Art<\/span><\/div><\/td><\/tr><tr><td dir=\"ltr\" style=\"width: 33.9419%;\" align=\"left\" width=\"324\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Mohammad Taghi Ghanbari, Mojtaba Zeraati, Ahmad Azari<\/span><\/div><\/td><td dir=\"ltr\" style=\"width: 45.9094%;\" align=\"left\" width=\"379\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Diaphoretic Tiling Workshop<\/span><\/div><\/td><\/tr><tr><td dir=\"ltr\" style=\"width: 33.9419%;\" align=\"left\" width=\"324\"><div dir=\"ltr\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Nima Valibeigy<\/span><\/div><\/td><td dir=\"ltr\" style=\"width: 45.9094%;\" align=\"left\" width=\"379\"><div dir=\"ltr\" align=\"left\"><span style=\"color: #003366; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">The Role of \u00a0Mathematical Knowledge in Computations Related to Dome Covers in Iran<\/span><\/div><\/td><\/tr><\/tbody><\/table><div><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0This workshop ended with the ceremony of prizing the team winners of the Ile-de-France branch of APMEP2012 competition :\u201dMathematics and Architecture\u201d, with participating Professor Ali Danaee (The head of Isfahan Mathematics House), Professor Ali Rejali, Mr. Ahmad Montazer, Mr. Akbar Zamani and the team leaders, Mrs. Simin Dokht Allahakhsh, Mrs. Narges Assarzadegan, and Mr. Meghdad Ghari.<\/span><\/div><div style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1238\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0317-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0317-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0317-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0317.jpg 800w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1237\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0292-1-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0292-1-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0292-1-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0292-1.jpg 800w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1236\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0280-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0280-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0280-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0280.jpg 800w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1235\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0255-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0255-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0255-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0255.jpg 800w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1234\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0474-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0474-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0474-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0474.jpg 800w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1233\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0498-1-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0498-1-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0498-1-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0498-1.jpg 800w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1232\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0493-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0493-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0493-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_0493.jpg 800w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/span><\/div><div><hr \/><\/div><div><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">A Workshop on an Iranian Astrolabe<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0A workshop on an Iranian astrolabe was held at Isfahan Mathematics House on Dec 29, 2007. This workshop was led by Wilfred de Graaf and Eric van Lit, two university students from Utrecht University in the Netherlands.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">This workshop was organized in two parts; in the first part a brief history of the astrolabe, its origin and its development through centuries in the Islamic world was presented. Then, some applications of the astrolabe and how to use it were described for the participants. In the second part using an astrolabe, the participants tried to solve some problems themselves.<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1239 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/23-1.jpg\" alt=\"\" width=\"314\" height=\"235\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/23-1.jpg 314w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/23-1-300x225.jpg 300w\" sizes=\"auto, (max-width: 314px) 100vw, 314px\" \/><\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Math &amp; Art Workshops<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">16 \u2013 18 May 2006<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Organizer : Isfahan Mathematics House<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">In Cooperation with : Isfahan Art University<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Supporters :<\/span><\/p><ul><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Isfahan Municipality<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">ISESCO<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">UNESCO<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Iranian History of Sciences Research Center, University of Tehran<\/span><\/li><\/ul><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Scientific Committee :<\/span><\/p><ul><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Mohammad Bagheri<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Hossein Pournaderi<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Leily Hatamzadeh<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Ali Rejali<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Mahmood Maheralnaghsh<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Ahmad Montazer<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Behnaz Hashemipour<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Aldine Aaten<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Jeanine Daems<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Remke Kruk<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Tom Goris<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Jasper Lukkezen<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Jan Hogendijk<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Daan VanWell<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Mark Roelands<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Huseyin Sen<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Wilfred deGraaf<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Machiel Kwetters<\/span><\/li><\/ul><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Executive Committee :<\/span><\/p><ul><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Monireh AnsariPour<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Amir Fakhri-Shooshtari<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Fatemeh Hani Tabaee Zavareh<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Leily Hatamzadeh<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Foroozan KheradPazhuh<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Ali Rejali<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Reza VatanKhah<\/span><\/li><\/ul><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">In Cooperation with: Mehmandar Company<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Supporter: IranGate Network<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0\u00a0\u00a0<img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1243\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/download-14.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/download-14.jpg 160w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/download-14-150x150.jpg 150w\" sizes=\"auto, (max-width: 160px) 100vw, 160px\" \/><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Workshop 1: Tiling regular polygons by means of triangles<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Jasper Lukkezen, Michiel Kwetters, Aldine Aaten<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">In this workshop we used non-traditional ways to tile regular polygons with coloured triangles of different types. Thus we obtained beautiful non-periodic tiling of the plane, which could be indefinitely extended inward and outward. These new tiling resemble traditional Islamic tiling. We began with a short introduction to the basic mathematical ideas which were necessary. Then continued with an interactive part in which the participants were guided and encouraged to design and create their own patterns.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1242 aligncenter\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/download-15.jpg\" alt=\"\" width=\"268\" height=\"188\" \/><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Workshop 2 : Escher Methods on Iranian Tiling<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Huseyin Sen, Wilfred de Graaf, Sjoerd Boersma<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">M.C. Escher (1898-1972 CE) was a famous Dutch artist who created many patterns based on regular division of the plane. His fascination for the subject began with his visit to the Islamic Alhambra Palace in Granada (Spain), where he was astonished by the great wealth of decoration, and the dignity and simple beauty of the whole place. The total absence of any human or animal form in the Alhambra inspired him to create new patterns based on regular divisions of the plane but using alternative forms. Contrary to the Alhambra tiling, which are based on regular polygons with 3, 4, 6 and 12 angles and many Iranian tiling are based on regular polygons with 5, 7 and 10 angles. The aim of this workshop was to apply Escher&#8217;s methodology to Iranian tiling. We began with a brief introduction to the methods of Escher and then the participants were guided to use Escher&#8217;s methods to design and create new patterns on the basis of Iranian tiling.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1241 aligncenter\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/images-4.png\" alt=\"\" width=\"225\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/images-4.png 225w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/images-4-150x150.png 150w\" sizes=\"auto, (max-width: 225px) 100vw, 225px\" \/><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Workshop 3: Penrose Tiling<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Daan van Well, Mark Roelands<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">A tiling of the plane is called periodic if translation symmetry exists in at least two non-parallel directions. If this is not the case, the tiling is said to be aperiodic. A set of tiles is considered aperiodic if the tiles can fill the plane, but not in a periodic way. For a long time it was believed that no such sets exist. In 1973 and 1974, Roger Penrose discovered three sets of tiles which can fill the plane only in an aperiodic way. One set had six tiles and two sets had only two tiles; the shape of some of these tiles is related to Islamic tiling. The first part of the workshop was a basic introduction to the two latter types of aperiodic tiling. In the second interactive part of the workshop, the students had the opportunity to experiment with these two aperiodic sets of tiles. They learned to create some amazing mosaics of a non-periodic character.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1240 aligncenter\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/download-16.jpg\" alt=\"\" width=\"160\" height=\"223\" \/><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Workshop 4: Knot<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Maheronaghash, Montazer<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Applying different designs on different grids.<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><strong>Use of Isfahan Architecture in Dutch Books<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Emam and Jame Mosque in Isfahan\u00a0are the most characteristic of Iranian and Islamic architecture and also are world famous architectural wonders. It is hard to found people that have never heard\u00a0about Isfahan.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">But it is interesting that monuments of Isfahan scattered around the world in the form of posters, postcards, So that this monuments used as a learning tool of geometry and math in school textbooks as in Netherlands. Since the architecture, tile and decorative arts of monuments are made based on mathematics, the images imported to Dutch school books as learning examples.<\/span><\/p><\/div><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0639\u0645\u0627\u0631\u06cc-\u0648-\u0647\u0644\u0646\u062f-1.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1244 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0639\u0645\u0627\u0631\u06cc-\u0648-\u0647\u0644\u0646\u062f-1.jpg\" alt=\"\" width=\"703\" height=\"936\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0639\u0645\u0627\u0631\u06cc-\u0648-\u0647\u0644\u0646\u062f-1.jpg 703w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0639\u0645\u0627\u0631\u06cc-\u0648-\u0647\u0644\u0646\u062f-1-225x300.jpg 225w\" sizes=\"auto, (max-width: 703px) 100vw, 703px\" \/><\/a> <a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0639\u0645\u0627\u0631\u06cc-\u0648-\u0647\u0644\u0646\u062f-2.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1245 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0639\u0645\u0627\u0631\u06cc-\u0648-\u0647\u0644\u0646\u062f-2.jpg\" alt=\"\" width=\"728\" height=\"937\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0639\u0645\u0627\u0631\u06cc-\u0648-\u0647\u0644\u0646\u062f-2.jpg 728w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0639\u0645\u0627\u0631\u06cc-\u0648-\u0647\u0644\u0646\u062f-2-233x300.jpg 233w\" sizes=\"auto, (max-width: 728px) 100vw, 728px\" \/><\/a><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\"><span style=\"color: #ff0000;\"><a style=\"color: #ff0000;\" href=\"http:\/\/www.lorentzcenter.nl\/lc\/web\/2006\/209\/info.php3?wsid=209&amp;venue=Oort\"><strong>Geometric Patterns in Islamic Art<\/strong><\/a><\/span><strong><br \/><\/strong>11-15 Sep 2006<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0<img decoding=\"async\" src=\"http:\/\/www.lorentzcenter.nl\/lc\/web\/2006\/209\/poster.gif\" alt=\"\" \/>From 11 Sep 2006 through 15 Sep 2006, there is a workshop in Leiden University, the Netherlands, about Geometric Patterns in Islamic Art. Let me write a bit of background how this workshop came to existence. In spring 2006, the Seminar on History of Mathematics in Iran (Persia) was organized at the Department of Mathematics of the University of Leiden (Netherlands) by Dr. Jan P. Hogendijk (one of the coordinators of the current workshop). In that seminar, Jan Hogendijk also conducted a series of optional short classes on the Persian and Arabic alphabet and on Qur&#8217;an recitation.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">In this workshop, Mr. M. Maheronnaghsh, Mr.\u00a0A. Montazeri, Mr. A. Bagheri, Ms. Hashemi, Mr. A. Zamani and Mr. A. Rejali were attendend. An exhibition of\u00a0\u00a0Mr. Maheronnaghsh works\u00a0was held.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Scientific Organizing Committee:<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Mohammad Bagheri (Tehran, Iran)<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Jan Hogendijk (Utrecht and Leiden, Netherlands)<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Remke Kruk (Leiden, Netherlands)<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Geometric patterns are a prevailing motive in Islamic art and material culture. They are found in Islamic architecture as well as metal work, miniatures, book decoration and textiles for daily use.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Geometric ornamentation in Islamic architecture includes two-dimensional (mosaic) patterns on flat and curved surfaces, and three-dimensional so-called muqarnas-structures, mostly in the interior of domes. Most of the famous patterns in the Alhambra in Granada are based on squares, octagons, equilateral triangles and hexagons. In the Eastern Islamic world, especially in Iran, one often finds more complicated patterns based on pentagons, decagons, and even heptagons and nonagons. There is still a living tradition in Islamic geometric design that inspires modern artists.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">The traditional Islamic patterns are witnesses of a highly developed artistic and scientific culture about which little is known today. Much of the history of this whole tradition is unclear and undocumented. The geometric aspects of Islamic architecture have hitherto been studied in vastly different ways by researchers with a variety of backgrounds, including but not limited to: specialists in Islamic culture and history, historians of art and architecture, historians of science, and mathematicians. There has not been much interaction between these groups, although each of them could benefit from all others.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">The aim of the proposed workshop is to bring together scholars of these different backgrounds in order to study the geometric aspects of medieval Islamic art and material culture in an interdisciplinary way and to develop modes of cooperation. We hope to open the eyes of the speakers and participants to the many different branches of Islamic art and material culture where geometric design plays a dominant role, and to gain insight into the traditions in which these patterns are created, At the same time, we hope to reduce, for example, math anxiety among specialists of Islamic culture; ignorance of the importance of cultural contexts among mathematicians, etc. To connect to the living tradition, artists will also be involved.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">Much attention will be paid to the Iranian tradition. The workshop will be organized in intensive cooperation with the House of Mathematics (www.mathhouse.org) in Isfahan, where a follow-up conference about Mathematics and Iranian-Islamic Architecture will take place in August 2007.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">The following interrelated questions are among the ones which will be studied in the present workshop:<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">1 How were the geometric patterns designed and constructed, what kind of mathematical expertise was used, if any, and what are the surviving textual sources (Arabic and Persian manuscripts, diagrams, etc.)?<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">2 To what extent were the designers and decorators organized? To what extent was their knowledge documented, and what was the role of oral transmission?<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">3 What can and should be done in order to document the surviving tradition of Islamic geometric design?<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">4 What scholarship on traditional geometric design is available in the modern Islamic world?<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">5 Can modern mathematical concepts (such as crystallographic groups) be helpful to describe and classify the geometric patterns and decorations, and\/or to give insight in their historical development? If so, how can such a mathematical methodology be communicated so that it can become a useful tool in the hands of specialists in Islamic culture and art-historians?<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">6 How can mathematical descriptions and analyses be employed in architectural reconstructions (for example, in the reconstruction of destroyed three-dimensional muqarnas from surviving two-dimensional diagrams)?<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">During the workshop, attention can also be paid to the design of new artistic patterns of the same types as the traditional medieval Iranian ones.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">The workshop can include discussions on the symbolic meanings of geometric ornamentation in Islamic art and material culture, but only on the basis of concrete and authentic medieval textual documents.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">The workshop will consist of a general interdisciplinary part (September 11 &#8211; 13) and a continuation (Sept. 14-15), which emphasizes mathematical and possibly educational aspects.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif; font-size: 12pt;\">\u00a0<\/span><\/p><\/div>\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-16a8baf elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"16a8baf\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-4eef48f\" 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href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_43901-1-rotated.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-d99c4eb\" data-elementor-lightbox-title=\"IMG_4390(1) (1)\" e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTIwNiwidXJsIjoiaHR0cHM6XC9cL2lzZi5tYXRoaG91c2Uub3JnXC9FTlwvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAyMlwvMDZcL0lNR180MzkwMS0xLXJvdGF0ZWQuanBnIiwic2xpZGVzaG93IjoiYWxsLWQ5OWM0ZWIifQ%3D%3D\">\n\t\t\t\t\t<div class=\"e-gallery-image elementor-gallery-item__image\" data-thumbnail=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/IMG_43901-1-300x225.jpg\" data-width=\"300\" data-height=\"225\" alt=\"\" ><\/div>\n\t\t\t\t\t\t\t\t\t\t<div class=\"elementor-gallery-item__overlay\"><\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Mathematics and Art Group Mathematics and Art Workshop17 Dec. 2014 Domes drawing by Mr. A. Zamani Geometric Nodes\u00a0drawing by Ms. S. Vard Geometry and Tile by Mr. M. Samadieh\u00a0 Art and Mithal: Reading Geometry asVisual CommentaryCarol Bier \u00a0 Geometry and The Interpretation of Meaning:Two Monuments in IranCarol BierResearch Associate, The Textile Museum \u00a0This article seeks &hellip;<\/p>\n<p class=\"read-more\"> <a class=\"\" href=\"https:\/\/isf.mathhouse.org\/EN\/?page_id=533\"> <span class=\"screen-reader-text\">Mathematics &#038; Arts<\/span> Read More &raquo;<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":300,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"plain-container","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","footnotes":""},"class_list":["post-533","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/pages\/533","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=533"}],"version-history":[{"count":23,"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/pages\/533\/revisions"}],"predecessor-version":[{"id":2011,"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/pages\/533\/revisions\/2011"}],"up":[{"embeddable":true,"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/pages\/300"}],"wp:attachment":[{"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=533"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}