Abstract
Over the past several years, we have developed a course in mathematics and art that we have taught separately at our respective institutions. This activity-based course includes the topics of linear perspective, symmetry, tilings, Platonic solids, and fractal geometry. To indicate by examples the kind of lessons we and our students have learned from the course, we focus here on the topic of fractal geometry. Art students use fractal analysis and modeling of their own artwork to better understand some of its visual characteristics. Math and science majors explore the creative side of mathematics through fractal geometry. Students from every field of study see how fractal forms appear in historical works of art and how this suggests a way to model nature that is now employed by virtually every discipline that has a quantitative component. Additionally, we show how our own involvement with the course has influenced other courses we teach, helped spawn a new interdisciplinary course spanning mathematics, art and geology, and influenced our research. Benefits such as these can reasonably be expected from any course linking art with science.
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