Quantitative Reasoning and Scientific Analysis in the Ancient Art Classroom

Christina A. Salowey

Hollins University

The study of ancient art is interdisciplinary by nature, but many survey textbooks, emphasizing themes such as political propaganda, poetic resonance, or philosophical and religious inspiration, have privileged the utility of disciplines in the social sciences and the humanities towards understanding ancient artistic production over those of science and mathematics. However, many topics in ancient art are perfectly suited for encouraging an investigation into how the advancements in science and mathematics in many ancient civilizations influenced the choice and manipulation of materials as well as the design and form of many genres of ancient art. Additionally, the application of modern scientific techniques in the study of ancient art has yielded new insights into the ancient methods for the production of art and greater understanding of the forces that might have shaped the choice of symbols and iconography.

This paper will describe a course in Ancient Art that satisfies an applied quantitative reasoning skill requirement (Q) in the general education program at Hollins University, effectively a math across the curriculum requirement, and teaches students to view the topic of ancient art with a math and science perspective. The “Q” encourages “the application of mathematical concepts and skills to solve real-world problems” and teaches students to “read quantitative data, understand quantitative evidence, and apply basic quantitative skills”. The focus of the Q project in this course is the concept of proportion and its ramifications in the design and appearance of paintings, buildings, and sculpture. The major Q assignment in the course looks at the metrology of the Doric temple starting with the theories and commentary of ancient authors, evaluating the measurements of preserved buildings, and using the concepts and data both to understand the process of the ancient architect and, potentially, to develop a method to study new archaeological finds in the future.

While the Q assignment satisfies a campus-wide requirement, other activities and readings bring a scientific outlook and the opportunity for experiential learning. Some course activities include the mummification of a chicken and fresco-painting and feature discussions of bio-medical knowledge, pyro-technology, the chemistry of pigments and plaster, and the application of advanced scientific instrumentation to the analysis of ancient materials.