Since 1990, the author has written curriculum and activities for, and
also taught, two mathematical art courses; one a first-year level
mathematics course entitled Mathematics in the Arts (MA107) and the
other a senior-level interdisciplinary course, entitled The Mathematics
of Artistic Design (PR419). The latter course, which is housed in the
School of Humanity and the Social Sciences, is one of many
interdisciplinary courses offered at MU and known as a Perspectives
course. Completing at least one Perspectives course in their senior
year is a graduation requirement of all students. Neither of these two
mathematical art classes requires the students to have any advanced
mathematical or artistic experience or knowledge, so the course
curriculum presents both the requisite mathematics and the art concepts.
This paper will discuss some of the activities used to demonstrate the
mathematical underpinnings of artistic design. Some exceptional student
masterpieces, all of which were created by making innovative use of
either Excel or the Geometer's Sketchpad software, will be shown.