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International Journal of Academic Research in Business and Social Sciences

Open Access Journal

ISSN: 2222-6990

Appreciation of Siri Dungun Paintings in Ethnomathematics Context

Rushana Sulaiman, Abdul Halim Husain, Ruhaizan Sulaiman

http://dx.doi.org/10.6007/IJARBSS/v9-i9/6406

Open access

This research aims to examine the meaning allude to appreciation of paintings which oriented with Siri Dungun painting in the context of mathematical thinking. By focusing on factors that support the relation between formalistic contexts to describe the existing of symmetry concept in ethomathematic approach. This research involves analytical study of paintings through qualitative approach with the implementation of descriptive inter-disciplinary. The symmetry properties are examined meticulously in order to classify the paintings via transformations which involve four basic repetitions via such as translation, rotation, reflection and glide reflection. This process will build a structure known as symmetry group frieze. Frieze pattern is a pattern in two dimensional surfaces that repeat in one direction. Written and visual data information is collected through documentation, visual recording and observation methods. The findings of the research showed the understanding of mapping the conceptual framework which taken from art appreciation and symmetry concept were underlying pattern and design in the studied paintings. Hence, the inter-relationship between art and mathematics cannot be denied through the beauty of paintings as well as its beauty ini mathematical aspect. The implication of this research is to appreciate paintings not only from the art appreciation point but can also be extended to various fields of philosophy perspective especially in mathematical aspect.

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In-Text Citation: (Sulaiman, Husain, & Sulaiman, 2019)
To Cite this Article: Sulaiman, R., Husain, A. H., & Sulaiman, R. (2019). Appreciation of Siri Dungun Paintings in Ethnomathematics Context. International Journal of Academic Research in Business and Social Sciences, 9(9), 1116–1126.