Math Is Clay
I am inviting scientists to encounter my drawing instrument and tell me what they see. I am interested in the differences in our interpretations.
My intention is to develop a repeatable method for conversations between art and science.
I start from direct encounters rather than theories. I show the instrument, observe responses, ask questions, compare interpretations, reflect on misunderstandings, and keep a field journal. The inquiry begins with the same object, but not the same reading.
Interview with A
- Last time you said "math is clay." Could you tell me more about that metaphor?
- After showing the instrument (don’t explain too much): What do you think is happening here?
- What concepts from your research does this remind you of?
- What do you think you are seeing that I might not be seeing? What do you think I am seeing that you might not be seeing?
- What question are you obsessed with right now? What do you actually do every day?
- Can you explain one key concept from your research using an image, object, gesture, or story?
- What surprised you about our difference in interpretation?
- Do you read the instrument differently through your scientific practice and your artistic practice?
- Can a system be highly structured and still produce surprise?
Field Journal
2026.06.22 Method? Encounter, observe, ask, compare, reflect on your own confusion, keep a record. After each meeting, write down: What did they see? What did I see? Where did our readings don't align? What assumption got challenged? New questions?
2026.06.05 One thing that stayed with me from my first conversation with A is that mathematics may not be about control. A spoke about simple rules producing unexpected behaviour. It feels very close to my artistic practice. I want to understand where the difference lies. She also works with clay and described mathematics as a material: "Math is clay.”