Architectural Elements in Islamic Ornamentation: New Vision in Contemporary Islamic Art
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TW-15 Typical Balcony/Breezeway Detail
P.O. Box 1404 Joplin, MO 64802-1404 Typical Balcony/Breezeway Detail 800-641-4691 1 inch TW-15 All logos are cmyk tamkowaterproofing.com If needed, TAMKO red is PMS185 1.5 inch FINISHED WALL When to use:Or metal counterflashing at openings. page up to 6 inches = 1 inch TWM-1 MASTIC WEATHER RESISTANT BARRIER or other appropriate, page up to 12 inches = 1.5 inch Positioned to lap TW-60 12" flashing in shingle fashion. compatible sealant at page up to 18 inches = 2 inch membrane and metal page over 18 inches = 2.5 inch flashing terminations. TW-60 12" FLASHING 2 inch Positioned with 4" minimum on horizontal leg and PRIMED 26 GA. 2" minimum beyond vertical leg of metal flashing. The use of TW-60 18" Flashing is (MINIMUM) GALVANIZED recommended in regions that experience heavy snow fall and ice buildup. METAL L-FLASHING (4" × 4" MINIMUM) TW-60 SHEET WATERPROOFING MEMBRANE Prime metal flashing prior to TAMKO red is PMSPlywood 185, or OSB deck must be fully covered. installation with TWP-1 or CONCRETE which according to the TWP-2 primer. 2.5 inch logo standards breaks TWM-1 MASTIC down to be M100, Y80 or other appropriate, compatible sealant at TW-60 termination as a cant. ADHESIVE PRIMER* METAL FLASHING EXTRUDED ALUMINUM BALCONY EDGING (T-BAR) FASTENERS Cross-sectional shape varies. Fasten per Positioned 1" from the PLYWOOD or OSB DECK manufacturer’s recommendations. outside edges of the 1/4":12" minimum positive slope 1 inch flashing. Fastener type required away from wall to drain and and spacing as prevent ponding water. -
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Between Shanghai and Mecca: Diaspora and Diplomacy of Chinese Muslims in the Twentieth Century by Janice Hyeju Jeong Department of History Duke University Date:_______________________ Approved: ___________________________ Engseng Ho, Advisor ___________________________ Prasenjit Duara, Advisor ___________________________ Nicole Barnes ___________________________ Adam Mestyan ___________________________ Cemil Aydin Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of Duke University 2019 ABSTRACT Between Shanghai and Mecca: Diaspora and Diplomacy of Chinese Muslims in the Twentieth Century by Janice Hyeju Jeong Department of History Duke University Date:_______________________ Approved: ___________________________ Engseng Ho, Advisor ___________________________ Prasenjit Duara, Advisor ___________________________ Nicole Barnes ___________________________ Adam Mestyan ___________________________ Cemil Aydin An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, in the Department of History in the Graduate School of Duke University 2019 Copyright by Janice Hyeju Jeong 2019 Abstract While China’s recent Belt and the Road Initiative and its expansion across Eurasia is garnering public and scholarly attention, this dissertation recasts the space of Eurasia as one connected through historic Islamic networks between Mecca and China. Specifically, I show that eruptions of -
What Is Islamic Art?
What is Islamic art? What do we actually mean by Islamic art? A central feature of Islamic art is its emphasis on crasmanship. Creating a high quality object – something that is a delight to behold – is much more important than producing something new and innovative. Another characteristic of Islamic art is that it does not necessarily tell us anything about the artist’s personal ideas or feelings. Islamic artists and crasmen oen focus on a long, tried-and-true tradition. What is most important is creating something beautiful and well made, oen something with a practical use. In other words, Islamic art largely aims at beautifying everyday life and making utilitarian objects into works of art. en what does “Islamic” have to do with it? At the David Collection, we generally define Islamic art as works of art produced in the part of the world where the religion of Islam has played a dominant role for a long period of time. ey do not necessarily have to be works of art made by or for Muslims. e artists might also be followers of another religion, for example Christians or Jews. And the message conveyed by their art does not have to directly reflect the religion of Islam. It can also have a purely secular character. DURING THE GUIDED TOUR OF THE MUSEUM: When pupils are shown around the museum, the guide will focus on a number of common features of Islamic art: vegetal ornamentation, geometric patterns, calligraphy, and the stylized depiction of reality. Historical aspects will also be dealt with and, depending on the work of art, an object’s function and relevant cultural and historical aspects will be discussed. -
Glossary of Terms
143 Glossary of Terms Baluster: A vertical support used to fill the open area between the rail and the stair or landing. Balustrade: A complete rail system that includes the handrail, balusters, and newel posts. Box newel: An oversize square newel that is usually hollow and is used in a post-to-post balustrade system. Brackets: Ornamental pieces fastened beneath the tread on the open side of a stair; also know as tread brackets. Building code: A set of legal requirements established by various governing agencies that covers the minimum regulations for all types of construction, including stair construction. Bullnose starting step or tread: A starting tread that has one or both ends rounded to a semi-cir- cle and projecting beyond the face of the stair stringer. Cap: The part of the fitting that accepts the newel post; used in conjunction with a pin top newel in an over the post balustrade system. Carriage: See stringer. Easement: The over or under ramp of a stair or rail. False Tread Caps: A piece attached to the end of a rough tread to simulate solid wood treads, usu- ally with a carpet runner down the steps. Fillet: A thin strip that is usually flat on one side and fits into the plow of a piece of handrail or shoe rail. Flight: A continuous series of steps with no intermediate landings. Gooseneck: A fitting that is used in the transition of a handrail to a landing or balcony; compen- sates for the change in the rise of the stair and may make a change in direction. -
Guidelines for Member-Led Tours Into the Capitol Dome General
GUIDELINES FOR MEMBER-LED TOURS INTO THE CAPITOL DOME GENERAL Member Must Accompany Group – Members are responsible for their guests and must accompany them during the entire tour. Availability – Dome tours are available to Members of Congress only and are conducted by US Capitol Visitor Center Guides Hours of Operation – Tours are available Monday through Friday from 9:00 a.m. to 3:00 p.m. Tours last between 45-60 minutes. One (1) tour per hour is available. Group Size – To ensure that a safe evacuation is possible, group size is limited to the Guide, the Member, plus a maximum of seven (7) guests. Scheduling – To request a tour, please call Visitor Services at (202) 593-1762. Requests may be made up to sixty (60) days in advance and are processed in the order in which they are received on a space available basis. Severe Weather – Weather-permitting, the Guide will take Dome Tour groups to the balcony beneath the Statue of Freedom. However, during periods of severe weather (i.e., thunderstorms, lightning, snow, and high wind), the Guide will conduct a Dome Tour of the internal space only. Where to Meet for the Tour – The Member should bring the tour group to the Crypt of the Capitol and meet the Guide at the Office of Congressional Accessibility Services, which is located in the Crypt (room S-156). Waiver Forms – Signed waiver forms must be given to the Guide prior to the beginning of the tour. Children – Children may participate in Dome Tours, but, due to the nature of the tour route, the tour is not recommended for children under the age of 10. -
The Study of the Principles of Philosophy of Islamic Art Hasti Safavi University of Exeter Stocker Road, Exeter, United Kingdom, EX4 4PY
RUDN Journal of Philosophy 2020 Vol. 24 No. 1 23—38 Âåñòíèê ÐÓÄÍ. Ñåðèÿ: ÔÈËÎÑÎÔÈß http://journals.rudn.ru/philosophy DOI: 10.22363/2313-2302-2020-24-1-23-38 Research Article / Научная статья The Study of the Principles of Philosophy of Islamic Art Hasti Safavi University of Exeter Stocker Road, Exeter, United Kingdom, EX4 4PY Abstract. The main discourse on Islamic art in the western academia primarily views Islamic art through the lens of art history and sociology of art. Islamic art is considered as sacred in Islamic civilisation and culture, and derives its sanctity from the Quran as the fountain from which it has emanated, which Muslims consider to be the Word of God, much like Christ is the Word of God in Christianity. The Quran has played a formative role in shaping the trinity of sacred Islamic art which is Quranic recitation, calligraphy and architecture. However, another approach which not only is viable but can be considered of great importance to the study of Islamic art, is the employment and utilisation of principles of Islamic philosophy and Sufism which were the pillars of the intellectual milieu in which a given work of art is produced. The application of such principles allows a more comprehensive and detailed interpretation of a work of art. In this paper, the primary Islamic philosophy and sufi doctrines that will be dis- cussed are the concepts of imagination, colour, and calligraphy and examples of their applica- tion in the khānqāh and shrine ensemble of Shaykh Ṣafi al-Din Ardabīlī in Ardabil, Iran. Keywords: Islamic art, philosophy, Sufism, Quran, imagination, colour, calligraphy, Shaykh Ṣafi al-Din Ardabīlī’s shrine ensemble Article history: The article was submitted on 03.10.2019 The article was accepted on 06.11.2020 For citation: Hasti Safavi. -
TITLE of UNIT What Do Muslims Do at the Mosque
Sandwell SACRE RE Support Materials 2018 Unit 1.8 Beginning to learn about Islam. Muslims and Mosques in Sandwell Year 1 or 2 Sandwell SACRE Support for RE Beginning to learn from Islam : Mosques in Sandwell 1 Sandwell SACRE RE Support Materials 2018 Beginning to Learn about Islam: What can we find out? YEAR GROUP 1 or 2 ABOUT THIS UNIT: Islam is a major religion in Sandwell, the UK and globally. It is a requirement of the Sandwell RE syllabus that pupils learn about Islam throughout their primary school years, as well as about Christianity and other religions. This unit might form part of a wider curriculum theme on the local environment, or special places, or ‘where we live together’. It is very valuable for children to experience a school trip to a mosque, or another sacred building. But there is also much value in the virtual and pictorial encounter with a mosque that teachers can provide. This unit looks simply at Mosques and worship in Muslim life and in celebrations and festivals. Local connections are important too. Estimated time for this unit: 6 short sessions and 1 longer session if a visit to a mosque takes place. Where this unit fits in: Through this unit of work many children who are not Muslims will do some of their first learning about the Islamic faith. They should learn that it is a local religion in Sandwell and matters to people they live near to. Other children who are Muslims may find learning from their own religion is affirming of their identity, and opens up channels between home and school that hep them to learn. -
Book of Islamic Arts Overview There Is Much Diversity Within Islamic Culture
Book of Islamic Arts Overview There is much diversity within Islamic culture. During this unit, students will learn about several significant forms of Islamic art (mosque architecture, geometric/arabesque design, and calligraphy) by completing a children’s book that is missing important information or images. The book is divided up into 5 class sessions with an optional 6th session to wrap up missing sections or create a cover. Through the exploration, students will learn that Islamic art around the world can include many different concepts, and they will apply new knowledge through note-taking, graphic organizers, drawing, calligraphy, and optional mosaic portions of the book. When finished, each student will have a completed book that reviews the arts covered in the unit and celebrates the diversity of Muslim culture around the world. Grade 5 Subject Visual Arts Essential Standards • 5.V.2.2 - Use ideas and imagery from the global environment as sources for creating art. • 5.V.3.3 - Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology. • 5.CX.1 - Understand the global, historical, societal, and cultural contexts of the visual arts. Essential Questions • How do pictures help to tell a story? • How do Muslim artists reflect their local culture through the arts? • What can we learn about Islamic culture from the diversity of Islamic arts? • Why is it important to learn about cultures other than our own? Materials • Copies of the children’s book for each student (attached). The student book is 10 pages long and can be printed on regular copy paper, or on stronger paper like Bristol or cardstock if the teacher intends to use paint. -
Brochure Displays Several Hi-Con References and Installation Principles to Inspire You to Create the Balcony of Your Dreams
BALCONIES in high performance concrete BALCONYSLABS 13 PARAPETBALCONIES 21 BOXBALCONIES 29 BALCONYRENOVATION 39 INSTALLATIONPRINCIPLES 45 2 3 WHAT IS YOUR BALCONY DREAM? 4 Bosco Verticale - Milano Ragnitzstrasse 36, Austria Rendering by Fujimoto Architechts by LOVE Architecture and Urbanism 3 5 IMAGINE INNOVATE IMPRESS if you can dream it, you can do it... Walt Disney If you can dream it, you can do it Walt Disney 6 6 WE MAKE YOUR BALCONY DREAMS COME TRUE Balconies from Hi-Con are bespoke solutions ”that create value” for both the architect, the engineer, the contractor, the builder and the end-user. Hi-Con is specialized in creating solutions in high performance concrete for buildings where both a strong design and func- tionality is essential. The slender balconies from Hi-Con exploit the unique properties of high performance con- crete to create larger balconies with greater aesthetical possibilities than other materials. This brochure displays several Hi-Con references and installation principles to inspire you to create the balcony of your dreams. COUNSELING AND SHARING KNOWLEDGE IS ALWAYS A PART OF THE PROCESS When you choose a Hi-Con balcony, our knowledge and counseling is always a part of the process. That means that we put our specialized knowledge into play in every project to make sure to create a solution that meets the required design and specific installation principles for your balcony. With high performance concrete comes a plentitude of possible ways of combining function, aesthetic design and installation principles, -
The Qur'an and Islamic
The Qur’an and Islamic Art Objectives As a result of this lesson, students will be able to: • explain how the Qur’anic prohibition of idolatry affects Islamic art. • define basic terms - Qur’an, tawhid, shirk, idolatry, Arabic, calligraphy, calligram • use the calligram form to express an idea or image for themselves • analyze how the Qur’an and Muslim culture have had impact upon the forms, techniques, and purposes of artistic work; explain the historical, cultural, and social context of representative works of Muslim calligraphy, e.g. a sultan’s seal, a contemporary calligram, a verse of the Qur’an, the name of Allah. (Meets PA Standards for the Arts and Humanities 9.2 A, C, E) Materials Student Handout: Art and the Qur’an Key Questions • What is the Qur’an? • How does it influence Muslim culture? • What does it have to say about images? • How does this affect artists? • How have Muslim artists learned to express themselves while remaining true to their faith? • How has the development of calligraphy affected the decorative arts? Sources Suggested Readings • Annemarie Schimmel. Calligraphy and Islamic Culture • Abdelkebir Khatibi and Mohammed Sijelmassi Hudson. The Splendour of Islamic Calligraphy Websites • There are many images of Islamic calligraphy to be found on-line with a simple Google search. • The Wikipedia entry under Islamic Calligraphy is substantial and contains an animated tughra explaining the writing. Continued on next page 43 Activities 1. Begin by exploring the idea of “image” – how could you describe someone you love if you could not show a picture? 2. Ask what students know about Islam, Muslim culture, the Qur’an. -
Geometric Patterns and the Interpretation of Meaning: Two Monuments in Iran
BRIDGES Mathematical Connections in Art, Music, and Science Geometric Patterns and the Interpretation of Meaning: Two Monuments in Iran Carol Bier Research Associate, The Textile Museum 2320 S Street, NW Washington, DC 20008 [email protected] Abstract The Alhambra has often served in the West as the paradigm for understanding geometric pattern in Islamic art. Constructed in Spain in the 13th century as a highly defended palace, it is a relatively late manifestation of an Islamic fascination with geometric pattern. Numerous earlier Islamic buildings, from Spain to India, exhibit extensive geometric patterning, which substantiate a mathematical interest in the spatial dimension and its manifold potential for meaning. This paper examines two monuments on the Iranian plateau, dating from the 11 th century of our era, in which more than one hundred exterior surface areas have received patterns executed in cut brick. Considering context, architectural function, and accompanying inscriptions, it is proposed that the geometric patterns carry specific meanings in their group assemblage and combine to form a programmatic cycle of meanings. Perceived as ornamental by Western standards, geometric patterns in Islamic art are often construed as decorative without underlying meanings. The evidence presented in this paper suggests a literal association of geometric pattern with metaphysical concerns. In particular, the argument rests upon an interpretation of the passages excerpted from the Qur' an that inform the patterns of these two buildings, the visual and verbal expression mutually reinforcing one another. Specifically, the range and mUltiplicity of geometric patterns may be seen to represent the Arabic concept of mithal, usually translated as parable or similitude. -
A Comparison of the Great Mosque of Cordoba and Notre-Dame-Du-Chartres
Divine Constructions: A Comparison of the Great Mosque of Cordoba and Notre-Dame-du-Chartres Author: Rachel King Persistent link: http://hdl.handle.net/2345/504 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2007 Copyright is held by the author, with all rights reserved, unless otherwise noted. Divine Constructions: A Comparison of the Great Mosque of Cordoba and Notre-Dame-du-Chartres By: Rachel King Advisor: Katherine Nahum Art History May 1, 2007 1 TABLE OF CONTENTS Introduction………………………………………………………………...3 1. History and Culture……………………………………………….......12 2. Form and Function……………………………………………………27 3. Light and Space……………………………………………………….36 4. Narration and Decoration..............................................................49 5. Beauty and Order………………………………………………….….65 Bibliography……………………………………………………………....74 2 INTRODUCTION Rising above the French countryside, with high towers ascending into the sky and graceful buttresses soaring over the ground, the Cathedral of Notre-Dame-du-Chartres cuts a magnificent profile against the French horizon. It is unmistakable, commanding the eye for miles, sitting on the hill like a queen Fig. 1 Notre Dame-du-Chartres Cathedral , aerial view upon a throne. An elegant symphony of glass and stone, the cathedral bridges earth and sky, both literally and symbolically. A miracle of engineering, the cathedral is a testament to human creativity and divine majesty. One thousand miles to the south, the white streets of Cordoba twist and turn until, as if by accident, they stumble upon a magnificent sand colored building hidden behind a grove of trees. The mosque does not rise vertically but stretches horizontally, low to the ground, except for the tall minaret that casts its shadow over the courtyard.