The Written Word in Islamic Art
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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. -
ANGELS in ISLAM a Commentary with Selected Translations of Jalāl
ANGELS IN ISLAM A Commentary with Selected Translations of Jalāl al-Dīn al-Suyūṭī’s Al-Ḥabā’ik fī akhbār al- malā’ik (The Arrangement of the Traditions about Angels) S. R. Burge Doctor of Philosophy The University of Edinburgh 2009 A loose-leaf from a MS of al-Qazwīnī’s, cAjā’ib fī makhlūqāt (British Library) Source: Du Ry, Carel J., Art of Islam (New York: Abrams, 1971), p. 188 0.1 Abstract This thesis presents a commentary with selected translations of Jalāl al-Dīn cAbd al- Raḥmān al-Suyūṭī’s Al-Ḥabā’ik fī akhbār al-malā’ik (The Arrangement of the Traditions about Angels). The work is a collection of around 750 ḥadīth about angels, followed by a postscript (khātima) that discusses theological questions regarding their status in Islam. The first section of this thesis looks at the state of the study of angels in Islam, which has tended to focus on specific issues or narratives. However, there has been little study of the angels in Islamic tradition outside studies of angels in the Qur’an and eschatological literature. This thesis hopes to present some of this more general material about angels. The following two sections of the thesis present an analysis of the whole work. The first of these two sections looks at the origin of Muslim beliefs about angels, focusing on angelic nomenclature and angelic iconography. The second attempts to understand the message of al-Suyūṭī’s collection and the work’s purpose, through a consideration of the roles of angels in everyday life and ritual. -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced firom the microfilm master. UMT films the text directly fi’om the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter 6ce, while others may be fi’om any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing fi’om left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Ifowell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 THE EMERGENCE AND DEVELOPMENT OF ARABIC RHETORICAL THEORY. 500 C £.-1400 CE. DISSERTATION Presented m Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Khaiid Alhelwah, M.A. -
THE LYRICAL FACADES of SAN'a'
THE LYRICAL FACADES OF SAN'a' Saba Taher Al-Suleihi Bachelor of Architecture College of Environmental Design University of Petroleum and Minerals Dhahran, Saudi Arabia December 1985 Submitted to the Department of Architecture in partial fulfillment of the requirements of the degree of Master of Science in Architecture Studies at the Massachusetts Institute of Technology June 1992 @Saba Taher Al-Suleihi, 1992 The author hereby grants to M.I.T. permission to reproduce and distribute copies of this thesis document in whole or in part. Signature of Author Saba T. Al-Suleihi Certified by_ Ronald B. Lewcock Visiting Professor of Architecture Thesis Supervisor Accepted by_ Julian Beinart Chairman, Departmental Committee on Graduate Studies OF TECHOLOGY JUN 05 1992 USHAMES Room 14-0551 77 Massachusetts Avenue Cambridge, MA 02139 Ph: 617.253.2800 Email: [email protected] Document Services http://libraries.mit.edu/docs DISCLAIMER OF QUALITY Due to the condition of the original material, there are unavoidable flaws in this reproduction. We have made every effort possible to provide you with the best copy available. If you are dissatisfied with this product and find it unusable, please contact Document Services as soon as possible. Thank you. - -600NOW - _WWOWdWW-- The Lyrical Fagades of San'A' by Saba Taher Al-Suleihi Submitted to the Department of Architecture on May 8, 1992 in partial fulfillment of the requirements for the degree of Master of Science in Architecture Studies ABSTRACT This study investigates aspects of the interrelationship between poetry and architecture as two modes of cultural expression. It postulates that the critical aesthetic values of a culture surface in its various products which may interchange influences and roles. -
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. -
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. -
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. -
Islamic Art As a Means of Cultural Exchange
ISLAMIC ART AS A MEANS OF CULTURAL EXCHANGE IMPORTANT NOTICE: Author: H.R.H. Princess Wijdan Ali Chief Editor: Prof. Mohamed El-Gomati All rights, including copyright, in the content of this document are owned or controlled for these purposes by FSTC Limited. In Production: Savas Konur accessing these web pages, you agree that you may only download the content for your own personal non-commercial Release Date: November 2006 use. You are not permitted to copy, broadcast, download, store (in any medium), transmit, show or play in public, adapt or Publication ID: 619 change in any way the content of this document for any other purpose whatsoever without the prior written permission of FSTC Limited. Copyright: © FSTC Limited, 2006 Material may not be copied, reproduced, republished, downloaded, posted, broadcast or transmitted in any way except for your own personal non-commercial home use. Any other use requires the prior written permission of FSTC Limited. You agree not to adapt, alter or create a derivative work from any of the material contained in this document or use it for any other purpose other than for your personal non-commercial use. FSTC Limited has taken all reasonable care to ensure that pages published in this document and on the MuslimHeritage.com Web Site were accurate at the time of publication or last modification. Web sites are by nature experimental or constantly changing. Hence information published may be for test purposes only, may be out of date, or may be the personal opinion of the author. Readers should always verify information with the appropriate references before relying on it. -
What Do We Mean When We Say Islamic Art?
What do we mean when we say ‘Islamic art’? A plea for a critical rewriting of the history of the arts of Islam Avinoam Shalem In a book published in 2008, Arnold Hottinger provocatively asserted that as far as the Western stance toward Islam is concerned, Islam does not exist.1 He argued correctly that it is pure fiction to speak about Islam using one sole, monolithic and global term. Moreover, he added that the desire to see in the wide-ranging and diverse ‘worlds of Islam’ a homogenous sphere called Islam is simply an abstract cognitive notion, which, as with any general concept, has its sole origin in the mind of the person who creates this concept or theory. It is quite clear, then, that Hottinger, like many other scholars of Islamic studies, developed his ideas in the critical ‘Post-Edwardian Era’; that is, the period following the death of Edward Said in 2003, in which renewed discussion has taken place around his renowned book Orientalism, first published in 1978.2 The ‘imaginary Orient’, as termed by Linda Nochlin in 1983,3 is not restricted to Western literature but impinges on many other fields and is undoubtedly rooted in the history of European thought, especially in the construction of the image of its major ‘Other’ and the creation of its own historical narrative. And yet, this critical notion can and should also be applied to the field of art history in general, and to the construction of the field of Islamic art history within the larger discipline of Western art history in particular. -
Arh 362: Islamic Art
ARH 362: ISLAMIC ART CLUSTER REQUIREMENT: 4C, THE NATURE OF GLOBAL SOCIETY COURSE DESCRIPTION This course surveys the art and architecture of the Islamic world from the 7th through the 20th centuries. By looking at major themes and regional variations of Islamic art and architecture, the course examines how meanings in various socio-political and historical contexts have been encoded through forms, functions, as well as the aesthetic features of arts, crafts, and the built environment. The last portion of the course, spanning the 19th to the late 20th centuries, examines the West’s discovery of the Islamic arts as well as the integration of Western ideas into indigenous ones. This course can only briefly address some of the major themes. The topics (especially those pertinent to the modern period) are introduced through a number of key readings, but they should be merely seen as introductions, providing possible directions for future and more advanced studies. Discussions and questions are always encouraged. The readings, which have been selected to supplement the required textbooks, are particularly chosen to serve this purpose. COURSE-SPECIFIC OUTCOMES Gain valuable information about Islamic art and design as well as the cultures that gave shape to them Read critically and interpret and evaluate art historical issues in relation to socio-political conditions in non-Western contexts Develop a foundation for writing good critical essays about non-Western art and material culture Research non-Western art in a museum context Comparative studies of Western and Non-Western styles in a variety of media, including 2D and 3D art and design as well as architecture. -
Paradise in the Qur'an and the Music of Apocalypse
CHAPTER 6 Paradise in the Quran and the Music of Apocalypse Todd Lawson These people have no grasp of God’s true measure. On the Day of Resurrection, the whole earth will be in His grip. The heavens will be rolled up in His right hand – Glory be to Him! He is far above the partners they ascribe to Him! the Trumpet will be sounded, and everyone in the heavens and earth will fall down senseless except those God spares. It will be sounded once again and they will be on their feet, looking on. The earth will shine with the light of its Lord; the Record of Deeds will be laid open; the prophets and witnesses will be brought in. Fair judgment will be given between them: they will not be wronged and every soul will be repaid in full for what it has done. He knows best what they do. Q 39:67–70 … An apocalypse is a supernatural revelation, which reveals secrets of the heavenly world, on the one hand, and of eschatological judgment on the other. John J. Collins, The Dead Sea Scrolls 150 ∵ The Quran may be distinguished from other scriptures of Abrahamic or ethical monotheistic faith traditions by a number of features. The first of these is the degree to which the subject of revelation (as it happens, the best English trans- lation of the Greek word ἀποκάλυψις / apocalypsis) is central to its form and contents. In this the Quran is unusually self-reflective, a common feature, inci- dentally, of modern and postmodern works of art and literature. -
Patterns of Complexity: Art and Design of Morocco and Tunisia 2011 2
Patterns of Complexity: The Art and Design of Morocco and Tunisia Fulbright-Hays Seminar Abroad Curriculum Project 2011 Sue Uhlig, Continuing Lecturer in Art and Design at Purdue University Religious Diversity in the Maghreb From June 12 to July 21, 2011, I was one of sixteen post-secondary educators who participated in the Fulbright-Hays Seminars Abroad program to Morocco and Tunisia. During those six weeks, we were immersed in the culture of the two North African countries, visiting significant historical and cultural attractions, attending lectures daily, tasting regional cuisine, and taking Arabic language classes for the first two weeks. The topic of the seminar was “Religious Diversity in the Maghreb: Morocco and Tunisia,” so lectures were focused primarily on Islamic topics, such as Moroccan Islam and Sufism, with some topics covering Judaism. We were treated to two musical performances, one relating to Judeo-Spanish Moroccan narrative songs and the other by Gnawa musicians. Visits to Christian churches, Jewish museums and synagogues, and Islamic mosques rounded out the religious focus. The group was in Morocco for a total of four weeks and Tunisia for two. In Morocco, we visited the cities of: Rabat* Casablanca* Sale Beni Mellal* Fes* Azilal Volubilis Amezray* Moulay Idriss Zaouia Ahansal Sefrou Marrakech* Ifrane In Tunisia, we visited the following cities: Tunis* Monastir Carthage Mahdia* Sidi Bou Said El Jem La Marsa Sfax Kairouan Kerkennah Islands* Sousse* Djerba* * cities with an overnight stay For more information, you may contact me at [email protected]. I also have my photos from this seminar on Flickr. http://www.flickr.com/photos/25315113@N08/ Background Being an art educator, teaching art methods classes to both art education and elementary education majors, as well as teaching a large lecture class of art appreciation to a general student population, I wanted to focus on the art and design of Morocco and Tunisia for this curriculum project.