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1 Teaching Islamic Religious Art As An Teaching of Islamic Religious Art as an Aid to the Understanding of Islamic Culture Item Type text; Electronic Thesis Authors Raina, Seemin Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 09/10/2021 07:56:52 Link to Item http://hdl.handle.net/10150/193252 1 TEACHING ISLAMIC RELIGIOUS ART AS AN AID TO THE UNDERSTANDING OF ISLAMIC CULTURE by Seemin Raina _________________________ Copyright © Seemin Raina 2005 A Thesis Submitted to the Faculty of SCHOOL OF ART In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS In the Graduate College THE UNIVERSITY OF ARIZONA 2005 2 STATEMENT BY AUTHOR This thesis has been submitted in partial fulfillment of requirement for an advanced degree at The University of Arizona and is deposited in the University library to be made available to borrowers under rules of the library. Brief quotations from this thesis are allowed without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotations from or reproductions of this manuscript in whole or in part may be granted by the copyright holder Seemin Raina. APPROVAL BY THESIS DIRECTOR This thesis has been approved on the date shown below: Dr. Elizabeth Garber Date: May 11, 2005 Professor of Art 3 ACKNOWLEDGMENTS First of all I would like to acknowledge all my children, specifically my sons, Hadi and Hammad, whose continuous help, encouragement, and support is making it possible for me to undertake and complete my education and this research. I am grateful to them for always believing in me. I would also like to acknowledge my advisor Dr. Elizabeth Garber for her constant help and encouragement, Dr. Lynn Beudert along with Dr. Darts for their consistent support and assistance. I thank all of my committee members for their patient direction and belief that this research is valuable in the field of Art Education, and for their guidance throughout my years in the Division of Art Education at the University of Arizona. 4 DEDICATION I would like to dedicate this thesis to my father, Aziz Ahmad, whose principles in life have influenced me in all aspects of my own life and personality, and he thus remains a part of me, never apart from me. 5 TABLE OF CONTENTS PAGE ABSTRACT……………………………………………………………………………. 9 CHAPTER I INTRODUCTION………………………………………………………..10 Background of the Study………………………………………………………..10 Personal Background……………………………………………………………16 Research Question………………………………………………………………16 Research Rationale………………………………………………………………17 The Goals………………………………………………………………………..20 Historical Backdrop………………………………………………………….…..20 Significance of the Study………………………………………………………...23 Strengths and Limitations of the Study……………………………………….…24 Chapters’ Outline ………………………………………………………………. 25 CHAPTER II LITERATURE REVIEW………………………………………………...27 Background to Islamic Art, Muslim Culture, and History……………………... 27 The World Views of Islam………………………………………………………30 The Sources of Knowledge in Islam…………………………………………….31 Value of Education in Islamic Faith……………………………………………..32 Islamic Thought on Art and Aesthetics….………………………………………33 Historical Background of Islamic Art in the Academics of the United States…. 36 Key Components of Multicultural Education and Art Education …………….…43 6 TABLE OF CONTENTS – Continued PAGE a. Approaches to curriculum…………………………………………….....43 b. Concepts and directions of the literature review…………………….......50 c. Solutions provided by scholars…………………………………………..51 CHAPTER III METHODOLOGY………………………………………………………59 Data Collection ………………………………………………………………….60 The Participants………………………………………………………………….63 Teaching Procedure……………………………………………………………...63 a. Introducing Islamic art………………………………………………….....63 b. Instruction………………………………………………………………....65 c. Curriculum lesson plans………………………………………………......68 Lesson Plan I-The Concept of Symmetry and Perfection in a Place of Worship..69 Lesson Plan II- Islamic Design Elements and the Shaping of Ideas………….….72 Lesson Plan III- Calligraphy……………………………………………………..75 Lesson Plans Created by the Participants…………………………………...…...76 Concluding Note………………………………………………………………....83 CHAPTER IV……………………………………………………………………………84 Participants’ Reactions…………………………………………………………..86 Participant-A…………………………………………………………………......88 Participant-B…………………………………………………………………..…89 Participant-C……………………………………………………………………..90 7 TABLE OF CONTENTS – Continued PAGE Participant-D…………………………………………………………………....92 Participant-E…………………………………………………………………....93 Participant-F…………………………………………………………………….94 Participant-G……………………………………………………………………96 Participant-H……………………………………………………………………97 Participant-I…………………………………………………………………….98 Participant-J…………………………………………………………………….99 Participant-K…………………………………………………………………....101 Participant-L……………………………………………………………………102 Participant-M…………………………………………………………………...103 Participant-N…………………………………………………………………....104 Participant-O…………………………………………………………………....105 Participant-P…………………………………………………………………….106 Participant-Q…………………………………………………………………....107 Participant-R……………………………………………………………………108 Chapter Summary……………………………………………………………....110 CHAPTER V…………………………………………………………………………...111 Recommendations for Future Art Specialists…………………………………..111 Suggestions for Future Research…………………………………………….....112 Observations, Reflections, and Conclusions……………………………………113 8 TABLE OF CONTENTS – Continued PAGE APPENDIX A- The Curriculum Lesson Plans………………………………………....121 The Concept of Symmetry and Perfection in a Place of Worship…………….. 122 Alternate lesson plan of a Place of Worship……………………………………131 Islamic Design Elements and the Shaping of Ideas……………………………145 Alternate lesson plan on Shapes: Drops of Shape……………………………...151 Calligraphy……………………………………………………………………..159 APPENDIX B-Participants’ Lesson Plans …………………………………………….168 Tessellations……………………………………………...…………………….169 Geometric/Symmetric Tile Designs …………………………………………...175 Mayan vs. Islamic Architecture…...……………………………………………180 Multicultural Body Art..........…………………………………………………..186 REFERENCES…………………………………………………………………………190 9 ABSTRACT This study involved pre-service elementary educators’ attitudes towards curriculum on Islamic religious art. The research question, Will the attitudes of pre-service teachers change towards Islam and Muslims after being exposed to the key components of Islamic religious art: Masjid (mosque) architecture, nonrepresentational designs, and calligraphy, when taught in relation to Islamic culture? Most of the students knew very little about Islamic culture and some were distrustful of anything Muslims produced. The students easily assimilated the material and were able to create their own lesson plans on Islamic religious art and write research papers on varying aspects of the art form. This curriculum utilized the belief that the language of art connects with most people. During the course of this study the reactions of participants went from distrustful to appreciative of Islamic art and culture. Understanding of Islam and its culture could be considered essential in this day and age, specifically in the United States and education is the field which can be pivotal in creating this comprehension. Simultaneous education of students, teachers and parents is necessary to explain this segment of society in an accurate manner. Further research is essential to determine if art specialists, in-service teachers, parents, and administrators of educational institutions would support a curriculum on Islamic religious art for use by mainstream teachers as well as art educators. 10 CHAPTER I INTRODUCTION BACKGROUND OF THE STUDY The events of September 11th 2001 have altered everyday life in the United States and have contributed to feelings of empathy, patriotism and a certain drawing together of the people residing in the United States of America, as well as creating a sense of insecurity and fear. It is this sense of fear which contributes to misunderstanding between diverse sub-societies that exist here. The minority group which has suffered directly is the Muslims and, in turn, their religion of Islam. A series of hate crimes, many unexplained arrests, the formation of Homeland Security, and the continuous terror alert warnings in the aftermath of September 11th are evidence enough for dubbing this minority group as an outcast and each member as a potential terrorist. This thesis addresses the above mentioned concern by creating a curriculum which takes the constant and consistent aspects of Islamic religious art and architecture as represented in the Masjid or Mosque architecture, nonrepresentational designs, and calligraphy, to explain the culture of Muslims, in a broader and more positive light. It is an effort to bridge the gap between cultures and alleviate ignorance, replacing it with understanding. This curriculum was taught to pre-service teachers at the University of Arizona. The reactions of these participants, their research papers and the lesson plans that they, in turn, created; form the data documenting a process of coming to Muslim culture, as well as, a change in attitudes about Muslims and their culture. The twenty-first century will be the century of Islam. Consider the facts: a population of 1.3 billion and growing; fifty-five states and one of them nuclear; 11 about 25 million living
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