Part 3 Optics, Aesthetics, and the Visual Poetics of Desire
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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. -
General Index
General Index Italic page numbers refer to illustrations. Authors are listed in ical Index. Manuscripts, maps, and charts are usually listed by this index only when their ideas or works are discussed; full title and author; occasionally they are listed under the city and listings of works as cited in this volume are in the Bibliograph- institution in which they are held. CAbbas I, Shah, 47, 63, 65, 67, 409 on South Asian world maps, 393 and Kacba, 191 "Jahangir Embracing Shah (Abbas" Abywn (Abiyun) al-Batriq (Apion the in Kitab-i balJriye, 232-33, 278-79 (painting), 408, 410, 515 Patriarch), 26 in Kitab ~urat ai-arc!, 169 cAbd ai-Karim al-Mi~ri, 54, 65 Accuracy in Nuzhat al-mushtaq, 169 cAbd al-Rabman Efendi, 68 of Arabic measurements of length of on Piri Re)is's world map, 270, 271 cAbd al-Rabman ibn Burhan al-Maw~ili, 54 degree, 181 in Ptolemy's Geography, 169 cAbdolazlz ibn CAbdolgani el-Erzincani, 225 of Bharat Kala Bhavan globe, 397 al-Qazwlni's world maps, 144 Abdur Rahim, map by, 411, 412, 413 of al-BlrunI's calculation of Ghazna's on South Asian world maps, 393, 394, 400 Abraham ben Meir ibn Ezra, 60 longitude, 188 in view of world landmass as bird, 90-91 Abu, Mount, Rajasthan of al-BlrunI's celestial mapping, 37 in Walters Deniz atlast, pl.23 on Jain triptych, 460 of globes in paintings, 409 n.36 Agapius (Mabbub) religious map of, 482-83 of al-Idrisi's sectional maps, 163 Kitab al- ~nwan, 17 Abo al-cAbbas Abmad ibn Abi cAbdallah of Islamic celestial globes, 46-47 Agnese, Battista, 279, 280, 282, 282-83 Mu\:lammad of Kitab-i ba/Jriye, 231, 233 Agnicayana, 308-9, 309 Kitab al-durar wa-al-yawaqft fi 11m of map of north-central India, 421, 422 Agra, 378 n.145, 403, 436, 448, 476-77 al-ra~d wa-al-mawaqft (Book of of maps in Gentil's atlas of Mughal Agrawala, V. -
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 Spinning of the Mill Lightens My Soul”1
PERSICA XVII, 2001 “THE SPINNING OF THE MILL LIGHTENS MY SOUL”1 Asghar Seyed-Gohrab Leiden University Introduction Within a more than four centuries old relationship between Dutch and Persian culture, there are a wide range of subjects luring the researcher to launch an investigation.2 One may, for instance, choose to examine the Persian names of flowers in Dutch, or to linger on Rembrandt’s interest in the Persian miniature painting, or to study the 17th century translation of Sa‘di’s (d. 1292) Bustan in Dutch and so on and so forth.3 As a native Per- sian living in the country of tulips, clogs and mills, I have chosen to study the mill in Persian literature. In recent years I have been more and more fascinated by the mills in the foggy, flat and green Dutch landscape, while being constantly reminded of the wide- spread literary metaphors, popular beliefs, riddles, proverbs and folksongs based on this ancient invention of mankind in Persian literature. It should be, however, stated at the outset that although I deal briefly with the relationship between ancient Persian windmills and their Western counterparts, this essay does not pretend to peruse the link between these windmills; the study is an attempt to demonstrate how the mill, whether a windmill, watermill or handmill, is presented in Persian literary sources as well as in popular ex- pressions. Moreover, a study of the mill at literary level is conductive; especially since in molinological literature, Persian literary sources are usually neglected. It is generally believed that the Persians played a major role in the invention, the development and the spread of the mill. -
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. -
The Sufi Doctrine of Rumi by William Chittick
Woi*ld Wisdom trl^e J_ib»'cii*y of "Pet^cunicil "PHiIosopKy The Library of Perennial Philosophy is dedicated to the exposition of the timeless Truth underlying the diverse religions. This Truth, often referred to as the Sophia Perennis—or Perennial Wisdom—finds its expression in the revealed Scriptures as well as the writings of the great sages and the artistic creations of the traditional worlds. The Perennial Philosophy provides the intellectual principles capable of ex• plaining both the formal contradictions and the transcendent unity of the great religions. Ranging from the writings of the great sages of the past, to the perennialist authors of our time, each series of our Library has a difi^erent focus. As a whole, they express the inner unanimity, transforming radiance, and irreplaceable values of the great spiritual traditions. The Sufi Doctrine of Rumi: Illustrated Edition appears as one of our selections in the Spiritual Masters: East & West series. 3pi»*itMcil 7Vlciste»»s: G-cxs\ & West Sej'ies This series presents the writings of great spiritual masters of the past and present from both East and West. Carefully selected essential writings of these sages are combined with biographical information, glossaries of technical terms, historical maps, and pictorial and photographic art in order to communicate a sense of their respective spiritual climates. Page from a manuscript of Rumi's Mathnawi The Sufi Doctrine of Rumi . : Illustrated Edition William C. Chittick Foreword by Wocld Wisdom • // / • The Sufi Doctrine of Rumi: Illustrated Edition © 2005 World Wisdom, Inc. All rights reserved. No part of this book may be used or reproduced, in any manner without written permission, except in critical articles and reviews. -
Philosophy of Power and the Mediation of Art:The Lasting Impressions of Artistic Intermediality from Seventeenth Century Persia to Present Shadieh Emami Mirmobiny
Maine State Library Digital Maine Academic Research and Dissertations Maine State Library Special Collections 2018 Philosophy of Power and the Mediation of Art:The Lasting Impressions of Artistic Intermediality from Seventeenth Century Persia to Present Shadieh Emami Mirmobiny Follow this and additional works at: https://digitalmaine.com/academic PHILOSOPHY OF POWER AND THE MEDIATION OF ART: THE LASTING IMPRESSIONS OF ARTISTIC INTERMEDIALITY FROM SEVENTEENTH CENTURY PERSIA TO PRESENT Shadieh Emami Mirmobiny Submitted to the faculty of The Institute for Doctoral Studies in the Visual Arts in partial fulfillment of the requirements for the degree Doctor of Philosophy May, 2018 Accepted by the faculty of the Institute for Doctoral Studies in the Visual Arts in partial fulfillment of the degree of Doctor of Philosophy. COMMITTEE MEMBERS Committee Chair: Ali Anooshahr, Ph.D. Professor, Department of History University of California, Davis Committee Member: Christopher Yates, Ph.D. Assistant Professor of Philosophy, and Art Theory Institute for Doctoral Studies in the Visual Arts Committee Member: EL Putnam, Ph.D. Assistant Lecturer, Dublin School of Creative Arts Dublin Institute of Technology ii © 2018 Shadieh Emami Mirmobiny ALL RIGHTS RESERVED iii “Do we need a theory of power? Since a theory assumes a prior objectification, it cannot be asserted as a basis for analytical work. But this analytical work cannot proceed without an ongoing conceptualization. And this conceptualization implies critical thought—a constant checking.” — Foucault To my daughter Ariana, and the young generation of students in the Middle East in search of freedom. iv ACKNOWLEDGEMENTS I owe a debt of gratitude to a number of people, without whose assistance and support this dissertation project would not have taken shape and would not have been successfully completed as it was. -
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. -
Hafiz (Ḥāfiẓ) (D. Ca. 792/1390)
Hafiz (Ḥāfiẓ) (d. ca. 792/1390) “Every great work of poetry tends to make impossible the production of equally great works of the same kind” (T. S. Eliot) Hafiz was both a great lyric poet, a writer of ghazals (ghazal-sarā), and a man of great spirituality. Hafiz was born in Shiraz some time between 710/1310 and 720/1320, and died ca. 792/1390, so his life spans the 8th/14th century. He wrote a Dīwān of some 500 extraordinary poems over a period of 50 years, some of which were considered by the great Jami as “downright miraculous”. He has been called “the Tongue of the Unseen” (lisān al-ghayb) and “the Interpreter of Secrets” (tarjumān al-asrār). To be educated, in the eyes of a Persian or an Afghan, even today, is to have a copy of Hafiz’s poems on the shelf (and know many of them by heart). As Peter Avery, one of Hafiz’s modern translators (who by his own admission studied Persian in order to be able to read the poems in the original), recalls a visit to Iran: “I asked a slightly, if at all, literate youth whence he came. When he replied ‘Shiraz’, I immediately recited the famous verse “If that Shirazi Turk were to get hold of my heart…”, whereupon he proceeded to recite the rest of the poem. Literate or not, he knew his Hafiz. Imagine giving a London cab driver the first line of a Shakespeare sonnet. It is unlikely that he would reply with the rest of the poem.”1 In other words, Hafiz today in Iran is a living entity, and his poems are often used for bibliomancy, taking an omen (fāl) from the verses where the book falls open, like the Quran or I Ching. -
The Shahname of Firdausi: Persian Educational Repository
2012 International Conference on Management and Education Innovation IPEDR vol.37 (2012) © (2012) IACSIT Press, Singapore The Shahname of Firdausi: Persian Educational Repository + Mostafa Bahraman and ANISWAL Abd Ghani School of Humanities, University Sains Malaysia Abstract. The Shahname of Firdausi is the longest and oldest national epic poem of Iranians and Persian speakers around the world. The Shahname is regarded by Persian speakers as a literary masterpiece; it is also a repository of Persian’s history and cultural values. Firdausi wrote the Shahname in “pure” Persian. He eschewed words drawn from the Arabic language which had by his time infiltrated the Persian language following the Arab conquest of Persia in the 7th century. He did this to preserve and purify the Persian language. It is believed that the main reason the modern Persian language today mirrors the language of the Shahname is due to Firdausi (Yousefi, 1969 & Safa, 2002). In fact the Shahname prescribes the modern Persian language. The Shahname is the mold which produced the bases of contemporary Persian language. This paper aims to focus on selected aspects of the language of the Shahname and its significance as the blueprint for the modern Persian language. Many Persian experts believe that studying the Shahname is a prerequisite to achieving mastery of the Persian language. Therefore this study proposes that the Shahname of Firdausi is a valuable resource for those seeking to be familiar with Persian language and literature. Keywords: The Shahname, Firdausi, Persian language. 1. Introduction other spellings are Shahnameh, Shahnama, and Shah-Nama (is a huge) (ﺷﺎهﻨﺎﻣﻪ :The Shahname (Persian poetic opus composed by the Persian poet “Firdausi” (another spelling is Ferdowsi) around 1000 AD. -
The Notion of the Breath (Nafas) in Оallag
PERSICA XVII, 2001 THE NOTION OF THE BREATH (NAFAS) IN ÎALLAG Nasrollah Pourjavady University of Tehran Nafas (pl. anfas), meaning breath, both in Arabic and Persian1 is a term, which has been used in a technical sense throughout the history of Sufism, particularly in the classical pe- riod. One of the earliest Sufi saints to use this term is Bayazid Bas†ami (d. 260/874), who said “The worship of God (‘ibadat) for the mystics (ahl-i ma‘rifat) is keeping watch over their own breaths (pas-i anfas).”2 Another saint is reported to have said: “The best act of worship is to count the breaths taken with (the remembrance of) God.”3 Through the prac- tice of watching or counting his breaths, the Sufi may transcend the outer aspect of the breaths and begin to realize the inner and subtler qualities that exist in them. At this stage, breaths are said to be like a cool wind blowing from the domain of God’s nearness to cool down the heart of the Sufi, which is heated with the love of God. Hence, in explaining the meaning of nafas as a Sufi technical term, Abu NaÒr Sarrag Tusi (d. 378/988) writes: “Nafas is the pleasant cool breeze experienced by a heart that is burning (in the love of God).”4 In defining technical or difficult terms in Sufism, it was customary for writers of Sufi manuals to quote one or two sayings or verses to illustrate how each term was used. Abu NaÒr Sarrag follows this practice when he explains the mystical meaning of nafas, and cites from three authorities.