Updated 01.04.2024 93 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Note Special Note: The lecturer reserves the right to modify or change any aspect of this course including evaluation criteria, deadlines and course schedule at any time and for any reason. You will be adequately informed any modification or changes taking effect. Notice of changes to this course will be announced in class display board. Teaching Method The primary teaching and learning method is sustainable social learning (SSL), which relies more on social learning activities, including lectures, documentary screening, tutorials, site visits, discussions, and presentations to ensure that the theory and analytical components of the syllabus are achieved. In addition, the assignments will focus on embedding student-centred learning (SCL) methods, which include site visits and analytical-based research through individual projects that require the presentation and submission of a compiled analytical assignment on the proposal. Independent learning is gauged through research findings that analyse and address the structured tutorial. References 1. Carey, M. (2016). Islamic Art and Architecture. London: Hermes House. 2. Flood, F.B. (2017). A Companion to Islamic Art and Architecture. New York: John Willey & Sons. 3. Gibb, H. A. R., Kramers, J. H., Lévi-Provençal, E.;,Schacht, J., Lewis, B., & Pellat, Ch. (1960). The Encyclopaedia of Islam, New Edition, Volume I: A–B. Leiden: E. J. Brill. Continue-References 4. Gülru Necipoğlu, ed. (1993). Pre-Modern Islamic Palaces: Ars Orientalis. Department of the History of Art. University of Michigan. 5. Hattstein, M. (2015). Islam: Art and Architecture. Berlin: Ullmann Publishing. 6. Robinson, C. (2001). A Medieval Islamic City Reconsidered: An Interdisciplinary Approach to Samarra. Oxford: Oxford University Press. 7. Petruccioli, A. & Khalil, K. P., (2003). Understanding Islamic Architecture. New York: Routledge Curzon. 8. Stierlin, H. & Stierlin, A. (1996). Islam: Early Architecture from Baghdad to Jerusalem and Cordoba. Taschen. Reading Sources http://muslimheritage.com/article/introduction-islamic-architecture https://www.britannica.com/topic/Islamic-architecture https://www.slideshare.net/shahrilkhairi/history-of-islamic-architecture https://www.slideshare.net/shahrilkhairi/history-of-islamic-architecture https://www.islamicity.org/8167/islamic-or-muslim-architecture/ Other Readings to be announced from time to time in PUTRA BLAST
94 WEEK TOPICS REMARKS SSL 1 10/10/2023 Introduction Session: 1. Course Outline 2. Lecture 1: Introduction: What is Islam and what is Islamic Architecture? Phase of Early Islam To introduce the course by providing the students with some basic background knowledge of Islam and its beginnings in the Arabian Peninsula and by making them aware of the difficulties of defining Islamic architecture. Divide the students into few groups. Introduce yourself! Quiz game 1: Kahoot Discuss on Site Visit & Group Assignments # Social learning 2 17/10/2023 Lecture 2: Principles of Islamic Architecture and the influence of Islam in architecture and Built Environment Activity 2 Discussion in class Group activity Formal social learning & formal learning 3 24/10/2023 Site Visit to Putrajaya Mosques Observe the sites to prepare for Assignment 1 & 2 Informal social learning 4 31/10/2023 Early Period: The Umayyad Era & Early Islam: Lecture 3: Islamic architecture in Umayyad Era To learn about Umayyad Islamic Architecture, the Umayyad dialogue with the classical heritage of Syria, focusing on the early Islamic religious monument, the Dome of the Rock, and the grandest surviving Umayyad Mosque, and the Great Mosque of Damascus. Activity 3 Group writing/report on the results of the site visit observation. Social learning & formal learning COURSE PROGRAMME Course Program and SSL Mode...
Updated 01.04.2024 95 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH WEEK TOPICS REMARKS SSL 5 07/11/2023 Early Period: The Abbasids Era: Lecture 4: The Abbasid Architecture in Baghdad & Samarra The movement of the centre of gravity of the Islamic world from Syria, steeped in its classical heritage, to Iraq, in the former Abbasid realm and to outline the growing Abbasid influence in Islamic architecture. Video show https://www.youtube.com/ watch?v=SxJ2OC7iXo0 • Discussion on the video content • Lesson from the video Formal social learning & formal learning 6 14/11/2023 Presentation of Assignment 1 (Group Work) – (20%) Presentation of Assignment 1 (Group Work) – (20%) Formal social learning 7 21/11/2023 Medieval Period: Lecture 7: ’Features & Elements of Traditional Islamic Architecture & Arts’: Moorish Architecture Spain the architecture in the western most extension of the Islamic world, concentrating on the Umayyad and Moorish caliphate but also showing how Spanish architecture developed up to the Reconquista. Video on Alhambra: https://www.youtube.com/ watch?v=4QmunUp6VLU • Group discussion on the Moorish Architecture • Questions on the video Formal social learning & formal learning 8 28/11/2023 Medieval Period: Central Asia Lecture 6: The History of Islamic Architecture in Iran & Central Asia: Mongol To understand how Islamic forms developed using the traditional building techniques and materials of the region. Insights on the Mongol period in Iran as one of artistic continuity despite tremendous political upheavals, continuing the developments of the Seljuq period and setting the stage for the Timurids. Speaker: Majid Ahsani (PhD Candidate, FRSB, UPM) Video Activities# Formal learning in main hall Mid-Semester Break
96 WEEK TOPICS REMARKS SSL 9 12/12/2023 Medieval Period: The Fatimids, The Seljuks & Mamluks Period Lecture 5: 5.1: The Fatimids Islamic Architecture The evolution of religious, funerary and military architecture under the Fatimids and how this was affected by the rule of an Ismaili Shiite dynasty. 5.2: The Seljuks Islamic Architecture The development of the characteristically Iranian mosque form, the four-Ivan plan. Insights on the distinctive Seljuk architecture of Anatolia, introducing madrasas, caravanserais and religious complexes for the first time in the course. 5.3: The Mamluks Islamic Architecture The Bahri Mamluk; the most glorious periods of Islamic architecture by highlighting the most prominent of the huge corpus of extant buildings of the Bahri Mamluks in Cairo. Test #1 Discussion on Assignment 2# & First Draft Formal social learning & formal learning 10 19/12/2023 Late Period: Safavid Architecture Lecture 8: 8.1. Isfahan the Image of Paradise To understand how the Safavid Islamic Architecture developed as a significant architecture in the eastern Islamic world, showing the development and continuity of Iranian traditions in the religious architecture of the Safavids as well as introducing innovations in urban planning. Speaker: Majid Ahsani (PhD Candidate, FRSB, UPM) Discussion session with the guest speaker Formal learning in main hall 11 26/12/2023 Late Period: The Ottomans Empire Lecture 9: The Ottomans Islamic Architecture The Early Ottomans and the Age of Sinan, the development of the central-domed mosque, the characteristic form of Ottoman architecture, in the early Ottoman period up through its apex in the Selimiyye Mosque of Sinan. Speaker: Assoc. Prof. Dr Sumarni Ismail Video Activity • Discussion in class • Lesson learnt from the video Formal learning (Online Session)
Updated 01.04.2024 97 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH WEEK TOPICS REMARKS SSL 12 02/01/2024 Contemporary Islamic Architecture Lecture 10: Contemporary Islamic Architecture: The 19th & 20th Century To understand the ways in which Islamic architecture was affected by intensive contact with Europe through a selection of monuments from Turkey, Egypt, and other Islamic traditional architecture. Important debates and arguments that have sought to define the greatest legacy of Muslim civilisations, its art and architecture. +Preparing for the seminar - 13 09/01/2024 Contemporary Islamic Architecture: Islamic Architecture in Malaysia Lecture 12: Seminar: “And We Gave You Shade of the Clouds…” “Putrajaya is a city of charming beauty and architectural creativity that the creative local Malaysian architect excels at displaying. One of the more fascinating buildings in Putrajaya is Tuanku Mizan Zainal Abidin Mosque. It is known for its magnificent structure and stunning architecture. Built next to the Millennium Monument at Putra Lake, the sacred building known colloquially as the Iron Mosque. This mosque is one of the prominent landmarks designed by Haji Ar. Nik Arshad and Kumpulan Senireka in 2004.” Speaker: Haj Ar Nik Arshad, Director of Kumpulan Senireka Speaker : Haji Ar. Nik Arshad Nik Mohamed Time : 11 am – 1 pm Date : 09 January 2024, Tuesday Venue : Dewan FRSB, UPM & FB Live Coordinator : Dr Sarah Salih & Y3 Final submission of Assignment 2 Formal learning in main hall 14 16/01/2024 Islamic Architecture in Malaysia Lecture 13: “Contemporary Islamic Arcitecture in Malaysia: Implementation of Islamic Principles” Final Discussion regarding the final exam. Wrap-up Social Learning 15 27/01/2024 Study Week – Revision Week - 16-17 Final Examinations Final Grade key –in marks 100% SMP -
98 COURSE ASSIGNMENT This course (History of Islamic Architecture ARC 3220) was designed with two main activity assignments distributed throughout the course period. Assignment one is groupbased, and assignment two is individual-based. In assignment one, the students (in groups) should select one case study (landmark) from each Islamic region (including the local context), analyze it, and remodel it using attractive material and approach. This task integrated with ARC 3016, Task One and Site Visit. Students are also required to work in nine groups of 4 students each and come out with one A1 poster for analyzing the selected Islamic landmark and one model. In assignment two, the students should select one case study or significant topic from an Islamic architectural perspective from any Islamic region (including the local context) and write a review short paper (article). In the conclusion of the paper, the student needs to explain how the Islamic architectural principles, elements, and characteristics are reflected in their architecture design studio; they need to show the figures on that and name the architectural principles, elements, or characteristics they implemented. In assignment two, students are required to work individually to come out with one paper (maximum 2000 words; approx. 3 to 4 pages, a figure/table can be included) for analyzing the selected Islamic topic. Sample of the assignments designed for History of Islamic Architecture ARC 3220, Sem 1, 2023-2024 are shown as follows:
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100 A S S I G N M E N T GRADING RUBRIC The assignment grading rubrics are designed based on the course outline and objectives to help the assessors assess the course (History of Islamic Architecture ARC 3220) assignments during the presentation sessions.
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102 COURSE MATERIALS The course History of Islamic Architecture: ARC3220 depends basically on a set of lectures and lecture notes, which are important to introduce the students to the general context of the course and help to achieve the course objectives. Therefore, the course depends highly on formal social learning activities in the presentation spaces. I also rely more on PowerPoint to prepear for my presentations. Samples of my lectures and lecture notes are shown as follows:
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104 LEARNING ASSISTIVE ONLINE SYSTEM Google Drive is also used in this course to upload all the course material so the students can refer to the material all the time.
Updated 01.04.2024 105 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH • PutraBLAST... In the History of Islamic Architecture ARC3220 course PutraBLAST (Putra Blended Learning Assistive System and Technology) is also used to upload course files and materials, organise various activities (online or offline), and to assess students’ assignments and grades.
106 • YouTube... YouTube is a free online video-sharing and social media platform owned by Google. I also utilized YouTube in this course to share the visual media to gain students’ attention and motivation in the class. Usually, I share shore documentary (5 - 10 minutes) materials regarding the main topic of the lecture. This approach is beneficial and entertaining for students.
Updated 01.04.2024 107 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH • WhatsApp... I’ve also utilized WhatsApp to establish an online social learning community with my students. This platform enables continuous communication and discussion on important topics, extending beyond regular lecture hours. It ensures constant accessibility for me to support and assist my students whenever they need it. Through these initiatives, I aim to foster a productive and supportive online learning environment for my students via WhatsApp. Updated 01.04.2024 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH 107
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Updated 01.04.2024 109 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Students Activity Applying Sustainable Social Learning (SSL) on ARC 3220
110 Student Activity The most common teaching styles of sustainable social learning (SSL) methods used in the course History of Islamic Architecture ARC 3220 were: • Formal Learning: in the Main Hall • Formal Learning: in the Online Mood (Zoom Platform) • Formal Social Learning: in the Presentation and Lecture Space • Social Learning: in the Presentation Space • Informal social learning: in the Academic Trip Social Learning: Discussion Sessions
Updated 01.04.2024 111 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Formal Social Learning Online and Physical Mood Formal Learning: Seminar in the Main Hall Social Learning: Activity Presentation
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Updated 01.04.2024 113 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH • Academic Trip: Informal Social Learning... Site visits hold immense significance in the study of Islamic architecture history, facilitating social learning within the academic community. By experiencing historical architecture firsthand, students gain a profound understanding of the cultural, religious, and historical contexts that shaped Islamic architectural traditions. I also believe that academic visits are pivotal in nurturing social learning environments where students can immerse themselves in the rich heritage of architectural and social experience. Therefore, site visits and academic trips are critical domains of SSL and part of the course History of Islamic Architecture ARC 3220 So, our academic trip was to Tuanku Mizan Zainal Abidin Mosque in Putrajaya, one of the most fascinating Islamic buildings in Putrajaya and Malaysia. It represents a modern interpretation of Islamic architecture; its 24m-high facade characterises a purist steel structure with typical geometric ornamentation designed by Ar. Nik Arshad Nik Mohammed. The mosque is located 16 Km distance from FRSB, UPM. It is located in Putrajaya’s Precinct 3, opposite the Palace of Justice and next to Islamic Complex Putrajaya, a religious authority headquarters. Our visit to Tuanku Mizan Zainal Abidin Mosque was during the third week of the semester (24/10/2023). During the visit, the students were given a sketching task, as they needed to complete one sketch in the field for the mosque or its surroundings. The visit was for a full day from 9 am to 4 pm using UPM transportation (UPM Buss). We spent 4 hours in the mosque; then, the students took a lunch break. After that, we took a short tour of the Anjung Floria Park. Updated 01.04.2024 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH 113
114 • Sketching Task: Informal Social Learning... During the academic trip to Tuanku Mizan Zainal Abidin Mosque in Putrajaya, the students were given a sketching task, as they needed to complete one sketch in the field for the mosque or its surroundings. The task must be completed on-site within 4 hours. Why on-Field Sketching? Field sketching holds profound importance in both the study of architecture and the exploration of Islamic architectural history. Through the act of sketching on-site, students are provided with a unique opportunity to intimately engage with architectural forms, details, and spatial relationships. In the context of Islamic architecture, field sketching allows students to capture the intricate geometric patterns, ornamental motifs, and structural elements that characterize Islamic design. By carefully observing and sketching these elements, students develop a deeper understanding of the principles underlying Islamic architectural aesthetics and construction techniques. Additionally, sketching on-site encourages students to hone their observational skills, spatial awareness, and hand-drawing abilities, all of which are essential for architectural education and professional practice. Therefore, field sketching was applied in the History of Islamic Architecture ARC 3220 course as an aspect of SSL.
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116 • Kahoot!... I also use Kahoot in my SSL approach. Kahoot! is a gamebased learning platform that makes it easy to create, share, and play learning games or trivia quizzes in minutes. It has learning games, also known as “kahoots”, which are user-generated multiple-choice quizzes that can be accessed via a web browser or the Kahoot! app. Kahoots platform allows me to create new quizzes from scratch, enhancing creative ideas and offering bespoke learning options for my students. It is also Ideal for hybrid or distance learning when time and resources are at a premium.
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118 • Seminar Day: Focial learning... To promote my students’ experience and self-development and to enhance their understanding of the academic trip, in week 13 of this course, we conducted a seminar with a professional architect Haji Ar. Nik Arshad Nik Mohamed (the designer of Tuanku Mizan Zainal Abidin Mosque). The seminar was coordinated by me and my students and was open to the public at FRSB, UPM. The seminar title: “And We Gave You Shade of the Clouds…” The seminar focused on the architectural design and history of Tuanku Mizan Zainal Abidin Mosque in Putrajaya, one of the more fascinating Islamic buildings in Putrajaya. It is known for its magnificent structure and stunning architecture. It was built next to the Millennium Monument at Putra Lake, a sacred building colloquially known as the Iron Mosque. This mosque is one of the prominent landmarks designed by Haji Ar. Nik Arshad and Kumpulan Senireka in 2004. Seminar details are as shown below: Speaker : Haji Ar. Nik Arshad Nik Mohamed Time : 11 am – 1 pm Date : 09 January 2024, Tuesday Venue : Dewan FRSB, UPM & FB Live Coordinator: Dr Sarah Salih & Y3
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120 • Presentation Day: Formal Social Learning... The presentation is the outcome of assignment one, as the students must present their results and outcomes. The students are required to work in 9 groups of 4 students and come out with one A1 poster for analyzing the selected Islamic landmark and one model. Each group will present their work from 10 am to 12:00 pm, 14 November 2023, and each group will be given 15 minutes to present their work and 5 minutes of the Q & A session. One external panel (lecturer from the Department of Architecture, FRSB, UPM) was invited to critique and assess students’ work. GROUP 1: the Dome of Rock, Aqsa GROUP 5: Blue Mosque, Istanbul
Updated 01.04.2024 121 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH GROUP 7: Malacca Sultanate Palace, Malacca GROUP 4: Ben Youssef Madrasa, Marrakesh Samples of the Students’ Models
122 ▪ ARC3220: HISTORY OF ISLAMIC ARCHITECTURE ▪ Bachelor of Science in Architecture, UPM, 3rd Year Sem - 2023/2024 Mughal Marvel: Unearthing the Garden Features in Mughal Architecture Chan Kian Yung 206042 Abstract The development of paradisiacal gardens such as the Taj Mahal and Chaharbagh has been especially fruitful for Islamic landscape architecture, a crucial aspect of Islamic art and design that has transformed Islamic lands into colorful and lush havens. Originally established during the Timurid Kingdom in Persia and Central Asia, the art of creating exquisite gardens reminiscent of paradise continued to flourish under the Mughal Empire on the Indian Subcontinent. A unique garden design style with symbolic design was formed, especially by the Mughals. This study explores the complex interactions that exist between the Mughal gardens' symbolic elements, functional elements, and conceptual framework. The study methodically examines the complex relationship between concept and design, focusing on famous examples like the Taj Mahal, Humayun's Tomb, and the Shalamar Gardens in Lahore. This helps to clarify the distinctive characteristics that characterise Mughal garden aesthetics. Introduction The spread of Islam from the Arab Peninsula to Spain in the west and Persia and the Indian Subcontinent in the east resulted in significant changes to capital city landscape architecture, which in turn had an impact on the planning of garden design and concept in these areas (Brend, 1991). The Islamic Garden, according to Taib and Rosli, is a peaceful place for reflection that evokes visions of paradise (Taib, M. Z. M., 2009). Islamic gardens are best understood through the lens of the Quranic paradise, as demonstrated by the well-known gardens of Persia, Moorish Spain, and Mughal India. Yeoman points out that most Islamic gardens are influenced by past Islamic gardens, especially those found in Mughal India, Iran, and Spain (Yeoman, 2006). Moreover, muslims were pivotal in the creation of opulent paradisiacal gardens in the Timurid Kingdom in Persia and ARC3220: HISTORY OF ISLAMIC ARCHITECTURE Bachelor of Science in Architecture (Hons.), UPM, 3rd Year Sem 1- 2023/2024 CLIMATE-RESPONSIVE ARCHITECTURE: MUGHAL MATERIAL INFLUENCE ON SUSTAINABLE DESIGN Shellyna Yasika Rajapakse, 207413 Abstract Building materials play a crucial role in the structural framework and aesthetic enhancement of a building. The selection of these materials demands careful consideration during the early stages of design development, given their profound impact on structural integrity, architectural identity, style, thermal comfort, sustainability, and the longevity of the structure. This study aims to discuss the influence of materials utilized in Mughal architecture on design sustainability. Mughal architecture stands out as a distinctive style that meticulously incorporates building materials to reflect its architectural identity while also accounting for local climate conditions and resource availability. Various factors, including the type and source of materials, transportation methods, and associated costs, contribute to the detailed decision-making process in the pursuit of a sustainable and enduring architectural design. 1.0 Introduction Building materials are the essential components that come together to form the physical fabric of the built environment, influencing not only the aesthetic appeal but also the durability, functionality, and sustainability of structures. From ancient civilizations crafting structures with locally available resources to modern innovations harnessing cutting-edge materials, the evolution of building materials reflects the progress of human civilization. The diversity of building materials spans a wide spectrum, encompassing traditional materials such as wood, stone, and clay, as well as contemporary materials like steel, glass, and composite materials. Each material carries its own set of characteristics, contributing to the structural integrity, thermal performance, and overall design of a building. As the exploration delves into the intricate world of building materials, it becomes apparent that the choices made in material selection have far-reaching implications, not only for the construction industry but also for the environmental impact and sustainability of structures. Mughal architecture, renowned for its grandeur and intricacy, has left an indelible mark on the architectural landscape of the Indian subcontinent. The materials employed in Mughal constructions, characterized by a harmonious blend of traditional craftsmanship and innovative engineering, offer valuable insights into sustainable design principles that resonate even in ARC3220: HISTORY OF ISLAMIC ARCHITECTURE Bachelor of Science in Architecture (Hons.), UPM, Final Year Sem 1- 2023/2024 Material Mastery: Exploring the Architectural Wonders of Abbasid ADIB BIN AZMAN 207899 Abstract: This study dives into the complex world of materials during the Abbasid era (750- 1258 CE), revealing the artistry and engineering skill that characterised Abbasid construction. The research investigates the sophisticated use of materials in the construction of famous structures against the framework of a flourishing cultural and intellectual period. From magnificent palaces to elaborate mosques, the Abbasid Caliphate demonstrated a mastery of material selection and application. The historical backdrop lays the groundwork for comprehending the socioeconomic and cultural forces that shaped Abbasid architecture. The study is aimed at shedding light on the substantial influence of material choices through this study, highlighting the numerous features that distinguished Abbasid architecture. Chapter 1: Journey to Abbasid Caliphate Materials for construction are the fundamental ingredients that connect the visual idea of the built environment, forming buildings with an impact that transcends mere aesthetics. The material has an impact not only on the visual appeal of structures, but also on the durability, utility, and sustainability. By utilising innovations, the civilization has utilised local materials throughout the age. New style of buildings was established using new engineering innovations (Al-Taie et al., 2012). The Abbasid architectural environment was an artwork created with a rich tapestry of materials including mudbricks, grill wage, plaster, gypsum, marble, and stones. Each material, chosen with care, played an important part in constructing the distinctive architecture of the time. In the meticulous design of structures, the artisans of this era demonstrated a great grasp of the surroundings. The combination of material proficiency and consideration for the environment not only added to the aesthetic attractiveness of Abbasid architecture, but also highlighted a sustainable and practical approach that stood the test of time.
Updated 01.04.2024 123 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH • Outcomes of Assignment 2... As mentioned in assignment two, the students selected one case study from an Islamic architecture from any Islamic region (including the local context) and wrote a review short paper (article). Each paper is 2000 words in length and includes a few figures and references. Sample (first page of some) of the assignment two outcomes are shown in this page: ARC3220: HISTORY OF ISLAMIC ARCHITECTURE Bachelor of Science in Architecture, UPM, 3rd Year Sem - 2023/2024 ϭ Exploring Central Asia's Mosaic Heritage: A Tapestry of Culture, Commerce, and Artistry Siti Hanis Zafiyra binti Zaman, 205644 Abstract Wandering into Central Asia's mosaic-strewn Islamic architecture, this paper delves into the multifaceted impact these intricate designs wielded on the region's culture, economy, and environment. Through meticulous analysis of their design, context, and societal significance, this exploration unveils the sophisticated influence these mosaics set upon Central Asian society. Addressing the interplay between Islamic architectural principles and these exquisite mosaics, this paper reveals their extensive imprint on the region's identity. By scrutinizing the delicate harmony between Islamic architecture and the captivating mosaic artistry, this paper aims to unravel the layers of influence embedded within these ancient treasures. Their presence mirrors a rich socio-cultural diversity as well as appeals with economic import and environmental implications. This comprehensive analysis strives to encapsulate the mosaic-laden Islamic architecture's influence, presenting a holistic understanding of its enduring legacy throughout Central Asia's architectural heritage. Keywords: Central Asia, Islamic architecture, mosaics, cultural impact, economy, environment, architectural analysis, societal roles, historical significance, artistry. Introduction Centuries ago, the ancient Silk Road went beyond mere trade; it was a bustling tapestry of cultural exchanges (Högselius, 2021). This historic path is intricately woven together civilizations, leaving a profound impression on the architectural heritage of Central Asia (The Editors of Encyclopaedia Britannica, 2023). Along this glorious route, architectural wonders featuring intricate mosaics emerged, establishing a rich fusion of diverse artistic influences (Wikipedia contributors, 2023). These meticulously crafted mosaics, each offering evidence of the region's cultural richness and historical depth, became living testimony to the nuanced narratives of time (Architecture in Central Asia | Silk Roads Programme, 1996). The evolution of painting and art in Central Asia seamlessly intertwined with the mesmerizing mosaic designs, shedding light upon the region's profound artistic legacy (Studies, 2023). In the vast tapestry of Central Asia's architectural evolution, the Soviet era marked a transformative period, altering the region's visual landscape (Cerini, 2019). Nevertheless, amidst this transformation, the mosaics remain with their essence as silent narrators of shared histories and cultural exchanges. UNESCO's comprehensive documentation underscores the pivotal role of these mosaics in conserving the heritage of the Silk Road, emphasizing the rich diversity of mosaic traditions within Central Asia (UNESCO, 2023). Each mosaic ARC3220: HISTORY OF ISLAMIC ARCHITECTURE Bachelor of Science in Architecture, UPM, 3rd Year Sem - 2023/2024 Domeless Majesty: Investigating Islamic Architectural Heritage in Melaka Mosque Roofs" Yong Jia Wen, 205173 In Malaysia, there is a city where history whispers through the alleys and winds caress ancient walls — the city is named Melaka. In this beautiful city, mosques, representing Islamic architecture, stand as timeless sentinels of faith and cultural confluence. These domes of the divine, devoid of the typical Islamic domes, narrate stories of a splendid past where cultures intertwined seamlessly. The mosque roofs of Melaka, especially those like Tranquerah Mosque, are not mere shelters but canvases of historical fusion, where the crescent of Islam gracefully meets the dragon of Chinese influence. In this exploration, we delve into the heart of this architectural marvel, unraveling the threads of Islamic, Chinese, and Malay artistry interwoven into the mosque roofs of Melaka - a testament to the region's harmonious multicultural tapestry (Suyurno et al., 2017; Abdul Kadir et al., 2019) Sublime Fusion of Cultures The absence of domes, a common feature in Islamic architecture, marks a unique difference and indicates a deep integration of local cultural elements into Melaka’s mosque design. This somehow reflects how Islamic architectural practices were adapted to the local context in Melaka. The story begins with the significant history of Melaka, a major trading port in the 15th and 16th centuries, brought together a melting pot of cultures, including Malay, Chinese, Indian, and European influences. This cultural confluence is vividly reflected in the architectural styles of its mosques, particularly in their roofs. The multi-tiered, pyramidal roofs seen in mosques like Tranquerah Mosque as shown in Figure 1 below, bear a closer resemblance to traditional Malay and Chinese structures rather than the domed skylines typical of Middle Eastern mosques. This architectural choice is not only a reflection of aesthetic preferences but also a nod to practical considerations, such as the need for structures that are well-suited to the local tropical climate. Furthermore, the mosques in Melaka also symbolize the harmonious blend of religious and cultural identities that have coexisted in Melaka. The incorporation of elements from different cultures into the mosque designs, such as Chinese ceramic tiles and Malay wood carvings, underlines this fusion. This shows that Islamic community is open minded to accept the foreign architecture as long as it is not contrary to Islamic values (Ahmad &Mujani, 2015). Apart from that, the decorative aspects of the roofs, including the intricate carvings and the use of vibrant colors, reflect the local artisanal traditions and aesthetic sensibilities. Moreover, the mosque roofs in Melaka are not just architectural features; they are emblematic of the city’s history as a cultural crossroads. They tell a story of adaptation, integration, and coexistence of different cultures and religions. This architectural style, which has evolved over Updated 01.04.2024 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH 123
124 REFERENCES Besides, in this course, meticulous attention has been given to the sourcing and presentation of data to ensure its reliability and validity. Each piece of information imparted to the students is derived from credible and authoritative references, guaranteeing the accuracy and trustworthiness of the content. This rigorous approach not only upholds academic standards but also cultivates a culture of critical thinking and inquiry among students, empowering them to engage with the subject matter with clarity and discernment. The reference types are: • Journal Article • Book • Chapter in a book • Indexed website Samples of these references are shown in this page:
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126 Socio-cultural Environment 1 ARC 4610
Updated 01.04.2024 127 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH COURSE OUTLINE Credit Hours 3 (0+3) Contact Hours 3 hours per week Pre-Requisite ARC 4610 Time Friday, 3.00pm – 06.00pm Venue DKU (OR STUDIO 3), FRSB, UPM Lecturers Dr. Sarah Abdulkareem Salih 01163799233 | Room: 51, FRSB [email protected] Learning Outcome The students at the end of the course will be able to: 1. Identify the needs and facilities for people with disabilities related to the design of buildings and the environment. (C4, LL) 2. Analyze legal requirements and design guidelines for facilities for people with disabilities. (CTPS) 3. Identify problems and solutions to socio-cultural issues when carrying out tasks. (A3, TS, LS) Synopsis This course will expose students to various issues, thoughts, ideas, and concepts in selected architectural environments, particularly in urban and rural settings. This course also covers the need for barrier-free design for residential and public buildings based on relevant guidelines and regulations. So, the course will offer a well-rounded exploration of architectural environments, focusing on the context of accessibility and inclusive design.
128 Continue-COURSE OUTLINE Course Format The course is lecture-based; however, it re- quires discussions, group activities, informal learning, field trips, and presentations. Every- one is expected to participate in all discussions. Students are assessed in groups and individu- ally. The individual assessment is in the form of an- alytical-based research that will be presented in the report to gauge the student’s ability to apply their knowledge of this subject and desk references that require them to analyse and synthesise the knowledge and interpret it in written assignments, presentations, and final exams. Assignments Class Activities Quiz 2 (individual) Assignment 1 (Group) Assignment 2 (Group) Assignment 2 (Group) Final Exam TOTAL 15% 05% 15% 15% 30% 20% 100% *Class participation is defined as an intelligent, thoughtful articulation of ideas in discussions; respectful listening to others’ points of view; asking relevant questions in class; neither be- ing too dominant nor too passive in the discus- sions; and wholehearted participation in pres- entations and exercises. It is directly related to sustainable social learn- ing (SSL), including the student-centred learn- ing (SCL) approach and your attendance in class. Grades Grades for your performance in this course will be awarded in accordance with the following scheme: 80-100 = A 75-79 = A70-74 = B+ 65-69 = B 60-64 = B55-59 = C+ 50-54 = C 47-49 = C-(Fail) 44-46 = D+ 40-43 = D 0-39 = F Policy Attendance rate of 80% is mandatory to pass this course (failing which, students will not be permitted to sit for the final exam unless approval is obtained from the Dean or Head of Department). (Akta Universiti dan Kolej Universiti 1971 Perlembagaan UPM 2003, p.12.) Late attendance: after the first hour of the scheduled lecture, students will be considered as absent. Deadlines will be established for all assignments. LATE submission will result in 15% be deducted from the total assignment marks per late day. The determination of LATE relates to receipt of any submission after the time specified for acceptance of that assignment. Plagiarism: if proven, the lecturer has the right to give any marks deem fit and appropriate, including a ZERO. Assignment REDOs are PROHIBITED. Cell phones MUST be switched off/put into silent or vibrate mode during lectures.
Updated 01.04.2024 129 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Note Special Note: The lecturer reserves the right to modify or change any aspect of this course including evaluation criteria, deadlines and course schedule at any time and for any reason. You will be adequately informed any modification or changes taking effect. Notice of changes to this course will be announced in class display board. Teaching Method The primary teaching and learning method is sustainable social learning (SSL), which relies more on social learning activities, including lectures, documentary screening, tutorials, site visits, discussions, and presentations to ensure that the theory and analytical compo- nents of the syllabus are achieved. In addition, the assignments will focus on embedding student-centred learning (SCL) methods, which include site visits and an- alytical-based research through individual projects that require the presentation and submission of a compiled analytical assign- ment on the proposal. Independent learning is gauged through research findings that an- alyse and address the structured tutorial. References: Recommended (but not limited to): 1. Adler, S. & Pierman, B. (1981). Building accessibility for the disabled: a review of research needs. Gaithersburg, MD: National Institute of Standards and Technology. 2. Cameron, C. (2013). Disability Studies. Los Angeles: Sage Publications. 3. Chidiac, S.E., Reda, M.A., & Marjaba, G.E. (2024). Accessibility of the Built Environ- ment for People with Sensory Disabili- ties—Review Quality and Representation of Evidence. Buildings, 14, 707. https:// doi.org/10.3390/buildings14030707 ContinueReferences 4. Hamraie, A. (2017). Building Access: Universal Design and The Politics of Disability. Minneapolis: University of Minnesota Press. 5. Null, R. (2014) Universal Design: Principles and Models. Boca Raton: Taylor & Francis Group. 6. Steinfeld, E. & Maisel, J.L. (2012). Universal Design. London: Wiley. 7. Yin, R. K. (2014). Case Study Research: Design and Methods (5th Edition). London: Sage Publications Reading Sources https://www.linkedin.com/pulse/20141117194203- 8083314-the-difference-between-universal-and-barrierfree-design/ https://www.researchgate.net/publication/24080773_ The_benefits_of_building_barrier-free_A_contingent_ valuation_of_accessibility_as_an_attribute_of_housing https://media.lanecc.edu/users/howardc/ PTA103/103UniDesign2/103UniDesign25.html https://www.researchgate.net/publication/24080773_ The_benefits_of_building_barrier-free_A_contingent_ valuation_of_accessibility_as_an_attribute_of_housing http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=383&doi=10.11648/j. ijaaa.20170302.12 https://landarchymalaysia.blogspot.com/2008/09/barrier-free-design-guidelines.html https://extranet.who.int/agefriendlyworld/resources/ age-friendly-case-studies/ https://www.thestar.com.my/news/nation/2019/10/31/ taiping-picked-for-age-friendly-city-pilot-project https://www.thestar.com.my/opinion/letters/2019/12/02/ensuring-the-future-of-all-disabled-malaysians https://www.theborneopost.com/2018/02/11/urban-challenges-for-disabled-people/ Other Readings to be announced from time to time in PUTRA BLAST
130 WEEK TOPICS REMARKS SSL 1 22 March ‘24 Introduction Session: 1. Course Outline 2. Introduction: TO THE COURSE & STUDENTS Introduction Session. Description of objective Course Outline. Discussion on: (Group Work) Assignment #1 (15%) Activity 1: Introduce yourself Online Lecture Social learning 2 29 March ‘24 Lecture 2: Barrier-Free Design Concept and Guidelines: Background -Case study discussion Activity 1 Group discussion -Reading materials distributed amongt the groups- for Assignment 1- Formal social learning & formal learning 3 5 April ‘24 Lecture #3: Barrier-Free Design Concept and Guidelines: Principles Overview: The special needs for special people. Group Discuuion Presentation Day: Student Presentation to Activity 1 Formal social learning 4 12 April ‘24 Lecture #4: Barrier-Free Design Concept and Guidelines: Aspects AID FITR HOLIDAY, the lecture will be compensated - 5 19 April ‘24 Lecture #5: Barrier-Free Design Concept and Guidelines: Aspects++ Group Assignment #1 (15%)- PRESENTATION-SUBMISSION By groups Formal social learning & social learning COURSE PROGRAMME Course Program and SSL Mode...
Updated 01.04.2024 131 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH WEEK TOPICS REMARKS SSL 6 26 April ‘24 Lecture #6: Theme: Social Cultural aspect of built environment: Online seminar with International University Online seminar Speaker: Dr Ruba, Jordan Group Assignment #2 (30%)- Discussion on the Task Formal learning 7 03 May ‘24 Lecture #7: Theme: Universal Design Strategies PWDs and the city for future– social aspects Integration with ARC3014 Speaker: (PM Dr. Sumarni) Continue of the lecture with Dr Sarah: Activiy 3: Quiz GAME Group Assignment #2 (15%)- Discussion on the Task Formal social learning & social learning Mid-Semester Break 8 17 May ‘24 Lecture #8 Workshop Day: SLR on AFC and PWDs domains Workshop: SLR FOR DATA COLLECTION Preperation of Assignment#3 Note: you can refer to case study of Age Friendly Cities Link: https://extranet.who.int/agefriendlyworld/resources/agefriendly-case-studies/ Formal social learning Activity 4: Class Discussion 9 24 May ‘24 Lecture #9 Universal Design in Public Facilities leading to Successful Ageing in Malaysia-aware on community and socio environment. Group activity/ design tutorial/ design review Propose the best interior design for theoretical design solution. Group Assignment #2 (15%)- PRESENTATION-SUBMISSION Formal social learning
132 WEEK TOPICS REMARKS SSL 10 31 May ‘24 Lecture #10: Theme: Public Space characteristic for barrier free design Social culture space for everyone: Pocket space as a case study -aware on community and socio environment Activiy 5: Quiz GAME Social learning 11 07 June ‘24 Lecture #11: Theme: Development of AFC in Malaysia part 1: WHY IS IS IMPORTANT? -Case study of Taiping: discussions GROUP DISCUSSION Video Presentation Formal social learning 12 14 June ‘24 Lecture #12: Employment and Opportunities for Disabled Workers in Malaysia -aware on community and socio environment In-Class Exercise Read & tell Formal social learning 13 21 June ‘24 Lecture #13 Forum #3 -aware on community and socio environment Individual Assignment #3 (30%): Journal documentation -Final SUBMISSION Formal learning 14 28 June ‘24 Lecture #12 What did you learn? -Preparation for the final exam Final Discussion regarding the final exam. Wrap-up Social Learning 14 05 July ‘24 Study Week – Revision Week - 16-17 Final Examinations Final Grade key –in marks 100% SMP -
Updated 01.04.2024 133 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH ASSIGNMENTS The current course (Socio-cultural Environment 1 ARC 4610) is provided with three main assignments distributed throughout the course period. Assignments one and two are group-based, and assignment three is individual-based. Sample of the assignments designed for Socio-cultural Environment 1 ARC 4610, Sem 2, 2023-2024 are shown as follows:
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Updated 01.04.2024 135 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH
136 ASSIGNMENT G R A D I N G RUBRIC The assignment grading rubrics are designed based on the course outline and objectives to help the assessors assess the course (Socio-culture Environment 1 ARC 4610) assignments during the presentation sessions.
Updated 01.04.2024 137 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH
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Updated 01.04.2024 139 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH STUDENT ACTIVITY Currently we are in the 4th Week of this course. The most common teaching styles of sustainable social learning (SSL) methods used in this course will be: • Formal Learning: in the Lecture Space/ Classroom • Formal Learning: in the Online Mood (Google Meet Platform) • Formal Social Learning: in the Presentation and Lecture Space • Social Learning: in the Presentation Space • Informal social learning: in the Site Visits IMPORTANT NOTE: Based on the Student Representative Council of Universiti Putra Malaysia (MPP UPM) request, the FRSB, UPM approved conducting the lectures and activities of the Second Semester Session 2023/2024 ONLINE during the first week of lectures until the fourth week (18.03.2024 – 14.04.2024). Therefore, the early Four Weeks of this course will be conducted online. Activity 1, Week 2, Online Open Discussion with my Students. Activity 2, Week 3, Group Online Presentation and Discussion.
140 Architectural Design Studio 3 ARC 3013
Updated 01.04.2024 141 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH COURSE OUTLINE Credit Hours 6 (0+6) Contact Hours 12 hours per week Day Monday and Thursday Time 09:00am – 03.00pm Venue STUDIO Y2, FRSB, UPM Coordinator PM. Dr. Sumarni Ismail (Group 1) Assistant Coordinator Dr. Sarah Abdulkareem Salih (Group 2) Ar. Nik Fazlysham Nik Mat (Group 3) Learning Outcome The students at the end of the course will be able to: 1. Able to combine architectural design principles to produce two-storey multi-purpose building design. (C5) 2. Able to design an environment friendly, medium-scaled and semi-public residential building. (P5, CTPS) 3. Able to demonstrate architectural communication through manual or digital media. (A4, CS, LL, TS) Synopsis This course covers the design process of a two-storey semi-public medium-scaled building as well as consideration of basic structure, building materials, construction, solar shading and natural ventilation are also emphasized. The allowable building height are two storeys, total building gross floor area may not exceed 500 sqm.
142 Assessment, Grades & Policy of the Studio Assessment of the Studio Work Assessment 1: Site Analysis: Group Work 5% Assessment 2: Project #1- Cabin unit: individual 10% Assessment 3: Schematic Design Presentation: Individual Work 10% Assessment 4: Interim Design Presentation: Individual Work 10% Assessment 4: Final Design Presentation: Individual Work Design Portfolio: Individual Work 60% 5% Details of assessment are presented in the following pages. Grades 80-100 = A 75-79 = A70-74 = B+ 65-69 = B 60-64 = B55-59 = C+ 50-54 = C 47-49 = C-(Fail) 44-46 = D+ 40-43 = D 0-39 = F Policy Ø A minimum attendance of 80% is compulsory (failing which students will not be permitted to present for final presentation). Ø Late attendance: After the first half-hour of the scheduled lecture, students will be considered absent. Ø Must follow the deadlines for each assignment/project and submissions. Ø Extension of time will not be entertained. Late works will not be allowed to be presented & will be considered as non-submission. Ø Student work: The department reserves the right to retain, exhibit and reproduce work submitted by students. Work submitted for a grade is the property of the department and remains as such until it is returned to the student. For exhibition purpose, materials are to be kept and made available for the department at the end of the semester. Project Brief... Second Year Students of Bachelor Science in Architecture, UPM plans to propose an interactive and educational experience or known as the Experiential and Learning Centre. It is for both informative and entertaining interactive related to the themes below: • Sport_traditional sport, physical- rock climbing, outdoor sports. • Flora & fauna_native fauna and floral to reflect Floria events. • Cultural_food festival- local and international cuisine. • Cultural_arts and crafts, traditional and modern. • Cultural_music & drama, local & international folk. The Aim: Architectural Design Studio 3 ARC 3013 project this semester is to develop a design proposal for the Experiential and Learning Centre typology, intended as a place for likely be a facility designed to educate and engage visitors in various aspects of the theme selected Students are required to create innovative design proposals on this theme, questioning the very basis of the notion of a cabin unit and an exhibition space for themes, etc. Selected Site of the Project: Anjung Floria, Putrajaya: The site selected for this project is located in Precinct 4, Putrajaya, Anjung Floria, covers an area of 29 hectares, and includes various attractions and different garden decorations. It is a garden that highlights the concept of a flower garden that is quite special. The Floria porch is divided into several zones that have different themes, decorations, and plants. However, what makes Anjung Floria special is the annual flower festival that they organize several times throughout the year. These festivals not only carry different themes they also highlight different flowers. The flower festival organized by them was also attended and participated by participants from all over the world.