The Aga Khan Academies (AKA) work to develop curriculum units that are relevant to their students in Bangladesh, India, Kenya and Mozambique. This resource has been developed as part of a collaborative project between the Academies and the Aga Khan Trust for Culture (AKTC) to develop curriculum units for use in the International Baccalaureate (IB) Primary Years, Middle Years and Diploma Programmes. This IB Middle Years Programme (MYP) interdisciplinary unit encourages MYP1 students to reflect on the invisible capacity of parks and gardens to unite people by contributing to the building and development of communities and enhancing their psychological, social and physical health. The unit is centred on developing interdisciplinary learning outcomes and subject-specific learning objectives in the Arts (Drama, Music, Visual Arts), English language acquisition (ELA) and/or English language and literature (ELL).

This lecture focuses on: contemporary debates surrounding the issues of conservation and restoration in the Islamic world, with a focus on the approach to integrated urban rehabilitation of the Aga Khan Historic Cities Programme (AKHCP). the importance of ensuring the continuity of the key characteristics of Islamic architectural and urban forms and, most importantly, of human agency; the regeneration of Darb al-Ahmar district in Old Cairo, Egypt (AKHCP) and the Heritage Management Plan for Salalah’s old town districts in Oman (ArCHIAM), so as to provide comparative understanding of different approaches to sustainable, heritage-led revitalisation of Islamic heritage in distinct geographical and cultural contexts.

This sourcebook is a companion to the Architecture and Urban Development of the Deccan Sultanates lecture series prepared by ArCHIAM, on behalf of the Education Programme of the Aga Khan Trust for Culture. Consisting of eight lectures, the series begins with an overview of the evolution of Indo-Islamic architecture and the manner in which the newly introduced social, cultural, and political ideals and religious beliefs and the existing Indian traditions interacted and shaped the architectural style. The architecture of the Deccan Sultanates is covered in the next three lectures, with special attention given to the fortified city of Bijapur. This book includes a collection of additional content supporting the lectures organised in chapters, and provides expanded bibliography and sources on them to add to the knowledge delivered through the lectures. It also provides the reader with relevant additional visual material. It can be used by researchers on its own or in combination with the lecture material, which can be accessed on Archnet.

The contents of this collection (publication and lectures) are intended to form a brief introduction to the principal cultures of Asia and their buildings. That inevitably involves a great deal of generalization, a lot of simplification — and the reader will have to accept that. But in doing so we are trying to make the subject approachable and intelligible. And to show something of the extraordinary sweep of architecture over one continent in a period of over four and five thousand years. This book will trace the domestic architecture of many regions of Asia and in each area will attempt to show how that relates to the development of the religious buildings of each culture. Overall it examines the question of the genesis of architecture and urbanism as conscious responses to the environment to social conditions and to beliefs and ideologies. Eastern Architecture is a collection of lectures given by Professor Ron Lewcock at the School of Architecture, University of Queensland, Australia. The lectures were organised Dr. Pedro Guedes. The Aga Khan Trust for Culture (AKTC) Education Programme is grateful to the School of Architecture at the University of Queensland, Australia, and to Professor Ron Lewcock for having authorized the posting on Archnet of these 12 lectures. The lectures were filmed by Hana Broughton and edited by Dr. Pedro Guedes. The lectures are accompanied here by a guidebook co-edited in 2019 by Prof. Lewcock and Dr. Pedro Guedes. AKTC wishes to thank Dr. Guedes for having facilitated the sharing of this high-quality Creative Commons educational resource, which can be accessed on the University of Queensland platform In this collection: Eastern Architectures Secular and Religious: From Pre-historic Times to the Early Twentieth Century Pre-historic Asia (2 parts) Southeast Asia Transoceanic Influences Hindu Temples and Houses Buddhist Temples and Houses China (2 parts) Japan Korea Korea, Japan, and the Islamic World Part 1 The Islamic World Part 2 The Islamic City (2 parts)

The introduction to a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson covers: the introduction, course overview, course structure, general remarks on the historiography of Islamic Architecture, periodization of the course and lessons.

The third lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson covers the late Ummayad Dynasty in Spain and the Great Mosque of Cordoba. Citation Necipoglu, Gulru and David Roxburgh. “The Great Mosque at Córdoba and Umayyad Spain.” Lesson 3/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The fourth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson looks comparatively at the Mosque of Córdoba in relation to near contemporary prototypes in terms of morphology (building components: domes, arcades, different kinds of roofing), plan, construction techniques, and decoration. Second, this lesson will discuss Al-Hakam II’s refurbishment from 962 to 969 and the ways that they assert an ideology of Umayyad victory. Third, the palace at Madinat al-Zahra was built 3 miles outside of Córdoba as the new administrative and royal seat of the Umayyad caliph. Citation Necipoglu, Gulru and David Roxburgh. “Architecture of Exile The Umayyads of Spain.” Lesson 4/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The seventh lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson looks at the city of Fatimid Cairo, the first 50 years of Fatimid rule in North Africa and the growth of Cairo from its inception in 969 through the mid-11th century. It will discuss the urban form as it relates to shifts in ceremonial practices and planned conversion of the Sunni population. Citation Necipoglu, Gulru and David Roxburgh. “Fatimid Cairo.” Lesson 7/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The thirteenth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson explores the modern history of the Alhambra and the changing functions of the site. Citation Necipoglu, Gulru and David Roxburgh. “The Alhambra.” Lesson 13/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The fourteenth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson explores the wider question of architectural style, the choices made in architecture, and its relationship to political ideology. It will also explore the architectural exchange exhibited between Peter the Just, also known as Pedro the Cruel, and Muhammad V in their respective palaces and is intended to complicate the idea that particular kinds of architectural styles are confined to particular religions, whether it be Judaism, Islam, or Christianity. Citation Necipoglu, Gulru and David Roxburgh. “A Cross Cultural Aesthetic.” Lesson 14/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The second lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson covers the late Ummayad Dynasty and early mosque architecture.

The eighteenth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson explores: What does the term “decorum” mean when it is applied to architecture? In what ways was architectural decorum informed social and territorial hierarchies in the Ottoman empire? How did a sultanic mosque differ from a mosque commissioned by a queen, princess or a vizier in terms of its architectural layout and features? What were the innovations Sinan introduce into the Ottoman architectural idiom? Citation Necipoglu, Gulru and David Roxburgh. “Chief Court Architect Sinan and His Autobiography.” Lesson 18/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The eighth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson addresses the ways in which the city of Cairo changed over time in response to new conditions. How did shifting political and economic realities influence architecture and patronage? How did the failure to convert the Sunni population to Isma’ili Shi’ism impact Fatimid architecture? How was it that the city of Cairo and Fustat were yoked together as a locus for court ceremony?

The twenty-first lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson will uncover the multilayered meanings of the Taj Mahal, a major Mughal monument from the mid-seventeenth century, which has been understood, in general, as an expression of the undying love of the Mughal ruler Shah Jahan for his wife, the queen Mumtaz Mahal. What was the significance of the complex for the creation of a commercial quarter in the city? In which ways did the complex gain paradisiac connotations? What are the roles of the usage of the chahar bagh garden type, the hasht bihisht plan type, and specific materials and decorative motifs in producing such architectural meanings and symbolism? Citation Necipoglu, Gulru and David Roxburgh. “The Taj Mahal in Agra: The Mausoleum as Eternal Garden.” Lesson 21/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

Powerpoint Presentations The course presents an introduction to ten iconic monuments of the Is- lamic world from the beginning of Islam to the early modern period. The course introduces various types of building-mosques, palaces, multifunctional complexes-and city types and the factors that shaped them, artistic, patronal, socio-political, religio-cultural, and economic. This collection comprises 22 PowerPoint lectures.

The twenty-second lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. Throughout the eighteenth, nineteenth, and early twentieth century, European powers invaded and colonized large portions of the Islamic world, reshaping both the physical boundaries of these territories and the structures of authority. What this period brought with it are two interrelated trends in terms of art historical study: Europe’s and America’s discovery of Islamic art and its impact in the nineteenth and twentieth centuries in what came to be known as Orientalist art. This is also a period when the first books on Islamic art and museum collections are formed. In the arts of the Islamic world, there was an integration of European ideas and techniques. More broadly, the increase in globalization and the subversion of Islamic lands under Western hegemony led to the growth of nationalism and revivalism. Citation Necipoglu, Gulru and David Roxburgh. “The Legacies of Islamic Architecture in the Eighteenth and Nineteenth Centuries.” Lesson 22/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

Research and Teaching Materials This series of presentations (narrated and unnarrated) presents a comparative picture of urban and architectural form across the vast geographical region commonly referred to as the Islamic World. Examples from both the so-called ‘high’ and ‘peripheral’ Islamic traditions are presented in the lectures, aiming at providing a thorough understanding of both the distinctiveness and diversity of outlying cultures and their established architectural practices.