جستجوی مقالات مرتبط با کلیدواژه "طرح معماری" در نشریات گروه "هنر و معماری"

Schools are among the most important buildings in Iranian art and architecture history. Studying and researching the design of the schools of the Islamic period, as prominent examples, is an effective step toward recognizing their identity. So far, various studies have been conducted in the field of typology of these schools. Still, evaluating cases from two specific areas of historical geography in a comparative study is the distinctive point of this research. Historical geography, along with other factors such as construction methods and architectural achievements of different periods, is one of the important components of historic buildings that need to be considered to identify their architecture. Less attention has been paid to the history of Iranian architecture. The term historical geography used in this article does not refer to specific climatic geography but to a territorial area that has been an unwritten alliance over centuries of trade, cultural, economic, ethnic, linguistic, and common interests. It has created spontaneity in the policy and style of civilization. The approach of historical geography includes in itself the factor of history and the issues within it (such as historical events, dynasties of government, and social life), as well as geography as an important factor in determining the place of residence and influence in socio-political life. Therefore, the study of schools and their typologies from this perspective takes a deeper look at approaches that address these goals only from a specific aspect (for example, government dynasties or a specific location). This article aims to discuss the typology of schools located in two areas of the historical geography of Greater Khorasan and Isfahan. The question here is whether schools located in a specific geographical area follow a specific pattern in architectural design.

The research method in the present study is descriptive-analytical and case study and is presented in the form of the content of qualitative research. At the same time, for better accuracy and validity of the results, some quantitative analyses in matching and categorizing the findings were used. In this regard, after explaining the concept of historical geography, description of the historical geography of Khorasan and Isfahan, and also the reason for their selection, schools in each of the two areas were identified. Then the samples were selected by purposive sampling method. The samples were first described and then analyzed by bibliographic study of the documents, resources, and field studies. Finally, the common features between the schools and the existing model between them, if any, are introduced. capability).

Knowledge of historical geography is one of the most important scientific fields and current topics in the world. In this science, human spatial relations are introduced in the form of the past to better understand today’s geographical issues. Topics include the impact of geographical environments on historical events, the evolution of states and border changes, and the history of geographical and scientific discoveries. It helps us better understand the current situation by reconstructing geographical phenomena that do not exist. New world systems and structures can also be based on cultural and social domains by explaining and recognizing places from a comprehensive geographical-historical perspective. Given the rich potential of Iran’s historical geography, this knowledge can be used in architectural research in Iran. Therefore, this approach has been used to study schools. Among the various territorial areas of Iran, we can mention the historical geography of Greater Khorasan and Isfahan. The name Greater Khorasan in the early Middle Ages generally referred to all the Islamic states located from the eastern part of the Lut Desert to the mountains of India. According to today’s maps, the scope of research in the Greater Khorasan Basin includes the provinces of Khorasan Razavi, North and South Khorasan, as well as major parts of Afghanistan, Tajikistan, Uzbekistan, Turkmenistan, and Kyrgyzstan. The scope of research in the province of Isfahan includes the current provinces of Isfahan, Kashan, Qazvin, Qom, Arak, and parts of Tehran. After identifying areas, schools were each identified. Selected cases from the Greater Khorasan Basin include the schools of Gur Amir, Dodar, Balasar, Gowharshad, Ghiasieh Khargerd, Ulugh-beg Samarkand, Shirdor, Soltan Hossein Bayqara, Mir Arab, Ulugh-beg Ghojdiwan, Ulugh-beg Bukhara and the school in front of it. Schools in Isfahan also include Nouri, Jeddah Bozorg, Jeddah Kuchak, Nim-Avard, Kase garan, Araban, Marvi, Sardar, Agha Bozorg, Salehieh, Memarbashi and Soltani in Kashan. The research findings show that due to the many common features between the schools of the historical geography of Greater Khorasan, a clear pattern can be found: they all have yards in the form of hasht-o-nimhasht or squares. The number of porches is two or four. Most cases have two or four minerates in the outer corner of the facade. There are always halls on both sides of the entrance, which are often larger than the teaching zones in size and proportions. The entrance is usually slightly in front of the entrance. Stairs are located in the corners of the yard. Some examples may have a specific element that other schools do not. If present, this element is always located on the main axis and on the front. Regarding the schools in Isfahan, it should be said that due to the variety in number, location, and even the shape of architectural elements and components, a specific pattern is not seen.

The knowledge of historical geography is a pure and deep context for studying the history of Irani-an architecture, especially the typology of historical buildings. From this perspective, only buildings with historical and geographical commonalities can be categorized in a group. The studies of this research show a specific pattern in architectural design among the schools of Greater Khorasan. In contrast, this is not the case among schools in Isfahan.

 As a cognitive activity, the process of creative problem solving plays a crucial role in architectural design. The design method includes the emergence, evolution, and transformation of ideas and the formation of concepts. Explaining the most important influential components of creativity and contestability of design raises these concepts in achieving each one of the approaches. This study aimed to find a significant relationship between creativity and contestability in architectural education. Therefore, the research method was applied through a multistage process. Architectural practices can bring about considerable communicability, providing a proper procedure for advancing the purposes seen in architectural design. Diversely, the alteration of problem components and their transformation to more optimal relationships are noteworthy. Thus, recognizing the stance of conceptual change in the design method entails competitiveness in the architectural sphere. Knowledge is one of the significant issues in the history of human science. Scores of theories and hypotheses have constantly been formulated and proved in the course of the evolutionary history of science. This indicates the fundamental developments in the variability of methods of thinking in human knowledge, which can result in transformation. More complicated issues have been presented to the knowledge in the contemporary era. Therefore, it is significant to reach growth and production in any field using novel methods while maintaining a futuristic viewpoint. Numerous theories have been introduced in architectural design concerning the process of designing and achieving a creative outcome. 

 The research method in this study included “logical reasoning” using descriptive-analytical measures with a qualitative and quantitative approach. A group of referees evaluated these relations in the assessment and critique of architectural designs of architectural design project 6 with the free theme of a group of students. In this regard, the significant relationship between the components of these two approaches was explained using a questionnaire, and the data were analyzed using SPSS.

 The general results of the research show a direct and meaningful two-way relationship between creativity and competitiveness of architectural design.

 Due to the interdisciplinary nature of architecture, results of studies on the advancement of control over the design process have always remained relative. An inventive method, problem-solving theory draws upon the problem solving techniques. However, innovative architectural results can be the outcome of alteration of the problem components considering the understanding of extant challenges and contradictions in the architectural design process

A continuous and comprehensive learning process depends on the proper teaching method in every pioneer education system. The evaluation process of architectural designs is meant to judge the designs. It measures the ratio of variable criteria in the design from the desired aspect and then evaluates it. Due to the pivotal role of judgment in the architecture curriculum, if the evaluation process is unclear and no productive criticism ambiance is provided, personal interpretations or unrelated demands to educational goals may distort the judgment process and prevent the flourishment of the students’ development and talents. If the judgment criteria are known, the students’ gradual quantitative and qualitative progression will be achieved, increasing their scope of the understanding of the architectural education system and its representation method. The present research was conducted to recognize the indicators and criteria affecting the evaluation of university architectural designs as a part of the student’s learning process to provide a better evaluation method that is more accurate and objective. The comprehensive education process in teaching is investigated in learning and assessment. In the current study, the role of the architectural design evaluation in learning and improving students’ scientific knowledge is investigated.

This research uses a mixed-method (qualitative-quantitative), and it is considered applied research. The statistical population comprises 15 faculty members at Shahid Beheshti University, Tehran University, Iran University of Science and Technology, and Shahid Chamran University of Ahwaz. A systematic, non-random sampling method was applied, and the samples were selected according to the educational fields due to the importance of scoring and its direct effect on the research results. Bearing in mind that students are one of the most important factors in the evaluation process, the students’ opinions were considered in the architectural design evaluation. Therefore, the master’s students of Architectural Design (3) of Islamic Azad University, Ahwaz Branch, were selected as the statistical population. Data was collected using a Likert scale questionnaire. In order to assess the research model, the results were analyzed using SPSS software and applying the Spearman Correlation Test, and in order to assess its validity, the Friedman test was used to prioritize the variables. Experts’ grading was considered in the final assessment of the architectural design projects. The results obtained from the questionnaires effectively provide proposed strategies and score the criteria and judgment rules of the architectural design projecects.

The research findings showed a significant difference between 4 components affecting the final product. The impact ratio of each one on the final product is different. The results showed that studies and technical knowledge, with a correlation coefficient of 0.535 and a significance level of 0.04, have the highest impact on the final product. This component has been the most important and effective factor in the final product. The other effective factors are design skills, design process development, and initial knowledge. The initial knowledge component has the least impact on the final product compared to other components. The results of Friedman’s ranking test showed that the sub-component in the analysis and interpretation of final results, presentation technique, and replica has the highest average rank. These sub-components have been the most important sub-component affecting the judgment of university projects. Then there is the design idea, creativity and form of the building, the subject, and the ability to analyze and present. The results show that these sub-components have the highest impact on the final judgment of the designs compared to other sub-components. And the sub-components of the impact ratio of planning and functional design and oral presentation have the least impact on the final judgment of the designs. The weighted index of 5 main components affecting the judgment of final designs based on the ranking of sub-component tests is the final product, study and technical knowledge, design skill, design process development, and primary knowledge, respectively.

According to the conducted studies, evaluation seems to have an important and valuable place in the learning process. If students are dissatisfied with this process, it will have a devastating effect on their learning. In this regard, holding “learner-centered” sessions was suggested to evaluate the design process during the semester and increase students’ learning. Since the highest scores were given to learning in classroom evaluation, specialization, and roundtable discussion, it is recommended that the professors collaboratively hold their design classes and invite professional architects as experts to make students more familiar with the market in the initial sessions. The students should be able to choose their professor among the studio professors to reduce the student’s confusion after the initial class sessions and the student’s familiarity with the professors’ viewpoints. It is better to hold classroom evaluation sessions in a participatory and roundtable manner, and students of various levels attend the classrooms. This research suggests strategies for professors and decision-makers for architectural design judgment, reducing students’ stress and worries and increasing their self-confidence in the architecture design studio. Suggestions for architectural evaluation and policy making are made to promote the level of architecture education and ultimately train students and competent architects.

The present study uses a descriptive-analytic research method and studied the architectural features of two periods: Ilkhani and Safavid, by studying the maps, architectural drawings and documents related to the mosques of the two periods, and their analysis and comparison. In the library studies section, various historic printed documents have been used to collect information about the architecture of Safavid and Ilkhani mosques. This article focuses on the physical features of the architectural characteristics among the eleven examples of the Ilkhani mosques compared to the same number of mosques in Safavid period. It is obvious that addressing all aspects of the architecture features of their works and comprehensive analysis is beyond the scope of an article. Therefore, this research compares these mosques from the perspective of number of elements and plan elements, their location in the plan and also the shape and geometry used for these components of the architectural plans. Analyzes and comparisons show that the spaces of the Safavid mosques are wider than the mosques in the Ilkhani period and also a similar functional model has been used in both Safavid and Ilkhani periods. There is more diversity in geometry design of the mosques of Ilkhani to Safavid mosques. In other words, during Safavid period, the diversity of geometry is decreasing with an increase in mosque spaces. Also, during the period of Ilkhani, the emphasis has been given to the vertical axis (height) and we will see that during the Safavid period, the dome was given more importance, while it was more important in the northeastern ilkhani period. During the period of Islam, the emphasis has been given to vertical axis (height). But in Ilkhani period the emphasis is given to Shabistan spaces.
In this research in order to select a the case study of mosques, the ages of Ilkhani and Safavid were first studied and their kings in selected periods were analyzed according to their governing years and their building activities. Then the eleven case studies were chosen on the basis of the dispersion of construction, built time and building importance. The mosques of the Safavid period have been chosen from the city of Isfahan, but the mosques of the Ilkhani period were not restricted to a particular city due to their diversity and dispersion. In the next step, the information needed to analyze the plan, facades, sections and the three-dimensional perspective was obtained from the existing maps of the Ganjnameh books and documents of Iran cultural heritage organization. Then, the analysis and comparison of selected mosques applied on the basis of perspectives of the diversity of spaces, location of the spaces in the plan, shape of the spaces and their buildings dimension. After identifying the case studies, the architecture characteristics of Safavid studied, Safavid period has led to many ups and downs that have been based on the king’s interest in art and architecture, as well as the king’s merit in governance. King Ishmael first began the Safavid kingdom in 907 AD (1492 AD) in Tabriz. Because of his interest in art and culture, the greatest artists of the time came to his court and by his order architects commissioned to build new buildings across his kingdom.
For Ilkhani architectural characteristics, this could be said that Ilkhani architecture did not initiate in Iran until Holaku kingdom in Maraqeh city. Before Holaku Iran was under attack of Mongolian invasion. After he started building construction in country, the maps of the pillars and types of buildings maintained their traditional and Seljuk style, but the proud and ambitious of Mongolian kings were about to reach beyond what was already present in Iran. As a result, the attention of Ilkhanis was inspired by their renowned Iranian ministers, on cities such as Tabriz, Soltanieh, and Isfahan. In these periods not only some past architectural monuments were resorted and conserved but also some precious architectural workswere started and completed such as the altar of the Isfahan mosque which founded by the Iranian Minister, Al-Ja’i Tito, Mohammad Sawi. In this period, Tabriz and Soltaniyah were the political, social and cultural centers of Iran. In the result, distinctions of architectural characteristics of Ilkhani and Safavid mosques could be categorized in five divisions: The wider and vastness spaces of the Safavid mosques to Ilkhani mosques, applying a similar functional template in both Safavid and Ilkhani periods, emphasizing on the vertical axis in architectural monuments in Ilkhani period relative to the Safavid period, importance of indoor places such as Shabistans in Ilkhani architecture and the importance of dome and dome-house places in Safavid architecture