7001 Introduction to Geometry in Islamic Art, by Raeda Ashour 1 of 9 Introduction to Geometry and Pattern: Adornment in Islamic Art Raeda Ashour •Course Number and Name: 7001 Introduction to Geometry and Pattern: Adornment in Islamic Art. •Program/Major: M.A. in Art Edu cation •Practical Problem: Learning some techniques related to Islamic art •Advisor: Professor Alan Guinn. •English Spelling Used: US. •Permission to Publish on the Rushmore Website: Yes •Resources: Study Guide: Principles of Islamic Design: Geometric Patterns and Islimi motifs, The Prince's School of Traditional Arts In partnership with Effat College, 2006 •Reasons for taking this course: As an Arab artist, Islamic art is a major source of inspiration for me and is a cultural legacy that I am interested to know and learn. Executive Summary: When I started my career as an artist my main objective was to reflect my feelings of love and respect for the artistic cultural heritage of the area. By ‘the area’ I mean this part of the world called the Middle East or the Arab world. I was fascinated by folk arts and crafts as well as Islamic art. The method I use in my work involves various techniques with paper, such as collage, paper manual embossing and photo montage. I find inspiration in old
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7001 Introduction to Geometry in Islamic Art, by Raeda Ashour 3 of 9
However, both sources take a firm stance against idolatry and the
worship of images. These precepts were interpreted strictly by early
Islamic religious leaders and exegetes as an injunction against the
depiction of human or animal figures, although extant examples of
architectural decoration, objects in all media, and illustratedmanuscripts belie that stricture. Four types of ornamentation can be
found in Islamic art: calligraphy, figural forms (human and animal),
vegetal motifs, and geometric patters.”3
In the workshop we studied some aspects of Islamic art related to these last two
elements.
1.2 Geometry is one the most important elements of Islamic art. “Star shapes and
polygons appear in all the arts and provide a source of much architectural
decoration… geometric shapes are highly versatile and can be extremely
complicated.”4 “One of the common myths of Islamic art is that it is
characterized by a horror of vacui or fear of emptiness, leading to
unwillingness to leave any surface blank or undecorated. Although this is an
exaggeration and overgeneralization, the surfaces of many Islamic objects are
substantially covered in ornament, often small-scale and combining several
types of decorations.”5 “Geometry lies at the heart of Islamic design …From
the simple polygons and rectangles used as framing devices to the highly
complex interlaces of stars and irregular polygons, geometry functions as an
organizing principle on the surfaces of the whole range of media.”6 Canbywrote in her recent book “Islamic Art in Detail” that “the reasons for the firm
establishment of geometry as one of the dominant types of Islamic ornament
are not entirely clear. However, the intellectual environment at the courts of the
'Abbasids caliphs from the 9th to the 11th century may have played a role in
generating an interest in mathematics which extended far beyond the confines
of the court itself.”7
3Islamic Art and Geometric Design: Activities for Learning, The Metropolitan Museum of Art, 2004,
p.10
4Sheila R. Candy, Islamic Art in Detail, The British Museum Press, 2005, p.8
7001 Introduction to Geometry in Islamic Art, by Raeda Ashour 5 of 9
needed were provided. A brief introduction was given to help the participants to
understand the language of traditional visual Islamic art. The first page of the guide
begins with beautiful words introducing the nature of visual Islamic art. It is written
that “nature provides many examples of absolute beauty which can only serve to
inspire the artist. Nature's beauty consists of the beautiful interaction between straightand curved crystalline and biomorphic. There is infinite variety in her essential
unity.”10 The two-week workshop explored the geometry and the biomorphic forms
found in nature and in Islamic adornment. “Islamic artisans have taken the basic
principles presented by Euclid and transformed them into complex and sophisticated
patterns and architectural forms which express their love of beauty and creation… By
drawing overlapping circles and lines using just a pair of compasses and a straight
edge, the student begins to explore the different symmetry groups within the
generation of the basic polygon shapes.”11
2.1 We learned how to construct eight-fold patterns using compasses and rulers,
and to compose the delicate floral motifs frequently used in the adornment of
the Qur'ans and mosques. We were also taught how to explore some elements
of color harmony as they relate to nature.
During the morning sessions we practiced how to draw:
1- The triangle and the circle: simple division into six.
2- Variations on the octagonal theme (the static and the dynamic octagon).
3- The octagon and the semi-regular grids.4- The octagon and the eight-pointed star.
5- How the circle divides itself.
6- The square, four- and eight-fold symmetry.
7- The basis for the classical Islamic Pattern of what is called the eight-fold
rosettes.
8- The construction of eight-fold symmetry with a sixteen-fold rosette. (All work
will be shown at the end of the paper).
The second session was dedicated to the practice of biomorphic motifs commonly
featured in adorning stone, wood, plastic, ceramics, and textiles. “The refined and
exceptional development of biomorphic designs can be admired in many of the
10Study Guide: Principles of Islamic Design: Geometric Patterns and Islimi Motifs, The
Prince's School of Traditional Arts in Partnership with Effat College, 2006, p. 3
7001 Introduction to Geometry in Islamic Art, by Raeda Ashour 6 of 9
great mosques and illuminated Qur'ans from around the Islamic world.”12
It is
written in the study guide that “through observing the fine beauty of lines and
shapes in natural growth forms one can begin to appreciate and reflect on the
origins of traditional floral motifs. By gaining traditional knowledge and tools one
is able to assimilate and develop these lines and shapes into beautiful designs andmotifs.”13 During this session we were introduced to coloring and painting
patterns. The exercises included:
1- Radial symmetry.
2- Islimi drawing exercises.
3- Drawing leaf motifs.
4- Qur'anic illumination. This part of the workshop became a group project using
the octagon and star polygon sub-grid presented earlier in the workshop.
7001 Introduction to Geometry in Islamic Art, by Raeda Ashour 7 of 9
3 Making Use of the Experience
Using the material from the workshop, I used the sixteen-fold rosette geometric design in a
painting; and I drew another piece based on the Qur'anic illuminations using the static octagon and
star polygon sub-grid presented earlier in the workshop. By applying my techniques and color themes, my work will take on a new, modern look based on the old traditions. These two pieces are
printed on the last page of the paper. I am also planning a solo exhibition of which the new work
will constitute one-third. I am working on the sketches now. I hope to meet a need for medium
sized pieces that people can afford to purchase and that can also be printed in a limited number of
copies to be sold to hotels, banks, and other institutions because original art work is always
expensive.
The other project is to print cards based on these Islamic designs for commercial uses inside the
country for residents, and for the millions of pilgrims who come to Hajj (pilgrimage) every year.
The cards could be bought as souvenirs of, or greeting cards from, the country. The cards could
also be purchased by companies and banks for season’s greetings.
Finally, I would like to mention that I was getting bored by the themes I was using, and lacked the
ability to think about new ideas. This workshop inspired and motivated me to do more workshops
and research in the subject. On page 8I have included three pieces from the work done. The first
two pieces represent the biomorphic theme and the third represents my colored painting of a
sixteen-fold rosette that each of the participants made.