Maremat & Me'mari-e Iran
Art University of Isfahan
jundi_shapur university of technology , vasiq@jsu.ac.ir
Abstract: (40 Views)
Education as one of the main recommendations of Islam led to the construction of schools in Iran. One of these developments in school architecture was happened after that residence and education areas were merged due to the growth of students of religious sciences after the establishment of the Safavid government. The purpose is finding a method of spatial separation and adaptation of school form to the needs of users, demarcation of private and public areas and architectural form adaptation to the prevalence of formal-informal teaching methods in schools of safavid and qajarid eras. Therefore, relying on quantitative and qualitative methods, including case study and analysis based on the method of spatial syntax, functional boundaries between public and private areas and the formation of non-formal teaching space as a method of education in schools are expressed. Data collection was performed based on library studies, observation, drawing and software simulation. the question is answered that the physical system of schools, how many schools have been able to responce the educational-residential system? The hypothesis is that spatial order based on readability and convexity of vision has been effective in the formation and differentiation of private-public areas and making formal-informal education in schools. In the analysis of schools, three tools of spatial step diagram, vision cone and permeability have been used. results show; The spatial arrangement of the schools is such that, despite the view from the courtyard, the only neighborhoods that will be public; Like the Madras and the Ivan and the entrance have the highest attendance. The shape of the entrance, the way of landscaping, the ratio of length and width of the yard, the depth and number of Madras, the presence of side courtyards and the number of Hojras in addition to separating the spaces are the main factors that are analyzed. it is possible to separate the three areas of formal education, non-formal teaching and school accommodation by the way of entering the yard, the shape of the yard and the landscaping method, redefining the porch space and teacher depth, emphasizing Ivancheh's special personality and organizing Hojra pointed to the Madras. Hojras are arranged in such a way that they are in the least visible to each other and only the Ivans will be present. The spatial arrangement of the schools show that, despite the view from the courtyard, Madras and the Ivans and the entrance have the highest attendance.
Article number: 178
Type of Study: Research original/ Regular Article |
Subject:
معماري و شهرسازي
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