Maremat & Me'mari-e Iran
Art University of Isfahan
Azad university , faezehtaheri85@yahoo.com
Abstract: (44 Views)
The morphological structure of schools in the late Qajar period, which are a turning point in the transition from traditional education to a modern educational system, not only reflected the intellectual and social developments of that era, but also formed in the context of different cities, influenced by political and cultural conditions. The city of Kermanshah, as one of the political and cultural centers in the west of the country, and the city of Birjand, which historically played a prominent role in the expansion and development of education in Greater Khorasan, were of great importance in this period. Therefore, the aim of this research is to identify and compare the morphological structure that influenced the formation of schools in the cities of Kermanshah and Birjand in the late Qajar period. The morphological model in this research includes examining the nature of architecture, recognizing and comparing the physical structure and spatial organization. The present study was conducted using a descriptive-analytical and case study method, in which four examples of the prominent schools of the late Qajar period in the mentioned cities were selected as case studies. The research tools include library studies, observation, field observations, and simulation with spatial layout software. In this study, the spatial layout method has been used to examine the organization and configuration of space, and the schools under study are compared with each other in terms of the indicators of interconnectedness, depth, connectivity (permeability), and clarity. The results indicate that the nature of the architecture of schools in both cities is a combination of traditional Iranian and classical Iranian-Western architecture, with the difference that in Birjand, Western elements have been adapted to Iranian architecture. The physical structure of all schools also follows the physical continuity of traditional Iranian architecture, and indicators such as a central courtyard, introversion, and hierarchy are seen. An examination of the spatial layout indicators also shows that the central courtyard provides all educational access, and educational expansion and progress are possible through the veranda and classrooms connected to the courtyard, and spatial legibility is provided in all schools through spatial layout.
Article number: 194
Keywords: Morphology, physical-spatial structure, Kermanshah schools, Birjand schools, Qajar period.
Type of Study: Research original/ Regular Article |
Subject:
معماري و شهرسازي
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