- Introduction
Analyzing the differences and similarities of open and semi-open spaces can determine the special and general features of the used open and semi-open spaces in the field of shape and function. Based on this, based on field and library research and the study of the remaining documents, nine samples from Ilkhani to Qajar schools were purposefully selected from the statistical population. Finally, the common patterns in the design of open and semi-open spaces were identified according to the shape and function analysis of the samples based on the comparative research method and analytically. By studying schools in different eras, open spaces, two types of courtyards and mahtabi, and semi-open spaces, two types of Iwan and Small Iwan, have been used in the design of schools. The analysis of differences and similarities can determine the special and general characteristics of the used open and semi-open spaces in the field of shape and function. In line with the aforementioned goal, the following questions are raised: - In different periods of Islamic architecture (Ilkhani to Qajar), what is the arrangement pattern of open and semi-open spaces in schools? - Are there fixed principles and concepts in the form and function of open and semi-open spaces in different periods?
- Methodology
The present qualitative research uses a descriptive method and under a comparative approach to identify and analyze research samples. Information has been collected based on library sources, field visits and written documents of cultural heritage of different provinces. Based on historical books and reports of cultural heritage, we can witness more than 60 historical schools in Iran, which by observing their documents and plans, samples were selected whose open and semi-open spaces are the most numerous. the shape, location and type of function are different from other examples. For this purpose, nine samples were purposefully selected from the Ilkhani to Qajar periods. It should be mentioned that in this research, the title [school] refers to historical scientific-educational centers that had the title of school and were originally designed for this purpose. Also, the largest volume of its body is made up of educational spaces. Therefore, some types of mosque-school or tombs have been excluded in this research.
- Conclusions
This research seeks to express the differences and similarities in the form and function of open and semi-open spaces used in historical schools in the desert and central regions of Iran. All schools in this region have a central courtyard and an introverted pattern. Schools in the cities of Yazd and Kashan have used the garden-pit pattern, which is a historical solution to deal with the bad climatic conditions of these regions. In the two schools of Khan Yazd and Chaharbagh, a pre-designed pattern can be observed. Khan Yazd, attributed to the Afshari period, has three central courtyards in the form of garden pits, and Chaharbagh, attributed to the Safavid period, is designed with octagonal side courtyards next to the main central courtyard. Studies have shown that since the Safavid period, due to the addition of new uses, the library, the mosque, and the teacher's house, open and semi-open spaces have been arranged in various ways and in different ways in the structure of schools, which reaches its maximum in the Qajar period. The Mahtabi, as an open space, has been formed in the structure of schools since the Afshari period, so that schools in other regions, such as Tehran, Isfahan, and Qazvin, have gradually used it in their design. Therefore, the different pattern of arrangement of open and semi-open spaces in schools is more influenced by climate and function. However, by examining the form of the samples in this study based on components (location and type of arrangement, direction, shape, proportions, level, multiplicity and type of activity, and access), it can be said that the factor that, along with climate, has had the greatest contribution in creating similarities is geometric issues (golden proportions). Because in the area of shape and proportions between open spaces (central courtyard and side courtyard) and semi-open spaces (Ivanche), the Iranian golden ratio (√2, √1.25, and √3) has been of interest to the architect. The functional factor has also been influential in creating differences. Considering that the internal and external bodies of these schools have not been studied, the subject of facades can be considered by researchers in future studies.
