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Showing 4 results for Semi-Open Space
Sara Tahersima, Homa Irani Behbahani, Kaveh Bazrafkan,
Volume 3, Issue 1 (6-2015)
Volume 3, Issue 1 (6-2015)
Abstract
Developing knowledge and novelty are the main objectives of educational system. A lot of factors are needed to satisfy the above mentioned requirements. Factors such as quality enhancement of educational space.It should be noted that educationis notonlyinfluenced by the teacher's teaching, butalso touched byeducational spaces. Relating factors, includingeducational environment,play an important roleintransmitting the information to a person. It will leavebehind the significant effectsonthe learning.Therefore, anyproject aboutthe process of student’s learning will be incompleteand inefficient regardless of theeducational spacein which itislocated.Architectural environment superioritycan play an educational performance in training environment, with respect to intuitive, intellectual, and perceptual recognition effects. Investigations don on the effects of educational systems, dealing with open spaces, confirm the possibility of group work rehearsal, increase of students’ collaboration, space flexibility and higher development. They can increase the enthusiasm of students for learning. As a result, a direct relationshipbetweenthe open educational space and the learningof the studentscan be discovered. Expression of Problem: ContemporaryIranian civil societyneedsto expand the education as a whole, andpublic education in specific. Ignoring all of the effective factors will leads tothe construction ofseveralschools withouta constructive and positiveroleinthe development oftheeducationprocess. Despitemanychanges anddevelopmentsin the content ofeducation, the spatial pattern ofschoolshave been experienced nopositive changesand development inthe lasthundred years. The dominantpatterninthe currentschooldesign,regardless of theeducationalcapabilities ofopen space, is related to an emphasis onentertainment andfunaspect, such as arelativelysmallspaces. This pattern is similar to Residentiallandscapingin which ground is covered byasphalt. There are limitednumber ofelements and leisure equipmentfor kids’ play andphysicalactivities. Therefore, the problem of this study is investigating the degree of integration educational system with open space properties in the history. The objective: Determining the diversity of Iranian school’s open spaces and their role in regards to the transition of educational system at different time periods. Question of this study: What is the influence of different educational systems in shaping the characteristics of an space and the educational role of the Iranian school’s open space? What is the influence of the emergence ofneweducation systemin the educational role of Iranian school’s open space incontemporaryschools? Research Methodology of this study is the Combinational Method that isIncluded Descriptive-Analytical Methods and Logical reasoning, considered as a procedure of open, semi-open space evolutions and their educational role with respect to educational revolutions. General procedure of the study is about the origin of the revolution in physical space of schools. It is referred to transformations of the educational system and the function of school yard in teaching and learning.Methodology would be evaluated by applying the environmental psychology, Observation, Study, Simulation with space syntax Software and Comparative method in educational point of view. In this article,the education role of the open spacein schools is investigated by three levels of large, middle and small scale. In the large-scale, Relationship between building and city is discussed. In the middle-scale, circulation and role of the semi-open space in flexibility of educational environment is studied. In the small-scale, Active participation and teamwork is investigated. The topics thatwill bediscussedat everyscale, are selected with help of the analysisandstudyofissuesof environmental psychologyand theories ofurban planning, which issummarizedinthetheoreticalbeginning of eachsubject. Case studies: For this purpose, three school yards are selected for further investigations. Which are Chaharbagh as a conventional school, Darlolfonoun as a first educational structure in modern style, and Alborz as the transformed index of new schools in Iran. Conclusion: According to the result ofanalysisby space syntaxsoftware, it is indicated thatopenand semi-open design in traditionalschool have more degree of “integration” and “connectivity”. One of themost influentialform of “connectivity” is thatitcan create a high level ofaccess. Educational space in the traditional school is more flexible than classroom in contemporary school. As a result,due to thecommunication andinteractionwith theeducation system,studies elaborate the pattern of the traditional school in Iran which is formed regarding to the active rule of the education in open and semi-open environment. It acts as an educational tool during the training and it creates a center for social interaction. Inthese schools, bondingand interaction betweenopenandclosed spaces are so strongthat iftwo spacesare separatedfrom each other, their structuralconcepts andmeanings willget lost and cannot be identified. The pattern of school design at the contemporary time includes the uniform row of classrooms in the plan, typical and uniform of windows in view, typical and uniform seat arrangement of the classroom that are based on the invariable teaching methodology. Therefore, only the closed and inflexible environment of the classroom would be suitable for education based on the passive behavior of students. Moreover, if we consider having no semi-open space, open space ofthe school will become only the place to regulate the time of entrance and exit, entertainment and an escape from the pressures of teaching in the classroom and because ofits incongruity of dynamics and mobility properties, it cannot play the required educational role.
Parsa Moosavinia, Neda Sadat Sahra Gard Monfared, Ali Ghafari,
Volume 11, Issue 4 (11-2023)
Volume 11, Issue 4 (11-2023)
Abstract
The housing debate has dimensions beyond just shelter, and among these dimensions, the social dimension is considered a measure of the growth of any society. One of the factors of the social dimension is the amount and type of social interactions among the residents of that society. However, in new constructions, less attention is paid to the social dimension.
By studying in this area, the importance of allocating a suitable space for the interaction of the residents of the complex, especially the open and semi-open space, is determined. The purpose of this research is to extract and identify the criteria of semi-open space effective on social interactions. In the step of reviewing the literature, using the descriptive-analytical method, to identify frequently repeated criteria with high impact capacity that considered both semi-open space and social interactions. Then, using the method of logical independence and comparative analogy, the criteria that exist separately in interactions or semi-open space were examined and their commonalities were identified as new criteria, and the frequency of all criteria was obtained through content analysis. Then, by using the Shannon entropy technique, all 34 criteria were measured and the main and most important criteria were obtained, among which the criteria for the provision of the territory of space provision related to the new criteria were identified.
By studying in this area, the importance of allocating a suitable space for the interaction of the residents of the complex, especially the open and semi-open space, is determined. The purpose of this research is to extract and identify the criteria of semi-open space effective on social interactions. In the step of reviewing the literature, using the descriptive-analytical method, to identify frequently repeated criteria with high impact capacity that considered both semi-open space and social interactions. Then, using the method of logical independence and comparative analogy, the criteria that exist separately in interactions or semi-open space were examined and their commonalities were identified as new criteria, and the frequency of all criteria was obtained through content analysis. Then, by using the Shannon entropy technique, all 34 criteria were measured and the main and most important criteria were obtained, among which the criteria for the provision of the territory of space provision related to the new criteria were identified.
Miss Narges Loghmani,
Volume 13, Issue 2 (6-2025)
Volume 13, Issue 2 (6-2025)
Abstract
- 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.
Nazanin Malmir, Sahar Khorasani, Mehran Karahmadi, Meisam Habibian,
Volume 13, Issue 2 (6-2025)
Volume 13, Issue 2 (6-2025)
Abstract
The architecture of the Safavid era in Iran, particularly in Isfahan, is renowned for its use of complex geometric patterns and golden ratios, which create harmony and balance in architectural design. Semi-open spaces in the schools of this period, serving as transitional zones between open and enclosed spaces, play a crucial role in establishing both visual and functional connections.
This study aims to analyze the application of golden ratios and geometric proportions in the semi-open spaces of Safavid-era schools. The primary research question focuses on how golden ratios and geometric proportions are utilized in these spaces and which proportions are more prominent in the design of these schools. The research methodology combines both quantitative and qualitative analyses, involving the extraction of floor plans from selected schools, along with precise measurements and analysis of the geometric proportions of the iwans and smaller iwans.
The findings indicate that the semi-open spaces of Safavid schools are predominantly designed based on specific geometric ratios, such as the intersection of regular hexagons, √2 and √3 proportions, and the golden rectangle. Only in the iwan of the "Jadeh-ye-Koochak" school, due to its unique spatial and functional characteristics, these proportions are not observed, highlighting the impact of space functionality on the choice of geometric principles. This space follows a 1:0.9 proportion. The results demonstrate that geometric proportions not only played a significant role in achieving visual and functional balance, but also effectively facilitated the connection between open and enclosed spaces in the design of these schools. These findings may serve as a model for the design of semi-open spaces in contemporary architecture and contribute to the revival of cultural heritage and the use of geometric principles in modern architectural practice.
This study aims to analyze the application of golden ratios and geometric proportions in the semi-open spaces of Safavid-era schools. The primary research question focuses on how golden ratios and geometric proportions are utilized in these spaces and which proportions are more prominent in the design of these schools. The research methodology combines both quantitative and qualitative analyses, involving the extraction of floor plans from selected schools, along with precise measurements and analysis of the geometric proportions of the iwans and smaller iwans.
The findings indicate that the semi-open spaces of Safavid schools are predominantly designed based on specific geometric ratios, such as the intersection of regular hexagons, √2 and √3 proportions, and the golden rectangle. Only in the iwan of the "Jadeh-ye-Koochak" school, due to its unique spatial and functional characteristics, these proportions are not observed, highlighting the impact of space functionality on the choice of geometric principles. This space follows a 1:0.9 proportion. The results demonstrate that geometric proportions not only played a significant role in achieving visual and functional balance, but also effectively facilitated the connection between open and enclosed spaces in the design of these schools. These findings may serve as a model for the design of semi-open spaces in contemporary architecture and contribute to the revival of cultural heritage and the use of geometric principles in modern architectural practice.
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