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Vikramaditya Prakash Link full download: https://getbooksolutions.com/download/solutions-manualfor-a-global-history-of-architecture-1st-edition-by-vikramaditya-prakash-chingjarzombek/ I ’ p A Global History of Architecture Prepared by Vikramaditya Prakash Associate Professor and Chair Department of Architecture University of Washington Mark M Jarzombek Director, History Theory and Criticism Department of Architecture Massachusetts Institute of Technology John Wiley & Sons, Inc DISCLAIMER The information in this book has been derived and extracted from a multitude of sources including building codes, fire codes, industry codes and standards, manufacturer’s literature, engineering reference works, and personal professional experience It is presented in good faith Although the authors and the publisher have made every reasonable effort to make the information presented accurate and authoritative, they not warrant, and assume no liability for, its accuracy or completeness or fitness for any specific purpose The information is intended primarily as a learning and teaching aid, and not as a final source of information for the design of building systems by design professionals It is the responsibility of users to apply their professional knowledge in the application of the information presented in this book, and to consult original sources for current and detailed information as needed, for actual design situations This book is printed on acid-free paper Copyright © 2007 by Vikramaditya Prakash and Mark M Jarzombek All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 6468600, or on the web at www.copyright.com Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008 Limit of Liability/Disclaimer of Warranty: While the publisher and the author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose No warranty may be created or extended by sales representatives or written sales materials The advice and strategies contained herein may not be suitable for your situation You should consult with a professional where appropriate Neither the publisher nor the author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages For general information about our other products and services, please contact our Customer Care Department within the United States at (800) 762-2974, outside the United States at (317) 572-3993 or fax (317) 572-4002 Wiley also publishes its books in a variety of electronic formats Some content that appears in print may not be available in electronic books For more information about Wiley products, visit our web site at www.wiley.com This material may be reproduced for testing and instructional purposes by instructors using the text Ching: A Global History of Architecture, (ISBN: 0471-26892-5) ORGANIZATION OF THE BOOK The following has been excerpted and modified from the Introduction to A Global History of Architecture A Note on Terms A book like this faces almost insurmountable problems in trying to establish a single standard for use of terms and spellings, particularly those of nonwestern origin Sometimes a particular mosque, for instance, can have different English, Arabic, Persian, and Hindu names Which one you use? And, then, should one say Nijo-jo or Nijo Castle (the suffix jo in Japanese means castle)? Should one call a pagoda a ta, as it is called in Chinese, or should we persist with its conventional English name? Generally speaking, we have tried to use the names that are most commonly used in current scholarship in English It would be foolish to dispense with the Greek word for those Egyptian buildings that we call pyramids, named after the Greek bread called pyramidos, but we would like to suggest that Angkor Wat be called by its real name Vrah Vishnulok, to cite one example Once we have made a choice regarding the spelling of a particular proper noun, we have tried to remain consistent in our use of it However, at several places, we have intentionally used non-English terms, even when the word is in common English usage This we have done whenever we have felt that the English translation is misleading (the English pagoda, for instance, has nothing to with the ta) or when a local linguistic discussion helps make an illuminating etymological explanation Our aspiration is to make some small beginning toward forming a more diverse and appropriate vocabulary for the world’s architecture Language, like architecture, is a living thing with distinct yet blurry edges It is, as such, a fascinating but somewhat messy and open-ended reminder of architecture’s status as a multifaceted cultural signifier We hope that the reader will get a sense of, and enjoy, the complex multilingual reality of architecture Timecuts as Chapters and Subsections as Mini Case Studies This is the first truly global survey of the history of architecture But, rather than preparing chapters on individual countries or regions, such as India, Japan, or France – as is traditional we have organized the book by timecuts Eighteen chronological timecuts – each one a chapter beginning with 3500 BCE and ending with 1950 CE (and followed by a concluding short essay on Globalization) comprise the armature of the book Each timecut marks not the beginning of a time period or its end Rather it roughly marks the middle of the period with which each chapter is concerned The 800 CE timecut, for instance, covers the period 700 CE to 900 CE Yet we have not been strict about the scope of a particular timecut Whenever necessary, for purposes of coherence, we have not hesitated to include material before and after the prescribed limits of a timecut Each timecut should, therefore, be seen more as a marker amidst the complexity of the flowing river of history rather than a strict chronological measuring rod Each timecut is conceived as a chapter and can be prescribed as a reading The individual subsections, which can be just a single page or four or five pages in length, are conceived as mini case studies, coherent in themselves These can be prescribed as independent readings Besides ensuring that the relevant facts and descriptions of each significant project we address are adequately covered, we have emphasized the cultural and global investments of their creators For instance a discussion of the Italian High Renaissance consists of pages on the Campidoglio, Il Gesù, Villa Farnese, Il Redentore, Palladian Villas, and the Uffizi The number of case studies accompanying the discussion of each civilization is not uniform Sometimes there are six, at other times, just two or three, or even just one The differences are largely a measure of our judgment of the importance of the material and the availability of literature on a topic.1 The amount of material that is now available for “non-western” topics has increased exponentially We have ransacked a disparate set of resources to find information, and this book has some of the most up to date and probably the most diverse set of global locations ever published in an architectural survey But of course we have had to work with limitations We have relied primarily on secondary sources, and then too only the ones available in English With those parameters there is still a great disparity of information on different topics For instance, while we know very much about the early civilizations of Mesopotamia, what we know of early Andean civilization is startlingly little An archaeologist that we spoke with estimated that only 15 percent of the Peruvian sites have been excavated Similarly, if we look around the world we find that there are many sites in war-torn countries, and as well there are sites that cannot even be excavated because they are seen as irrelevant to national interests African architecture is woefully short in this book All that this means is that a comprehensive global picture is still something we are far from possessing Besides the time cut it is in, each subsection is tagged by its relevant sub-continental location, that is, East Asia, Southeast Asia, south Asia, west Asia, Europe, Africa, North America, Central America, or South America Thus two page spread (if it is photocopied or prescribed for readings out of sequence) will always have the basic information about where it belongs in time and geographically In addition, each subsection generally also has its own map marking the locations of the case studies discussed in it Order of Subsections within Each Timecut/Chapter We began each timecut with a one page summary of the historical forces graphing that timecut, followed by a map and a timeline locating all of the major buildings we discuss After that, the discussions of individual buildings and groups of buildings are in a series of small subsections Rather than arrange all the subsections in the same order, every timecut is organized according to its own internal order Despite the difficulties that this may pose for ease of reading, we have chosen this strategy, at one level, to remind readers that the globe does not really begin in the east or the west but can indeed start and end anywhere On the other hand, we have arranged the sequence of the subsections, as it makes sense to maintain continuity in the narrative of a particular chapter Often this continuity is provided simply by geographical adjacency At other times, however, we have linked subsections to make a point about historiographical issues, such as the influence and movement of ideas or contrasts between kingdoms INSTRUCTOR MATERIALS Ways to Create a Syllabus for This Book By its format, the book suggests that a lecture course be organized according to the timecuts Since most survey courses are usually taught chronologically, this format should not pose many difficulties A syllabus could be organized with each individual week devoted to a particular timecut or group of timecuts, such as: Week Week Week Week Week Week Week 3500 BCE, 2500BCE 1500 BCE, 800 BCE, 400 BCE 200 CE 400 CE 600 CE The advantage of such a syllabus would be that you can have students read the book as it is, sequentially Each time cut can be prescribed as a chapter for reading All of the subsections within a chapter follow one after another logically, and terms are generally introduced earlier in the text the first time they are used With the chronological order as the framework for the basic information, your lectures can then embellish/amplify/clarify the information in the book In addition, if you wish, you can in your lectures take on the challenge of doing comparative studies across geography, such as “while they were building the great pyramids in Egypt, they were also building platform mounds in Peru, and had only just begun to think about Stonehenge in England.” Or “In the year 200CE Teotihuacan, Rome and Chang-an were the biggest cities in the world, each an index of its civilization.” Or you might encourage your students to take on such challenges in their papers While each timecut is designed as a coherent chapter, we fully realize that individual faculty like to emphasize and de-emphasize certain buildings and projects based on what they individually think is most important Traditionally this is a problem with textbooks because you cannot easily cull out the readings for individual buildings from within a continuous, flowing narrative An advantage of this book is that you can pick and choose which subsections you wish to prescribe as required reading, since each subsection is written as a mini-case study, coherent in and of itself Thus, for instance, you might want to prescribe Didyma, Pergamon and Lindos from the period 400CE, but skip Ptolemies if you were not concerned with the Egyptian presence of the Greeks If you not want to present the material by timecuts, another way to organize your syllabus could be by geographical/cultural groupings So for instance, if you think it is important to teach all the Greek and Hellenic material in one continuous sequence before shifting attention to the development of Buddhism in India, then you could simply take the relevant subsections (e.g Republican Rome and Imperial Rome) from different timecuts and prescribe them together for a single day’s reading Since each subsection is a coherent reading in itself, and since terms and concepts are introduced sequentially, you can be assured that the readings will follow logically Of course this book could also be used for courses that concentrate only on a limited geographical/cultural area If for instance you are only teaching the history of Western architecture in a particular semester, then you can simply prescribe the relevant subsections from each timecut (e.g all of the ones with the sub-continental heading of Europe, East Asia and America) and still have them read coherently In a later semester you might prescribe all the readings from Asia, or even just South Asia A set of all the “pre-Columbian” readings is a mini textbook in and of itself How to use this Teaching Aid The information in the following pages is intended to help in the preparation of your lectures and exams, although you may choose to selectively distribute them to students in your hand-outs, review notes, cheat-sheets, etc Most importantly, we have prepared a detailed list of questions, with one (or sometimes two or three) questions for each individual subsection From our perspective each of these questions queries an essential idea contained in the text The idea is that these questions could either be used as discussion points in a seminar, or they could be posed in an exam to query student comprehension of basic points They might also jog a faculty member’s memory regarding the salient aspects of a particular discussion in the text We have also prepared a short list of web links that might aid you in looking for additional information Needless to say, these question and web links are only suggestive and not aim to cover all of the material that is available in the complete text There is of course a Bibliography in the book, divided by each timecut You can use it to find additional information on various topics, or to prescribe additional readings to your students Discussion Topics In the following section, we have prepared a list of questions addressing each of the sub-sections of the book From our perspective each of these questions queries an essential idea contained in the text The idea here is that these questions could either be used as discussion points in a seminar, or they could be posed in an exam to query student comprehension of basic points They might also jog a faculty member’s memory regarding the salient aspects of a particular discussion in the text We have also prepared a short list of web-links that might aid a faculty member looking for additional information or to share with their students Online Resources We have listed key terms and some leading questions that can be used for discussion, preparation and exams As for the web links, please note that though we have tried to locate links that are meaningful to our concerns as teachers at the university level, the quality varies We recommend, of course, that one turn to the bibliography at the end of the book for more substantial arguments The discipline of architectural history, general speaking, is badly represented by the web Some links we put in for their pictures and for 360° panoramas, but mostly put in links that give information that might be useful in constructing a lecture Needless to say, these question and web-links are only suggestive and not aim to cover all the material that is available in the complete text Additional Online Supplements Additional Instructor Resources can be found on the book’s companion website: www.wiley.com/go/globalhistory These resources are password protected but a password can be obtained by contacting your school’s sales representative If you not know who your contact is go to: www.wiley.com/college/rep Google™ Earth One of the most exciting things we are offering as a teaching aid is a list of coordinates for the most important buildings and sites in the book The coordinates are available in Google™ Earth format (.kmz) and aer available for download from the book’s companion website: You can download the free version of Google™ Earth here: http://earth.google.com/download-earth.html Once you have the Google™ Earth software installed on your computer you can download the file from the companion website (file extension is kmz) and simply double click on it which will automatically load the sites in the Google™ Earth software (even the free version) You will find them all in “Places” and then “My Places” on the left hand side of the Google™ Earth screen The sites are divided into different folders, one for each chapter of the book When you double click on an individual link to view a building/site, you will automatically “fly” there and see the best available satellite image available at the time This is an amazing tool, second best to actually being there You can even open up Google™ Earth in class and fly from one site to anther as you lecture about it We strongly urge you to at least test this technology out For any help or troubleshooting with Google™ Earth, you can access the Google™ Earth User Guide or go to the Google™ Earth Help Center here: http://earth.google.com/userguide/v4/ http://earth.google.com/support Image Bank The online image bank contains a selection of images from each chapter, providing a diverse representation of the buildings and sites in the book Instructors, TA's and other authorized users can access the image bank from the book’s companion website See the section above for how to gain access to the Image Bank and other online supplements The Image Bank is organized into three views Thumbnails The main screen for each chapter displays a collection of small thumbnails for all the images with their accompanying figure numbers and captions from the text (for copyright reasons, not all images in the book are included in this Image Bank These omitted images create gaps in the figure numbering throughout the Image Bank.) This thumbnail view is useful as an overview of the chapter and for quick navigation to the images you would like to examine in more detail Clicking on any of the images moves you into the second view where each image is shown individually in a medium view Medium The images in the medium view have been pre-sized to 390pixels x 390pixels so that the image will fit fully within most browser windows This makes it easier to display these images while lecturing, without having to scroll the image in the browser window If you're viewing or displaying the image on a small screen, or if your screen resolution is set very low, it is unlikely that the images in the middle view will fit entirely within your browser window and some scrolling will be necessary Navigation buttons are used in the medium view to return to the thumbnail gallery (left side button), and to move forward and backward within the medium view Full Clicking on a medium view image will display the full-sized image This full-sized image will display in the same browser window as the middle view These larger, higher-resolution images are useful for inserting into presentations and course handouts Some browsers, such as Internet Explorer, will automatically shrink large images to a size that will fit within the browser window (others, such as Safari on a Macintosh, or Mozilla Firefox have this option, but it's typically turned off by default.) If your browser shrunk the image and you'd like to resize it, you can expand it by hovering your cursor over the bottom right corner (in Internet Explorer) and clicking on the "expand to regular size" box which appears Other browsers will work similarly if they have automatically reduced the size of an image To return to the medium view from a full-sized image, you should use the "back" button on your browser To save copies of any of these images to your computer, you most often right click on your mouse and select either "save picture as" (in Internet Explorer) or ("save image as ") in Mozilla Firefox, then choose where to save the image in the box which appears In Safari on a Macintosh you can either click and drag the image to the desktop, or hold the ctrl key while you click on the image to bring up the menu where you can select "save image as " For troubleshooting you should consult your browser’s help section This method works the same whether you're choosing to save a thumbnail, medium- or full-sized image Please remember, however, that if you save a thumbnail, that's the only size you'll have it locally You may wish to grab the largest size available so you have more options in the future as you prepare your notes and handouts CONCLUSION In conclusion, we would like to admit that in preparing and writing this book, a process that we have enjoyed at every turn, we were continually reminded of our ignorance on many matters Conversations with colleagues were particularly valuable, as were the trips to some of the sites we covered; but, in the end, a work like this can only be the beginning of a long process of refinement And so we ask all readers who wish to so to contact us, to point out inaccuracies, to tell us about things that should be included in subsequent editions, or to open a conversation, even at the most fundamental level, about history, the world, and our place within it We can be reached at global.architecture@gmail.com General Online Resources Very useful general links that should always be mined first are: http://www.britannica.com (Encyclopedia Britannica) http://www.encyclopedia.com/ (Columbia Encyclopedia) http://en.wikipedia.org/wiki/Main_Page (Multilingual encyclopedia written collaboratively by contributors around the world) http://www.historyworld.net/ (Interactive world history database of timelines, articles, etc.) http://www.greatbuildings.com/ (Good for primary facts about buildings) http://www.metmuseum.org/toah/splash.htm (Has an excellent timeline, useful for coming to terms with global perspectives) http://architecture.about.com/ (Good for facts and information but not very analytical) http://archnet.org/lobby.tcl (Extraordinary site for Islamic architecture) http://www.islamicarchitecture.org (Good site on Islamic architecture) http://www.worldheritagesite.org (Good source for information on the world heritage sites) http://www.templenet.com/ (Discussion of Indian architecture, limited in scope and associated with tourism) http://www.orientalarchitecture.com/ (Discussion of Asian architecture, thin on text and history) http://www.aisf.or.jp/%7Ejaanus/ (Japanese architecture and art dictionary) http://www.bc.edu/bc_org/avp/cas/fnart/fa267/contents.html (US Architecture, includes dates, facts, images etc.) http://www.artlex.com/ (Basic dictionary covering terms used in art/architecture and art/architectural history) http://whc.unesco.org/ (Has some good 360° panoramas of the UNESCO heritage sites) http://library.advanced.org/10098/ (Basic coverage of architecture through the ages) http://www.archinform.net/index.htm?ID=080e31a8b7e114f2fe7fceb9aa20cfba (Good for basic facts) http://www.bc.edu/bc_org/avp/cas/fnart/archweb_noframes.html (Links to a variety of sites pertaining to architecture and design) http://www.ency-japan.com (Kodansha Encyclopedia of Japan; excellent sources for all things Japanese) http://arabworld.nitle.org/texts.php?module_id=12&reading_id=111&print=1 (Some good thoughts on contemporary architecture in Iraq) 3500 BCE Discussion Topics What were the five main sites of architectural production at this time? What are the similarities and differences between them, particularly in regard to memory, death and industry? China’s early settlements can be described as a disaggregated civilization Discuss, with reference to the role played by ritual centers such as the one at Niuheliang Describe the houses of Banpo How were the granaries at Mehrgarh designed? What were the geographical factors that enabled the early development of predynastic Egypt? Describe the formal and symbolic attributes of the Tomb of Hor Aba What was the Egyptian attitude to death? Compare it with the contemporary Chinese and Indian civilizations What was the interaction between the Fertile Crescent and the Metal Crescent? Discuss the spatial characteristics of Catal Hüyük 10 What was the mother goddess cult ands its role at Catal Hüyük? 11 Why did cities first appear in Mesopotamia and along the Indus? 12 What was the shift in religion and governance between early cities in Mesopotamia and cities like Ur and Uruk? 13 Discuss the siting and formal characteristics of the White Temple at Uruk 14 Where does European architecture stand in relation to other developments in the world at this time? 15 What was the presumed purpose of stone circles and stone lines in England, Ireland, and France? Compare rituals of death in China and Europe Online Resources http://www.fsmitha.com/h1/ch06.htm (Discussion of the origins of Chinese civilization) http://english.china.com/zh_cn/culture_history/treasured_past/11020716/20060519/1333 2886.html (Discussion of Hongshan Culture) http://72.14.209.104/search?q=cache:lF5B70TqjUwJ:https://portfolio.du.edu/portfolio/get portfoliofile%3Fuid%3D38863+Niuheliang+Ritual+Center&hl=en&gl=us&ct=clnk&cd=2 (Discussion of Hongshan Culture) http://www.harappa.com/ (Discussion of Harappa and Early Indus civilizations) http://www.wsu.edu/~dee/ANCINDIA/HARAPPA.HTM (Discussion of Harappa and Early Indus civilizations) http://www.jstor.org/view/00438243/ap000088/00a00090/0 (Site on the trade and technology of the Harappa) http://www.jstor.org/view/00438243/ap000074/00a00060/0 (Site on the trade of the Harappa) http://www.ancient-egypt.org/index.html (General information on Egypt) http://www.eternalegypt.org/EternalEgyptWebsiteWeb/HomeServlet?ee_website_actio n_key=action.display.topic.details&language_id=1&trait_item_id=10000185 (Topics in ancient Egyptian art and culture) http://www.archaeolink.com/ancient_egyptian-civilization.htm (Topics and links on ancient civilizations) http://www.touregypt.net/featurestories/construct.htm (Egyptian construction techniques) http://www.touregypt.net/featurestories/imhotep.htm (Discussion of Imenhotep) http://www.catalhoyuk.com/ (Catal Hüyük and its siting) http://www.telesterion.com/catal1.htm (Catal Hüyük and its siting) http://www.wsu.edu:8001/~dee/MESINRES.HTM (General site on Mesopotamian culture and art) http://www.crystalinks.com/sumerart.html (Summerian art and architecture) http://www.sumerian.org/harmansa1.htm (Books relating to Summerian architecture) http://oi.uchicago.edu/OI/DEPT/RA/RECREAD/mesobib.html (Bibliography on Summerian culture) http://www.stonepages.com/ (Excellent site dedicated to European Stone Architecture) http://www.stonepages.com/england/england.html (European Stone Architecture) http://www.megalith.ukf.net/bigmap.htm (Excellent site dedicated to European Stone Architecture) 2500 BCE Discussion Topics Discuss the layout of Indus Ghagger-Hakra cities, particularly with respect to hydro-engineering and use of bricks Discuss the demise of the Indus Ghagger-Hakra civilization cities and what could possibly have happened to these people What were the interconnections between the Mesopotamian and the Indus Ghagger-Hakra civilizations? What was the difference in the agro-engineering of the Nile and the Euphrates and how did that impact religious and architectural development? Discuss the emergence of “modern” religion, i.e one different from the mother goddess religions Discuss the consequence on ritual and architecture Discuss the geography and planning of the city of Ur Discuss the purpose of the ziggurat and its cosmological significance Discuss Zoser and its new ideas about kingship How was the Zoser Temple Complex laid out? How did it transform over time? 10 Discuss the emergence of the column and capital and its symbolic role in Egyptian architecture 11 Discuss the emergence of pyramid as a burial type What were its internal and external components? (tomb chamber, ka chamber, on the inside and perimeter wall, mortuary temple and shore temple) 12 Discuss the mathematics (dimensions, geometry, etc.) of the Great Pyramid of Khufu 13 Discuss how food was used in rituals of the time in Egypt and Mesoptamia 14 Discuss the mother goddess cult on Malta 15 What were the spatial characteristics of the Maltese temples? 16 How did Stonehenge develop over time? 17 Who were the Beaker People and what did they to the Stonehenge site? 18 What were the special characteristics of the geography that influenced the earliest major settlements of South America? 19 Discuss the use of the term “platform mound” (vs “pyramid”) to describe the monumental structures of the Americas 20 Discuss the use of geography and constructed earthworks in the creation of the monumental ritual spaces of Caral 21 Discuss the organization of the rooms of the reconstructed mound at El Paraiso, Peru Online Resources http://www.pbs.org/wgbh/nova/pyramid/ (NOVA on the pyramids) http://www.heritagemalta.org/ (On Malta with links) http://www.edrichton.com/History/Temples.htm (General discussion of Malta temple sites) http://www.edrichton.com/History/Temples.htm (General discussion of Malta temple sites) http://www.english-heritage.org.uk/server/show/nav.876 (Good overview of Stonehenge) http://www.caralperu.gob.pe/principal_ing.htm (General information on Caral) http://agutie.homestead.com/files/Quipu_B.htm#caral (General information on Caral)