These 23 case studies analyse projects that have received or been short-listed for the Aga Khan Award for Architecture. The four sets of case studies are of projects that are related respectively to education, museums and cultural centres, sustainable tourism and social recreation facilities and community development and infrastructure building projects. The case studies may be used as part of wider studies of human life, behaviour and actions, and their impacts, across time, place and space, as well as to reflect on ways in which the United Nations 2030 Agenda for Sustainable Development may be realised. These case studies may be used independently or in conjunction with series 1, five sets of case studies that relate to the following themes: education, housing, public urban spaces/environments, public buildings and natural and built environments. Through the case studies, learners are encouraged to connect theoretical learning to the on-the-ground realities and form a deep understanding of their own context and its interconnectedness with the rest of the world. Learners may be thus inspired and empowered, as they engage with real-world projects, to become ethical leaders who achieve positive and sustainable change that can transform our world for the better.

These 28 case studies analyse projects that have been short-listed for or received the Aga Khan Award for Architecture. The five sets of case studies are of projects that are related respectively to education, housing, public urban spaces/ environments, public buildings and natural and built environments. The case studies may be used as part of wider studies of human life, behaviour and actions, and their impacts, across time, place and space, as well as to reflect on ways in which the United Nations 2030 Agenda for Sustainable Development may be realised. Through the case studies, learners are encouraged to connect theoretical learning to the on-the-ground realities and form a deep understanding of their own context and its interconnectedness with the rest of the world. Learners may be thus inspired and empowered, as they engage with real-world projects, to become ethical leaders who achieve positive and sustainable change that can transform our world for the better.

The Aga Khan Academies (AKA) work to develop curriculum units that are relevant to their students in Bangladesh, India, Kenya and Mozambique. This resource has been developed as part of a collaborative project between the Academies and the Aga Khan Trust for Culture (AKTC) to develop curriculum units for use in the International Baccalaureate (IB) Primary Years, Middle Years and Diploma Programmes. This compilation of case studies draws on two sets of archives developed through the work of the Aga Khan Trust for Culture (AKTC). Eight of the case studies draw on projects that have been recipients of or shortlisted for the Aga Khan Award for Architecture featuring projects in Bangladesh, China, Denmark, India, Indonesia, Pakistan and Tunisia. Three of the case studies draw on the work of AKTC’s Historic Cities Programme in Afghanistan and Egypt. The case studies present contexts within which built (human-made) environments are used to shape open-minded and inclusive communities. They have been designed for use within Integrated humanities but could be used across the curriculum in Arts, Design, Language and literature, or Language acquisition.

The Aga Khan Academies (AKA) work to develop curriculum units that are relevant to their students in Bangladesh, India, Kenya and Mozambique. This resource has been developed as part of a collaborative project between the Academies and the Aga Khan Trust for Culture (AKTC) to develop curriculum units for use in the International Baccalaureate (IB) Primary Years, Middle Years and Diploma Programmes. This IB Middle Years Programme (MYP) interdisciplinary unit encourages MYP1 students to reflect on the invisible capacity of parks and gardens to unite people by contributing to the building and development of communities and enhancing their psychological, social and physical health. The unit is centred on developing interdisciplinary learning outcomes and subject-specific learning objectives in the Arts (Drama, Music, Visual Arts), English language acquisition (ELA) and/or English language and literature (ELL).

The Aga Khan Academies (AKA) work to develop curriculum units that are relevant to their students in Bangladesh, India, Kenya and Mozambique. This resource has been developed as part of a collaborative project between the Academies and the Aga Khan Trust for Culture (AKTC) to develop curriculum units for use in the International Baccalaureate (IB) Primary Years, Middle Years and Diploma Programmes. This well-being unit on identity encourages students to reflect on the extent to which human experience is shaped by a range of encounters and experiences, that in turn shape identity. The unit, which may be taught as a series of linked learning experiences or as one-off lessons, encourages students to reflect on and take pride in their multiple personal identities and also celebrate some of the many common universal characteristics that connect individuals with those around us.

The Aga Khan Academies (AKA) work to develop curriculum units that are relevant to their students in Bangladesh, India, Kenya and Mozambique. This resource has been developed as part of a collaborative project between the Academies and the Aga Khan Trust for Culture (AKTC) to develop curriculum units for use in the International Baccalaureate (IB) Primary Years, Middle Years and Diploma Programmes. This IB Middle Years Programme (MYP) music unit encourages MYP4/5 students to value music traditions that have been passed down through generations. These traditions can express identity and convey moral standards that may bind communities together. The unit also encourages students to reflect on the value of preserving, developing and strengthening access to musical traditions as diverse forms of cultural expression.

This lecture focuses on: the evolution of the Islamic world, through historical chronological outlines highlighting locational characteristics and organisational features; the principal architectural and urban elements of the Islamic city in different contexts, including ‘high’ and ‘peripheral’ traditional settlements; the urban context of the traditional settlements of Lahore in Pakistan and Harat Al Mudayrib in Oman. ArCHIAM. “The Great Urban Centres of the Islamic World” Part one of 10 presentations developed for the Aga Khan Trust for Culture Education Programme, 2018.

The third lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson covers the late Ummayad Dynasty in Spain and the Great Mosque of Cordoba. Citation Necipoglu, Gulru and David Roxburgh. “The Great Mosque at Córdoba and Umayyad Spain.” Lesson 3/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The fifth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson covers the Abbasid Dynasty and the cities of Baghdad and Samarra. Citation Necipoglu, Gulru and David Roxburgh. “New Abbasid Cities Baghdad and Samarra .” Lesson 5/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

Powerpoint Presentations The course presents an introduction to ten iconic monuments of the Is- lamic world from the beginning of Islam to the early modern period. The course introduces various types of building-mosques, palaces, multifunctional complexes-and city types and the factors that shaped them, artistic, patronal, socio-political, religio-cultural, and economic. This collection comprises 22 PowerPoint lectures.

This lecture focuses on: the relevance of trade and interconnections in the development of cosmopolitan cities; urban structures and architectural features of ‘sea port’ and ‘land port’ cities in different contexts; engagement with the sea and desert frontiers of Islam, through examples of ‘high’ and ‘peripheral’ Islamic architectural contexts; the historical background of Zanzibar (Tanzania), Timbuktu (Mali), Muscat and Sinaw (Oman).

This lecture focuses on: planning, design and implementation of contemporary urban provisions within historic settings as a necessary pathway towards their sensitive transition into the future; urban regeneration programmes as tools for integrated heritage preservation, infrastructural and socio-economic development. These are illustrated through examples from different geographical and cultural contexts, with the aim of offering a comparative understanding of intervention strategies and their impact in both ‘high’ and ‘peripheral’ Islamic traditional settings; examples of urban regeneration and infrastructural development, through the presentation of the Tabiat Pedestrian Bridge, Iran (AKAA), and the Misfat al-Abriyin Adaptive Reuse, Oman (ArCHIAM). Citation ArCHIAM. “Lecture 10: Adaptive Reuse and Infrastructure.” Part ten of 10 presentations developed for the Aga Khan Trust for Culture Education Programme, 2018.

This sourcebook is a companion to the Architecture and Urban Development of the Deccan Sultanates lecture series prepared by ArCHIAM, on behalf of the Education Programme of the Aga Khan Trust for Culture. Consisting of eight lectures, the series begins with an overview of the evolution of Indo-Islamic architecture and the manner in which the newly introduced social, cultural, and political ideals and religious beliefs and the existing Indian traditions interacted and shaped the architectural style. The architecture of the Deccan Sultanates is covered in the next three lectures, with special attention given to the fortified city of Bijapur. This book includes a collection of additional content supporting the lectures organised in chapters, and provides expanded bibliography and sources on them to add to the knowledge delivered through the lectures. It also provides the reader with relevant additional visual material. It can be used by researchers on its own or in combination with the lecture material, which can be accessed on Archnet.

The first lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson covers the early Ummayad Dynasty and the Dome of the Rock. Citation Necipoglu, Gulru and David Roxburgh. “The Dome of the Rock.” Lesson 1/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The introduction to a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson covers: the introduction, course overview, course structure, general remarks on the historiography of Islamic Architecture, periodization of the course and lessons.

The sixth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson covers the Abbasid Dynasty and architecture in Baghdad, Samarra and the Ibn Tulun Mosque in Cairo. Citation Necipoglu, Gulru and David Roxburgh. “Architecture of Empire The Abbasids.” Lesson 6/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The thirteenth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson explores the modern history of the Alhambra and the changing functions of the site. Citation Necipoglu, Gulru and David Roxburgh. “The Alhambra.” Lesson 13/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The seventeenth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. In this lesson, by way of focusing on a single monument, namely the Süleymaniye mosque complex in Istanbul (1550s) commissioned by Sultan Suleyman (r. 1520-66) from his Chief Court Architect Mimar Sinan, we will discuss 16th century Ottoman architectural culture and practices. In which ways were elements from the Roman-Byzantine and Italian Renaissance architectural traditions selectively integrated into the Ottoman architectural idiom? How did the Ottoman sultanic mosques of Constantinople/Istanbul make direct references to the international prestige of the city’s premier 6th century Byzantine church, Hagia Sophia (Ayasofya, now functioning as the leading Friday mosque of their new capital)? How does the Süleymaniye complex differ from the Hagia Sophia and previous Ottoman mosques in terms of spatiality, scale, materiality, and ornament? What are the novelties of mosques designed by Sinan, who served as the Ottoman chief court architect for half a century (between 1539 and 1588) during the reigns of three sultans (Suleyman I, Selim II, Murad II)? Citation Necipoglu, Gulru and David Roxburgh. “ The Mosque Complex of Sultan Süleyman.” Lesson 17/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The eighteenth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson explores: What does the term “decorum” mean when it is applied to architecture? In what ways was architectural decorum informed social and territorial hierarchies in the Ottoman empire? How did a sultanic mosque differ from a mosque commissioned by a queen, princess or a vizier in terms of its architectural layout and features? What were the innovations Sinan introduce into the Ottoman architectural idiom? Citation Necipoglu, Gulru and David Roxburgh. “Chief Court Architect Sinan and His Autobiography.” Lesson 18/22 presentation developed for the Aga Khan Trust for Culture Education Programme, 2019.

The eighth lesson in a 22 lesson course on Monuments of Islamic Architecture developed by Professors Gulru Necipoglu and David Roxburgh at the Aga Khan Program for Islamic Architecture at Harvard University. This lesson addresses the ways in which the city of Cairo changed over time in response to new conditions. How did shifting political and economic realities influence architecture and patronage? How did the failure to convert the Sunni population to Isma’ili Shi’ism impact Fatimid architecture? How was it that the city of Cairo and Fustat were yoked together as a locus for court ceremony?