30398 - Archaeology of Pre-Islamic Iran

Learning outcomes

The course concentrates on a monographic subject, different every year, treated on the basis of the historical, literary and archaeological sources, with the critical approach typical of scientific research. At the end of the course, the student has acquired the specific knowledge on the monographic subject; has developed autonomous attitude in respect of the large existing bibliography on the archaeology of Ancient Iran; has got the learning capabilities necessary to investigate with well-grounded basis the sources for an archaeological research.

Course contents

The course deals with a single theme of the archaeology of the pre-Islamic Iranian world, studied in a more detailed monographic perspective, with particular regard to criticism and methodology.

The theme of the course 2020-2021 is:

"Architecture of the sacred in Iran during the Arsacid and Sasanian eras (3rd century BC - 7th century AD)"

After briefly illustrating the construction techniques and materials typical of Iranian architecture of the Arsacid and Sasanian periods, the course will examine in a diachronic perspective the main testimonies of architectural complexes that, on the basis of the plan and elevations, can be traced back to a function linked to the sphere of the sacred and in particular to the Zoroastrian religious environment. The theme will be examined taking into account the relevant discoveries that in recent years have increased and modified the heritage of architectural evidence of a religious nature. The relationship between function and architectural typology will also be addressed taking into account the symbolic aspects of architectural forms such as the vault and the dome.

 

Summary of the lessons

1- Introduction to the history and archaeology of the Arsacid and Sasanian periods
2- Materials and techniques, vaults and domes. Functional attribution of architectural typologies
3- The Arsacid Period: Parthian Nisa, Kuh-e Khwaja, Mele Hairam
4- Ardashir I: Takht-e Neshin
5- Shabuhr I: Bishapur: the sanctuary of fire
6 - Khosrow I: Takht-e Solayman
7- Late Sasanian era: Turang Tepe
8- The interpretative theories of Zoroastrian religious architecture
9- Architecture and decoration
10- Chahar-taq and fire temples

Readings/Bibliography

Texts/Bibliography

The following bibliography is intended especially for students who will not be able to attend the course. In addition to the preparation of this bibliography, the students will be able to take advantage of their notes and slides projected during the lessons of a course that, due to its distinctly monographic character, will see the teacher develop the subject in a highly innovative perspective.
Texts indicated for the preparation of the exam by non-attending students:

1 - A. Invernizzi, “L’Iran arsacide tra Achemenidi e Sasanidi”, in P. Callieri & A.V. Rossi (eds), Civiltà dell’Iran: passato, presente, futuro, Roma 2018, pp. 99-114;

2 - D. Huff, “Architecture sassanide”. In Splendeurs des Sassanides. L’empire perse entre Rome et la Chine [224-642], Bruxelles 1993, pp. 45-61;

3 - P. Callieri, Terra e pietra nell’architettura dell’Iran degli imperi pre-islamici, ibid., pp. 87-98.

4 - P. Callieri, “La question des sanctuaires du feu de l’époque sassanide", in P. Callieri, Architecture et représentations dans l'Iran sassanide (Studia Iranica, Cahier 50), Paris 2014, pp. 73-102.

 

Reference bibliography used by the teacher; students can deepen the different topics, if they wish, using the following texts:

A. Askari Chaverdi, “Evidence from Fars for Fire Rituals in Ancient Iran [Madârek-e az jonub-e Fârs dar zamine-ye âyin-e takrim-e âtash dar Irân-e bâstân]”, Iranian Journal of Archaeology and History, 25, 1, no. 49, 2011, pp. 27-39.

M. Azarnoush, The Sasanian Manor House at Hajiabad, Iran (Monografie di Mesopotamia, III), Firenze, 1994.

R. Besenval, Technologie de la voûte dans l’Orient ancien, Paris 1984, passim.

R. Boucharlat, “Chahar Taq et temple du feu sasanide: quelques remarques”, J.-L. Huot et al (edd.), De l’Indus aux Balkans, Recueil à la mémoire de Jean Deshayes, Paris, 1985, pp. 461-478.

S. Ghanimati, “New Perspectives on the Chronological and Functional Horizon of Kuh-e Khwaja in Sistan”, Iran 38, 2000, pp. 137-150.

A. Hozhabri, “The Evolution of Religious Architecture in the Sasanian Period”, Archaeology 18, Sasanika, 2013, p. 1-40, available at http://www.sasanika.org/wp-content/uploads/e-sas-AR-18-The-EvolutionofReligiousArchitecture.pdf

D. Huff, “Das Imamzadeh Sayyid Husein und E. Herzfelds Theorie über den sasanidischen Feuertempel,” Studia Iranica 11, 1982, pp. 197-212.

D. Huff, “Archeology iv. Sasanian”, in Encyclopaedia Iranica, II, 3, 1986, p. 302-308, available at http://www.iranicaonline.org/articles/archeology-iv (rev. 2011).

D. Huff, “Architecture iii. Sasanian”, in Encyclopaedia Iranica, II, 3, 1986, p. 329-334, available at http://www.iranicaonline.org/articles/architecture-iii (rev.2011).

D. Huff, “Formation and Ideology of the Sasanian State in the Context of Archaeological Evidence”, in V. Sarkhosh Curtis & S. Stewart (eds), The Sasanian Era. The Idea of Iran, Volume III, London 2008, pp. 31-59.

D. Huff, “The Functional Layout of the Fire Sanctuary at Takht-i Sulaiman”, D. Kennet / P. Luft (edd.), Current Research in Sasanian Archaeology, Art and History. Proceedings of a Conference held at Durham University, November 3rd and 4th, 2001 (BAR International Series 1810), Oxford, pp. 1-13.

D. Huff, “Das Plansystem von Ardašīr-xwarrah: Agrarkolonisatorisches Groβprojekt und gebautes Staatsmodell eines von Gott gegebenen Königtums”, in K. Rezania (ed.), Raumkonzeptionen in antikem Religionen. Beiträge des internationalen Symposiums in Göttingen, 28. und 29. Juni 2012 (Philippika 69), Wiesbaden 2014, pp. 153-210.

D. Huff, “Der Takht-i Nishin in Firuzabad. Mass-Systeme Sasanidischer Bauwerke I”, Archäologischer Anzeiger 1972, pp. 517-540.

R. Ghirshman, Fouilles de Châpour, Bîchâpour I (Musée du Louvre, Département d’Antiquités Orientales, Série archéologique VII), Paris 1971.

B. Kaim, “Un temple du feu sassanide découvert à Mele Hairam, Turkménistan méridional”, Studia Iranica, 31, 2002, pp. 215-230.

B. Kaim, “Ancient Fire Temples in the Light of the Discovery at Mele Hairam”, Iranica Antiqua, 39, 2004, pp. 323-337.

B. Kaim, “Most Ancient Fire Temples: Wishful Thinking Versus Reality”, H. Fahimi / K. Alizadeh (edd.), Nâmvarnâmeh. Papers in honour of Massoud Azarnoush, Tehran 2012, pp. 131-138.

E.J. Keall, “Bisapur”, in Encyclopaedia Iranica, IV/3, 1989, pp. 287-289, disponibile su http://www.iranicaonline.org/articles/bisapur

P. Callieri, “Bishapur: the Palace and the Town”, in Ph. Gignoux, Ch. Jullien & F. Jullien (eds), Trésors d’Orient. Mélanges offerts à Rika Gyselen, Paris 2009, pp. 51-65.

M. Rahbar, “Le monument sassanide de Bandiân, Dargaz: un temple du feu d’après les dernières découvertes 1996-98”, Studia Iranica, 32, 2004, pp. 7-30.

L. Vanden Berghe, “Récentes découvertes de monuments sasanides dans le Fars”, Iranica Antiqua, I, 1961, pp. 163-198.

Teaching methods

Lessons with direct and critical examination of the iconographic documentation through slideshows and distribution of plants and graphs. The aim of the course is to introduce the student to the main problems of the proposed research theme. The emphasis is on the methodological approach to the research proposed, in order to stimulate critical reflection by the student.

For these reasons, frequency to the lessons, although not mandatory, is highly recommended.

Assessment methods

Oral examination. The exam will begin with the presentation of a topic of the student's choice among those covered, and the exam will continue with at least five other questions asked by the teacher.
The oral interview aims to assess the acquisition of basic knowledge in the subject matter of the monographic course, giving for acquired a solidity of the chrono-geographical reference framework of each site and monument. The acquisition of specialist language is considered a necessary requirement for passing a Master course exam. The final vote will be based on the evaluation as a whole.
The purpose of the exam is also to verify the methodological and critical skills acquired by the student. Given the importance of attending the lessons, two different evaluation parameters will be adopted, for students attending and for students not attending.

Attending students

The frequency will influence the final evaluation with 30%.

In particular, the student's ability to actively participate in the lessons will be evaluated; these skills, added to the achievement of an exhaustive understanding of the subject matter dealt with during the lessons, with the demonstration of critical sense and with appropriate means of verbal expression, will be evaluated with the highest scores excellent = A (27-30 cum laude).
Attendance, associated with a predominantly mnemonic acquisition of the subject matter of the course and verbal expression and logical skills not fully satisfactory, will be evaluated with scores between good (B = 24-26) and satisfactory (C = 21-23).
Attendance, associated with a minimum acquisition of the subject matter of the course and inadequate verbal expression and logical skills, will be evaluated with a sufficient score (D = 18-20).
The absence of a minimum acquisition of the subject matter of the course combined with verbal expression and inadequate logical skills, will be evaluated with insufficient score (E), even in the presence of an assiduous attendance.

Non-attending students

Non-attending students will be assessed primarily on their ability to use the indicated bibliography to appropriately present the course content. This ability, added to the achievement of an exhaustive understanding of the subject matter dealt with in the course of the lessons, with the demonstration of critical sense and with appropriate means of verbal expression, will be evaluated with the highest scores excellent = A (27-30 cum laude).

A predominantly mnemonic acquisition of the subject matter of the course, with verbal expression and not fully satisfactory logical skills, will be evaluated with scores between good (B = 24-26) and satisfactory (C = 21-23).
A minimum acquisition of the subject matter of the course, with verbal expression and inadequate logical skills, will be evaluated with a sufficient score (D = 18-20).
The absence of a minimum acquisition of the subject matter of the course combined with verbal expression and inadequate logical skills, will be evaluated with insufficient score (E).

Teaching tools

During the on-line lessons, slides and graphs projection.

Office hours

See the website of Pierfrancesco Callieri