ISLAMIC ART

West Visayas State University 2020
UNIT 8 LESSON 16
UNIT 8-Lesson 16
Geometric Islamic Art
“Love always attaches itself to beauty of one kind or another. Beauty

inspires love, and love moves our souls.”
Objectives:
At the end of the lesson, students must have:
• defined Islamic Geometric Pattern/ Figures;

• identified geometric figures in the different Islamic art forms;
• discussed the importance of geometric figures in Islamic arts;
• created and appreciated geometric patterns/designs using the circles,
triangles, square or any polygon.
Materials:
Pen, paper, crayons or any coloring materials, compass, and
ruler Duration: 3 hours
Let’s ponder about these!
• Geometry offers the most obvious connection between the

two disciplines. Both art and math involve drawing and the use of
shapes and forms, as well as an understanding of spatial concepts,
two and three
dimensions, measurement, estimation, and pattern. Many of
these concepts are evident in an artwork’s composition.
• Islamic geometric designs are a combination of repeated triangles,

squares, hexagons, stars, and circles and characterized by symmetry,
repetition, and complexity. These designs offer us the possibility of
unlimited expansion. In other words, we can extend the designs
endlessly and call them tessellations.
• Islamic geometric art was of significant assistance to Dutch

artist Moritz Cornelis Escher who is famous for his optical
illusions of ascending and descending stairs,
metamorphosis, and reptiles.
• Islamic art in the Philippines is found predominantly in Muslim ethnic

groups where every group offers their own distinct flavour of Islamic
Art. This distinct art is commonly seen in homes, clothing and places
of worship of Filipino Muslims.
VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 1
UNIT 8 LESSON 16
• The phrase "Islamic art" is an umbrella term for post-7th century

visual arts, created by Muslim and non-Muslim artists within the
territories occupied by the people and cultures of Islam. Islamic art is
characterized by designs of flowers, plant forms and geometric
designs. It is also used in calligraphy, architecture, painting, clothing
and other forms of fine art. It embraces art forms such as
architecture, architectural decoration, ceramic art, faience mosaics,
lustre-ware, relief sculpture, wood and ivory carving, friezes, drawing,
painting, calligraphy, book-gilding, manuscript illumination, lacquer-
painted bookbinding, textile design, metalworking,
goldsmithery, gemstone carving, among others.
• Islamic art place emphasis on creating an artform that is built

on the beauty and respect for the teachings of Islam.
• The use of geometry is thought to reflect the language of the

universe and help the believer to reflect on life and the
greatness of creation.
References: http://www.visual-arts-cork.com/islamic-art.htm
You Can Do These!

Read or watch the following before answering the questions below.
• The Complex Design of Islamc Art. (2015) via link

https://www.youtube.com/watch?v=pg1NpMmPv48 or
see Appendix 16.1
• Art and Geometry (see appendix 16.2)
• Islamic Art in the Philippines by Santos, J.P. (2011)

(see appendix 16.3)
Q1. What do Islamic geometric art patterns represent in Islam Art? (10 points)
___________________________________________________________________
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Figure 1

UNIT 8 LESSON 16
Figure 3
Q2. On the above figures, identify some familiar geometric figures in different art
forms and explain why do you think it is beautiful or not? (10 points)
Ex. Tinalak Design is beautiful because

____________________________________________________________
____________________________________________________________

UNIT 8 LESSON 16
MATH IN ABSTRACT ART MATH IN GREEK ART

GEOMETRIC ATHENIAN MATH IN RENAISSANCE ART
ABDULMARI IMAO
KANTHARUS THE LAST SUPPER
ARTWORK
Q3. Enumerate the importance of geometry/ geometric figures in the Islamic Art. Explain
its possible cultural, social and political impacts among Muslim Filipinos? (10 points)
____________________________________________________________
____________________________________________________________
Highlights of the Lesson:
Geometry is seen to be spiritual because:

• circles have no end they are infinite - and so they remind Muslims that
Allah is infinite.
• complex geometric designs create the impression of unending repetition,
and this also helps a person get an idea of the infinite nature of Allah.
• the repeating patterns also demonstrate that in the small you can find
the infinite ... a single element of the pattern implies the infinite
total.
• One characteristic of Islamic art is the absence of human form. This

tradition comes from the belief that any figural representation should not be
used for the purpose of worship. This is evident in the architectural design of
mosques in Mindanao where calligraphy is used as the main form of
expression (Santos, J.P., 2011).
• The art of the Islamic world reflects its cultural values, and reveals the
way Muslims view the spiritual realm and the universe (Hussain, Z., 2009).

UNIT 8 LESSON 16
• Muslim artists have been adorning mosques, palaces, and books with
their geometric patterns and calligraphy work since the 8th century.
We mostly see the Islamic geometric patterns in places of worship are
used as a medium to glorify God. The grand structures such as
buildings, gardens, floors composed of divine geometry (Kayaspor, A.,
2019).
• Geometric ornamentation have reached a pinnacle in the Islamic world,

sources for the basic shapes and intricate patterns already existed in late
antiquity in the Byzantine and Sasanian empires. Islamic artists
appropriated key elements from the classical tradition, then elaborated
upon them to invent a new form of decoration that stressed the
importance of unity, logic, and order. Essential to this unique style were
the contributions made by Islamic mathematicians, astronomers, and
other scientists, whose ideas and technical advances are indirectly
reflected in the artistic tradition (Wallach, J. & Wallach M., 2004).
ASSESSMENT
Create your own geometric patterns using circle, triangle, square, or

any other polygon. Do it manually or you may use any applications like MS
Word, Powerpoint, Adobe, Canva, etc. Post the said art in your Facebook,
twitter, or Instagram account with a caption. Or you may have it compiled in
your tablet/lapto/upload in google drive/google classroom as mosaic art/gallery
art/profile picture.

UNIT 8 LESSON 16
Rubrics
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design elements application of application of knowledge application of
and principles design design elements and design
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rhythm) and of color, balance, visual elements of color,
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Retrieved on August 2020, from

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=N86CW8&

UNIT 8 LESSON 16
Appendix 16. 1
The complex geometry of Islamic design
- Eric Broug
In Islamic culture,
geometry is everywhere.
You can find it in mosques,
madrasas, palaces and
private homes.
This tradition began in the 8th
century CE during the early
history of Isla m, when
craftsmen took preexisting
motifs from Roman and
Persian cultures
and developed them into new
forms of visual expression.
This period of history
was a golden age of Islamic
culture, during which many
achievements of previous
civilizations were preserved
and further developed,
resulting in fundamental advancements in scientific study and mathematics.
Accompanying this was
an increasingly
sophisticated use of
abstraction
and complex geometry in
Islamic art, from intricate floral
motifs adorning carpets
and textiles, to patterns of
tilework that seemed to repeat
infinitely,inspiring wonder and
contemplation of eternal
order.Despite the remarkable
complexity of these
designs,they can be created
with just a compass to draw
circles and a ruler to make
lines within them.And from
these simple tools emerges a
kaleidoscope multiplicity of
patterns. So how does that
work? Well, everything starts
with a circle. The first major
decision is how will you divide
it up?
UNIT 8 LESSON 16
Most patterns split the circle into four, five or six equal sections.
And each division gives rise to distinctive patterns.
There's an easy way to

determine whether any
pattern is based on fourfold,
fivefold,
or sixfold symmetry. Most
contain stars surrounded by
petal shapes.
Counting the number of rays
on a starburst,
or the number of
petals around it,
tells us what
category the pattern
falls into.
A star with six rays, or surrounded by
six petals,
belongs in the sixfold category.
One with eight petals is part of the
fourfold category, and so on.
There's another secret ingredient
in these designs:
an underlying grid.
Invisible, but essential to every pattern,
the grid helps determine the scale of
the composition before work begins,
keeps the pattern accurate,
and facilitates the invention
of incredible new patterns.
Let's look at an example of
how these elements come
together.
We'll start with a circle within a square,
and divide it into eight equal parts.
We can then draw a pair of criss-crossing
lines and overlay them with another two.
These lines are called construction lines,
and by choosing a set of their segments,
we'll form the basis of our repeating pattern.
Many different designs are possible from the same
construction lines
just by picking different
segments. And the full pattern
finally emerges
when we create a grid with many
repetitions of this one tile

UNIT 8 LESSON 16
in a process called tessellation.

By choosing a different set of construction lines,
we might have created this pattern,
or this one. The possibilities are virtually endless.
We can follow the same steps to create sixfold
patterns
by drawing construction lines over a circle divided into six parts,
and then tessellating it, we can make something like this.
Here's another sixfold pattern that has appeared across the centuries
and all over the Islamic world,
including Marrakesh, Agra, Konya
and
the Alhambra.
Fourfold patterns fit in a square grid,
and sixfold patterns in a hexagonal grid.
Fivefold patterns, however, are more
challenging to tessellate
because pentagons don't neatly
fill a surface,
so instead of just creating a pattern in a
pentagon,
other shapes
have to be
added to
make
something
that is
repeatable,
resulting in
patterns that
may seem
confoundingly
complex,
but are still
relatively
simple to
create.
Also,
tessellation is
not
constrained to
simple
geometric
shapes,
as M.C. Escher's
UNIT 8 LESSON 16
work
demonstrates.
And while the

Islamic
geometric
design tradition
doesn't tend
to employ
elements like fish and faces,
it does sometimes make

use of multiple shapes
to craft complex
patterns.
This more than 1,000-

year-old tradition has
wielded basic geometry
to produce works that
are intricate, decorative
and pleasing to the eye.
And these craftsmen prove just how much is possible

with some artistic intuition, creativity, dedication and a great compass and ruler.
Retrieved August 2020, from: https://www.youtube.com/watch?v=pg1NpMmPv48

UNIT 8 LESSON 16
Appendix 16. 2
Art and Geometry

Retrieved August 2020, from
http://www.math.wichita.edu/history/Topics/geometry.html#geo-art
What is art? Well, everyone asked this question would have a different
answer, because we all have different likes and dislikes. Each and every culture in
the world evaluates art and how it relates aesthetically to their surroundings and/or
beliefs. Aesthetic understanding of an artwork is the combination of the ability to see,
interpret, and evaluate it. Therefore, one person might have a different viewpoint of
an artwork than someone from another culture.
In history, the Greeks were believed to be the supreme culture.
However, William M. Ivins, Jr. studied the art of the Greeks and also their
geometry. In his book, "Art and Geometry: A Study in Spatial Intuitions," Ivins
creates a controversial study to the above myth. According to Ivins, the Greeks
were "tactile minded," meaning that they created works of art that were perceived
through the sense of touch. The Greeks "tactile" world view is visible in their art by
the lack of motion, emotional and spiritual qualities.
Ivins goes on to say that the Greeks form of art was the result of not
completely understanding the laws of perspective. So, what is meant by "the laws
of perspective?" Well, to put it simply, it means the proper technique for
representing a three-dimensional object on a two-dimensional surface.
Artists of the Renaissance period were the first to be successful in
perspective. In 1636, a man named Girard Desargues introduced his "perspective
ladder." This was used by artists as a tool for bringing perspective to their work.
Just as the Greeks based their art on tactile qualities, they didn't stray far
from this way of thought in their geometry. They believed that parallel lines stay
parallel forever. So their lack of modern thought for geometrical continuity and
perspective left the Greeks at a disadvantage in the mathematical field. Geometry
progressed through time to involve perspective geometry. Following is an example
of a line- divider. This helps bring perspective to line designs and optical art, which
utilizes geometry.

UNIT 8 LESSON 16
Today, artists often use geometrical elements such as lines, angles,

and shapes to create a theme throughout their artwork. Also, artists started
using these geometrical elements as a way to create the illusion of the third
dimension. This art is known as Optical or Op Art.
The following is an example of optical art.

UNIT 8 LESSON 16
Students should start out their study of optical art, by creating line
designs and working with symmetry. See example of line designs below.
Then students can apply the concept of shading to their designs to create a
sense of perspective. Students will be building their spatial intelligence for
understanding advanced mathematics.
Contributed by Lanetta J. Burdette
Reference:
Ivins, Jr., W.M. "Art and Geometry: A Study In Spatial Intuitions" (1946) Dover
Publications, Inc. New York: NY.
Seymour, D., Silvey, L. and Snider, J. "Line Designs" (1994). Ideal School Supply
Company.
Alsip, IL.
Thompson, K. and Loftus, D. "Art Connections: Integrating Art
Throughout the Curriculum" (1995) Good Year Books. Glenview, IL.

UNIT 8 LESSON 16
The Mobius Strip

Biographical Information
August Ferdinand Mobius was born 1790 in Saxony (now Germany), and
died in 1868, in Leipzig. His father died when he was three years old. Mobius
was educated at home by his mother until he was thirteen, when he went to
college in Saxony. He graduated from the college in 1809, and became a
student at the University of Leipzig. His mother wanted him to become a
lawyer, but he chose to study math, astronomy and physics instead. Mobius
learned from only the best teachers. In 1813 Mobius studied under Gauss,
the director of the observatory in Gottingen. He then continued his studies
but under Johann Pfaff, who also taught Gauss.
The year of 1816 brought an appointment to the Chair of Astronomy
and Higher Mechanics at the University of Leipzig. The University granted
Mobius a full Professorship in Astronomy in 1844. He stayed at the
University for the remainder of his career.
The Mobius Strip

Mobius was a pioneer in the field of topology. Topology is the
study of those properties of geometric figures that remain unchanged
even when under distortion, so long as no surfaces are torn. It defined a
property of simple closed polyhedra pertaining to the vertices (V), edges
(E), and faces (F): V - E + F = 2.
Mobius speculated that a polyhedron was a collection of joined polygons.
This speculation introduced the notion of 2-complexes.It was this study that
led Mobius to the surface now known as a Mobius Strip: the simplest
geometric shape, a one sided surface. Mobius is best known for this
development. It may be replicated by taking a strip of paper or ribbon,
turning one side 180 degrees long ways and attaching the two ends. The
paradox of the Mobius Strip is that a one-surfaced, one- edged figure is
three dimensional. This very paradox, with derivations such as the Klein
Bottle, may be used to define such celestial anomalies as black holes and
worm holes.
To view several different examples the Mobius Strip, refer to the web
sight credited in the reference section.
Contributed by Steve Bixler
References:
Historical Topics for the Mathematics Classroom. Thirty-First Yearbook,
Washington D.C., NCTM, 1969.
Boyer, Carl B. A History of Mathematics (2nd Edition). John Wilcox and
Sans Inc. 1968, 1989, 1991, New York.
http://www.mhri.edu/~pdb/geometry/mobius/

UNIT 8 LESSON 16
Euler's Formula
In the mid-nineteenth Century, a new development in Geometry called
Topology started taking shape (no pun intended!). Topology is the study of
geometric figures that persist even when the figures are subjected to change
in such a way that their properties are lost. A few isolated discoveries before
the mid-nineteenth century have become known throughout the modern
development of Topology. One of the most important is a formula showing
the relationship between vertices, edges and faces in simple polyhedra. The
generalizations, which have become known as "Euler's Formula, takes it's
place among the central theorms of geometry.
Euler's formula is one of the most important theorems of Geometry,
with fifteen different proofs surfacing since it's inception, first discovered by
Descartes and later rediscovered by Euler, to whom we credit the theorem,
in 1752. Showing a relationship between vertices, faces and edges of simple
polyhedra, Euler interest was to classify polyhedra. Euler presents his
theorem as the number of vertices, plus the number of faces, minus the
number of edges of any simple polyhedra will equal two; V + F - E = 2.
From his findings, it has been determined that there exists only five platonic
solids which can be constructed by choosing a regular polygon and having
the same number of shapes meet at each corner.
The Five Platonic Solids include:
Tetrahedron, which has three equilateral triangles at each corner.
Cube, which has three squares at each corner.
Octahedron, which has four equilateral triangles at each corner.
Dodechaderon, which has three regular pentagons at each corner.

UNIT 8 LESSON 16
Icosahedron, which has five equilateral triangles at each corner.
The figures above are reproduced with the permission of George Hart
Can you satisfy Euler's Formula for the above geometric shapes? The cube,
for instance, has eight vertices, six faces, and twelve edges or 8 + 6 - 12 =
All five of these shapes can be found in nature. The cube,
tetrahedron, and octahedron can be found in crystals while the
dodecahedron and icosahedron can be found in certain viruses and
radioilaria. This would be a wonderful way to integrate math with science.
For more information including the fifteen proofs of Euler's Formula,
visit the following web sites:
http://www.ics.uci.edu/~eppstein/junkyard/euler/ http://www.cut-the-
knot.com/do_you_know/ http://www.georgehart.com/virtual-
polyhedra/platonic-info.html
Contributed by Jan Swanson
References:
Bogomolny,A. (2000). Regular polyhedra. Retrieved June 12, 2000 from the
world wide web: http://www.cut-the-knot.com/do_you_know/.
Bunt, L., P.S. Jones, J.D. Bedient. (1976). The historical roots of elementary
mathematics.
New York: Dover Publications, Inc.
Dunham, W. (1990). Journey through genius. New York: John Wiley & Sons, Inc.
Eppstein (May, 2000). Fifteen proofs of Euler's Formula. Retrieved June 12,
2000 from the world wide web:
http://www.ics.udi.edu/~eppstein/junkyard/euler/.
Hart, G. (2000). The five platonic solids. Retrieved June 12, 2000 from the world wide
web:
http://www.georgehart.com/virtual-polyhedra/platonic-info.html
Kline,M. (1972). Mathematical thought. From ancient to modern times, volume 3.
New York: Oxford University Press.
Tangrams
What is a Tangram?
Tangram is an ancient, unique, Chinese puzzle that consists of seven
(geometric) pieces: one square, five triangles and one parallelogram. Of the
five triangles there are two large, two small and one medium in size. The
large triangle is twice the area of the medium triangle. The medium triangle,
the square, and the parallelogram are each twice the area of a small triangle.
Each measure of the square measures 90 Since each triangle contains a 90
and two 45 angles, they are isosceles right triangles, and the two sides
opposite the 45 angles are congruent. The parallelogram contains 45 and 135

UNIT 8 LESSON 16
angles. The relationship among the pieces enables them to fit together to
f o r m m a n y f i g u r e s a n d a r r a n g e m e n t s .
Here is a pattern for making the pieces for a tangram.
What is the history behind the Tangram?

The exact origin of the Tangram is unknown. It is more than 4,000
years old. However, there are many interesting stories as to how it came
about. One such story claims that a large pane of glass was ordered by a king.
When the large, perfect square glass frame was in transit to the kings castle
it was dropped and surprisingly it had not shattered into thousands of pieces,
it had broken into seven perfect, geometric shapes. When they tried to
reassemble the seven pieces they found they could make many other designs.
They proceeded to the castle and presented the broken glass as a puzzle for
the king. The king was fascinated with the glass puzzle. The invention of the
Tangram puzzle is not actually known. The earliest mention of it was found in
a book dated in 1813 A.D. At this time the puzzle was already considered to
be "old". This puzzle was originally considered to be a game for women and
children. This would have made it unworthy of being studied or written about.
The puzzle was introduced to the West in the mid 1900th century to sailors
who were involved in trade with China. They too, were intrigued by the
simple yet intricate puzzle.
Tangrams today . . .
Tangrams are still entertaining and frustrating today. This puzzle continues
to attract people of varying intellectual levels. Those interested in math enjoy
it for its geometry and ratios. Most children are attracted by the how
simplistic the pieces are and that there are no set solutions, it is a free form
activity. This classic puzzle still attract players, both young and old. Construct
a tangram puzzle of your own by using a 4 x 4 inch grid. (Make the cut lines
to resemble the angles and lines of the diagrams at the top of this page.)
Rules of the puzzle:
Classic rules state that all seven pieces must be used.
All pieces must lie flat.
All pieces must touch.
No pieces may overlap.

UNIT 8 LESSON 16
Pieces may be rotated and/or flipped to form the desired shape.

Here are some puzzles to try:
Contributed by Angela Ceradsky
References:
http://www.geocities.com/TimesSquare/Arcade/1335
/makeset.htm
http://www.uconect.net/~advreason/tantutor.htm
http://www.uconect.net/~advreason/tanhist.htm
Tessellation
Have you ever wanted to create a work of art but did not know
where to begin? Think about what types of relationships exist between art
and mathematics. There are many ways in which artists use math. I will give
you a few examples. Art that depicts height and width is a two-dimensional
design.
Three-dimensional art shows height, width, and depth. Art also uses
proportions, patterns, and geometry. Proportion is the relationship of a part
to the whole or another part. Patterning plays a big role in the developing in
art. Next time you go to an art museum, look closely at the pieces and try to
find the patterns and mathematical influence.
The repetition of a pattern is called a tessellation. M.C. Escher, a well-known
artist, used the tessellation concept in many of his artworks. The tessellation
concept consists of redrawing a shape using slide, reflection (flip), and
rotation (turn). The point in which three or more tiles meet in a tessellation is
called a vertex. Triangles, squares, and hexagons are regular polygons that
tessellate by themselves. This can be proven mathematically. A full rotation is
360o.
Using an equilateral triangle, with angles of 60o, 6(60o)=360o. This
calculation proves that six tiles meet in the vertex of a tile tessellation. Four
tiles meet in the vertex of a square; 4(90o)=360o. A hexagon with angles of
120 degrees has three tiles that meet in the vertex; 3(120o)=360o. Different
types of regular polygons can be used to tessellate polygons such as the
pentagon, heptagon, and octagon.
For a tessellation, choose one or two geometric shapes. Make a
tessellation by sliding, reflecting, or rotating the shape. After creating a
pattern, or picture, add color and texture to the shapes. The picture
represents a work of art with a mathematical foundation. Can the pattern be
altered by changing the appearance of the shape or shapes? Try to create a
different look by using the same geometrical shape or shapes with a slight
UNIT 8 LESSON 16
variation and see the difference in the end result. The exploration of
tessellation can be very exciting. Below is an illustration demonstrating a
tessellation.
The three simple shapes show the slide, reflection(flip), and rotation
(turn) techniques. For explanation purposes, start with the middle tile. The
slide technique is utilized to redraw the middle tile to the tile above it. From
the top, the tile is reproduced clockwise using
the reflect, s lide, reflect and rotate techniques consecutively.
Contributed by CiCi Naifeh
References:
http://library.thinkquest.org/16661/escher.html
http://library.thinkquest.org/16661/escher/tessella
tions.1.htm l
Herberholz, David and Barbara. ARTWORKS for Elementary
Teachers, Developing Artistic and Perceptual Awareness. The
McGraw-Hill Companies, Inc., 1998.
Wells, David. The Penguin Dictionary of Curious and Interesting Geometry.
Penguin Books, 1991.

UNIT 8 LESSON 16
Polyhedron
A polyhedron is a geometric figure which is the three-dimensional
version of the plane polygon. Another way to say it is that it is a finite
connected set of polygons joined together in such a way that each side of
every polygon coinsides (connects) with a side of exactly one other
polygon.
The study of polyhedra was a popular study item in Greek geometry even
before the time of Plato (427 - 347 B.C.E.) In 1640, Rene Descartes, a
French philosopher, mathematician, and scientist, observed the following
formula. In 1752, Leonhard Euler, a Swiss mathematician, rediscovered
and used it.
V - E + F = 2 V = the number of vertices, each point
where three or more edges intersect.
E = the number of edges, each
intersection of the faces.
F = the number of faces, each plane polygon.
This formula is true for simple polyhedra. A polyhedron is said to be simple if
there are no holes in it; that is, the surface can be deformed continuously
into the surface of a sphere. There are more complex ones that have their
own formulas. In general, simple polyherons fall into two categories: convex
and concave. A convex polyhedron is defined as follows: no line segment
joining two of its points contains a point belonging to its exterior.
A concave polyhedron, on the other hand, will have line segments that
join two of its points with all but the two points lying in its exterior.
Below is an example of a concave polyhedron.
The polyhedra that are most intriguing are the regular polyhedra. In a
regular polyhedron all of the faces are regular polygons that are congruent.
Furthermore, all the vertices of a regular polyhedron lie on the surface of a sphere.

UNIT 8 LESSON 16
As it turns out, there are only five regular polyhedra and these are often referred to
as platonic solids. The regular polyhedra are:
4 faces
Tetrahedron
equilateral triangles
8 faces
Octahedron
6 faces
Hexahedron(Cube)
squares

UNIT 8 LESSON 16
20 faces
Icosahedron
12 faces
Dodecahedron
petagons
Contributed by Susan Eastman
References:
Courant, Richard and Robbins, Herbert, "What is Mathematics?", Oxford University Press,
New York, 1996, p. 236
http://encarta.msn.com/find/Concise.asp?ti=06DC2000
"Polyhedron", Encyclopedia Americana, Grolier, Danbury, CT, V. 22, 1999
"Polyhedron", Collier's Encyclopedia, New York, V. 19, 1997
http://www.math.wichita.edu/history/Topics/geometry.html#geo-art

UNIT 8 LESSON 16
Appendix 16.3
ISLAMIC ART IN THE PHILIPPINES
by: Jericho Paul C. Santos
Image Source: commons.wikimedia.org
October-November 2011--Islam as a religion has long been

established since the early A.D. 600s. Along with its emergence around the
world, it also paved way for the development of its own unique stlye of art.
Islamic art place emphasis on creating an artform that is built on the beauty
and respect for the teachings of Islam.
Islamic Calligraphy

UNIT 8 LESSON 16
Islamic art is characterized by designs of flowers, plant forms and

geometric designs. It is used in calligraphy, architecture painting, clothing and
other forms of fine art. As Islam spread around the world, this distinct form of
art has become an integral part of the identity of its followers, including the
Philippines.
The Development of Islamic Art in the Philippines
In the 13th century, traders and missionaries have introduced the

religion of Islam in the Philippines. Islamic art meshed with ethnic culture and
produced a Filipino Muslim art that reflects the ethnic background and Islamic
identity of the people. During the Spanish colonization and American
occupation, Islam has been concentrated mostly in the South but this did not
halt the flourishing of Islamic art.
A Filipino-Muslim Boy
Global development, however, exposed the Filipino Muslims to its Middle

Eastern roots, who have become their main source of representation of
Islam’s art.

UNIT 8 LESSON 16
Art of Filipino Muslims
Islamic art in the Philippines is found predominantly in Muslim ethnic

groups where every group offers their own distinct flavor of Islamic art.
This distinct art is commonly seen in homes, clothing and places of worship
of Filipino Muslims.
Overseas Filipino Workers in the Middle East

Mosques in the Philippines have a common architectural feature that is

similar with its Southeast Asian neighbors. It is made of light materials such as
wood, bamboo and cogon grass and was used in the building of the early types
of mosques but these light materials did not last long. Today’s mosques,
however, are now structurally patterned after the design of its Middel eastern
counterparts.
One characteristic of Islamic art is the absence of human form. This

tradition comes from the belief that any figural representation should not be
used for the purpose of worship. This is evident in the architectural design of
mosques in Mindanao where calligraphy is used as the main form of expression.
However, it is always kept in a minimum.
448

UNIT 8 LESSON 16
Philippine Mosque
Image Source: https://iqna.ir/en/news/3467793/beautiful-mosques-in-the-philippines
The only reminders of Filipino Muslim art inside mosques is the traditional
art form known as Okkir. This art form is believed to be of Hindu and Chinese
influences. Okkir uses geometric and floral artwork. One popular motif of this art
form is the use of an imagery of a dragon or serpent.
Okkir Design in Ramil Tawasil's Painting
There are other figural representation in Filipino Islamic art such as the
buraq, a winged horse with a head of a woman. This imagery relates Prophet
Muhammad’s ascension to heaven. There is also the other famous creature -- the
sarimanok, a symbol for bravery and nobility.

UNIT 8 LESSON 16
Sarimanok
Philippine Muslim homes represents their identity therefore Islamic art is

seen in their houses. These houses usually contains framed calligraphy of
Qur’an passages in its walls. These ornaments usually are made from Muslim
dominated countries like Malaysia, Egypt and Saudi Arabia brought home by
overseas Filipino workers as mementos of their pilgrims.
Frames with Qur'an Passages


UNIT 8 LESSON 16
Clothing reflects the stlye and colours of their ethnic background. A design
related to Islam that is used in the Philippines is the batik cloth design. This kind
of design traces its influence from Indonesia. It contains abstract themes with
geometric and floral design. However, human and animal depiction is a rare motif
in batik.
Batik
Today, Filipino Muslims believe that following dress requirements

shows their Muslim identity. But they have now considered the Middle East as
reference for the proper Muslim dress. Traditional design is still present in
modern dresses however the overall look now follows according to how
Muslims have dressed globally which is loose and more open to Western
influences.
More Westernized Filipino Muslim

clothing Image Source:
commons.wikimedia.org
UNIT 8 LESSON 16
For a long time Islamic art in the Philippines has been linked to its
ethnic background. But globalization has contributed to the changes in the
visual expression of Islamic art. From developing an art that is centered in
ethnicity, there has been a shift in the adoption of forms and styles. House
ornaments have been imported from other Muslim countries and outfits.
Dresses that was once limited to ethnic background has now been link to the
global Muslim style referencing the Middle East. And even the reconstruction
of mosques are now uses sturdier materials that is inspired by modern Islamic
design.
OFWs
With the continued increase employment and growing number of

students going overseas, the Middle East continues to play a significant role in
shaping the future of Islamic art in the Philippines.
REFERENCES
Kolig, Erich. Identity in Crossroad Civilisations: Ethnicity, Nationalism and Globalism

in Asia. Amsterdam: Amsterdam University Press, 2010.
Levy, Janey. Islamic Art: Recognizing Geometric ideas in Art. Amsterdam:

The Rosen Publishing Group, 2007.
Madale, Nasagura. "A Look at Philippine Mosques." National Commission

for Culture and the Arts, 6 Oct. 2003. Web. 6 Oct. 2011.

UNIT 8 LESSON 16
UNIT 8-LESSON 16
ANSWER SHEET
NAME:__________________________________ YEAR & SECTION:__________________

LESSON NO. & TITLE: _______________________________________________________
DATE: ___________________________________ SCORE:_____________
Q1. What do Islamic geometric art patterns represent in Islam Art? (10
points)_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Q2. On the above figures, identify some familiar geometric figures in different art
forms and explain why do you think it is beautiful or not? (10 points)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Q3. Enumerate the importance of geometry/ geometric figures in the Islamic Art.
Explain its possible cultural, social and political impacts among Muslim Filipinos? (10
points)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
END OF LESSON 16
THANK YOU!

ISLAMIC ART

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ISLAMIC ART

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West Visayas State University 2020

Geometric Islamic Art

“Love always attaches itself to beauty of one kind or another. Beauty

At the end of the lesson, students must have:

• defined Islamic Geometric Pattern/ Figures;

Pen, paper, crayons or any coloring materials, compass, and

ruler Duration: 3 hours

Let’s ponder about these!

• Geometry offers the most obvious connection between the

• Islamic geometric designs are a combination of repeated triangles,

• Islamic geometric art was of significant assistance to Dutch

• Islamic art in the Philippines is found predominantly in Muslim ethnic

• The phrase "Islamic art" is an umbrella term for post-7th century

• Islamic art place emphasis on creating an artform that is built

• The use of geometry is thought to reflect the language of the

You Can Do These!

• The Complex Design of Islamc Art. (2015) via link

• Art and Geometry (see appendix 16.2)

• Islamic Art in the Philippines by Santos, J.P. (2011)

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 2

Ex. Tinalak Design is beautiful because

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 3

MATH IN ABSTRACT ART MATH IN GREEK ART

Geometry is seen to be spiritual because:

• One characteristic of Islamic art is the absence of human form. This

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 4

• Geometric ornamentation have reached a pinnacle in the Islamic world,

Create your own geometric patterns using circle, triangle, square, or

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 5

OUTSTANDING EFFECTIVE ACCOMPLISHED ADEQUATE INEFFECTIVE

(96-100) (90-95 ) (86-90) (80-84) (79 and below)

Advanced Shows an Shows an more Shows an Shows an

Retrieved on August 2020, from

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 6

The complex geometry of Islamic design

There's an easy way to

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 8

in a process called tessellation.

And while the

it does sometimes make

This more than 1,000-

And these craftsmen prove just how much is possible

Retrieved August 2020, from: https://www.youtube.com/watch?v=pg1NpMmPv48

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 10

Art and Geometry

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 11

Today, artists often use geometrical elements such as lines, angles,

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 12

Contributed by Lanetta J. Burdette

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 13

The Mobius Strip

The Mobius Strip

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 14

Tetrahedron, which has three equilateral triangles at each corner.

Cube, which has three squares at each corner.

Octahedron, which has four equilateral triangles at each corner.

Dodechaderon, which has three regular pentagons at each corner.

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 15

Icosahedron, which has five equilateral triangles at each corner.

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 16

What is the history behind the Tangram?

VANESSA KRISTEL A. JALANDONI HUMS 110 : ART APP 17

Pieces may be rotated and/or flipped to form the desired shape.

Contributed by Angela Ceradsky

NAME:________________ YEAR & SECTION: