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AH20250

Academic Year 2026/2027

Early Islamic Art and Architecture (AH20250)

Subject:
Art History
College:
Arts & Humanities
School:
Art History & Cultural Policy
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Dr Sean Leatherbury
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module will introduce students to the art and architecture of the Islamic Mediterranean and Middle East, as well as the arts produced by Christians, Jews, and others who were the subjects and neighbours of the early Islamic states. Beginning with the Byzantine and Sasanian Persian Empires, the previous rulers of the Middle East before the rise of Islam, the module will survey the buildings and works of art created within the Umayyad, Abbasid, Fatimid, Seljuq, Ayyubid, and Mamluk states (c. A.D. 650-1250). Focusing on art and architecture produced in the service of religion as well as more secular interests, the module will allow students to engage with the major monuments and themes of the period, including the role of ornament, cross-cultural exchange, attitudes towards figural images, and the written word as image, as well as to reflect critically on the ways that Islamic art historically has been described and theorised (e.g. Orientalist stereotypes). When possible, visits to local collections (the Chester Beatty Library, the National Museum of Ireland-Collins Barracks) will enable students to see works of art, especially manuscripts, made for Muslim, Christian, and Jewish patrons.

About this Module

Learning Outcomes:

On completion of the module, students will be able to identify the culture and period in which works of art were created; demonstrate knowledge of the popular mediums of early Islamic art, such as painting, manuscript illumination, mosaic, ceramic, metalwork, and glass, as well as associated terminology; and demonstrate familiarity with the major themes of Islamic art, as well as the ways in which Islam and the other monotheistic religions of the Mediterranean (Judaism, Christianity) shaped the creation of art and architecture.

Indicative Module Content:

Art and architecture of the early Islamic states (Umayyad, Abbasid, Fatimid, Seljuq, Ayyubid, Mamluk); art produced for Muslims, Christians, Jews, and others in regions under Muslim rule; key themes and debates in early Islamic art; the historiography of Islamic art and architecture.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Achieve gender equality and empower all women and girls 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

22
Seminar (or Webinar)

4
Field Trip/External Visits

2
Specified Learning Activities

38
Autonomous Student Learning

38
Total

104

Approaches to Teaching and Learning:
This course is designed as a lecture course, though students will be expected to participate in small-group discussions every other week, as well as other active learning exercises. When possible, students will have the opportunity to engage with works of art in person during a visit to the Chester Beatty Library, and will be encouraged to make use of readings and other resources in the library and on Brightspace. The module will allow students to develop their critical thinking, research, writing, and editing skills, to be assessed through a midterm essay, an object narrative (recorded video or audio presentation), and a final slide test.

AI Use: all assignments for this module are marked RED (no use of generative AI for any purpose).

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Additional Information:
Art History majors should not take any Stage 2 or 3 Art History modules until they have completed their Stage 1 Art History requirements.


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): 2,000-word essay Week 7 Graded No
40
 No
Exam (In-person): In-class test Week 12 Graded No
40
 No
Individual Project: Creative assignment: video or podcast based on a museum visit Week 14 Graded No
20
 No

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Essays will be returned to students within two weeks of the due date, with substantial comments. Students will have the opportunity to meet individually with the lecturer to discuss essay feedback. General review guidelines will be conveyed by the lecturer two weeks in advance of the final exam. The final project will be returned with substantial comments as well.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 11:00 - 11:50
Autumn Lecture Offering 1 Week(s) - 1, 3, 5, 7, 10, 11, 12 Wed 12:00 - 12:50
Autumn Seminar Offering 1 Week(s) - 2, 4, 6, 9 Wed 12:00 - 12:50
Autumn Seminar Offering 2 Week(s) - 2, 4, 6, 9 Wed 13:00 - 13:50
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