Course Syllabus
The Art of Sacred Space: The Islamic World
GenEd Area -- Arts (GA)
ARTH 0803, Section 706, CRN: 58797
Fall 2025
Instructor: Dr. Emily Neumeier
The course syllabus will provide you with the course schedule, course objectives, explanations of assignments and assessments, grading policies, and instructor contact information. Please read it carefully. You should have a deep familiarity with the schedule and process of the course.
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Basic Course Information
General Education
This course fulfills the General Education area of Arts.
Meeting Time and Location
The course will be conducted in an asynchronous format, in that it entirely takes place in an online learning environment, where students can complete their work at their own pace. This format is beneficial in terms of the flexibility it provides, but please note that it also requires constant engagement with the material and close attention to assignment deadlines. All of the elements of this class -- video lectures, quizzes, learning activities, and project assignments -- will be tied to a weekly module that will be made available every Monday through Canvas.
Instructor Information
My Name
Dr. Emily Neumeier (pronounced "New-my-er")
Please refer to me as Professor or Dr. Neumeier. My pronouns are she/they.
Instructor Biography
I am a historian of Islamic art and architecture who focuses on studying the visual and spatial cultures of the eastern Mediterranean, especially Turkey and Greece. I received my PhD in art history right here in Philadelphia, from the University of Pennsylvania. I am excited to be teaching this course and I look forward to working with you. As the first in my own family to navigate the 4-year college experience, I understand the potential challenges for students in a university setting, and I will do everything I can to help you succeed in this course and on campus.
My Contact Information
Please reach out to me at any time for assistance with the course or just to chat about the field or navigating university life. The best way to reach me is to send me a message through the Canvas inbox or email me at neumeier@temple.edu. I will generally respond within 24 hours, Monday through Friday.
My Office
In-Person Office Location: 201e (Art History Suite), Tyler School of Art and Architecture, Temple Main Campus
Virtual Zoom Office: Meeting ID 995 2285 7163 [or Click Here]
Student Drop-In Hours
Seeking out individual assistance from the instructor is a normal part of the learning process. I set aside 1:00 to 3:00 pm on Wednesdays for you to come to either my campus office or online Zoom room with no appointment necessary. We can discuss the course content, your progress on the assessments, your future in the field, or anything else you need to talk about. If my regular Drop-In Hours don’t fit your schedule, please email me to make an appointment. I want to help you succeed!
Purpose of the Course
Overall Purpose
From curse tablets to animal sacrifice to places where the divinity was approached, human beings in every period and culture have communicated with the divine. We will explore together how a given culture used art to communicate with the deity, interrogate the meaning of a sacred space itself, and look closely at the literary and material evidence for rituals and beliefs. Through the lens of a chosen time period, we will analyze and critique human practices and behaviors through topics such as festivals, burial practices, religious ceremonies, and rites of passage, with a view to understanding the place of sacred space in our own lives.
Overview of the Course
Today, Islam is one of the most widespread and fastest-growing faith traditions on earth. In this course, students are introduced to the diverse and vibrant cultures of the Islamic world through sacred space—sites of devotion where people come both to be in community and to connect with the divine. Through an examination of 25 iconic monuments spanning a wide span of time, from the days of the Prophet Muhammad in the 7th century up until our present moment, students will travel the globe to explore religious works of art and architecture in the Middle East, North Africa, South Asia, and right here in Philadelphia. We immerse ourselves in the experience of visiting these spaces and dive into the social and political contexts that produced these great works. The term “space” is approached broadly in this course, looking at not only buildings and holy sites but also objects, paintings, decorations, inscriptions, and other materials that are critical to the creation and activation of sacred spaces. Students will develop their own skills in storytelling through a semester-long podcast project.
3 Credit Hours
Learning Goals
Humans have always devoted time, energy, and materials to making images of, gifts for, and spaces for the sacred. To understand why people do what they do, we will investigate interpretations of sacred space in the Islamic world with a view to identifying, approaching, and discussing universal aspects of the sacred. I have several specific goals for this class, which are part of the General Education program: develop thinking; learning and communication skills; develop skills in identifying, accessing, and evaluating sources of information; promote curiosity; and life-long learning. Our goals in the Arts portion of the General Education program ensure that, by the end of this course, students will know how to:
- Experience and respond to a work of art or creative process;
- Recognize or interpret a work of art or creative process in its social, historical, and cultural context
- Describe or evaluate a work of art or creative process using appropriate terminology; and
- Appreciate the value of art in our lives and in society.
The Learning Environment
How Class Will Be Conducted
This is an online asynchronous course with no set meeting times. You can choose when to complete your work throughout the week, but most successful students block off specific times in their schedule to dedicate to the class and log in several times a week.
The course is organized into weekly modules, each containing a combination of readings, multimedia content, and assignments. You can expect a mix of VoiceThread presentations and interactive activities designed to reinforce the material. I will post weekly announcements to keep you on track and informed. I aim to be present and responsive throughout the course, and you are encouraged to reach out with any questions or concerns at any time.
Classroom Civility
In this course, we will have conversations that address religion, imperialism/colonialism, political polarization, and other issues that some may find challenging and uncomfortable to discuss, so we will prepare as a group and develop agreements about how we can have these discussions in a productive and respectful way, and help us consider viewpoints that may be different from our own. In this class, we want to make space for each student and create an inclusive environment where we respect each other’s different identities, lived experiences, and perspectives. Please do not ever hesitate to reach out to me if I can do something better or differently to support your learning or our collective learning experience.
Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.
For more information, please visit the IDEAL website.
Materials
All required learning materials like readings and videos will be supplied electronically in Canvas in the appropriate module. These items will be provided to you at no additional cost.
Optional Materials
For general reference works that students can consult for additional background information, I recommend having the following books on your (virtual or physical) bookshelf, which can be purchased through all major online book sellers and can also be found as PDFs under the Student Resources tab in Modules:
- Carole Hillenbrand, Introduction to Islam: Beliefs and Practices in Historical Perspective (Thames & Hudson, 2015)
- Robert Hillenbrand, Islamic Art and Architecture (Thames & Hudson, 1999)
Software or Other Supplies
For our podcasting assignment, you will need access to a microphone (the one on a smartphone will be sufficient) and a means to record audio (most smartphones already include recording apps). Any student in the course can rent a handheld recording device with built-in microphone from the Digital Services technology lab at the Tyler School of Art and Architecture, located in Room B91.
For class discussions, we will be using the Perusall platform, which requires students to purchase access for an additional one-time fee of $5. If you need access to basic software for creating documents, you have free access to Microsoft 365.
Whether you use a paper or digital tool, you should have a calendar for managing your schedule (I use Google Calendar). Similarly, I expect you to take notes on paper while reading course materials and during lectures. Please note that a required cost for this course is the purchase of a notebook, which can be found at any major convenience store (like CVS or RiteAid) for about $2-3.
For this course, the cost range, including all online access fees and other materials, is approximately $8.
Accessibility
It is important to me that every student has the opportunity to succeed in this course. Please reach out to me if any obstacle is in the way of your success.]
Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) located in the Howard Gittis Student Center South, 4th Floor at drs@temple.edu or 215-204-1280 to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential. Students can learn more about the accommodation process and pre-register on the DRS website. Students may register at any time during the semester, but accommodations are not active until you register, so I recommend doing so as early in the semester as possible.
Information regarding accessibility for additional technologies is provided below:
Resources and Support
Sometimes the biggest factors impacting student success are things happening beyond the scope of the individual classroom. Temple provides a wide array of resources both to help you overcome academic challenges and those not directly related to the educational challenges of the course. Please reach out to me if you need help deciding which resources might be right for you.
Undergraduate Research Support
Disability Resources and Services
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry is in operation, as well as a variety of resources from the Division of Student Affairs.
Library Resources
Temple University Libraries provide resources to assist Temple students with their class projects and research needs. Visit the Libraries’ website to find millions of articles, books, video, and other resources, both in print and online.
The site also provides tutorials to help you start your research, as well as subject and course research guides to help you identify resources that may be particularly useful for this class.
Contact the library at any stage of the research process. You can chat with a librarian 24/7 or make an appointment with your subject librarian, Jill Luedke, who can help you explore a topic, craft a research question, and identify and cite sources.
Course Schedule
Key Dates
- August 25 (Monday): Course Start Date
- September 1 (Monday): Labor Day (no classes held)
- September 8 (Monday): Last day to add or drop a Full Term 16-week course
- October 17 (Friday): Fall Wellness Day (no classes held)
- November 24 (Monday)--November 30 (Sunday): Fall Break (no classes held)
- December 8 (Monday): Full Term 16-week Courses end, Last day to withdraw from course
- December 9 (Tuesday): Study Day
- December 19 (Friday)--May 6 (Tuesday): Final Grading for Full Term 16-week Courses ends
Week One (8|25–8|29) -- Introduction
(1) Cemetery at Altach [Austria]
(2) Masjid Quba [Philadelphia]
Week Two (9|2–9|5) -- Mobility & Ritual
(3) The Ka'aba [Mecca]
(4) Ardabil Shrine [Iran]
Week Three (9|8–9|12) -- Legacies of the Past
(5) Dome of the Rock [Jerusalem]
(6) Great Mosque of Xi'an [China]
~~PODCAST PROJECT: Brainstorming Topics~~ (Due 9|15)
Week Four (9|15–9|19) -- Gardens as Paradise
(7) Taj Mahal [India]
(8) Alhambra Palace [Spain]
Week Five (9|22–9|26) -- Building Community
(9) Great Mosque of Djenne [Mali]
(10) el Seed mural, "Soul of the Black Bottom" [Philadelphia]
Week Six (9|29–10|3) -- Jewish and Christian Communities in the Islamic World
(11) Ben Ezra Synagogue [Cairo]
(12) Greek Orthodox Patriarchate [Istanbul]
~~PODCAST PROJECT: Pitch~~ (Due 10|6)
Week Seven (10|6–10|10) -- Questions of Style
(13) Bibi Khanum Mosque [Samarkand]
(14) Nuruosmaniye Mosque [Istanbul]
Week Eight (10|13–10|16) -- Science and Astronomy
(15) Ulugh Bey Observatory [Samarkand]
~~PODCAST PROJECT: Episode Script~~ (Due 10|20)
Week Nine (10|20–10|24) -- Imaginary Architecture
(11) Paintings by Bihzad
(12) Assassin's Creed
Week Ten (10|27–10|31) -- Podcast Project Work Week
~~PODCAST PROJECT: Rough Draft of Episode~~ (Due 11|3)
Week Eleven (11|3–11|7) -- Imperial Power
(18) Great Mosque of Damascus [Syria]
(19) Süleymaniye Mosque Complex [Istanbul]
Week Twelve (11|10–11|14) -- Revolution & Regime Change
(20) Church of Agios Kosmas [Albania]
(21) Maidan-i Shah [Iran]
Week Thirteen (11|17–11|21) -- Modernity & the Nation
(22) Mosque of the Grand National Assembly [Ankara, Turkey]
(23) Islamic Center of Washington [DC]
~~PODCAST PROJECT: Submission of Final Episode~~ (Due 12|1)
FALL BREAK (11|24–11|30)
Week Fourteen (12|1–12|5) -- Contemporary Expressions & Conclusions
(24) Museum of Islamic Art [Doha, Qatar]
(25) Sancaklar Mosque [Istanbul]
~~PODCAST PROJECT: Final Presentations~~ (Due 12|8)
Grading & Assessment Guidelines
Grading Scale
|
Percentage |
Letter Grade |
|---|---|
|
94-100 |
A |
|
90-93 |
A- |
|
87-89 |
B+ |
|
84-86 |
B |
|
80-83 |
B- |
|
77-79 |
C+ |
|
74-76 |
C |
|
70-73 |
C- |
|
67-69 |
D+ |
|
64-66 |
D |
|
61-63 |
D- |
|
0-60 |
F |
Course Minimum Grade
A grade of “C-” or better is required in all GenEd courses for you to satisfy a General Education requirement.
I will do my best to warn you if you are in danger of not meeting this minimum, but you should reach out to me if you become worried about not achieving the minimum needed grade.
Assessment Summary
The assessments in this course have been created for two reasons: (1) For you to demonstrate your progress towards the learning goals for the course and receive useful feedback. (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
All class activities and assignments are organized around week-long modules, which will become available every Monday (with most assignments due the following Monday at midnight). For each module, begin with watching the lectures, which will be recorded in VoiceThread. Then, start working on the related Quizzes — the main point of these quizzes is to serve as a tool for you to self-assess how well you understood all of the main content for the week, so you will have two chances to take each quiz. Please note that you are of course encouraged to refer to the lectures to complete a quiz, but do not attempt to simply skim through the slides to look for answers—if you do not read/watch and take notes on everything first, you will miss out on an crucial part of the learning experience and it will be difficult to do well on the quizzes. You will create unnecessary stress and confusion if you skip around in the videos to try to save time (in fact, it will most likely end up taking you longer to complete the quizzes this way).
In addition to the video lectures, every week you will have Practicum Exercises, in which you will work to complete an applied learning activity designed to train students in the more practical skills of art and architectural history — namely, visual literacy and historical research. After working through the exercise, you will submit a short report, which is how you will be assessed on your participation in these activities.
Almost every week, the class will also have a group Discussion on the latest research and topics in the field of Islamic art history, presented through readings, videos, and podcast episodes. These discussions will be hosted in the Perusall app, which can be accessed through Canvas. For each of these discussions, I will provide the relevant resource, and you will be required to post comments and questions. Of these group discussions, your two lowest grades will be dropped.
Throughout the course, students will be working on a Podcasting Project, which will foster both digital literacy and creative thinking. The end goal will be the production of a podcast episode (approximately 8-10 minutes), due on Monday, December 1, for a hypothetical series titled Sacred Spaces. For this project, each student will visit a modern sacred space and craft a narrative around their own experience at the site, supplemented with research on the history of the place and other additional context. In their episodes, students will directly apply the skills developed in this course, observing the various activities that take place within their chosen space and analyzing how art and architecture can enhance the sacredness of a site. The instructor will host asynchronous workshops to provide students with an introduction to the technical side of podcast production. The assessment and grading for this project will be spread out across the semester into smaller assignments, through which students will receive feedback on their project. During the final week of the semester, students will deliver a presentation that introduces their podcast episode to the class and reflects on the process of putting it all together.
When planning your semester, I recommend adding all due dates to your calendar. For the more extensive assessments, I recommend scheduling at least two separate hour-long work/study sessions per week for the week before the due date.
Final Grade Calculation
- Quizzes: 20%
- Practicum Exercises: 20%
- Discussions: 30%
- Podcasting Project: 30%
- Pitch [5%]
- Episode Script [10%]
- Final Submission of Podcast Episode [10%]
- Class Presentation & Reflection [5%]
Total = 100%
Late Submissions
Please verify the due date of each assignment and respect it. That being said, life gets in the way for all of us sometimes. If you need extra time, please e-mail me at least FOUR hours before the official deadline to ask for a no-penalty 24-hour extension. If you submit assignments late without notifying me, the grade of the assignment WILL be affected (I deduct 25% per day for late submissions). Thus, if you are in doubt about whether you can turn in an assignment on time, ask for an extension, as there is no penalty to do so.
Class Attendance & Participation
Because this is an online asynchronous course, there are no required meeting times. However, consistent engagement throughout the week is expected and counts as your "attendance" in the course. At a minimum, students should log in at least two to three times per week to view course materials, complete assignments, and participate in discussions. Most assignments will have weekly deadlines, and some activities, such as discussion boards or collaborative projects, may require you to log in more frequently. Staying active and on schedule is essential for your success in the course.
School-Life Conflict
Many unpredictable things can happen over the course of a semester. If you find yourself struggling to balance your education and your other commitments, please reach out to me immediately so that we can work together to build a plan for your success. Some of the resources in the next section may also be of use to you.
Attendance and Your Health
To achieve course learning goals, students must participate in classes, according to the course requirements. However, if you have tested positive for or are experiencing symptoms of an illness, it is your responsibility to contact me to create a plan for participation and engagement in the course as soon as you can, and to make a plan to complete all assignments in a timely fashion.
Religious Holidays
It is your right to observe religious holidays without impacting your opportunity to learn and succeed in this course. Please reach out to me at the start of the semester so that deadlines can be reviewed in advance of your religious observations. You will still be held responsible for course content and any assignments, but you will not lose points for attendance and participation on days important to your faith.
Caregiver Responsibilities
I have great respect for students who are pursuing their education while responsible for the care of children or other family members. Please contact me if your caregiving responsibilities are interfering with your success in the course. Together, we may be able to find some flexibility to support your learning.
Withdrawal
If you are considering withdrawing from the course after the add/drop date, please don’t make that decision alone! Withdrawing from the course without talking to me first eliminates the possibility of finding a path to success for you. Furthermore, it is extremely important that you consult your academic advisor before withdrawing. They will be able to walk you through how the withdrawal would impact your progress towards your degree and your graduation date.
Please check the academic calendar for the last day to withdraw from a course.
Incomplete
A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process, and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.
Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13).
Technology Guidelines
Technology Requirements
To participate in this course, you will need the equipment, software, and internet access necessary to reliably use Zoom and Canvas, as well as “productivity tools” like word processors and slide show creators.
Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wifi access, should submit a Student Technology Assistance Application located in TUPortal and linked from the Dean of Students Support and Resources. The University will endeavor to meet needs, such as with a long-term loan of a laptop or Mifi device, a refurbished computer, or subsidized internet access.
Note that there are technology resources available for students, including on-campus computers available for student use, the Tech Center computer labs and free laptop and battery borrowing at Charles Library, software that is available for free download and other specialty software that may be available for remote access through ITS.
Technical Support
For a listing of technical support services available to Temple University students, see the Tech Support page.
Live Chat or Request Help: help.temple.edu
Phone: 215-204-8000
Email: help@temple.edu
Website: its.temple.edu
Location: The TECH Center, Room 106
Class Recording
Our VoiceThread presentations will be recorded, and you will have access to these through the end of the course. These recordings are intended to be for University academic and research purposes only. Individuals are not permitted to record, copy, publish, or redistribute audio or video recordings of any portion of these presentations to individuals who are not associated with the University without the express permission of the host/faculty member and of any other meeting participants who are recorded. Distribution without permission could be a violation of various privacy laws, including FERPA, as well as the Pennsylvania Wiretapping and Electronic Surveillance Control Act, and possibly copyright law.
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
AI Policies
The use of generative AI tools (e.g. ChatGPT, Gemini, Microsoft Copilot, etc.) is permitted in this course for the following activities:
- Brainstorming and refining your ideas
- Checking grammar and spelling
The use of generative AI tools is not permitted in this course for the following activities:
- Impersonating you in classroom contexts, such as by using the tool to compose contributions to a discussion board assigned to you
- Writing a draft of a writing assignment
- Writing entire sentences, paragraphs, or papers to complete class assignments
- Re-writing or paraphrasing entire sentences or paragraphs
You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation). Any assignment that is found to have used generative AI tools in unauthorized ways will receive a failing grade. When in doubt about permitted usage, please ask for clarification.
Academic Guidelines
Academic Freedom
Freedom to teach and freedom to learn are inseparable facets of academic freedom. I have the freedom and responsibility to design and facilitate our learning environment to best achieve the promise of the course as outlined in its official description. You have the responsibility to engage with the course in good faith and freedom from mistreatment when your opinion differs from mine. Note that it is not an abuse of this freedom for me to require that you support relevant opinions with clear argumentation and solid evidence. For more on academic freedom, consult the official Temple policy on the matter.
Academic Integrity
Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. All work you submit for assessment should be your own efforts. For more on this topic, consult the relevant portions of Temple Bulletin and the Student Conduct Code.