Gifts that travelled

A drink and a decorative art that crossed cultures, and how they were received and changed (C3.2, C3.5).

Lesson 3 of 3 5 of 5 in the course

Course map

Draft: this lesson was written with AI help and has not yet been read by a human editor.

What your class asks

This lesson asks you to assess the broad significance of historic cultural developments and the influence of one culture’s art on the art of others. The museum offers two cases: the arrival of coffee in Damascus, and the spread of manuscript illumination from Arab calligraphers to Iran, Turkey and India. Developments of other groups, such as those the curriculum lists, are for your class to add. 1

Curriculum expectations, with their official codes

  • C3.2 assess the influence of the art, philosophy, and religious/spiritual beliefs or practices of one culture […] on forms of cultural expression produced by individuals or groups from other cultures
  • C3.5 assess the broad significance of historic cul­tural developments associated with a diverse range of ethnocultural groups […]

Before you start

A thought to carry into the lesson.

The lesson

Who received it, and what did they make of it?

For each case ask who welcomed the thing, who opposed it, and what the receivers added.

Go deeper

Read one proclamation closely. The record of Coffee abolished at Damascus says that the judge of Damascus, Shams al-Din Muhammad ibn Abd al-Awwal al-Ja'fari al-Tabrizi, agreed with Shaykh Qutb al-Din ibn Sultan and Shaykh Yunus al-'Aythawi that coffee is forbidden 2. He proclaimed its prohibition, and then presented the prohibition to Sultan Suleiman, whose order to ban it came in Shawwal 953 AH, and the proclamation was made widely known 2. Put the steps in order: the opinion of two shaykhs, the judge's proclamation, the appeal to the sultan, the sultan's order, and the crier's cry through the city. The record gives no reasons for the opinion and no words of the order itself, so a reader must ask what else would be needed to know why it was forbidden.

Two views

Coffee met more than one reception in Damascus. The record says it had appeared about twelve years earlier, when Shaykh Sa'd al-Din ibn Iraq made its drinking known during his stay there, and from that time its shops multiplied 3. His father had been among those who denounced it 3. The first permission did not last long before it met formal jurisprudential opposition that ended in the sultanic order, before the matter later settled on its permission 3. The record names the jurists who forbade it and the shaykh who made it known, and gives the opinions as theirs; it does not say what arguments either side made.

How do we know?

Both cases of this lesson rest on a single author's account. The coffee ban is reported from one passage, pages 337 to 338 of Shadharat al-Dhahab by Ibn al-Imad al-Hanbali, and the record says only what that passage says 3. Illumination is reported from Norah Titley's catalogue of the British Library collections: it is Titley who traces its origin to the decoration of vowel marks and verse-dividing circles in the Qur'ans of Arab calligraphers, and Titley who derives the arabesque from square Kufic 4. The route she gives, from Tabriz to India under Humayun and to Istanbul after 1514, is hers too 5.

Think about it

The record says the first permission of coffee in Damascus ended in a sultanic order, before the matter later settled on its permission 3. Does an official ban show how a society received a new thing, or only how its officials did? Take a position: how would you answer the objection that the shops multiplied before the order?

Into the museum

Try this

Read Coffee abolished at Damascus and Manuscript illumination. Write two sentences on each: what arrived, and what changed.

Check yourself

Nothing here is marked or sent anywhere. It is for you.

Which of these did you meet in this lesson?

Yes. That is the one from this lesson.

Not in this lesson. Look again at the cards above.

Not in this lesson. Look again at the cards above.

In your own words: what does Coffee abolished at Damascus by sultanic decree, 953 have to do with this lesson?

Compare with the card

Coffee comes to Damascus. Ibn al-Imad al-Hanbali, in Shadharat al-dhahab, reports that coffee appeared in Damascus about twelve years before the ban, when Shaykh Sa’d al-Din ibn Iraq made its drinking known during his stay there, and its shops multiplied from then. He names the judge of Damascus, Shams al-Din Muhammad ibn Abd al-Awwal, who with Shaykh Qutb al-Din ibn Sultan and Shaykh Yunus al-Aythawi held it forbidden, and a sultanic order abolished it in Shawwal 953 AH. He adds that the matter later settled on permission. What can the welcome and the ban of a drink tell us about a culture?

In your own words: what does Manuscript illumination (tadhhib) have to do with this lesson?

Compare with the card

Illumination on the move. Norah Titley traces illumination to the decoration of vowel marks and verse-dividing circles in Qur’ans written by Arab calligraphers in the seventh and eighth centuries. Artists of Iran, Turkey, India and Kashmir added their own characteristics to the arabesque, an originally Arab art, and she notes that Tabriz work passed to India under Humayun and to Istanbul after 1514. What travelled, and what did each place add?

I can now

Notes

  1. 1. Ontario Ministry of Education, The Ontario Curriculum: Social Sciences and Humanities
  2. 2. Shadharat al-Dhahab — Ibn al-Imad al-Hanbali, p. 338
  3. 3. Shadharat al-Dhahab — Ibn al-Imad al-Hanbali, p. 337-338
  4. 4. Norah M. Titley, Persian Miniature Painting and its Influence on the Art of Turkey and India: The British Library Collections (London: British Library, 1983), p. 228
  5. 5. Norah M. Titley, Persian Miniature Painting and its Influence on the Art of Turkey and India: The British Library Collections (London: British Library, 1983), p. 235
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