Shah Jahan built the Taj Mahal in loving memory of his wife Mumtaz Mahal. But the monument also represented the King's desire for order and harmony, beauty and perfection. The Taj Mahal is an impressive structure partly because these ideas are supported visually by elements of size, proportion and decoration that are refinements of many centuries of architectural tradition in India. But there is more to the Taj Mahal than that. The message of the Taj is most powerful when one is physically there. It is a perfect example of architecture as a multi-sensory art form that is both very abstract and very concrete.

In this lesson, students will explore a sense of place by considering three things:

1) the abstract ideas represented by a place,
2) the concrete demonstration of these ideas in architectural elements, and
3) the sensory experience of being in a place and the way that experience enhances the understanding of its significance.

Students will write observational narratives about a place of their own choosing or invention, including detailed descriptions of the structure which represent the abstract ideas they would like to convey. This lesson will help students practice and increase higher-order thinking skills. It will lead students to investigate the following Life-long Learning Question: What does the experience of a place tell us about ourselves and our values?

• view Treasures of the World Program 3: Taj Mahal: Memorial to Love and review this web site
• research materials: Taj Mahal images http://www.washington.edu/ark2/

• Shah Jahan's love for his wife.
• Shah Jahan's desire to present himself as the embodiment of perfection.
• Shah Jahan's wealth and power.
• the achievement of synthesis and refinement of various architectural styles in creating the Mughal style.
• Paradise, as described in the Koran, and the contrast between the peaceful world within its walls and the chaos of the world outside.

2. Lead the students to identify the visual elements of the Taj Mahal that support its many levels of meaning. Students can examine detailed photographs of the Taj Mahal [UW website http://www.washington.edu/ark2/. The aesthetic elements of the structure speak for themselves. With this in mind, which aesthetic elements relate most strongly to its meanings listed above? For example:

• The immense size of the structure conveys Shah Jahan's desire to represent his wealth and power;
• The balanced proportions convey a sense of peacefulness appropriate for the final resting place of his beloved wife; and
• The decorative elements, such as the calligraphy and floral inlay details, represent a vision of Paradise as described in the Koran.

3. Help students make connections between the abstract ideas behind the Taj Mahal and the concrete evidence that supports those ideas by asking: "What do you see that makes you think that?"

4. Ask students to justify their initial interpretations based on what they see and to record their responses. Organize their responses into three categories which are important elements of architecture:

• size
• proportion
• decoration

5. One element that is not apparent from purely visual observation of the structure is the experience of the environment. It is said that the Taj Mahal communicates to visitors an immediate experience of magnificence and perfection. Viewing the episode, we get a sense of what is must be like to walk into the Taj Mahal and experience the sites, sounds and smells. The experience is more than just the architectural elements, but includes other aspects such as the setting of the building along the banks of the Jamuna River and the play of light against the translucent white marble. Discuss the following questions with the students:

• If we could travel to the Taj Mahal right now, how would the experience of being there add to our understanding of its meaning?
• How does the experience of a place lead us to a deeper understanding of its cultural significance?
• Have you ever visited a place that impressed you, and how did that experience add to your understanding of the place?

6. Ask the students to visualize an imaginary special place that would represent what is important to them. It can take any form: a building, a garden or a special room. This place should represent various ideas that can be evidenced visually. Students will write a detailed description of this place, as if they were present there. Their descriptions should take into account two factors, as inspired by their discussions of the Taj Mahal:

• What does the place represent?
• What is the sensory experience of this place?

7. Ask the students to think about a place that is special to them (avoid things like "a mall where I could find all my favorite clothes"). Direct the students' focus to what the place represents. For example, a special place could tell us about:

• the people in your life who are special to you;
• the things or issues in your life that are special to you;
• who you are today and what your strengths are; or
• who you want to become and what your goals and aspirations are.

Encourage students to think imaginatively about this place. It can be fantastical, like a virtual world. (Students might be most familiar with examples such as the computer game, Myst, which leads them through a series of imaginary worlds.)

8. Then ask the students to consider the visual experience of this place. Have them use the architectural elements of size, proportion and decoration, as discussed in relation to the Taj Mahal, as guidelines. Ask them to determine:

• the scale of this place - is it large and expansive, or small and intimate?
• the proportions of the various elements or areas within the space - are they balanced and harmonious, or skewed to create a particular atmosphere?
• the details that decorate this place - are they symbolic, or simply added for visual interest?

9. Ask the students to write a description of their experience of the place by considering the following question: "What would it feel like to walk into this place?" Consider all the senses: sight, sound, smell, taste and touch.

10. As they describe all the sensory elements of this place, remind them that there must be a reason for these elements. Remind them to go back to their earlier notes about what this place should represent. How do the sensory experiences relate to what this place represents? For example, if you want this place to represent your strengths as a soccer player, you may visualize a place with a large soccer field. What would that look like and how would you describe the feeling of being there?

11. Remind the students to use their notes about the meaning and the experience of the place to write a descriptive narrative. The narrative not only should help the reader visualize and sense the place, but also to understand what it represents. It can be written in the form of a travel narrative. Descriptive passages of fantastical places in science fictions novels can also serve as models for the students' writings.

12. Have students assess the writings of their peers by evaluating how clearly the authors painted the scenes in words. They can use the assessment criteria:

• Did the author convey both the meaning and the experience of the place?
• In what ways was the author most successful and least successful in conveying the meaning and experience?