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Parastar Shahri M, Hoseini S R. (2025). A Comparative Study of the Narrative Patterns in Isfahan School Painting and the Second Pahlavi Period. Parseh J. Archaeol. Stud.. 8(30), 365-389. doi:10.61882/PJAS.8.30.365
URL: http://journal.richt.ir/mbp/article-1-1052-en.html

Abstract
Iranian art has consistently been shaped by various external influences throughout its history. However, a crucial aspect of these influences is the enduring preservation of character and structure-specifically, the narrative pattern inherent in Iranian art. Historically, Iranian artists have assimilated structural, technical, thematic, and content-related experiences from other cultures while maintaining their unique Iranian identity. This research aims to conduct a comparative study of the narrative pattern, a concept derived from structuralist narratology, in two significant historical periods of Iranian visual art: the reign of Shah Abbas I in Isfahan and the subsequent Pahlavi era. The significance of this study stems from the fact that Iranian painting during these two periods experienced substantial influences from European art, which in turn impacted subsequent artistic movements. Thus, we seek to address the fundamental question: What changes and transformations occurred in the narrative pattern of the Isfahan school of painting compared to that of the second Pahlavi period? Preliminary observations suggest that the modernism evident in the Isfahan school shares greater affinities with the pictorial traditions of Iran’s past, whereas the painting of the second Pahlavi period is characterized by confusion and distress. Employing a descriptive-analytical methodology alongside a comparative approach, this research utilizes documentary and library sources to develop a narrative model for the periods in question. The findings indicate that the narrative pattern in the works of modernist painters from the Isfahan school, when compared to their counterparts in the second Pahlavi period, exhibits a novel style and structure that aligns more harmoniously with the continuity of Iran’s pictorial traditions. 
Keywords: Structuralism, Narrative Pattern, Narratology, Isfahan School, Second Pahlavi Period.

Introduction
When examining the identity of Iranian art, one encounters a cohesive whole, despite the numerous changes and developments it has undergone throughout history. The ability to preserve originality while embracing desired changes is a hallmark of the resilience of Iranian culture and art since ancient times. Notably, the tumultuous era of the Mongols paradoxically gave rise to one of the most illustrious periods in Iran’s cultural and artistic history, namely the Timurid and Safavid eras. The incorporation of Chinese and Byzantine painting traditions ultimately led Iranian painting to evolve with distinct coordinates that diverged from its sources in both structure and narrative pattern. During the Safavid period, particularly within the Isfahan school, and continuing into the second Pahlavi era, the influence of European art reached its zenith. This exchange facilitated the transmission of Western culture and customs to the East, resulting in both intentional and unintentional effects. It was within this context that Iranian painting experienced significant European influences (Pakbaz, 2007: 132).
In the early 1920s, a shift in Iran’s political landscape prompted corresponding changes in the cultural atmosphere. The translation and publication of works aimed at familiarizing the Iranian intellectual community with modern European literature and philosophy became a focal point in the search for new avenues of expression. In this regard, the “Art Academy of Fine Arts,” established based on the educational standards of Paris, was inaugurated in 1941.
Artworks can be interpreted through the lens of their source text (Europe) while remaining cognizant of their destination text (Iran). These developments have led, on one hand, to a rupture with traditional narrative patterns and, on the other, to the introduction of new narrative modalities in the history of contemporary Iranian painting. The objective of this research is to investigate the evolution of narrative patterns in the painting of these two pivotal periods. By examining these developments, we can identify the underlying reasons and factors that influenced the creation and transformation of artistic conditions. Drawing on practical analyses of complex situations that have occurred in other times, strategies and plans can be formulated. Historically, Iranian art has prided itself on the influence of foreign artistic traditions. Thus, we seek to address the question: What were the changes and transformations in the narrative pattern of the Isfahan school and the second Pahlavi period? Undoubtedly, these changes encompass both positive and negative aspects, and this research aims to provide a clear depiction of their nature. On one hand, these influences have propelled Iranian painting toward development and evolution; on the other, they have led to the rejection and dissolution of certain pictorial traditions from Iran’s past.

Materials and Methods
This research is descriptive and analytical, employing a comparative approach to address the research problem. Data and works have been qualitatively analyzed based on the narrative model in structuralist narratology, particularly drawing from the theories of Vladimir Propp, a pioneering theorist in this field. Propp’s approach seeks to identify common and recurring elements across different texts to uncover deep structures. Consequently, due to the intertextual borrowing in Iranian painting from literary texts, four common elements topic, theme, motif, and tone have been selected as criteria for analyzing changes. Following the collection of data from specialized books, articles, and electronic databases, the data has been sorted and analyzed until saturation was achieved. From each period, four works that align with the theoretical framework have been selected for analysis.

Discussion and Analysis 
The findings of this research can be articulated both generally and in detail. In the comparative study of the narrative patterns in the paintings of the Isfahan school and the second Pahlavi period, there are notable similarities in terms of modernity. In both periods, artists sought to achieve a new and distinct tone, creating works that diverged from past traditions. This aspect of modernism was significantly influenced by European painting traditions prevalent during these historical periods. Another point of similarity between the two eras is the support and promotion of modernism by both the government and patrons within the context of Iranian painting. Additionally, the human figure emerges as a common and recurring theme in both periods. To gain a clearer understanding of the changes and transformations in the narrative patterns during these two periods, we can elaborate on these changes as follows: From the perspective of subject matter, the narrative patterns in the Isfahan school (as seen in the works of Reza Abbasi, Moin, and Aliquli Jabbadar) and in the second Pahlavi period (represented by Ziapour, Javadipur, and Esfandiyari) are grounded in common local themes and realistic, documented human figures. The narrative patterns in the Isfahan school, particularly in the works of Mohammad Zaman (depictions from the Shahnameh and others), reflect a return to the literary and pictorial traditions of Iran’s past, as illustrated in the works of Hossein Kazemi (depicting minors of the Safavid period).
The themes employed in the narrative models of Isfahan school painters are diverse, encompassing various themes such as lyrical and poetic elements, documentary aspects, and a blend of Iranian and Western influences. In contrast, painters of the second Pahlavi period opted for a more uniform approach, drawing primarily from local and modern Iranian themes in their works. Regarding motifs, the works of Isfahan school painters predominantly utilize defined lines and a limited color palette. Conversely, the motifs in the works of second Pahlavi period painters often feature abstract forms and innovative techniques. In terms of narrative tone, the works of Isfahan school painters, particularly those of Reza Abbasi and Moin Moser, are characterized by a calm and distinctly Iranian structure and style. In contrast, the works of Mohammad Zaman and Aliquli Jabbadar tend toward European naturalism. During the second Pahlavi period, the narrative tone in the works of Ziapour, Javadipur, and Esfandiyari is heavily influenced by European painting styles, including Cubism and Expressionism.

Conclusion
In summary, the narrative pattern in the Isfahan school of painting, influenced by European artistic traditions, shows greater alignment with Iran’s past visual traditions. Conversely, the narrative pattern in the painting of the second Pahlavi period is associated with confusion and distress regarding Iranian structure and identity.