The food beliefs and traditions that persist in Anatolia, the rituals that were centered on food constitute the subject matter of this course. The lecture explore the function of food in rites of passage such as birth, circumcision, marriage, death as well as in religious feast and fasting days in different religions such as Ramadan or Easter and also in beliefs and traditions that were related to seasonal periods such as “Nevruz” and “Hıdrellez”. The historical past of these multicultural foods related rituals will be emphasized also during the course. The symbolic meanings of food such as bread and salt, the use of food in magical rituals represent other topics. The adaptation of modern food rituals in Turkish culture such as birthday celebration will be analyzed also within the limits of the course.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| Understands the meaning of unique food rituals and traditions in Anatolian folklore. | 1,3 | 1,2,3 | A,B,C |
| Recognizes the symbolic meaning of important dishes and desserts in Anatolian food culture | 1,3,7,16 | 1,2,3 | A,B,C |
| Identifies the social value of food in community relations in Turkish culture | 1 | 1,2,3 | A,B,C |
| Creates conceptual menus related to Anatolian food rituals | 1,3,7,12,14 | 1,2,3 | A,B,C |
| Collects original recipes and standardize them | 1,3,12,14,16 | 1,2,3 | A,B,C |
| Researches and writes an academic paper | 1,3,12 | 1,2,3,14 | A,B,C |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | What is a ritual? The symbolic meaning of food in beliefs and rituals | L. M. Long . “Food as Symbol”, in Encylopedia of Food & Culture, p.376-378 |
| 2 | What is a ritual? The social function of rituals What is food ritual? |
E. Artun. “Sosyal Normlar”, Türk Halk Bilimi, Kitabevi 2005.
“Feasts, Festivals and Fasts”, in Encylopedia of Food & Culture, p. 626- 629 |
| 3 | The function of food in rites of passage in Anatolia: Birth (“Lohusa sherbet; paluze/ pelte) Diş buğdayı- Diş Hediği Circumcision Departing for military service |
E. Artun. “Halk Kültüründe Geçiş Dönemleri”, Türk Halk Bilimi, Kitabevi 2005.
N. Halıcı. “Doğum- Sünnet”, Ege Bölgesi Yemekleri, 1981 N. Halıcı. “Geçiş Dönemleriyle İlgili İkram ve Yiyecekler”, Karadeniz Bölgesi Yemekleri, Konya 2001, s.45-95. M. Üçer, “Doğum, Diş Hediği, Sünnet”, Anamın Aşı Tandırın Başı, İstanbul 2006, p. 318-320 |
| 4 |
The function of food in rites of passage
Wedding (Söz, nişan, kına gecesi, düğün hamamı, düğün) Death (Mevlüt, Helva, Ölü yemeği, Koliva.) |
E. Artun. “Halk Kültüründe Geçiş Dönemleri”, Türk Halk Bilimi, Kitabevi 2005.
N. Halıcı. “Geçiş Dönemleriyle İlgili İkram ve Yiyecekler”, Karadeniz Bölgesi Yemekleri, Konya 2001, s.45-95. N. Halıcı. “Söz Kesme- Nişan- Düğün- Ölüm”, Ege Bölgesi Yemekleri, 1981 M. Üçer, “Söz Yemeği, Nişan, Kına, Ölü Yemeği”, Anamın Aşı Tandırın Başı, İstanbul 2006, p. 321-324 Harun Yıldız. “Alevi Geleneğinde Ölüm ve Ölüm Sonrası Tören ve Ritüeller”, 25-26 Kasım 2004 Uluslararası Türk Kültüründe Ölüm Sempozyumu, Marmara Üniversitesi. M. Dağdeviren“ Keşkek Ağzımız Tadı”, Yemek ve Kültür, sayı 12 M. Dağdeviren, “Ca (İskilip Dolması)”, Yemek ve Kültür, sayı 4 |
| 5 |
Food in religious days
Kandils Ramadan (Oruç- İftar- Sahur) 10th of Muharrem- Ashura day (Comparison of Ashure- Anuş Abur & Koliva; the symbolic meaning of wheat) |
M. H. Sauner, “Temel Ezginin Üç Örneği: Aşure, Anuşabur,Koliva » Yemek ve Kültür, sayı, 13
Ö. Samancı, “Aşure”, Yemek ve Kültür, sayı, 13 Ö. Samancı, “19. Yüzyıl İstanbul’unda Ramazan Sofraları”, Yemek ve Kültür, sayı 14 N. Berkok. K. Toygar. Ramazan Yemekleri ve Mutfak Kültürü, Ankara 1996. N. Halici. “Kutsal Günlere Ait Yiyecek ve İnanışlar”, Ege Bölgesi Yemekleri, 1981 N. Halıcı, “Kutsal Günlerle İlgili İkram ve Yiyecekler”, Karadeniz Bölgesi Yemekleri, Konya 2001, p. 96-115. |
| 6 | Religious Feasts Ramadan Feast Feast of Sacrifice Noel Easter Rosh Hashanah |
N. Halıcı, “Paskalya Bayramı-“, Güneydoğu Anadolu Bölgesi Yemekleri. İ. Eksen. “Bayramlarımız”, Çokkültürlü İstanbul Mutfağı, İstanbul 2001. S. Bozis. “Noel ve Yılbaşı Hazırlıkları, Karnaval Ayı, Büyük Oruç ve Sonrası” İstanbul Lezzeti, Tarih Vakfı Yurt Yayınları. M. Üçer. “Dini Bayramlar ve Özel Günler, Anamın Aşı Tandırın Başı, İstanbul 2006,s. 303- 308. N. Halici. “Kutsal Günlere Ait Yiyecek ve İnanışlar”, Ege Bölgesi Yemekleri, 1981
N. Halıcı, “Kutsal Günlerle İlgili İkram ve Yiyecekler”, Karadeniz Bölgesi Yemekleri, Konya 2001, p. 96-115. “Bayramlar- Pesah”, İzmir Sefarad Mutfağı, 2004, p. 110125 |
| 7 | Midterm | |
| 8 |
Food related events in seasonal periods
Nevruz - Hıdrellez- Festivals organized for harvest |
E. Artun. “Türk Halk Kültüründe Nevruz”,
E. Artun. “Türk Halk Kültüründe Hıdrellez” M. Dağdeviren. “Hıdrellez ve Dortulu Pilav”, Yemek ve Kültür, Sayı 6. M. Üçer. “Sultan Nevruz ve Hıdrellez”, Anamın Aşı Tandırın Başı, İstanbul 2006, p. 326- 334. |
| 9 | Offering food Rain prayer (Yağmur Duası) Acele Bacı Helvası Zekeriya Sofrası Sacrifice |
“Sacrifice”, Encylopedia of Food & Culture, p. 223-224
M. Üçer. “Helva İle İlgili Gelenekler”, Anamın Aşı Tandırın Başı, İstanbul 2006, p. 211 N. Halici.”Neşeli Günlerle İlgili İkram ve Sofralar” “İstek Dilek Sofralarıyla İlgili”, Karadeniz Bölgesi Yemekleri, Konya 2001, p.96-122. |
| 10 | Museum visit- Sadberk Hanım | |
| 11 | Symbolic meaning of food Bread Salt Halva Baklava |
« Helva» İstanbul Ansiklopedisi,, Tarih Vakfı Yurt Yayınları, vol. 4 .p. 47-48 V. Günay. “Türk Sosyo-Kültürel Hayatında Tuzun Yeri Üzerine”, Tuz Kitabı, Kitabevi, 2004, p. 105- 112
A. Ünsal. “İnançlarda Dinlerde v e Anadolu Folkorunda Ekmek”, Nimet Geldi Ekine, İst. p. 81- 98. İ. Ortaylı. “Baklava Alayı”, İstanbul Ansk., Tarih Vakfı , vol. 2 .p. 5 |
| 12 | Food rituals in Sufi orders Mevlevi & Bektaşi orders |
Asuman Bektaş. “Mevlevilikte Matbah Terbiyesi”, Yemek ve Kültür, no 5.
N. Halıcı, Sufi Cuisine, London 2005. S. Soysal. Derviş Sofraları, İstanbul 2007. |
| 13 |
The adaptation of modern food rituals in Turkish culture Birthday celebration
New Year celebration Wedding cakes |
“Birthday Foods”, Encylopedia of Food & Culture, p. 212-214
“Wedding Cakes”, Encylopedia of Food & Culture, p. 521-523 |
| 14 | Students Presentations | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | Encylopedia of Food & Culture. Ed. S. Kats, 2003. (related parts); E. Artun. Türk Halk Bilimi, Kitabevi 2005. |
| Additional Resources | Yemek ve Kültür, Çiya Yayınları |
Material Sharing
| MATERIAL SHARING | |
| Documents | Documentaries; Power point presentations; recipes; photos |
| Assignments | Term Paper |
| Exams | 1 Midterm and 1 Final |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Midterm | 1 | 25 |
| Discussion | 13 | 15 |
| Term Paper | 1 | 25 |
| Total | 65 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 35 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 65 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | ||||||
| No | Program Learning Outcomes | Contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students study food in the context of food history, geography, culture and nutritional sciences. | X | ||||
| 2 | Students approach food and cooking as an art process and they are competent in the topics of design and visual presentation of food. | |||||
| 3 | Students have comprehensive information about food related concepts, techniques, and new product information. They have the ability to conduct research and develop ideas on these issues. | X | ||||
| 4 | Students have knowledge about the basic principles of nutrition and food science, and they apply their knowledge in the field of gastronomy. | |||||
| 5 | Students know and apply the international standards of food hygiene and safety. | |||||
| 6 | Students know all the processes related to the production of food and beverage, from the production stage to the stage of presentation. They can understand food production systems and the new approaches in this field. They have an in-depth understanding of the subject and they can identify and solve problems that may arise at this stage. They can design the physical environment, and has an understanding of the materials and technologies related to the field of gastronomy. They can take part in development of innovations in this context. | |||||
| 7 | Students gain knowledge about national and international cuisines. In this context, they know basic cooking techniques, they implement and develop them. | X | ||||
| 8 | They know the historical, geographical and cultural background of alcoholic and non-alcoholic beverages and they know the stages of production. They can use this information in menu planning, food production, etc. | |||||
| 9 | Students can develop a new food product, standardize it and execute the registration process in a scientific context. | |||||
| 10 | Students know the national and international regulations, professional standards and professional ethics around food and they apply them. | |||||
| 11 | Students know the basic concepts, theories and principles about business, economics and marketing, and they apply them. Accordance with the principles of menu planning, they can make food and beverage cost analysis, controlling and pricing, and develops a variety of menus. They can effectively manage the operations of food related businesses by applying management theories, and staff recruitment and evaluation processes. | |||||
| 12 | They can engage in independent studies and team work. They can communicate effectively through verbal and in written communication, and they develop good presentation skills. | X | ||||
| 13 | Students understand the effects of food on human health and society, and in this context, they follow the press and media organizations and contribute to them. | |||||
| 14 | Students understand and manage food-related events. | X | ||||
| 15 | They know world food trade, globalization, patterns of production and consumption. They know the importance of the food policies for the country's economy. | |||||
| 16 | Students know how to bake and prepare cakes and other pastries, breads, sponge and dough pastry bases, creamy sauces, fruit sauces, jellies, hot and cold desserts, ice creams and sorbets, sugar works, decorations, decoration and presentation. They are competent in making chocolate. | X | ||||
| 17 | Students have theoretical and practical knowledge about the production techniques of vegetables and fresh herbs used in kitchen practices and food production. | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 14x Total course hours) | 14 | 3 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 7 | 98 |
| Mid-terms | 1 | 3 | 3 |
| Assignments | 1 | 25 | 15 |
| Final examination | 1 | 3 | 3 |
| Total Work Load | 151 | ||
| Total Work Load / 30 (hours) | 5,03 | ||
| ECTS Credit of the Course | 6 | ||