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Interdisciplinary relations, theoretical and applied studies in art
- Visual structuring of different expression styles in art, examining, questioning and interpreting the relationships between form and thought.
-Discussion and project implementations that will enable students to seek individual identity.
Art historical visual readings
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods | ||||
| 1) Information about art and culture and art critics. | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
| 2) Improves how to use and apply art equipment. | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
| 3) Examines students’ own art works and improves aesthetic consciousness . | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
| 4) While improving unique art works, it makes people think in various ways. | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
| 5) Improves how to explain art works to society with professional knowledge. | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
| 6) Information about research techniques. | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
| 7) Updates about interdisciplinary interaction. | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
| 8) Improves how to criticise and analyse. | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
| 9) Information about art history. | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
| 10) Assimilates the importance of the necessity of art demands.. | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
| 11) Improves to help to formalize emotional skills. | 1,4,6,7,8,11,12 | 1,2,3,4,5,8,9,15 | A,C | ||||
Course Flow
| COURSE CONTENT | ||
| Week | Topics | |
| 1 |
Information about the process and program of the course is given. The term term concept is shared.
They are asked to prepare the process map of their preparations for the next week (regularly every week) until the next day of the lesson and share it to the lecturer via e-mail or digital common platforms. The first stage of the concept - THEORETICAL RESEARCH |
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| 2 |
It is monitored whether the student adheres to the process map (weekly work schedule) determined by him. Their research on the concept is followed. Each student presents his / her research on the process map.
They are asked to prepare the process map of their preparations for the next week (regularly every week) until the next day of the lesson and share it to the lecturer via e-mail or digital common platforms. The second stage of the concept - READING |
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| 3 |
The process map of the student is followed. He listens to what he adds to the work plan or whether he follows it or not. Weekly work and readings are listened to.
They are asked to prepare the process map of their preparations for the next week (regularly every week) until the next day of the lesson and share it to the lecturer via e-mail or digital common platforms. The stages of reading, taking notes and creating text are passed. The next stage of the concept - THEORETICAL EXAMINATION and INTERPRETATION. |
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| 4 |
The plans for collecting visual material are added to the process map of their preparations for the next week (regularly every week) until the next day of the lesson and the lecturer is asked to share the lecture on common platforms via e-mail or digital.
The stages of reading, taking notes and creating text are passed. The text prepared by the student about the concept is presented to the class and discussed. (The research of the student during this whole study period may vary in the process. Theoretical studies conducted in the first month aim for the candidate to experience the practices of dealing with a subject, concentrating on that subject in a theoretical sense, drawing conclusions and interpretation.) During the implementation phase, the concept and the study are likely to vary. ) The next stage of the concept - THEORETICAL EXAMINATION and INTERPRETATION. |
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| 5 |
At the beginning of the second month, controls are made depending on the weekly process map and the visual materials collected within the framework of the concept are shared in the workshop. (Instead of the materials themselves, they can also be shared in digital images).
The plans for collecting visual material are added to the process map of their preparations for the next week (regularly every week) until the next day of the course and the course is asked to be shared with the lecturer via e-mail or digital common platforms. VISUAL RESEARCH Controls are made depending on the process map and the visual materials collected within the framework of the concept are shared in the workshop. The opinions of the candidate about the images chosen among the visual materials are listened to. (Instead of the materials themselves, they can also be shared in digital images). The plans for collecting visual material are added to the process map of their preparations for the next week (regularly every week) until the next day of the course and the course is asked to be shared with the lecturer via e-mail or digital common platforms. VISUAL RESEARCH AND SELECTION |
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| 6 |
Controls are made depending on the process map and the visual materials collected within the framework of the concept are shared in the workshop. The opinions of the candidate about the images chosen among the visual materials are listened to. (Instead of the materials themselves, they can also be shared in digital images).
The plans for collecting visual material are added to the process map of their preparations for the next week (regularly every week) until the next day of the course and the course is asked to be shared with the lecturer via e-mail or digital common platforms. |
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| 7 |
Midterm Exam ( File is prepared in English-Turkish bilingual.)
The student has done since the beginning of the semester, Theoretical studies Readings Theoretical review and comments Visual research Visual research and selection It presents its work as a powerpoint to the lecturer of the course and other students taking the course in a file with the project draft The presentation is evaluated by each student and the lecturer of the course in an evaluation form, whose stages and criteria have been previously distributed to the students. The visa grade of the candidate student is determined by taking the arithmetic average of the evaluations within the specified ratios. |
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| 8 | As of the third month, the student is left alone with his project and work. Their work is followed regularly and the student submits the weekly study report to the lecturer of the course via the relevant platforms. | |
| 9 | Their work is followed regularly and the student submits the weekly study report to the lecturer of the course via the relevant platforms. | |
| 10 | Their work is followed regularly and the candidate submits the weekly study report to the lecturer of the course via the relevant platforms. | |
| 11 | Their work is followed regularly and the candidate submits the weekly study report to the lecturer of the course via the relevant platforms. | |
| 12 |
The project file is shared for the student to prepare the project. The work of the project file is started.
The student makes a presentation about the stages of the project in the workshop. |
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| 13 | Studies are continued. | |
| 14 | Studies are continued. | |
| 15 |
Studies are terminated. The project file is checked. The student presents the project file as a powerpoint to his workshop colleagues.
The presentation is evaluated by each student and the lecturer of the course in an evaluation form, whose stages and criteria have been previously distributed to the students. The arithmetic average of the evaluations within the specified ratios is taken and added to the final grade of the candidate student. The presentation file is prepared in both English and Turkish languages and delivered to the lecturer as a file. An announcement is made to students who will take the diploma project course in the spring semester to determine the "concept" they will work in the project course.
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Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 40 |
| Quizzes | ||
| Assignment | ||
| Total | 40 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 1 | 60 |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 1 | 40 |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Create unique art works and study interdisciplinary. | X | |||||
| 2 | Analyse and evaluate art works. | X | |||||
| 3 | Critique on art works. | X | X | ||||
| 4 | Know how art experiments and techniques work. | X | |||||
| 5 | Self expression in arts. | X | |||||
| 6 | The ability to use the necessary art equipment and techniques. | X | |||||
| 7 | Be aware of the era of artistic innovation and change. | X | |||||
| 8 | The ability to transfer visuals to creativity. | X | |||||
| 9 | Research, monitoring, interpretation and evaluation skills. | X | |||||
| 10 | Share issues in the field of art such as professional self-confidence, social and cultural matters with society. | X | |||||
| 11 | The technical competence and ability to show the content of converting conceptuality to an art work. | X | |||||
| 12 | Perceive and visualize in an aesthetic way to nature’s order and knowledge. | X | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 6 | 96 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 7 | 98 |
| Mid-terms | 1 | 6 | 6 |
| Assignment | 0 | 0 | 0 |
| Quizzes | 14 | 8 | 112 |
| Final examination | 1 | 6 | 6 |
| Total Workload | 318 | ||
| Total Workload / 25 (h) | 12,72 | ||
| ECTS Credit of the Course | 13 | ||