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| Course Description |
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| Course Name |
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Phonetic and Diction I |
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| Course Code |
: |
TİM 133 |
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| Course Type |
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Compulsory |
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| Level of Course |
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First Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Fall and Spring (32 Weeks) |
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| ECTS |
: |
8 |
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| Name of Lecturer(s) |
: |
Instructor FIRATDEMİRAĞ
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| Learning Outcomes of the Course |
: |
Knows the usage of speech organs and uses them functionally.
Knows and applies the correct usage techniques of voice
Is able to use voice-breath coordination skill functionally.
Knows and applies breathing techniques
Knows and applies breath control techniques
Knows and applies the basic concepts of phonetic.
Knows and applies the correct articulation points of vocals and consonants.
Knows and applies the rules of stress, intonation, pause, and addition.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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The aim is to study and make practice on the correct and effective use of all sounds in terms of phonetics, the correct and effective use of the techniques, breathing techniques, sound-breath coordination skills, stress, intonation and addition. |
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| Course Contents |
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Undergraduate students are required to learn vowels and consonants in the first grade. In this period of learning, what is paid importance is their speech disorders, (e.g. some of the letters they have difficulty at utterance are taught appropriately giving attention to using all their speech organs in a correct way). Besides, basic phrases are also the main components while training students. |
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| Language of Instruction |
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Turkish |
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| Work Place |
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Studio |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Meeting and Course Description. |
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2 |
Introduction of the breath and audio devices. |
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Special Support / Structural Examples |
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3 |
Study and practice on breath and audio devices. |
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Special Support / Structural Examples |
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4 |
Study and practice on breath and audio devices |
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5 |
Study and practice on breath and audio devices |
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Special Support / Structural Examples |
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6 |
Voice - breath exercises. Introduction to Speech. |
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Special Support / Structural Examples |
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7 |
Study and practice on the syllable stresses. |
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Special Support / Structural Examples |
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8 |
Study and practice on Voice - breath |
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Special Support / Structural Examples |
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9 |
Study and practice on Voice - breath |
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10 |
Study and practice on Voice - breath |
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Special Support / Structural Examples |
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11 |
Study and practice on intonation. |
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Special Support / Structural Examples |
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12 |
Study and practice on intonation. |
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Special Support / Structural Examples |
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13 |
Study and practice on intonation. |
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Special Support / Structural Examples |
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14 |
Study and practice on intonation. |
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Special Support / Structural Examples |
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15 |
Semester analysis and general revision. |
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Special Support / Structural Examples |
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16 |
Semester analysis and general revision. |
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Special Support / Structural Examples |
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17 |
Introduction to Speech practices. |
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Special Support / Structural Examples |
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18 |
Study and practice on the selected tiredes from Ancient Greek Theatre according to the principles of speech. |
Sophocles Oedipus trilogy. (King Oedipus, Oedipus on the Kolonos, Antigone) |
Special Support / Structural Examples |
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19 |
Study and practice on the selected tiredes from Ancient Greek Theatre according to the principles of speech. |
Sophocles Oedipus trilogy. (King Oedipus, Oedipus on the Kolonos, Antigone) |
Special Support / Structural Examples |
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20 |
Study and practice on the selected tiredes from Ancient Greek Theatre according to the principles of speech. |
Sophocles Oedipus trilogy. (King Oedipus, Oedipus on the Kolonos, Antigone) |
Special Support / Structural Examples |
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21 |
Study and practice on the selected tiredes from Ancient Greek Theatre according to the principles of speech. |
Sophocles Oedipus trilogy. (King Oedipus, Oedipus on the Kolonos, Antigone) |
Special Support / Structural Examples |
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22 |
Study and practice on the Shakespearean Tragedy tirades. |
Tragedies: Romeo, Juliet, Titus Andronicus, Timon of Athens, Othello, Macbeth, King Lear, Julius Caesar, Coriolanus, Hamlet, Antony and Cleopatra - History Games: Henry IV, Henry V, Henry VI, Henry VIII, King John, Richard II, Richard III |
Special Support / Structural Examples |
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23 |
Study and practice on the Shakespearean Tragedy tirades. |
Tragedies: Romeo, Juliet, Titus Andronicus, Timon of Athens, Othello, Macbeth, King Lear, Julius Caesar, Coriolanus, Hamlet, Antony and Cleopatra - History Games: Henry IV, Henry V, Henry VI, Henry VIII, King John, Richard II, Richard III |
Special Support / Structural Examples |
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24 |
Study and practice on the Shakespearean Tragedy tirades. |
Tragedies: Romeo, Juliet, Titus Andronicus, Timon of Athens, Othello, Macbeth, King Lear, Julius Caesar, Coriolanus, Hamlet, Antony and Cleopatra - History Games: Henry IV, Henry V, Henry VI, Henry VIII, King John, Richard II, Richard III |
Special Support / Structural Examples |
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25 |
Study and practice on the Shakespearean Tragedy tirades. |
Tragedies: Romeo, Juliet, Titus Andronicus, Timon of Athens, Othello, Macbeth, King Lear, Julius Caesar, Coriolanus, Hamlet, Antony and Cleopatra - History Games: Henry IV, Henry V, Henry VI, Henry VIII, King John, Richard II, Richard III |
Special Support / Structural Examples |
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26 |
Study and practice on the Shakespearean Tragedy tirades. |
Tragedies: Romeo, Juliet, Titus Andronicus, Timon of Athens, Othello, Macbeth, King Lear, Julius Caesar, Coriolanus, Hamlet, Antony and Cleopatra - History Games: Henry IV, Henry V, Henry VI, Henry VIII, King John, Richard II, Richard III |
Special Support / Structural Examples |
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27 |
Study and practice on the tiredes selected from Turkey Dramatic Plays according to the principles of speech. |
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Special Support / Structural Examples |
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28 |
Study and practice on the tirades of the Local Plays according to the principles of speech. |
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Special Support / Structural Examples |
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29 |
Study and practice on the tirades of the Local Plays according to the principles of speech. |
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Special Support / Structural Examples |
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30 |
Study and practice on the tirades of the Local Plays according to the principles of speech. |
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Special Support / Structural Examples |
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31 |
preparation for Final exam and general rehearsals. |
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Special Support / Structural Examples |
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32/33/34 |
Final Exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
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| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
0 |
100 |
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Homeworks/Projects/Others |
0 |
0 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
With the help of techniques and methods of acting, this programme teaches the ways of expressing the emotions and thoughts of the character to play on stage. |
4 |
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2 |
Students comprehensively search for the national and international theatre literature, techniques and methods, synthesize the knowledge they acquired considering the requirements of the age and gain a critical point of view. |
2 |
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3 |
Taking the art of Theatre-Acting into consideration, students comprehend the improvement and transformation period of the art from past to the future, and adapt it according to the requirements of the age. |
2 |
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4 |
The Art of Theatre-Acting is supported with methods, theories, history, the techniques of using voice and body, behavioral psychology, and aesthetics and art theories. This programme helps undergraduates to comprehend the concept of art and have the knowledge sufficient to transfer to the future with the past. |
5 |
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5 |
This programme teaches the ways of gaining the ability of using Turkish correctly and efficiently. |
5 |
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6 |
Having sufficient information on stage technology, students comprehend how to express the artistic expression images of the play. |
1 |
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7 |
Considering the art of Theatre-Acting, students learn a social and aesthetic point of view and can apply this on performing arts, radio, television and cinema. |
4 |
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8 |
Students gain the ability to evaluate universal values with the knowledge acquired in their own field of study. |
2 |
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9 |
This programme provides with the ways of finding the necessary documents, tools, resources, and the archive related to the art of theater - acting. |
2 |
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10 |
Improving coordination skills, students know about and analyze their own body, emotions and thoughts and gain the ability to use their natural mechanism as an instrument on the stage. |
4 |
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11 |
Students gain the ability to present information related to the Art of Theatre-Acting to various audiences. |
3 |
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12 |
Students gain awareness of being an artist who is aware of the responsibility to themselves, their own country and to the humanity. |
2 |
|
13 |
In addition to acting techniques, this programme teaches the correct ways of using body on stage with movement, dance, body plastic and fencing disciplines.
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1 |
|
14 |
This programme teaches the ways of using voice correctly on stage supporting this with the voice and speech techniques, singing, solfege and ear training. |
5 |
|
15 |
Students gain communication and social competence skills as a natural part of the art of theater - acting. |
5 |
|
16 |
Students gain the habit and awareness of having art ethics and professional discipline together with the professional acting qualifications. |
4 |
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17 |
As an artist, students improve themselves continually, and combine the knowledge and skills appropriate for the rules of professional ethics with the other fields of art and make correlations between them. |
4 |
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18 |
Students will have the ability to search, discover, create alternative solutions, reach information, think critically and engage in productive discussions for personal and professional growth. |
0 |
|
19 |
In addition to professional development, students continue to improve themselves in the scientific, social, cultural and athletic fields. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
32 |
6 |
192 |
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Out of Class Study (Preliminary Work, Practice) |
9 |
1 |
9 |
| Assesment Related Works |
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Homeworks, Projects, Others |
0 |
0 |
0 |
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Mid-term Exams (Written, Oral, etc.) |
0 |
0 |
0 |
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Final Exam |
1 |
1 |
1 |
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Total Workload: | 202 |
| Total Workload / 25 (h): | 8.08 |
| ECTS Credit: | 8 |
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