| Course Description |
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| Course Name |
: |
Fencing II |
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| Course Code |
: |
TYM 237 |
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| Course Type |
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Optional |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
2 |
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| Course Semester |
: |
Fall and Spring (32 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
: |
Instructor ATAKANAKÇAY
|
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| Learning Outcomes of the Course |
: |
Develops and applies the skills of general balance, softness, coordination, concentration, reflex, timing, action-reaction relationship, standing on the stage, and adaptation skills to the changes of rhytm.
Comprehends and applies the ability to move rhythmically and plastically on the stage.
Practices basic fencing exercises
Understands fencing with its historical development.
Understands the importance of awareness of the basic fencing.
Knows and applies the right techniques of using arms.
Knows and applies techniques of attack and defense.
Develops and uses facilities of the body by performing repeatable movements.
Applies the established fencing scene choreography from technical and artistic aspects.
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| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
TYM 137 Fencing I
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim is to help students develop skills of general balance, softness, coordination, concentration, reflex, timing, action-reaction relationship, standing on the stage, and adaptation skills to the changes of rhytm, and gain the methods and techniques of using the basic arms (swords, Foil, Epee) with practice studies. |
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| Course Contents |
: |
Fencing course includes sword, smallsword, epee, and rules for their use. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Studio |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Meeting with students and Introduction of annual lesson plan |
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Presentation - Special Support / Structural Examples |
|
2 |
Armed distance studies. |
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Presentation - Special Support / Structural Examples |
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3 |
Armed distance studies. |
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Presentation - Special Support / Structural Examples |
|
4 |
Kontr - parad studies. |
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Presentation - Special Support / Structural Examples |
|
5 |
Kontr - parad studies. |
|
Presentation - Special Support / Structural Examples |
|
6 |
Kontr - parad studies. |
|
Presentation - Special Support / Structural Examples |
|
7 |
Study and practice on the attack-defense moves with combined movements on line 4 |
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Presentation - Special Support / Structural Examples |
|
8 |
Study and practice on the attack-defense moves with combined movements on line 4 |
|
Presentation - Special Support / Structural Examples |
|
9 |
Study and practice on the attack-defense moves with combined movements on line 6 |
|
Presentation - Special Support / Structural Examples |
|
10 |
Study and practice on the attack-defense moves with combined movements on line 6 |
|
Presentation - Special Support / Structural Examples |
|
11 |
Study and practice on the attack-defense moves with combined movements on line 8 |
|
Presentation- Special Support / Structural Examples |
|
12 |
Study and practice on the attack-defense moves with combined movements on line 8 |
|
Presentation- Special Support / Structural Examples |
|
13 |
Study and practice on the attack-defense moves with combined movements on line 7 |
|
Presentation- Special Support / Structural Examples |
|
14 |
Mid-term exam |
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|
|
15 |
Semester analysis and general revision. |
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Presentation - Special Support / Structural Examples |
|
16 |
Semester analysis and general revision. |
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Presentation- Special Support / Structural Examples |
|
17 |
Foil simple attack in fencing. Direct Attack. |
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Presentation- Special Support / Structural Examples |
|
18 |
Foil simple attack in fencing. Degage Attack. |
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Presentation - Special Support / Structural Examples |
|
19 |
Foil simple attack in fencing. Coupe Attack. |
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Presentation - Special Support / Structural Examples |
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20 |
Foil simple attack in fencing. Kontr-Degage Attack. |
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Presentation - Special Support / Structural Examples |
|
21 |
Mid-term exam. |
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|
|
22 |
Foil conjoint attack in fencing. |
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Presentation - Special Support / Structural Examples |
|
23 |
Conjoint attacks to the upper right area. |
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Presentation- Special Support / Structural Examples |
|
24 |
Conjoint attacks to the upper right area. |
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Presentation - Special Support / Structural Examples |
|
25 |
Conjoint attacks to the upper left area. |
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Presentation - Special Support / Structural Examples |
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26 |
Conjoint attacks to the upper left area. |
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Presentation- Special Support / Structural Examples |
|
27 |
Conjoint attacks to right lower-part. |
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Presentation- Special Support / Structural Examples |
|
28 |
Conjoint attacks to right lower-part |
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Presentation - Special Support / Structural Examples |
|
29 |
Conjoint attacks to left lower part. |
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Presentation - Special Support / Structural Examples |
|
30 |
Conjoint attacks to left lower part. |
|
Presentation - Special Support / Structural Examples |
|
31 |
Final exam preparation. |
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Presentation - Special Support / Structural Examples |
|
32/33/34 |
Final. |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
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. |
1 |
|
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. |
0 |
|
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. |
0 |
|
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. |
2 |
|
5 |
This programme teaches the ways of gaining the ability of using Turkish correctly and efficiently. |
0 |
|
6 |
Having sufficient information on stage technology, students comprehend how to express the artistic expression images of the play. |
0 |
|
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. |
1 |
|
8 |
Students gain the ability to evaluate universal values with the knowledge acquired in their own field of study. |
1 |
|
9 |
This programme provides with the ways of finding the necessary documents, tools, resources, and the archive related to the art of theater - acting. |
0 |
|
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 |
|
11 |
Students gain the ability to present information related to the Art of Theatre-Acting to various audiences. |
0 |
|
12 |
Students gain awareness of being an artist who is aware of the responsibility to themselves, their own country and to the humanity. |
1 |
|
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.
|
5 |
|
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. |
0 |
|
15 |
Students gain communication and social competence skills as a natural part of the art of theater - acting. |
1 |
|
16 |
Students gain the habit and awareness of having art ethics and professional discipline together with the professional acting qualifications. |
3 |
|
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. |
1 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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