| Course Description |
|
| Course Name |
: |
The art of mosaic and wall paintings |
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| Course Code |
: |
ESÇ426 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
4 |
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| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
2 |
|
| Name of Lecturer(s) |
: |
Instructor KAZIM ARTUT
|
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| Learning Outcomes of the Course |
: |
Has the practical and theoritical competency in mozaic art.
Has the competency in theoritical and practical aspects of the murals.
Understands the types of mosaic art and murals.
Recognizes the materials used.
Gains technical knowledge and artistic skills.
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|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
Presentinng some samples of Turkish and international mosaic art.
Mosaic types and techniques,giving basic information about the application of mural.
To gain knowledge and experience about the application areas.
Murals and information about the application areas. |
|
| Course Contents |
: |
The concept of the meaning and types of mosaic art.
Wall murals applications, methods and techniques used in it
Where to use mosaic art, examples and descriptions.
Implementation phases of mosaic art.
Mosaic art event applications. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Art education classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Mosaic is, how is it done? Types and usage. |
Images and descriptions on the topic. |
Lecture questions and answers |
|
2 |
Discussion on the types of mosaic. To exchange views on issues of Mosaic, the choice of subjects to be applied. |
Identification of the intended subjects to be applied. |
The research questions and answers. |
|
3 |
Work to identify themes. |
Opinions on the preparation and use of tools and equipment used on forms. |
Research and discussion, exchange of views. |
|
4 |
Work in the size and shape of the design themes, transfer onto the surface. |
Providing the neccessary materials and completiiton of the peparations. |
Design and implementation of the transition process. |
|
5 |
Application of the transition process. |
Selection of appropriate material suitable for the subjects matter. |
Designing and implementation. |
|
6 |
Application of the transition process. |
Determined by the use of tools and equipment. |
Designing and implementation. |
|
7 |
Application of the transition process. |
Using the tools and equipments determined |
Designing and implementation. |
|
8 |
Visa / Midterm exam |
|
|
|
9 |
Evaluation of the completed works.
Transition to the second study. |
Determining the intended subjects. |
Lecture questions and answers |
|
10 |
Critics first study, considering the transition to a new study.
Work to identify themes. |
Preparation of tools and equipment and deciding on how they will be used. |
To answer the question with a critical commentary. |
|
11 |
Çalışılacak temaların boyut ve biçimlerinin tasarlanması, yüzey üzerine transferi. |
Provision of new equipment and materials, the completion of preparations. |
Designing and implementation. |
|
12 |
Proceed with the application. |
Completing the preparations of the tools to be used |
Designing and implementation. |
|
13 |
Proceed with the application. |
Completing of the preparations of the tools to be used |
Designing and implementation. |
|
14 |
Proceed with the application. |
Completing the preparations of the tools to be used |
Designing and implementation. |
|
15 |
Proceed with the application. |
Completing the preparations of the tools to be used |
Designing and implementation. |
|
16/17 |
Final / Final exam week |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Explains the concepts and principles related to the subject areas of Primary Education (Mathematics, Turkish, Science and Technology, Life Science, Social Studies, Visual Arts, Music, Physical Education, etc.). |
5 |
|
2 |
Evaluates the characteristics of 1st-5th year primary school students’ development along with their role in learning. |
3 |
|
3 |
Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. |
2 |
|
4 |
Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. |
2 |
|
5 |
Uses not only the 1st- 5th grades primary education programs (Turkish, Mathematics, Science and Technology, Social Science, Natural Science, Physical Education, Music, Visual Arts, etc.) but also the specific teaching strategies, methods and techniques of these programs. |
5 |
|
6 |
Makes a critique of art products in the light of information regarding art and describes their qualities. |
5 |
|
7 |
Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. |
4 |
|
8 |
Plans, implements and evaluates the process of teaching and learning by taking the characteristics of students´ development, individual differences as well as the properties of the subject area into account |
3 |
|
9 |
Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. |
2 |
|
10 |
Generates appropriate learning materials in order to create effective teaching and learning processes, and uses information and communication technologies effectively during this process. |
3 |
|
11 |
Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education |
4 |
|
12 |
Monitors their performance and attempts to improve their professional knowledge and skills. |
4 |
|
13 |
Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills |
3 |
|
14 |
Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively |
2 |
|
15 |
Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. |
2 |
|
16 |
Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. |
3 |
|
17 |
Develops projects and activities in order to make the social environment livable. |
5 |
|
18 |
Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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