| Course Description |
|
| Course Name |
: |
Teaching Visual Art |
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| Course Code |
: |
S 208 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
2 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
Instructor HAKAN DEMİR
Instructor KAZIM ARTUT
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| Learning Outcomes of the Course |
: |
Improves his perspectives on the definition and scope of the field of visual arts.
Acquıres the necesseray knowladge about the impacts of visual mental, psychmotor and artistic improvements in primary child progress
Understands the effects of two-and three-dimensional applications on eye and hand kooordination and discusses on how this contributes on the child´s artistic development.
Is able to teach the use of areas of artistic tools and equipments
Applies the actvities aaccurately suitable for the meaning and method
|
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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 |
: |
The course aims to help students gain the ability to type and characteristics of the visual arts learning.
Students in the creation of two-and three-dimensional compositions artistic design, acquire technical knowledge and skills. |
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| Course Contents |
: |
Students use the visual elements of artistic creation of two-and three-dimensional compositions. Visual organization of ideas, focus on the applicability of design problems and how to analyze. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Art classrooms |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Explanation of the basic principles and methods of visual arts. |
Recommended reading resources. |
Two and three dimensional formatting |
|
2 |
Visual arts, visual literacy / The effects of the development of visual culture. |
Suggested reading and resources to do research on the topic. |
Presentation, presentation and discussion |
|
3 |
The importance of two-and three-dimensional activities in the field of elementary visual arts. |
Resources to do research on the topic. |
Expression question and answer, discussion. |
|
4 |
Elementary visual arts program content and to critique. |
A survey of recommended resources |
Expression question and answer, discussion. |
|
5 |
Two-and three-dimensional visual presentations about the activities done. |
A survey of recommended resources |
Expression question and answer, discussion. |
|
6 |
Determination of critical issues related to the activities and appropriate examples. |
Research on the types of designs |
Expression question and answer, discussion. |
|
7 |
Determination of critical issues related to the activities and appropriate examples.
Qualifications and promote the use of tools |
Research on the types of designs |
Visual presentation and discussion |
|
9 |
Practices in the two dimensional design of applications. |
Preparation of two-and three-dimensional designs |
Visual presentation and discussion |
|
10 |
Practices in the three-dimensional design of applications. |
The designs are critical to |
Projects critique / questions, answers and discussion |
|
11 |
Designed / the transition to the issues identified. |
Conversion of the original studies to the preparation of designs |
Two and three dimensional formatting |
|
12 |
Activity to continue the process. |
Designs on the creation of alternatives |
Two and three dimensional formatting |
|
13 |
Activity to continue the process. |
Comparison of designs, colors and sizes |
Two and three dimensional formatting |
|
14 |
Activity to continue the process. |
Finalizing the preperations of the designs |
Two and three dimensional formatting |
|
15 |
Activity to continue the process. |
Completing the designs |
Class evaluation on the outcomes of designs |
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16/17 |
Final exam |
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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.). |
4 |
|
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. |
1 |
|
4 |
Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. |
1 |
|
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. |
3 |
|
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. |
3 |
|
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 |
2 |
|
12 |
Monitors their performance and attempts to improve their professional knowledge and skills. |
3 |
|
13 |
Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills |
4 |
|
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. |
2 |
|
17 |
Develops projects and activities in order to make the social environment livable. |
3 |
|
18 |
Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. |
4 |
|
19 |
Along with their professional development, improves himself/herself in scientific, cultural, artistic and social areas in accordance with his/her interests and abilities through identifying his/her needs. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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