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| Course Description |
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| Course Name |
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Saloon Dances |
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| Course Code |
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TYM 441 |
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| Course Type |
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Optional |
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| Level of Course |
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First Cycle |
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| Year of Study |
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4 |
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| Course Semester |
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Fall and Spring (32 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
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Instructor LİLİA KOSTOVA PANAYOTOVAPETROVA
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| Learning Outcomes of the Course |
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Knows and applies ballroom dance forms.
Knows and applies ballroom dance steps.
Gains an aesthetic perspective on his own body by practising on body positions, aand puts it into practice in his own dance studies.
Develops and practice the dance habit and culture of the body using the figures of different rhythms.
Learning the culture of dance developed in modern period, presents a perspective on the character´s physical form in the atmosphere of the period.
Creates and applies choreography using the steps of the ballroom dance.
Distinguishes male and female positions on the pas de deux according to the periodic characteristics.
Creates choreography using pas de deux, single and group dances and implements it.
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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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TİM 331 Acting III
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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 teach students the historical and character dances within the stage discipline, help them gain flexibility when they are playing the characters with their natural mechanisms, and teach them basic dance steps that will help them perceive the characteristic atmosphere of the period they live in. |
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| Course Contents |
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The main exercises of character dance , practices of arm and foot positions of character dance; character dances (mazurka, czardas, flamenco, tarantella, tango) |
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| Language of Instruction |
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Turkish |
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| Work Place |
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Dans 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 |
The introduction of an annual lesson plan to students |
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2 |
Warm-up and Coordination. introduction to "Waltz". |
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Case Study |
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3 |
Warm-up and Coordination. study on "Waltz" and the first and second figure survey. |
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Case Study |
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4 |
Warm-up and Coordination. Work on "Waltz" and the third and fourth figure survey. |
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Case Study |
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5 |
Warm-up and Coordination. introduction to "Classic Tango". |
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Case Study |
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6 |
Warm-up and Coordination. study on "Classic Tango" and the first and second figure survey. |
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Case Study |
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7 |
Warm-up and Coordination. study on "Classic Tango" and the third and fourth figure survey. |
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Case Study |
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8 |
Warm-up and Coordination. Work on "Classic Tango" and the fifth and sixth figure survey. |
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Case Study |
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9 |
Warm-up and Coordination. Work on "Classic Tango" and the seventh and eighth figure survey. |
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Case Study |
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10 |
Warm-up and Coordination. Work on "Classic Tango" and the ninth and tenth figure survey. |
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Case Study |
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11 |
Warm-up and Coordination. Work on "Classic Tango" and the eleventh and twelfth figure survey. |
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Case Study |
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12 |
Warm-up and Coordination. study on "Classic Tango" and the thirteenth figure survey. |
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Case Study |
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13 |
Warm-up and Coordination. study on "Classic Tango" and the fourteenth figure survey. |
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Case Study |
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14 |
Mid-term exam |
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15 |
Semester analysis and general revision. |
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Case Study |
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16 |
Semester analysis and general revision. |
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Case Study |
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17 |
Warm-up and Coordination. introduction to "Flamenco" and the introduction of the main rhythm. |
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Case Study |
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18 |
Warm-up and Coordination. study on "Flamenco" and the first and second figure survey. |
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Case Study |
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19 |
Warm-up and Coordination. study on "Flamenco" and the third and fourth figure survey. |
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Case Study |
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20 |
Warm-up and Coordination. Work on "Flamenco" and the fifth and sixth figure survey. |
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Case Study |
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21 |
Warm-up and Coordination. study on "Classic Tango" and the seventh and eighth figure survey. |
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Case Study |
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22 |
Warm-up and Coordination. study on "Flamenco" and the ninth and tenth figure survey. |
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Case Study |
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23 |
Warm-up and Coordination. Work on "Flamenco" and the eleventh and twelfth figure survey. |
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Case Study |
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24 |
Mid-term exam |
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25 |
Warm-up and Coordination. introduction to advanced Level Modern Dance Techniques. |
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Case Study |
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26 |
Warm-up and Coordination. Isadora Duncan method, the first survey. |
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Case Study |
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27 |
Warm-up and Coordination. Isadora Duncan method, the second survey. |
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Case Study |
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28 |
Warm-up and Coordination. Pina Bausch method, the firsth and second survey. |
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Case Study |
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29 |
Warm-up and Coordination. Martha Graham method, the first survey. |
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Case Study |
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30 |
Warm-up and Coordination. Martha Graham method, the second survey. |
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Case Study |
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31 |
Final exam preparation |
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32/33/34 |
Final. |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 "TANETS"-Sovremennıy i klassiçeskiy tanets (Pol Bottomer)
"History of Western Dance" Nasuh BARIN
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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.) |
4 |
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. |
2 |
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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. |
1 |
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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. |
1 |
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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. |
4 |
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5 |
This programme teaches the ways of gaining the ability of using Turkish correctly and efficiently. |
0 |
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6 |
Having sufficient information on stage technology, students comprehend how to express the artistic expression images of the play. |
2 |
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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. |
5 |
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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. |
1 |
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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. |
5 |
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11 |
Students gain the ability to present information related to the Art of Theatre-Acting to various audiences. |
1 |
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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. |
1 |
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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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5 |
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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. |
1 |
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15 |
Students gain communication and social competence skills as a natural part of the art of theater - acting. |
0 |
|
16 |
Students gain the habit and awareness of having art ethics and professional discipline together with the professional acting qualifications. |
2 |
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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 |
| * 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 |
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Class Time (Exam weeks are excluded) |
32 |
2 |
64 |
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Out of Class Study (Preliminary Work, Practice) |
32 |
0 |
0 |
| Assesment Related Works |
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Homeworks, Projects, Others |
0 |
0 |
0 |
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Mid-term Exams (Written, Oral, etc.) |
4 |
2 |
8 |
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Final Exam |
1 |
2 |
2 |
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Total Workload: | 74 |
| Total Workload / 25 (h): | 2.96 |
| ECTS Credit: | 3 |
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