| Course Description |
|
| Course Name |
: |
Artistic forms and design |
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| Course Code |
: |
SAA105 |
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| Course Type |
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Optional |
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| Level of Course |
: |
Sub-Level (Undergraduate Degree) |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
Instructor KAZIM ARTUT
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| Learning Outcomes of the Course |
: |
Understands the meaning of artistic designs, and how it´s performed.
Distinguishes the difference between two and three-dimensional artistic activities.
Develops artistic design / formatting skills.
Develops visual literacy and visual culture.
Distinguishes works with and without the value of art (aesthetics)
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
SAA105 Artistic forms and design
|
|
| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The course aims to teach shaping the artistic exploration of the concept of two-and three-dimensional.
Help students gain design, methods and techniques, through the consolidation of applications.
|
|
| Course Contents |
: |
How art design is formed?
Two-and three-dimensional designs
project designs
|
|
| 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 |
Information on the concept of two-and three-dimensional art |
Information on the concepts in two and three dimensions to art education. |
Lecture and sample images |
|
2 |
Three-dimensional abstract / artistic designs can realize how.? |
Three-dimensional design / make explanations on how to prepare projects, tools and equipments to be used to identify. |
Explanation and examples. |
|
3 |
Three-dimensional geometric shapes drawing / project, how do we do? |
Three-dimensional geometric designs give the effect of drawing.
Information on the transfer of the drawings on cardboard.
Display Model practices.
|
Lecture and studio activities |
|
4 |
Three-dimensional presentation of different geometric shapes. |
Three-dimensional realization of the transfer of cartons of different geometric shapes in different colors. |
Lecture and studio activities |
|
5 |
Use / disclosure of the preferred colors. |
The selection of colors to be used |
Lecture and studio activities |
|
6 |
Designs relate to each other |
The selection of colors to be used.
Determination of the dimension.
|
Lecture and studio activities |
|
7 |
Associating versatile designs. |
Some of the completed designs / geometric shapes relate to each other. |
Lecture and studio activities |
|
8 |
Visa / midterm exam |
|
|
|
9 |
Changing the size of geometric shapes. |
Changing the size of geometric shapes in different colors and forms / determination. |
Lecture and studio activities |
|
10 |
Configuring designs |
Designs formatted / warnings and explanations for structuring. |
Lecture and studio activities |
|
11 |
Configuring designs |
Completed a project of artistic transformation of geometric shapes in different formats. |
Lecture and studio activities |
|
12 |
Configuring designs |
Completed a project of artistic transformation of geometric shapes in different formats. |
Lecture and studio activities |
|
13 |
Configuring designs |
Completed a project of artistic transformation of geometric shapes in different formats. |
Lecture and studio activities |
|
14 |
Configuring designs |
Completed a project of artistic transformation of geometric shapes in different formats. |
Lecture and studio activities |
|
15 |
Completed submission and termination of designs. |
Editing completed by the student designs and the preparation of a class critique. |
Lecture and studio activities |
|
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.). |
5 |
|
2 |
Evaluates the characteristics of 1st-5th year primary school students’ development along with their role in learning. |
4 |
|
3 |
Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. |
3 |
|
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. |
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. |
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 |
3 |
|
15 |
Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. |
3 |
|
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. |
3 |
|
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. |
4 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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