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| Course Description |
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| Course Name |
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Photo art and photographic techniques |
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| Course Code |
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SAB103 |
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| Course Type |
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Optional |
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| Level of Course |
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Sub-Level (Undergraduate Degree) |
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| Year of Study |
: |
1 |
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| Course Semester |
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Fall (16 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
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Instructor HAKAN DEMİR
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| Learning Outcomes of the Course |
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Recognizes cameras.
Is informed about the kinds of machines and parts of a photo.
Knows the functions of the parts in cameras.
Learns how to take photos in the environment with different spaces, lighst and movements.
Notices the aesthetic / artistic qualities in the photographs.
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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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None |
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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 course aims to help students identify the types of cameras.
Understand the functions and features of cameras
Gain the ability to use different weather and light conditions.
Gain knowledge and experience of taking artistic photographs.
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| Course Contents |
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What is visual perception?
Artistic events and facts, which are in the nature of visual sense?
The history of cameras
There are several different kinds of camera?
Camera parts, features, functions,
How to critique the photographs taken?
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| Language of Instruction |
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Turkish |
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| Work Place |
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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 |
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1 |
Photo of the history of machines |
Preliminary research on cameras |
Lectures and presentations |
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2 |
Photo of the types and characteristics of machines |
Preliminary research on cameras |
Comparison of old and new machines.
Lecture.
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|
3 |
The concept of the differences between mechanical and digital cameras. |
Machine examples. |
Lecture to answer your question. |
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4 |
Photo of the introduction of machines, accessories. |
Machine examples. |
Visible examination. |
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5 |
Photo of the introduction of machinery parts and their functions. |
Making the preliminary arrangements for the promotion of the parts. |
Examination of parts. |
|
6 |
What to see and take a look?
What is visual perception?
How we look at the events and facts?
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Giving examples. |
Lecture, discussion. |
|
7 |
Different environments, how-to photography? |
Different environments, research on interest. |
Lecture, discussion. |
|
9 |
How to photographic techniques and skills acquired? |
Research on techniques. |
Small group discussions. |
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10 |
How to make shooting settings?
Experimental start-ups.
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Examination of the books and other visuals. |
Lectures, discussions and applications. |
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11 |
Experimental photography. |
Accessories that are required for the preparation of reports. |
Shooting practice. |
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12 |
Experimental photography. |
Accessories that are required for the preparation of reports. |
Shooting practice. |
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13 |
Experimental photography. |
Accessories that are required for the preparation of reports. |
Shooting practice. |
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14 |
Experimental photography. |
Accessories that are required for the preparation of reports. |
Shooting practice. |
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15 |
Reporting and critics to experimental shots. |
Critical to a class. |
To a class discussion and critical. |
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16/17 |
Final exam. |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
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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.) |
1 |
60 |
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Homeworks/Projects/Others |
2 |
40 |
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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 |
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.). |
3 |
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2 |
Evaluates the characteristics of 1st-5th year primary school students’ development along with their role in learning. |
3 |
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3 |
Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. |
3 |
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4 |
Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. |
4 |
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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. |
4 |
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6 |
Makes a critique of art products in the light of information regarding art and describes their qualities. |
5 |
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7 |
Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. |
5 |
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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 |
4 |
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9 |
Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. |
3 |
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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 |
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11 |
Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education |
2 |
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12 |
Monitors their performance and attempts to improve their professional knowledge and skills. |
4 |
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13 |
Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills |
3 |
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14 |
Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively |
3 |
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15 |
Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. |
0 |
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16 |
Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. |
2 |
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17 |
Develops projects and activities in order to make the social environment livable. |
5 |
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18 |
Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. |
5 |
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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. |
5 |
| * 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) |
14 |
2 |
28 |
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Out of Class Study (Preliminary Work, Practice) |
4 |
6 |
24 |
| Assesment Related Works |
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Homeworks, Projects, Others |
2 |
8 |
16 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
2 |
2 |
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Final Exam |
1 |
2 |
2 |
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Total Workload: | 72 |
| Total Workload / 25 (h): | 2.88 |
| ECTS Credit: | 3 |
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