ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| Visual Communication Design | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
General course introduction information
| Course Code: | GIT317 | ||||||||
| Course Name: | Image Aesthetics 1 | ||||||||
| Course Semester: | Fall | ||||||||
| Course Credits: |
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| Language of instruction: | TR | ||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | No | ||||||||
| Type of course: | Compulsory | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Dr.Öğr.Üyesi EDA ÇEKİL KONRAT | ||||||||
| Course Lecturer(s): |
Dr.Öğr.Üyesi MURAT TIRPAN Dr.Öğr.Üyesi BURAK KAPLAN Öğr.Gör. BELİRSİZ |
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| Course Assistants: |
Course Objective and Content
| Course Objectives: | Analyzing the concepts and uses that make up the visual languages of films on various film samples from the history of cinema. Questioning the concept of digital cinematography in the world of films. |
| Course Content: | Plan - Stage - Sequence, Plan Sequence Narration, Camera Movements: Kinetic and Optical Movements, Production Design, Image Management, Illumination and Color, Post-Production |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | Course Objectives and contents | |
| 1) | ||
| 2) | Shooting Scales | |
| 3) | Shooting Scales - Frame Ratio - Head Space Serie Example: “The Night Of”, Dir.: Steven Zaillian | |
| 4) | Shooting Angles - Axle - In-Frame Frame Film Exemples “Black Swan”, Dir.: Darren Aronofsky “Gone Girl”, Dir.: David Fincher “Elephant”, Dir.: Gus Van Sant | |
| 5) | Plan - Scene - Sequence Film examples: “Psycho”, Dir.: Alfred Hitchcock “The Diving Bell and The Butterfly”, Dir.: Julian Schnabel “Heat”, Dir.: Michael Mann | |
| 6) | Plan Sequence Narrative Film examples: “Russian Ark”, Dir.: Aleksandr Sokurov “The Secret in Their Eyes”, Dir.: Juan Jose Campanella “The Player”, Dir.: Robert Altman “Buhar”, Dir. : Abdurrahman Öner | |
| 7) | Conference | |
| 8) | Conference | |
| 9) | Midterm | |
| 10) | Camera Movements: Kinetic and Optical Movements Film and series examples; “Fargo”, Dir.: Noah Hawley “Unbreakable”, Dir.: M. Night Shyamalan “Moonrise Kingdom” Dir.: Wes Anderson | |
| 11) | Production Design Film examples: “Children of Men”, Dir.: Alfonso Cuaron “Blade Runner”, Dir.: Ridley Scott “Pan’s Labyrinth”, Dir.: Guillermo del Toro “Abluka”, Dir.: Emin Alper | |
| 12) | İmage Management Film examples: “A Ghost Story”, Dir.: David Lowery “The White Ribbon”, Dir.: Michael Haneke “Son of Saul”, Dir.: Laszlo Nemes | |
| 13) | Lighting and Color Film examples: “Locke”, Dir.: Steven Knight “Birdman”, Dir.: Alejandro Gonzalez Inarritu “Bir Zamanlar Anadolu’da”, Dir.: Nuri Bilge Ceylan | |
| 14) | Post-Production Film examples: “The Walk”, Dir.: Robert Zemeckis “Forrest Gump”, Dir.: Robert Zemeckis “Who Framed Roger Rabbit”, Dir.: Robert Zemeckis |
Sources
| Course Notes / Textbooks: | - Film Yönetmek Üzerine, David Mamet,Hil Yayınları |
| References: | - Göz Kırparken, Walter Murch, İstanbul Bilgi Üniversitesi Yayınları - Dijital Video ile Sinema, İlker Canikligil, Alfa Yayınları |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Outcomes | |||||||||||||||||||||||||||||
| 1) Define the basic theoretical concepts, design principles and aesthetic rules of visual communication design by relating them to historical and current developments; interpret this information in original design works. | |||||||||||||||||||||||||||||
| 1) Develops creative and original visual designs and takes an active and critical role in the research, application and evaluation stages of production processes in individual or group work. | |||||||||||||||||||||||||||||
| 1) Produces original, innovative and functional visual communication designs by combining abstract and concrete concepts with creative and critical thought processes. | |||||||||||||||||||||||||||||
| 1) Develops a critical perspective by comparing theoretical knowledge, principles and concepts in the field of visual communication design with developments in scientific, social, economic, legal and political fields. | |||||||||||||||||||||||||||||
| 1) Recognizes digital and traditional production techniques in visual communication design, gains application skills and develops projects with these techniques. | |||||||||||||||||||||||||||||
| 2) By grasping the basic knowledge of art and design history, students can analyze the complex designs of cultures and nations from scientific, social, economic, legal and political perspectives. | |||||||||||||||||||||||||||||
| 2) Identifies and critiques visual communication problems arising within the scope of photography, video, publication design, interface and interaction design, and proposes innovative solutions. | |||||||||||||||||||||||||||||
| 2) Evaluates research in the field of visual communication design from different perspectives and thus deepens their knowledge. | |||||||||||||||||||||||||||||
| 2) By integrating the knowledge acquired from social sciences and art disciplines with the field of visual communication design, it makes interdisciplinary syntheses and develops multifaceted perspectives in design. | |||||||||||||||||||||||||||||
| 2) Analyzes problems in the field of visual communication design from multi-dimensional perspectives and synthesizes research and development projects with a holistic, critical approach. | |||||||||||||||||||||||||||||
| 3) Explain the features of computer programs used in visual communication design and express new media technologies. | |||||||||||||||||||||||||||||
| 3) Systematically analyzes the stages of visual communication design processes and conveys this information effectively. | |||||||||||||||||||||||||||||
| 3) By deepening his/her understanding of aesthetics, he/she applies aesthetic principles effectively and consciously in his/her designs. | |||||||||||||||||||||||||||||
| 3) Shares design products and projects effectively with the public on different platforms. | |||||||||||||||||||||||||||||
| 3) Analyzes complex visual communication problems, evaluates their own design processes with a critical distance, and develops solution suggestions. | |||||||||||||||||||||||||||||
| 4) Develops competence in applying visual communication tools and techniques used in new media platforms. | |||||||||||||||||||||||||||||
| 4) By interpreting her work in a social and cultural context, she demonstrates effective and sensitive approaches in communication processes. | |||||||||||||||||||||||||||||
| 4) Having basic knowledge of audiovisual and multimedia techniques, he/she can apply them appropriately in the design process. | |||||||||||||||||||||||||||||
| 4) Adopts the principles of professional ethics and responsibility and acts in accordance with social, cultural and legal norms in the design processes. | |||||||||||||||||||||||||||||
| 5) Continuously follows national and international developments in visual communication design, analyzes and interprets the universal and social impacts of these developments on the field. | |||||||||||||||||||||||||||||
| 5) During fieldwork, they are open to different opinions and develop constructive communication and collaboration skills. | |||||||||||||||||||||||||||||
| 5) Recognizes national and international ethical rules, regulations and quality standards in the field of visual communication design and upholds social and ethical values in the field. | |||||||||||||||||||||||||||||
| 5) It provides development and creates projects in the field of visual communication design by using scientific research methods. | |||||||||||||||||||||||||||||
| 6) Knows occupational health and safety measures related to the profession and integrates them into its practices. | |||||||||||||||||||||||||||||
| 6) Effectively uses computer-aided design programs used in the field. | |||||||||||||||||||||||||||||
| 6) Be able to distinguish and evaluate the basic features of products designed in the field of visual communication. | |||||||||||||||||||||||||||||
| 7) Evaluates, compares and implements multi-dimensional projects through individual or group work in accordance with design needs. | |||||||||||||||||||||||||||||
| 7) Monitors innovations in digital media and new communication technologies, uses these tools effectively in design processes, and observes ethical responsibilities in the digital environment. | |||||||||||||||||||||||||||||
| 8) It balances aesthetics and functionality in visual expression, prioritizes user experience in designs, and produces creative solutions for communication goals. | |||||||||||||||||||||||||||||
| 8) Develops sustainable and inclusive design solutions by evaluating the social impacts of design studies and their results on user experiences. | |||||||||||||||||||||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Define the basic theoretical concepts, design principles and aesthetic rules of visual communication design by relating them to historical and current developments; interpret this information in original design works. | |
| 1) | Develops creative and original visual designs and takes an active and critical role in the research, application and evaluation stages of production processes in individual or group work. | |
| 1) | Produces original, innovative and functional visual communication designs by combining abstract and concrete concepts with creative and critical thought processes. | |
| 1) | Develops a critical perspective by comparing theoretical knowledge, principles and concepts in the field of visual communication design with developments in scientific, social, economic, legal and political fields. | |
| 1) | Recognizes digital and traditional production techniques in visual communication design, gains application skills and develops projects with these techniques. | |
| 2) | By grasping the basic knowledge of art and design history, students can analyze the complex designs of cultures and nations from scientific, social, economic, legal and political perspectives. | |
| 2) | Identifies and critiques visual communication problems arising within the scope of photography, video, publication design, interface and interaction design, and proposes innovative solutions. | |
| 2) | Evaluates research in the field of visual communication design from different perspectives and thus deepens their knowledge. | |
| 2) | By integrating the knowledge acquired from social sciences and art disciplines with the field of visual communication design, it makes interdisciplinary syntheses and develops multifaceted perspectives in design. | |
| 2) | Analyzes problems in the field of visual communication design from multi-dimensional perspectives and synthesizes research and development projects with a holistic, critical approach. | |
| 3) | Explain the features of computer programs used in visual communication design and express new media technologies. | |
| 3) | Systematically analyzes the stages of visual communication design processes and conveys this information effectively. | |
| 3) | By deepening his/her understanding of aesthetics, he/she applies aesthetic principles effectively and consciously in his/her designs. | |
| 3) | Shares design products and projects effectively with the public on different platforms. | |
| 3) | Analyzes complex visual communication problems, evaluates their own design processes with a critical distance, and develops solution suggestions. | |
| 4) | Develops competence in applying visual communication tools and techniques used in new media platforms. | |
| 4) | By interpreting her work in a social and cultural context, she demonstrates effective and sensitive approaches in communication processes. | |
| 4) | Having basic knowledge of audiovisual and multimedia techniques, he/she can apply them appropriately in the design process. | |
| 4) | Adopts the principles of professional ethics and responsibility and acts in accordance with social, cultural and legal norms in the design processes. | |
| 5) | Continuously follows national and international developments in visual communication design, analyzes and interprets the universal and social impacts of these developments on the field. | |
| 5) | During fieldwork, they are open to different opinions and develop constructive communication and collaboration skills. | |
| 5) | Recognizes national and international ethical rules, regulations and quality standards in the field of visual communication design and upholds social and ethical values in the field. | |
| 5) | It provides development and creates projects in the field of visual communication design by using scientific research methods. | |
| 6) | Knows occupational health and safety measures related to the profession and integrates them into its practices. | |
| 6) | Effectively uses computer-aided design programs used in the field. | |
| 6) | Be able to distinguish and evaluate the basic features of products designed in the field of visual communication. | |
| 7) | Evaluates, compares and implements multi-dimensional projects through individual or group work in accordance with design needs. | |
| 7) | Monitors innovations in digital media and new communication technologies, uses these tools effectively in design processes, and observes ethical responsibilities in the digital environment. | |
| 8) | It balances aesthetics and functionality in visual expression, prioritizes user experience in designs, and produces creative solutions for communication goals. | |
| 8) | Develops sustainable and inclusive design solutions by evaluating the social impacts of design studies and their results on user experiences. |
Learning Activity and Teaching Methods
| Expression | |
| Brainstorming/ Six tihnking hats | |
| Individual study and homework | |
| Lesson | |
| Group study and homework | |
| Reading | |
| Homework |
Assessment & Grading Methods and Criteria
| Homework | |
| Peer Review | |
| Tez Sunma | |
| Uzman / Jüri Değerlendirmesi |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 50 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 16 | 2 | 32 |
| Application | 16 | 2 | 32 |
| Field Work | 16 | 2 | 32 |
| Presentations / Seminar | 16 | 2 | 32 |
| Total Workload | 128 | ||