ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| Music | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
General course introduction information
| Course Code: | MZS342 | ||||||||
| Course Name: | Fasıl Music II | ||||||||
| Course Semester: |
Spring |
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| Course Credits: |
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| Language of instruction: | TR | ||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | No | ||||||||
| Type of course: | Department Elective | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Dr. ALİ YUNUS GENCER | ||||||||
| Course Lecturer(s): | |||||||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | This course will provide students with an understanding of "fasıl" music, an important traditional form of Turkish music. and aims to learn the history, characteristics and performance techniques of this musical genre. |
| Course Content: | Origin and Development of the Chapter History of Fasıl music Forms such as introduction, beste, beste, ghazal and yuruk |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | Origin and Development of the Chapter | |
| 2) | History of Fasıl music Cultural importance and place of the chapte | |
| 3) | Basic Elements of the Chapter: Maqam and Usul Maqam systems used in Fasıl music | |
| 4) | Featured types of procedures | |
| 5) | Construction of the Chapter: Form and Structure Forms such as introduction, beste, beste, ghazal and yuruk | |
| 6) | Sections and transitions of the chapter | |
| 7) | Instruments and Voices in Fasıl The role of instruments such as ney, oud, violin, qanun and darbuka | |
| 8) | Midterm Exam | |
| 9) | Examining the use of soloist voices and choir | |
| 10) | Famous Fasıl Composers and Work Analyzes Composers such as Tanburi Cemil Bey, Tanburi İsmail Hakkı Bey | |
| 11) | Analysis of selected chapter works | |
| 12) | Urban and Regional Diversity of the Chapter Fasıl tradition of cities such as Istanbul, Ankara and Izmir | |
| 13) | Comparison of Anatolian and Rumelia chapter types | |
| 14) | Course Project and Group Recitation Students analyze a chapter work of their choice | |
| 15) | An Overview | |
| 16) | Final Exam |
Sources
| Course Notes / Textbooks: | "Fasıl Tarihi" - Adıgüzel, H. "Türk Sanat Müziği Üzerine Makaleler" - Öztürk, F. |
| References: | "History of Chapter" - Adıgüzel, H. "Articles on Turkish Classical Music" - Öztürk, F. |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
2 |
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| Program Outcomes | |||||||||
| 1) To make students more effective and capable in their future professions as artists | |||||||||
| 2) To increase students’ intuition and discover their creative power throughout their academic careers | |||||||||
| 3) By enhancing creative potential, to widen the horizons of habitual thought and form open-minded and captivating artists | |||||||||
| 4) To support students along their artistic journey and prepare them for fruitful, fulfilling careers | |||||||||
| 5) By combining the reason of science and the sense of art, to create citizens ready to meet the substantial and spiritual needs of society | |||||||||
| 6) To build aesthetic awareness | |||||||||
| 7) To increase awareness of local and international values surrounding music | |||||||||
| 8) To create a space where abstract and concrete concepts can be converted into creative power, as well as original and innovative artistic work | |||||||||
| 9) To build a sensibility for success in their professional lives | |||||||||
| 10) To become well-rounded individuals enriched with an interdisciplinary and diverse education | |||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To make students more effective and capable in their future professions as artists | |
| 2) | To increase students’ intuition and discover their creative power throughout their academic careers | |
| 3) | By enhancing creative potential, to widen the horizons of habitual thought and form open-minded and captivating artists | |
| 4) | To support students along their artistic journey and prepare them for fruitful, fulfilling careers | |
| 5) | By combining the reason of science and the sense of art, to create citizens ready to meet the substantial and spiritual needs of society | |
| 6) | To build aesthetic awareness | 5 |
| 7) | To increase awareness of local and international values surrounding music | |
| 8) | To create a space where abstract and concrete concepts can be converted into creative power, as well as original and innovative artistic work | |
| 9) | To build a sensibility for success in their professional lives | |
| 10) | To become well-rounded individuals enriched with an interdisciplinary and diverse education |
Learning Activity and Teaching Methods
Assessment & Grading Methods and Criteria
| Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
| Homework | |
| Individual Project |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 16 | 2 | 32 |
| Midterms | 1 | 1 | 1 |
| Final | 1 | 1 | 1 |
| Total Workload | 34 | ||