Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | YMD327 | ||||||||
Course Name: | Film Studies | ||||||||
Course Semester: |
Fall |
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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/Faculty/University | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi SERRA ORKAN | ||||||||
Course Lecturer(s): |
Öğr.Gör. ALTUĞ SAMİ İÇİLENSU Dr.Öğr.Üyesi SERRA ORKAN Dr.Öğr.Üyesi SEMRA GEÇKİN ONAT |
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Course Assistants: |
Course Objectives: | At the end of this course, it is aimed that the students know the structure of cinema as an art form, its mechanisms as a tool of narrative and communication and its operation as an industry. |
Course Content: | The development of world cinema from the beginning, the invention of cinematography, the first cinematograph representation of the Lumiere Brothers, Georges Mélies and the introduction of the fiction language into cinema, Griffith cinemas and the development of cinema language, the establishment of the Hollywood system, Weimar Period, German Expressionist Cinema, Soviet Cinema, French Impressionism and Poetic Realism, Dadaism and Surrealism. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | The Birth of Cinema; - Camera-obscura and discovery of Photo film - Edison and Kinetoscope | Cook, pp. 1-50 (Ch. 1&2) |
2) | The popularization of cinema in the international arena. | Movies: Lumieres Brotherhood's Documentaries / E. S. Porter - The first great train robbery Book: Cook, pp. 1-50 (Ch. 1&2) |
3) | D.W. Griffith and Development of narrative form. | Movie: The Birth of a Nation Book: Cook, pp. 51-86 and 169-204 |
4) | Soviet silent films and assembly theory. | Movie: Bronyenosyets Potyomkin Book: Cook, pp.113-168. |
5) | German Cinema in the Weimar Period and Europe in the 1930s | Movie: Das Cabinet des Dr. Caligari Book: Cook, pp. 87-112 and 289-326 |
6) | American Studio system and Hollywood. | Movie: Rear Window Book: Cook, pp. 231-284 and 406-424 |
7) | French Poetic Realism and European Cinema before World War II | Movie: Atalante Book: Cook, pp. 431-478 |
8) | Itaian Neorealism. | |
9) | French New Wave. | Movie: À bout de souffle Book: Cook, pp. 431-478 |
10) | British Free Cinema - New Cinema in England. | Movie: Saturday Night Sunday Morning Book: Cook, pp. 481-492 |
11) | European Renaissance - New German Cinema. | Movie: Der Himmel über Berlin Book: Cook, pp. 582-595 |
12) | New Hollywood 1965- 1995 | Movies: Some Like it Hot / Bonnie ve Clyde Book: Cook, pp.845-871 |
13) | 3. World Cinema. | Movie: Kurz ve Schmerzlos Book: Cook, pp.795-827 |
14) | East Asian cinema. | Movie: Wo hu cang long |
Course Notes / Textbooks: | Thompson, Kristin and David Bordwell. Film History an Introduction, McGraw-Hill, 2002. |
References: | Cook, David A. A History of Narrative Film. 4th Ed. New York and London: W.W. Norton and Company, 2004. Cook, Pam. The Cinema Book, 3. Ed. London: BFI Publishing, 2008. |
Learning Outcomes | 1 |
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6 |
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Program Outcomes | |||||||||||
1) Have knowledge of children's development, learning characteristics and difficulties. | |||||||||||
2) It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |||||||||||
3) It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |||||||||||
4) In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |||||||||||
5) In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |||||||||||
6) Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |||||||||||
7) Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |||||||||||
8) Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |||||||||||
9) It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |||||||||||
10) Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |||||||||||
11) Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |||||||||||
12) Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Have knowledge of children's development, learning characteristics and difficulties. | |
2) | It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |
3) | It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |
4) | In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |
5) | In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |
6) | Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |
7) | Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |
8) | Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |
9) | It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |
10) | Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |
11) | Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |
12) | Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
Field Study | |
Expression | |
Individual study and homework | |
Lesson | |
Reading | |
Homework | |
Report Writing |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Individual Project | |
Presentation | |
Reporting | |
Case study presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Committee | 42 | % 0 |
Midterms | 1 | % 50 |
Final | 1 | % 50 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 15 | 45 |
Total Workload | 45 |