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: | MSC356 | ||||||||
| Course Name: | Acordeon Instrument Traınıng VI | ||||||||
| 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 : | Öğr.Gör. AZİZ ALİ ELYAĞUTU | ||||||||
| Course Lecturer(s): | |||||||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | Student is prepared the for world literature with accordion instrument. In addition, since it is an intercultural instrument, it reaches the level that can perform different types of music performances with an accordion instrument. |
| Course Content: | In this program, in the "Preliminary Preparation and Development" processes of the instrument; • The history of the instrument • Theoretical knowledge of the instrument • In All Tones -MAJOR -MINOR Natural, Harmonic, Melodic - In The First Tetrachord, _ Increased Binary Intermittent Series _ Missing 2nd Grade Series (Frigian Mode) _ Missing 2nd and 4th Grade Series Extractor and Stroke Scale Studies are completed • In All Tones - Chord and Double Sound Printing Studies - Independent Finger Exercises in Chord and Double Voice Pressing Process • In All Tones - Chromatic - Arpeggio - Jumping December - Auf Takt - Tril - Bellows Tril - Grupetto - Mordan And Hemiola is an advanced program that includes accordion music repertoire after an educational program where values are studied by working in different rhythmic structures. At this level, besides the music of the cultures reached by the Accordion Instruments, the repertoire from Classical Music samples will be studied. |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | Contains PENTATONIC Touch Studies. A repertoire piece that supports the etudes is selected by the teacher. | |
| 2) | Contains PENTATONIC Touch Studies. A repertoire piece that supports the etudes is selected by the teacher. | |
| 3) | It includes the studies required for playing with INDIAN Touch. The repertoire piece supporting the etudes is selected by the teacher. | |
| 4) | It includes the studies required for playing with INDIAN Touch. The repertoire piece supporting the etudes is selected by the teacher. | |
| 5) | Contains the studies required for ARAB Touch. The repertoire piece supporting the etudes is selected by the teacher. | |
| 6) | Contains the studies required for ARAB Touch. The repertoire piece supporting the etudes is selected by the teacher. | |
| 7) | It includes the studies required for JAZZ Touch. The repertoire piece supporting the etudes is selected by the teacher. | |
| 8) | It includes the studies required for JAZZ Touch. The repertoire piece supporting the etudes is selected by the teacher. | |
| 9) | It includes the studies required for NORTH CAUCASUS Touching. The repertoire piece supporting the etudes is selected by the teacher. | |
| 10) | It includes the studies required for NORTH CAUCASUS Touching. The repertoire piece supporting the etudes is selected by the teacher. | |
| 11) | It includes the studies required for AZERI Touch. The repertoire piece supporting the etudes is selected by the teacher. | |
| 12) | It includes the studies required for AZERI Touch. The repertoire piece supporting the etudes is selected by the teacher. | |
| 13) | An overview | |
| 14) | An overview | |
| 15) | Presentation / Concert (Presentation of selected pieces) | |
| 16) | FINAL It includes performing repertoire pieces including Pentatonic, Indian, Arabic, Jazz, North Caucasian and Azeri Keys. |
Sources
| Course Notes / Textbooks: | Ders esnasında alınan notlar. |
| References: | Arşivden notalar. |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
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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 | 5 |
| 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 |
Learning Activity and Teaching Methods
| Expression | |
| Individual study and homework | |
| Lesson | |
| Reading | |
| Homework |
Assessment & Grading Methods and Criteria
| Homework | |
| Application | |
| Presentation |
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 | 1 | 16 |
| Midterms | 1 | 1 | 1 |
| Final | 1 | 1 | 1 |
| Total Workload | 18 | ||