Week |
Subject |
Related Preparation |
1) |
• Presenting the course content to the student
• Explanation of Applications and Homework and Grading topics
• Notification of Preparation and Presentation Dates of Visa and Final Films. |
Not Exists. |
2) |
• Character analysis and character creation according to Archetypes of Carl Gustav Jung
• Explanation of Collective Unconscious and Archetypes
• Mythological hero, its effects on contemporary psychology and filmmaking |
Not Exists. |
3) |
• Examination of Archetypal characters in Screenplay and Movies
• Explaining Jung's Archetypes one by one
• Hero, persona, soft-headed hero, dark heroes, dark backgrounds
• Shadow, shadow as bad, shadow as other self, contradictory duality, escape from shadow, eternal shadow, visual representation of shadow,
• Goddess, shadow goddess, real life goddess, seductive woman.
• smart old man
• Anima, animus, shadow animus, deceptive |
Not Exists. |
4) |
• Defining archetypal characters in scenarios prepared by students
• Investigation of dramatic effects in scenarios according to archetypes
• Investigation of tempering, disguise, physical deformation themes |
Not Exists. |
5) |
• Explaining the plot archetypes
• Confrontation and integration: Transcend function
• Quad structure
• Conversion
• Lucky coincidences
• Healing fate
• love scene |
Not Exists. |
6) |
• Explaining the effects of symbolism and cinema in visual arts
• History of symbolism - Sacred symbols
• Modern painting and cinema relationship as a symbol
• The use of symbolism by important directors in the history of cinema |
Not Exists. |
7) |
• The meaning of the movie format
• Form as a system, form versus content
• Form and emotion
• Form and meaning |
Not Exists. |
8) |
Midterm |
Nor Exists. |
9) |
• General evaluation
• Application and evaluation of theoretical expressions |
Not Exists. |
10) |
• Examination of color theory, technical possibilities and symbolic effects in cinema
• Nature of light, color perception
• Color circle
Color essence, saturation and value
• Complementary colors
• Featured and regressive colors |
Not Exists. |
11) |
• Light as a narrative element of the film dilinte
• The origins of film lighting, Film Noir
• Light as visual metaphor |
Not Exists. |
12) |
• Objective as a narrative element in film language
• Lens and frame
• Lens perspective, deep clarity
• Compacting the space
• Playing with perspective
• Elective clarity |
Not Exists. |
13) |
• Analysis of lens and color languages with sample films
• Students prepare collages and mood boards with sample film frames |
Not Exists. |
14) |
Final |
Not Exists. |
15) |
Final |
Not Exists. |
16) |
Final |
Not Exists. |
Course Notes / Textbooks: |
Krasilovsky, M. William, The Business of Music, 10th edition, New Yorks: Billboard Books, 2007
Passman, Donald S., All You Need to Know about the Music Business, 8th edition, New York: Free Press, 2012
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References: |
Krasilovsky, M. William, The Business of Music, 10th edition, New Yorks: Billboard Books, 2007
Passman, Donald S., All You Need to Know about the Music Business, 8th edition, New York: Free Press, 2012
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Program Outcomes |
Level of Contribution |
1) |
Have knowledge of children's development, learning characteristics and difficulties. |
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2) |
It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. |
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3) |
It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. |
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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. |
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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. |
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6) |
Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. |
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7) |
Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. |
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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. |
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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. |
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10) |
Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning |
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11) |
Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. |
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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. |
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