SOS530 Social Representations in the CinemaIstanbul Okan UniversityDegree Programs Master of Arts in Social and Cultural Studies with thesisGeneral Information For StudentsDiploma SupplementErasmus Policy StatementNational Qualifications
Master of Arts in Social and Cultural Studies with thesis
Master TR-NQF-HE: Level 7 QF-EHEA: Second Cycle EQF-LLL: Level 7

General course introduction information

Course Code: SOS530
Course Name: Social Representations in the Cinema
Course Semester: Spring
Course Credits:
Theoretical Practical Credit ECTS
3 0 3 6
Language of instruction: TR
Course Requisites:
Does the Course Require Work Experience?: No
Type of course: Department Elective
Course Level:
Master TR-NQF-HE:7. Master`s Degree QF-EHEA:Second Cycle EQF-LLL:7. Master`s Degree
Mode of Delivery: Face to face
Course Coordinator : Prof. Dr. ESRA KÖTEN
Course Lecturer(s):
Course Assistants:

Course Objective and Content

Course Objectives: In this course, it is aimed to discuss sociological concepts and facts through various cinema films.
Course Content: Through films and articles, discussion of concepts such as modernization, transformation of visibility, media representations, nation-state, globalization and borders, race, ethnicity and discrimination, urbanization, urban segregation, transformation of daily life, patriarchy, gender, poverty, social exclusion.

Learning Outcomes

The students who have succeeded in this course;
Learning Outcomes
1 - Knowledge
Theoretical - Conceptual
2 - Skills
Cognitive - Practical
1) Thinksociologically on the art of cinema.
3 - Competences
Communication and Social Competence
Learning Competence
1) Analyze film-audience and cinema-society relations.
2) Establish the relationship of cinema with the world they live in.
Field Specific Competence
1) Evaluate the effects of social events in the development of cinema.
2) Establish the connection between cinema movements and social developments.
Competence to Work Independently and Take Responsibility

Lesson Plan

Week Subject Related Preparation
1) General introduction Syllabus
2) Movie: Modern Times (Charlie Chaplin, 1936) Kamil Orhan, “’Modern Zamanlar’ Filmi ve Dönemsel Bir Çalışma İlişkileri Yorumlaması”, Çalışma ve Toplum, 2010/1, ss. 133-152.
3) Movie: 1984 (Michael Radford, 1984) Serdar Öztürk, “Filmlerle Görünürlüğün Dönüşümü: Panoptikon, Süperpanoptikon, Sineptikon”, İletişim Kuram ve Araştırma Dergisi, Bahar 2013, ss. 132-151.
4) Movie: Truman Show (Peter Weir, 1998) Didem Işıkoğlu, Gerçeğin Peşinde Günümüz Medyası ve İzleyicisine Bir Bakış: Truman Show”, İletişim Fakültesi Dergisi, ss. 616-625. Mikail Boz, “Truman Show”, Sinefil, ss. 20-23.
5) Movie:The Turtles also fly (Bahman Ghobadi, 2004) Ahmet Ergenç, “Bahman Ghobadi Sineması: Sınırlar ve Yollar”, Karaperde: İran Yönetmen Sineması Üzerine Okumalar, Ayrıntı, 2014, ss. 95-117. Nihat Nuyan, Sınırda Yaşam Siste Ölüm: Bahman Ghobadi Sineması Üzerine”, Karaperde: İran Yönetmen Sineması Üzerine Okumalar, Ayrıntı, 2014, ss. 28-43.
6) Movie: Vavien (Yağmur-Durul Taylan, 2009) Tuğba Elmacı, “Taşrada Gündelik Hayatın İdeolojisinin Vavien ve Süt Filmleri Perspektifinden Okunması”, Selçuk İletişim, ss. 161-173.
7) Film: Karanlıkta Uyananlar (Ertem Göreç, 1964) Aslı Daldal, “Geleneksel Türk Solu’nun Toplumcu Sinemada Kadın Temsilleri: Karanlıkta Uyananlar”, 1960 Darbesi ve Türk Sinemasında Toplumsal Gerçekçilik, Homer, 2005, ss. 135-143.
8) Midterm
9) Movie: Şoför Nebahat (Metin Erksan, 1959) Nilay Ulusoy, “Bana Derler Şoför Nebahat: Bir Gelinlik Kızın Karşı Giysici Olarak Portresi, Doğu Batı Sinema Tutkusu I, ss. 197-211.
10) Movie: Hacivat Karagöz Neden Öldürüldü? (Ezel Akay, 2005) Sezen Gürüf Başekim, “Hacivat Karagöz Neden Öldürüldü Filminde Toplumsal Değişme ve Nostalji, Doğu Batı Sinema Tutkusu I, ss. 67-87.
11) Movie : Sultan (Kartal Tibet, 1978) Seçil Büker, “Film Ateşli Bir Öpüşmeyle Bitmiyor”, Kültür Fragmanları, Deniz Kandiyoti ve Ayşe Saktanber (der.), Metis, 2003, ss. 159-182.
12) Movie: Ekümenopolis: Ucu Olmayan Şehir (Imre Azem, 2011) Leyla Bektaş, Belgeseller Aracılığıyla Kent Mekanının Dönüşümüne Bakmak, Doğu Batı Sinema Tutkusu IV, ss. 135-154. Didem Danış, “Kentsel Dönüşümün Arka Planı”
13) Film: Başka Semtin Çocukları (Aydın Bulut, 2009) Bediz Yılmaz, “Türkiye’de Sınıfaltı: Nöbetleşe Yoksulluktan Müebbet Yoksulluğa” Hakan Yücel, “Varoşun Üç Hali”, Marmara Üniversitesi Siyasal Bilimler Dergisi Cilt 4, Sayı 1, Mart 2016, ss. 53-84
14) Film: Ağır Roman (Mustafa Altıoklar, 1997) Nil Mutluer, “Kent: Bir Dışlama ve Kapsamı Alanı Olarak”
15) Final Exam All documents

Sources

Course Notes / Textbooks: Kamil Orhan, “’Modern Zamanlar’ Filmi ve Dönemsel Bir Çalışma İlişkileri Yorumlaması”, Çalışma ve Toplum, 2010/1, ss. 133-152. Film: Modern Zamanlar (Charles Chaplin, 1936)
Serdar Öztürk, “Filmlerle Görünürlüğün Dönüşümü: Panoptikon, Süperpanoptikon, Sineptikon”, İletişim Kuram ve Araştırma Dergisi, Bahar 2013, ss. 132-151. Film: 1984 (Michael Radford, 1984)
Didem Işıkoğlu, Gerçeğin Peşinde Günümüz Medyası ve İzleyicisine Bir Bakış: Truman Show”, İletişim Fakültesi Dergisi, ss. 616-625.
Mikail Boz, “Truman Show”, Sinefil, ss. 20-23. Film: Truman Show (Peter Weir, 1998)
Ahmet Ergenç, “Bahman Ghobadi Sineması: Sınırlar ve Yollar”, Karaperde: İran Yönetmen Sineması Üzerine Okumalar, Ayrıntı, 2014, ss. 95-117.
Nihat Nuyan, Sınırda Yaşam Siste Ölüm: Bahman Ghobadi Sineması Üzerine”, Karaperde: İran Yönetmen Sineması Üzerine Okumalar, Ayrıntı, 2014, ss. 28-43. Film: Kaplumbağalar da Uçar (Bahman Ghobadi, 2004)
Tuğba Elmacı, “Taşrada Gündelik Hayatın İdeolojisinin Vavien ve Süt Filmleri Perspektifinden Okunması”, Selçuk İletişim, ss. 161-173. Film: Vavien (Yağmur-Durul Taylan, 2009)
Aslı Daldal, “Geleneksel Türk Solu’nun Toplumcu Sinemada Kadın Temsilleri: Karanlıkta Uyananlar”, 1960 Darbesi ve Türk Sinemasında Toplumsal Gerçekçilik, Homer, 2005, ss. 135-143. Film: Karanlıkta Uyananlar (Ertem Göreç, 1964)
Nilay Ulusoy, “Bana Derler Şoför Nebahat: Bir Gelinlik Kızın Karşı Giysici Olarak Portresi, Doğu Batı Sinema Tutkusu I, ss. 197-211. Film: Şoför Nebahat (Metin Erksan, 1959)
Sezen Gürüf Başekim, “Hacivat Karagöz Neden Öldürüldü Filminde Toplumsal Değişme ve Nostalji, Doğu Batı Sinema Tutkusu I, ss. 67-87. Film: Hacivat Karagöz Neden Öldürüldü? (Ezel Akay, 2005)
Seçil Büker, “Film Ateşli Bir Öpüşmeyle Bitmiyor”, Kültür Fragmanları, Deniz Kandiyoti ve Ayşe Saktanber (der.), Metis, 2003, ss. 159-182.
Film: Sultan (Kartal Tibet, 1978)
Leyla Bektaş, Belgeseller Aracılığıyla Kent Mekanının Dönüşümüne Bakmak, Doğu Batı Sinema Tutkusu IV, ss. 135-154.
Didem Danış, “Kentsel Dönüşümün Arka Planı” Film: Ekümenopolis: Ucu Olmayan Şehir (Imre Azem, 2011)
Bediz Yılmaz, “Türkiye’de Sınıfaltı: Nöbetleşe Yoksulluktan Müebbet Yoksulluğa”
Hakan Yücel, “Varoşun Üç Hali”, Marmara Üniversitesi Siyasal Bilimler Dergisi Cilt 4, Sayı 1, Mart 2016, ss. 53-84 Film: Başka Semtin Çocukları (Aydın Bulut, 2009)
Nil Mutluer, “Kent: Bir Dışlama ve Kapsamı Alanı Olarak” Film: Ağır Roman (Mustafa Altıoklar, 1997)
References: Haftalık konularla ilgili ek okumalar ve filmler

Course-Program Learning Outcome Relationship

Learning Outcomes

1

3

2

4

5

Program Outcomes
1) Learn which concepts and theories in sociology are used in production of knowledge and how the knowledge produced is grounded in social reality.
2) Learn which sociological approaches and methods of analysis are used in which sociological fields and areas of specialization, and present and publish the original findings from these analyses, both individually and in teams, in accordance with academic principles.
3) Discuss critically cause and effect relationships used in sociological perspectives; thereby formulate visions, aims and targets by identifying gaps in the existing knowledge in their areas of interest.
4) Analyze and determine the formation, the structure and future development of such institutions as family, state, education and religion critically and scientifically; and develop policy proposals for implementation.
5) Gain lifelong learning skills and competencies, use them in everyday life situations and professional contexts, and thereby develop, implement and manage projects, with socially responsible approaches.
6) Combine sociology with other social sciences such as psychology, philosophy and anthropology, employ interdisciplinary approaches, and thereby develop new conceptualizations and interpretations.
7) Learn to conduct sociological research by using both qualitative and quantitative methods, select the subject, develop a research question, formulate a theoretical framework with variables and hypotheses, prepare questionnaires, collect and analyze data from a sample, write a research report, and disseminate the findings in professional fields of interest within a social, cultural, and ethical framework.
8) Acquire skills and competencies for taking initiative in evaluating and changing norms while implementing decisions in social problem areas.
9) Pursue national and international publications and innovations and thereby find solutions to problems using qualitative and quantitative data and publish and disseminate best practices.
10) Know, contribute to, and participate in current sociological debates, and be ready to go ahead with a third cycle program.
11) Have unbiased attitudes towards the universality of social rights and social justice, value high standards of quality, respect cultural values, promote environmental protection, health and work safety at work, and be open to change.

Course - Learning Outcome Relationship

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) Learn which concepts and theories in sociology are used in production of knowledge and how the knowledge produced is grounded in social reality.
2) Learn which sociological approaches and methods of analysis are used in which sociological fields and areas of specialization, and present and publish the original findings from these analyses, both individually and in teams, in accordance with academic principles.
3) Discuss critically cause and effect relationships used in sociological perspectives; thereby formulate visions, aims and targets by identifying gaps in the existing knowledge in their areas of interest.
4) Analyze and determine the formation, the structure and future development of such institutions as family, state, education and religion critically and scientifically; and develop policy proposals for implementation.
5) Gain lifelong learning skills and competencies, use them in everyday life situations and professional contexts, and thereby develop, implement and manage projects, with socially responsible approaches.
6) Combine sociology with other social sciences such as psychology, philosophy and anthropology, employ interdisciplinary approaches, and thereby develop new conceptualizations and interpretations.
7) Learn to conduct sociological research by using both qualitative and quantitative methods, select the subject, develop a research question, formulate a theoretical framework with variables and hypotheses, prepare questionnaires, collect and analyze data from a sample, write a research report, and disseminate the findings in professional fields of interest within a social, cultural, and ethical framework.
8) Acquire skills and competencies for taking initiative in evaluating and changing norms while implementing decisions in social problem areas.
9) Pursue national and international publications and innovations and thereby find solutions to problems using qualitative and quantitative data and publish and disseminate best practices.
10) Know, contribute to, and participate in current sociological debates, and be ready to go ahead with a third cycle program.
11) Have unbiased attitudes towards the universality of social rights and social justice, value high standards of quality, respect cultural values, promote environmental protection, health and work safety at work, and be open to change.

Learning Activity and Teaching Methods

Expression
Group study and homework
Reading
Homework
Q&A / Discussion

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework

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 Workload
Course Hours 14 42
Study Hours Out of Class 14 16
Presentations / Seminar 14 32
Homework Assignments 13 48
Midterms 1 10
Final 1 20
Total Workload 168