Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | SIN132 | ||||||||
Course Name: | Creative Writing II | ||||||||
Course Semester: | Spring | ||||||||
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 : | Öğr.Gör. B.Öğretim Elemanı | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi BURAK KAPLAN |
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Course Assistants: |
Course Objectives: | This course introduces students who have been successful in Creative Writing 1 course, writing complex storytelling, multi-layered, in-depth stories, scenarios and games. |
Course Content: | course content, multi-flow story, complex and organic character development, time cycle, multi-axis storytelling, theme selection techniques to apply, Be able to use Scrivener, Word and online storyboard applications in the field of creative writing (novel, story, motion picture, TV movie, TV series, video games) writing advanced story writing techniques to be used individually and as a group, managing time in creative writing, developing business idea, project scheduling and workflow tracking, Constructs creative writing applications in conventional and digital channels. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Jump to the Mail Car: arak A man named John Ford. Adam The concept of aye very distant shooting uzak in the storytelling technique - Mechanics of meaning and emotion creation by writing | not |
2) | Unexplored: kötü I enter the unknown lands in the name. A Choose and write from your personal experiences - Good, bad and ugly sides | not |
3) | Bin Suratli Kahraman: hayat Production is a part of the management process. ”Knowing your role as a writer in your story and in the life of your story | not |
4) | Space-Time Fabric: Hay Knowing and violating its limits. Ihlal Writing for production-oriented channels / fitting your imagination into real life | not |
5) | Being there: ’Kosinski, Chance and Sellers ip Creating complex characters and being honest - The tradition that starts with Qedipus and goes to Delicious and Wrestle | not |
6) | Giant Dwarf: - Wearing Toulouse-Lautrec's glasses ’Media and genre for your story - The nature of written movement | not |
7) | Stolen Bike: bizi Powerful themes and effects atik Creating a simple theme and developing a thematic story by avoiding complexity ve Why do the Classics cry? | not |
8) | midterm | not |
9) | The Way of Hemingai: ece Getting rid of Valentine - Focused - Correct to the point you will not correct and then correct again. | not |
10) | Toolbox of Drama: Action, dialogue, definition, metaphor, simile and other tools met Choosing style, creating atmosphere, telling the story according to your choices | not |
11) | Pharaoh's Curse: ”Moving story blocks and story blocks blok Creating a story Project idea presentations. | not |
12) | Is it a novel or a movie? The book and film review by Herman Melville's work, Moby Dick. The dynamics of novel and film script writing. | not |
13) | Movie or Video Game? : Chuck Palahniuk's work The Fight Club's film and video game review. The dynamics of novel, film and play script writing. | not |
14) | Film or TV Series ?: Studying the series of Alfred Hitchcock's Perverse and Bates Motels. | not |
15) | Review of the semester | not |
16) | final exam | not |
Course Notes / Textbooks: | not exist |
References: | Kitap "Tanrının Saati" Meriç Eryürek, 2014, Epsilon Kitap "Tarumarname Meriç Eryürek, 2012, Epsilon |
Learning Outcomes | 1 |
2 |
3 |
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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. |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Group study and homework | |
Reading | |
Homework |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework |
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 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 16 | 3 | 48 |
Application | 6 | 3 | 18 |
Homework Assignments | 6 | 4 | 24 |
Quizzes | 3 | 3 | 9 |
Midterms | 1 | 3 | 3 |
Final | 1 | 3 | 3 |
Total Workload | 105 |