FILM AND TELEVISION | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | ACL3005 | ||||||||
Ders İsmi: | American Poetry I | ||||||||
Ders Yarıyılı: |
Spring Fall |
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Ders Kredileri: |
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Language of instruction: | English | ||||||||
Ders Koşulu: | |||||||||
Ders İş Deneyimini Gerektiriyor mu?: | No | ||||||||
Type of course: | Non-Departmental Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr. Öğr. Üyesi HATİCE ÖVGÜ TÜZÜN | ||||||||
Course Lecturer(s): | |||||||||
Course Assistants: |
Course Objectives: | This course is an intensive study of the works of the major 19th Century American poets, considered in terms of critical theory, technique, and form. Students will learn to interpret American poets such as Anne Bradstreet, Edgar Allan Poe, Ralph Waldo Emerson, Walt Whitman & Emily Dickinson through recognition of the cultural strands that connect particular poems in a web of meanings, both social and historical. |
Course Content: | Heath Anthology of American Literature, Vol I. Pp. 146-274, Anne Bradstreet, “The Flesh and the Spirit” “To My Dear Loving Husband” Edward Taylor “Huswifery” Neo-Classicism & Philip Freneau, “The Indian Student” Romanticism & William Cullen Bryant, “The Praries”, “Thanatopsis”, “The Yellow Violet”, “To a Waterfowl”, “The Poet” Transcendentalism& Ralph Waldo Emerson Essays: “Nature” & “The American Scholar”, “The Transcendentalist”, “Self-Reliance” Ralph Waldo Emerson, Poems: “The Rhodora”, “Each and All” & “The Snow-Storm” Transcendentalism& Henry David Thoreau Essays: “On Civil Government” (Civil Disobedience) Selected sections from Walden (Where I Lived, and What I Lived for) Edgar Allan Poe: Essay, "The Philosophy of Composition" Edgar Allan Poe:Poetry: “A Dream Within a Dream”, “To Helen”, “Annabel Lee”, “The Raven” Realism & Walt Whitman “There Was a Child Went Forth” & Selections from Leaves of Grass Transcendentalism & Walt Whitman, "Song of Myself” Poetry of Consciousness & Emily Dickinson, “Presentiment”, “Success is counted sweetest” “If I can stop one Heart from breaking” “Apparently with no surprise” , “Much Madness is Divinest Sense” “I taste a liquour never brewed”, “There’s a certain slant of light”, “After great pain, a formal feeling comes”, “I heard a Fly buzz – when I died”, “I felt a Funeral, in my Brain” |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Transcendentalism & Henry David Thoreau | Essays: “On Civil Government” (Civil Disobedience) Selected sections from Walden (Where I Lived, and What I Lived for) |
1) | Introduction, Pioneers, New Settlers, Puritanism | Heath Anthology of American Literature, Vol I. Pp. 146-274 |
2) | Anne Bradstreet, Edward Taylor | “The Flesh and the Spirit” “To My Dear Loving Husband” “Huswifery” |
3) | Neo-Classicism & Philip Freneau | “The Indian Student” |
4) | Romanticism & William Cullen Bryant | “The Praries”, “Thanatopsis”, “The Yellow Violet”, “To a Waterfowl”, “The Poet” |
5) | Transcendentalism & Ralph Waldo Emerson | Essays: “Nature” & “The American Scholar”, “The Transcendentalist”, “Self-Reliance” |
6) | Ralph Waldo Emerson | Poems: “The Rhodora”, “Each and All” & “The Snow-Storm” |
8) | Review | |
9) | Edgar Allan Poe | The Philosophy of Composition |
10) | Edgar Allan Poe | Poetry: “A Dream Within a Dream”, “To Helen”, “Annabel Lee”, “The Raven” |
11) | Realism & Walt Whitman | “There Was a Child Went Forth” & Selections from Leaves of Grass |
12) | Realism, Transcendentalism & Walt Whitman | “Song of Myself” |
13) | Walt Whitman | “Song of Myself” |
14) | Poetry of Consciousness & Emily Dickinson | “Presentiment”, “Success is counted sweetest” “If I can stop one Heart from breaking” “Apparently with no surprise” , “Much Madness is Divinest Sense” |
15) | Final Exam | |
16) | Final Exam |
Course Notes / Textbooks: | Çeşitli Kaynaklar, teksirler, The Penguin Book of American Verse, ed. Geoffrey Moore & handouts. |
References: | Heath Anthology of American Literature, Vol. I. |
Ders Öğrenme Kazanımları | |||||||||||
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Program Outcomes | |||||||||||
1) Being familiar to the main concepts and methods of the social sciences and the fine arts devoted to understanding the world and the society | |||||||||||
2) Having comprehensive knowledge regarding different media and branches of art | |||||||||||
3) Knowing the historical background of audio-visual moving images in the world and in Turkey and keeping pace with the new developments in the area | |||||||||||
4) Having a good command of the language and the aesthetics of audio-visual moving images in the world and in Turkey | |||||||||||
5) Being able to create a narrative that could be used in a fiction or a non-fiction audio-visual moving image product | |||||||||||
6) Being able to write a script ready to be shot | |||||||||||
7) Having the skills to produce the photoboard of a script in hand and to shoot the film using the camera, the lights and other necessary equipment | |||||||||||
8) Being able to transfer the footage of a film to the digital medium, to edit and do other post-production operations | |||||||||||
9) Being able to create a documentary audio visual moving image from the preliminary sketch stage to shooting, editing and post-production stages | |||||||||||
10) Being able to produce an audio visual moving image for television and audio products for radio from preliminary stages through shooting and editing to the post-production stage | |||||||||||
11) Being culturally and theoretically equipped to make sense of an audio-visual moving image, to approach it critically with regard to its language and narration and being able to express his/her approach in black and white | |||||||||||
12) Having ethical values and a sense of social responsibility |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Being familiar to the main concepts and methods of the social sciences and the fine arts devoted to understanding the world and the society | 4 |
2) | Having comprehensive knowledge regarding different media and branches of art | 3 |
3) | Knowing the historical background of audio-visual moving images in the world and in Turkey and keeping pace with the new developments in the area | 1 |
4) | Having a good command of the language and the aesthetics of audio-visual moving images in the world and in Turkey | 1 |
5) | Being able to create a narrative that could be used in a fiction or a non-fiction audio-visual moving image product | 2 |
6) | Being able to write a script ready to be shot | 2 |
7) | Having the skills to produce the photoboard of a script in hand and to shoot the film using the camera, the lights and other necessary equipment | |
8) | Being able to transfer the footage of a film to the digital medium, to edit and do other post-production operations | |
9) | Being able to create a documentary audio visual moving image from the preliminary sketch stage to shooting, editing and post-production stages | |
10) | Being able to produce an audio visual moving image for television and audio products for radio from preliminary stages through shooting and editing to the post-production stage | |
11) | Being culturally and theoretically equipped to make sense of an audio-visual moving image, to approach it critically with regard to its language and narration and being able to express his/her approach in black and white | 3 |
12) | Having ethical values and a sense of social responsibility | 5 |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 9 | % 10 |
Application | 1 | % 10 |
Quizzes | 4 | % 10 |
Midterms | 1 | % 30 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Project | 1 | 5 | 5 |
Quizzes | 4 | 10 | 40 |
Midterms | 1 | 30 | 30 |
Final | 1 | 30 | 30 |
Total Workload | 147 |