PERFORMING ARTS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | SOC3005 | ||||||||
Ders İsmi: | Sociology of Gender and Family | ||||||||
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 : | Prof. Dr. AYŞE NİLÜFER NARLI | ||||||||
Course Lecturer(s): | |||||||||
Course Assistants: |
Course Objectives: | This course employs a variety of Sociological frameworks to analyze various gender issues as well as family arrangements and practices in contemporary societies. It also examines relationships between family and other institutions in society from a gender perspective. It encourages students to understand the social institution of the family in all its complexity through a study of his/her own family, as well as comparative work on families worldwide. |
Course Content: | In this interdisciplinary course, we will consider the variety of human family forms where gender is a significant category of analysis. Topics will include the construction of gender identity and sexuality and the relationship of gender to past and present social and cultural institutions and the family. By the end of this course, you will widen your knowledge of social, cultural, and historical diversity among human families; use concepts from social theory to analyze contemporary family issues and be able to discuss their social and political implications. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Introduction to the course | Presentation of the syllabus and discussion on interests and expectations. |
2) | What is a family? | Writing of a short biographical essay; discussion of our common pre-conceived notions and stereotypes about the family. |
3) | Families Past and Present | Reading 1 : The theoretical importance of the family Reading 2 : The global revolution in family and personal life |
4) | Public Debates and Private Lives | Reading 5 : The mommy wars Reading 6 : Decline of the family debates |
5) | Changing Gender Roles | Reading 7 : The ice cracks Reading 8 : Falling back on plan B |
6) | Sexuality and society | Reading 9 : Sexual revolution Reading 10 : Hooking up and dating |
7) | Mid-term | Mid-term |
8) | Courtship and marriage (2) | Diverse families paper due Discussion and comparison on marriage accross cultures |
9) | Divorce and remarriage Discussion on project assignment | Analysis of divorce statistics from different countries. Reading 18: The Modern American Stepfamily Farklı ülkelerden boşanma istatistiklerini inceleme Okuma 18:Modern Amerikan üvey-aileler Prepare major ideas and methodological issues for the project |
10) | Parenthood | Reading 19 : New families Reading 20 : Healthy dads, healthy kids |
11) | Childhood and Youth | Reading 21: Beyond Sentimentality Reading 24: Ties that Bind |
12) | Work and Family Life | Reading 25 : The second shift Reading 26 : The rhetoric and reality of Opting Out |
13) | Family and the Economy | Reading 28: the economy that never sleeps Reading 30: Why middle-class mothers and fathers are going broke |
14) | Living with extended family | Discussion of extended familly throughout the world. Visionning of British-Pakistany film "West is West". |
Course Notes / Textbooks: | Course reader |
References: | Available at the bookstore /Kitapcilarda bulunabilir Arlene S. Skolnick & Jerome H. Skolnick, Family in Transition (Pearson, 2011) - 16th edition. ALSO Families across Cultures (PDF file) Doing Better for Families (PDF file) Additional materials, articles, films will be make available during the semester. / Ilave makale ve filmlere donem boyunca erişilebilir. |
Ders Öğrenme Kazanımları | ||||||||||||||
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Program Outcomes | ||||||||||||||
1) They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). | ||||||||||||||
2) They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. | ||||||||||||||
3) They are aware of national and international values in performing arts. | ||||||||||||||
4) Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. | ||||||||||||||
5) They have the sensitivity to run a business successfully in their field. | ||||||||||||||
6) Develops the ability to perceive, think, design and implement multidimensional from local to universal. | ||||||||||||||
7) They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. | ||||||||||||||
8) They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. | ||||||||||||||
9) They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. | ||||||||||||||
10) They follow English language resources related to their field and can communicate with foreign colleagues in their field. | ||||||||||||||
11) By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. | ||||||||||||||
12) They can produce original works within the framework of an interdisciplinary understanding of art. | ||||||||||||||
13) Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. | ||||||||||||||
14) Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. | ||||||||||||||
15) They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). | 2 |
2) | They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. | 2 |
3) | They are aware of national and international values in performing arts. | 2 |
4) | Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. | 1 |
5) | They have the sensitivity to run a business successfully in their field. | 3 |
6) | Develops the ability to perceive, think, design and implement multidimensional from local to universal. | 3 |
7) | They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. | 2 |
8) | They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. | 3 |
9) | They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. | 1 |
10) | They follow English language resources related to their field and can communicate with foreign colleagues in their field. | 1 |
11) | By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. | 3 |
12) | They can produce original works within the framework of an interdisciplinary understanding of art. | 2 |
13) | Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. | 3 |
14) | Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. | 2 |
15) | They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. | 3 |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 15 |
Project | 1 | % 25 |
Midterms | 1 | % 20 |
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 |
Study Hours Out of Class | 14 | 3 | 42 |
Project | 1 | 30 | 30 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 118 |