PERFORMING ARTS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
POV4513 | Editorial Photography | Spring Fall |
2 | 2 | 3 | 5 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Instructor HALUK ÇOBANOĞLU |
Course Lecturer(s): |
Instructor HALUK ÇOBANOĞLU |
Recommended Optional Program Components: | None |
Course Objectives: | This course is aimed at advanced level students who have in mind a work they would like to improve and complete. Its main objective is to fill the gaps in different areas of photographic expertise. There are weekly exercises. For many of us, self-promotion and project making are the most difficult stages of the creative process. Weekly presentations and discussions address different topics as image editing, statement writing, building a website, perfect portfolio etc. |
The students who have succeeded in this course; 1. Understand the basic principles of editorial photography. 2. Learn how to use all the settings and functions of their cameras while practice taking editorial photographs. 3. Understand how different camera settings can affect the final image. 4. Become familiar with the computer components that are related to editorial photography. 5. Acquire a good grasp of the latest digital technologies and their relation to photography 6. Use background options, simple lighting possibilities and sound recording options based on their own projects. 7. Express a personal voice, improve editing skills and unique create original works. 8. Develop a new approach to magazine photography. |
This course consists of two major parts. The first part aims at explaining editorial photography, photojournalism, documentary photography and at teaching how to use a great range of media as an editorial photographer. In this part, students are introduced to both classical and contemporary examples in comparison with their original works. The second part students are expected to improve their practical skills, their use of equipment and their social skills with regards to interpersonal communication as well as their links to the worlds of commerce and media. |
Week | Subject | Related Preparation |
1) | Introduction, first examples and discussion. | |
2) | East-West: Photographic approaches. | Working on the assignments. |
3) | Photographing social landscapes. Examples from the founders of editorial photography. | Assignment 1 |
4) | Traditional editorial photography. The history of photojournalism. | Working on the assignments. |
5) | Shooting for magazines. How to prepare an effective portfolio. | Assignment 2 |
6) | Appropriate equipment, camera and light for editorial photography. | Working on the assignments. |
7) | Life as a documentary. Motivating students to start a long term documentary project. | Assignment 3 |
8) | Effective editing. | Working on the assignments. |
9) | Contact with the professional world. The editorial project as a commercial work. | Assignment 4 |
10) | Commercial editing. | Working on the assignments. |
11) | Defending editorial projects with oral presentations. | Assignment 5 |
12) | Advanced editorial and commercial editing. | Working on the assignments. |
13) | Taking on a project as a freelance photographer and create a personal website. | Final Assignment A |
14) | Final presentations. | Final Assignment B |
Course Notes / Textbooks: | Wells, L. (2003). The photography reader. London New York: Routledge. |
References: | 1. Berger, J. (2008). Ways of seeing. London: Penguin. 2. Janus, E. & Lambert, M. (1998). Veronica's revenge : contemporary perspectives on photography. Switzerland Zurich New York New York City: LAC Scalo Distributed in North America by D.A.P. 3. Stahel, U. (2003). Well, what is photography? : a lecture on photography on the occasion of the 10th anniversary of Fotomuseum Winterthur. Winterthur, Switzerland Zurich: Fotomuseum Winterthur Scalo. 4. Wells, L. (2009). Photography : a critical introduction. London New York: Routledge. Other resources and artists' books may include: 1. Ara Guler (Ed.Tavlas,Nezih). Fotocep, 2010. 2. Henri Cartier-Bresson. Thames and Hudson Gallimard, 2008. 3. Arabesk. Cobanoğlu,Haluk. Fotografevi, 2007. 4. New York Subway. Cobanoglu, Haluk. YGS, 2003. 5. Camera Work. Stieiglitz, A. Taschen, 2008. |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 6 | % 60 |
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 | 4 | 56 |
Study Hours Out of Class | 13 | 4 | 52 |
Homework Assignments | 7 | 3 | 21 |
Final | 1 | 1 | 1 |
Total Workload | 130 |
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 |