| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| POV4350 | Photo Essay and News Photography | Spring | 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 aims at inciting the students to develop a critically thoughtful, informed approach to magazine photography. |
|
The students who have succeeded in this course; 1. Identify basic terms of photo essay and news photography. 2. Illustrate a personal and practical approach to magazine photography and new media. 3. Execute exercises designed to develop a personal voice. Use editing skills, and unique elements in a work. 4. Acquire an overview of documentary photography. 5. Show dexterity in using all the settings and functions of the camera when taking editorial photographs. 6. Design a personal vision as a photographer. 7. Explore ways to develop a personal style while focusing on long-term goals. |
| Each week, students will tackle a typical magazine assignment: read a manuscript, conduct research, conceptualisation, photography, print, edit, and present work as an opening spread to a story. The class will critique work in an open forum. Discussions will also cover the practicalities of model releases, fees, portfolio presentation, and job delivery. Slide presentations and lectures will offer an overview of the history of magazines from their original goals to how they operate in today's market. Guest photographers, photo editors, and art directors will share their perspectives on the field. Assignments, tailored to individual needs, styles, and objectives, guide students to develop a personal—and marketable— style. |
| Week | Subject | Related Preparation |
| 1) | Introduction. | |
| 2) | Making of a photo journal and daily practise with the camera. | Assignment 1 |
| 3) | The perfect fit, tailoring your work for portfolio, website, gallery submission and business. | Working on the assignments. |
| 4) | Photographing urban landscape. | Assignment 2 |
| 5) | Here and now: The essence of a place. | Working on the assignments. |
| 6) | Travel photography and photo essay. | Assignment 3 |
| 7) | Discussions over composition, equipment, lighting, print style, and emotional weight in imagery, as well as the works of master photographers. | Working on the assignments. |
| 8) | First editing, why is so important? | Assignment 4 |
| 9) | Black and White vs. Color photography. | Working on the assignments. |
| 10) | Discussions over composition, equipment, lighting, print style, and emotional weight in imagery, as well as the works of master photographers. | Assignment 5 |
| 11) | Field trip. | Working on the assignments. |
| 12) | Advance editing. | Assignment 6 |
| 13) | Oral presentations of assignments. | Working on the presentation. |
| 14) | Final presentations. | Preparation for Final Assignment |
| 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 | 6 | 4 | 24 |
| Final | 1 | 1 | 1 |
| Total Workload | 133 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |