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 |
ACL4096 | Science Fiction and Fantasy in Literature | Spring | 3 | 0 | 3 | 6 |
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 : | Dr. Öğr. Üyesi HATİCE ÖVGÜ TÜZÜN |
Course Lecturer(s): |
Dr. Öğr. Üyesi HATİCE ÖVGÜ TÜZÜN |
Recommended Optional Program Components: | none |
Course Objectives: | to explore through literature and film the fundamental fears and hopes about science and technology |
The students who have succeeded in this course; Students will learn • to identify themes and writing strategies common to science fiction and fantasy • to discover what these novels have in common, and how reading them together helps us form a basic understanding of the principles of this genre. • to understand what continuities and differences there have been in the public imagination about science and technology over the last century. |
a selection of classic science fiction and fantasy texts and films from the nineteenth and twentieth centuries |
Week | Subject | Related Preparation |
1) | Introduction to Class | - |
2) | The War of the Worlds | Reading |
3) | The War of the Worlds | Reading |
4) | The War of the Worlds | Reading |
5) | Do Androids dream of electronic sheep? | Reading |
6) | Do Androids dream of electronic sheep? | Reading |
7) | Do Androids dream of electronic sheep? | Reading |
8) | Review | Reading |
9) | Never Let Me Go | Reading |
10) | Never Let Me Go | Reading |
11) | Never Let Me Go | Reading |
12) | Hard-Boiled Wonderland and the End of the World | Reading |
13) | Hard-Boiled Wonderland and the End of the World | Reading |
14) | Hard-Boiled Wonderland and the End of the World | Reading |
15) | Final | - |
16) | Final | - |
Course Notes / Textbooks: | The War of the Worlds by H.G. Wells Do Androids dream of electronic sheep? By Philip Dick The Handmaid’s Tale by Margeret Atwood Hard-Boiled Wonderland and the End of the World by Haruki Murakami |
References: | Roslynn D. Haynes, From Faust to Strangelove: Representations of the Scientist in Western Literature, Baltimore and London: Johns Hopkins University Press, 1994. JRUL: 809/H315 Ludmilla Jordanova (ed.), Languages of Nature: Critical Essays on Science and Literature, London : Free Association, 1986. JRUL: 809/J70 Gillian Beer, Darwin’s Plots: Evolutionary Narrative in Darwin, George Elliot and Nineteenth-century Fiction, London: Routledge, 1983. JRUL: 823.09/B63. See also Beer’s Open Fields: Science in Cultural Encounter, Oxford: OUP, 1996. JRUL: 820.9/B318 Jon Turney, Frankenstein’s Footsteps: Science, Genetics and Popular Culture, New Haven and London: Yale University Press, 1998. JRUL: 501.45/T1 Rosalind Williams, Notes on the Underground: An Essay on Technology, Society and the Imagination, Cambridge MA: MIT Press, 1990 Brian Aldiss, The Billion Year Spree, London: Weidenfeld and Nicolson, 1973 Hilary Rose, "Dreaming the future: other worlds." chapter 9 of Love, Power and Knowledge: towards a Feminist Transformation of the Sciences, Bloomington: Indiana Press, 1994, pp. 208-229. Adam Roberts, Science Fiction: The New Critical Idiom, London: Routledge, 2000. JRUL: 809.3/R59. Geoff King & Tanya Krzywinska, Science Fiction Cinema, London: Wallflower, 2000. JRUL: 791.459/K6. Vivian Sobchack, Screening Space: The American Science Fiction Film, London: Rutgers University Press, 1987. JRUL: 791.4673/S17. Gregg Rickman, ed., The Science Fiction Film Reader, New York: Limelight, 2004. JRUL: 791.459/R10. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 16 | % 10 |
Quizzes | 2 | % 20 |
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 |
Study Hours Out of Class | 15 | 1 | 15 |
Quizzes | 2 | 10 | 20 |
Midterms | 1 | 20 | 20 |
Final | 1 | 30 | 30 |
Total Workload | 127 |
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 |