BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| FILM AND TELEVISION | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE3001 | Language, Arts and Literature for Young Children | Spring | 2 | 2 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Basic information
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Recommended Optional Program Components: | None |
| Course Objectives: | 1. You will develop a broad knowledge of the various genres and types of books for children, including the major authors and illustrators of these books. 2. You will become familiar with theliterary and artistic elements and how they interact to create an effective book for children in order toevaluate the literary quality and appropriateness of specific books. 3: You will be able to use reference sources to locate information on children’s literature . 4 You will examine the role of literature in the lives of children, particularly in relation to engaging children with literature for both personal and academic purposes. 5 You will develop an awareness of social, multicultural and international issues as theyconnect to literature for children. 6. Teach with children’sl literature in the context of a developmentally appropriate early childhood curriculum and young adult curriculum. 7. Plan and evaluate literature activities that develop reading comprehension and reasoning skills in the content areas of the curriculum. 8. Select high quality children’s literature appropriate for young children. 9. Create developmentally appropriate activities/lesson plans integrating children’s literature 10. Design a classroom environment with literature appropriate for the early childhood classroom l. 11. Use technology with children’s literature in the curriculum |
Learning Outcomes
|
The students who have succeeded in this course; At the end of the course students will be able to do the following 1. You will develop a broad knowledge of the various genres and types of books for children, including the major authors and illustrators of these books. 2. You will become familiar with theliterary and artistic elements and how they interact to create an effective book for children in order toevaluate the literary quality and appropriateness of specific books. 3: You will be able to use reference sources to locate information on children’s literature . 4 You will examine the role of literature in the lives of children, particularly in relation to engaging children with literature for both personal and academic purposes. 5 You will develop an awareness of social, multicultural and international issues as theyconnect to literature for children. 6. Teach with children’sl literature in the context of a developmentally appropriate early childhood curriculum and young adult curriculum. 7. Plan and evaluate literature activities that develop reading comprehension and reasoning skills in the content areas of the curriculum. 8. Select high quality children’s literature appropriate for young children. 9. Create developmentally appropriate activities/lesson plans integrating children’s literature 10. Design a classroom environment with literature appropriate for the early childhood classroom l. 11. Use technology with children’s literature in the curriculum |
Course Content
| Genres of traditional children's literature, picture books, poetry and rhymes, fiction, and informational books; development of children's literature; contributions of genres of children's literature on children's development; introducing children to quality children's books; basic reference tools and selection guides pertaining to children's literature; values taught through children's literature |
Weekly Detailed Course Contents
| Week | Subject | Related Preparation |
| 1) | Intro | |
| 2) | Poetry | |
| 3) | Picture Books | |
| 4) | Picture Books | |
| 5) | Traditional Literature | |
| 6) | Fantasy | |
| 7) | Realistic Fiction | |
| 8) | International Literature | |
| 9) | Turkish Literature | |
| 10) | Information Books | |
| 11) | High Interest Books | |
| 12) | Multicultural Literature | |
| 13) | Story Telling | |
| 14) | Presentation |
Sources
| Course Notes / Textbooks: | Lukens, R. j., Smith, J. J., & Coffel, C. M. (2012). A critical handbook of children's literature. Boston, MA: Allyn & Bacon. Course Readings: Joan Glazer & Cyndi Giorgis, (2004). Literature for Young Children, 5th Ed. Prentice-Hall. |
| References: | Optional Text Book • Lynch-Brown, C., Tomlinson, C. M., & Short, K. G. (2011). Essentials of children's literature. Boston, MA: Allyn & Bacon |
Evaluation System
| Semester Requirements | Number of Activities | Level of Contribution |
| Total | % | |
| PERCENTAGE OF SEMESTER WORK | % 0 | |
| PERCENTAGE OF FINAL WORK | % | |
| Total | % | |
ECTS / Workload Table
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Application | 8 | 10 | 80 |
| Field Work | 3 | 8 | 24 |
| Study Hours Out of Class | 6 | 8 | 48 |
| Presentations / Seminar | 1 | 2 | 2 |
| Project | 1 | 3 | 3 |
| Final | 1 | 2 | 2 |
| Total Workload | 201 | ||
Contribution of Learning Outcomes to Programme Outcomes
| 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 |