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 |
VCD3112 | Introduction to User Interface Design | 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 : | Dr. Öğr. Üyesi İPEK TORUN |
Recommended Optional Program Components: | None |
Course Objectives: | This course concentrates on training the students to develop effective graphic design interfaces with Web page design. Analysis and design phases of the Web development process will be executed through given tasks. Besides, students explore new software and technical information for creating content and design graphics for Web. Concept development from group discussions to final execution is encouraged. |
The students who have succeeded in this course; 1) define basic web technologies 2) define the Internet technologies that enable the World Wide Web 3) display skills to implement web sites based on web standards 4) design adaptable, accessible and optimized web sites 5) display skills to build HTML pages 6) display skills to style HTML pages using CSS 7) define capabilities and limitations of JavaScript 8) display skills to create and optimize multimedia content for the web 9) use common design patterns while designing web sites 10) display skills to balance aesthetics and usability issues when designing websites |
The course is structured in three parts. First part aims students to understand the “High Level Design Decisions and Design Strategy for Web Development”, analyzing the requirements of the stakeholders of a web site to develop a conceptual content model prior to the visual design of the web page. Second part will concentrate on visual design of web interfaces through a prototyping process for visualizing the ideas in the conceptual model and developing clear navigation tools for information requirements of stakeholders. Students will transfer their prior knowledge on layout, colors and typography to web medium. The third part aims to give technical skills on production of web sites, including the animation tools, hypertext markup and optimized graphics. |
Week | Subject | Related Preparation |
1) | First meeting: Introduction to the course, class discussion on course and student objectives | |
2) | A brief history of the web. Introduction to web technologies and internet infrasructure. Assignment 1: Website analysis | |
3) | HTML elements, attributes and document structure. Exercise 1: Building a basic HTML page. Presentation of Assignment 1. Assignment 2: Simple CV | |
4) | Introduction to CSS: Selectors, statements and the cascade. Exercise 2: Styling Assignment 2. Assignment 3: Styling Exercise 1 | |
5) | Semantic HTML and accessibility. CSS box model and positioning, attribute and pseudo-selectors. Resources: Using images on a web page. Project 1: Design patterns | |
6) | Resources: static resources and image optimization. Project 1 research presentations and critique. | |
7) | Graceful degradation and responsive design. CSS @ rules and media types. Project 2: Portfolio website | |
8) | Javascript: Programming basics. Variables, types, arrays, hashes and functions. Project 2 critique. | |
9) | Javascript: The Document Object Model (DOM). Project 2 critique. | |
10) | Javascript frameworks and graceful degradation. Browser compatibility. Project 2 Presentation | |
11) | HTML Forms. CSS tips & tricks. Final project. | |
12) | Text encoding. Language specifics. Search Engine Optimization (SEO). Final project critique. | |
13) | Embedded multimedia. Final project critique. | |
14) | Recap. Final project critique. |
Course Notes / Textbooks: | Will be distributed weekly |
References: | 1) ISO-9241-151 Ergonomics of human-system interaction — Part 151: Guidance on World Wide Web user interfaces 2) Sam Quayle, 2010, An Introduction to HTML Prototyping 3) Jennifer Tidwell, A Pattern Language for HCI Design, http://www.mit.edu/~jtidwell/ 4) Handcraft — Online prototyping tool. Alternative to Codeanywhere 5) TextMate — Recommended code editor for Mac OS X E - TextEditor — Recommended code editor for Windows Mozilla Developer Network — HTML, CSS and JavaScript reference 6) When can I use… — A good resource for checking browser compatibility of HTML and CSS features 7) A List Apart — Recommended reading on web technologies Course slides — The presentation I use in class FontSquirrel — Good resource for web-ready fonts and home of the @font-face generator 8) Google Web Fonts — Web fonts served by Google for free Code Academy — Online course for learning programming basics with JavaScript 9) InVision — Web bsed tool for building image-based mock-ups |
Semester Requirements | Number of Activities | Level of Contribution |
Application | 8 | % 15 |
Quizzes | 1 | % 5 |
Homework Assignments | 2 | % 40 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 14 | 56 |
Study Hours Out of Class | 13 | 44 |
Homework Assignments | 8 | 16 |
Quizzes | 1 | 4 |
Final | 1 | 4 |
Total Workload | 124 |
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 |