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 |
CGB4071 | Sensory Training | Fall | 2 | 0 | 2 | 6 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | Turkish |
Type of course: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Instructor GÜLNİHAL ESRA KORKUT |
Course Objectives: | To learn the development of sense and perception and become able to consult families and professionals |
The students who have succeeded in this course; 1.Basic concepts about sense and perception 2.Approaches about development of perception 3.Factors that effect perception 4.The development process and characteristics of 7 senses |
The Definition and differences of Sense and Perception, 7 Senses Sight,Hearing, Touch, Taste, Smell, Propriosepsiyon, Balance developmental process, the characteristics |
Week | Subject | Related Preparation |
1) | Sensation and Perception; Definitions, Differences, Sense Organs | |
2) | Approaches about sensation and perception, the factors that effect perception | |
3) | Hearing ; Development and supporting at early age | |
4) | Sight; Development and supporting at early age | |
5) | Touch; Development and supporting at early age | |
6) | Taste and Smell; Development and supporting at early age | |
7) | Propriosepsiyon; Development and supporting at early age | |
8) | Balance; Development and supporting at early age | |
9) | Midterm exam | |
10) | Activities support 7 senses; at home and in family | |
11) | Activities support 7 senses; at kindergarten and to professionals | |
12) | Project presentation | |
13) | Project presentation | |
14) | Is there a dominant sense at children? / Discussion |
Course Notes / Textbooks: | Dunstan, P.J. (2009), Child Sense, Bantam Books, USA. Lezak Deutsch, M. ( 1983), Neuropsychological Assessment, Oxford University Press, USA. Madi, B. (2011), Öğrenme Beyinde Nasıl Oluşur, 2. Baskı, Efil Yayınevi, İstanbul. Perkins, M. (1983), Sesnsing the World, Hackett Publishing Company, USA. Rookes, P.; Wilson, J. (2000), Perception, Routladge, Great Britain. San Bayhan, P.; Artan, İ. (2004), Çocuk Gelişimi ve Eğitimi, MORPA Kültür Yayınları, İstanbul. |
References: | Schiffman, H.R. (2001), Sensation and Perception, 5th ed., John Wiley & Sons Inc., USA. Silberg, J. (2006), Learning Games Exploring the Senses, Gryphon House Inc., Beltsville. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 1 | % 10 |
Homework Assignments | 1 | % 10 |
Presentation | 1 | % 10 |
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 | 2 | 28 |
Study Hours Out of Class | 12 | 10 | 120 |
Midterms | 1 | 1 | 1 |
Final | 1 | 1 | 1 |
Total Workload | 150 |
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 |