| NUTRITION AND DIETETIC (ENGLISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0134 | Introduction to Turkish Classical Music | Spring | 3 | 0 | 3 | 4 |
| 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: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Hybrid |
| Course Coordinator : | Instructor KENAN SAYACI |
| Course Lecturer(s): |
Instructor KENAN SAYACI |
| Course Objectives: | The aim is to provide students with a general culture and impression about our music, which is an important element of our culture, by providing information from different perspectives about the general structure, character (maqam, usul, form, pitch, interval…), genres, important composers and their works, and by having them practice. |
|
The students who have succeeded in this course; Developing a perspective on our national music, which is an important part of our culture, by learning about its general structure, historical development, character, types and periods • Understanding the differences between Turkish music and Western music • Gaining an impression by learning about “makams” through various examples through recitals and meşk • Gaining an impression by learning about “usuls” through various examples through recitals and meşk • Gaining an impression by learning about Turkish music forms through 70 different examples through recitals and meşk • Gaining an idea about the closeness of poetry and music in our culture by examining the lyrics in the verbal works to be meşk from a literary perspective • Gaining information about 27 different musical instruments used in our music • Gaining information and an idea about 28 important composers of classical Turkish music since its beginning • Gaining the ability to listen to, appreciate and perform classical Turkish music - albeit limited |
| Historical development of Turkish music Differences between Turkish music and western music “Maqams” through various examples through recitals and meşk “Usuls” through various examples through recitals and meşk Turkish music forms through 70 different examples through recitals and meşk 27 different musical instruments used in our music 28 important composers of classical Turkish music since the beginning |
| Week | Subject | Related Preparation |
| 1) | OBJECTIVES OF THE COURSE, METHODS OF PROCESSING THE COURSE, GENERAL INFORMATION ABOUT TURKISH MUSIC, INTRODUCTION OF ABDULKADIR MERAGÎ AND HAFIZ POST AND PLAYING ONE OF THEIR WORKS INFORMATION ABOUT TURKISH FOLK SONGS AND SONG FORMS THROUGH TWO HICAZ EXAMPLES | |
| 2) | HISTORICAL DEVELOPMENT OF CLASSICAL TURKISH MUSIC INTRODUCTION OF ITRÎ AND 3. SELİM, PRACTICE OF ONE WORK EACH INTRODUCTION OF THE KANUN-KIOMAN INSTRUMENTS | |
| 3) | HISTORICAL DEVELOPMENT OF CLASSICAL TURKISH MUSIC INTRODUCTION OF İSMAİL DEDE EFENDİ AND ZEKÂÎ DEDE EFENDİ, PRACTICE OF ONE WORK EACH INTRODUCTION OF UD-LAVTA INSTRUMENTS | |
| 4) | HISTORICAL DEVELOPMENT OF CLASSICAL TURKISH MUSIC INTRODUCTION OF HACI ARİF BEY AND ŞEVKİ BEY, PRACTICE OF ONE WORK EACH INTRODUCTION OF NEY-REBAB INSTRUMENTS | |
| 5) | CLASSICAL TURKISH MUSIC THEORY INTRODUCTION OF NEYZEN TEVFİK AND EKREM GÜYER, PRACTICE OF ONE WORK EACH INTRODUCTION OF SANTUR-TANBUR INSTRUMENTS | |
| 6) | CLASSICAL TURKISH MUSIC THEORY INTRODUCTION OF FEHMI TOKAY AND OSMAN NİHAT AKIN, PRACTICE OF ONE WORK EACH INTRODUCTION OF STRING TAMBUR-CLASSICAL KEMENÇE INSTRUMENTS INTRODUCTION OF NIM SOFYAN METHOD | |
| 7) | CLASSICAL TURKISH MUSIC THEORY INTRODUCTION OF SELAHATTİN PINAR, ŞEKİP AYHAN ÖZIŞIK and SADETTİN KAYNAK, PRACTICE OF ONE WORK EACH INTRODUCTION OF KUDÜM-BENDİR INSTRUMENTS INTRODUCTION OF DARBUKA- TEF-HALILE INSTRUMENTS INTRODUCTION OF SEMÂÎ USUL INTRODUCTION OF THE SOFIAN SYSTEM | |
| 8) | MIDTERM WEEK | |
| 9) | INTRODUCTION OF MÜNİR NURETTİN SELÇUK, YESARİ ASIM ARSOY AND ALAATTİN ŞENSOY, PRACTICE OF ONE WORK EACH INTRODUCTION OF CÜMBÜŞ-TAR INSTRUMENTS INTRODUCTION OF TURKISH AKSAĞİ USUL | |
| 10) | INTRODUCTION OF ARİF SAMİ TOKER AND FETHİ KARAMAHMUDOĞLU, PRACTICE OF ONE WORK EACH INTRODUCTION OF BAĞLAMA-MEY-KAVAL INSTRUMENTS INTRODUCTION OF YÜRÜK SEMAİ USUL | |
| 11) | INTRODUCTION OF YILDIRIM GÜRSES AND YUSUF NALKESEN, PRACTICE OF ONE WORK EACH INTRODUCTION OF KABAK KEMANE SAZI INTRODUCTION OF DEVR-İ HİNDÎ USUL | |
| 12) | INTRODUCTION OF TEOMAN ALPAY AND SELAHATTİN İÇLİ, PRACTICE OF ONE WORK EACH INTRODUCTION OF SIPSI- DUDUK- ÇIĞIRTMA INSTRUMENTS INTRODUCTION OF DÜYEK USUL | |
| 13) | INTRODUCTION OF AVNİ ANIL AND ALAATTİN YAVAŞÇA, PRACTICE OF ONE WORK EACH INTRODUCTION OF TULUM- BLACK SEA KEMENÇESİ INSTRUMENTS INTRODUCTION OF AKSAK USUL | |
| 14) | INTRODUCTION OF AMİR ATEŞ and EROL SAYAN, PRACTICE OF ONE WORK EACH INTRODUCTION OF DAVUL-ZURNA INSTRUMENTS INTRODUCTION OF CURCUNA USUL |
| Course Notes / Textbooks: | |
| References: | GEP 1134 dersi için İtslearning portalında yer alan yazılı, sözlü, görsel ve işitsel tüm belgelerdir. Bunlar, aynı zamanda dersin içeriğidir Türk Müzik Tarihine Genel Bakış, Ahmet Gümüştekin Osmanlı Döneminden 21. Yüzyıla Türk Musikisi, Mehmet Güntekin Türk Musikisi Nazariyatı ve Usulleri, İsmail Hakkı Özkan Türk Musikisi Kimindir, Hüseyin Sadettin Arel Saz ve Söz Meclisi, Türkan- M. Hakan Alvan |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 20 |
| Homework Assignments | 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 | 13 | 3 | 39 |
| Study Hours Out of Class | 13 | 4 | 52 |
| Homework Assignments | 1 | 10 | 10 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 105 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To use theoretic and methodological approach, evidence-based principles and scientific literature in Nutrition and Dietetics field systematically for practice. | 4 |
| 2) | To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection. | 3 |
| 3) | To assess nutritional status of risky groups in nutrition related problems (pregnant, babies, adolescences, elders, etc.) | 5 |
| 4) | To use healthcare, information technologies for Nutrition and Dietetic practice and research. | 4 |
| 5) | To communicate effectively with advisee, colleagues for effective professional relationships. | 4 |
| 6) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 7) | To use life-long learning, problem-solving and critical thinking skills. | 4 |
| 8) | To act in accordance with ethical principles and values in professional practice. | 3 |
| 9) | To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. | 3 |
| 10) | To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. | 4 |
| 11) | To take responsibility and participate in the processes actively for training of other dieticians, education of health professionals and individuals about nutrition. | 5 |
| 12) | To carry out dietetic practices considering cultural differences and different health needs of different groups in the community. | 4 |