Week |
Subject |
Related Preparation |
1) |
Introduction to course. Outline of semester. Short writing assignment describing expectations and past experiences. |
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2) |
“Telling Stories” by Maeve Binchey and excerpt from “Portrait of a Lady” by Henry James. Writing about love and our concepts of what it means and how it is portrayed in the two stories. |
Reading. |
3) |
“Goodbye Marcus, Goodbye Rose” by Jean Rhys. Our experiences in life prepare us for the future. How do our lives change after a hugely impactful experience? |
Writing assignment. |
4) |
“Happy Endings” by Margaret Atwood. Writing about theme, characters, plot and mood. Example of summary and analysis of a short story. |
Reading. |
5) |
“Whose Life Is It Anyway?” by Brian Clark. The nature of life. What is our responsibility to ourselves? To others? |
Essay. |
6) |
“Moral Hazard” by Kate Jennings. The aging process and inconceivable choices. Is it possible or even acceptable to choose death over life? |
Essay. |
7) |
Midterm Essay concerning the nature of love and marriage and death and the choices involved. How do the stories exemplify the themes? |
Reading. |
8) |
Review. |
|
9) |
“Crime and Punishment” by Dosteovsky. Using logic to make excuses for a criminal act. |
Essay. |
10) |
“Remains of the Day” by Kazuo Ishiguro. Prejudice and characters who must act against their better nature. |
Reading. |
11) |
“The Ones Who Walk Away From Omelas” by Ursula Le Guin. Is it ever acceptable to sacrifice someone for the greater good? |
Reading. |
12) |
“The Joneses”. Capitalism and creating a desire and market. |
Background research. |
13) |
Essay on consumerism and capitalism. What goods do we consider desirable and why? |
Research. |
14) |
“First Confession” by Frank O’Connor. Comedy and plot. How does an author show theme through the use of humor? |
Reading. |
15) |
Final. |
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16) |
Final. |
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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 |