Week |
Subject |
Related Preparation |
1) |
Introduction to course. Outline of semester. Survival game – what values do we place on human characteristics? |
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2) |
Love and marriage and choices of partners. How do we translate our values into the expression of love? “Happy Endings” by Margaret Atwood |
Reading. |
3) |
Introduction of partners. Interviewing another student and presenting him/her to the class. Practice of presentation skills. |
Interview. |
4) |
“Never Let Me Go” by Kazuo Ishiguo. The idea of sacrifice and honor. Discussion of film and characters, themes. |
Research. |
5) |
Poetry about love, marriage and choices. Selections include Browning, Shakespeare, Sexton and Frost. |
Reading. |
6) |
“Il Postino” and the poetry of Pablo Neruda. One poet and his vision of love and life. |
Reading. |
7) |
Presentations of poets and songwriters. Power point presentation of Shakespearean sonnets and various ways of presenting. |
Powerpoint. |
8) |
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9) |
“The Crucible” by Arthur Miller. Values and how we are transformed. |
Reading. |
10) |
Presentations. |
Research for presentation. |
11) |
Debates and controversial subjects. Commercials and capitalism and how we are subliminally affected. |
Research. |
12) |
Presentations. |
Research. |
13) |
“A Christmas Carol” by Dickens. An adaptation of the novella into a play format. Reading and discussion of themes and characters. |
Reading. |
14) |
Debates in teams. |
Research. |
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 |