PERFORMING ARTS
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ACL3005	American Poetry I	Spring Fall	3	0	3	5

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

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 HATİCE ÖVGÜ TÜZÜN
Recommended Optional Program Components:	None
Course Objectives:	This course is an intensive study of the works of the major 19th Century American poets, considered in terms of critical theory, technique, and form. Students will learn to interpret American poets such as Anne Bradstreet, Edgar Allan Poe, Ralph Waldo Emerson, Walt Whitman & Emily Dickinson through recognition of the cultural strands that connect particular poems in a web of meanings, both social and historical.

Learning Outcomes

The students who have succeeded in this course;
1. The students will do an extensive reading of the 19th Century-American essays and poetry, especially that of the American Renaissance.
2. They will develop an insight about the beginnings of American poetry, especially about how poetry writing started in the US and how it developed towards being a major component of establishing a new nation.
3. They will develop an insight about the significance of poetry of individual, universal and national topics.
4. They will learn about the major literary movements of the 19th Century USA, namely romanticism, transcendentalism and realism.
5. They will learn about the Puritan influences in the works of the later poets.
6. They will learn about the basic ideas shaping the poet’s imagination and the most important concepts in the construction of a new Nation, during their Renaissance.
7. They will develop the ability to analyze and discuss major issues of American Poetry in the 19th Century both orally in class and in their essays in exams.

Course Content

Heath Anthology of American Literature, Vol I. Pp. 146-274,
Anne Bradstreet, “The Flesh and the Spirit” “To My Dear Loving Husband”
Edward Taylor “Huswifery”
Neo-Classicism & Philip Freneau, “The Indian Student”
Romanticism & William Cullen Bryant, “The Praries”, “Thanatopsis”, “The Yellow Violet”, “To a Waterfowl”, “The Poet”
Transcendentalism& Ralph Waldo Emerson Essays: “Nature” & “The American Scholar”, “The Transcendentalist”, “Self-Reliance”
Ralph Waldo Emerson, Poems: “The Rhodora”, “Each and All” & “The Snow-Storm”
Transcendentalism& Henry David Thoreau Essays: “On Civil Government” (Civil Disobedience)
Selected sections from Walden (Where I Lived, and What I Lived for)
Edgar Allan Poe: Essay, "The Philosophy of Composition"
Edgar Allan Poe:Poetry: “A Dream Within a Dream”, “To Helen”, “Annabel Lee”, “The Raven”
Realism & Walt Whitman “There Was a Child Went Forth” & Selections from Leaves of Grass
Transcendentalism & Walt Whitman, "Song of Myself”
Poetry of Consciousness & Emily Dickinson, “Presentiment”, “Success is counted sweetest” “If I can stop one Heart from breaking” “Apparently with no surprise” , “Much Madness is Divinest Sense”
“I taste a liquour never brewed”, “There’s a certain slant of light”, “After great pain, a formal feeling comes”, “I heard a Fly buzz – when I died”, “I felt a Funeral, in my Brain”

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Transcendentalism & Henry David Thoreau	Essays: “On Civil Government” (Civil Disobedience) Selected sections from Walden (Where I Lived, and What I Lived for)
1)	Introduction, Pioneers, New Settlers, Puritanism	Heath Anthology of American Literature, Vol I. Pp. 146-274
2)	Anne Bradstreet, Edward Taylor	“The Flesh and the Spirit” “To My Dear Loving Husband” “Huswifery”
3)	Neo-Classicism & Philip Freneau	“The Indian Student”
4)	Romanticism & William Cullen Bryant	“The Praries”, “Thanatopsis”, “The Yellow Violet”, “To a Waterfowl”, “The Poet”
5)	Transcendentalism & Ralph Waldo Emerson	Essays: “Nature” & “The American Scholar”, “The Transcendentalist”, “Self-Reliance”
6)	Ralph Waldo Emerson	Poems: “The Rhodora”, “Each and All” & “The Snow-Storm”
8)	Review
9)	Edgar Allan Poe	The Philosophy of Composition
10)	Edgar Allan Poe	Poetry: “A Dream Within a Dream”, “To Helen”, “Annabel Lee”, “The Raven”
11)	Realism & Walt Whitman	“There Was a Child Went Forth” & Selections from Leaves of Grass
12)	Realism, Transcendentalism & Walt Whitman	“Song of Myself”
13)	Walt Whitman	“Song of Myself”
14)	Poetry of Consciousness & Emily Dickinson	“Presentiment”, “Success is counted sweetest” “If I can stop one Heart from breaking” “Apparently with no surprise” , “Much Madness is Divinest Sense”
15)	Final Exam
16)	Final Exam

Sources

Course Notes / Textbooks:	Çeşitli Kaynaklar, teksirler, The Penguin Book of American Verse, ed. Geoffrey Moore & handouts.
References:	Heath Anthology of American Literature, Vol. I.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	9	% 10
Application	1	% 10
Quizzes	4	% 10
Midterms	1	% 30
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Project	1	5	5
Quizzes	4	10	40
Midterms	1	30	30
Final	1	30	30
Total Workload			147

Contribution of Learning Outcomes to Programme Outcomes

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