| FILM AND TELEVISION | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| SOC1005 | Introduction to Anthropology | Fall Spring |
3 | 0 | 3 | 6 |
| 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: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. AYŞEGÜL AKDEMİR |
| Recommended Optional Program Components: | "." |
| Course Objectives: | The aim of this course is twofold: First, students will be introduced to the core ideas and concepts of anthropology such as culture, nature, ethnography, social stratifications, kinship systems, race, gender, marriage, sexuality, religion etc. Examples from various human groups around the globe will be used to develop an understanding of these core concepts, ideas and themes. Secondly, we will bring in these concepts and perspectives into our own lives to develop an informed analysis of the Turkish society. |
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The students who have succeeded in this course; The students who succeeded in this course will be able to: (1)Develop an understanding of Anthropology, its origins and its conditions of emergence. (2) Analyse core concepts of Anthropology (3)Describe relationship between Anthropology and colonialism (4)Develop a perspective on how to conceptualize culture (5)Examine major socio cultural institutions and practices such as Kinship, Family and Marriage (6)Develop a conceptualization of Nature. Explore the relationship between nature and culture (7)Develop a critical perspective on concepts that are taken for granted in our daily lives (8)Develop competence on linking concepts and theories of anthropology with existing socio cultural practices (9)Develop an understanding of human cultural variety |
| The course has two main sections. In the first part, it will introduce students to the world of anthropology by examining its origins, scope, main paradigms, and by developing a theoretical understanding of what culture is. Second section consists of using the main perspectives developed in the first part in exploring some of the main themes and topics of anthropology such as family, kinship, gender, and nature. The teaching methods of the course include classical learning methods as well as reading, individual work, technology-supported learning, educational games, collaborative learning and discussion. |
| Week | Subject | Related Preparation |
| 1) | Introduction and course outline | Malinowski, B. (1922). Introduction: The subject, method and scope of this inquiry. Argonauts of the Western Pacific. |
| 2) | What is anthropology? Methodology in anthropology | Scupin, R., & DeCorse, C. R. (2016). Anthropology: A global perspective. Pearson Education. Chp 6. |
| 3) | Physical Anthropology | Scupin, R., & DeCorse, C. R. (2016). Anthropology: A global perspective. Pearson Education. Chp 6. |
| 4) | Origins of Domestication | Scupin, R., & DeCorse, C. R. (2016). Anthropology: A global perspective. Pearson Education. Chp 7&8. |
| 5) | Theories in anthropology I | Scupin, R., & DeCorse, C. R. (2016). Anthropology: A global perspective. Pearson Education. Chp 13. |
| 6) | Theories in anthropology II | Scupin, R., & DeCorse, C. R. (2016). Anthropology: A global perspective. Pearson Education. Chp 13. |
| 7) | Culture and ethnography | Scupin, R., & DeCorse, C. R. (2016). Anthropology: A global perspective. Pearson Education. Chp 10. Spradley, J. P., & McCurdy, D. W. (2012). Conformity and conflict: Readings in cultural anthropology. Jill Potash, p: 1-22. |
| 8) | Patterns of Production, Distribution and Consumption I | Spradley &McCurdy p: 142-153 & 165-177 |
| 9) | Patterns of Production, Distribution and Consumption II | Lappé, F. M., Collins, J., & Fowler, C. (1977). Food first. Beyond the myth of scarcity. Houghton Mifflin Co. Chp: 11, 12, 15. |
| 10) | Globalisation I | Scupin, R., & DeCorse, C. R. (2016) Chp 20. |
| 11) | Globalisation II | Shaker Ardekani, R., & Rath, J. (2020). Coffee people in Tehran, Glasgow and Amsterdam. Journal of Consumer Culture, 20(1), 122-140. Greve, M. (2021). Musical diversity and the struggle for identities. In The Routledge Handbook on Contemporary Turkey (pp. 257-268). Routledge. |
| 12) | Gender and kinship | Spradley, J. P., & McCurdy, D. W. (2012) Jill Potash, p: 179-192 https://news.un.org/en/story/2022/09/1126171 |
| 13) | Power and politics | Demirer, S. Ö. (2011). Anthropology as a nation-building rhetoric: the shaping of Turkish anthropology (from 1850s to 1940s). Dialectical Anthropology, 35(1), 111-129. |
| 14) | Conclusion | There is no reading for this week. There will be an overall revision. |
| Course Notes / Textbooks: | Diğer gerekli okumalar Itslearning üzerinden öğrencilerle paylaşılacaktır. Herhangi bir materyale erişimde sorun yaşarsanız, lütfen dersin öğretim görevlisi ile iletişime geçin. Other required readings will be uploaded to students via Itslearning. If you cannot access any material, please contact the instructor of the course. |
| References: | Scupin, R., & DeCorse, C. R. (2016). Anthropology: A global perspective. Pearson Education. Spradley, J. P., & McCurdy, D. W. (2012). Conformity and conflict: Readings in cultural anthropology. Jill Potash. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 0 |
| Midterms | 1 | % 40 |
| Final | 1 | % 40 |
| Paper Submission | 1 | % 20 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 4 | 56 |
| Homework Assignments | 1 | 15 | 15 |
| Midterms | 1 | 20 | 20 |
| Final | 1 | 20 | 20 |
| Total Workload | 153 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Being familiar to the main concepts and methods of the social sciences and the fine arts devoted to understanding the world and the society | 4 |
| 2) | Having comprehensive knowledge regarding different media and branches of art | 3 |
| 3) | Knowing the historical background of audio-visual moving images in the world and in Turkey and keeping pace with the new developments in the area | 1 |
| 4) | Having a good command of the language and the aesthetics of audio-visual moving images in the world and in Turkey | 1 |
| 5) | Being able to create a narrative that could be used in a fiction or a non-fiction audio-visual moving image product | 2 |
| 6) | Being able to write a script ready to be shot | 2 |
| 7) | Having the skills to produce the photoboard of a script in hand and to shoot the film using the camera, the lights and other necessary equipment | 2 |
| 8) | Being able to transfer the footage of a film to the digital medium, to edit and do other post-production operations | 2 |
| 9) | Being able to create a documentary audio visual moving image from the preliminary sketch stage to shooting, editing and post-production stages | 2 |
| 10) | Being able to produce an audio visual moving image for television and audio products for radio from preliminary stages through shooting and editing to the post-production stage | 2 |
| 11) | Being culturally and theoretically equipped to make sense of an audio-visual moving image, to approach it critically with regard to its language and narration and being able to express his/her approach in black and white | 3 |
| 12) | Having ethical values and a sense of social responsibility | 5 |