| Week |
Subject |
Related Preparation |
| 1) |
Introduction to short video workshops. |
|
| 2) |
On location and studio settings for film production |
|
| 3) |
Departmental progress of film production |
|
| 4) |
Film production departments set traffic and work share |
|
| 5) |
Duties of art, camera, grip departments on field and location production |
|
| 6) |
Post production departments. Distinguished functions of telecine, online / offline editing and sound. |
|
| 7) |
Creating a short film. Work on students' projects. |
Designing short film project. Prepare the synopsis |
| 8) |
Progressing on students' short film projects. |
Interpreting the discussion and criticism on previous class and implementing the outcomes on the synopsis and preparing script and photoboard. |
| 9) |
Pre-production presentations of students' projects |
Preparing the pre-production presentation |
| 10) |
Working on students' footage. Feedback for neccessary extra shots. |
Shooting the short film project. |
| 11) |
Progressing on student's footage |
Shooting the possible required extra shots |
| 12) |
Editing |
Capture and and start editing the project by selecting the available shots |
| 13) |
Rough cut presentation of short video projects |
preparing the project for the rough cut presentation |
| 14) |
Presentation of short video projects |
Finalizing the short video project |
| |
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 |
BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
