| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| VCD3146 | Concept Development | Spring | 2 | 2 | 3 | 5 |
| 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 : | Dr. Öğr. Üyesi İPEK TORUN |
| Course Lecturer(s): |
Instructor MATİLDE WOL |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course will emphasize the conceptualization process of visual design. Students will learn how to solve problems creatively, be imaginative, think laterally and extend and transform problems by designing innovative solutions. |
|
The students who have succeeded in this course; 1) Define their own visual communication projects. Discovery Experiments relieve more details of the scrutinized problem, 2) Demonstrate an understanding of the design process: information gathering, idea generation, concept development and distribution. 3) Demonstrate critical thinking developed via analysis of advertising concepts and writing examples, 4) Manage the pace of their projects from conception to completion. 5) Evaluate the quality of their work in terms of the communication objective and the design solution. 6) Discuss the effectiveness of communication in graphic design and art projects. 7) Systematically and effectively plan advertising 8) Demonstrate an understanding the design and publishing process by successfully publishing a document. 9) Recognize and appreciate the artistic contributions made by people from diverse cultures and backgrounds. 10) Demonstration experiments provide an insight into the realization of the a concept. |
| Students will experience the conceptual process of design projects through lectures and project assignments throughout the semester. |
| Week | Subject | Related Preparation |
| 1) | What is a Design Concept? Evolution, synthesis, revolution, reapplication, changing direction. | |
| 2) | What to do Before Creating a Design Concept, Type Concept In Graphic Design, | |
| 3) | Defining the problem, Basic Guidelines for Brainstorming | |
| 4) | Process For Creating a Concept Who? What? When? Where? Why? How? | |
| 5) | Concept ideation, generation, evaluation, modification and validation. | |
| 6) | The evolutionary approach and Problem Solving Techniques | |
| 7) | Review of the term | |
| 8) | How Concept Leads Design, Morphological Analysis, Manipulative Verbs | |
| 9) | Analogy and Metaphor | |
| 10) | Trigger Concepts | |
| 11) | Aristotle's Categories: Substance or essence, Quantity or magnitude, Relation, Quality, Action, Affection, Place, Time, Position, State. | |
| 12) | Presentatıon 1 | |
| 13) | Presentation 2 | |
| 14) | Review of the term |
| Course Notes / Textbooks: | Reading Material Will Be Given On Weekly Basis |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 15 | % 10 |
| Quizzes | 3 | % 10 |
| Homework Assignments | 2 | % 20 |
| Midterms | 1 | % 20 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 14 | 53 |
| Homework Assignments | 14 | 14 |
| Quizzes | 3 | 3 |
| Midterms | 1 | 5 |
| Final | 1 | 6 |
| Total Workload | 123 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |