BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| 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 |
| NMD3101 | Lifestyle Content Creation for Social Media | 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 SİNAN AŞÇI |
| Course Lecturer(s): |
Instructor BANU ŞAHİN Dr. Öğr. Üyesi TİRŞE ERBAYSAL FİLİBELİ |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course aims to provide theoretical, practical and critical knowledge on and develop expertise in "lifestyle journalism" which has been becoming an increasingly important type of journalism in the global and local scales. |
Learning Outcomes
|
The students who have succeeded in this course; - the historical and sociological factors that created "lifestyle journalism", - the current situation and future potentials of "lifestyle journalism" in the media sector, - practical skills in order to work as a "lifestyle journalist" - vocational and social ethics-related issues pertaining to "lifestyle journalism" - awareness of finding and choosing the right ways of telling a story in digital lifestyle magazine, - practical skill of asking questions, searching for answers in the digital world. - development of a sense of thinking about social, economic and political reflections of art, culture, fashion, travel, food etc. |
Course Content
| This course will focus on the historical and social development of lifestyle journalism as a separate vocation from general types of journalism and which has gained prominence since 1970s with the rise of consumption-based lifestyles of various stripes. After these theoretical discussions, we will move into the key points that separate lifestyle journalism from other types of journalism, contextualize it within the sector and discuss its digital transformation. Finally, we will develop practical and vocational skills for students in order for them to work as digital lifestyle journalists and we will deal with critical issues pertaining to the social and vocational ethics related to this type of journalism. |
Weekly Detailed Course Contents
| Week | Subject | Related Preparation |
| 1) | Overview to the class, explanation of the rules | |
| 2) | A short tale of lifestyle journalism from the printed realm to the digital, its cultural, economic and political impact; entering the magazine zone | |
| 3) | Magazine: Description, types, formats; decisions on the digital magazine; distribution of tasks | |
| 4) | Lifestyle journalism’s main principles, ethics, laws; designing the digital magazine | |
| 5) | Field study (opening, gala, press conference, publicity meeting, test drive, cover photo shooting etc.) | |
| 6) | General review and discussion on the field study | |
| 7) | Types of new media, blogging and fashion journalism | |
| 8) | Quest for a new style; discussion and review on the design of digital magazine; the importance of expressing experiences, discussion on specific type of lifestyle coverages (art, culture, travel, food, entertainment, wellbeing etc.) | |
| 9) | Lifestyle Journalism Examples from Turkish media | |
| 10) | Vocational techniques for Lifestyle journalism | |
| 11) | Social and vocational ethics pertaining to lifestyle journalism | |
| 12) | Online news & social media: Principles, differences, advantages and disadvantages | |
| 13) | Presentations | |
| 14) | Review of the course topics. |
Sources
| Course Notes / Textbooks: | Eric Jon Bulson, Little Magazine world form, Berlin: De Gruyter, 2016. Agnes Rocamora (2012) "Hypertextuality & Remediation in the Fashion Media: The case of fashion blogs," Special Issue on Lifestyle Journalism, "Journalism Practice" Journal, Vol 6, No. 1. Lyn McGaurr (2012) "The Devil May Care: Travel journalism, cosmopolitan concern, politics and the brand" Special Issue on Lifestyle Journalism, "Journalism Practice" Journal, Vol 6, No. 1. |
| References: |
Evaluation System
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Presentation | 1 | % 20 |
| Project | 1 | % 10 |
| Midterms | 1 | % 20 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
ECTS / Workload Table
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 3 | 42 |
| Project | 2 | 20 | 40 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 3 | 3 |
| Total Workload | 130 | ||
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 |