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 |
DES3922 | History of Design and Technology II | Spring | 2 | 0 | 2 | 4 |
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. MEHMET ASATEKİN |
Course Lecturer(s): |
Assoc. Prof. MEHMET ASATEKİN |
Recommended Optional Program Components: | None |
Course Objectives: | The course aims to provide information on the beginnings and development of industrial design and on its present state in different countries. |
The students who have succeeded in this course; - define the beginning process of industrial design as a new discipline, - define the development and dynamics of industrial design, - identify and discuss prominent examples of industrial design, - analyze industrial design movements, styles, places and designers, - evaluate industrial design examples in reciprocal relations. |
This second part of the two-semester course starts with the effects of industrial revolution on visual arts and on crafts. It continues with the emergence of industrial design and its development in several countries. It discusses the different and differing characteristics of industrial design in time and place. |
Week | Subject | Related Preparation |
1) | From Crafts to Machine Age | |
2) | From Crafts to Machine Age II | |
3) | 1930larda ABD | |
3) | Bauhaus | |
4) | Emergence of Industrial Design | |
5) | Post-war USA | |
6) | Post-war Europa: UK and France | |
7) | Post-war Europa: Germany | |
8) | Post-war Europa: Italy | |
9) | Design in Scandinavia. | |
10) | Globalism in Design I | |
11) | Globalism in Design II | |
12) | Enlarging Borders: Design and Innovation | |
13) | Enlarging Borders: Designer as Entrepreneur | |
14) | Wrap-up, "Objectified" |
Course Notes / Textbooks: | non |
References: | non |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 12 | % 5 |
Homework Assignments | 1 | % 15 |
Midterms | 2 | % 40 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Homework Assignments | 2 | 2 | 4 |
Midterms | 1 | 2 | 2 |
Paper Submission | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 38 |
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 |