| 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 |
| DES4913 | Visual Expression of Idea | Fall | 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 : | Instructor MURAD BABADAĞ |
| Recommended Optional Program Components: | None |
| Course Objectives: | The aim of the course is to provide the student with theoretical and practical knowledge about the methods of obtaining conceptual content in communication channels that will be developed by using all representation languages used by these three disciplines by working together and side by side in a workshop in a way that can eliminate the scale difference in these different disciplines. |
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The students who have succeeded in this course; - elimination of interdisciplinary scale differences - Increasing the ability of three different disciplines to work together - development of experiential thinking skills on content-form relations - experience on representational languages common to all three disciplines- define visual communication, - define iconography and conceptual metaphors, - demonstrate the basics of a visual construct, - design a visual entity with conceptual content. |
| The content of the course consists of theoretical part and workshop studies that will make it possible to examine the theoretical infrastructure of the design activity at the conscious and unconscious level, and to understand how the designer actually establishes himself as an agent. It consists of verbal information in which the communication principles of all representation languages and conceptual construction are conveyed, and design examples in which the knowledge is applied. |
| Week | Subject | Related Preparation |
| 1) | Introduction to the course. | |
| 2) | examination of philosophical base of designing | |
| 3) | Elements of graphic language. | |
| 4) | Elements of graphic language. | |
| 5) | Abstraction and conceptualization. | |
| 6) | Abstraction and conceptualization. | |
| 7) | Iconography in classical arts. | |
| 8) | Using metaphors in visual communication. | |
| 9) | Exercise 1: Brief, start. | |
| 10) | Exercise 2: Development. | |
| 11) | Exercise 1: Final and dicussion. | |
| 12) | Exercise 2: Brief, start. | |
| 13) | Exercise 2: Development. | |
| 14) | Exercise 2: Final and discussion. |
| Course Notes / Textbooks: | |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 12 | % 5 |
| Homework Assignments | 2 | % 35 |
| Preliminary Jury | 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 | 28 |
| Study Hours Out of Class | 14 | 42 |
| Homework Assignments | 2 | 6 |
| Midterms | 1 | 1 |
| Final | 1 | 2 |
| Total Workload | 79 | |
| 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 |