Language of instruction: |
English |
Type of course: |
Non-Departmental Elective |
Course Level: |
Bachelor’s Degree (First Cycle)
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Mode of Delivery: |
Face to face
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Course Coordinator : |
Dr. Öğr. Üyesi ELİF BAŞ |
Course Lecturer(s): |
Dr. Öğr. Üyesi ELİF BAŞ
Dr. Öğr. Üyesi HATİCE ÖVGÜ TÜZÜN
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Recommended Optional Program Components: |
None |
Course Objectives: |
This course is a survey of the discipline of Film Studies, its methodologies, genres and histories. Through an examination of various cinematic forms, styles, and genres, roughly following a historical chronology, the course aims to develop the critical skills crucial to the discourse of Film Studies. |
Week |
Subject |
Related Preparation |
1) |
Introduction to the course. Film terminology. |
|
2) |
Birth of the narrative form-
D.W. Griffith – Birth of a Nation 1915
|
Reading. |
3) |
Soviet Silent Cinema and the Theory of Montage
Eisenstein: Battleship Potemkin 1925 (scene: The Odessa Steps)
|
Reading. |
4) |
German Cinema of the Weimar Period
Robert Weine – Das Kabinet des Dr. Caligari 1920
|
Reading. |
5) |
Golden Age of Hollywood –
Charlie Chaplin Modern Times 1936
|
|
6) |
Classical Hollywood Cinema –
Casablanca 1942 |
|
7) |
A Major Figure of the Studio Era: Hitchcock
Alfred Hitchcock – The Birds 1963/or Psycho
|
|
8) |
Review and discussion. |
|
9) |
Italian neorealism - De Sica– The Bicycle Thieves 1948
|
Reading. |
10) |
La Dolce Vita - Federico Fellini |
Reading. |
11) |
1970’s era of cynicism: A nervous romance
Woody Allen – Annie Hall 1977
|
|
12) |
Midterm, 2nd essay. |
|
13) |
A German Horror: Das Experiment - Oliver Hirschbiegel 2001 |
|
14) |
Turkish cinema |
|
15) |
Final. |
|
16) |
Final. |
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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 |