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 |
| CET4051 | Special Topics in Instructional Technologies I | Spring Fall |
3 | 0 | 3 | 6 |
| 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 YAVUZ SAMUR |
| Course Lecturer(s): |
Instructor BARIŞ ERDOĞAN Dr. Öğr. Üyesi ORHAN GÖKÇÖL |
| Recommended Optional Program Components: | None |
| Course Objectives: | In this course you will engage in the entire process of developing instructional video programs, from concept to finished project. |
Learning Outcomes
|
The students who have succeeded in this course; 1. develop a comprehensive understanding of the video production process aligned with instructional principles. 2. develop a comprehensive understanding of the mechanics associated with the operation of a video camera. 3. become fluent in using high-end postproduction tools such as Adobe Premiere Pro. 4. successfully deal with the needs of a real-world client in conducting a client video project. |
Course Content
| Tasks in the process include message definition, treatment development, scriptwriting, storyboarding, production, post-production editing, evaluation, the operation of digital video cameras, production personnel, medium requirements, lighting, and sound. |
Weekly Detailed Course Contents
| Week | Subject | Related Preparation |
| 1) | Course Overview • Review of Syllabus • Introduction to Premiere • Introduction to digital video cameras Studio Overview | |
| 2) | Production Process/Conceptualization of Storyline • The Production Process • The Production Team: Who Does What When? • Image Formation and Digital Video Instructional videos Premiere demonstration Studio Equipment | |
| 3) | One minute video pre-planning Storyboard • Storyboard formats and examples • Storyboarding & Scriptwriting Activity Premiere demonstration • Workspace and Sequencing Light (Theoretical) | |
| 4) | Premiere demonstration • Shooting and Capturing • Looking Through the Viewfinder Light setup activity | |
| 5) | Premiere demonstration • Framing and Composition • Using Editing tools Sound Technics | |
| 6) | Graphics and Effects Premiere demonstration • Editing Audio Sound Production | |
| 7) | Review | |
| 8) | Linear and Nonlinear Editing • Linear/Nonlinear Editing • Off-line/on-line editing Premiere demonstration • Adding effects Operating the camera - I • Arranging environment & Shooting • Tips for effective shooting |
|
| 9) | Operating the camera - II • Arranging environment & Shooting • Tips for effective shooting | |
| 10) | Editing Principles • Major Client Project Preplanning • Idea generation • Storyboarding Premiere demonstration • Adding effects Post-production through the stage direction | |
| 11) | Video Recording/Major Client Video Storyboarding Individual Work | |
| 12) | Conversion/Exporting • Storing videos • Conversion/CD/DVD/Tapes • Interactive Video/Camtasia demo Premiere demonstration • Exporting and Delivery issues | |
| 13) | Main Client Video Editing | |
| 14) | Final Projects Presentations |
Sources
| Course Notes / Textbooks: | o Zettl, H. (2009). Video Basics 6. Available at the University Library and Google Books. o Adobe (2010). Adobe Premiere Pro CS4 Classroom in a Book. Available at the University Library and Google Books. |
| References: | None |
Evaluation System
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Application | 5 | % 5 |
| Homework Assignments | 2 | % 20 |
| Project | 2 | % 65 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 35 | |
| PERCENTAGE OF FINAL WORK | % 65 | |
| Total | % 100 | |
ECTS / Workload Table
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Application | 14 | 1 | 14 |
| Project | 2 | 40 | 80 |
| Homework Assignments | 2 | 12 | 24 |
| Total Workload | 146 | ||
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 |