Week |
Subject |
Related Preparation |
1) |
Jewish and Early Christian art: Catacombs and Dura Europos
Constantinople and Early Byzantine Art
Mosaics and Manuscripts |
Reading: Stokstad, Chapter 7: “Early Christian, Jewish and Byzantine Art,” to page 254.
On-line sources: Selections from the Bible |
2) |
BYZANTIUM AND ISLAM
Byzantine icons
Byzantium and Europe |
Stokstad, Chapter 8: “Islamic Art”
On-line sources: Selections from the Qur’an, and from medieval geographers. |
3) |
ARTS OF THE ISLAMIC WORLD.
Mosque and palace.
Luxury arts in the Islamic world.
Celtic and Germanic arts of Northern Europe |
Stokstad, Chapter 9: “Early Medieval Art in Europe”
On-line sources: Short selections from Beowulf |
4) |
EARLY MEDIEVAL WEST
Sutton Hoo ship burial
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5) |
GOTHIC ART AND ARCHITECTURE
The Gothic cathedral
Gothic sculpture and decorative arts
The Fourteenth Century in Europe |
Stokstad, Chapter 11: “Gothic Art of the Twefth and Thirteenth Centuries” and Chapter
12, “Fourteenth Century Art in Europe.” |
6) |
Selection of Isms in European art |
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7) |
From Gothic to Renaissance: The Fourteenth Century in Italy |
Chapter 20, “Piety, Passion, and Politics: Fifteenth-Century Art in Northern Europe and Spain |
8) |
Beauty, Science, and Spirit in Italian Art: The High Renaissance and Mannerism” |
Chapter 22 |
9) |
Humanism and the Allure of Antiquity: Fifteenth Century Italian Art”
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Chapter 21 |
10) |
Of Popes, Peasants, Monarchs, and Merchants: Baroque and Rococo Art |
Chapter 24 |
11) |
Neoclassicism and the Industrial Revolution |
Chapter 25 |
12) |
Modernism, modernity, and modern art. |
Paul Wood, “Introduction: The Avant-Garde and Modernism,” in
The Challenge of the Avant-Garde, ed. Paul Wood (New Haven:
Yale University Press, 1999): 7-31. |
13) |
Sculpture and Photography: From Academy to Arcades |
Potts, The Sculptural Imagination |
14) |
Revision |
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Program Outcomes |
Level of Contribution |
1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
4 |
2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
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3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
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3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
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6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
4 |
7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
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8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
4 |
9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
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10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
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11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
4 |
12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
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13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
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14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
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15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |