| 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 |
| GEP0122 | Shakespeare and Contemporary Performance | Spring | 3 | 0 | 3 | 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: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
| Recommended Optional Program Components: | None. |
| Course Objectives: | This course brings together performance studies, cultural theory, modern theatre history and a detailed study of Shakespearean text to give students the fullest possible understanding of how Shakespeare works today. Students will have the opportunity to explore, in depth, how Shakespeare’s texts are adapted to stage. |
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The students who have succeeded in this course; 1- To develop a literary perspective and the ability to understand Shakespeare’s plays and sonnets. 2- To be able to develop critical thinking/writing skills, i.e., the ability to analyze, interpret, synthesize, and evaluate literary material. 3- To study specific topics (specific play) in an in-depth manner. 4- To set the works studied in their social, cultural, and political contexts. 5- To improve their ability to draw links among diverse literary texts and establish critical connections and adopt an interdisciplinary attitude. 6- To understand how actors, directors and adaptors make live theatre from raw material. 7- To understand how critics make sense of and write about performances. 8- To learn how a Shakespearean text is adapted for an actual performance. |
| Detailed study of Shakespeare’s plays and analysis of spcecific performances. |
| Week | Subject | Related Preparation |
| 1) | Introduction to the Course. Review of general concepts (renaissance, reform…) | |
| 2) | 16th century England The Tudors, Queen Elizabeth, Literature and art in the 16th century | |
| 3) | Life and works of Shakespeare. His life, works, general characteristics of his works, common themes (from selected texts), his tragedies, comedies and historical plays. | |
| 4) | Shakespeare’s Tragedies Terms related to tragedy (tragic hero, tragic flaw…) Close reading - Hamlet... | |
| 5) | Hamlet:morality, corruption, ambition, action—madness | Reading - Hamlet |
| 6) | Hamlet Viewing parts of two film adaptations of Hamlet: Laurence Olivier’s 1948 version and Kenneth Branagh’s 1997 version | |
| 7) | Shakespeare the Poet What is a sonnet? The “ Young Man” and the “Dark Lady” Themes: Art, immortality, time, death | |
| 8) | Review | |
| 9) | Guest lecturer - discussion of one of the plays we've watched. | |
| 10) | One of Shakespeare's tragedies (Macbeth, Othello or Merchant of Venice) | Reading |
| 11) | Continue analyzing the play (tragedy). | |
| 12) | Shakespeare’s Comedies Theme Appearance and Reality How Shakespeare constructes a complex orchestration between different characters and between appearance and reality and how he uses this pattern to comment on a variety of human foibles. Selected readings from A Midsummer Night’s Dream | Reading - A Midsummer Night’s Dream |
| 13) | A Midsummer Night’s Dream continued... | |
| 14) | Shakespeare’s Fools: The wisdom of Shakespeare’s fools. | |
| 15) | Final Exam | |
| 16) | Final Sınavı |
| Course Notes / Textbooks: | Shakespeare'in seçilen 3 oyunu Shakespeare yazar ve eserleri - Stanley Wells Shakespeare in Production: Whose History? H.R. Coursen The Shakespearean Stage 1574-1642 – Andrew Gurr Articles – depending on the plays being discussed that semester |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 16 | % 10 |
| Quizzes | 2 | % 10 |
| Midterms | 1 | % 40 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 16 | 48 |
| Study Hours Out of Class | 2 | 10 |
| Homework Assignments | 2 | 10 |
| Midterms | 1 | 15 |
| Final | 1 | 15 |
| Total Workload | 98 | |
| 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. | 5 |
| 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. | 5 |
| 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. | 4 |
| 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 |