| MEDICINE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0605 | Popular Culture | Spring | 3 | 0 | 3 | 5 |
| 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 is designed to analyze the basic patterns and pillars of popular culture as they are used and revealed in certain examples of American cinema to present to masses the basic institutions and life style of the United States of America. In method, it is essentially a film-reading course. |
|
The students who have succeeded in this course; At the end of the semester, the students 1. will learn the definition of and the basic pillars of popular culture in addition to its main themes, issues, subjects and paradigms, 2. will have an insight and idea as to how American film is using the basics of popular culture in presenting the United States of America to the viewers and how certain institutions of the USA, like education, religion, the law, family are manifested via popular culture images, symbols, signifiers etc., 3. will have developed the ability to analyze and synthesize works of popular culture, its images, symbols, main pillars, and signifiers and also how they can be used or manipulated for artistic goals or ideological aims, 4. will be able to analyze the strategies and the discourse of such works using popular culture paradigms, 5. will have developed the skill to see centered around certain concepts rather than to look at a work of art, 6. will be able to transfer the knowledge presented in the analytical discussions in class to other fields, by means of writing critical, comparative-contrastive essays in their exams, 7. will have an insight into some other related fields like sociology, psychology, literature, visual and virtual arts, commercials, architecture etc., 8. will have developed an awareness towards basic issues in the world they live in as they will have developed the habit of looking into matters via a critical eye. |
| The meaning of “popular”, a brief history of popular culture, its main pillars and basic elements, characteristic features, paradigms, replication myth and the influence of myths like creation myths, themes and patterns. Analyses of examples from American cinema, TV shows and programs, music, art, namely sculpture, architecture; their language and style and presentations, their artistic and political interpretations related to American life and its basic institutions. |
| Week | Subject | Related Preparation |
| 1) | Introduction & definition of popular culture & ubiquity of popular culture, power of the media, the rise to fame and money, American dream of success and popular culture, stories of Rags to Riches. | -Class Discussion: Popular TV series, programs -Film for class discussion: Tootsie -Comparative discussion with Grease & Saturday Night Fever, West Side Story, Magnolia. |
| 2) | Basic characteristics and pillars of Popular Culture and the & replication myth and the necessity of creating a Hero | -Film for class discussion & analysis: Truman Show -Comparative discussion with Reality Bites & Show Time, Elvis: The Early Years, 15 Minutes, Mask: From Zero to Zero |
| 3) | De-mythification of the Myths of Individual Opportunity, Pursuit of Happiness and Progress and the Myth of the American Dream of Success | -Film for class discussion: Requiem for a Dream -Comparative discussion with The Pursuit of Happiness, Dream Girls, Follow that Dream, The Food Nation. |
| 4) | Patterns & archetypes (of fear& terror; apocalyptic thinking and binary oppositions; labyrinth, cell; utopia/dystopia) | -Film for class discussion: Swordfish -Comparative discussion with: Fahrenheit 9/11 and Signs, Donnie Darko, Independence Day, The Shining, The Exorcist , Omen sequels, Carrie, The Tree of Life, Melancholi |
| 5) | Pillars of Popular Culture (Demos, Ethnos: People, Race & Groups) | -Film for class discussion: Fight Club -Comparative discussion with Mississippi Burning, The Joy Luck Club, Color Purple |
| 6) | Pillars of Popular Culture: Theos, God, Faith, Religion | -Film for class discussion: Seven -Comparative discussion with The Mission (Dir. Roland Joffe) or City of Angels, Bruce Almighty, The Celebrity, The Da Vinci Code, From Within |
| 7) | Pillar of Popular Culture: Logos: & the Power of Words, and Symbols, Freedom of Conscience & Expression) | -Film for Class Discussion Fahrenheit 451 Comparative Discussion with It Happened Here, Alphaville, 1984, Metropolis |
| 8) | Pillars of Popular Culture (Heros; The Absolute Maybes; Eikons/Icons and the American Institutions; and the hero myth, the savior/ monomyth) | -Film for class discussion: Matrix Trilogy I -Comparative discussion with Avatar, The Superman, Batman, Braveheart, Spartacus (Kubrick), Taxi Driver, King Kong, The Chronicles of Riddick. Marvel, The Smurfs |
| 9) | Popular Myth of the Happy Model Family | -Film for class discussion: American Beauty -Comparative discussion with Tideland, A Home at the End of the World. |
| 10) | The Myths of Gender & Sexual Roles and Problems of Identity; Who am I This Time? | -Film for class discussion: Flawless or Being John Malkovitch -Comparative discussion with Hours, Zelig, Desperate Housewives, The Witches of Eastwick, Beach Girls, Deathproof, Angels in America, |
| 11) | Myth of the Melting Pot | -Film for class Discussion: Crash -Comparative discussion with The Joy Luck Club, In America |
| 12) | Popular Culture & Ideology and the concepts of love, faith and justice; selling the myths. | -Film for class discussion: Wag the Dog -Comparative discussion with: Monster, American Graffiti, Three Days of Condor, Monster |
| 13) | Cliches, fetishes, the kitsch, the cult, tales & myths and story-telling. | -Film for class discussion: Big Fish -Comparative discussion with The Lord of the Rings, Harry Potter or The Fisher King |
| 14) | Wrap Up | |
| 15) | Final Exam | |
| 16) | Final Exam |
| Course Notes / Textbooks: | 1. Douglas K. Stevenson. American Life and Institutions. Stuttgard: Ernst Klett Verlag, 1996. 2.Marshall W. Fishwick, Seven Pillars of Popular Culture. Westport: Greenwood Press, 1985. |
| References: | 1. Atayman, Veysel (Derleyen). Şiddetin Mitolojisi. İstanbul: Don Kişot Yayınları, 2003. 2. Atikkan, Zeynep. Amerikan Cinneti: 11 Eylül Amerika’yı Nasıl Değiştirdi? Istanbul: YKY, 2006. 3. Baudrillard, Jean. Amerika. Çev. Yaşar Avunç. İstanbul: Ayrıntı, 1996. 4. Bir Zamanlar Amerika. Doğu Batı Düşünce Dergisi Sayı 32. Mayıs-Haziran-Temmuz, 2005. 5. Camus, Albert. Amerika Günlükleri. Çev. Osman Akınhay. Ankara: Öteki Yayınevi, 1992. 6. Canetti, Elias. Kitle ve İktidar. Çev. Gülşat Aygen. Ayrıntı: 1998. 7. Colombo, Gary, R.Cullen, B. Lisle. Rereading America: Cultural Contexts for Critical Thinking and Writing. Boston: Bedford Books of Saint Martin’s Press, 1992. 8. Eradam, Yusuf. Vanilyalı Ideoloji. Istanbul: Aykırı Yayıncılık, 2004 (Pandora-on Istiklal & Mavikum Bookstore on Cihangir Street) 9. Goodnow, Katherine J. Kristeva in Focus: From Theory to Film Analysis. New York: Berghahn Books, 2010. 10. Kuçuradi, İoanna. Uludağ Konuşmaları: Özgürlük, Ahlak, Kültür Kavramları, Ankara: Türkiye Felsefe Kurumu Yayınları, 1994. 11. Güngor, Nazife (Der.). Popüler Kültür ve İktidar: Popüler Kültür Üzerine Kuramsal İncelemeler. Ankara: Vadi Yayınları, 1999. 12. Kilicer, Devrim F. Tower Power: The US on a Freudian Couch after 9/11. A Socio-Psychoanalytic Study of New York Towers. Stutgart: ibidem-Verlag, 2008. 13. Kuçuradi, İoanna. Sanata Felsefeyle Bakmak. Ankara: Ayraç Yayınları, 1996. 14. Mansfield, Nick. Öznellik: Freud’dan Haraway’e Kendilik Kuramları. İzmir: Aralık Yayınları, 2006. 15. Modleski, Tania (ed). Studies in Entertainment: Critical Approaches to Mass Culture. Bloomington: Indiana University Press, 1986. 16. Somay, Bülent, Tarihin Bilinçdışı: Popüler Kültür Üzerine Denemeler. İstanbul: Metis, 2004. 17. Sprengler, Christine. Screening Nostalgia: Populuxe props and Technicolor aesthetics in contemporary American film. New York: Berghahn Books, 2009. 18. Storey, John. Popüler Kültür Çalışmaları: Kuramlar ve metotlar. Çev. Koray Karaşahin. İstanbul: Babil Yayınları, 2000. 19. Tecimer, Omer. Sinema: Modern Mitoloji. Istanbul: Plan B, 2005. 20. Walker, Alexander. Stardom: The Hollywood Phenomenon. Harmondsworth: Penguin, 1974. 21. Wells, Liz. (2003)The Photography Reader. London: Routhledge, 2010. 22. Yazıcı, İsmet. Kitle İletişiminde İmaj: Kuramsal Bir Yaklaşım. İstanbul: Bilim Yayınları, 1997. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 33 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 9 | 4 | 36 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 10 | 10 |
| Total Workload | 91 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Integrates the knowledge, skills and attitudes acquired from basic and clinical medical sciences, behavioral sciences and social sciences, and uses them in health service delivery. | |
| 2) | In patient management, shows a biopsychosocial approach that takes into account the socio-demographic and sociocultural background of the individual, regardless of language, religion, race and gender. | |
| 3) | In the provision of health services, prioritizes the protection and development of the health of individuals and society. | |
| 4) | Taking into account the individual, societal, social and environmental factors affecting health; does the necessary work to maintain and improve the state of health. | |
| 5) | By recognizing the characteristics, needs and expectations of the target audience, provides health education to healthy/sick individuals and their relatives and other healthcare professionals. | |
| 6) | Shows a safe, rational and effective approach in health service delivery, prevention, diagnosis, treatment, follow-up and rehabilitation processes. | |
| 7) | Performs invasive and/or non-invasive procedures in diagnosis, treatment, follow-up and rehabilitation processes in a safe and effective way for the patient. | |
| 8) | Provides health services by considering patient and employee health and safety. | |
| 9) | In the provision of health services, takes into account the changes in the physical and socioeconomic environment on a regional and global scale, as well as the changes in the individual characteristics and behaviors of the people who apply to it. | |
| 10) | Takes good medical practice into account while carrying out his/her profession. | |
| 11) | Fulfills its duties and obligations within the framework of ethical principles, rights and legal responsibilities required by its profession. | |
| 12) | Demonstrates decisive behavior in providing high-quality health care, taking into account the integrity of the patient. | |
| 13) | Evaluates his/her performance in his/her professional practice by considering his/her emotions and cognitive characteristics. | |
| 14) | Advocates improving the provision of health services by considering the concepts of social reliability and social responsibility for the protection and development of public health. | |
| 15) | Can plan and carry out service delivery, training and consultancy processes related to individual and community health in cooperation with all components for the protection and development of health. | |
| 16) | Evaluates the impact of health policies and practices on individual and community health indicators and advocates increasing the quality of health services. | |
| 17) | The physician attaches importance to the protection of his/her own physical, mental and social health, and does what is necessary for this | |
| 18) | Shows exemplary behavior and leads the healthcare team during service delivery. | |
| 19) | Uses resources cost-effectively, for the benefit of society and in accordance with the legislation, in the planning, implementation and evaluation processes of health services in the health institution he/she is the manager of. | |
| 20) | Establishes positive communication within the health team it serves and assumes different team roles when necessary. | |
| 21) | Is aware of the duties and responsibilities of the health workers in the health team and acts accordingly. | |
| 22) | In the professional practices, works in harmony and effectively with the colleagues and other professional groups. | |
| 23) | Communicates effectively with patients, their relatives, healthcare professionals, other professional groups, institutions and organizations. | |
| 24) | Communicates effectively with individuals and groups that require a special approach and have different socio-cultural characteristics. | |
| 25) | In the diagnosis, treatment, follow-up and rehabilitation processes, shows a patient-centered approach that associates the patient with the decision-making mechanisms. | |
| 26) | Plans and implements scientific research, when necessary, for the population it serves, and uses the results and/or the results of other research for the benefit of the society. | |
| 27) | Reaches and critically evaluates current literature knowledge about his/her profession. | |
| 28) | Applies the principles of evidence-based medicine in clinical decision making. | |
| 29) | Uses information technologies to increase the effectiveness of its work on health care, research and education. | |
| 30) | Effectively manages individual work processes and career development. | |
| 31) | Demonstrates skills in acquiring and evaluating new knowledge, integrating it with existing knowledge, applying it to professional situations and adapting to changing conditions throughout professional life. | |
| 32) | Selects the right learning resources to improve the quality of the health service it offers, organizes its own learning process |