| 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 |
| INT2943 | Sketching Istanbul | Spring | 0 | 4 | 2 | 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: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEZİN HATİCE TANRIÖVER |
| Course Lecturer(s): |
Instructor OSMAN ÜMİT SİREL Instructor SİNAN POLVAN Assoc. Prof. SEZİN HATİCE TANRIÖVER |
| Recommended Optional Program Components: | documentary movie |
| Course Objectives: | Drawing should be designated as a modality of thinking other than being encompassed by given talent which is technical or artistic or both. In other words, visual thinking is a specific language that is constituted by mostly lines that can attain different qualities. Hence, the course aims to equip students commencing their architectural education with skills to develop and use freehand drawing as means to interior architectural perception and representation. For this purpose, studio sessions will be held for primary information exchange and outdoor exercises will be performed on specific urban sites. |
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The students who have succeeded in this course; I. Record the physical environment that is visually perceived and mentally distinguished in two dimensional media. II. Record the mentally processed idea in two dimensional media. III. Develop scale and proportion skills. IV. Manipulate lines as communicative tools. |
| Developing skills in freehand visualizations of architectural ideas expressed as drawing for mental and manual coordination. |
| Week | Subject | Related Preparation |
| 1) | Introduction. Concept of line as thought and sketching activity as a perfomance of visual communication. | none |
| 2) | Line qualities, hatching. Line weights as line expression. Hatching as surface expression. | none |
| 3) | Approximating dimensional relations within objects. Notions of dimension, scale and proportion. | none |
| 4) | Traces of Byzance, historical peninsula | |
| 5) | City walls of Istanbul | |
| 6) | Galata | |
| 7) | Beyoğlu I - From Tünel to Galatasaray | |
| 8) | Beyoğlu II - From Galatasaray to Taksim | |
| 9) | Zeyrek ve Cibali | |
| 10) | Süleymaniye | |
| 11) | Fener and Balat | |
| 12) | Topkapı Palace and Archaeological Museum | |
| 13) | Sirkeci and Eminönü | |
| 14) | Bosphorus Mansions |
| Course Notes / Textbooks: | Ders notları stüdyo saatleri sonrasında sisteme yüklenmektedir. Ayrıca, eskiz teknikleri üzerine yardımcı kitaplara üniversite kütüphanesinden erişilebilir. Course notes are uploaded into the system after studio hours. Moreover, some supplementary materials on sketching are accessible at the university library. |
| References: | Kendra Schank Smith, Architects' Drawings, Architectural Press, 2005. Kendra Schank Smith, Architects' Sketches, Architectural Press, 2008. Sue Ferguson Gussow, Architects Draw, Princeton Architectural Press, New York, 2008. Brian Edwards, Understanding Architecture Through Drawing, Taylor and Francis, New York, 2008. George Hlavács, The Exceptionally Simple Theory of Sketching, BIS Publishers, Amsterdam, 2014. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Field Work | 10 | % 50 |
| Paper Submission | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 100 | |
| PERCENTAGE OF FINAL WORK | % | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 4 | 56 |
| Application | 2 | 2 | 4 |
| Field Work | 11 | 4 | 44 |
| Final | 1 | 2 | 2 |
| Total Workload | 106 | ||
| 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. | 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 |