MATHEMATICS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ADV4635 | Semiology and Advertising | Fall | 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: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi GÜL ŞENER |
Course Lecturer(s): |
Dr. Öğr. Üyesi GÜL ŞENER Instructor NEŞE MESUTOĞLU KIRIM |
Recommended Optional Program Components: | None |
Course Objectives: | The main objective of the course is to provide basic semiotic concepts and methods that can be used to analyze advertising as a way of communication and meaning generation from a critical perspective. |
The students who have succeeded in this course; Upon completing this course the students will; 1-Define the meaning of “semiotics” in general. 2-Recognize the historical development of “semiotics” as a discipline. 3-Recognize the main theories of sign, signification and representation. 4-Name specific types of signs. 5-Recognize the functioning of a sign as a conveyor of meaning. 6-Recognize the interaction between sign and consumer. 7-Define different types of advertisement as sign systems. 8-Analyze the building blocks of an advertisement in terms of semiotics. |
This course involves the examination of various advertisement executions as semiotic texts and analysis of their meaning mechanisms. |
Week | Subject | Related Preparation |
1) | Introduction to the course | |
2) | Mytholgies and symbols The Dyadic Model of the Sign Notion of Ferdinand de Saussure | Assignment 1 Submission |
3) | Peirce's triadic model of the sign | Assignment 2 Presentation |
4) | The Semiotic Perspectives of Peirce and Saussure: A Brief Comparative Study | Assignment 2 Presentation |
5) | Roland Barthes: Denotation - Connotation and Myths Meditation on Andy Warhol | Assignment 2 Presentation |
6) | Claude Lévi Strauss' theory of binary opposites Meditation on Aristo | Assignment 2 Presentation |
7) | Jean Baudrillard, The System of Objects | Selected reading from the course book. |
8) | Gobeklitepe Temples from the Symbolic Perspective | Selected reading from the course book. |
9) | Noam Chomsky: Deep Structure and Surface Meditation on Freud | Selected reading from the course book. |
10) | Umberto Eco: The Semiotic Process and the Classification of Signs Meditation on Borges | Final Presentation |
11) | Edmund Husserl:Theory of Signs "Expression and Meaning" | Final Presentation |
12) | Final Exam (Take-Home) presentation Meditation on Freud | Final Presentation |
13) | Reading Ads & Advertising Case Studies | Final Presentation |
14) | Reading Ads & Advertising Case Studies | Final Presentation |
Course Notes / Textbooks: | Semiotics: The Basics, Daniel Chandler Judith Williamson - Reklamların Dili; Reklamlarda Anlam ve İdeoloji Göktuğ Halis -Simgebilim Perspektifinden Göbeklitepe Tapınakları Eco, Umberto. 1976. A Theory of Semiotics. Bloomington: Indiana University Press Roland Barthes -Elements of Semiology Pierre -Guiraud Semiolog |
References: | Konulara dair ek okumala ve vaka analizleri haftalık olarak verilecektir. / Supplementary readings will be provided upon weekly basis. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Homework Assignments | 3 | % 20 |
Project | 1 | % 20 |
Midterms | 1 | % 10 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 14 | 5 | 70 |
Project | 1 | 4 | 4 |
Homework Assignments | 3 | 4 | 12 |
Midterms | 1 | 4 | 4 |
Final | 1 | 4 | 4 |
Total Workload | 136 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics | |
2) | To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods, | |
3) | To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials, | |
4) | To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself, | 4 |
5) | To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way, | |
6) | To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level, | |
7) | To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement, | |
8) | To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense, | 4 |
9) | By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere, | |
10) | To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning, | |
11) | To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school, | |
12) | To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively. |