| 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 |
| 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 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 |