| COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0304 | Music Business and Turkish Music Industry | Fall | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | GE-Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
| Course Lecturer(s): |
Instructor CELAL ELDENİZ |
| Course Objectives: | This course serves the student who is wishing to increase their knowledge of the basic business practices of the Turkish Music industry and the student who is considering further study of the music business. The course utilizes guest speakers from the music and entertainment industry with respect to career development. The course has a strong emphasis on practical applications of classroom knowledge to the music business environment. |
|
The students who have succeeded in this course; At the end of the course attendants will be informed about: Main Actors of the Music Industry, Recording, Producing, Legal Issues, Packaging, Digital Music Industry. The course focuses on skills necessary for beginning and maintaining a professional career in the music industry. |
| Music Business and Turkish Music Industry is an introduction to the basic concepts of the business practices related to the music industry and actors in Turkish Music Industry . |
| Week | Subject | Related Preparation | |
| 1) | Main Actors in the Music Business | Text | |
| 2) | Music & Musicians | Text | |
| 3) | Music Recording & Record Business | Text | |
| 4) | Production of Music | Text | |
| 5) | Legal Issues & Packaging | Text | |
| 6) | Personal Manager & Booking Agent | Text | |
| 7) | Music Organizations, Festivals & Concert Promoters. | Text | |
| 8) | Digital Music Industry | Text | |
| 9) | Midterm | ||
| 10) | Music Societies | Text | |
| 11) | Music Publishers | Text | |
| 12) | Music TVs & Radios & Magazine… | Text | |
| 13) | Music Education | Text | |
| 14) | Music Shops, Distribution & Instrument Repair, Design | Text | |
| Course Notes: | |
| References: | Mike King (2009) Music Marketing: Press, Promotion, Distribution, and Retail. ISBN 978-0876390986 David Baskerville (2009) Music Business Handbook ISBN 978-1412976794 Shelly Field (2004) Career Opportunities In The Music Industry. ISBN 978-0816059966 Paul Allen (2011) Artist Management for the Music Business, Second Edition ISBN 978-0240815015 Mike King (2009) Music Marketing: Press, Promotion, Distribution, and Retail. ISBN 978-0876390986 David Baskerville (2009) Music Business Handbook ISBN 978-1412976794 Shelly Field (2004) Career Opportunities In The Music Industry. ISBN 978-0816059966 Paul Allen (2011) Artist Management for the Music Business, Second Edition ISBN 978-0240815015 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 1 | % 15 |
| Presentation | % 0 | |
| Project | 1 | % 10 |
| Seminar | % 0 | |
| Midterms | 1 | % 25 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 40 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| 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 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 1 | 10 | 10 |
| Homework Assignments | 1 | 6 | 6 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | ||
| Midterms | 1 | 12 | 12 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 1 | 30 | 30 |
| Total Workload | 100 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. | 4 |
| 2) | To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. | |
| 3) | To develop competencies related to software languages, operating systems, computer networks and computer hardware. | |
| 3) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
| 4) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
| 5) | To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. | |
| 6) | To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. | 4 |
| 7) | To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. | |
| 8) | To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. | 4 |
| 9) | To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. | |
| 10) | To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. | |
| 11) | To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. | 4 |
| 12) | To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. | |
| 13) | To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. | |
| 14) | To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. | |
| 15) | To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. | 4 |