| PHOTOGRAPHY AND VIDEO | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| CGB4071 | Sensory Training | Fall | 2 | 0 | 3 | 5 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Instructor GÜLNİHAL ESRA KORKUT |
| Course Objectives: | To learn the development of sense and perception and become able to consult families and professionals |
|
The students who have succeeded in this course; 1.Basic concepts about sense and perception 2.Approaches about development of perception 3.Factors that effect perception 4.The development process and characteristics of 7 senses |
| The Definition and differences of Sense and Perception, 7 Senses Sight,Hearing, Touch, Taste, Smell, Propriosepsiyon, Balance developmental process, the characteristics |
| Week | Subject | Related Preparation | |
| 1) | Sensation and Perception; Definitions, Differences, Sense Organs | ||
| 2) | Approaches about sensation and perception, the factors that effect perception | ||
| 3) | Hearing ; Development and supporting at early age | ||
| 4) | Sight; Development and supporting at early age | ||
| 5) | Touch; Development and supporting at early age | ||
| 6) | Taste and Smell; Development and supporting at early age | ||
| 7) | Propriosepsiyon; Development and supporting at early age | ||
| 8) | Balance; Development and supporting at early age | ||
| 9) | Midterm exam | ||
| 10) | Activities support 7 senses; at home and in family | ||
| 11) | Activities support 7 senses; at kindergarten and to professionals | ||
| 12) | Project presentation | ||
| 13) | Project presentation | ||
| 14) | Is there a dominant sense at children? / Discussion | ||
| Course Notes: | Dunstan, P.J. (2009), Child Sense, Bantam Books, USA. Lezak Deutsch, M. ( 1983), Neuropsychological Assessment, Oxford University Press, USA. Madi, B. (2011), Öğrenme Beyinde Nasıl Oluşur, 2. Baskı, Efil Yayınevi, İstanbul. Perkins, M. (1983), Sesnsing the World, Hackett Publishing Company, USA. Rookes, P.; Wilson, J. (2000), Perception, Routladge, Great Britain. San Bayhan, P.; Artan, İ. (2004), Çocuk Gelişimi ve Eğitimi, MORPA Kültür Yayınları, İstanbul. |
| References: | Schiffman, H.R. (2001), Sensation and Perception, 5th ed., John Wiley & Sons Inc., USA. Silberg, J. (2006), Learning Games Exploring the Senses, Gryphon House Inc., Beltsville. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 1 | % 10 |
| Presentation | 1 | % 10 |
| Project | 0 | % 0 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 30 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 40 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| 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 | 12 | 10 | 120 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 1 | 1 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 1 | 1 |
| Total Workload | 150 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Knowledge of photographic and video media and ability to use basic, intermediate and advanced techniques of these media. | |
| 2) | Ability to understand, analyze and evaluate theories, concepts and uses of photography and video. | |
| 3) | Ability to employ theoretical knowledge in the areas of the use of photography and video. | |
| 4) | Familiarity with and ability to review the historical literature in theoretical and practical studies in photography and video. | |
| 5) | Ability in problem solving in relation to projects in photography and video. | |
| 6) | Ability to generate innovative responses to particular and novel requirements in photography and video. | |
| 7) | Understanding and appreciation of the roles and potentials of the image across visual culture | |
| 8) | Ability to communicate distinctively by means of photographic and video images. | |
| 9) | Experience of image post-production processes and ability to develop creative outcomes through this knowledge. | |
| 10) | Knowledge of and ability to participate in the processes of production, distribution and use of photography and video in the media. | |
| 11) | Ability to understand, analyze and evaluate global, regional and local problematics in visual culture. | |
| 12) | Knowledge of and ability to make a significant contribution to the goals of public communication. | |
| 13) | Enhancing creativity via interdisciplinary methods to develop skills for realizing projects. | |
| 14) | Gaining general knowledge about the points of intersection of communication, art and technology. |