|
Week |
Subject |
Related Preparation |
1) |
Introduction. Music and Culture. |
|
2) |
The Concept of Music according to Linguistics, Physics, Sociology and Aesthetics. |
Reading:
“Why We Sing” from Music Instinct by P. Ball |
3) |
Historical Background : Music in East & Music in Antiquity
Medieval Age, Renaissance, Baroque Music, Classical and Romantic Periods of Music History |
Reading: Hand-Out by Celâl Eldeniz
|
4) |
Historical Background : Music in East & Music in Antiquity
Medieval Age, Renaissance, Baroque Music, Classical and Romantic Periods of Music History |
Reading: Hand-Out by Celâl Eldeniz
|
5) |
Historical Background : Music in East & Music in Antiquity
Medieval Age, Renaissance, Baroque Music, Classical and Romantic Periods of Music History |
Reading: Hand-Out by Celâl Eldeniz
|
6) |
PART II-PRE-WAR PERIOD
Basic Music Theory-Physics of Sound
Basic Music Theory-Musical Terms |
Readings:
1. Listener’s Guide (via E-mail)
2. Notes on Music Theory by Celâl Eldeniz
|
7) |
Introduction to Modern and Contemporary Periods of Music History Pre-War Period I
Movements, Techniques, Composers:
Post-Wagnerian: Mahler, Strauss
Spanish Nationalism: Albeniz, De Falla, Granados
South America: Villa-Lobos
Italy: Puccini
Other Parts of Europe: Janacek, Sibelius |
Readings: 1. Hand-Out by Celâl Eldeniz
Pre-War Period II:
Impressionism, French Avant-Gardes, Les Decadents, Les Six.
Movements, Techniques, Composers:
France: (Romanticism) Saint-Saëns, Fauré, (Impressionism) Debussy, Ravel, (neoclassicism) Satie, Les Six (Milhaud, Poulenc and others)
Readings:
Hand-Out by Celâl Eldeniz |
8) |
Pre-War Period III: A Reaction to Avant-Garde: Tonal- Atonal, Second Viennese School, Twelve-Tone System |
Movements, Techniques, Composers:
Second Viennese School/Expressionism: Schönberg, Berg, and Webern
Neo-Classicism
USSR: Rachmaninov, Scriabin, (neo-classicism) Stravinski, Prokofiev, (neoromanticism) Shostakovich |
9) |
PART III-THE PERIOD BETWEEN THE WARS
Between the Wars in America: Jazz
Music & Visual Arts: Musical Theatre.
Movements, Techniques, Composers:
Jazz Influenced Music: Gershwin, Bernstein
Midterm Exam (13.11.2019, (After covering topics in first half of the class )13.20 - 14.20, H 101)
Submission of Midterm Projects |
Videos (Not a must, Optional):
1. Documentary : Blues America
2. Some of the Jazz Documentaries on-line
3. The Music that Made the Movies (3 Parts)
|
10) |
Around WWII:
Neue Sachlichkeit, Gebrauchsmusik, Entartete Musik, Electronische Musik.
British and American Contemporary Classical Music |
Movements, Techniques, Composers:
British Music: (Socialism) Holst, Williams, (neo-romanticism) Britten
Electronic Music: Varèse
Microtonal Music: Charles Ives
Utility Music: Hindemith, Weill, Copland |
11) |
AFTER-WAR PERIOD
Serialism, Musical Primitivism, Futurism, Neo-Romanticism, Eclecticism |
Movements, Techniques, Composers:
Serialism & Total Serialism: Stockhausen, Boulez, Berio, Krenek Folklorism/Musical Primitivism: Bartok
Futurism: Russolo Neo-Romanticism: Barber
Polystilism/Eclecticism: Schnittke, Cowell, Messiaen |
12) |
Indeterminism, Texturalism, Computer Music, Minimalism |
Movements, Techniques, Composers:
Aleatoric Music/Indeterminism: John Cage, Xenakis
Texturalism: Ligeti
Computer Music: Max Mathews
Minimalism: Philip Glass, Steve Reich, John Adams |
13) |
New Simplicity, New Complexity, Musical Historicism, Rock Influenced Music, Rock Music and Pop Music |
New Simplicity: Reimann
New Complexity: Osborne
Musical Historicism: Benjamin Bagby
Rock Influenced Music: Scott Johnson, John Zorn
|
14) |
Putting it all together. Revision and General Discussion. |
Screening :
Documentary: The Sound and The Fury: A Century of Modern Music |
15) |
MODERN AND CONTEMPORARY MUSIC IN TURKEY
|
Modern and Contemporary Music in Turkey
Make a Research.
TBA
Final Exam (Exam Date and place TBA)
Submission of Self-Evaluation Papers Resources |
|
Program Outcomes |
Level of Contribution |
1) |
To use theoretic and methodological approach, evidence-based principles and scientific literature in Nutrition and Dietetics field systematically for practice. |
2 |
2) |
To act in accordance with ethical principles and values in professional practice. |
3 |
3) |
To use life-long learning, problem-solving and critical thinking skills. |
4 |
4) |
To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection. |
4 |
5) |
To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. |
4 |
6) |
To take responsibility and participate in the processes actively for training of other dieticians, education of health professionals and individuals about nutrition. |
2 |
7) |
To assess nutritional status of risky groups in nutrition related problems (pregnant, babies, adolescences, elders, etc.) |
2 |
8) |
To communicate effectively with advisee, colleagues for effective professional relationships. |
2 |
9) |
To use healthcare, information technologies for Nutrition and Dietetic practice and research. |
1 |
10) |
To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. |
2 |
11) |
To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. |
2 |
12) |
To carry out dietetic practices considering cultural differences and different health needs of different groups in the community. |
2 |