| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE4111 | Rhythm, Dance and Orff Education in Early Childhood | Fall | 2 | 0 | 2 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Course Objectives: | The main aim of the course is to educate teacher candidates as constructive, creative and productive people who have a personality and character developed in a balanced and healthy manner with respect to body, mind, morality, spirit and emotion and sensitive to artistic items such as rhythm and dance. |
|
The students who have succeeded in this course; 1. Knows the concepts of technical dance, rhythm, body percussion, choreography in order to combine rhythm and dance concepts with children's activities and games. 2. Performs creative dance exercises using body percussion. 3. The creative rhythm improvises with the Orff method included in the teaching process. |
| Development of rhythmic gymnastics from the basic concepts related to music, voice, rhythm development, relations with development areas of these concepts; to play with Orff approach, to listen, to dance, to express themselves, to create their own music and to use Orff instruments; to organize the educational environment; to play rhythm-sound-tempo and dance; planning, implementation and evaluation of music events suitable for early childhood education program. |
| Week | Subject | Related Preparation | |
| 1) | Ara sınav | ||
| 2) | Definition of rhythm and dance concepts in relation to human nature. | ||
| 3) | Examination of rhythm patterns and study of transitions between rhythms in different strokes. | ||
| 3) | Examination of rhythm patterns and study of transitions between rhythms in different strokes. | ||
| 4) | Determining the types of dance for children and solves the basic components of dance. (Examining the meaning of body movements) | ||
| 5) | Identification of body percussion (sound extraction through body parts) and accompanied hearing / melody hands, feet, legs, abdomen, head, face etc. | ||
| 6) | Performing rhythmic reading for the writing of children's songs, places the words on the strokes with the method of spelling. Making rhythmic singing exercises by stepping. | ||
| 7) | Improving poetry of an object or concept that children can predict or know in accordance with the development process. Repeats the poem rhythmically. | ||
| 8) | Making creative improvisation exercises by becoming groups to create rhythmic or musical choreography for children's activities. | ||
| 9) | Using body percussion improvisations, group work on a given topic and narration of the vocabulary words through the body, dramatized. | ||
| 10) | Evaluation of rhythm and lyrics of these songs. Defining and explaining the concept of prosody in song writing. | ||
| 11) | The importance of children, teachers and their relations in the process of choreography. Giving general information about the control of activity processes and stress management. | ||
| 12) | The importance of children, teachers and their relations in the process of choreography. Giving general information about the control of activity processes and stress management. | ||
| 13) | Examples of different dance techniques to be implemented in children's songs. Assessment of the appropriateness of the children's developmental processes in the case of group studies and creative improvisation exercises. | ||
| 14) | Examples of different dance techniques to be implemented in children's songs. Assessment of the appropriateness of the children's developmental processes in the case of group studies and creative improvisation exercises. | ||
| Course Notes: | |
| References: | Shiobara, M. (1994). Music and Movement: The Effects of Movement on Musical Comprehension. British Journal of Music Education, 11 (113-27). |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | 12 | % 24 |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | 1 | % 11 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 65 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 35 | |
| PERCENTAGE OF FINAL WORK | % 65 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 12 | 2 | 24 |
| 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 | 0 | 0 | 0 |
| Homework Assignments | 12 | 2 | 24 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 92 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |