The students who have succeeded in this course;
At the end of the semester, the students
1. will learn the definition of and the basic pillars of popular culture in addition to its main themes, issues, subjects and paradigms,
2. will have an insight and idea as to how American film is using the basics of popular culture in presenting the United States of America to the viewers and how certain institutions of the USA, like education, religion, the law, family are manifested via popular culture images, symbols, signifiers etc.,
3. will have developed the ability to analyze and synthesize works of popular culture, its images, symbols, main pillars, and signifiers and also how they can be used or manipulated for artistic goals or ideological aims,
4. will be able to analyze the strategies and the discourse of such works using popular culture paradigms,
5. will have developed the skill to see centered around certain concepts rather than to look at a work of art,
6. will be able to transfer the knowledge presented in the analytical discussions in class to other fields, by means of writing critical, comparative-contrastive essays in their exams,
7. will have an insight into some other related fields like sociology, psychology, literature, visual and virtual arts, commercials, architecture etc.,
8. will have developed an awareness towards basic issues in the world they live in as they will have developed the habit of looking into matters via a critical eye.
|
|
Week |
Subject |
Related Preparation |
| 1) |
Introduction & definition of popular culture & ubiquity of popular culture, power of the media, the rise to fame and money, American dream of success and popular culture, stories of Rags to Riches. |
-Class Discussion: Popular TV series, programs
-Film for class discussion: Tootsie
-Comparative discussion with Grease & Saturday Night Fever, West Side Story, Magnolia.
|
| 2) |
Basic characteristics and pillars of Popular Culture and the & replication myth and the necessity of creating a Hero |
-Film for class discussion & analysis: Truman Show
-Comparative discussion with Reality Bites & Show Time, Elvis: The Early Years, 15 Minutes, Mask: From Zero to Zero
|
| 3) |
De-mythification of the Myths of Individual Opportunity, Pursuit of Happiness and Progress and the Myth of the American Dream of Success |
-Film for class discussion: Requiem for a Dream
-Comparative discussion with The Pursuit of Happiness, Dream Girls, Follow that Dream, The Food Nation.
|
| 4) |
Patterns & archetypes (of fear& terror; apocalyptic thinking and binary oppositions; labyrinth, cell; utopia/dystopia) |
-Film for class discussion: Swordfish
-Comparative discussion with: Fahrenheit 9/11 and Signs, Donnie Darko, Independence Day, The Shining, The Exorcist , Omen sequels, Carrie, The Tree of Life, Melancholi
|
| 5) |
Pillars of Popular Culture (Demos, Ethnos: People, Race & Groups) |
-Film for class discussion: Fight Club
-Comparative discussion with Mississippi Burning, The Joy Luck Club, Color Purple
|
| 6) |
Pillars of Popular Culture: Theos, God, Faith, Religion |
-Film for class discussion: Seven
-Comparative discussion with The Mission (Dir. Roland Joffe) or City of Angels, Bruce Almighty, The Celebrity, The Da Vinci Code, From Within
|
| 7) |
Pillar of Popular Culture: Logos: & the Power of Words, and Symbols, Freedom of Conscience & Expression) |
-Film for Class Discussion Fahrenheit 451
Comparative Discussion with It Happened Here, Alphaville, 1984, Metropolis
|
| 8) |
Pillars of Popular Culture (Heros; The Absolute Maybes; Eikons/Icons and the American Institutions; and the hero myth, the savior/ monomyth) |
-Film for class discussion: Matrix Trilogy I
-Comparative discussion with Avatar, The Superman, Batman, Braveheart, Spartacus (Kubrick), Taxi Driver, King Kong, The Chronicles of Riddick. Marvel, The Smurfs
|
| 9) |
Popular Myth of the Happy Model Family |
-Film for class discussion: American Beauty
-Comparative discussion with Tideland, A Home at the End of the World.
|
| 10) |
The Myths of Gender & Sexual Roles and Problems of Identity; Who am I This Time? |
-Film for class discussion: Flawless or Being John Malkovitch
-Comparative discussion with Hours, Zelig, Desperate Housewives, The Witches of Eastwick, Beach Girls, Deathproof, Angels in America, |
| 11) |
Myth of the Melting Pot |
-Film for class Discussion: Crash
-Comparative discussion with The Joy Luck Club, In America
|
| 12) |
Popular Culture & Ideology and the concepts of love, faith and justice; selling the myths. |
-Film for class discussion: Wag the Dog
-Comparative discussion with: Monster, American Graffiti, Three Days of Condor, Monster
|
| 13) |
Cliches, fetishes, the kitsch, the cult, tales & myths and story-telling. |
-Film for class discussion: Big Fish
-Comparative discussion with The Lord of the Rings, Harry Potter or The Fisher King
|
| 14) |
Wrap Up |
|
| 15) |
Final Exam |
|
| 16) |
Final Exam |
|
| Course Notes: |
1. Douglas K. Stevenson. American Life and Institutions. Stuttgard: Ernst Klett Verlag, 1996.
2.Marshall W. Fishwick, Seven Pillars of Popular Culture. Westport: Greenwood Press, 1985.
|
| References: |
1. Atayman, Veysel (Derleyen). Şiddetin Mitolojisi. İstanbul: Don Kişot Yayınları, 2003.
2. Atikkan, Zeynep. Amerikan Cinneti: 11 Eylül Amerika’yı Nasıl Değiştirdi? Istanbul: YKY, 2006.
3. Baudrillard, Jean. Amerika. Çev. Yaşar Avunç. İstanbul: Ayrıntı, 1996.
4. Bir Zamanlar Amerika. Doğu Batı Düşünce Dergisi Sayı 32. Mayıs-Haziran-Temmuz, 2005.
5. Camus, Albert. Amerika Günlükleri. Çev. Osman Akınhay. Ankara: Öteki Yayınevi, 1992.
6. Canetti, Elias. Kitle ve İktidar. Çev. Gülşat Aygen. Ayrıntı: 1998.
7. Colombo, Gary, R.Cullen, B. Lisle. Rereading America: Cultural Contexts for Critical Thinking and Writing. Boston: Bedford Books of Saint Martin’s Press, 1992.
8. Eradam, Yusuf. Vanilyalı Ideoloji. Istanbul: Aykırı Yayıncılık, 2004 (Pandora-on Istiklal & Mavikum Bookstore on Cihangir Street)
9. Goodnow, Katherine J. Kristeva in Focus: From Theory to Film Analysis. New York: Berghahn Books, 2010.
10. Kuçuradi, İoanna. Uludağ Konuşmaları: Özgürlük, Ahlak, Kültür Kavramları, Ankara: Türkiye Felsefe Kurumu Yayınları, 1994.
11. Güngor, Nazife (Der.). Popüler Kültür ve İktidar: Popüler Kültür Üzerine Kuramsal İncelemeler. Ankara: Vadi Yayınları, 1999.
12. Kilicer, Devrim F. Tower Power: The US on a Freudian Couch after 9/11. A Socio-Psychoanalytic Study of New York Towers. Stutgart: ibidem-Verlag, 2008.
13. Kuçuradi, İoanna. Sanata Felsefeyle Bakmak. Ankara: Ayraç Yayınları, 1996.
14. Mansfield, Nick. Öznellik: Freud’dan Haraway’e Kendilik Kuramları. İzmir: Aralık Yayınları, 2006.
15. Modleski, Tania (ed). Studies in Entertainment: Critical Approaches to Mass Culture. Bloomington: Indiana University Press, 1986.
16. Somay, Bülent, Tarihin Bilinçdışı: Popüler Kültür Üzerine Denemeler. İstanbul: Metis, 2004.
17. Sprengler, Christine. Screening Nostalgia: Populuxe props and Technicolor aesthetics in contemporary American film. New York: Berghahn Books, 2009.
18. Storey, John. Popüler Kültür Çalışmaları: Kuramlar ve metotlar. Çev. Koray Karaşahin. İstanbul: Babil Yayınları, 2000.
19. Tecimer, Omer. Sinema: Modern Mitoloji. Istanbul: Plan B, 2005.
20. Walker, Alexander. Stardom: The Hollywood Phenomenon. Harmondsworth: Penguin, 1974.
21. Wells, Liz. (2003)The Photography Reader. London: Routhledge, 2010.
22. Yazıcı, İsmet. Kitle İletişiminde İmaj: Kuramsal Bir
Yaklaşım. İstanbul: Bilim Yayınları, 1997.
|
|
Program Outcomes |
Level of Contribution |
| 1) |
School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure.
|
2 |
| 2) |
School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people.
|
4 |
| 3) |
School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. |
2 |
| 4) |
School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises.
|
2 |
| 5) |
School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. |
4 |
| 6) |
School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations.
|
1 |
| 7) |
School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics.
|
2 |
| 8) |
School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services.
|
1 |
| 9) |
School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession.
|
2 |
| 10) |
School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services.
|
1 |
| 11) |
School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources.
|
1 |
| 12) |
School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program
|
1 |
| 13) |
School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions.
|
1 |
| 14) |
School counselors recognize the current legal issues about special education, identify and directs individuals who need special education.
|
1 |
| 15) |
School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development.
|
1 |