Child Development
Course Details
KTO KARATAY UNIVERSITY
Faculty of Health Sciences
Programme of Child Development
Course Details
Faculty of Health Sciences
Programme of Child Development
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| 01851310 | Multi-Field Art Education | 3 | Autumn | 5 | 2+0+0 | 5 | 5 |
| Course Type | Elective |
| Course Cycle | Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6) |
| Course Language | Turkish |
| Methods and Techniques | Anlatım,soru-cevap,Tartışma, bireysel ve grup çalışmaları |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| Coordinator | Prof. Filiz ERBAY |
| Instructor(s) | Prof. Filiz ERBAY |
| Instructor Assistant(s) | - |
Course Content
Sanatın tanımı ve işlevi; sanat eğitimi tarihi; çağdaş eğitimde sanat eğitiminin yeri ve önemi; bir sanat eserini tanıyabilme ve değerlendirebilme; erken çocukluk döneminde yaratıcılık ve sanat eğitiminin tanımı ve önemi; gelişim evrelerine göre çocuk resmi ve özellikleri; okul öncesinde sanat eğitimi yöntem ve teknikleri, kullanılan malzemeler; müzede sanat eğitimi; erken çocukluk döneminde yaratıcılık ve sanat eğitimi ile ilgili kuram ve uygulamalar; çocukların yaratıcı ifade becerilerini ve estetik farkındalıklarını destekleyen programların hazırlanması ve uygulanması.
Objectives of the Course
The aim of this course is to make students aware of the importance and place of art education and to have knowledge about the preparation and implementation of programs that support children's aesthetic awareness.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| Support Courses | |
| Transferable Skills Courses | |
| Humanities, Communication and Management Skills Courses |
Relationships between Course Learning Outcomes and Program Outcomes
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Program Learning Outcomes | Level |
|---|---|---|
| P1 | All children and adolescents aged 0-18 have the necessary level of up-to-date, theoretical and practical knowledge about the areas of mental, linguistic, motor, emotional, social and emotional development. | 2 |
| P3 | Using advanced knowledge in the field of child development, he conducts individual and group work independently, takes responsibility for interdisciplinary work and performs his task effectively. | 1 |
| P4 | Professional projects, research and activities for the social environment in which they live with a sense of social responsibility plan, implement and monitor and evaluate the process. | 3 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Classifies all areas of development of children and adolescents according to their stages of development. | P.1.4 | 1 |
| O2 | It evaluates the developmental processes of children and adolescents in all areas using different methods and techniques. | P.1.6 | 1 |
| O3 | Remember advanced knowledge in child development. | P.3.4 | 1 |
| O4 | She/He reviews different professional projects, research and events. | P.4.2 | 1 |
| O5 | The project fulfils its responsibilities in research and activities | P.4.4 | 1 |
| O6 | Connects different projects, research and event processes and results. | P.4.5 | 1 |
| ** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7 | |||
Weekly Detailed Course Contents
| Week | Topics |
|---|---|
| 1 | In order to develop a general perspective on the course, what a work of art is, why works of art are examined, and what a good review and criticism should be like are discussed in class. Critiques the results, taking into account |
| 2 | An overview of the types of analysis is presented. With examples from the writings of different art historians, the importance of being able to correctly define the visual elements of a work in the process of making sense of a work is emphasized. |
| 3 | Assignments are delivered. The type of formal analysis is explained, examples from art history are formally analyzed with the students. |
| 4 | The type of stylistic analysis is explained by giving examples from the personal and periodical stylistic analyzes of different art historians. Information about biographical analysis is given by examining examples from art history. |
| 5 | Types of iconographic and historical analysis are explained by giving examples, and how the understanding of the content of the work of art can be deepened is discussed with the students. |
| 6 | Students present their investigations to the class, supporting them with visuals. Their analysis is discussed, points that can be improved in their writings are determined with the contributions of other students, and brainstorming is done. |
| 7 | Midterm Exam: Exhibition criticism articles are submitted. Students present their investigations to the class, supporting them with visuals. Their analysis is discussed, and points that can be improved in their writings are identified with the contributions of other students. |
| 8 | Students present their investigations to the class, supporting them with visuals. Their analysis is discussed, points that can be improved in their writings are determined with the contributions of other students, and brainstorming is done. |
| 9 | Students present their investigations to the class, supporting them with visuals. Their analysis is discussed, points that can be improved in their writings are determined with the contributions of other students, and brainstorming is done. |
| 10 | Öğrenciler yaptıkları incelemeleri sınıfa görsellerle destekleyerek sunarlar. Yaptıkları analiz üzerinde tartışılır, diğer öğrencilerin de katkılarıyla yazılarında geliştirebilecekleri noktalar saptanır, beyin fırtınası yapılır. |
| 11 | Öğrenciler yaptıkları incelemeleri sınıfa görsellerle destekleyerek sunarlar. Yaptıkları analiz üzerinde tartışılır, diğer öğrencilerin de katkılarıyla yazılarında geliştirebilecekleri noktalar saptanır, beyin fırtınası yapılır. |
| 12 | Öğrenciler yaptıkları incelemeleri sınıfa görsellerle destekleyerek sunarlar. Yaptıkları analiz üzerinde tartışılır, diğer öğrencilerin de katkılarıyla yazılarında geliştirebilecekleri noktalar saptanır, beyin fırtınası yapılır. |
| 13 | Öğrenciler yaptıkları incelemeleri sınıfa görsellerle destekleyerek sunarlar. Yaptıkları analiz üzerinde tartışılır, diğer öğrencilerin de katkılarıyla yazılarında geliştirebilecekleri noktalar saptanır, beyin fırtınası yapılır. |
| 15 | Final Exam |
Textbook or Material
| Resources | Mülayim, S. (1983), Sanat Tarihi Metodu, İstanbul. |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| Attendance | - | - |
| Practice | - | - |
| Field Study | - | - |
| Course Specific Internship (If Any) | - | - |
| Homework | - | - |
| Presentation | - | - |
| Projects | - | - |
| Seminar | - | - |
| Quiz | - | - |
| Listening | - | - |
| Midterms | 1 | 40 (%) |
| Final Exam | 1 | 60 (%) |
| Total | 100 (%) | |
ECTS / Working Load Table
| Quantity | Duration | Total Work Load | |
|---|---|---|---|
| Course Week Number and Time | 14 | 2 | 28 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 14 | 8 | 112 |
| Midterms | 1 | 5 | 5 |
| Quiz | 0 | 0 | 0 |
| Homework | 0 | 0 | 0 |
| Practice | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Workshop | 0 | 0 | 0 |
| Presentation/Seminar Preparation | 0 | 0 | 0 |
| Fieldwork | 0 | 0 | 0 |
| Final Exam | 1 | 5 | 5 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 150 | ||
| Total Work Load / 30 | 5 | ||
| Course ECTS Credits: | 5 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P1 | P3 | P4 |
|---|---|---|---|---|
| O1 | Classifies all areas of development of children and adolescents according to their stages of development. | 5 | - | - |
| O2 | It evaluates the developmental processes of children and adolescents in all areas using different methods and techniques. | 5 | - | - |
| O3 | Remember advanced knowledge in child development. | - | 5 | - |
| O4 | She/He reviews different professional projects, research and events. | - | - | 5 |
| O5 | The project fulfils its responsibilities in research and activities | - | - | 5 |
| O6 | Connects different projects, research and event processes and results. | - | - | 5 |