THB635 - HUMOUR CULTURE
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| HUMOUR CULTURE | THB635 | Fall | 3 | 0 | 3 | 7 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Drill and Practice | |||||
| Instructor (s) | ||||||
| Course objective | In this lesson, humor will be exposed distinction between negative and positive humor. Humor of functions and in a variety uses of cultures will be analyzed. | |||||
| Learning outcomes |
| |||||
| Course Content | In this lesson, humor will be assessed in a wide perspective which is based on an infrastructure that has been created by scanning the theoretical studies of humor world literatures and their original sources and ranges from phallus songs that were sung and accepted as symbols of abundance, prosperity, and entertainments in the feasts of Ancient Greek to the usage of humor as a consumption object in the modern world of 21st century. | |||||
| References | Cameron, Keith (1993), Humour and History, United Kingdom: Intellect Books. Mcghee, Paul E. (1972), ?On the Cognitive Origins of Incongruity Humor: Fantasy assimilation versus Reality Assimilation?, The Psychology of Humor, (Ed. H. Jeffrey Goldstein, Paul E. Mcghee, New York and London: Academic Press. Otto, Walter Friedrich (1995), Dionysus: myth and cult, (Translated with an introduction by Robert B. Palmer), Bloomington, USA: Indiana University Press. Öğüt-Eker, Gülin (2009), İnsan Kültür Mizah, Ankara: Grafiker Yayınları. Peters, David A. (2007), The Many Faces of Biblical Humor: A Compendium of the Most Delightful, Romantic, Humorous, Ironic, Sarcastic, Or Pathetically Funny Stories in Scripture, Lanham: Hamilton Books. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Definitions of humor |
| Week 2 | Humor and laughter difference |
| Week 3 | Negative humor |
| Week 4 | Positive humor |
| Week 5 | Functions of humor |
| Week 6 | Midterm exam |
| Week 7 | The ancient Greek humor |
| Week 8 | Jewish and humor |
| Week 9 | Christian and humor |
| Week 10 | Islamism and humor |
| Week 11 | Politics and humor |
| Week 12 | Consumption and humor |
| Week 13 | Stand up and humor |
| Week 14 | Humor samples from different cultures |
| Week 15 | Humor samples from different cultures |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 1 | 40 |
| Assignments | 0 | 0 |
| Presentation | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 60 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 1 | 40 |
| Percentage of final exam contributing grade succes | 1 | 60 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 6 | 84 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework assignment | 1 | 50 | 50 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 34 | 34 |
| Total Workload | 30 | 93 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Can apply the advanced cultural analysis skills which they acquired in their research; develops and deepens expert knowledge in different fields of Social Sciences and Fine Arts. | X | ||||
| 2. Can develop the advanced knowledge which they acquired eclectically with information obtained from different disciplines of Social Sciences and Fine Arts. | X | ||||
| 3. Deepen their knowledge about the Folklore studies carried out in the world. | X | ||||
| 4. By using their expert theorical and practical knowledge, students can create presentations, articles and thesis outputs on the solution of cultural and intercultural problems. | X | ||||
| 5. Can use their expert theorical and practical knowledge in solving cultural,economic,ethnic,historical and social problems in the fields of education,culture and arts. | |||||
| 6. Can use their expertise in the field of cultural science to raise the level of education, culture and art of the society;cultural preservation and survival,cultural economy, etc. uses in interactive areas. | X | ||||
| 7. Can collaborate in cultural studies by leading or working as a member of a team. | |||||
| 8. By Using level a foreign language in the level of European Language Portfolio B2,students can communicate orally or in writing. | |||||
| 9. Can use information and communication technologies which are required by social sciences, in an advanced level. | X | ||||
| 10. Students work for social awareness in cultural fields and can work as consultants in media literacy etc. related issues. | X | ||||
| 11. Can discuss universal culture policies in the light of scientific,social and cultural ethic values and they can also play an active role as being a consultant within the limits of universal rights. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest