TAE630 - VISUAL and AUDITORY SOURCES of TURKISH CULTURE II
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| VISUAL and AUDITORY SOURCES of TURKISH CULTURE II | TAE630 | Spring | 3 | 0 | 3 | 7 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer | |||||
| Instructor (s) | - | |||||
| Course objective | -To have students understand the importance of the visual and auditory resources constituting the content of the Anatolian Turkish culture. -To have them understand the importance and function of Anatolian legends in terms of writing cultural history. -To have them gain the ability to use visual and auditory resources in production of scientific information. -To have them understand the importance and the function of the buildings from Seljukian and Ottoman architecture in transferring culture. -To have them understand the place and importance of Anatolian folktales, music, poems, lullabies, folk songs, requiems, proverbs, idioms and legends in Turcology. -To have them gain the ability to produce information by making use of visual and auditory resources. | |||||
| Learning outcomes |
| |||||
| Course Content | - Architectural works in Iran from Seljukian Era - Architectural works in Iran from Seljukian and Seigniories Era in Anatolia - Caravansary, madrasah, tomb and mosques - Complex of buildings adjacent to a mosque, which is called 'Külliye' in Turkish, from Ottoman era and urbanization - Sagas, which are called 'Menakıbname' or 'Velayetname' in Turkish - Music - Anatolian folktales and beliefs | |||||
| References | Bağcı, S. (2006). Osmanlı Resim Sanatı, İstanbul: Kültür ve Turizm Bakanlığı Yayınları. Piri Reis. (1988). Kitab-ı Bahriye (E. Ertuğrul Z. Ökte), 4 Cilt, Ankara: Kültür ve Turizm Bakanlığı Yayınları. Arslan, S.N. (2006). Gravürlerde Yaşayan Osmanlı. Ankara: Kültür ve Turizm Bakanlığı Yayınları. Renda, G. (1999). Padişah Portreleri (Mevlana Müzesi Albümü), Konya: Kültür Bakanlığı Yayınları. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Ä°sfahan Grand Mosque |
| Week 2 | Caravansaries and commerce in Iran |
| Week 3 | Seljukian tombs in Iran |
| Week 4 | Anatolian Caravansaries |
| Week 5 | Mosques from Anatolian Seljuks' era |
| Week 6 | Madrasahs and tombs from Anatolian Seljuks' era |
| Week 7 | Midterm |
| Week 8 | Works of military architecture |
| Week 9 | Ottoman Complexes and urbanization |
| Week 10 | Modern attitudes in Ottoman architecture |
| Week 11 | Sagas |
| Week 12 | Works from Folk Literature and Islamic Literature |
| Week 13 | Ornamentation motives from Seigniories Era and their analysis |
| Week 14 | Miniatures and Calligraphy samples |
| Week 15 | Presentations of student |
| 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 | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 1 | 30 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 2 | 60 |
| Percentage of final exam contributing grade succes | 1 | 40 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 3 | 4 | 12 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 2 | 3 | 6 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 6 | 6 | 36 |
| Presentation / Seminar Preparation | 2 | 7 | 14 |
| Project | 0 | 0 | 0 |
| Homework assignment | 5 | 6 | 30 |
| Midterms (Study duration) | 1 | 30 | 30 |
| Final Exam (Study duration) | 1 | 40 | 40 |
| Total Workload | 34 | 99 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Comprehend Turkish language, social structure, historical and cultural process in an interdisciplinary perspective, analytical and holistic approach. | X | ||||
| 2. Use the research methods of history, linguistics and folklore in order to search the political, social and cultural features of Turkish speaking communities. | X | ||||
| 3. List Turkish speaking people and communities from past to present, explain socio-cultural structure of them and geography they live in. | X | ||||
| 4. Explain the importance of migration, geographical, technological condition in the changes of language, culture and social structure. | X | ||||
| 5. Comprehend the social structure of Turkish communities, the demographic, social problems caused by contact other civilizations. | X | ||||
| 6. Explains regional, global issues in socio-cultural fields, makes predictions about future in a holistic approach. | X | ||||
| 7. Discusses the data for the reproduction of traditional and contemporary values of Turkish social structure that should be transferred to next generations. | X | ||||
| 8. Reads and analyses at least one of the source languages of Turkish culture. | X | ||||
| 9. Evaluates social, economic, scientific and technological developments in a historical perspective as an expert. | X | ||||
| 10. Gains an analytic perspective, make self-criticism, presents thoughts scientifically. | X | ||||
| 11. Be aware of cultural differences and show respect for them. | X | ||||
| 12. Advance their education. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest