Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
Basic terms related to point-line: point, line, surface, rhythm, direction, range, motion, form |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pen, T ruler, compasses, miter, ruler
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2) |
Light-dark, light-shadow-related terms: light-shadow; light-dark |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pen, T ruler, compasses, miter, ruler, geometric forms (triangle, square, cylinder, circle)
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3) |
The principles of design: Form Associations and Composition |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pen, T ruler, compasses, miter, ruler
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4) |
Concepts related to color |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pen, T ruler, compasses, miter, ruler
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5) |
Color groups a. Primary colors b. Intermediate colors c. Warm-cold colors d. Neutral colors |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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6) |
Coloring applications 1- Color contrasts (contrasts) a. Lean color contrast b. Light-dark contrast c. Hot-cold contrast d. Complementary contrast e. Misleading contrast f. Quality contrast g. Quantity contrast |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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7) |
Surface rendering with texture comments |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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8) |
Midterm |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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9) |
Colored application works of textured objects |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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10) |
Application with watercolor and pastel technique |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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11) |
Surface arrangements from textured objects |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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12) |
Concepts related to structure a. Module (unit) b. Connector c. Structure (internal structure) d. Texture (external structure) e. System f. Composition |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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13) |
Original structure applications |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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14) |
Perspective concepts a. Three dimensions b. Trailfall c. Point of view d. Distance to view e. Height of view f. Image plane g. Horizon line h. Escape point i. Main point |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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15) |
Original perspective applications |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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16) |
Final |
35x50 paper, eraser, pencil (2B, 3B, 4B), Rapido pencil, T ruler, compasses, miter, ruler, watercolor, pastel, tile ink.
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
This course, evaluate artistic, cultural, aesthetic developments and influences over historical and contemporary art and design products |
1 |
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1.1 Basic principles of communication, design and graphic design. |
1 |
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1.2 Apply basic design operations. |
1 |
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1.3 * |
1 |
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1.4 Has the knowledge to be able to use computer programs adequately in graphic design. |
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2) |
Makes drawing / painting by hand, Photographing, Visual / graphic design (design of advertising and promotional products, packaging design, portfolio design, etc.). To be able to use typography effectively as a visual communication tool, to use current graphics software in computer environment,
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2.1 Recognize design, application and printing stages. |
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2.2 Makes educational graphic designs. |
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3) |
Using Turkish and vocational foreign language to communicate on the basis of oral and written narration on international platforms |
3 |
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3.1
Be aware of the necessity of lifelong learning. |
3 |
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4) |
Follows up-to-date and technological developments in the national and international frameworks related to Graphic Design, interprets and applies psychological, sociological, ethical and economic responsibilities and obligations of the profession.
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4 |
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4.1 Recognize and follow the authorities in the field of art and design. |
4 |
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4.2
Has the aesthetic point of view to produce graphic design product. |
4 |
5) |
Develops individual and group professional strategies and plans for all processes (design-print-presentation) in the context of professional performance and relationships.
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5 |
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5.1 * |
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5.2 * |
5 |
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5.3 * |
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5.4 * |
5 |
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5.5 * |
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5.6 * |
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5.7 * |
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