SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
60212METOZ-GRT0506	Packacing Design	3	Spring	1	2	2	5

Course Type :	Compulsory
Cycle:	Bachelor      TQF-HE:6. Master`s Degree      QF-EHEA:First Cycle      EQF-LLL:6. Master`s Degree
Language of Instruction:	Turkish
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	Face to face
Name of Coordinator:	Dr. Öğr. Üyesi MERVA KELEKÇİ OLGUN
Dersin Öğretim Eleman(lar)ı:	Dr. Öğr. Üyesi MERVA KELEKÇİ OLGUN
Dersin Kategorisi:	Programme Specific

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

The purpose of this lesson is to teach you the theoretical knowledge of packaging and support of the Graphic programs, to make original designs in two dimensions in light of them.

Course Content:

Actively using packaging definition, history, importance within graphic products, product content and material selection and packaging variations for it, form, color, typography, illustration, photography and their relationship with each other to gain an advantage. It develops packaging designs for a variety of industries, including pharmaceuticals, cosmetics, food, electronics and toys. All elements of visual communication are used for this.

Course Learning Outcomes (CLOs)

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:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) It recognizes the basic elements of graphic design and communication and the rules within the field.     2.1) in the Graphic Design workspaces, they have knowledge of industry needs such as advertising, printing, publishing, and more.

Skills (Describe as Cognitive and/or Practical Skills.)

1) Understands the application and manufacturing steps that can lay out the graphic design product.

2) Graphics design creates products and projects.

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) Independantly prepares ideas, drafts, concept creation, implementation and preparation for print.

2) Matches the brand identity of the packaging design.

3) Manages the entire project, including manufacturing.

4) Designs the final inspection and evaluation process before production, and select the material type.

5) Manages the systematic process from the selection of packaging design, material and printing technique to the protection and delivery of the product.

6) Uses their creativity to make the product packaging stand out and make it more competitive than others.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

Meyers,H / Murray,J.,L(2003) Başarılı Ambalaj Başarılı Pazarlama, Rota Yayın Yapım Seddon,T / Waterhose,J (2007) The Packaging Design Template Sourcebook, Ginko Press Arıkan, A. (2019). Küresel Ambalaj Sektörünün Boyutları. Ambalaj Dünyası Dergisi. Ambrose, G. ve Harris, P. (2011). Packaging The Brand, Switzerland: AVA Book. Ambrose, G. ve Harris, P. (2012). Grafik Tasarımın Temelleri (Çev. M. E. Uslu). İstanbul: Literatür Yayınları Aynsley, J. (2004). Pioneers of Modern Graphic Design A Complete History. London: Octopus Publishing Group Ltd. Becer, E. (1997). İletişim ve Grafik Tasarım. Ankara: Dost Kitabevi Yayınları. Becer, E. (2014). Ambalaj Tasarımı. Ankara: Dost Kitabevi Yayınları.

References:

Breetz, C. (2014). Product Packaging As A Tool To Demand A Price Premium. Hamburg: Anchor Academic Publishing. Calver, G. (2007). What Is Packaging Design?. Switzerland: A RotaVision Book.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1			KPLO 2				KPLO 3				KPLO 4				KPLO 5
	1	2	3	1	2	3	4	1	2	3	4	1	2	3	4	1	2	3	4	5	6	7	8	9	10	11	12
CLO1
CLO2
CLO3
CLO4
CLO5
CLO6
CLO7
CLO8
CLO9
CLO10

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Designs visual elements in an understandable, original and functional way.	5
	1.1 Defines the design aspect of visual language by seeing it as a powerful communication tool.	5
	1.2 Transfers current knowledge to practice in all areas of communication design.	4
	1.3 Examines the contemporary art practices critically.
2)	Knowledge and skill by combining critically analyzed theoretical knowledge with practice, It supports the processing and presentation of the design project work.	5
	2.1 By experiencing visual messages that convey knowledge and ideas with theory and practice combines.	5
	2.2 It prepares you for the evolving nature of design by dealing with the social, technological and ecological context of design practice.
	2.3 Their ability to express design practices and process prepares them for the industry thanks to their emphasis on real-world problem solving.
	2.4 Word / text processing and production in design studios and computer labs The use of technologies for the students is shown and practical experience is gained.	4
3)	Designs that respond to their context in formally and conceptually innovative ways they are ready.	4
	3.1 Develop insight into an exploratory and iterative design process.	4
	3.2 Knows and pays attention to the principle of functionality and originality while designing.	4
	3.3 Practice seeing, understanding and changing visual language as a powerful communication tool It solves by integrating with.	3
	3.4 Creating a visual language that conveys its own interpretations to design by thinking critically analyze how others will understand the work.	4
4)	Applies the theoretical knowledge learned in business life for a half year.	5
	4.1 Experience all processes in business life.
	4.2 It takes part in activities related to the field of education in an enterprise operating in its field.
	4.3 Compares the theoretical information with the application.	5
	4.4 They compile the knowledge and experience gained in the field.
5)	Gains advanced competencies that develop in line with the expectations of the business world and society and define as the institutional outputs of our university.	5
	5.1 Gains the competence to analyze and solve problems and manage conflicts.
	5.2 In environments that require resolution of problems, she takes responsibility and responsibility as a team member and leads when necessary.
	5.3 It has an ethical and social responsibility awareness.
	5.4 Supporting what they learned with quantitative and qualitative data; Using written, verbal and visual communication tools, he transfers them systematically and effectively to groups outside and outside the field.
	5.5 Evaluate critically the norms and standards that exist in the work responsible for.
	5.6 It develops strategic, innovative and entrepreneurial ideas.	5
	5.7 Gains the competence to manage change.
	5.8 It shows personal and social development with the awareness of lifelong learning.
	5.9 Follows advanced technologies and developments in digital transformation	5
	5.10 It has cultural awareness and transfers it to groups outside and within its field.
	5.11 Has awareness of civic competence.
	5.12 Gains the competence to communicate in a Foreign Language (English) defined at at least B1 level of the European Language Portfolio. (For programs where the medium of instruction is English, at B2 / B2 + level)

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Homework Assignments	2	% 20.00
Midterms	1	% 30.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	1	15	15
Laboratory	0	0	0
Application	0	0	0
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	8	0	0
Presentations / Seminar	0	0	0
Project	3	20	60
Homework Assignments	1	4	4
Total Workload of Teaching & Learning Activities	-	-	79
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	2	10	20
Midterms	1	6	6
Semester Final Exam	1	20	20
Total Workload of Assesment & Evaluation Activities	-	-	46
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			125
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			5