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:
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| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Defines the ways of perceiving and evaluating the visual universe.
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2) Expresses visual perception within the scope of graphic design and communication sciences.
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3) Student became able to see beyond the seen.
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4) Evaluates the visual image not as an isolated phenomenon, but as a communication design of creative fields.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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1) Evaluate the relationships between life, art and design in the field of visual communication design.
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2) Distinguish the relationships between daily life, visual image and communication in daily life phenomena.
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| 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.)
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1) Evaluate the acquired visual art and design knowledge as a project in the field of visual communication design.
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2) Can adapt acquired theoretical knowledge in their designs
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| Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
| 1) |
Course orientation and course content presentation. |
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| 2) |
Iconogy and the perception of the image as the carrier of the agreed meaning. Northern Renaissance and CD cover analysis with Erwin Panofsky approach. |
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| 3) |
Roger Fry and Clement Greenberg and formal analysis. |
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| 4) |
Gombrich and art historical analysis; advantages and disadvantages of chronological analysis. |
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| 5) |
Ideology. Perception of female images from the perspectives of John Berger and Laura Mulvey. |
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| 6) |
Semiotics and semantics. Ferdinand de Saussure and Roland Bartes approaches. |
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| 7) |
Hermeneutics, Clifford Geertz and the limits of hermeneutics. |
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| 8) |
Midterm |
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| 9) |
Fine art and illusion of reality. |
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| 10) |
Photography and reality; whether photography is art and the Roger Scruton thesis. Dorothea Lange and subjectivity in photography |
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| 11) |
Film and reality, film and theatre, film and novel; reads and viewer's position. |
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| 12) |
Television and reality; Television as a cultural construct. TV series examples. |
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| 13) |
Discussion of new media and 'new', distribution systems from music recording to digital photography. |
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| 14) |
Lesson analysis. |
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| 15) |
Final Exam |
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| 16) |
Final Exam |
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| Course Notes / Textbooks: |
● Berger, John (2016). Görme Biçimleri. İstanbul: Metis.
● Howells, Richard (2019). Visual Culture. Wiley.
● Howells, Richard (2012). Outrage. Art, Controversy, and Society.
● Mirzoeff, Nicholas (2016). How to See the World. Basic Books.
● Ders Notları ve makaleler (Dersin Öğretim Üyesi tarafından sağlanacaktır.)
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| References: |
● Arnheim, Rudolf (2004). Art and Visual Perception. University of California Press.
● Berger, John (2016). Görme Biçimleri. İstanbul: Metis.
● Howells, Richard (2019). Visual Culture. Wiley.
● Howells, Richard (2012). Outrage. Art, Controversy, and Society.
● Mirzoeff, Nicholas (2016). How to See the World. Basic Books.
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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) |
Designs visual elements in an understandable, original and functional way. |
5 |
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1.1 Defines the design aspect of visual language by seeing it as a powerful communication tool. |
5 |
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1.2 Transfers current knowledge to practice in all areas of communication design. |
5 |
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1.3 Examines the contemporary art practices critically. |
5 |
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2) |
Knowledge and skill by combining critically analyzed theoretical knowledge with practice, It supports the processing and presentation of the design project work. |
5 |
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2.1 By experiencing visual messages that convey knowledge and ideas with theory and practice combines. |
5 |
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2.2 It prepares you for the evolving nature of design by dealing with the social, technological and ecological context of design practice. |
5 |
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2.3 Their ability to express design practices and process prepares them for the industry thanks to their emphasis on real-world problem solving. |
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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. |
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3) |
Designs that respond to their context in formally and conceptually innovative ways they are ready. |
5 |
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3.1 Develop insight into an exploratory and iterative design process. |
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3.2 Knows and pays attention to the principle of functionality and originality while designing. |
5 |
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3.3 Practice seeing, understanding and changing visual language as a powerful communication tool It solves by integrating with. |
5 |
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3.4 Creating a visual language that conveys its own interpretations to design by thinking critically analyze how others will understand the work. |
5 |
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4) |
Applies the theoretical knowledge learned in business life for a half year. |
4 |
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4.1 Experience all processes in business life. |
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4.2 It takes part in activities related to the field of education in an enterprise operating in its field. |
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4.3 Compares the theoretical information with the application. |
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4.4 They compile the knowledge and experience gained in the field. |
4 |
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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. |
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5.1 Gains the competence to analyze and solve problems and manage conflicts. |
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5.2 In environments that require resolution of problems, she takes responsibility and responsibility as a team member and leads when necessary. |
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5.3 It has an ethical and social responsibility awareness. |
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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. |
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5.5 Evaluate critically the norms and standards that exist in the work responsible for. |
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5.6 It develops strategic, innovative and entrepreneurial ideas. |
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5.7 Gains the competence to manage change. |
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5.8 It shows personal and social development with the awareness of lifelong learning. |
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5.9 Follows advanced technologies and developments in digital transformation |
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5.10 It has cultural awareness and transfers it to groups outside and within its field. |
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5.11 Has awareness of civic competence. |
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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) |
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| WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
| Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Course |
14 |
3 |
42 |
| 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 |
0 |
0 |
0 |
| Presentations / Seminar |
0 |
0 |
0 |
| Project |
0 |
0 |
0 |
| Homework Assignments |
1 |
10 |
10 |
| Total Workload of Teaching & Learning Activities |
- |
- |
52 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
2 |
5 |
10 |
| Midterms |
1 |
20 |
20 |
| Semester Final Exam |
1 |
30 |
30 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
60 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
112 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
4 |
ECTS Information Package / Course Catalogue