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) • Understands the basic principles of illustration.
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2) • distinguishes and categorizes the illustration according to its types and construction techniques.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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1) • Recognizes the materials that can be used in the production of traditional illustration and applies the techniques of illustration.
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2) • Experience the illustration production process.
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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) • Synthesizes illustration methods and develops its own unique illustrative way to solve design problems.
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| Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
| 1) |
1. Definition, history and development of illustration. Sharing views on contemporary illustration art and examining the portfolios of well-known artists. |
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| 2) |
2. Introducing the usage areas of illustration and career alternatives for someone who takes the illustration as a profession. They Illustrator illustration in Turkey and Turkey. |
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| 3) |
3. Album cover work with collage technique. Giving breif about the subject and transferring the design process. |
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| 4) |
4. Continuation of the collage work. Examining the sketches. |
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| 5) |
5. Evaluating the cover designs with the students. Chat about alternative designs. |
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| 6) |
6. Study of poetry illustration. Determining the poems to be portrayed and sketching with the participation of the class. (8-page booklet in total including cover and back cover) |
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| 7) |
7. The continuation of poetry illustration, cover designs, the stylistic consistency of the book itself, the linear values of the illustrations, the harmony of drawing-typography and the uniqueness of the illustrations. |
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| 8) |
midterm exam |
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| 9) |
9. 2. Midterm Exam: Submission of poetry designs |
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| 10) |
10. Examining the works of illustrators with universal value and giving each student an artist to research their style. |
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| 11) |
11. Discussion on the quests of different artists to find their line, sketches and techniques. Study about the depiction of an animal agreed with the students in the style of the chosen artist. (Examination of examples such as Piccasso's bull, Rembrant's lions, Henri de Toulouse-Lautrec's dogs, etc.) |
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| 12) |
12. Continuation of the project |
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| 13) |
13. Continuation of the project, joint consultation and revision requests |
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| 14) |
14. Continuation of the project, joint consultation and revision requests |
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| 15) |
Going over the topics covered during the semester, reinforcing the concepts |
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| 16) |
final exam |
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| Course Notes / Textbooks: |
• Taylor, R. (2004). The Encyclopedia of Animation Techniques. Quarto Publishing, Boston
• Simon, M. (2000). Storyboards, Second Edition: Motion In Art. Focal Press, Burlington
• Laybourne, K. (1998), The Animation Book. Three Rivers Press, New York
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| References: |
• Furniss M. (1998). The Animation Bible. Abrams, California
• Williams R. (2001). Animator's Survival Kit. Faber and Faber Limited, London
• Martin Salisbury, Illustrating Children's Books: Creating Pictures for Publication, 2004
• Jill bossert, Children's Book Illustration: Step by Step Techniques, a Unique Guide from the Masters, 1998.
• Zegen, Lawrence, The Fundamentals of Illustration, 2005.
• Walton, Roger, The Big Book of Illustration Ideas, 2009.
• Loomis, Andrew, Creative illustration, 2012.
• Gregory, Danny, An Illustrated Life: Drawing Inspiration from the Private Sketchbooks of Artists, Illustrators and Designers, 2008.
• R,Clanton, Little Big Books: Illustrations for Children's Picture Books, 2012
• Bautista, Traci, Doodles Unleashed: Mixed-Media Techniques for Doodling, 2012
• Button B. (2002). Nonlinear Editing: Storytelling, Aesthetics, & Craft. CMP Books, Kansas
• Pearlman K. (2009). Cutting Rhythms: Shaping the Film Edit. Focal Press, Burlington
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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. |
4 |
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1.1 Defines the design aspect of visual language by seeing it as a powerful communication tool. |
4 |
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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. |
4 |
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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. |
3 |
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2.1 By experiencing visual messages that convey knowledge and ideas with theory and practice combines. |
3 |
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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. |
4 |
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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. |
3 |
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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. |
4 |
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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. |
5 |
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3.2 Knows and pays attention to the principle of functionality and originality while designing. |
4 |
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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. |
4 |
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4) |
Applies the theoretical knowledge learned in business life for a half year. |
3 |
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4.1 Experience all processes in business life. |
3 |
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4.2 It takes part in activities related to the field of education in an enterprise operating in its field. |
4 |
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4.3 Compares the theoretical information with the application. |
4 |
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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. |
3 |
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5.1 Gains the competence to analyze and solve problems and manage conflicts. |
3 |
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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. |
5 |
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5.3 It has an ethical and social responsibility awareness. |
3 |
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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. |
4 |
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5.5 Evaluate critically the norms and standards that exist in the work responsible for. |
3 |
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5.6 It develops strategic, innovative and entrepreneurial ideas. |
4 |
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5.7 Gains the competence to manage change. |
4 |
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5.8 It shows personal and social development with the awareness of lifelong learning. |
1 |
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5.9 Follows advanced technologies and developments in digital transformation |
5 |
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5.10 It has cultural awareness and transfers it to groups outside and within its field. |
4 |
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5.11 Has awareness of civic competence. |
1 |
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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) |
1 |
| WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
| Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Course |
3 |
3 |
9 |
| Laboratory |
0 |
0 |
0 |
| Application |
4 |
8 |
32 |
| Special Course Internship (Work Placement) |
0 |
0 |
0 |
| Field Work |
0 |
0 |
0 |
| Study Hours Out of Class |
6 |
3 |
18 |
| Presentations / Seminar |
0 |
0 |
0 |
| Project |
0 |
0 |
0 |
| Homework Assignments |
1 |
4 |
4 |
| Total Workload of Teaching & Learning Activities |
- |
- |
63 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
2 |
12 |
24 |
| Midterms |
2 |
10 |
20 |
| Semester Final Exam |
2 |
10 |
20 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
64 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
127 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
5 |
ECTS Information Package / Course Catalogue