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) Advanced knowledge of typography, color and creative uses of image through analysis, criticism of existing design parts, and creation of unique visual communication designs.
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2) Learn advanced about type styles and typography, typographic components, measure systems, typographic and layout terminology.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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1) The ability to create visual dynamic design layouts that include visual hierarchy, type, image. Uses color and graphic elements to efficiently communicate and support the content of a design.
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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) In design and manufacturing, it is necessary to understand a graphic designer's business responsibilities, to work in a visual communications and collaborative work environment.
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2) Development of advanced visual and conceptual skills, analyzing a visual communication problem, developing visual concepts and gathering information, analyzing, responding to the needs of the viewer through idea development, and evaluating the creation of design projects.
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3) Gains project management skills.
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4) Develop advanced skills in the technical processes of graphic design. Uses document structure to successfully create and page layout of the technically correct design parts.
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5) He finds a solution through the process of developing, developing and evaluating the visual and conceptual skills needed to create a successful design.
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| Course Notes / Textbooks: |
NAMIK KEMAL SARIKAVAK Çağdaş Tipografinin Temelleri
NAMIK KEMAL SARIKAVAK Modern Sanat ve Yeni Tipografi
EMRE BECER Görsel Tipografi Sözlüğü
PAUL HARRIS Tipografinin Temelleri - PAUL HARRIS, GAVIN AMBROSE
Textbook: How Typography Works, Baudin, Frenard, 1989, London: Design Press
Textbook: Learn Lettering and Calligraphy Step by Step, Lawther, Gail, 1991, London: Macdonald &Co (publishers) Ltd.
Textbook: Designing with Type, Craig, James, 1980, New York: Watson. Gutil
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| References: |
Kaynakça, okuma materyalleri, ders entegrasyonları, ödevlere yardımcı olacak öğreticiler ve Ders Programı ve Ders Programı dahil diğer kaynaklar çevrimiçi olarak online olarak paylaşılacaktır.
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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. |
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. |
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. |
5 |
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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. |
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. |
4 |
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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. |
5 |
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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. |
5 |
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5.1 Gains the competence to analyze and solve problems and manage conflicts. |
5 |
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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. |
4 |
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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. |
5 |
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5.5 Evaluate critically the norms and standards that exist in the work responsible for. |
4 |
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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. |
4 |
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5.9 Follows advanced technologies and developments in digital transformation |
4 |
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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 |
4 |
10 |
40 |
| Laboratory |
0 |
0 |
0 |
| Application |
4 |
6 |
24 |
| Special Course Internship (Work Placement) |
0 |
0 |
0 |
| Field Work |
0 |
0 |
0 |
| Study Hours Out of Class |
8 |
2 |
16 |
| Presentations / Seminar |
2 |
4 |
8 |
| Project |
3 |
6 |
18 |
| Homework Assignments |
1 |
6 |
6 |
| Total Workload of Teaching & Learning Activities |
- |
- |
112 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
2 |
6 |
12 |
| Midterms |
1 |
6 |
6 |
| Semester Final Exam |
1 |
8 |
8 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
26 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
138 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
5 |
ECTS Information Package / Course Catalogue