Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Arts, Design and Architecture | ||||
| Course Code | INT 221 | ||||
| Course Title in English | History and Theory of Interior Design I | ||||
| Course Title in Turkish | History and Theory of Interior Design I | ||||
| Language of Instruction | |||||
| Type of Course | Lecture | ||||
| Level of Course | Intermediate | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 127 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To learn to understand interior design within historical, social, cultural, political, economic and geographical contexts, and to expand conceptual tools to interpret the interiors in relation to their historical and theoretical contexts. | ||||
| Course Description | This course focuses on the emergence and development of architectural space in general and interiors in particular in relation to their intellectual dimensions and the practical reflections from the prehistoric ages up until the industrial revolution. In this context the course gives examples from different periods and provides related terminology, discusses theory and criticism, conceptual background and cultural interactions between various civilizations, analyzes interior design through its continuous patterns and shifts, and gives references to the present time interior design environment. | ||||
| Course Description in Turkish | Bu ders tarih öncesi çağlardan endüstri devrimine kadar genelde mimari mekanın, özelde iç mekanın oluşumu ve dönüşümüne düşünsel boyutları ve pratik yansımaları ile ilişkili olarak odaklanmaktadır. Bu bağlamda ders farklı dönemlerden örnekleri ve ilişkili terminolojiyi sağlar, kuram ve eleştiri, kavramsal çerçeve, çeşitli uygarlıklar arasındaki kültürel etkileşimleri tartışır, süreklilikleri ve sıçramalarıyla iç mimari tasarımı analiz eder ve bugünün iç mimari ortamına göndermeler yapar. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) interpret the space and interiors regarding their geographical conditions, social, cultural, economic and political contexts; 2) analyze interior design elements and components through the given examples; 3) discuss, identify and question the background of interior design theories throughout the history; 4) display critical thinking, reading and writing. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||
| 6) Internalization and dissemination of professional ethical standards. | ||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | AHMET SEZGİN , September 2019 |
| Course Coordinator | AKTS1 |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. BÜŞRA ÜNVER |
Course Contents
| Week | Subject |
| 1) | Introduction Prehistoric Civilizations |
| 2) | Classical Civilizations I : Ancient Greek |
| 3) | Classical Civilizations II : Ancient Rome |
| 4) | Early Christianity, Byzantine Architecture and Constantinople |
| 5) | Early Middle Ages : Romanesque |
| 6) | Late Middle Ages: Gothic |
| 7) | WORKSHOP |
| 8) | Middle East, Iran, India, Japan, China |
| 9) | Anatolian Seljuks |
| 10) | Renaissance I |
| 11) | Renaissance II |
| 12) | Baroque, Rococo |
| 13) | Revivals, Industrial Revolution |
| 14) | Ottoman Empire |
| 15) | Final Assessment Period |
| 16) | Final Assessment Period |
| Required/Recommended Readings | Banham, J. (Ed.). (1997). Encyclopedia of Interior Design (Vols. 1-2). London and New York: Routledge. Ireland, J. (2015). History of Interior Design. New York: Bloomsbury. Kostof, S. (1995). A History of Architecture: Settings and Rituals. New York: Oxford University Press. Kuban D. Ottoman Architecture, YEM Pile, J., & Gura, J. (2013). A History of Interior Design. New Jersey: John Wiley & Sons. Vitruvius, Ten Books on Architecture, Harvard University Press, 1914. | ||||||||||||||||||
| Teaching Methods | Flipped classroom, in-class studies, discussions. | ||||||||||||||||||
| Homework and Projects | Formative assessments composed of pre-class, post-class and in-class assignments and in-class quizzes. Summative assessment composed of an A2 poster design and a 500 words report. | ||||||||||||||||||
| Laboratory Work | - | ||||||||||||||||||
| Computer Use | - | ||||||||||||||||||
| Other Activities | Field visit | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
karababaa@mef.edu.tr Office: Avşar Karababa Block A, Floor5, Room 516 Email: karababaa@mef.edu.tr Students are required to attend 70% of the classes in theoretical courses. Consequently, absenteeism exceeding 4 weeks (classes) will result in failure. The students are responsible of watching the videos / making readings in advance, as well as complete assignments and come to class prepared. Late submissions will not be accepted. Academic Dishonesty and Plagiarism: YOK Disciplinary Regulation |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 1 | 70 | ||
| Presentations / Seminar | 1 | 3 | 3 | 3 | 9 | ||
| Homework Assignments | 13 | 1 | 1 | 26 | |||
| Quiz(zes) | 9 | 1 | 9 | ||||
| Final Examination | 1 | 10 | 3 | 13 | |||
| Total Workload | 127 | ||||||
| Total Workload/25 | 5.1 | ||||||
| ECTS | 5 | ||||||