Psychology | |||||
Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
School/Faculty/Institute | Faculty of Arts, Design and Architecture | ||||||
Course Code | INT 428 | ||||||
Course Title in English | Art Between Practice and Discourse | ||||||
Course Title in Turkish | Art Between Practice and Discourse | ||||||
Language of Instruction | |||||||
Type of Course | Lecture | ||||||
Level of Course | Advanced | ||||||
Semester | Spring | ||||||
Contact Hours per Week |
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Estimated Student Workload | 126 hours per semester | ||||||
Number of Credits | 5 ECTS | ||||||
Grading Mode | Standard Letter Grade | ||||||
Pre-requisites |
ARC 202 - Architectural Design IV | INT 202 - Interior Design II |
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Expected Prior Knowledge | 4 semesters of design studio | ||||||
Co-requisites | None | ||||||
Registration Restrictions | Only Undergraduate Students | ||||||
Overall Educational Objective | To learn to understand the history and theory of Art during 19th & 20th Century. | ||||||
Course Description | In a conversation between Deleuze and Foucault about Intellectuals and Power, M. Foucault’s description about Theory and Practice is ‘’...theory does not express, translate, or serve to apply practice: it is practice.’’ According to G. Deleuze, ‘‘Practice is a set of relays from one theoretical point to another, and theory is a relay from one practice to another. No theory can develop without eventually encountering a wall, and practice is necessary for piercing this wall.’’ To understand the phenomenons of modern and postmodern eras, the main source is an anthology about Art in 20th century, ART in Theory 1900-2000 An Anthology of Changing Ideas, Edited by Charles Harrison & Paul Wood. In this case, keywords for the course are Classicism, Modernity, Cubism, Dada, Construction, Realism, Avant-Garde, Dogma 95, Pop Art, Minimalism, Suprematism, Deconstruction, Postmodern, Modern and Futurism. | ||||||
Course Description in Turkish | Michel Foucault, Gilles Deleuze ile gerçekleştirdiği Entellektüeller ve İktidar başlıklı bir söyleşisinde Teori ve Pratik arasındaki ilişkiyi ‘’Teori bir pratiği açıklamaz, ifade etmez, uygulamaz; teori bir pratiktir.’’ diye tanımlar. Deleuze ise ‘‘Pratik, teorik bir noktadan diğerine olan aracıların toplamıdır ve teori, bir pratikten diğerine bir aracıdır. Hiçbir teori, bir tür duvarla karşılaşmadan gelişemez ve duvarı delmek için de pratik gerekir.’’ Buradan hareketle, Modern ve Postmodern dönemleri kavrayabilmek için dersin ana kaynağı olarak Charles Harrison ve Paul Wood tarafından derlenen Teoride Sanat 1900-2000: Değişen Fikirlerin Antolojisi, adlı kitap kullanılacak. Dönem boyunca Klasizm, Modernite, Kübizm, Dadaizm,Avant-Garde, Dogma 95, Minimalizm, Yapıbozum, Postmodern ve Futurizm gibi sanat akımları ve kavramlar eğitmen ve öğrenciler tarafından performatif sunum teknikleriyle anlatılarak, farklı kavrama ve tartışma biçimlerine yer verilecek. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) appreciate relation between art and architecture; 2) understand art movements during 20th century; 3) understand movements in architecture during 20th century; 4) comprehend history of art and architecture; 5) recognize contemporary art movements that are related to architecture; 6) comprehend contemporary art, history of art and architecture; 7) discuss art theories in architectural practice. |
Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
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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. |
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 | KERİM KÜRKÇÜ , February 2020 |
Course Coordinator | AKTS1 |
Semester | Spring |
Name of Instructor | Öğr. Gör. KERİM KÜRKÇÜ |
Week | Subject |
1) | Introduction – Basic Concepts - What is Art? - Presentation Assignments |
2) | Inclass - Art Theories |
3) | Inclass - Performative Presentations from Students 1-A Classicism and Originality 1-B Expression and the Primitive |
4) | Inclass - Performative Presentations from Students 2-A Modernity 2-B Cubism |
5) | Inclass - Performative Presentations from Students 3-A Neo-Classicism and the Call to Order 3-B Dissent and Disorder |
6) | Inclass - Performative Presentations from Students 3-C Abstraction and Form 3-D Utility and Construction |
7) | Inclass - Performative Presentations from Students 4-A The Modem as Ideal 4-B Realism as Figuration |
8) | Inclass - MIDTERM - Performative Presentations from Students 4-C Realism as Critique 4-D Modernism as Critique |
9) | Inclass - Performative Presentations from Students 5-A The American Avant-Garde 5-B Individualism in Europe 5-C Art and Society |
10) | Inclass - Performative Presentations from Students 6-A Art and Modern Life 6-B Modernist Art |
11) | Inclass - Performative Presentations from Students 7-A Objecthood and Reductivism 7-B Attitudes to Form |
12) | Inclass - Performative Presentations from Students 7-C Political Aspects 7-D Critical Revisions |
13) | Inclass - Performative Presentations from Students 8-A The Condition of History 8-B The Critique of Originality |
14) | Inclass - Performative Presentations from Students 8-C Figures of Difference |
15) | final examination period |
16) | final examination period |
Required/Recommended Readings | Harrison C. & Wood Paul, ART in THEORY 1900-2000, 2003, Blackwell Publishing Giddens Anthony, MODERNLİĞİN SONUÇLARI, 2016, Ayrıntı Kuspit Donald, SANATIN SONU, 2014, Metis Deleuze G. & Guattari F., FELSEFE NEDİR, 1992, YKY Foucault Michel, ENTELLEKTÜELİN SİYASİ İŞLEVİ, 1994, Ayrıntı Foucault Michel, ÖZNE ve İKTİDAR, 1994, Ayrıntı Roth Leland M., MİMARLIĞIN ÖYKÜSÜ, 2002, Kabalcı Yayınevi Freud Sigmund, SANAT ve SANATÇILAR ÜZERİNE, 1994, YKY Lenoir Beatrice, SANAT YAPITI, 2003, YKY Harrison C. & Wood Paul & Gaiger J., ART in THEORY 1815-1900, 1998, Blackwell Publishing Sennett Richard, TEN ve TAŞ; Batı Uygarlığında Beden ve Şehir, 2001, Metis Yayınları Rasmussen Steen Eiler, YAŞANAN MİMARİ, 1994, Remzi Kitapevi Trasi Nicoletta, INTERDISCIPLINARY ARCHITECTURE, 2001, Wiley-Academy Christian Bjone, ART and ARCHITECTURE: STRATEGIES in COLLABORATION, 2009, Birkhauser Jane Rendell, ART and ARCHITECTURE: A PLACE BETWEEN, 2006, I. B. Tauris Finkelpearl Tom, DIALOGUES in PUBLIC ART, 2000, MIT Kemp L. Roger (ed.), CITIES and THE ART, 2004, McFarland & Company | ||||||||||||||||||
Teaching Methods | The course will have presentations by the instructor as well as extensive discussion by the class. Every week students will make performative presentations to explain art theories. | ||||||||||||||||||
Homework and Projects | 1 presentation 1 final work | ||||||||||||||||||
Laboratory Work | - | ||||||||||||||||||
Computer Use | yes | ||||||||||||||||||
Other Activities | Performance Art, Storytelling | ||||||||||||||||||
Assessment Methods |
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Course Administration |
kerimkurkcu@gmail.com Kerim Kürkçü / Uniq Gallery Office: Kerim Kürkçü / Uniq Gallery Email: kerimkurkcu@gmail.com Attendance is essential for this course. The students are responsible of participating the artist’s studio visits and Gallery visits. Most of the class and visits time will be allocated to discussion of Art and architectural concepts, ideas, applications. Academic Dishonesty and Plagiarism: YOK Disciplinary Regulation |
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 | ||
Homework Assignments | 14 | 4 | 56 | ||||
Total Workload | 126 | ||||||
Total Workload/25 | 5.0 | ||||||
ECTS | 5 |