Bilgi Paketi / Ders Kataloğu
| İşletme | |||||
| Lisans | Programın Süresi: 4 | Kredi Sayısı: 240 | TYYÇ: 6. Düzey | QF-EHEA: 1. Düzey | EQF: 6. Düzey |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Econ., Admin. and Social Sciences | ||||
| Course Code | POLS 436 | ||||
| Course Title in English | Music, Society and Politics | ||||
| Course Title in Turkish | Music, Society and Politics | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 135 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 become familiar with the intersections between music, society and politics | ||||
| Course Description | This course enables students to become familiar with the intersections between music, society and politics. It will give a wide range of perspectives covering topics such as music and politics, music and protest, music and industries. Other main topics include the interactions between music and the emergence of legitimate cultures, sub-cultures and modernization efforts. The first part of the course aims to explore theoretical approaches used to discuss music and various other topics (politics, cultures, sub-cultures, industries, protests) that are inherently linked with music. The second part of the course offers a range of articles discussing the politicization of music in the 20th century as exemplified by different countries. In this part, students are also expected to make presentations that relate to the course subjects and materials. | ||||
| Course Description in Turkish | Bu ders, öğrencilerin müzik, toplum ve siyaset arasındaki kesişme noktalarına aşina olmalarını sağlar. Bu ders, müzik ve politika, müzik ve protesto, müzik ve endüstri gibi konuları kapsayan geniş bir perspektif yelpazesi sunacaktır. Diğer ana başlıklar, müzik ile meşru kültürlerin, alt kültürlerin ortaya çıkışı ve modernleşme çabaları arasındaki etkileşimleri içerir. Dersin ilk bölümü, müziği ve doğası gereği müzikle bağlantılı olan çeşitli diğer konuları (politika, kültürler, alt kültürler, endüstriler, protestolar) tartışmak için kullanılan teorik yaklaşımları keşfetmeyi amaçlamaktadır. Dersin ikinci bölümü, 20. yüzyılda müziğin siyasallaşmasını farklı ülkelerden örneklerle tartışan bir dizi makale sunar. Bu bölümde öğrencilerden ayrıca ders konuları ve materyalleri ile ilgili sunumlar yapmaları beklenmektedir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Müzik, toplum ve politika arasındaki ilişki hakkında eleştirel düşünmeyi geliştirmek 2) Fikirleri sağlam teorik temeller üzerinde ifade etmek 3) Belirli müzik parçalarının politik içeriklerini değerlendirmek 4) Müziğin farklı ülkelerde verdiği farklı anlamları ve mesajları anlamak 5) Sanat eserlerini politik, kültürel ve sosyo-ekonomik bağlamla ilişkilendirerek kavramak |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Has a broad foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences | |||||
| 2) Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors | |||||
| 3) Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects | |||||
| 4) Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability | |||||
| 5) Demonstrates individual and professional ethical behavior and social responsibility | |||||
| 6) Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues | |||||
| 7) Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions | |||||
| 8) Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting | |||||
| 9) Displays computer proficiency to support problem solving and decision-making | |||||
| 10) Demonstrates teamwork, leadership, and entrepreneurial skills | |||||
| 11) Displays learning skills necessary for further study with a high degree of autonomy |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Has a broad foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences | N | |
| 2) | Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors | N | |
| 3) | Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects | N | |
| 4) | Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability | N | |
| 5) | Demonstrates individual and professional ethical behavior and social responsibility | N | |
| 6) | Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues | N | |
| 7) | Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions | N | |
| 8) | Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting | N | |
| 9) | Displays computer proficiency to support problem solving and decision-making | N | |
| 10) | Demonstrates teamwork, leadership, and entrepreneurial skills | N | |
| 11) | Displays learning skills necessary for further study with a high degree of autonomy | N |
| Prepared by and Date | CANSU GÜLEÇ , January 2024 |
| Course Coordinator | CANSU GÜLEÇ |
| Semester | Spring |
| Name of Instructor | Prof. Dr. CİHAT AŞKIN |
Course Contents
| Hafta | Konu |
| 1) | Giriş |
| 2) | Müzik ve Siyaset |
| 3) | Protesto ve Müzik |
| 4) | Gürültü ve Politika |
| 5) | Toplumsal Hareketler, Müzik ve Irk |
| 6) | Müzik ve Sınırlar: Irk ve Halk |
| 7) | Alt kültürler |
| 8) | Arasınav |
| 9) | Caz, Sansür ve Kültürel Yaşam - Sovyetler Birliği |
| 10) | 1960'larda Protesto Müziği – Amerika |
| 11) | Emek ve Endüstriyel Protesto Şarkıları – Kanada |
| 12) | Arabesk Kültürü, Modernleşme ve Popüler Kimlik – Türkiye |
| 13) | Dazlaklar ve Nazi Rock – İngiltere ve Almanya |
| 14) | Tango, Politika ve Ekonomi - Arjantin |
| 15) | Final Sınavı Dönemi |
| 16) | Final Sınavı Dönemi |
| Required/Recommended Readings | Attali, J. (1985). Listening. In Noise: The Political Economy of Music. Minneapolis/London: University of Minnesota Press, 3-20. Brown, T. S. (2004). Subcultures, Pop Music and Politics: Skinheads and "Nazi Rock" In England and Germany. Journal of Social History, 38 (1), 157-178. Clarke J, Hall S, & Jefferson, T. (1976). Subcultures, Culture and Class: A Theoretical Overiew. In Hall, S. & Jefferson, T. (Eds.), Resistance Through Rituals: Youth Subcultures in Post-War Britain (pp. 9-74). London: Routledge. Damodaran, S. (2016). Protest and Music. In Oxford Research Encyclopedia. DOI: 10.1093/acrefore/9780190228637.013.81 Fowke, E. (1969). Labor and Industrial Protest Songs in Canada. The Journal of American Folklore, 82 (323), 34-50. Hebdige, D. (1979). Subcultures: The Meaning of Style. London: Routledge, pp. 1-19. Lücke, M. (2007). Vilified, Venerated, Forbidden: Jazz in the Stalinist Era. Music and Politics, 1 (2), 1-9. Luker, M. J. (2007). Tango Renovación: On the Uses of Music History in Post-Crisis Argentina. Latin American Music Review / Revista de Música Latinoamericana, 28 (1), 68-93. Özbek, M. (1997). Arabesk Culture: A Case of Modernization and Popular Identity. In Bozdoğan, S. & Kasaba, R. (Eds.), Rethinking Modernity and National Identity in Turkey (pp. 211-232). University of Washington Press. Rosenstone, R. A. (1969). The Times They Are A-Changin: The Music of Protest. The ANNALS of the American Academy of Political and Social Science, 32, 131-144. Roy, W. (2010). Social Movements, Music and Race. In Social Movements, Folk Music,and Race in the United States. Princeton: Princeton University Press, 1-28. Roy, W. (2010). Music and Boundaries: Race and Folk. In Social Movements, Folk Music,and Race in the United States. Princeton: Princeton University Press, 28-49. Street, J. (2014). Music as Political Communication. In Oxford Handbook of Political Communication. Kenski, K. & Hall Jamieson, K. (eds.). Oxford: Oxford University Press | ||||||||||||||||||
| Teaching Methods | Flipped Classroom methods such as pre-class quizzes, pre-class videos, group discussions, group debates, presentations, and essay type exams. | ||||||||||||||||||
| Homework and Projects | None | ||||||||||||||||||
| Laboratory Work | None | ||||||||||||||||||
| Computer Use | None | ||||||||||||||||||
| Other Activities | None | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
gulecc@mef.edu.tr : (212) 395 3610 Attendance and active participation are required. There would be no late presentations and make up exams unless medical report provided. MEF university values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the code of student conduct and disciplinary procedures. |
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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 | ||||
| Ders Saati | 14 | 2 | 2 | 1 | 70 | ||
| Rapor Teslimi | 13 | 3 | 2 | 65 | |||
| Total Workload | 135 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 5 | ||||||