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 Econ., Admin. and Social Sciences | ||||
| Course Code | PSYC 333 | ||||
| Course Title in English | Psychology of Music | ||||
| Course Title in Turkish | Müzik Psikolojisi | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Introductory | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
|
||||
| Estimated Student Workload | 142 hours per semester | ||||
| Number of Credits | 6 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 provide the students with the links between music and psychology. To instruct them to acquire the required conceptual framework to interpret the musical events around them. To inspire them to establish their own ideas about the interaction between Music and Psychology. To help them give a meaning to their own musical experience. To encourage them to develop their skills in making a scientific research, academic writing and delivering presentations. | ||||
| Course Description | This interdisciplinary course focuses on the effects of sound on psychological processes such as cognition, affection and behavior as well as the physical effects of sound on the brain and the body. The students gain information and understanding of the physiological and psychological processes of one’s musical experience, elaborated according to various roles assumed in the area of the art of music; ie. the listener, the composer, the performer, the educator and the user. The course is composed of theoretical and applied knowledge on the topic, practices of self-discovery through music and assignments for creative work. | ||||
| Course Description in Turkish | Bu disiplinler arası ders, sesin biliş, duygulanım ve davranış gibi psikolojik süreçlere olan etkisine, ayrıca sesin beyin ve beden üzerindeki fiziksel etkilerini ele almaktadır. Öğrenciler, müzik sanatındaki dinleyici, besteci, icracı, eğitimci ve kullanıcı rollerine göre ayrışmış olarak, bir kişinin müzikle olan deneyimindeki fizyolojik ve psikolojik süreçler ile ilgili bilgi ve anlayışa sahip olurlar. Ders, konuyla ilgili teorik ve tatbikî bilgilerden, müzik aracılığıyla kişisel keşif uygulamalarından ve yaratıcı çalışmaya yönelik ödevlerden oluşmaktadır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand the the links between music and psychology; 2) exhibit skill at giving a meaning to one’s musical experience, including their own; 3) demonstrate confidence in establishing their own ideas about the interaction between Music and Psychology; 4) make progress in carrying out a scientific research, academic writing and delivering presentations. |
| 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. | S | Exam,Project |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | H | Presentation,Project |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | HW,Presentation |
| 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. | S | Presentation,Project |
| 6) | Internalization and dissemination of professional ethical standards. | S | Project |
| 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. | H | Presentation,Project |
| 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). | H | Exam,Presentation,Project |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | N | |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | Participation,Presentation,Project |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | S | Presentation |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | H | Participation,Presentation,Project |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Participation,Presentation,Project |
| Prepared by and Date | SENA CÜRE ACER , December 2023 |
| Course Coordinator | SENA CÜRE ACER |
| Semester | Spring |
| Name of Instructor | Öğr. Gör. BAHAR KAR |
Course Contents
| Week | Subject |
| 1) | Definition and Scope of Psychology of Music. Musical Roles. Relationship Between Philosophy and Psychology of Music Brief History of Psychology, Music and Psychology of Music. Principles of PoM. |
| 2) | Music Theory Background Example1: Greek Music |
| 3) | Role 1: The Listener: Acoustics Self-Discovery: Musica Humana |
| 4) | Psychoacoustics. Example2:Western Music. |
| 5) | Hearing Mechanism. Absolute Pitch, Synaesthesia. Self-Discovery: Music and the Body. |
| 6) | Music and the Brain. Example 3: Indian Music |
| 7) | Music and the Mind Gestalt of Music |
| 8) | Psychoanalysis of Music. Music and Hypnosis. Group Discussion: Language, Music and Culture and Meaning |
| 9) | Midterm Exam |
| 10) | Role 2: The Composer: Creativity, Composition. Improvisation. Example 4: Shamans and Music (Presentations) |
| 11) | Role 3: The Performer: Performance Anxiety. Music Memory. Role 4: The Educator: Musical Skills. Example 5:Turkish Music (Presentations) |
| 12) | Role 5: The User: Music in Industry. Film Music. Jingles. Example 6: Pop Music (Presentations) |
| 13) | Music in Therapy. Basics and History of Music Therapy. Music in Education. Types of Music Therapy. (Presentations) |
| 14) | Music in Therapy. Psychopathology and Music Therapy. (Presentations) End of Fall Semester. |
| 15) | Final examination period |
| 16) | Final examination period |
| Required/Recommended Readings | Psychology of Music, Carl E. Seashore, 1967 The Psychology of Music, John Booth Davies, 1978 Tensions in the Performance of Music, Carola Grindea, 1984 The Musical Mind, John A. Sloboda, 1994 Exploring the Musical Mind, John A. Sloboda, 2005 Defining Music Therapy, Kenneth E. Bruscia, 1989 Mûsikî, İbn Sînâ, 2004 Musicophilia, Oliver Sacks, 2008 The Music Instinct, Philip Ball, 2010 | ||||||||||||
| Teaching Methods | This course will use a flipped format. Students will prepare for class by watching videos and reading about the skills they will develop in that week’s classes. Students deepend their knowledge and skills through the presentations, discussions, self-discovery applications | ||||||||||||
| Homework and Projects | The midterm paper is based on all the materials assigned, class applications conducted, group discussions held and lectures delivered in the class and a documentary. For the presentations, they choose a topic that they want to research, write and talk about. They form groups, review related literature, make observations and discoveries in the field, summarize, evaluate and discuss their findings as a group, turn this study into a presentation, working with each other and give the presentation. | ||||||||||||
| Laboratory Work | |||||||||||||
| Computer Use | Students will be expected to use appropriate information technology both in preparation time, and during class hours. They will need to search for and read online resources and articles, work together on class exercises, and prepare their assignments. | ||||||||||||
| Other Activities | |||||||||||||
| Assessment Methods |
|
||||||||||||
| Course Administration |
acers@mef.edu.tr Regular attendance is a key factor not only to learn the topics thoroughly but also to succeed in the course. Missing the class for four times is a ground for failure. (except for the first week’s class.)The weekly classes are held in two sessions; the first one for 1 hour and a half, and the second for an hour. There is a 20-minute inbetween both sessions. There is a 15-minute of flexibility (so-called “the academic quarter”) after the pre-set hours to attend the first class and a limit of a 10 minutes after the pre-set hours to attend the second class.The daily attendance points for a student who attends both class sessions and participates in the class actively is 100 while for another who attends one class session and participates in the class actively it corresponds to 50 points. The attendance point for a semester is the mean average of the daily attendance points (total daily attendance points divided by the number of class days in one semester). Midterm and Final exam questions will be based on all the materials assigned, class applications conducted, group discussions held and lectures and presentations delivered in the class. It will be mostly an essay-type exam.Students missing an exam for a good reason (e.g., if they have a doctor’s report) may be given a makeup exam at the instructor’s discretion. Students are expected to treat university personnel and one another respectfully at all times; this includes showing respect for class content and for others’ opinions. Plagiarism (copying, copy-paste) includes copying sentences or significant sections of sentences from other sources. This can be from other students’ work, or from sources such as books, articles and websites, even if that source is cited in the student’s work. The commitment of acts of cheating, lying, and deceit in any of their diverse forms such as plagiarism, and copying during examinations is dishonest and will not be tolerated. Academic dishonesty and plagiarism: YÖK Disciplinary Regulation. |
||||||||||||
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 | 2 | 3 | 2 | 98 | ||
| Homework Assignments | 2 | 10 | 20 | ||||
| Midterm(s) | 1 | 8 | 2 | 10 | |||
| Final Examination | 1 | 12 | 2 | 14 | |||
| Total Workload | 142 | ||||||
| Total Workload/25 | 5.7 | ||||||
| ECTS | 6 | ||||||