| Architecture | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | MIM006 | ||||
| Course Name: | Visual Art Readings | ||||
| Semester: |
Fall Spring |
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| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. AYŞE NALAN YETİŞKİN KUBİLAY | ||||
| Course Lecturer(s): | Dr. Ayşe Nalan Yetişkin Kubilay | ||||
| Course Assistants: |
| Course Objectives: | The course aims to enrich the general cultures in a wide range, multicultural, universal subjects, to look at their environment and universal cultural values, to see what they are looking at, to evaluate what they see, to make them understand, to question, to contribute to their designs by linking the past and the future. To help the formation of intellectual infrastructure For this purpose, to search for the answer to the question alar What is the reality behind the view “? A course having a wide range of multicultural, universal qualifications that help to make look, evaluation and reading. |
| Course Content: | Based on a selected example in the area of painting / sculpture / architecture: 1. Based on the themes and images used in any work of art, making through the question 'Can the art works be used as historical evidence? ' 2. Symbols used in art works, symbols, spiritual meanings 3. to reach the historical contexts and concepts from the work of art by supporting the example of the selected example every week with historical texts and cultural contexts from deductive to inductive method 4. To search the answer to the question 'What is the reality behind the view ?' |
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The students who have succeeded in this course;
1) Cultural inputs; gaining the ability to look / see / interpret / analyze / evaluate / compare and question, 2) To be able to discover the reality behind the appearances in the work of art, to evaluate with different perspective 3) Recognize the evolution of humanity and creative thought in the field of art and architecture. 4) Understand the historical environment, understand the art and the socio-cultural conditions of the artist throughout the history, 5) To learn the general styles of art works, periodical features and to distinguish the architectural and artistic features of different civilizations and periods, 6) Giving information about the way and art of art in human history and providing additional information to its designs and projects, 7) To comprehend the importance of giving importance to universal cultural assets, to possessing, to bonding between past and future |
| Week | Subject | Related Preparation |
| 1) | Description of the course / purpose / nature. | |
| 2) | Example to be studied: Pieter Bruegel's Table of the Blind and Reading of a painting on Ophthalmology The context reached: a society's summary of life, the value and the importance of the Blind table | |
| 3) | Example to review: Jan Van Eyck's Marriage of Arnolfini and Table of Velasquez's Las Meninas: The truth behind the appearance: Mirror and reflection Achieved context: Reflecting the reflection of the mirror element, reading the space, reading the table behind the view | |
| 4) | Example to examine: Kariye Museum Paraklesyon Additional Chapel wall paintings Context: The relation between architecture and painting, reading on the connection of the themes in the painting with the architectural structure | |
| 5) | Example to study: Yıldız Hamidiye Mosque Dome The context reached: dome in particular, spiritual meanings in mosque structures, readings through symbols and symbols | |
| 6) | Example to study: Yıldız Hamidiye Mosque Dome Context: Complex structures and readings of the mosque's spiritual meaning, symbols and symbols | |
| 7) | Example to be examined: Tables on Tulip: The use of tulip as a commercial and consumption object ecek The context reached: The development of a tulip bulb from the formation of a stock market to the bankruptcy of the road tulip bulbs from the Ottoman Empire to Europe. | |
| 8) | Midterm | |
| 9) | Example to examine: Bird houses Context: A multi-faceted detail of Ottoman architecture Sensitivity to the environment, nature and creatures in Ottoman culture based on bird houses | |
| 10) | Example to be examined: The presentation of the Hagia Sophia Mosaics: Banîlik, Mesenlik, Founder foundations Achieved context: Founders supporting the artist in the emergence of works of art, the vacuum system, banîlik and mesenlik | |
| 11) | Example to examine: Marble sphere standing at the historical fountain in front of the Tomb of Sultan Muhammad II: Reference to the revolutionary steps of the period: Two Different Era Two Different Meanings The context reached: Two Different Periods Two Different Meanings: 1. The period that included the French revolution in architectural history and the basic principles in the essence of the French Revolution. | |
| 12) | Example: The story of the statue of the grand vizier Makbûl while Maktû Reaching context: Prohibition of portrayal in Islam | |
| 13) | Example: Leonardo Da Vinci's Last Supper Table Context: Spatial Dimension and Perspective | |
| 14) | Example: Edirne Sultan II. Beyazıd Complex and Bimarhanesi The context reached: the treatment of diseases in the Ottoman Empire and the importance of Zaviyeli mosques in social dimension |
| Course Notes / Textbooks: | PETER BURKE, TARİHİN GÖRGÜ TANIKLARI, KİTAP YAY. E.H. GOMBRICH, İMGE VE GÖZ, YAPI KREDİ YAY, 2015 J BERGER, GÖRME BİÇİMLERİ, METİS YAY |
| References: | E.H. GOMBRICH, SANAT VE YANILSAMA, REMZİ KİTABEVİ, 2015 E.H. GOMBRICH, SANATIN ÖYKÜSÜ, REMZİ KİTABEVİ M. HOLLINGSWORTH., DÜNYA SANAT TARİHİ, 2009 ADNAN TURANİ, DÜNYA SANAT TARİHİ, REMZİ KİTABEVİ L.M. ROTH. MİMARLIĞIN ÖYKÜSÜ, 2002 H. WÖLFFLIN., SANAT TARİHİNİN TEMEL KAVRAMLARI, PETER BURKE, BİLGİNİN TOPLUMSAL TARİHİ, TARİH VAKFI YAY., 2001 |
| Course Learning Outcomes | 1 |
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6 |
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| Program Outcomes | |||||||||||||||
| 1) She/he gains knowledge of and develops values on technical, aesthetic, cultural, historical, social and ethical dimensions of architecture with a scientific and critical approach. | 3 | 1 | 3 | 2 | 1 | 2 | |||||||||
| 2) She/he integrates architectural practice with environmental, economic and social sustainability principles. | |||||||||||||||
| 3) She/he has the knowledge and ability to provide and implement interactions between urban planning, urban design and architectural projects. | |||||||||||||||
| 4) Gains the ability to identify architectural potentials and problems based on data collection, analysis, interpretation and critical thinking, in order to cultivate concepts and determine strategies for action. | 1 | 1 | |||||||||||||
| 5) She/he is able to interrelate theory, design and construction practices. | 1 | ||||||||||||||
| 6) She/he will be able to produce architectural design, presentation, implementation, management and supervision stages both independently and collectively for different contexts and scales and through a responsive approach to social, functional, technical and aesthetic requirements. | |||||||||||||||
| 7) In addition to traditional methods, she/he interactively uses the emerging information technologies required by the field. | |||||||||||||||
| 8) To analyze and document the historical and conservation characteristics of the built environment; taking into account of the balance between protection and use, she/he has the ability and necessary knowledge in renovation and restoration issues. | |||||||||||||||
| 9) She / he gains the ability to cooperate with different disciplines on the conception and design of the built environment, as an individual and/or as a team member. | |||||||||||||||
| 10) Has knowledge on and comprehension of professional ethics and codes of conduct, legal and managerial regulations, standards, rights and responsibilities and processes in the field of architecture. | |||||||||||||||
| 11) Can produce design, know-how and knowledge for the improvement of different and changing social needs, and fort he enhancement of life quality. | |||||||||||||||
| 12) She/he has the knowledge and responsibility to design solidly built structures and takes into account of the risks of natural disaster. | |||||||||||||||
| 13) She/he monitors new developments in architectural theory and practice and is open to lifelong learning. | |||||||||||||||
| 14) She/he takes responsibility for the improvement of social consciousness in the field of architecture, and for the endorsement and defense of ecological and urban rights. | |||||||||||||||
| 15) Has architectural communication skills in a foreign language. | |||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | She/he gains knowledge of and develops values on technical, aesthetic, cultural, historical, social and ethical dimensions of architecture with a scientific and critical approach. | 3 |
| 2) | She/he integrates architectural practice with environmental, economic and social sustainability principles. | 1 |
| 3) | She/he has the knowledge and ability to provide and implement interactions between urban planning, urban design and architectural projects. | |
| 4) | Gains the ability to identify architectural potentials and problems based on data collection, analysis, interpretation and critical thinking, in order to cultivate concepts and determine strategies for action. | 2 |
| 5) | She/he is able to interrelate theory, design and construction practices. | 1 |
| 6) | She/he will be able to produce architectural design, presentation, implementation, management and supervision stages both independently and collectively for different contexts and scales and through a responsive approach to social, functional, technical and aesthetic requirements. | 1 |
| 7) | In addition to traditional methods, she/he interactively uses the emerging information technologies required by the field. | |
| 8) | To analyze and document the historical and conservation characteristics of the built environment; taking into account of the balance between protection and use, she/he has the ability and necessary knowledge in renovation and restoration issues. | |
| 9) | She / he gains the ability to cooperate with different disciplines on the conception and design of the built environment, as an individual and/or as a team member. | |
| 10) | Has knowledge on and comprehension of professional ethics and codes of conduct, legal and managerial regulations, standards, rights and responsibilities and processes in the field of architecture. | |
| 11) | Can produce design, know-how and knowledge for the improvement of different and changing social needs, and fort he enhancement of life quality. | |
| 12) | She/he has the knowledge and responsibility to design solidly built structures and takes into account of the risks of natural disaster. | |
| 13) | She/he monitors new developments in architectural theory and practice and is open to lifelong learning. | 1 |
| 14) | She/he takes responsibility for the improvement of social consciousness in the field of architecture, and for the endorsement and defense of ecological and urban rights. | 2 |
| 15) | Has architectural communication skills in a foreign language. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Course Hours | 14 | 0 | 2 | 28 | |||
| Study Hours Out of Class | 14 | 0 | 4 | 56 | |||
| Midterms | 1 | 0 | 2 | 2 | |||
| Final | 1 | 0 | 2 | 2 | |||
| Total Workload | 88 | ||||||