| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | UNI005 | ||||
| Course Name: | Introduction to Contemporary Art | ||||
| Semester: | Spring | ||||
| Course Credits: |
|
||||
| Language of instruction: | |||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | University Elective | ||||
| Course Level: |
|
||||
| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Dr. Öğr. Üy. RANA ÖZTÜRK | ||||
| Course Lecturer(s): |
Dr. Öğr. Üy. RANA ÖZTÜRK |
||||
| Course Assistants: |
| Course Objectives: | This course is designed with the aim to provide students with an overview of contemporary art practices through a study of major artistic and critical approaches since the second half of the 20th century. The course will start with an examination of modernism and continue with a discussion of minimalist and conceptualist tendencies and other critical movements that led to the emergence of what we now call contemporary art. Through a study of art works, critical texts and visits to exhibitions the course intends to introduce the shifting course of thinking from modernism towards global contemporary art. Rather than a chronological and exhaustive survey, the course will investigate key moments and theories that formed the critical and contextual framework that continue to inform contemporary art practice and theory. |
| Course Content: | What is art? What is Contemporary Art? Understanding Modern Art Abstract Expressionism & American Modernism Transformation of Everyday Objects Art Object, Space, Spectator: Minimalism to Installation Art Conceptual Art: Dematerialization of the Art Object Feminist Approaches in Art Practices The Ends of Art: Warhol, Pop Art and Consumer Culture The Art World and Its Others Body and Performance Art Participatory Art: Relational Art and Social Concerns in Art Practice Art and Globalisation |
|
The students who have succeeded in this course;
1) Students will learn about artistic practices since the l950s until the present. 2) Students will learn about critical thinking and contextual frameworks that influenced contemporary art practices. 3) Students will grasp the shifting notion of modernism with an awareness of key moments that led to the emergence of global contemporary art. 4) Students will gain skills to view, discuss and appreciate contemporary art. 5) Students will gain an awareness of main actors and institutional structures of the art sector. 6) Students will be able to view art as a diverse creative practice that relates to other disciplines and areas of practice. |
| Week | Subject | Related Preparation |
| 1) | What is art? What is Contemporary Art? | Weekly readings and videos to watch on each week's topic. |
| 2) | Understanding Modern Art | Weekly readings and videos to watch on each week's topic. |
| 3) | Abstract Expressionism & American Modernism | |
| 4) | Transformation of Everyday Objects | |
| 5) | Art Object, Space, Spectator: Minimalism to Installation Art | |
| 6) | Conceptual Art: Dematerialization of the Art Object | |
| 7) | Feminist Approaches in Art Practices | |
| 8) | The Ends of Art: Warhol, Pop Art and Consumer Culture | |
| 9) | The Art World and Its Others: Art and Identity | |
| 10) | Body and Performance Art | |
| 11) | Participatory Art: Relational Art and Social Concerns in Art Practice | |
| 12) | Art and Globalisation | |
| 13) | Review |
| Course Notes / Textbooks: | Whitham, Graham & Pooke, Grant (2018) Sanatı Anlamak, İstanbul: Hayalperest Yayınevi Whitham, Graham & Pooke, Grant (2018) Çağdaş Sanatı Anlamak, İstanbul: Hayalperest Yayınevi Hopkins, David (2018) Modern Sanattan Sonra: 1945-2017, İstanbul: Hayalperest Yayınevi |
| References: | Antmen, Ahu (2013) 20. Yüzyıl Batı Sanatında Akımlar, İstanbul: Sel Yayıncılık. Honour, Hugh & Fleming, John (2015) Dünya Sanat Tarihi, İstanbul: Alfa Yayıncılık. |
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
|||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | |||||||||||||||
| 2) Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | |||||||||||||||
| 3) To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | |||||||||||||||
| 4) To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | |||||||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | |||||||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | |||||||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | |||||||||||||||
| 8) Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | |||||||||||||||
| 9) Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | |||||||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | |||||||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | |||||||||||||||
| 12) Participate the society and other professional groups about child development. | |||||||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 15) They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | |||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 1 |
| 2) | Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | 1 |
| 3) | To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | 1 |
| 4) | To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | 1 |
| 5) | Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 1 |
| 6) | Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 1 |
| 7) | Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 1 |
| 8) | Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 1 |
| 9) | Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | 1 |
| 10) | Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 1 |
| 11) | Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 1 |
| 12) | Participate the society and other professional groups about child development. | 1 |
| 13) | Have the ability to use advanced computer skills in terms of European computer use license. | 1 |
| 14) | Have the ability to use advanced computer skills in terms of European computer use license. | 1 |
| 15) | They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | 1 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 25 |
| Presentation | 1 | % 20 |
| Midterms | 1 | % 25 |
| Final | 1 | % 30 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 13 | 39 |
| Study Hours Out of Class | 13 | 65 |
| Presentations / Seminar | 11 | 12 |
| Homework Assignments | 4 | 8 |
| Midterms | 1 | 3 |
| Final | 1 | 3 |
| Total Workload | 130 | |