| Course Objectives: |
The courses, which include teaching the theoretical and practical dimensions of the script, which is one of the basic elements of cinema and television, include the content of the total film director, the consumption used in scriptwriting, and writing a script with the classical actor structure. |
| Course Content: |
Narrative and screenplay narrative, historical development of dramatic structure, historical and theoretical development of script text, 3-Act scenario structure, hero's journey, American and French script writing style, logline, synopsis, treatment, separation script, shooting script, types of storytelling in script structure, shooting, scene, sequence structure, situation story, event story, adaptation, documentary script. |
| Week |
Subject |
Related Preparation |
| 1) |
Introduction to the lesson, introduction of resources and the term lesson plan. Narrative, Characteristics of the narrative, Features that distinguish the scenario narrative from other narratives. |
Seymour Chatman, Story and Discourse: Deki Pub., Umberto Eco, Six Walks in Narrative Woods: Can Yay. |
| 2) |
Definition of the movie script, General features. Screening: The Crowd: King Vidor |
Öktem Başol, Scenario Book: Script Writing Techniques and Film Stories: İthaki Yay. |
| 3) |
Historical development of script text, Europe and America. Screening: Borton Fink: Ethan &Joel Coen |
Öktem Başol, Scenario Book: Script Writing Techniques and Film Stories: İthaki Yay |
| 4) |
Elements of dramatic structure in Aritotle's Poetics: Mimesis, Catharsis, Tragedy, comedy. |
Aristotle, Poetics: Life bow. |
| 5) |
Elements of dramatic structure in Aritotle's Poetics: Mimesis, Catharsis, Tragedy, comedy. Situation and Event stories. |
Aristotle, Poetics: Life bow.
Feridun Akyürek: Script Writing Book, Ö.Nilay Erbalaban Gürbüz handouts Application |
| 6) |
The Hero's Journey in Terms of Scenario Theory, Storytelling Technique. Screening: The Wizard of Oz: Victor Fleming |
Christopher Vogler, The Writer's Journey: Reading Us Pub. |
| 7) |
Three-Act Structure, Nodes, Climaxes in Scenario Theory. Screening: All About Eve:Joseph Mankiewicz |
Syd Field, Fundamentals of Screenwriting: Alpha Pub. |
| 8) |
|
|
| 9) |
Scenario Writing Stages and Basic Scenario Terms: Logline, Storyline, Synopsis, Scene Transcript, Developing Scenario, Separation and Shooting Scenario |
Öktem Başol, Scenario Book: Script Writing Techniques and Film Stories: İthaki Yay. |
| 10) |
Scenario Writing Stages and Basic Scenario Terms: Logline, Storyline, Synopsis, Scene Transcript, Developing Scenario, Separation and Shooting Scenario |
Öktem Başol, Scenario Book: Script Writing Techniques and Film Stories: İthaki Yay. |
| 11) |
Formal features of the script text: Scene title, Narrative language, Didaskalya and Sound Elements of American Script
Usage in Format |
Öktem Başol, Scenario Book: Script Writing Techniques and Film Stories: İthaki Yay. |
| 12) |
Formal features of the script text: Character, Dialogue, Voiceover, |
Öktem Başol, Screenplay Book: Script Writing |
| 13) |
Adaptation, Documentary Screenplay |
Öktem Başol, Script Book: Script Writing Techniques and Film Stories: İthaki Yay |
| 14) |
|
|
| |
Program Outcomes |
Level of Contribution |
| 1) |
Prepares, implements and evaluates educational programs, appropriate learning environments, materials taking into account the developmental characteristics and individual differences of children. |
|
| 2) |
Develops original products, projects and activities related to child development, manages these studies, evaluates and evaluates the process. |
|
| 3) |
Follow science and technology and have critical thinking skills. |
|
| 4) |
Uses effective teaching and communication methods which may be necessary in the guidance and counseling activities for families and develops solutions when they encounter an unpredictable situation. |
|
| 5) |
It follows information in the field by using a foreign language at least at the level of European Language Portfolio A2 General Level. |
|
| 6) |
Uses information and communication technologies together with computer software at the basic level of at least European Computer Driving License required by the field. |
|
| 7) |
Has knowledge about ethical principles and rules in the field. |
|
| 8) |
It shares the knowledge gained in the field of Child Development with the people working in the field and with the social responsibility consciousness. |
|
| 9) |
It has the awareness of lifelong learning and directs its education to an advanced level of education in the same field or to a profession at the same level. |
|
| 10) |
Knows democracy, human rights, children's rights, social, scientific and professional ethical values, relevant legislation and acts accordingly. |
|
| 11) |
The researcher is open to changes, creative, problem-solving skills and the ability to share solutions. |
|
| 12) |
Knows the applications of different characteristics of children to society. It has the ability to produce different solutions to the problem situation for children and enables the employees to take responsibility for the solutions. |
|
| 13) |
Understands the place and importance of the game in pre-school education, the child knows how to use the game as a means of rehabilitation and self-expression. |
|
| 14) |
Selects and uses the modern techniques and tools required for pre-school education. Communicates with other areas that may be associated with the field. |
|
| 15) |
The individual has sufficient consciousness about environmental protection and occupational safety and behaves according to these processes. Its appearance, attitude, attitude and behavior make it an example for society. |
|
ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
