FACULTY OF ARTS AND SCIENCES
Department of English Translation and Interpreting
SOCIAL MEDIA
GEAR 216 | Course Introduction and Application Information
| Course Name |
Visual Literacy
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
GEAR 216
|
Fall/Spring
|
3
|
0
|
3
|
5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Service Course
|
|||||
| Course Level |
First Cycle
|
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| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | DiscussionQ&ACritical feedbackLecture / Presentation | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course is designed to provide visual literacy skills for students who do not have formal visual art or graphic design training but recognize the important potential of visual decisions in their work in order to effectively find, interpret, evaluate, use, and create images and visual media. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course provides students who are new to the principles of visual design with the practical knowledge, critical skills and confidence to effectively express their ideas visually. Throughout the semester, an overview of the tools and techniques to convey an idea, communicate a message, and influence an experience will be presented, discussed, and applied. |
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Course introduction | |
| 2 | What is Visual literacy? How we see | Anne Marie Seward Barry, Visual intelligence: perception, image, and manipulation in visual communication. Chapter 1 |
| 3 | The Language of Images Visual elements of art 1 | Anne Marie Seward Barry, Visual intelligence: perception, image, and manipulation in visual communication. Chapter 1,2 |
| 4 | The Language of Images Visual elements of art 2 | Anne Marie Seward Barry, Visual intelligence: perception, image, and manipulation in visual communication. Chapter 1,2 |
| 5 | Sensual and perceptual of visual literacy 1 | Anne Marie Seward Barry, Visual intelligence: perception, image, and manipulation in visual communication. Chapter 3 |
| 6 | Sensual and perceptual of visual literacy 2 | Anne Marie Seward Barry, Visual intelligence: perception, image, and manipulation in visual communication. Chapter 3 |
| 7 | Advertising Images: Ads as Gestalts | Anne Marie Seward Barry, Visual intelligence: advertising Images: Ads as Gestalts Chapter 6, 7 |
| 8 | Midterm | |
| 9 | Principles of visual communication | Robin Landa, Advertising by design: creating visual communications with graphic impact. Chapter 7, 8 |
| 10 | Typography | Robin Landa, Advertising by design: creating visual communications with graphic impact. Chapter 7, 8, 9 |
| 11 | Composition and layout | Robin Landa, Advertising by design: creating visual communications with graphic impact. Chapter 7, 8, 9 |
| 12 | Brand and Branding 1 | Alina Wheeler, Designing brand identity: an essential guide for the entire branding, Chapter 1-2 |
| 13 | Brand and Branding 2 | Alina Wheeler, Designing brand identity: an essential guide for the entire branding, Chapter 3-4. |
| 14 | Visual literacy Wrapping up the semester | |
| 15 | Review of the Semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | Alina Wheeler(2009), Designing brand identity: an essential guide for the entire branding. ISBN 978-0-470-40142-2. Anne Marie Seward Barry (1997), Visual intelligence: perception, image, and manipulation in visual communication. ISBN 0-7914-3436-2 Robin Landa (2004), Advertising by design: creating visual communications with graphic impact ISBN 0-471-42897-3 Robin Landa (2010) Advertising by design: Generating and Designing Creative Ideas Across Media 2nd edition ISBN 978-0-470-36268-6 |
|
| Suggested Readings/Materials |
|
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
15
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
40
|
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
15
|
| Final Exam |
1
|
30
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
70
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
30
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
2
|
28
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
24
|
24
|
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
15
|
15
|
| Final Exam |
1
|
35
|
35
|
| Total |
150
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to use advanced, field-specific conceptual, theoretical, and practical knowledge acquired, |
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| 2 | To be able to analyze and research field-specific concepts and ideas and to interpret data individually or as a team using scientific methods, |
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| 3 | To be able to understand and use grammatical and semantic structures of the source and target languages, |
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| 4 | To be able to obtain information about social, cultural, and historical approaches within the source and target languages and to use this information for textual analysis and production, |
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| 5 | To be able to understand and interpret written and oral texts in the source language and to transfer these texts into the target language using a semantically and functionally appropriate language, |
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| 6 | To be able to produce creative translations and assess the translation products critically by defining the steps, strategies and problems in the translation process in the light of field-specific theoretical knowledge and skills acquired, |
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| 7 | To be able to transfer the theoretical knowledge and research skills within different areas of expertise to translational act, |
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| 8 | To be able to use computer-assisted translation tools and machine translation effectively at each step of the translation process, and to follow the theoretical and practical developments in these fields, |
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| 9 | To be able to gain awareness of the translator’s social role, job profile, and professional ethical values and to acquire workload management skills for individual or team work, |
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| 10 | To be able to access necessary sources to improve quality at each step of the translation process and to assess the target text in accordance with the quality objectives by using these sources, |
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| 11 | To be able to establish effective oral and written communication skills both in English and Turkish, to be able to speak a second foreign language at a good level, to be able to use a third foreign language at intermediate level, |
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| 12 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
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*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
SOCIAL MEDIA
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