| 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 | |||||
| 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. |
| Related Sustainable Development Goals | |
|
| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 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 |
|
| 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 Exam | ||
| 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 |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 14 | 2 | 28 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 24 | |
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 15 | |
| Final Exams | 1 | 35 | |
| Total | 150 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To have knowledge of basic concepts, theories, approaches (behavioral, biological, cognitive, evolutionary, social, developmental, statistical, humanistic, psychodynamic, and socio-cultural), and current applications specific to the field of psychology by using current course materials and instruments. | |||||
| 2 | To have basic knowledge and skills about the applications in the different subfields of psychology. | |||||
| 3 | To have basic knowledge about the testing and measurement instruments used in different subfields of psychology and basic level skill that does not require expertise in carrying out applications in different subfields of psychology. | |||||
| 4 | To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines. | |||||
| 5 | To have cumulative knowledge about the position of psychology as a scientific discipline in Turkey, the conducted research, applications and problems encountered from past to present in the field of psychology. | |||||
| 6 | To have the competence to conduct a research individually and/or as a team using the knowledge acquired in the field of psychology, interpret the findings obtained by using scientific problem solving and critical thinking approaches. | |||||
| 7 | To have the ability to construct a research hypothesis, create a research design, collect data, analyze it, report it in a scientific writing format, and interpret it by using basic knowledge related to testing and measurement, research methods, and statistics acquired in the field of psychology. | |||||
| 8 | To have the competence to share the theoretical and applied knowledge acquired in the field of psychology with the experts and lay people by using the required information and communication technologies in scientific studies and events that benefit the society. | |||||
| 9 | To have knowledge of the relevant professional and ethical values in the domains of psychology and respect individual differences and human rights in research and practices related to psychology. | |||||
| 10 | To constantly renew herself/himself professionally by following both national and international publications in the field of psychology, the developments in testing and measurement instruments and software programs used in the discipline. | |||||
| 11 | To establish written and verbal communication with experts and lay people by using both Turkish and English. | |||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
