| Course Name | Storytelling in Brand Communication |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| GEHU 301 | Fall/Spring | 3 | 0 | 3 | 5 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Service Course | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | Discussion Group Work Case Study Q&A Lecture / Presentation | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to create awareness of the importance, benefits and current applications of classic and modern storytelling in brand communication, and to apply these methods in creative works. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | Storytelling is considered one of the most influential foundations of humanity. In this course, myths and architypes will be discussed, and narratives will be examined. Using this knowledge, the course will build a bridge between producing narratives and brand communication . During the course, popular films and novels will be analyzed to create a story for the brand. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses | X |
| Week | Subjects | Required Materials |
| 1 | Introduction / Gather by the fire: Roots & relations of storytelling & branding | Klaus Fog, Christian Budzt, Barış Yakaboylu, 2010, Branding Through Storytelling “Storytelling – Branding in Practice”, Springer, ISBN 978-3-662-50023-1 |
| 2 | Hero’s Journey: Myth and dream, Tragedy and comedy, Hero and the God, World navel / Archetypes | Campbell, Joseph, 1973, The hero with a thousand faces, Princeton/Bollingen, ISBN 0-691-01784-0 Thury, Eva M., 2013, Introduction to mythology: contemporary approaches to classical and world myths, Oxford University Press, ISBN 978-0-19-985923-8 |
| 3 | Hero’s Journey: Call to adventure, Refusal of the call, Supernatural aid, Crossing of the first threshold, Belly of a whale / Analyzing Snow White and the Seven Dwarfs 1937 Full Movie | Campbell, Joseph, 1973, The hero with a thousand faces, Princeton/Bollingen, ISBN 0-691-01784-0 https://www.youtube.com/watch?v=0kHOYavm7VY |
| 4 | Hero’s Journey: Road of trials, Meeting with the Goddess, Woman as the temptress, Atonement with the father, Apotheosis, Ultimate boon | Campbell, Joseph, 1973, The hero with a thousand faces, Princeton/Bollingen, ISBN 0-691-01784-0 |
| 5 | Hero’s Journey: Refusal of the return, Magic flight Rescue from without, Crossing of the return threshold, Master of the two worlds, Freedom to live | Campbell, Joseph, 1973, The hero with a thousand faces, Princeton/Bollingen, ISBN 0-691-01784-0 |
| 6 | Hero’s Journey: Keys / Presentations (Homework) | Campbell, Joseph, 1973, The hero with a thousand faces, Princeton/Bollingen, ISBN 0-691-01784-0 |
| 7 | Four Dimensions of Brand Storytelling: Framework for Managing and Analyzing Online Brand Stories | Zimand-Sheiner, D. (2024). Four Dimensions of Brand Storytelling: Framework for Managing and Analyzing Online Brand Stories. International Journal of Business Communication, 23294884241261362. |
| 8 | Myths and AI / Analyzing Matrix – Part 1 Full Movie | Vogler, Christopher,2020, The Writer's journey : mythic structure for writers, Michael Wiese, ISBN 0941188701 https://www.youtube.com/watch?v=vKQi3bBA1y8 |
| 9 | Midterm | |
| 10 | The message, the character, the conflict, the plot. | Klaus Fog, Christian Budzt, Barış Yakaboylu, 2010, Branding Through Storytelling “Storytelling – Branding in Practice”, Springer, ISBN 978-3-662-50023-1 |
| 11 | In class study on creating brand stories using the methodology of ‘Hero’s Journey | In class study |
| 12 | In class study on creating brand stories using the methodology of ‘Hero’s Journey | In class study |
| 13 | Presentations (Project) | In class study |
| 14 | Presentations (Project) | In class study |
| 15 | Semester Review | |
| 16 | Semester Review |
| Course Notes/Textbooks | Campbell, Joseph, 1973, The hero with a thousand faces, Princeton/Bollingen, ISBN 0-691-01784-0 |
| Suggested Readings/Materials |
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| Semester Activities | Number | Weighting |
| Participation | 1 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 15 |
| Presentation / Jury | 2 | 20 |
| Project | 1 | 35 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 20 |
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 55 |
| Weighting of End-of-Semester Activities on the Final Grade | 2 | 45 |
| 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 | 3 | 5 | 15 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 10 | |
| Presentation / Jury | 2 | 10 | |
| Project | 1 | 25 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 10 | |
| Final Exams | |||
| Total | 128 |
| # | 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