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 be able to acquire a sound knowledge of fundamental concepts, theories, principles and methods of investigation specific to the economic field. | |||||
2 | To be able to apply adequate mathematical, econometric, statistical and data analysis models to process economic data and to implement scientific research for development of economic policies. | |||||
3 | To be able to participate in academic, professional, regional, and global networks and to utilize these networks efficiently. | |||||
4 | To be able to have adequate social responsibility with regards to the needs of the society and to organize the activities to influence social dynamics in line with social goals. | |||||
5 | To be able to integrate the knowledge and training acquired during the university education with personal education and produce a synthesis of knowledge one requires. | |||||
6 | To be able to evaluate his/her advance level educational needs and do necessary planning to fulfill those needs through the acquired capability to think analytically and critically. | |||||
7 | To be able to acquire necessary skills to integrate social dynamics into economic process both as an input and an output. | |||||
8 | To be able to link accumulated knowledge acquired during the university education with historical and cultural qualities of the society and be able to convey it to different strata of society. | |||||
9 | To be able to take the responsibility as an individual and as a team member. | |||||
10 | To be able to attain social, scientific and ethical values at the data collection, interpretation and dissemination stages of economic analysis. | |||||
11 | To be able to collect data in economics and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) | |||||
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 human history to their field of economics. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest