| 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 adequate knowledge in Mathematics, Science, Computer Science and Software Engineering; to be able to use theoretical and applied information in these areas on complex engineering problems. | |||||
| 2 | To be able to identify, define, formulate, and solve complex Software Engineering problems; to be able to select and apply proper analysis and modeling methods for this purpose. | |||||
| 3 | To be able to design, implement, verify, validate, document, measure and maintain a complex software system, process, or product under realistic constraints and conditions, in such a way as to meet the requirements; ability to apply modern methods for this purpose. | |||||
| 4 | To be able to devise, select, and use modern techniques and tools needed for analysis and solution of complex problems in software engineering applications; to be able to use information technologies effectively. | |||||
| 5 | To be able to design and conduct experiments, gather data, analyze and interpret results for investigating complex Software Engineering problems. | |||||
| 6 | To be able to work effectively in Software Engineering disciplinary and multi-disciplinary teams; to be able to work individually. | |||||
| 7 | To be able to communicate effectively in Turkish, both orally and in writing; to be able to author and comprehend written reports, to be able to prepare design and implementation reports, to be able to present effectively, to be able to give and receive clear and comprehensible instructions. | |||||
| 8 | To have knowledge about global and social impact of engineering practices and software applications on health, environment, and safety; to have knowledge about contemporary issues as they pertain to engineering; to be aware of the legal ramifications of Engineering and Software Engineering solutions. | |||||
| 9 | To be aware of ethical behavior, professional and ethical responsibility; to have knowledge about standards utilized in engineering applications. | |||||
| 10 | To have knowledge about industrial practices such as project management, risk management, and change management; to have awareness of entrepreneurship and innovation; to have knowledge about sustainable development. | |||||
| 11 | To be able to collect data in the area of Software Engineering, and to be able to communicate with colleagues in a foreign language. ("European Language Portfolio Global Scale", Level B1) | |||||
| 12 | To be able to speak a second foreign language at a medium level of fluency efficiently. | |||||
| 13 | To recognize the need for lifelong learning; to be able to access information, to be able to stay current with developments in science and technology; to be able to relate the knowledge accumulated throughout the human history to Software Engineering. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
