IZMIR CINEMAS WILL REVIVE
Film industry has been addressed at the “Revive Cinema in Izmir Again!” themed panel that took place on Thursday, December ...
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Department of Radio and Tv Programming (Turkish)
RTV 101 | Course Introduction and Application Information
| Course Name |
Introduction to Communication
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
RTV 101
|
Fall/Spring
|
3
|
0
|
3
|
4
|
| Prerequisites |
None
|
|||||
| Course Language |
Turkish
|
|||||
| Course Type |
Service Course
|
|||||
| Course Level |
Short Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | Group WorkCase StudyQ&ALecture / PresentationReport Writing | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course is designed to enable students to effectively and accurately manage communication activities through personal, interpersonal, and media channels. Students will be able to evaluate verbal, written, and non-verbal communication methods from both theoretical and practical perspectives. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course offers content that reflects the interdisciplinary perspective of the communication phenomenon, both from a theoretical and industrial standpoint. Within the course, the psychological and sociological foundations of communication are conveyed in the context of language, identity, and culture. |
| Related Sustainable Development Goals |
|
|
|
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 | Introduction to communication: Etymological, psychological, and sociological approaches | Akman, M. K. & Özer, H. (2016). Communication Spirals: Rethinking Communication in Socio-Psychological Dimensions. Ordu University Journal of Social Sciences, 6(15), 307-316.; Aziz, A. (2013). Introduction to Communication (pp. 25-36). Hiperlink. |
| 2 | Communication models and theoretical foundations | İplikçi, H. G. (2015). Basic Models in Communication and Mass Communication Models. Journal of Social and Human Sciences, 7(2); Güngör, N. (2015). Introduction to Communication (pp. 19-33). Siyasal Kitapevi. |
| 3 | Elements of communication and comparative analysis | Yüksel, E. (2013). Introduction to Communication Theories. In E. Yüksel (Ed.), Introduction to Communication Theories (pp. 2-34). Anadolu University. ISBN: 978-975-06-1464-4. |
| 4 | Language and communication | Mısırlı, İ. (2021). General and Technical Communication: Concepts, Principles, and Applications (pp. 38-77, 102-125). Detay Publishing. ISBN: 9789758326693. |
| 5 | Written and verbal communication: Speaking, listening, and rhetoric | Gürüz, D. & Eğinli, A. T. (2018). Communication Skills: Understanding, Explaining, Agreeing (6th Edition, pp. 251-280). Nobel Academic Publishing. ISBN: 978-605-133-503-2. |
| 6 | Non-verbal communication and body language | Kocasavaş, Y. (2007). Body Language as a Step in Effective Communication and Its Role in Turkish Education. Hasan Ali Yücel Faculty of Education Journal, 7(1), 47-55. |
| 7 | Media and mass communication | Kayaoğlu, A. G. (2003). The Psychology of the Mass or 'Mass' in Social Psychology: Towards a New Understanding of the Mass. Kurgu Journal, 20, 205-218.; Bayrakçı, S. & Küçükvardar, M. (2019). New Media Ecology and Communication Spiral Model. Thought and Society Journal of Social Sciences, 1, 50-67.; Varol, M. Ç. & Varol, E. (2019). A Look at Marshall McLuhan through Concepts and Theories: An Evaluation in the Context of Dominant Media Tools of Today. International Journal of Cultural and Social Studies, 5(1), 137-156. |
| 8 | Midterm exam week | |
| 9 | Digital communication: Content and community management | Kahraman, M. (2013). Social Media 101 2.0 (pp. 18-20), Mediacat Publishing. ISBN: 9786054584314. |
| 10 | Visual communication and semiotics | Yüksel, E. (2013). Linguistic and Semiotic Approaches. In B. Dağtaş (Ed.), Communication Theories (pp. 132-156). Anadolu University. |
| 11 | Communication and culture | Gülenç, K. (2015). Frankfurt School: Critique, Society, and Science (7th Edition, pp. 35-70). Ayrıntı Publishing. |
| 12 | Communication campaign design and case studies | |
| 13 | Communication campaign presentations | |
| 14 | Communication campaign presentations | |
| 15 | Communication campaign presentations | |
| 16 | Final exam week | - |
| Course Notes/Textbooks | Course textbooks:
|
| Suggested Readings/Materials | Book recommendations:
Video recommendations:
Academic journals: |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project |
1
|
30
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
25
|
| Final Exam |
1
|
35
|
| Total |
| Weighting of Semester Activities on the Final Grade |
4
|
65
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
35
|
| 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
|
1
|
14
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
3
|
3
|
| Presentation / Jury |
0
|
||
| Project |
1
|
18
|
18
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
12
|
12
|
| Final Exam |
1
|
21
|
21
|
| Total |
116
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to define the historical development process, fundamental principles, and theories of Radio and Television Programming, and explain the basic principles of audio-visual storytelling. |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
To be able to utilize technical equipment and software requiring expertise in the field of Radio and Television Programming according to contemporary techniques. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To be able to describe the pre-production research of an audio-visual work, scriptwriting, production planning, camera usage, sound recording, lighting setup, and post-production editing design at a fundamental level and apply at least one of them at an advanced level. |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
To be able to apply standard video shooting and sound recording indoors and outdoors within the scope of a production in teamwork. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to explain the national and universal values, professional and ethical principles, and legal regulations required in radio-television broadcasting. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
To be able to evaluate audio-visual outputs based on technical and methodological criticism. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to generate creative and critical approaches and projects suitable for the broadcasting platform and selected media, taking responsibility in individual or teamwork. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to consider occupational safety principles while working in media, production, and press-broadcasting fields. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to apply the knowledge gained in classes within the scope of an internship in relevant job fields. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To be able to follow the information in the field and communicate with colleagues by using English at the general level of European Language Portfolio A2. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to possess interdisciplinary knowledge in artistic, cultural, and social issues related to communication fields and programs. |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to direct their learning towards an advanced educational level by keeping track of technological changes and innovations, considering a lifelong learning vision. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to analyze the universal and social dimensions and legal consequences of their professional work in the field concerning human rights, cultural diversity, environmental issues, public interest, and public service. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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