| Course Objectives: |
The aim of this course is to enable students to understand the use of photography as a narrative tool; to recognize the fundamental elements of visual storytelling, to develop the ability to construct stories through photography, and to critically evaluate the relationship between visual and textual narratives. This course also aims to help students perceive photography not merely as a means of visual expression, but as a form of storytelling that produces meaning by considering context, narrative structure, and target audience. By exploring how photography integrates with narrative frameworks, the course encourages students to develop a critical awareness of to whom, how, and in what context a story is communicated. |
| Course Content: |
This course explores how photography can be used as a narrative tool, both theoretically and practically. Students develop an understanding of the fundamental elements of visual storytelling, and gain a critical perspective on how photographs create meaning within context and in relation to the audience and purpose of the story. Narrative structures, audience engagement, context, and the relationship between fiction and reality are examined through visual examples. The interaction between image and text, the multi-layered nature of meaning, and the role of the viewer are discussed in depth. Throughout the course, students create individual or group projects in which they express their own narratives through photography, learning to produce visually and narratively compelling photo stories. |
Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
|
|
|
|
| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
|
1) Understand the function of photography as a narrative tool, both theoretically and practically.
Identify the fundamental elements of visual storytelling and construct narratives through photography.
Analyze how narrative is shaped by context, audience, and intention.
Critically evaluate the relationship between photographic images and text.
Distinguish between fictional and documentary narratives, and apply appropriate visual strategies for each.
Create their own visual narratives by producing technically and aesthetically coherent photo projects.
Discuss the meaning-making potential of photography through concepts such as narrative language, context, and viewer interaction.
Present their photographic projects both verbally and in writing, and engage in giving and receiving critical feedback.
|
| Skills
(Describe as Cognitive and/or Practical Skills.)
|
| Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
|
| Week |
Subject |
Materials Sharing * |
|
Related Preparation |
Further Study |
| 1) |
Introduction and Conceptual Framework |
|
|
| 2) |
History of Photography, Definitions, Historical Issues, Photography as a Historical Object |
|
|
| 3) |
Photography Theory, Theory of Representation, The Language of Photography, Perspectives |
|
|
| 4) |
Documentary Narratives and Reality: Representation of Reality, Ethical Boundaries of Documentary Photography, Photography and Witnessing |
|
|
| 5) |
Photography and Portraiture: Looking at Portraits, Identity, Mass Portraiture, Components of a Portrait, Reading Portraits |
|
|
| 6) |
Conceptual Photography and Abstract Narrative: Conveying Ideas through Photography, Audience Participation, Contemporary Examples |
|
|
| 7) |
|
|
|
| 8) |
Personal Narratives: Self-Portrait, Biographical Stories, Works on Memory and Identity |
|
|
| 9) |
Project Presentation I: Project Presentations and In-Class Evaluation |
|
|
| 10) |
Photography and Landscape: View and Knowledge, History of Landscape, the Beautiful and the Sublime, Photographic View, Aesthetics of Description |
|
|
| 11) |
Surveillance Culture and Photography: Ethics and Privacy |
|
|
| 12) |
AI and Photography: Problems of Representation, Ethics, and Privacy |
|
|
| 13) |
Signs and Symbols in Photography: Basic Theory, Understanding Signs and Symbols |
|
|
| 14) |
Project Presentation II: Project Presentations and In-Class Evaluation |
|
|
| |
Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
| 1) |
Develops analyzing problems, solving them and managing the conflicts competence in the expert level. |
|
| 1) |
He/she gains the ability to produce innovative projects related to the field. |
|
| 1) |
Be able to collect, interpret and analyze the data obtained from research in the field of communication. |
|
| 1) |
He/she can interpret an artwork aesthetically. |
|
| 1) |
To be able to inform the persons and institutions in the field of communication, and to express their opinions and solutions by supporting them with qualitative and quantitative data. |
|
| 1) |
Will be able to examine the concepts and theories in semiotics and communication with scientific methods. |
|
| 2) |
To be able to express himself / herself clearly, clearly and effectively
conduct scientific research in the field and act ethically in the interpretation and dissemination of the results of this research. |
|
| 2) |
Students will be able to inform the individuals and institutions in the field of communication and convey their opinions and solutions by supporting them in written and oral form with qualitative and quantitative data. |
|
| 2) |
The students can perform the production of visual and / or auditory arts which he / she is interested in effectively using euphorology. |
|
| 2) |
Participates as a team member in the environments that require the solving of the conflicts and acts as a leader when necessary. |
|
| 2) |
He/she can interpret a work in a critical context aesthetically |
|
| 2) |
Finds solutions to problems by using theoretical and practical information |
|
| 3) |
He / she can design a communication design project, conduct research related to his / her subject and make a report and present his / her work. |
|
| 3) |
He/She has aesthetic knowledge and sense. |
|
| 3) |
Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view, develops innovative and entrepreneurial ideas. |
|
| 3) |
He/she improvements an aesthetic perspective in the light of received theoretical knowledge. |
|
| 4) |
Use the theoretical knowledge in scientific research and decision making with efficiency and report the results with an analytical approach. |
|
| 4) |
Aware of the advanced technology and digital transformation possibilities in his/her works. |
|
| 5) |
By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her field in a systematical and effective way. |
|
| 5) |
In addition to the bachelor level competencies already acquired, s/he acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the professional level in business and/or academic life. |
|
| 6) |
Has cultural awareness and s/he transfers this to the groups within and outside his/her field. |
|