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:
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| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Knowledge (Defined as theoretical and/or factual knowledge.)
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2) They can conduct foundational literature research and assess current topics in the field of cultural policy with a solid theoretical background.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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1) Skills (Defined as cognitive and/or practical skills.)
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| 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.)
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1) Competencies (Defined as "Independent Working," "Taking Responsibility," "Learning," "Communication and Social," and "Field-Specific" competencies.)
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2) They can demonstrate practical and theoretical expertise across various areas of the cultural sector.
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3) They can explain the key topics and theories in the fields of cultural policy and the cultural sector.
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4) They can explain the relationships between cultural policies and other disciplines.
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5) They can integrate their extensive theoretical knowledge into professional practices within the cultural sector.
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| Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
| 1) |
Course introduction, meeting with the students, and discussion of the course contents. |
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| 2) |
The concept of cultural policies and the history of the field of cultural policy research. The difference between cultural policies and art policies. |
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| 3) |
French cultural policies, art as a tool for spreading policy, and French cultural and art policies from Napoleon to 2024. |
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| 4) |
Ecole des Beaux-Arts in France and the Royal Academy in England as instruments of cultural policy. The subtle forms of art and propaganda. |
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| 5) |
Neoliberalism and the transformation of cultural policies: the relationship between contemporary art and cultural policies. |
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| 6) |
The education of the contemporary artist and the market value of works by artists graduating from prestigious art schools such as Goldsmiths. Contemporary art education as a new form of power in the art world. |
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| 7) |
Students' presentations of their assignments on cultural institutions. |
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| 8) |
Midterm exam week. |
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| 9) |
Museums as a means of presenting the cultural policies of countries. |
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| 10) |
Auction houses, which hold the largest market share in the art world, and their operating principles. |
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| 11) |
The role of large-scale exhibitions in the international circulation of art |
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| 12) |
Art galleries as a means of exhibiting and selling art, and the evolution of gallery practices starting from Paris. |
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| 13) |
Large-scale international art fairs and niche fairs as platforms for the sale of art. |
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| 14) |
Student presentations. |
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| Course Notes / Textbooks: |
- Becker, H. S. (2008). Art worlds. Univ of California Press. - Becker, H. S. (2013). Sanat Dünyaları. (E. Yılmaz, Çev). İstanbul: Ayrıntı Yayınları. - Bourdieu, P., Darbel, A., & Scnapper, D. (1990). The love of art: European art museums and their public. - Doherty, C. (2004). The institution is dead! Long live the instituti Contemporary Art and New Institutionalism. Engage Review Art of Encounter,15. - Edson, G. (2204). Museum Management. Running a museum (pp. 133-1 ICOM. - Goodwin, J. (Ed.) (2008). The international art markets: the essential guide for collectors and investors. Kogan Page Limited. - Grampp, W. D. (198 Pricing the priceless: art, artists, and economics. Basic Books. - Grenfell, M., & Hardy, C. (2007). Art rules: Pierre Bourdieu and the visual arts. Berg. - Shine (2001). The invention of art: A cultural history. University of Chicago Press. (Chapter VI). - Shiner, L. (2010). Sanatın icadı: bir kültür tarihi. (İ. Türkmen, Çev). Yayınları. - Stallabrass, J. (2004). Art incorporated: The story of contemporary art. Oxford University Press, USA. - Tanner, J. (Ed.). (2004). The social produc art. Sociology of Art: A Reader (pp. 69-76). Routledge. - Thompson, D. (2009). The $12 million stuffed shark: The curious economics of contemporary art. A Canada. - Zolberg, V. L. (1990). Constructing a Sociology of the Arts. Cambridge University Press. - Zolberg, V. L. (1990). Bir Sanat Sosyolojisi Oluşturmak. Özbay, Çev). Boğaziçi Üniversitesi Yayınevi.
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| References: |
Zolberg, V. L. (1990). Bir Sanat Sosyolojisi Oluşturmak. Özbay, Çev). Boğaziçi Üniversitesi Yayınevi.
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
| 1) |
Develops analyzing problems, solving them and managing the conflicts competence in the expert level. |
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| 1) |
He/she gains the ability to produce innovative projects related to the field. |
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| 1) |
Be able to collect, interpret and analyze the data obtained from research in the field of communication. |
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| 1) |
He/she can interpret an artwork aesthetically. |
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| 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. |
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| 1) |
Will be able to examine the concepts and theories in semiotics and communication with scientific methods. |
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| 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. |
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| 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. |
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| 2) |
The students can perform the production of visual and / or auditory arts which he / she is interested in effectively using euphorology. |
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| 2) |
Participates as a team member in the environments that require the solving of the conflicts and acts as a leader when necessary. |
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| 2) |
He/she can interpret a work in a critical context aesthetically |
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| 2) |
Finds solutions to problems by using theoretical and practical information |
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| 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. |
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| 3) |
He/She has aesthetic knowledge and sense. |
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| 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. |
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| 3) |
He/she improvements an aesthetic perspective in the light of received theoretical knowledge. |
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| 4) |
Use the theoretical knowledge in scientific research and decision making with efficiency and report the results with an analytical approach. |
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| 4) |
Aware of the advanced technology and digital transformation possibilities in his/her works. |
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| 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. |
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| 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. |
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| 6) |
Has cultural awareness and s/he transfers this to the groups within and outside his/her field. |
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| WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
| Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Course |
14 |
3 |
42 |
| Laboratory |
0 |
0 |
0 |
| Application |
0 |
0 |
0 |
| Special Course Internship (Work Placement) |
0 |
0 |
0 |
| Field Work |
0 |
0 |
0 |
| Study Hours Out of Class |
0 |
0 |
0 |
| Presentations / Seminar |
0 |
0 |
0 |
| Project |
0 |
0 |
0 |
| Homework Assignments |
2 |
0 |
0 |
| Total Workload of Teaching & Learning Activities |
- |
- |
42 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
0 |
0 |
0 |
| Midterms |
1 |
3 |
3 |
| Semester Final Exam |
1 |
6 |
6 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
9 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
51 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
6 |