Pier Exhibitions - Coast City
Coast City brings together two distinct artistic approaches by three artists to İzmir’s coastal geography and urban memory. ...
Related SDG:
Visual Narrative Workshop
...
- University
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- Department of Banking and Insurance (Turkish)
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FACULTY OF FINE ARTS AND DESIGN
Department of Visual Communication DesignMMD 494 | Course Introduction and Application Information
| Course Name |
Graduation Thesis
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
MMD 494
|
Fall
|
2
|
2
|
3
|
4
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The course aims at: strengthening the focus of research; sharpening and refining research questions; making explicit the various theoretical and methodological approaches and research ethics; developing practical skills related to archival and library research; improving the composition of the dissertation and presentation skills |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This is a theoretical course that assists 4th-year Undergraduate students in constructing their Thesis plan. Through a series of writing and reading exercises, students will be taught the ways: to conduct research; to come up with their research topic; to ask questions and making strong claims and good arguments, and defend them in writing. The knowledge and skills acquired have the potential to act in support of their graduation design project. |
| Related Sustainable Development Goals |
|
|
|
Core Courses |
X
|
| 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 and Case Study Scenario Examples | Review course syllabus |
| 2 | Research Fundamentals and Scenario Deep Dive • What is case study research? • Introduction to scenario-specific sources • Primary source identification workshop • Group work: research planning | Reading materials related to the case scenario • Identifying three potential primary sources • Preparing individual research questions |
| 3 | Research Methods for Case Studies • Qualitative and quantitative approaches • Interview techniques and questionnaire design • Visual research methods • Group work: methodology selection | Reading: Research methods • Preparing methodology questions for the scenario • Individual source analysis |
| 4 | Finding & Evaluating Sources • Database navigation • Primary vs secondary source evaluation • Citation styles (APA) • Group work: source gathering • Assignment 1: Literature Review | Locate 5 credible sources per person • Practice database searches |
| 5 | Data Collection Strategies • Interview preparation & techniques • Survey design and distribution • Visual documentation methods • Group work: data collection planning | Preparation for interview questions • Design data collection timeline • Individual source analysis |
| 6 | Critical Reading & Analysis • Analyzing case study evidence • Identifying patterns and themes • Synthesizing multiple sources • Group work: preliminary analysis | Complete critical reading assignment • Analyze collected data • Preliminary findings summary |
| 7 | Writing for Case Studies • Case study report structure • Academic writing conventions • Visual integration in reports • Group work: writing a report | Draft individual sections • Group writing plan |
| 8 | Advanced Analysis Techniques • Comparative case analysis • Visual analysis methods • Identifying research limitations • Group work: deeper analysis | Revise analysis based on feedback • Individual source analysis |
| 9 | Mid-Term Progress Presentations • Group presentations (20 min each) • Peer feedback sessions • Revision planning | Prepare presentation materials |
| 10 | Research Ethics & Professional Standards • Ethical considerations in design research • Bias recognition and mitigation • Professional communication standards • Group work: ethical review | Search research ethics • Assess potential bias in research |
| 11 | Report Writing & Visual Integration • Collaborative writing strategies • Group work: group report drafting | Complete individual report sections • Prepare visual materials |
| 12 | Peer Review & Editing • Inter-group peer review session • Quality assurance checklist • Group work: revisions • Exchange drafts with other groups • Complete peer review forms | Revised individual report sections |
| 13 | Peer Review & Editing • Inter-group peer review session • Quality assurance checklist• Group work: revisions • Exchange drafts with other groups • Complete peer review forms | Revised group report sections |
| 14 | Final Presentation Preparation • Presentation & Poster design • Q&A preparation | Group work: presentation & poster design |
| 15 | Final Presentation Preparation • Presentation & Poster design • Q&A preparation | Group work: presentation & poster design |
| 16 | Final Presentations • Groups final presentations (20 min each) • Group poster presentation and discussion | Complete poster design • Final Group Presentations • Individual Contribution Paper |
| Course Notes/Textbooks | Readings from books and journals |
| Suggested Readings/Materials | Slides and videos |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
40
|
| Presentation / Jury |
2
|
20
|
| Project |
1
|
40
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade |
2
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
2
|
32
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
2
|
32
|
| Study Hours Out of Class |
10
|
2
|
20
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
2
|
4
|
8
|
| Presentation / Jury |
2
|
4
|
8
|
| Project |
1
|
20
|
20
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
0
|
||
| Total |
120
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to apply the fundamental principles of design in creating visual narratives and messages, using physical and digital media, |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
To attain complex problem-solving skills, using various design methods, |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To have a clear understanding of creative/art direction, |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
To be able to use the advanced theoretical and applied knowledge attained in the areas of Visual Communication Design, |
X
|
-
|
-
|
-
|
-
|
|
| 5 |
To act with social and ethical awareness and to take responsibility, both individually and collectively, for developing aesthetic and effective design solutions, |
X
|
-
|
-
|
-
|
-
|
|
| 6 |
To be able to investigate, interpret and evaluate the developments on Visual Communication Design in the world and in Turkey, |
-
|
-
|
-
|
X
|
-
|
|
| 7 |
To have an advanced level of knowledge and experience in producing/editing still and moving images, |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To attain proficiency in using related software, media, and communication technologies, |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To gain reflexive and critical thinking abilities, |
-
|
X
|
-
|
-
|
-
|
|
| 10 |
To undertake self-directed and continuous education in the discipline, to develop a lifelong learning attitude, |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect data in the areas of Visual Communication Design and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1), |
X
|
-
|
-
|
-
|
-
|
|
| 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 expertise. |
X
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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