TÜRKÇE
ENGLISH
Information
Course Goal / Objective
In the general approach depending on the individual structure of the visual arts education for individuals with special needs, during or after the study: the level of knowing and doing comprehensive academic skills, problem solving skills, learning responsibility and motivation (motivation), producing ideas and starting to experience the results, independent thinking and skills such as action, skills for self-personality and collaboration, implementation of guidelines, attention and focus, ownership and pride in the work done, artistic knowledge and skills, personal behavior and thinking, attention (concentration), work habits, life skills aims to gain behavior.
Course Content
This lesson; learning what the concepts of art, artwork and artist are and examining the artists who dealt with the phenomenon of disability; learning what are the concepts of human, education, art education and visual arts education, knowing what is normal and abnormal individuals and learning the perception structures; To know what visual arts are, the necessity and importance of individuals with disabilities, what are the aspects that are similar and different from the visual arts education applied for individuals with normal development, and to recognize the techniques and methods; learning multi-domain approaches, learning the usage structures for education and therapy; To learn adaptation tools and regulations for disabled people, to learn the application stages used in the application process; The development of the registration form includes the registration and documentation.
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Understands that visual arts education is necessary in the education of children with disabilities. |
| LO02 | Knows that visual arts education is effective in the development of motor skills of children with disabilities. |
| LO03 | With the visual arts lesson, he thinks that the disabled / negative aspects of disabled children in terms of motor / skill can be improved. |
| LO04 | He thinks that the skills learned in the visual arts course are also effective in teaching other courses. |
| LO05 | Visual arts education thinks that children with disabilities help communication skills |
| LO06 | With the visual arts lesson, he thinks that it increases the courage and self-confidence of children with disabilities. |
| LO07 | He thinks that children with disabilities are relieved with visual arts education. |
| LO08 | The aim of the visual arts course is to enable individuals with disabilities to work with the group, to mingle with their classmates and to increase their work skills and habits. |
| LO09 | Learns to respect individual differences. |
| LO10 | Learns to plan the course content according to individual differences. |
| LO11 | Learn to create a lecture environment according to individual differences. |
| LO12 | Learns to provide students to fuse according to individual differences. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | - | Compares important artists, art movements and art works in different historical and contemporary contexts. | 2 |
| PLO02 | - | Gains competence in the use and development of instructional materials. | 4 |
| PLO03 | - | Knows and applies basic concepts and principles of Fine Arts. | 4 |
| PLO04 | - | Knows the developmental characteristics of preschool, primary, middle and high school students. | 4 |
| PLO05 | - | Recognises national and international cultural elements that affect teaching and production of art | 2 |
| PLO06 | - | Knows and uses methods, techniques and strategies used in teaching art education. | 4 |
| PLO07 | - | Gains the knowledge and skills to do creative work in the main fields of Art Education. | 4 |
| PLO08 | - | Uses the places where historical and contemporary culture-art products are exhibited effectively for learning and teaching. | 4 |
| PLO09 | - | Explain the necessity of ethical principles. | 2 |
| PLO10 | - | Uses knowledge and techniques related to classroom management efficiently. | 3 |
| PLO11 | - | Uses the basic concepts of art education, and art education research process and techniques in accordance with developments. | 0 |
| PLO12 | - | Design appropriate art activities for students of different age groups. | 4 |
| PLO13 | - | Plans the teaching-learning processes in an effective way. | 1 |
| PLO14 | - | Develops skills for self-expression, independent thinking, and sense of social responsibility. | 2 |
| PLO15 | - | Gains awareness, responsibility and skills in keeping track of the developments in information technologies. | 4 |
| PLO16 | - | Uses teaching and assessment strategies to promote the artistic success of children of different age groups. | 0 |
| PLO17 | - | Knows foreign language at a sufficient level required by the program. | 0 |
| PLO18 | - | Discuss and explains the visuals. | 2 |
| PLO19 | - | Knows contemporary measurement and evaluation approaches in art education | 2 |
| PLO20 | - | Uses listening, collaboration, empathy and self-expression skills effectively. | 4 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Explenation of special education. | Analysing related sources. | |
| 2 | The individuals with special education needs. | Analysing related sources. | |
| 3 | Teaching visual arts in individuals with special needs. | Analysing related sources. | |
| 4 | Lesson planning for individuals with special education needs. | Analysing related sources. | |
| 5 | Course environment, lecture, classroom management and student integration | Analysing related sources. | |
| 6 | Determination of micro teaching activities of students-1 | Analysing related sources. | |
| 7 | Monitoring and discussion of students' micro teaching activities-1 | Analysing related sources. | |
| 8 | Mid-Term Exam | ||
| 9 | Determination of micro teaching activities of students-2 | Analysing related sources. | |
| 10 | Monitoring and discussion of students' micro teaching activities-2 | Analysing related sources. | |
| 11 | Determination of micro teaching activities of students-3 | Analysing related sources. | |
| 12 | Monitoring and discussion of students' micro teaching activities-3 | Analysing related sources. | |
| 13 | Determination of micro teaching activities of students-4 | Analysing related sources. | |
| 14 | Monitoring and discussion of students' micro teaching activities-4 | Analysing related sources. | |
| 15 | General overview | Analysing related sources. | |
| 16 | Term Exams | ||
| 17 | Term Exams |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 3 | 3 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 17 | 17 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 100 | ||
| Total Workload / 25 (h) | 4,00 | ||
| ECTS | 4 ECTS | ||