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
No
Resources
Special Education Methods in Visual Arts, Vedat Özsoy-Ali Osman Alakuş, Pegem Akademi yay. 2018. Visual Arts Education, Vedat Özsoy, Pegem Akademi Yay., 2015
Notes
Central Library
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 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Defends the necessity of visual arts course. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Explain the basic theory, concepts and principles of visual arts education. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | It prepares a liberal educational environment that allows students to express themselves in different ways. | 3 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Uses methods, techniques and strategies used in art teaching. | 1 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the artistic development characteristics of students. | 2 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Develops teaching materials specific to the field. | |
| PLO07 | Beceriler - Bilişsel, Uygulamalı | Uses historical and contemporary culture-art venues effectively in the education process. | 3 |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Designs art activities suitable for students' levels. | 2 |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | Performs activities on the importance of cultural diversity in visual arts class. | 4 |
| PLO10 | Yetkinlikler - Alana Özgü Yetkinlik | It provides an educational environment for students with special educational needs. | 2 |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | It uses 21st century skills such as collaboration, communication, critical thinking, media and technology literacy. | 3 |
| PLO12 | Beceriler - Bilişsel, Uygulamalı | Acts in accordance with professional and ethical principles. | 3 |
| PLO13 | Bilgi - Kuramsal, Olgusal | He/She explains the regulation on primary education institutions of the Ministry of National Education and the regulation on secondary education institutions. | 2 |
| PLO14 | Yetkinlikler - Öğrenme Yetkinliği | Uses knowledge and skills related to classroom management effectively. | 1 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Applies different measurement and evaluation approaches in visual arts course. | 2 |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | It has applications in various fields of visual arts. | 4 |
| PLO17 | Beceriler - Bilişsel, Uygulamalı | Relates production processes for visual arts with different disciplines. | 3 |
| PLO18 | Bilgi - Kuramsal, Olgusal | Recognizes important artists, art movements and works of art from past to present. | 2 |
| PLO19 | Bilgi - Kuramsal, Olgusal | Analyzes works from different fields of art within the context of formal, social-cultural contexts. | 3 |
| PLO20 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses a foreign language at the level stipulated by the program. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Explenation of special education. | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | The individuals with special education needs. | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Teaching visual arts in individuals with special needs. | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Lesson planning for individuals with special education needs. | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Rol Oynama |
| 5 | Course environment, lecture, classroom management and student integration | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Determination of micro teaching activities of students-1 | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Rol Oynama, Beyin Fırtınası |
| 7 | Monitoring and discussion of students' micro teaching activities-1 | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Tartışma, Rol Oynama |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Yazılı Sınav |
|
| 9 | Determination of micro teaching activities of students-2 | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Rol Oynama |
| 10 | Monitoring and discussion of students' micro teaching activities-2 | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Rol Oynama |
| 11 | Determination of micro teaching activities of students-3 | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Rol Oynama |
| 12 | Monitoring and discussion of students' micro teaching activities-3 | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Rol Oynama |
| 13 | Determination of micro teaching activities of students-4 | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Rol Oynama |
| 14 | Monitoring and discussion of students' micro teaching activities-4 | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Rol Oynama |
| 15 | General overview | Analysing related sources. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Rol Oynama |
| 16 | Term Exams | Ölçme Yöntemleri: Yazılı Sınav, Ödev, Performans Değerlendirmesi |
|
| 17 | Term Exams | Ölçme Yöntemleri: Ödev, Performans Değerlendirmesi |
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 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 88 | ||
| Total Workload / 25 (h) | 3,52 | ||
| ECTS | 4 ECTS | ||