Course Language:
Fransızca
Course Objectives:
The central goal of this course is to examine, using a variety of historical, theoretical and aesthetical perspectives, the nature of the relationship between Art and Politics. The objective of this course is to understand the strong relationship between the arts and politics, particularly between various kinds of art and power, occurs across historical epochs and cultures.
Course Content:
The course cuts across historical trajectories and focuses upon themes which are central to Art, Politics and the relationship between them. Underlying these themes, each section, in its own way, asks if and/or how it is it possible for particular aesthetico-political theories and practices to affect larger socio-political regimes and structures?
Course Methodology:
1: Lecture, 2: Question-‐Answer, 3: Discussion, 9: Simulation, 12: Case Study
Course Evaluation Methods:
A: Testing, B: Attendance and class participation, C: Homework
Vertical Tabs
Course Learning Outcomes
| Learning outcomes | Program Learning Outcomes | Teaching & Learning Methods | Asssesments Methods | ||
| 1. Explains the instrumentalization of arts. | 10,13 | 1,2,3 | A,B | ||
| 2. Explains the basic concepts of arts. | 3,5,13,14 | 1,2,3 | A,B | ||
| 3. Explains the art‐power relationship. | 13,14,15 | 1,2,3 | A,B | ||
| 4.Explains the basic characteristics of evolutions in the history of art. | 13,14,15 | 1,2,3 | A,B | ||
| 5.Explains the evolution, the actions and the functions of the state. | 10,13,15 | 1,2,3 | A,B | ||
| 6. Analyses the relations between political power and arts. | 7,13,15 | 1,2,3 | A,B | ||
| 7. Explains the ethical worth’s and structure of the relations between arts and the state. | 9,15 | 1,2,3 | A,B | ||
Course Flow
| COURSE CONTENT | |||
| Week | Topics | Study Materials | |
| 1 | INTRODUCTION: Can art be political? | ||
| 2 | Is politics about power? | ||
| 3 | Art as a political tool | ||
| 4 | Politics of modern art | ||
| 5 | Alternative conceptual searches on modern period | ||
| 6 | Literature | ||
| 7 | MID-TERM | ||
| 8 | Painting | ||
| 9 | Sculpture | ||
| 10 | Architecture | ||
| 11 | Music | ||
| 12 | Theatre | ||
| 13 | Dance | ||
| 14 | Cinema | ||
| 15 | Photography | ||
| 16 | FINAL EXAM | ||
Recommended Sources
| RECOMMENDED SOURCES | |||
| Textbook | Adorno, Theodor, W., (2003). “Kültür Endüstrisini Yeniden Düşünürken”, Cogito, Sayı. 36, s. 76-78. Ahmad, F., (2002). Modern Türkiye’nin Oluşumu, Doruk Yayınevi, Ankara. Fischer, E., (1993). Sanatın Gerekliliği, Cevat Çapan (çev.), V Yayınları, İstanbul. Foster, H., (2008). “Çağdaş Sanatta Siyasal Kavramı”, Sanat/Siyaset, ed. Ali Artun, İletişim Yayınları, İstanbul, s. 131-154., I. Ergüden-F Keskin-O. Akınhay (çev.), Ayrıntı Yayınları, İstanbul. Foucault, M., (1994). Dostluğa Dair, Cemal Ener (çev.), Hil Yayın, İstanbul. Foucault, M., (2000). Entelektüelin Siyasi İşleviI, Ergüden-F Keskin-O. Akınhay (çev.), Ayrıntı Yayınları, İstanbul. |
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| Additionnal Resources | Ashton, D., (der.), (2001). Picasso Konuşuyor, Mehmet Yılmaz ve Ayşe Nahide Yılmaz (çev.), Ütopya Yayınevi, Ankara. Greenberg, C., (1997). “Modernist Resim”, Modernizmin Serüveni, haz. Enis Batur, YKY, İstanbul, s. 357-363. Hardt, M. ve Antonio N., (2001). İmparatorluk, Abdullah Yılmaz (çev.), Ayrıntı Yayınları, İstanbul. Kagan, M., (1982). Güzellik Bilimi Olarak Estetik, Aziz Çalışlar (çev.), Altın Kitaplar, İstanbul. |
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Material Sharing
| MATERIAL SHARING | |||
| Documents | |||
| Assignments | |||
| Exams | |||
Assessment
| ASSESSMENT | ||||
| IN-TERM STUDIES | NUMBER | PERCENTAGE | ||
| Mid-terms | 1 | 100 | ||
| Quizzes | 0 | 0 | ||
| Assignment | 0 | 0 | ||
| Total | 100 | |||
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADES | 60 | |||
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADES | 40 | |||
| Total | 100 | |||
| COURSE CATEGORY | ||||
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | ||||||
| No | Program Learning Outcomes | Contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students should be able to conduct independent research or undergraduate theses in their discipline by specifying information needs for investigating a topic-‐of interest, accessing the appropriate sources of knowledge, and preparing a comprehensive research/project report. | x | ||||
| 2 | Students should be able to set goals and objectives, plan strategies and projects in their business life and working domain | x | ||||
| 3 | Students should be able to critically evaluate the body of knowledge in their area, assess self-competency, and direct self-learning efforts accordingly. Within this respect, students should understand the importance of life‐long learning | x | ||||
| 4 | Student should perform a multilevel analysis of the relationship between art and politics dynamics, and should understand the importance of flexible thinking, adaptability, and the ability to formulate innovative solutions to pursue a successful career. | x | ||||
| 5 | Students should be able to effectively communicate in written or oral French with people from diverse backgrounds, and should have the French proficiency to follow and interpret the global dynamics that shape their discipline. By improving their French proficiency, they improve their competitive power in the field they work. | x | ||||
| 6 | By learning a second language, students have the opportunity to increase their work field | |||||
| 7 | Students should understand the importance of respect for individual and cultural diversity, and should be able to emphatically interact with individuals from diverse cultural backgrounds in social and professional settings | x | ||||
| 8 | Students should be able to use qualitative and quantitative research methods through appropriate computer programs | |||||
| 9 | Students should understand standards of personal, professional and social ethics, evaluate the ethical implications of various practices related to their discipline, and have awareness of the importance of ethical behavior in adding value to society. | x | ||||
| 10 | Within the framework of the knowledge acquire in the field, students should understand the personal, social, and ecological dimensions of social responsibility, and have the awareness that being socially responsible is an active citizenship duty of each and every individual. | x | ||||
| 11 | Students should know that universality of social rights and social justice are the principle components of contemporary society, and that scientific thinking is an essential prerequisite for maintaining social advancement and global competitiveness. | x | ||||
| 12 | Students should understand the importance of quality, safety and health management, corporate social responsibility, personal, professional, and cross-‐cultural respect, and professional ethics in maintaining organizational sustainability in Professional life and working institutions and organizations. | |||||
| 13 | Students should internalize the concepts and theoretical models in the social, political and economic domains through a multi-‐dimensional perspective by implementing scientific research methods; have the capability to research, access and analyze issues in their field. | X | ||||
| 14 | By learning the instrumentalization of art the students develop their capacity to analyze the social and political facts in the world. | X | ||||
| 15 | Students should have evaluate the problems in the political instrumentalization of art through the acquired theoretically and practically advanced knowledge; should have ability to think analytically | x | ||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | ||||
| Activities | Quantity | Duration (Hour) | Total Workload (Hour) | |
| Course duration ( Including the exam week; 16* Total course hours) | 16 | 3 | 48 | |
| Hours for off the classroom study (Pre-study, practice) | 16 | 3 | 48 | |
| Mid-terms | 1 | 12 | 12 | |
| Quiz | 0 | 0 | 0 | |
| Homework | 0 | 0 | 0 | |
| Final | 1 | 12 | 12 | |
| Total Workload | 150 | |||
None