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Description of Individual Course UnitsCourse Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | GK-SEÇ19 | | Elective | 2 | 3 | 3 |
| Level of Course Unit | First Cycle | Objectives of the Course | The general aim of this course is to support the professional and personal development of teacher candidates with traditional storytelling training, to support them to develop national and universal professional attitudes and values by getting to know their own cultural structures more closely. | Name of Lecturer(s) | Doç. Dr. Kadir Kaplan | Learning Outcomes | 1 | Have knowledge about the differences between fairy tales and other types of fairy tales. | 2 | Explains the importance of traditional storytelling. | 3 | Apply methods and techniques of storytelling. | 4 | Explains the importance of rhymes and intermediate words in fairy tale narration. | 5 | Explains the importance of language use in storytelling. | 6 | Explains the importance of connecting with the story and the listener with examples. | 7 | Explain the educational function of the fairy tale. | 8 | Explains the importance of voice, breath and body use in storytelling. | 9 | Explains how to choose the tale according to the age characteristics of the students. | 10 | Explains the importance of music in storytelling. | 11 | Explains the importance of rhythm in fairy tale and fairy tale telling. | 12 | Designs rhythmic games with rhythm, dance, motion in storytelling. | 13 | Diction, intonation, rhythm and body use in storytelling. |
| Mode of Delivery | Normal Education | Prerequisites and co-requisities | There is no prerequisite for the course. | Recommended Optional Programme Components | Yok | Course Contents | Basic Elements and Structure of Tale, Types of Tales, Classification of Tales, Preparation of Story and Tale Environment, Story and Tale Telling, Story and Tale Telling Techniques, Improvisation, The relationship between Narrator, Listener and Story, Body Awareness, Space Awareness, Body and Space relationship, How can we improve ourselves in Story and Tale Telling? Imagination Development Activities, Use of Stories and Tales in Educational Environments, Effect of Story and Tale on Subconscious, Story and Tale Writing Activities, Healing Power of Tale and Story, Child Analysis with Tales and Stories | Weekly Detailed Course Contents | |
1 | Meeting with Fairy Tales, Concepts of Fairy Tales | | | 2 | A short history of Storytelling from Tradition to Future | | | 3 | Analysing Anatolian Tales in terms of Content and Form | | | 4 | Communication, Bonding and Context in Fairy Tales | | | 5 | Communication, Bonding and Context in Fairy Tales | | | 6 | Preparing to Tell a Story | | | 7 | Rhythm, repetition, speed, gesture | | | 8 | Midterm Exam | | | 9 | Thresholds | | | 10 | The effect of fairy tale on child development | | | 11 | Creating a story / fairy tale based lesson plan 1 | | | 12 | Creating a story / fairy tale based lesson plan 2 | | | 13 | Creating a story / fairy tale based lesson plan 3 | | | 14 | Storytelling Application | | | 15 | Storytelling Application | | | 16 | final exam | | |
| Recommended or Required Reading | Oruç, Ş. (2019) Masal ve Hikaye Anlatıcılığı, Buğrahan Yayınları, İstanbul.
Liberman, J.M. (2015). Masal Terapi, Doğan Novus, İstanbul. | Planned Learning Activities and Teaching Methods | | Assessment Methods and Criteria | |
Midterm Examination | 1 | 100 | SUM | 100 | |
Final Examination | 1 | 100 | SUM | 100 | Term (or Year) Learning Activities | 40 | End Of Term (or Year) Learning Activities | 60 | SUM | 100 |
| Language of Instruction | | Work Placement(s) | Yok |
| Workload Calculation | |
Midterm Examination | 1 | 10 | 10 | Final Examination | 1 | 10 | 10 | Practice | 6 | 9 | 54 | Demonstration | 3 | 2 | 6 | Individual Study for Homework Problems | 2 | 2 | 4 | |
Contribution of Learning Outcomes to Programme Outcomes | LO1 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO2 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO3 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | LO4 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO5 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO6 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO7 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO8 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO9 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO10 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO11 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO12 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | LO13 | 1 | | 1 | | | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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