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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-OÖS9 | Rhythm, Dance and Orff Education in Early Childhood | Elective | 2 | 3 | 4 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | The main aim of the course is; To train teacher candidates as constructive, creative and productive people with a balanced and healthy personality and character in terms of body, mind, morality, spirit and emotion, sensitive to artistic elements such as rhythm and dance, giving value and importance. | | Name of Lecturer(s) | | | Learning Outcomes | | 1 | Knows the concepts of technical dance, rhythm, body percussion, choreography in order to combine rhythm and dance concepts with children's activities and games. | | 2 | Performs creative dance exercises using body percussion. | | 3 | The creative rhythm improvises with the Orff method included in the teaching process. |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | None. | | Recommended Optional Programme Components | | | Course Contents | | The development of rhythmic perception, sound, tempo development, the relationship between these concepts and the development areas; organizing educational environment, rhythm-sound-tempo and dance studies, creative movement and dance, musical story, playing with Or approach, singing, listening, dance-movement, self-expression, creating their own music and using Or instruments; Planning, implementation and evaluation of music activities suitable for preschool education program. | | Weekly Detailed Course Contents | |
| 1 | Definition of rhythm and dance concepts in relation to human nature. Midterm | | | | 2 | Examination of rhythm patterns and study of transitions between rhythms in different strokes. | | | | 3 | Determining the types of dance for children and solves the basic components of dance. (Examining the meaning of body movements) | | | | 4 | Identification of body percussion (sound extraction through body parts) and accompanied hearing / melody hands, feet, legs, abdomen, head, face etc. | | | | 5 | Performing rhythmic reading for the writing of children's songs, places the words on the strokes with the method of spelling. Making rhythmic singing exercises by stepping. | | | | 6 | Improving poetry of an object or concept that children can predict or know in accordance with the development process. Repeats the poem rhythmically. | | | | 7 | Making creative improvisation exercises by becoming groups to create rhythmic or musical choreography for children's activities. | | | | 8 | Using body percussion improvisations, group work on a given topic and narration of the vocabulary words through the body, dramatized. | | | | 9 | Midterm | | | | 10 | Evaluation of rhythm and lyrics of these songs. Defining and explaining the concept of prosody in song writing. | | | | 11 | The importance of children, teachers and their relations in the process of choreography. Giving general information about the control of activity processes and stress management. | | | | 12 | The importance of children, teachers and their relations in the process of choreography. Giving general information about the control of activity processes and stress management. | | | | 13 | Examples of different dance techniques to be implemented in children's songs. Assessment of the appropriateness of the children's developmental processes in the case of group studies and creative improvisation exercises | | | | 14 | Project Presentations | | | | 15 | Preparation to final exam | | | | 16 | Final exam | | |
| | Recommended or Required Reading | | Özkan, N.(2006). Ritm Eğitimi ve Dans. Ankara; Nobel Yayın Dağıtım.
Uşaklıgil, I. Özdemir, M.A. Özdemir, S. Öztürk, A. Acay, S. Tercanlı, C.(2011).Müzikli Çocuk Oyunları. istanbul;Morpa Kültür Yayınları.
Altıntaş, E. Çamur, D. (2005).Beden Dili Sözsüz İletişim. İstanbul;Mentis Yayınları.
Tarkan, S. Durak, Y. (2012). Yeni Nesil Çocuk Şarkıları. Ankara;Müzik Eğitimi Yayınları.
Shiobara, M. (1994). Music and Movement: The Effects of Movement on Musical Comprehension. British Journal of Music Education, 11 (113-27). | | 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) | |
| | Workload Calculation | |
| Midterm Examination | 1 | 2 | 2 | | Final Examination | 1 | 4 | 4 | | Attending Lectures | 4 | 5 | 20 | | Self Study | 12 | 2 | 24 | | Individual Study for Mid term Examination | 10 | 2 | 20 | | Individual Study for Final Examination | 10 | 2 | 20 | | Reading | 12 | 2 | 24 | |
| Contribution of Learning Outcomes to Programme Outcomes | | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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