ECTS - Introduction to Classical Guitar
Introduction to Classical Guitar (ART225) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Introduction to Classical Guitar | ART225 | Fall and Spring | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| Classical guitar needed |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Drill and Practice. |
| Course Lecturer(s) |
|
| Course Objectives | Knowledge on the field music and guitar. Learning to play guitar. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Fundamentals of music; notes, rhythm and fundamental music vocabulary; notes on the guitar, diagrams. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Introducing the course and explaining the contents | |
| 2 | The history of guitar | Supply of equipment (guitar, pick and music book), reading sources. |
| 3 | Basic concepts | Note studies on the stave. Tablature system and study of diagrams |
| 4 | Tuning the guitar and playing positions | Guitar exercises: grip, right-left hand exercises |
| 5 | Bona and notes on guitar. Notes on the first three strings (E-B-G strings). | Guitar exercises: Notes on the first three strings (E-B-G strings). |
| 6 | Bona and notes on guitar. Notes on the other three strings (D-A-E strings). | Guitar exercises: Notes on the other three strings (D-A-E strings). |
| 7 | Midterm | |
| 8 | Chords I - learning to read diagrams | Introduction to the modal system |
| 9 | Chords II - learning the first song | Modal system studies |
| 10 | Right hand ryhthm workout | Coordination on guitar |
| 11 | Working on songs I | Studies on playing popular songs 1 |
| 12 | Working on songs II | Studies on playing popular songs 2 |
| 13 | Working on songs III | Studies on playing popular songs 3 |
| 14 | Working on songs IV | Studies on playing popular songs 4 |
| 15 | Working on songs V | Studies on playing popular songs 5 |
| 16 | Final Assessment |
Sources
| Other Sources | 1. Chapman, R. (1999). Bütün Yönleriyle Gitarlar. İstanbul: Dost Kitabevi. |
|---|---|
| 2. Çokuslu, S. (2011). Temel Gitar Eğitimi. İstanbul: Portemem Yayınları. | |
| 3. İşbilen, B. (2012). Pop Gitar Metodu. Ankara: İşbilen Yayınları. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 15 | 10 |
| Laboratory | - | - |
| Application | 12 | 40 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 20 |
| Final Exam/Final Jury | 1 | 30 |
| Toplam | 29 | 100 |
| Percentage of Semester Work | 70 |
|---|---|
| Percentage of Final Work | 30 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Develop the capability of using theoretical and practical knowledge acquired during nutrition and dietetic education for individuals and public for health promotion, prevention of the diseases and treatment of the diseases when necessary. | X | ||||
| 2 | Can reach evidence-based knowledge in nutrition and dietetics by searching available journals and books published then using all computer programs assess this knowledge, interpret and share. | X | ||||
| 3 | Develop strategical plans and programs for solving nutrition-based health problems at individual and community level, by considering professional and ethical values. | X | ||||
| 4 | Can analyze food consumptions of individuals and create diet plans by taking into consideration of their age, gender, socio-cultural, economical, biochemical and personal characteristics then can give necessary education to them. | X | ||||
| 5 | Can identify all the nutrients and chemical substances that foods contain and help individuals how and what kind of foods to be chosen for their health and/or disease conditions. | X | ||||
| 6 | Can conduct their work independently with the help of the information gained, take individual responsibility to solve problems in practice, and collaborate with other members of the health team. | X | ||||
| 7 | Can explain all reduction or loss of nutrients may happen during food preparation and cooking both home or institutional settings. | X | ||||
| 8 | Can make all necessary dietary adjustments where special nutrition is required. | X | ||||
| 9 | Can compare and discuss nutrition policies and food legislation both in the country and world experiences levels. | X | ||||
| 10 | Can develop and organize training programs to provide adequate, balanced and healthy nutrition for individuals and groups, and can effectively use the communication and education methods and materials required for the sessions. | X | ||||
| 11 | Can evaluate individual and cultural differences by having knowledge and practices of the traditions and cultures of the countries. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | 12 | 2 | 24 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 10 | 2 | 20 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 4 | 4 |
| Prepration of Final Exams/Final Jury | 1 | 4 | 4 |
| Total Workload | 100 | ||