English
03010 DRAMA and ACTING -
LEVEL: Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

Classified Conjoined TYYÇ Level / TYYÇ Field of Education / IAU Programmme Comparison
PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge)
   1 comment on artistic and cultural topics.
   2 identify the historical processes of performing arts.
   3 define theatre theories.
   4 classify theoretical and universal knowledge in the field of drama and acting.
   5 perceive, analyze, and comment on his/her reality through artistic and cultural knowledge.
   6 define what is perceived through artistic and cultural knowledge.
SKILLS
(Described in terms of cognitive and practical skills)
   1 restructure his or her being in physical and emotional level.
   2 observe the outside world for good practice.
   3 discover his or her inner self for acting skills.
   4 express his or her emotions and ideas through his or her body, voice, gestures and mimics.
   5 develop his or her emotions and ideas through the techniques of drama.
   6 create dramatic works through his analysis of inner self and outside world.
   7 dramatize dramatic facts and characters.
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility
   1 become aware of his responsibilities through his personal abilities.
   2 define his or her individual responsibility within group work.
   3 organize his or her creative process.
Learning to Learn
   1 refer to cultural and artistic values.
   2 connect his existence with society.
   3 investigate dramatic works through intellectual knowledge.
   4 carry the dramatic context and elements to audience.
Communication & Social
   1 communicate clearly and effectively.
   2 actively participate group work.
   3 examine society through his or her intellectual and intuitive knowledge.
Occupational and/or Vocational
   1 define literature of theatre.
   2 apply staging needs and techniques.
   3 use his or her instrument most effectively in staging dramatic texts (theatre, television, film, radio, etc.),
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.