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The purpose of this course is to introduce the students to the distinct features of the narrative form. Students will receive a basic critical vocabulary to aid in the appropriate interpretation of narrative texts and learn how storytelling serves as an essential technique for advancing digital games. To identify themes and techniques for their game concepts, students will be challenged to assess and understand various story approaches while considering several historical and modern games. In this course, students will understand how established narrative techniques, like the three-act structure, work in games and how to incorporate them into gaming strategy. In the end, students will discover how to specify character, environment, and structure to produce an engaging game concept.
- Teacher: Goral Erinç Fundalar
This course of study in art and culture begins with the Stone Age (30,000 BCE to 2500 BCE) and continues from the early civilizations such as Mesopotamia (3500 BCE to 539 BCE) and Ancient Egypt (3100 BCE to 30 BCE) to Greek and Hellenistic art (850 BCE to 31 BCE). It then proceeds to the Persian Empire (550 BCE to 330 BCE) and ancient Iranian art. After that, it covers Roman art (500 BCE to 476 CE), art from India, China, and Japan (653 BCE to 1900 CE), Byzantine and Islamic art (476 CE to 1453 CE), and the Middle Ages (500 to 1400 CE). Following these, it explores the Early and High Renaissance periods (1400 to 1550 CE), Venetian and Northern Renaissance (1430 to 1550 CE), and Mannerism (1527 to 1580 CE). Moreover, it delves into the Baroque period (1600 to 1750 CE), Neoclassical art (1750 to 1850 CE), Romanticism (1780 to 1850 CE), Realism (1848 to 1900 CE), Impressionism (1865 to 1885 CE), Post-Impressionism (1885 to 1910 CE), Fauvism and Expressionism (1900 to 1935 CE). It further covers Cubism, Futurism, Suprematism, Constructivism, and De Stijl (1905 to 1920 CE), Dada and Surrealism (1917 to 1950 CE), Abstract Expressionism (1940s to 1950s CE) and Pop Art (1960s CE), and finally Postmodernism and Deconstructivism (1970 CE to present). These periods in art history represent significant milestones in human artistic and cultural development, shaping the trajectory of art and culture through the ages.
- Teacher: Vahid Shakeryengejeh
In this course, students will learn about the mechanism of storytelling and study its elements in different video game genres. Students will also learn and explore various storytelling methods such as traditional narrative storytelling (the 3 act story structure) and fundamentals of narrative scriptwriting, including the establishment of dramatic structure, how to create characters, and how to write dialogues and they will implement these in their original game ideas. The course aims to help the students build up awareness about the specifics of storytelling and gain a sense of what makes a story good. The students will be expected to apply their knowledge of scriptwriting into their original digital game stories and scripts.
- Teacher: Goral Erinç Fundalar
Bu dersin amacı, öğrencilere turizm ve gastronomi alanında çalışacakları işletmelerde etik ve ahlak kavramlarının aktarılmasıdır. Bu etik ve ahlaki kavramların içerisinde toplumsal kurallar, toplumsal normlar, değerler, çevre ve doğaya karşı sorumluluk, etik ilkeler, meslek etiği anlatılır. İş ahlakı anlayışı dolayısıyla örgütsel ortamda kritik bölüm haline gelmiştir. Bu noktada öğrencilerin iş süreçlerinde karar verme, etik konuları tanımlama, analiz etme ve sorunlara etik açıdan çözüm üretme noktasında bilgi aktarılmaktadır. Ayrıca bireysel karar verme iş ahlakı ve sosyal sorumluluk, bir firmanın iş stratejisinin önemli parçalarıdır. Bu kavramları tanıtıldıktan sonra, gerçek yaşam olayları ve konuları etik yönüyle düşünmeye teşvik ederken öğrencilerin sürdürülebilir çevre, üretim, rekabet değerlerini irdelemeleri ve analiz etmeleri beklenir.
The aim of this course is to introduce students to the concepts of ethics and morality in the businesses they will work in the field of tourism and gastronomy. Within these ethical and moral concepts, social rules, social norms, values, responsibility towards the environment, ethical principles, professional ethics are explained. At this point, students are informed about making decisions in business processes, defining and analyzing ethical issues and producing ethical solutions to problems. Also, individual decision making, business ethics and social responsibility are important parts of a firm's business strategy. In conclusion, students are expected to examine and analyze the values of sustainable environment, production and competition while encouraging them to think ethically about real life events and issues.
- Teacher: Kardelen Untac