|Course Name||Code||Semester||T+U Hours||Credit||ECTS|
|Teaching Art Skilles In Special Education||OEO 308||6||2 + 0||2||3|
|Precondition Courses||<p> None.</p>|
|Recommended Optional Courses||<p> None.</p>|
|Course Level||Bachelor's Degree|
|Course Coordinator||Arş.Gör. DAMLA ALTIN|
Research Assisstant Damla ALTIN
|Course Category||Available Basic Education in the Field|
The aim of this course is to develop the creativity of candidates for special education teacher candidates, the skill of cooperation, the skills related to visual arts and the methods and techniques related to the planning and execution of the interventions for art education for the special needs individuals. The students express themselves during the process of participating in these derste perception, thinking and physical actions. The work is done to help students to express their feelings about themselves and their surroundings, to express their thoughts and to understand the world they live in.
Basic concepts about artistic skills; children's drawing developmental stages during normal development process; drawing developmental stages and characteristics of children with special needs; teaching methods that can be used in teaching artistic skills (painting-work); the adaptation of the teaching methods that can be used in artistic skills (painting-work) to the students with special needs; teaching different artistic skills: painting with watercolors, cutting with scissors, printing, spraying, making origami and candle work, making mask, puppet making and bracelet; developing a measurement tool to assess and acquire artistic skills in the child; preparing teaching plans; prepairement and application of teaching practice examples.
|#||Course Learning Outcomes||Teaching Methods||Assessment Methods|
|1||Students explain draw development in children with normal development.||Lecture, Question-Answer,||Testing,|
|2||Students explain draw development in children with special needs.||Lecture, Question-Answer,||Testing,|
|3||Students explain how to use pen and scissors for children with special needs.||Lecture, Question-Answer, Drilland Practice,||Testing,|
|4||Students implement various visual arts activities.||Lecture, Question-Answer, Drilland Practice, Motivations to Show, Self Study,||Portfolio,|
|5||Students explains how to teach visual arts activities to children with special needs.||Lecture, Question-Answer, Drilland Practice,||Testing, Portfolio,|
|6||Students participate in various art events.||Self Study,||Performance Task,|
|7||Students visit exhibitions and museums.||Self Study,||Performance Task,|
|Week||Course Topics||Preliminary Preparation|
|1||Introduction of course content||Research on the related topic|
|2||Children development of drawing||Research on the related topic|
|3||Penholding, drawing, using scissors, cutting, tearing, crumpling, rolling and sticking exercises and teaching||Research on the related topic|
|4||Teaching painting||Research on the related topic|
|5||Teaching water colour activities||Research on the related topic|
|6||Teaching of making play dough and clay activities||Research on the related topic|
|7||Teaching of making decorative candle and soup||Research on the related topic|
|9||Teaching of making origami||Research on the related topic|
|10||Teaching of jewelry design||Research on the related topic|
|11||Teaching of felt and fabric activities||Research on the related topic|
|12||Teaching of mask and puppet activities||Research on the related topic|
|13||Teaching of marbling art||Research on the related topic|
|14||Teaching of waste material activities||Research on the related topic|
Alakuş, A., O. ve Mercin, L. (Ed.) (2011). Sanat Eğitimi ve Görsel Sanatlar Öğretimi (2. Baskı). Ankara: Pegem Akademi
Antepli, S. (2014). Erken Çocukluk Eğitiminde Tümel Sanatlar, Drama ve Oyun Etkinlikleri (2. Baskı). Ankara: Kök Yayıncılık
Buyurgan S. ve Buyurgan U. (2012). Sanat Eğitimi ve Öğretimi (3. Baskı). Ankara: Pegem Akademi.
Diğler, M. (2012). Okul Öncesinde Resim Eğitimi. Ankara: Pegem Akademi.
Dilci, T. (2014). Aile İçi Yaşamın Çocuk Resimlerindeki İzi (2. Baskı). İstanbul: İdeal Kültür Yayıncılık.
Eratay, E. (Ed.) (2014). Özel Eğitimde Sanatsal Etkinlikler. Ankara: Eğiten Kitap.
Malchiodi, C. A. (2013). Çocukların Resimlerini Anlamak (T. Yurtbay, Çev.) İstanbul: Nobel Tıp Kitapevi.
Salderay, B. (2014). Sanatla Kendimi Keşfediyorum: Hamur-Kil Çalışmalarının Eğitim ve Rehabilitasyon Boyutu. Ankara: Eğiten Kitap.
Toper Korkmaz, Ö. (2015). Özel Eğitimde Resim-İş Öğretimi. Ankara: Vize Yayıncılık.
Yavuzer, H. (2013). Resimleriyle Çocuk (17. Baskı). İstanbul: Remzi Kitapevi.
|Order||Program Outcomes||Level of Contribution|
|1||Learner has the high level knowledge and the skills supported by the books including the most recent information, practice materials and other scientific sources about special education, pedagogy, culture and basic sciences.||X|
|2||Learner feels ready to work with individual with developmental disabilities, and has effective communication skills.||X|
|3||They investigate and evaluate the consepts, ideas and datas about special education and pedagogic information scientifically; diognise, analyze and negotiate comlicated problems and subjects and develops suggestions based on scientific datas and proofs.||X|
|4||They inform to audiences about special education and teaching skills, explain thinks to them.||X|
|5||They have the skills about learning how to learn, self-confidence, critical thinking, creative thinking; can carry on the works of his area individually.||X|
|6||They take the responsibiliy of unexpected events in his job and try to find solutions.||X|
|7||They know the all features ( additional disability, health problems(epilepsi, what medicine to take, etc.)of their students and their needs; know the socio-cultural and economic of the immediate environment.||X|
|8||They can watch and understand the information about special education and pedagogy and have the second language knowledge to communicate with their collagues (“European Language Portfolio Global Scale”, Level B1).||X|
|9||Instructor compares and contrasts the previous evaluation of the learners’ development, shares the results with the parents and the managers, develops the new instruction plan according to that result.||X|
|Semester Studies||Contribution Rate|
|1. Kısa Sınav||25|
|1. Yıl İçinin Başarıya||40|
|ECTS - Workload Activity||Quantity||Time (Hours)||Total Workload (Hours)|
|Course Duration (Including the exam week: 16x Total course hours)||16||2||32|
|Hours for off-the-classroom study (Pre-study, practice)||16||1||16|
|Total Workload / 25 (Hours)||3.24|