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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 | | 200800303101 | MUSIC SCIENCES I | Compulsory | 2 | 3 | 2 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | The aim of the Music Sciences I course is to enable students to acquire knowledge about the history, theories and methods of the Music Sciences discipline and to provide them with Musicological perspectives and approaches that they can use in their later theoretical and applied studies. | | Name of Lecturer(s) | | Dr. Öğr. Üyesi Tolga ERGÜL | | Learning Outcomes | | 1 | It outlines the historical process of Musical Sciences. | | 2 | Explains why and how music can be examined in its cultural context. | | 3 | He-She shows the study subjects and approaches of Music Sciences by giving examples. | | 4 | Explains the theoretical and methodological connections of Music Sciences with other disciplines (anthropology, sociology, communication science, etc.). | | 5 | Discusses the approach problem of Music Sciences. | | 6 | Defines the basic methods and techniques used in Music Sciences. | | 7 | Defines the basic conceptual problems within the scope of Music Sciences. | | 8 | Conducts research and reports on a subject related to the history and theory of Musical Sciences. |
| | Mode of Delivery | | Daytime Class | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | | Course Contents | | 1 To be able to outline the historical process of Music Sciences,
2 To be able to explain why and how music can be examined in its cultural context,
3 To be able to demonstrate the study subjects and approaches of Music Sciences by giving examples,
4 Theoretical and methodological differences between Music Sciences and other disciplines (anthropology, sociology, communication science, etc.)
5 To be able to discuss the approach problem of Music Sciences,
6 To be able to define the basic methods and techniques used in Music Sciences,
7 To be able to define the basic conceptual problems within the scope of Music Sciences,
8 Ability to conduct research and report on a subject related to the history and theory of Music Sciences. | | Weekly Detailed Course Contents | |
| 1 | Explaining the relationship between the emergence of Musical Sciences, the Nationalism movement, Folklore/Folklore and Historical Musicology. | | | | 2 | Evolutionary and Diffusionist Approaches in Musical Sciences In the light of the studies before Ethnomusicology was defined as a discipline (1885-1950), understanding of the 'Evolutionary and 'Diffusionist approaches' dominant in the examination of non-Western music systems and the problem of 'comparison' as the dominant method of the period. | | | | 3 | The Establishment of IFMC and Ethno-Musicology as a New Definition Ethnological studies carried out in the process that started with the establishment of IFMC (International Folk Music Council) and the period that started with Jaap Kunst putting forward the name Ethno-musicology by putting a hyphen in between will be discussed. | | | | 4 | The Establishment of SEM (Society for Ethnomusicology) and the Removal of the Hyphen The process that started with the SEM (Society for Ethnomusicology), which was established in the United States in 1955, and dropped the hyphen (Ethno-musicology) 2 years later, will be discussed and Alan P. Merriam's Ethnomusicology. The definition of 'from an anthropological perspective' will be discussed. | | | | 5 | Scope of Ethnomusicology: Definitions, Focuses and Basic Approaches What is the ethnomusicological perspective or approach? The study areas and topics within the scope of Ethnomusicology will be discussed, based on the questions of what, why and how ethnomusicology studies. | | | | 6 | Methods and Techniques in Ethnomusicology Strategic methods and techniques used for data collection and analysis in ethnomusicology will be defined. | | | | 7 | Examining Music in its Cultural Context, the Importance of Ethnography and Field Study The importance given to 'Field Study' as a strategic method in Ethnomusicology and its difference from other disciplines that use the same method (Folklore, Sociology, Anthropology) will be discussed, and the dominant role of ethnography in the discipline will be discussed. | | | | 8 | Representation Policies in Ethnomusicological Research The role of the ethnomusicologist in research will be discussed in the light of method and approach problems such as writing of culture, objectivity, emic-ethical approach, insiders-outsiders, self-other. | | | | 9 | Midterm | | | | 10 | Transliteration and Stylistic Analysis in Ethnomusicology The transcription techniques used for the writing and analysis of music from the beginning of ethnomusicology to the present will be discussed by giving examples from the studies. | | | | 11 | Postmodernism, Popular Music and the Future of Ethnomusicology The interdisciplinary feature of the discipline has changed in the light of new trends that have gained momentum since the 1990s; Expanding the research problems and scope to include Western art music and urban popular music will be discussed. | | | | 12 | Those Who Shaped Ethnomusicology The main scientists and their works who have undertaken important studies at theoretical and practical levels in the period from the emergence of Comparative Musicology to the present will be discussed. | | | | 13 | Presentation and Discussions: Those Shaping Ethnomusicology | | | | 14 | Final Exam | | |
| | Recommended or Required Reading | | Baily, John. (2001). "Etnomüzikolojide Bir Araştırma Tekniği Olarak İcranın Öğrenilmesi", (çev: İbrahim Y. Yükselsin), Learning to Perform as a Research Technique in Ethnomusicology , British Journal of Ethnomusicology, Vol. 10, No. 2. (2001), pp. 85-98 den çeviri (basılmamış).
Barz, Gregory and Timothy Cooley, eds. (1997). Shadows in the Field: New Perspectives for Fieldwork in Ethnomusicology. New York: Oxford University Press.
Blum, Stephen. (1992). "Musical Style Analysis". Ethnomusicology: an Introduction, ed. Helen Myers. New York: Norton and London: Macmillan, (Norton/Grove Handbooks in Music), pp. 165-218.
Erol, Ayhan. (2002, 2. Baskı 2005). Popüler Müziği Anlamak: Kültürel Kimlik Bağlamında Popüler Müzikte Anlam, İstanbul: Bağlam Yayınları.
Erol, Ayhan. (2009). Müzik Üzerine Düşünmek, İstanbul: Bağlam Yayınları.
Kaplan, Ayten. (2005). Kültürel Müzikoloji, İstanbul: Bağlam Yayınları.
Kisliuk, Michelle - "Alan Çalışması Yap(ma)mak_Paylaşılan Şarkılar, Paylaşılan Hayatlar", (çev: İbrahim Y. Yükselsin), "(Un)doing Fieldwork: Sharing Songs, Sharing Lives", Shadows in the Field (ed.: Gregory F. Barz, Timothy J. Cooley). New York : Oxford University Pres. s. 183-205'den çeviri (basılmamış).
Özer, Yetkin. (2002). Müzik Etnografisi: Alan Çalışmasında Yöntem ve Teknik. İzmir: Dokuz Eylül Yayınları.
Yükselsin, İbrahim Y. (2011). Etnomüzikoloji Açısından Ahmed Adnan Saygun , Bilig: Türk Dünyası Sosyal Bilimler Dergisi, Sayı: 57, s:247-277. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 50 | | Brain Storming | 1 | 10 | | Criticising Paper | 1 | 10 | | Self Study | 1 | 10 | | Individual Study for Mid term Examination | 1 | 10 | | Reading | 1 | 10 | | SUM | 100 | |
| Final Examination | 1 | 60 | | Individual Study for Final Examination | 1 | 40 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | |
| | Workload Calculation | |
| Midterm Examination | 1 | 1 | 1 | | Final Examination | 1 | 1 | 1 | | Discussion | 4 | 2 | 8 | | Question-Answer | 4 | 2 | 8 | | Brain Storming | 10 | 1 | 10 | | Self Study | 14 | 1 | 14 | | Individual Study for Mid term Examination | 9 | 1 | 9 | | Individual Study for Final Examination | 14 | 1 | 14 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 | 4 | 2 | 1 | 1 | 1 | 1 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 | 4 | 2 | 1 | 1 | 1 | 1 | | LO3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 | 4 | 2 | 1 | 1 | 1 | 1 | | LO4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 | 4 | 2 | 1 | 1 | 1 | 1 | | LO5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 | 4 | 2 | 1 | 1 | 1 | 1 | | LO6 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 | 4 | 2 | 1 | 1 | 1 | 1 | | LO7 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 | 4 | 2 | 1 | 1 | 1 | 1 | | LO8 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 | 4 | 2 | 1 | 1 | 1 | 1 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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Iğdır University, Iğdır / TURKEY • Tel (pbx): +90 476
226 13 14 • e-mail: info@igdir.edu.tr
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