
| Course Code | : ZPM530 |
| Course Type | : Area Elective |
| Couse Group | : Second Cycle (Master's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 6 |
To equip the students with the fundamental skills and knowledge of understanding the meanings embedded in design, analyzing and utilizing the social and cultural messages in design. To help them use their knowledge to understand the environmental meaning produced as a cultural formation, the role of landscape meanings in environmental evaluation, to teach them how to search for environmental evaluation, man-environment interaction and using decision making process in environmental design.
Basic terminology in semiotics and semantic analysis methods will be covered. As a system of indicators; examples of implementation and analysis in structured environment and landscape architecture will be emphasized. Definition of semiology; Indicator theories; Indicators as the elements that undertake the task of communicating with the environment; Three different dimensions of the semiology: syntax, utility, meaning; Factors forming the function and communication of semiotics; Signification according to indicator theories; The space that communicates with the environment; Transformation of the object as a component of the indicator; New image production from concepts: urban displays and analysis; Landscape iconography: interpretation of landscape elements in the context of semiology.
| 1. | They will be able to summarize semiotics and sign systems and explain how people communicate with their environment by using sign systems that carry meaning. |
| 2. | Describe how can a landscape designer use semiology (semiotics) to encode and decode environmental meanings. |
| 3. | Choose a specific research topic and apply encoding and decoding processes of meaning. |
| 4. | Evaluate the results of socially constructed environments and the their produced meanings. |
| 5. | Summarize meaning systems, perceptions and experiences of different environments and be able to explain human and his environment as a communicating systems. |
| 1. | Barthes, R. 2005, Göstergebilimsel Serüven, çev. Mehmet Rifat-Sema Rifat, Dördüncü Baskı, YKY, İstanbul |
| 2. | Barthes, R. 2006, Göstergeler İmparatorluğu, YKY, İstanbul |
| 3. | Berger, J. 2016, Görme Biçimleri, Metis Yayıncılık |
| 4. | Büyükyapıcı, S. 2002, Grafik Sanatlarda Sembolist Göstergeler, D.E.Ü. |
| 5. | Erkman, F. 1987, Göstergebilime Giriş, Birinci Basım, Alan Yayıncılık, İstanbul |
| 6. | Fiske, J., 1996, İletişim Çalışmalarına Giriş, çev. S. İrvanlı, Bilim Sanat Yayınları/Ark, Ankara |
| 7. | Guiraud, P. 1994, Göstergebilim, çev. Prof. Dr. M. Yalçın, İkinci Baskı, İmge Kitabevi, Ankara |
| 8. | Kalın, A. 1997, Bitkilerin Anlamsal Boyutu: Farklı Fonksiyonlardaki Bina ve Mekanlarla Anılabilen Bitkiler Üzerine Bir Araştırma KTÜ Fen Bilimleri Enstitüsü, Trabzon |
| 9. | Merleau, M-P. 1996, Göz ve Tin: İstanbul Metis Yayınları |
| 10. | Parsa, S. ve Parsa, A. F. 2002, Göstergebilim Çözümlemeleri, İzmir: Sanat |
| 11. | Pavis, P. 2000, Gösterimlerin Çözümlemesi, İstanbul: Dost |
| 12. | Rifat, M. 2002, Gösterge Eleştirisi, İstanbul: Tavanarası |
| 13. | Rifat, M. 2008, Dilbilim ve Göstergebilim Kuramları, İstanbul: YKY |
| 14. | Vardar, B. 2001, Dilbilimin Temel İlke ve Kavramları, Multilingual Yabancı Dil Yayınları |
| 15. | Yücel T. 1982, Yapısalcılık, Can Yayınları |
| 16. | Yücel T. 1998, Söylemlerin İçinden, YKY, İstanbul |
| Type of Assessment | Count | Percent |
|---|---|---|
| Attending Lectures | 1 | %5 |
| Presentation | 1 | %5 |
| Assignment | 2 | %20 |
| Final Examination | 1 | %70 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 0 | 3 | 42 |
| Assignment | 2 | 7 | 3 | 20 |
| Presentation | 1 | 5 | 1 | 6 |
| Reading | 7 | 0 | 2 | 14 |
| Individual Work | 14 | 2 | 2 | 56 |
| Final Examination | 1 | 11 | 1 | 12 |
| TOTAL WORKLOAD (hours) | 150 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | |
OÇ-1 | 5 | 4 | |||||
OÇ-2 | 5 | 4 | 5 | ||||
OÇ-3 | 5 | ||||||
OÇ-4 | 4 | ||||||
OÇ-5 | 3 | 4 | |||||