Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MUSIC and VOCAL TRAINING for LANGU. and SPEECH THER. | DKT1213356 | Spring Semester | 1+2 | 2 | 2 |
| Course Program | Perşembe 07:00-07:45 Perşembe 08:00-08:45 Perşembe 10:00-10:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Assist.Prof. Eylül BİRKENT |
| Assistant(s) | |
| Aim | The objective of the course is to teach how to use sound and breath. Introducing respiratory organs, organs related with sound and resonance facilities in the body from an anatomical perspective, this course instructs students on how to use these organs in the most effective manner. Relaxation, capacity increase and awareness are the major objectives of this course. |
| Course Content | This course contains; What is sound? How is it created? What are sound types?,Which stages constitute sound training? What are the factors affecting sound health?,What is diaphragm breath? What are diaphragm exercises?,Diaphragm breath exercises (applied),What are the exercises that increase the expiration process and support? Why are they performed?,What is phonation? What are the exercises that increase the phonation process?,What is semitone? What is register in piano?,What is register in piano,Diaphragmatic breath exercises - I,Diaphragmatic breath exercises - II,Applied sound exercises in the piano - Application and Grouping,Applied sound exercises in the piano,Applied sound exercises in the piano - Intonation Exercises,Applied sound exercises in the piano - Intonation Exercises. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the mechanism of sound production and breathing. | 14, 9 | E, H |
| Applies diaphragmatic breathing exercises. | 14, 9 | E, H |
| Performs exercises that increase breathing capacity. | 14, 9 | E, H |
| Follows up increase in values of expiration, phonation, semitone. | 14, 16, 9 | E, G |
| Describe musical terms, nuance and intonation in music. | 16, 9 | E |
| Explains the steps of voice training. | 16, 9 | E |
| Explains the concept of nuance in music. | 16, 9 | E |
| Performs intonation studies. | 16, 9 | E |
| Teaching Methods: | 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework, G: Quiz, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is sound? How is it created? What are sound types? | none |
| 2 | Which stages constitute sound training? What are the factors affecting sound health? | The previous lesson's notes should be reviewed |
| 3 | What is diaphragm breath? What are diaphragm exercises? | The previous lesson's notes should be reviewed |
| 4 | Diaphragm breath exercises (applied) | The previous lesson's notes should be reviewed |
| 5 | What are the exercises that increase the expiration process and support? Why are they performed? | The previous lesson's notes should be reviewed |
| 6 | What is phonation? What are the exercises that increase the phonation process? | The previous lesson's notes should be reviewed |
| 7 | What is semitone? What is register in piano? | The previous lesson's notes should be reviewed |
| 8 | What is register in piano | The previous lesson's notes should be reviewed |
| 9 | Diaphragmatic breath exercises - I | The previous lesson's notes should be reviewed |
| 10 | Diaphragmatic breath exercises - II | The previous lesson's notes should be reviewed |
| 11 | Applied sound exercises in the piano - Application and Grouping | The previous lesson's notes should be reviewed |
| 12 | Applied sound exercises in the piano | The previous lesson's notes should be reviewed |
| 13 | Applied sound exercises in the piano - Intonation Exercises | The previous lesson's notes should be reviewed |
| 14 | Applied sound exercises in the piano - Intonation Exercises | The previous lesson's notes should be reviewed |
| Resources |
| Zoller, M. (1991). Use of music activities in speech-language therapy. Language, Speech, and Hearing Services in Schools, 22. Rychener-Hobson, M. (2006). The Collaboration of Music Therapy and Speech-Language Pathology in the Treatment of Neurogenic Communication Disorders: Part II -- Collaborative Strategies and Scope of Practice. Music Therapy Perspectives, 24(2), 66-72. |
| Peters, J. S. (2000). Music therapy for individuals who have communication disorders or impairments. In Music therapy: An introduction (2nd ed., pp.170-188). Springfield, IL: Charles C. Thomas Publisher. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | ||||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 14 | 1 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 72 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(72/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MUSIC and VOCAL TRAINING for LANGU. and SPEECH THER. | DKT1213356 | Spring Semester | 1+2 | 2 | 2 |
| Course Program | Perşembe 07:00-07:45 Perşembe 08:00-08:45 Perşembe 10:00-10:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Assist.Prof. Eylül BİRKENT |
| Assistant(s) | |
| Aim | The objective of the course is to teach how to use sound and breath. Introducing respiratory organs, organs related with sound and resonance facilities in the body from an anatomical perspective, this course instructs students on how to use these organs in the most effective manner. Relaxation, capacity increase and awareness are the major objectives of this course. |
| Course Content | This course contains; What is sound? How is it created? What are sound types?,Which stages constitute sound training? What are the factors affecting sound health?,What is diaphragm breath? What are diaphragm exercises?,Diaphragm breath exercises (applied),What are the exercises that increase the expiration process and support? Why are they performed?,What is phonation? What are the exercises that increase the phonation process?,What is semitone? What is register in piano?,What is register in piano,Diaphragmatic breath exercises - I,Diaphragmatic breath exercises - II,Applied sound exercises in the piano - Application and Grouping,Applied sound exercises in the piano,Applied sound exercises in the piano - Intonation Exercises,Applied sound exercises in the piano - Intonation Exercises. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the mechanism of sound production and breathing. | 14, 9 | E, H |
| Applies diaphragmatic breathing exercises. | 14, 9 | E, H |
| Performs exercises that increase breathing capacity. | 14, 9 | E, H |
| Follows up increase in values of expiration, phonation, semitone. | 14, 16, 9 | E, G |
| Describe musical terms, nuance and intonation in music. | 16, 9 | E |
| Explains the steps of voice training. | 16, 9 | E |
| Explains the concept of nuance in music. | 16, 9 | E |
| Performs intonation studies. | 16, 9 | E |
| Teaching Methods: | 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework, G: Quiz, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is sound? How is it created? What are sound types? | none |
| 2 | Which stages constitute sound training? What are the factors affecting sound health? | The previous lesson's notes should be reviewed |
| 3 | What is diaphragm breath? What are diaphragm exercises? | The previous lesson's notes should be reviewed |
| 4 | Diaphragm breath exercises (applied) | The previous lesson's notes should be reviewed |
| 5 | What are the exercises that increase the expiration process and support? Why are they performed? | The previous lesson's notes should be reviewed |
| 6 | What is phonation? What are the exercises that increase the phonation process? | The previous lesson's notes should be reviewed |
| 7 | What is semitone? What is register in piano? | The previous lesson's notes should be reviewed |
| 8 | What is register in piano | The previous lesson's notes should be reviewed |
| 9 | Diaphragmatic breath exercises - I | The previous lesson's notes should be reviewed |
| 10 | Diaphragmatic breath exercises - II | The previous lesson's notes should be reviewed |
| 11 | Applied sound exercises in the piano - Application and Grouping | The previous lesson's notes should be reviewed |
| 12 | Applied sound exercises in the piano | The previous lesson's notes should be reviewed |
| 13 | Applied sound exercises in the piano - Intonation Exercises | The previous lesson's notes should be reviewed |
| 14 | Applied sound exercises in the piano - Intonation Exercises | The previous lesson's notes should be reviewed |
| Resources |
| Zoller, M. (1991). Use of music activities in speech-language therapy. Language, Speech, and Hearing Services in Schools, 22. Rychener-Hobson, M. (2006). The Collaboration of Music Therapy and Speech-Language Pathology in the Treatment of Neurogenic Communication Disorders: Part II -- Collaborative Strategies and Scope of Practice. Music Therapy Perspectives, 24(2), 66-72. |
| Peters, J. S. (2000). Music therapy for individuals who have communication disorders or impairments. In Music therapy: An introduction (2nd ed., pp.170-188). Springfield, IL: Charles C. Thomas Publisher. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | ||||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |