FACULTY OF BUSINESS
Department of Economics
GEHU 301 | Course Introduction and Application Information
Course Name |
Storytelling in Brand Communication
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
GEHU 301
|
Fall/Spring
|
3
|
0
|
3
|
5
|
Prerequisites |
None
|
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Course Language | ||||||
Course Type |
Second Foreign Language
|
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Course Level |
-
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Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | - | |||||
Course Coordinator | - | |||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | The aim of this course is to provide advertising and PR students to learn the importance, benefits and current applications of classic and modern storytelling in brand communication and brand management, and providing them to apply these methods in creative works. |
Learning Outcomes |
The students who succeeded in this course;
|
Course Description | In this course, students are introduced to creative writing techniques, story types and techniques, the importance of story types and techniques in brand communication, brand management, advertising and PR and current uses of branches of stroytelling techniques and apllications. |
|
Core Courses | |
Major Area Courses | ||
Supportive Courses | ||
Media and Management Skills Courses | ||
Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
Week | Subjects | Related Preparation |
1 | Gather by the fire: Roots & relations of storytelling & branding - From prehistorical tribes to an astranaut named L. Armstrong | Part I – Branding Through Storytelling “Storytelling – Branding in Practice” – Klaus Fog, Christian Budzt, Barış Yakaboylu |
2 | Dungeons, Dragons & Knights: The message, the character, the conflict, the plot: AKA How to steal the heart of your audience like a prince in shining armor | Part II - Four Elements of Storytelling “Storytelling – Branding in Practice” – Klaus Fog, Christian Budzt, Barış Yakaboylu |
3 | Hero’s Journey: The Quest of Success Plotting a differentiating story AKA When you gaze into the abyss, lots of brands look back at you | A Practical Guide to Campbell’s “Hero’s Journey” http://www.thewritersjourney.com/hero's_journey.htm |
4 | The Heming-way: Coding the message for the eye & the ear AKA Being brutally honest in writing | “The World’s Language of Persuation” bölümü, “The Invisible Grail” – John Simmons “For Whom the Bells Toll” – E. Hemingway |
5 | The Bonnie Situation: Formulating “character” of a brand AKA Stray bullets kill people, bad mottos kill brands | “The World’s Language of Persuation” sequence “The Invisible Grail” – John Simmons “The Bonnie Situation” sequence, “Pulp Fiction” – Quentin Tarantino |
6 | Engineered Creativity Wordsmithing & storycrafting with a style AKA Being a professional manipulator & being nice about it | “10 Steps to Start Your Concent Marketing” Robert Rose |
7 | The Comic Toolbox Do leaders write or read AKA Getting that punchline right in the face | “The Rule of Nine” ve “The Comedy Throughline” bölümleri, “The Comic Toolbox: How to Be Funny Even When You Are Not” John Warhaus |
8 | Myths & Business Creating a hype for marketing purposes AKA Story-selling: Transmedia storytelling | “Transmedia Storytelling 101 Handout” – Henry Jenkins Star Wars and Disneyland case studies |
9 | What If? (1) Test your writing skills in this workshop | |
10 | A Digitally Aged Cheese That Smells Preparing yourself to write online AKA Using digital media with or without proper technique & suffering the consequences | İnci Sözlük & Ekşi Sözlük case studies |
11 | What If? (2) Test your digital writing skills in this workshop | |
12 | My Name is Mahir. Ins & outs of corporate communication & writing for business AKA You style is the brand. Sell it first. | Part 1, “Moby Dick” – Herman Melville Internet Mahir case study and Herman Melville. |
13 | Poet Cemetery: Post mortem evalution & strategy building for future AKA A graveyard exercise for branding professionals | Ginger case study |
14 | Everyone plays! Doing target & market analysis for online audience & building a game concept / conflict that sells big time AKA What does 21st century brain think? Digitally Remastered I Present your digital writing skills in class & let us roast you down | part 1, “The Design of Episodic Games Blog” – Pascal Luban Defiance & Pokemon Go case studies |
15 | Review of the Semester | |
16 | Final Exam |
Course Notes/Textbooks | “You Are Getting Old” Y&R Research for Europe Demographics “10 Steps to Start Your Concent Marketing” Robert Rose |
Suggested Readings/Materials | “Story” Robert McKee “The Comic Toolbox” John Warhaus “On Writing” Stephen King “Storytelling – Branding in Practice” Klaus Fog, Christian Budzt, Barış Yakaboylu |
EVALUATION SYSTEM
Semester Activities | Number | Weigthing |
Participation |
1
|
20
|
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments |
1
|
10
|
Presentation / Jury |
2
|
10
|
Project |
4
|
60
|
Seminar / Workshop | ||
Oral Exams | ||
Midterm | ||
Final Exam | ||
Total |
Weighting of Semester Activities on the Final Grade | ||
Weighting of End-of-Semester Activities on the Final Grade | ||
Total |
ECTS / WORKLOAD TABLE
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
Study Hours Out of Class |
10
|
2
|
20
|
Field Work |
0
|
||
Quizzes / Studio Critiques |
0
|
||
Portfolio |
0
|
||
Homework / Assignments |
15
|
0
|
|
Presentation / Jury |
2
|
10
|
20
|
Project |
1
|
14
|
14
|
Seminar / Workshop |
0
|
||
Oral Exam |
0
|
||
Midterms |
0
|
||
Final Exam |
0
|
||
Total |
102
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
1
|
2
|
3
|
4
|
5
|
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1 | To be able to acquire a sound knowledge of fundamental concepts, theories, principles and methods of investigation specific to the economic field. |
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2 | To be able to apply adequate mathematical, econometric, statistical and data analysis models to process economic data and to implement scientific research for development of economic policies. |
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3 | To be able to participate in academic, professional, regional, and global networks and to utilize these networks efficiently. |
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4 | To be able to have adequate social responsibility with regards to the needs of the society and to organize the activities to influence social dynamics in line with social goals. |
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5 | To be able to integrate the knowledge and training acquired during the university education with personal education and produce a synthesis of knowledge one requires. |
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6 | To be able to evaluate his/her advance level educational needs and do necessary planning to fulfill those needs through the acquired capability to think analytically and critically. |
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7 | To be able to acquire necessary skills to integrate social dynamics into economic process both as an input and an output. |
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8 | To be able to link accumulated knowledge acquired during the university education with historical and cultural qualities of the society and be able to convey it to different strata of society. |
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9 | To be able to take the responsibility as an individual and as a team member. |
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10 | To be able to attain social, scientific and ethical values at the data collection, interpretation and dissemination stages of economic analysis. |
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11 | To be able to collect data in economics and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) |
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12 | To be able to speak a second foreign at a medium level of fluency efficiently. |
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13 | To be able to relate the knowledge accumulated throughout human history to their field of economics. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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