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Week - 1 |
Theory
The theoretical part of the course introduces its objectives, scope, and learning outcomes, providing students with a general overview of the television program production process. It examines the historical development of television program production in Turkey and worldwide, while also presenting current examples to illustrate contemporary practices and trends in the field.
Practice
The practical component focuses on the analysis of existing television program types, including news, talk shows, public service announcements, reality shows, and short films. Students engage in group discussions on the production process of a selected current program, enabling them to apply theoretical knowledge to real-world cases and to develop collaborative and analytical skills. |
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Week - 2 |
Theory
The theoretical component of the course focuses on the design process of television programs, providing students with a conceptual framework for understanding how programs are structured and developed. It includes the theoretical explanation of program types and formats, enabling learners to grasp the distinctions and characteristics of different genres within television production.
Practice
The practical component engages students in the examination of sample program designs, encouraging them to critically analyze and evaluate the production choices made. Through these exercises, students develop the ability to connect theoretical knowledge with applied practice, while also strengthening their skills in critical assessment and collaborative discussion. |
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Week - 3 |
Theory
The theoretical component of the course focuses on developing program ideas and introduces methods for identifying and defining the theme, main idea, and subject. This section provides students with the conceptual tools necessary to understand how program concepts are generated and structured within the broader framework of television production.
Practice
In the practical component, student groups create original program ideas and present them in class. This activity allows learners to apply theoretical knowledge to creative production, while also enhancing their skills in collaboration, presentation, and critical reflection. |
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Week - 4 |
Theory
The theoretical component of the course focuses on preparing program proposal reports, including methods of conducting subject research and determining appropriate formats. It also emphasizes the selection of programs that align with the intended message or function, providing students with a structured framework for developing program concepts.
Practice
In the practical component, students prepare their own program proposal reports. This activity enables them to apply theoretical knowledge to real-world scenarios, while also strengthening their skills in research, creative design, and critical evaluation. |
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Week - 5 |
Theory
The theoretical component of the course addresses the identification of production characteristics, focusing on standard budget items and cost calculation methods. This section provides students with the necessary conceptual framework to understand how production planning and financial management are integrated into the television program production process.
Practice
In the practical component, students prepare a draft production folder. This exercise allows them to apply theoretical knowledge to a structured production plan, reinforcing their skills in budgeting, organization, and documentation within the context of television program production. |
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Week - 6 |
Theory
The theoretical component of the course focuses on the formation of a production team, emphasizing the distribution of roles and the planning of workflow. This section provides students with a conceptual understanding of how responsibilities are allocated and coordinated within the television production process.
Practice
In the practical component, student groups establish their own production teams and carry out role assignments. Through this activity, learners gain hands-on experience in teamwork, organization, and collaborative planning, applying theoretical knowledge to real-world production dynamics. |
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Week - 7 |
Theory
The theoretical component of the course focuses on the selection of shooting locations, addressing the procedures for obtaining filming permits and the planning required for production. This section provides students with a conceptual framework for understanding how location choices and logistical considerations influence the overall television production process.
Practice
In the practical component, students carry out a location selection exercise. This activity enables them to apply theoretical knowledge to real-world production planning, while also developing skills in research, organization, and decision-making related to shooting environments. |
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Week - 8 |
Theory
The theoretical component of the course focuses on pre-production preparations, including the writing of storyboards and shooting scripts. It also examines how methods such as interviews and conversations can be integrated into the program flow, providing students with a comprehensive understanding of the planning phase in television production.
Practice
In the practical component, students prepare a storyboard and a short shooting script. This exercise enables them to apply theoretical knowledge to creative production planning, while also developing skills in visualization, narrative structuring, and practical documentation. |
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Week - 9 |
Theory
The theoretical component of the course focuses on program flow, emphasizing visual editing and the structuring of textual content. It also covers the preparation of texts in accordance with the chosen format, providing students with the conceptual tools to design coherent and effective program structures.
Practice
In the practical component, students design a program flow and revise texts with the support of artificial intelligence. Through this process, they identify missing elements and refine the content, applying theoretical knowledge to practical production tasks while enhancing their skills in editing and critical evaluation. |
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Week - 10 |
Theory
In these weeks, students are introduced to the technical dimensions of the television program production process. Shooting techniques, types, scales, chromakey applications, and fundamental shooting rules are examined in detail. In addition, the role of artificial intelligence in television production is addressed. The course explains how AI-supported tools can be used in script development, storyboard creation, shooting planning, and content control. Examples are also provided to illustrate how artificial intelligence contributes to visual editing, scene analysis, and the editing process.
Practice
Students carry out program shootings within the school and its surroundings using mobile phones or available studio facilities. Texts prepared prior to shooting are revised with the support of artificial intelligence, and missing elements are identified. Storyboards and shooting scripts are checked with AI tools to calculate scene durations and conduct visual consistency analysis. After shooting, scenes are examined using AI-based content editing tools, with automatic scene classification, color, and lighting suggestions being evaluated. In this way, students gain experience with both traditional shooting techniques and contemporary AI-supported applications, learning the television program production process in a holistic manner. |
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Week - 11 |
Theory
In these weeks, students are introduced to the technical aspects of the television program shooting process. Shooting techniques, types, scales, chromakey applications, and fundamental shooting rules are examined in detail. In addition, the role of artificial intelligence in television production is discussed. The course explains how AI-supported tools can be used in script development, storyboard creation, shooting planning, and content control. Examples are also provided to illustrate how artificial intelligence contributes to visual editing, scene analysis, and the editing process.
Practice
Students conduct program shootings within the school and its surroundings using mobile phones or available studio facilities. Texts prepared prior to shooting are revised with the support of artificial intelligence, and missing elements are identified. Storyboards and shooting scripts are checked with AI tools to calculate scene durations and perform visual consistency analysis. After shooting, scenes are examined using AI-based content editing tools, with automatic scene classification, color, and lighting suggestions being evaluated. In this way, students gain experience with both traditional shooting techniques and contemporary AI-supported applications, learning the television program production process in a holistic manner. |
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Week - 12 |
Theory
The theoretical component of the course focuses on the editing process, including music selection and visual arrangement. Students are introduced to the principles of editing as a creative and technical stage in television production, learning how sound and image are combined to create coherent program flow and narrative impact.
Practice
In the practical component, students organize the recorded footage for editing. This exercise allows them to apply theoretical knowledge to real production material, developing skills in structuring sequences, integrating music, and refining visual presentation. |
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Week - 13 |
Theory
The theoretical component of the course focuses on the editing process, including music selection and visual arrangement. Students are introduced to the principles of editing as both a creative and technical stage in television production, learning how sound and visuals are combined to establish program flow and enhance narrative impact.
Practice
In the practical component, students organize the recorded footage for editing. This exercise enables them to apply theoretical knowledge to real production material, developing skills in structuring sequences, integrating music, and refining visual presentation. |
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Week - 14 |
Theory
In these weeks, the final stages of the television program production process are explained, including editing, presentation, and evaluation. The criteria to be used in the assessment of group projects—such as creativity, technical competence, content organization, and ethical sensitivity—are introduced. In addition, the contribution of peer evaluation to the learning process is discussed, highlighting its role in fostering critical reflection and collaborative improvement.
Practice
In the practical component, students present their group television projects in class. The projects are viewed and discussed in terms of content, technical quality, and editing. Peer evaluation is conducted, with each group providing constructive feedback to others. Students also present their own projects and actively participate in class discussions, thereby integrating theoretical knowledge with collaborative practice and reflective assessment. |
Eskisehir Technical University Info Package