Course Language:
English
Course Objectives:
The aim of this course is to understand the changes and continuities that happened in the food culture and gastronomy since medieval era until present day.
Course Content:
Evolution of French and Turkish culinary cultures since Medieval times to present day; the essential modifications that food production & consumption patterns have undergone since the Industrial revolution to today
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| Have a general knowledge about the historical evolution of French cuisine from medieval age to the 21st century. | 1,3,6,7,8,12 | 1,2,3 | A,B,C |
| Comments about the diffusion of new food items into the different cuisines of the world through history. | 1,3,6,7,8,12 | 1,2,3 | A,B,C |
| Recognizes the historical past of Turkish cuisine and differentiate various cultural heritages in it. | 1,3,6,7,8,12 | 1,2,3 | A,B,C |
| Understands the impact of Industrial revolution (19th century) in food production system in the world. | 1,3,6,7,8,15 | 1,2,3 | A,B,C |
| Understands the impact of scientific revolution (discovery of vitamins, Green Revolution.) on cuisine and gastronomy in the 20th century. | 1,3,6,7,8,12 | 1,2,3 | A,B,C |
| Comments about the internationalization of food products and cuisines in modern world. | 1,3,6,7,8,12,15 | 1,2,3 | A,B,C |
| Compares old historical menus with contemporary ones | 1,3,6,7,8,12 | 1,2,3 | A,B,C |
Course Flow
| COURSE CONTENT | |||
| Week | Topics | Study Materials | |
| 1 | Foodways: The cultural, social, and economic practices relating to the production and consumption of food and gastronomy
|
Food and Culture: A Reader 3rd Edition by Carole Counihan (Editor), Penny Van Esterik (Editor) | |
| 2 | Taste of Food: Changing in individual's personal and cultural patterns of choice and preference
|
Food and Culture: A Reader 3rd Edition by Carole Counihan (Editor), Penny Van Esterik (Editor) |
|
| 3 | Smell of Food: It is a social and cultural phenomenon besides being biological and psychological experience |
Food and Culture: A Reader 3rd Edition by Carole Counihan (Editor), Penny Van Esterik (Editor) |
|
| 4 | Memory: Both public and personal memory are shaped by interaction between orality, manuscript and print, ritual and material culture
|
Taste, Memory: Forgotten Foods, Lost Flavors, and Why They Matter, 2012 by David Buchanan (Author), Gary Paul Nabhan (Foreword) | |
| 5 | Identity: Relations of identity with Gastronomy and food consumption
|
Food, Health, and Identity Patricia Caplan Psychology Press, 1997 |
|
| 6 | Gender: Relations of faminity and masculanity with Gastronomy and Food |
Food and Gender: Identity and Power Carole Counihan, Steven L. Kaplan | |
| 7 | MID-TERM | ||
| 8 | Social Bonds: Socialization and the forming of personal relationships are among the most significant aspects of human development. Effects of Gastronomy and food consumption on this development.
|
Food and Culture: A Reader 3rd Edition by Carole Counihan (Editor), Penny Van Esterik (Editor) |
|
| 9 | Gift: Culture in which members of the community make each other different gifts. Discussing gift over Gastronomy and foods
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Food and Cultural Studies (Studies in Consumption and Markets) 2004 by Bob Ashley (Author) | |
| 10 | Handmade – Traditional: from local food to localised food
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Traditional Foods General and Consumer Aspects Editors: Kristbergsson, Kristberg, Oliveira, Jorge (Eds.) | |
| 11 | Starvation – Satiety: Social and cultural perspectives on hunger, appetite and satiety
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Food and Cultural Studies (Studies in Consumption and Markets) 2004 by Bob Ashley (Author) | |
| 12 | Health: food is a tool for good health, implying an instrumental relationship between food and health
|
Food, Health, and Identity Patricia Caplan Psychology Press, 1997 |
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| 13 | Migration & Diffusion: The Role of Food in Forced Migration and Recreating Home. Effects on Gastronomy |
Food and Culture: A Reader 3rd Edition by Carole Counihan (Editor), Penny Van Esterik (Editor) |
|
| 14 | Taboos/Restrictions: The religion or the particular phases of the human life cycle may govern the dietary rules and regulations
|
Food and Culture: A Reader 3rd Edition by Carole Counihan (Editor), Penny Van Esterik (Editor) |
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Recommended Sources
| RECOMMENDED SOURCES | |
| Textbooks | Food and Culture: A Reader 3rd Edition by Carole Counihan (Editor), Penny Van Esterik (Editor) Remembrance of Repasts: An Anthropology of Food and Memory (Materializing Culture) 2001 by David E. Sutton |
| Additional Resources | Cuisine and Culture: A History of Food and People 3rd Edition by Linda Civitello |
Material Sharing
| MATERIAL SHARING | |
| Documents | https://flavourjournal.biomedcentral.com/articles/10.1186/2044-7248-4-6 http://www.sirc.org/publik/smell_culture.html http://www.tandfonline.com/doi/full/10.1080/07409710.2016.1150101?src=recsys http://what-when-how.com/social-sciences/identity-social-science/ http://study.com/academy/lesson/social-bond-theory-definition-and-lesson.html http://www.scidatacon.org/2016/sessions/37/paper/323/
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| Assignments | Complete two short paper covering readings and other course material (3 pages each) – 30% of final grade. |
| Exams | 1 Midterm 1 Final |
Assessment
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 60 |
| Participation | 10 | |
| Assignment | 30 | |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 40 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
| Total | 100 |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | ||||||
| No | Program Learning Outcomes | Contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students study food in the context of food history, geography, culture and nutritional sciences. | X | ||||
| 2 | Students approach food and cooking as an art process and they are competent in the topics of design and visual presentation of food. | |||||
| 3 | Students have comprehensive information about food related concepts, techniques, and new product information. They have the ability to conduct research and develop ideas on these issues. | |||||
| 4 | Students have knowledge about the basic principles of nutrition and food science, and they apply their knowledge in the field of gastronomy. | |||||
| 5 | Students know and apply the international standards of food hygiene and safety. | |||||
| 6 | Students know all the processes related to the production of food and beverage, from the production stage to the stage of presentation. They can understand food production systems and the new approaches in this field. They have an in-depth understanding of the subject and they can identify and solve problems that may arise at this stage. They can design the physical environment, and has an understanding of the materials and technologies related to the fild of gastronomy. They can take part in development of innovations in this context. | |||||
| 7 | Students gain knowledge about national and international cuisines. In this context, they know basic cooking techniques, they implement and develop them. | X | ||||
| 8 | They know the historical, geographical and cultural background of alcoholic and non-alcoholic beverages and they know the stages of production. They can use this information in menu planning, food production, etc. | |||||
| 9 | Students can develop a new food product, standardize it and execute the registration process in a scientific context. | |||||
| 10 | Students know the national and international regulations, professional standards and professional ethics around food and they apply them. | |||||
| 11 | Students know the basic concepts, theories and principles about business, economics and marketing, and they apply them. Accordance with the principles of menu planning, they can make food and beverage cost analysis, controlling and pricing, and develops a variety of menus. They can effectively manage the operations of food related businesses by applying management theories, and staff recruitment and evaluation processes. | |||||
| 12 | They can engage in independent studies and team work. They can communicate effectively through verbal and in written communication, and they develop good presentation skills. | X | ||||
| 13 | Students understand the effects of food on human health and society, and in this context, they follow the press and media organizations and contribute to them. | |||||
| 14 | Students understand and manage food-related events. | |||||
| 15 | They know world food trade, globalization, patterns of production and consumption. They know the importance of the food policies for the country's economy. | X | ||||
| 16 | Students know how to bake and prepare cakes and other pastries, breads, sponge and dough pastry bases, creamy sauces, fruit sauces, jellies, hot and cold desserts, ice creams and sorbets, sugar works, decorations, decoration and presentation. They are competent in making chocolate. | |||||
| 17 | Students have theoretical and practical knowledge about the production techniques of vegetables and fresh herbs used in kitchen practices and food production. | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity | Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 14x Total course hours) | 14 | 3 | 42 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 4 | 56 |
| Mid-terms | 2 | 3 | 6 |
| Quizzes | 1 | 3 | 3 |
| Assignments | 1 | 30 | 30 |
| Final examination | 1 | 3 | 3 |
| Total Work Load | 140 | ||
| Total Work Load / 30 (hours) | 4,67 | ||
| ECTS Credit of the Course | 7 | ||