(a) Texts and lectures on theoretical and practical aspects of pop song translation, folk song translation, opera translation, and special cases of literature-to-song and song-to-literature, (b) song translation analysis, (c) singable song translation assignments and in-class recording sessions under the guidance of the instructor.
Vertical Tabs
Course Learning Outcomes
|
Learning
Outcomes |
Program
LearningOutcomes |
Teaching
Methods |
Assessment
Methods |
| Redefining translation, defining song translation. | 1,2,3 | 1,2,3 | A, C |
| Song translation analysis. | 1,2,3,9,12 | 1,2,3,9,12 | C,D,F,G |
| Producing singable song translations. | 1,2,3,9,12 | 1,2,3,9,12 | C,D,F,G |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction to song translation: what is song translation? How different is it from composing and/or lyricizing a song? |
Low, Peter (2005). “The Pentathlon Approach to Singing Songs” in Song and
Significance: Virtues and Vices of Vocal Translation. Edited by Dinda L. Gorlée. Amsterdam: Rodopi. pp. 185- 212. |
| 2 | Different functions of translating songs. | Franzon, Johan (2014). “Choices in Song Translation: Singability in Print, Subtitles and Sung Performance” in The Translator. Oxford: Taylor & Francis. Pp. 373 – 399. |
| 3 | Different cultures (?), song translation, originality. | Öner, Senem (2005) Silent Lyrics: Kurdish Folk Songs in Translation. Unpublished MA Thesis, İstanbul Bilgi Üniversitesi. Chapter 2. |
| 4 | A holistic approach to song translation. |
Kaindl, Klaus (2005). “The Plurisemiotics of Pop Song Translation: Words, Music,
Voice and Image” in Song and Significance: Virtues and Vices of Vocal Translation. Dinda L. Gorlée (ed.). Amsterdam: Rodopi. pp. 235-262. |
| 5 | Song Translation as Import I: The Aranjman Phenomenon | Meriç, Murat (2006) Pop Dedik: Türkçe Sözlü Hafif Batı Müziği. İstanbul: İletişim. |
| 6 | Song Translation as Import II: The Aranjman Phenomenon | Dilmener, Naim (2006) Hafif Türk Pop Tarihi: Bak Bir Varmış Bir Yokmuş. İstanbul: İletişim. |
| 7 | Originality and Song Translation I: Song Translation in Café Amans in the Late Ottoman Empire | Foucault, Michel (1977). “Nietzsche, Genealogy, History” in Language, Counter-Memory, Practice: Selected Essays and Interviews. D. F. Bouchard (ed). Ithaca: Cornell University Press. pp. 139 – 164. |
| 8 | Originality and Song Translation II: The representation of Songs of Symbiogenesis as Türkü and Rembetiko | Pesen, Alaz (2017) Symbiogenesis and Representation: A History of Greco-Turkish Song Translation. Boğaziçi University: Unpublished PhD Thesis. Chapter 4. |
| 9 | Originality and Song Translation 3: Unmasked Representations | Susam-Sarajeva, Şebnem (2015). Translation and Popular Music. Berlin: Peter Lang. |
| 10 | Opera Translation | Pesen, Alaz (2012) “Carl Ebert: The Patron Behind the State Opera in Turkey” |
| 11 | Song Translation Analysis: examples of holistic analyses of song translations. | Pesen, Alaz (2017) Symbiogenesis and Representation: A History of Greco-Turkish Song Translation. Boğaziçi University: Unpublished PhD Thesis. Chapters 5 and 7. |
| 12 | Song Translation Workshop: a hands-on experience of translating, performing and recording a song in class under the guidance of the instructor. | A Source song in English. |
| 13 | Student Presentations | Students present their individual song translation projects. |
| 14 | Student Presentations | Students present their individual song translation projects. |
| 15 | Student Presentations | Students present their individual song translation projects. |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
Low, Peter (2005). “The Pentathlon Approach to Singing Songs” in Song and
Significance: Virtues and Vices of Vocal Translation. Edited by Dinda L. Gorlée. Amsterdam: Rodopi. pp. 185- 212. Franzon, Johan (2014). “Choices in Song Translation: Singability in Print, Subtitles and Sung Performance” in The Translator. Oxford: Taylor & Francis. Pp. 373 – 399. Öner, Senem (2005) Silent Lyrics: Kurdish Folk Songs in Translation. Unpublished MA Thesis, İstanbul Bilgi Üniversitesi. Chapter 2. Kaindl, Klaus (2005). “The Plurisemiotics of Pop Song Translation: Words, Music, Voice and Image” in Song and Significance: Virtues and Vices of Vocal Translation. Dinda L. Gorlée (ed.). Amsterdam: Rodopi. pp. 235-262. |
| Additional Resources | Susam-Sarajeva, Şebnem (2015). Translation and Popular Music. Berlin: Peter Lang. |
Material Sharing
| MATERIAL SHARING | |
| Documents | Articles and audio files. |
| Assignments | Students are expected to read the assigned articles and make the assigned translations before coming to class. |
|
Exams |
- The mid-term exam grade and assignments constitute 40% of the final grade. - The final paper (song translation project, presentation and commentary) constitutes 60% of the final grade. |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | %20 |
| Quizzes | - | - |
| Assignment | 5 | %20 |
| Final Paper | 1 | %60 |
| Total | 100 | |
| CONTRIBUTION OF FINAL PAPER TO OVERALL GRADE | 1 | %60 |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 5 | %40 |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Being able to use advanced, fieldspecific theoretical and practical knowledge acquired. | X | |||||
| 2 | Analyzing, interpreting,and assessing fieldspecific concepts, ideas, and data through scientific methods. | X | |||||
| 3 | Being able to understand and use grammatical, lexical, semantic and culturespecific structures of the source and target languages. | X | |||||
| 4 | Being able to use current translation technologies to do research and to reach resources. | X | |||||
| 5 | Defining and explaining structures, social and cultural functions of various kinds of texts in source and target languages. | X | |||||
| 6 | Being able to improve theoretical knowledge and skills in other fields of humanities and social sciences, and to translate the texts in the above mentioned fields. | X | |||||
| 7 | Being able to use knowledge and skills with regard to the social role of the translator in professional life. | X | |||||
| 8 | Being able to use a second foreign language at an advanced level, and a third foreign language at an intermediate level. | X | |||||
| 9 | Describing stages, strategies, and problems of translation process, and finding solutions to such problems. | X | |||||
| 10 | Making decisions, criticizing, and displaying creativity in translation process. | X | |||||
| 11 | Obtaining a positive attitude for lifelong learning strategies. | X | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 4 | 60 |
| Mid-terms | 1 | 7 | 7 |
| Homework | 5 | 10 | 50 |
| Quiz | 3 | 3 | 9 |
| Final paper (presentation, translation, commentary) | 1 | 10 | 10 |
| Total Work Load | 181 | ||
| Total Work Load / 25 (h) | 7,24 | ||
| ECTS Credit of the Course | 7 | ||