Field Qualifications | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 |
1-To have knowledge about musical culture and aesthetical subjects. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
24-To tell the experts or non-experts issues about music in an effective and correct way by resorting to the methods of audio-visual and written communication. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
2-To have knowledge about history of music. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
3-To have knowledge about musical materials. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
4-To have knowledge about schools and techniques in music. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
5-To have knowledge about legal regulations and proceedings in related field of art. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
6-To have knowledge about multidisciplinary interaction between music and relevant fields. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
7-To have appropriate knowledge about research methods. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
8-To have knowledge about methods in musical criticism. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
9-To have knowledge about ethics in music. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
10-To attain the coherence in theory and practice. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
11-To use schools and techniques in music. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
12-To assess the interaction among sub-divisions in music. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
13-To have the skill to comment based on analysis. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
14-To develop a multi-facet ability to percept, consider, design and apply. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
15-To reflect the cognitive perception on the performance. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
16-To work adaptively and productive singly, independently and/or in a group. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
17-To participate effectively in project processes. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
18-To share the works in music with society and to assess the results. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
19-To critize his/her works/studies. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
20-To think in an analytic and critical way. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
21-To internalize the concept of life-long learning. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
22-To share works/studies in music by defining the target group. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
23-To have the ability to communicate in order to tell the society about her/his works. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
25-To follow her/his field and to communicate with his/her colleagues by using a foreign language. (European Language Portfolio General Level: B1 Level) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
26- To use at least European Information Proceeding License and Advanced Level of software as well as informational and communication technologies. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
27-To be aware of the national and international values in music. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
30-To have aesthetical awareness. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
28-To comment concrete and abstract concepts in way of creative thinking. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
29-To be sensitive to working/studying properly in the field of music. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |