• Journal of Digital Convergence
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• v.19 no.8
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• pp.327-335
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• 2021

The tendency of the current times require education to focus on convergence, and the same applies to the essence of ceramics and design base imagination and creativity. For effective integration, a wide range of experimentations is required both in terms of academic and methodic approaches. This study analyzes the [TeamTeam Class] curriculum, converging ceramics with design initiated in the second semester (autumn semester) of 2020. Through reference materials on ceramics and design convergence education, it was possible to classify the following 5 categories: Subject, Method, Management, space and communication. The aim of the study is to find resolutions to overcome existing issues and problems in search of more effective methods. Although this study is based on convergence education, [TeamTeam Class] at Kookmin University, I hope to extend it further to also consider education after COVID-19.

• 대학교육
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• s.26
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• pp.97-101
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• 1987

• Journal of Digital Convergence
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• v.18 no.3
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• pp.349-355
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• 2020

The Fourth Industrial Revolution has emerged, and technologies of various industries are being converged, compounded, or clouded computing, mobile, or big data. The emergence of a variety of skills and new jobs to match them is bringing the public out of the education and occupation of traditional metal crafts. In this change, craft education should find and study the education method suitable for the present times, and apply it to the educational field to raise public interest and revival. To this end, we will investigate the cases of education in other industries where new materials or technologies have been introduced, and use them in education of traditional metal craft techniques. In addition, we will investigate various cases and features of 3D printing technology and use it for education in craft techniques that have limited time, space and resources.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.291-297
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• 2021

The current formal and memorized design repetition training and practice is wandering in the uniform flat design thinking expression. To change these two-dimensional current issues into a three-dimensional design method, set the direction for each grade level under the integrated convergence educational goal and carry out projects step by step to understand design, the principle of spatial composition, the introduction of traditional design history, and the overall design of craft design. Creative and practical skills such as approach should be cultivated. Designers can only be produced through systematic education and training. In order to lead society and succeed, a designer who has experienced solutions and countermeasures on how to adapt themselves to the demands of various changes in the times must come to the field. Education experts insisted on innovation of the organizational structure and subject of the education system, and emphasized the importance of education in response to the rapid pace of change in the 21st century. This study aims to propose an educational system that combines academic research with a structural approach to tasks by setting a project that reflects the needs of society for convergence practice in which design and adjacent disciplines are linked through understanding and analysis of these issues.

• Journal of Digital Convergence
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• v.19 no.2
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• pp.387-395
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• 2021

The study looks into the prospect of expanding interdisciplinary education by examining case studies related to the subject activating economy and understanding the nature of cultural potential of different regions around Korea. The objective is to integrate regional societal for co-existence of cultural events with university being the educational entity for development. The study analyzes the internationally recognized craft event known as the Cheongju International Craft Biennale founded in 1999. For twenty years the Cheongju Industry Cultural Promotion Foundation has organized the Cheongju Craft Biennale and the study researches on the collaborative aspect between the foundation and Cheongju University's Department of Craft and Design. The value of the event is predominant and the locality has clearly been shown.

• Journal of Digital Convergence
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• v.12 no.10
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• pp.509-514
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• 2014

It is said that ceramic arts which reflects the sprit of the age and culture is one of the representative cultural assets in Korea. Ceramic arts has the longest tradition and it has been used in our everyday life from a historical perspective. Unfortunately, most textbooks we use nowadays just show some art works for appreciation. It is impossible to teach unique techniques of ceramic arts with those textbooks. Traditional culture is not considered as a main part of educational contents but surrounding elements. Therefore it is hard for students to learn about our traditional culture deeply and it is also difficult to know the importance of the ceramic arts in secondary schools. Through the education of ceramic arts students can understand our traditional culture and they can also experience the formative arts by using plane and dimensional techniques. Teachers have to focus on historical background, types, functions, and sense of beauty of ceramic arts when they teach students in school. Students can use the knowledge in their daily lives. The education of ceramic arts encourage students to create new culture for ceramic arts.

• Journal of Digital Convergence
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• v.12 no.12
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• pp.507-512
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• 2014

Because it is impossible to form a culture. To correctly read the code unless the consumer is considering skater that can be shared in the emotion of the characters and the consumer culture that supply. May be possible to force the active dissemination of education shall ceramic crafts culture. We need the ceramics craft culture in this sense also once again confirmed the importance of education and redevelopment. The workshop enabled to the Ceramic Study presented based on the importance of education in workshop operations Activation is required in order to plan the education and above all a culture of catheter positioned in the area of contemporary craft. Such as teaching methods and ways to activate.

• Archives of design research
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• no.18
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• pp.199-207
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• 1996

Today craft design becomes of the declining ind-ustry by the advanced machine technology. Criticism of Ruskin and Morris about the industrial Revolution has a great influence until the present. The purpose of this study is to develop a new craft movement to conceived new craft's social role is placed emphasis on education for the whole man.

• Archives of design research
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• v.12 no.4
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• pp.5-14
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• 1999

From the middle of 1970s were founded new basis for the development of craft through the co-operation of the civilians and the authorities. First, Korean Culture and Art Foundation founded in 1973 held the 'Invitation Exhibition for the Craft Artists All over the Country' in 1974 and 1975 and The National Museum of Modern Art held the 'Exhibition of Modern Korean Handicraft Art' in 1975. Second, the policy emphasizing the export and tourism provided the basis for the development of design for export goods and souvenirs of tour. H\therefore the exhibitions of such goods were held by many organizations. ] In 1970s departments of craft and design were newly established in the universities so that the third generation of Korean craft was on the rise and their groups began to hold exhibitions in commercial galleries. Reflecting on such circumstances, 1970s was the period of blossom for Korean craft while 1960s was a sprouting season.

• Journal of Digital Convergence
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• v.14 no.12
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• pp.515-524
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• 2016

The purpose of this study was to investigate the effects of a culture and art education program on adolescents with disabilities. Craft education oriented toward activities convergence education. The investigator conducted an in-depth interview with seven adolescents with developmental disabilities in a special high school class for a month after the educational sessions were over. The findings were as follows: first, the adolescents with developmental disabilities experienced the joy, pleasure, and interest of study, which they used to have a difficult time experiencing in a common class. Second, they became relaxed with their participation in lessons, felt comfortable through educational activities, and had a positive attitude. Third, they had a feeling of being together and coexistence through collaborative activities. Finally, they were able to share each other's ideas, listen carefully to their friends, talk about works they created, and experience close relationships with classmates.