• Cartoon and Animation Studies
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• s.29
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• pp.151-172
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• 2012

Game production education in a university is very important because it is the stage for completing a game education course as well as for determining a future of game industry. In order to perform various experience and creative learning, it should be able to effectively use a computer infrastructure representing the knowledge and information society for the purpose of obtaining and re-processing information necessary for game production through prediction of directions of game industry as well information technology. This research is focused on an effective game engine education for students whom want to become game graphics designers. The purpose of this study is to draw a lesson of game production utilizing game engines and it enables practice-focused class for game production. It also allows the class participant to manufacture prototypes without support from game programmers for their outcomes of works planned during the game production class. The theoretical background of game production compared and analyzed exemplary game engines. Based on the result, the study selected Unity 3D engine and conducted the research on the background where the Unity engine has been selected and its characteristics. In addition, this study provided an example of game production utilizing a game engine, and also described the details of actual realization. This study selected Torque3D with the Unity in order to identify the purpose of this study and efficiency of learning. Thus, the previous situation is that the class remained in making a game plan during the course of game production project and, students whose major is not game programming. Now, it is necessary for students to make many efforts to make a game in an active and positive attitude by utilizing a game engine beyond the previous method of class.

• Cartoon and Animation Studies
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• s.51
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• pp.35-58
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• 2018

The purpose of this study is to suggest the plans of educationally using animation literacy on the basis of a media literacy approach. For this study, animation literacy class as a liberal arts was conducted, which students studying animation at university attended. In order to explore the plans of using animation literacy, students' perception of using animation literacy was examined after completing animation literacy class. Also, in-depth interview with experts participating in animation literacy class was performed. Results showed that all students taking animation literacy class acknowledged the educational value of animation literacy and could think over cultural and social implications of animation through class. Also, they could have various perspectives as an acceptor and analytical mind-set as a creator. Findings from in-depth interview with specialists indicated that education on animation literacy was indispensably necessary, and systemicity and objective criteria needed to be established. On top of that, experts proposed the way that through expansion of topics, and diverse animation works, students voluntarily and actively could participate in class. In addition, it suggests that because of participants in this study who were students majoring in animation, class to foster a perspective and ability as not only a viewer and an acceptor but also a producer and a creator should be added. It is expected that this study will be used as fundamental data for education on animation literacy, and future studies on education of animation literacy will be continuously conducted.

• Cartoon and Animation Studies
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• s.14
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• pp.115-128
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• 2008

The animation is in a boom as the one of rising media content industry of 21st century. So it is very affective to education. For example, in primary or secondary schools, there are extra-animation class after school, and in universities, there are a lot of the department of animation nowadays. In every years, a number of high-educated professionals are coming to the manpower market. This was an affirmative phenomenon for many animation companies to upgrade from OEM(Original Equipment Manufacturing) system to very creative system. They might believed that young, well-educated animators have qualified skills, and creative mind. But, 10 years later, now, there is few professionals who was well-educated in system of Korean animation. Companies still can not hire enough animators. Even if they can find an high-educated person, this person do not have enough skills to do his or her works, so companies need to re-educate this animator for awhile. But, why is very hard to find a skillful new animator? From this question, we will talk about educational condition of animation departments, and condition of employment to markets. And then, we will find the causes of problems which give bad effect to lack of manpower. Finally, we will summarize about policies for supporting animation, so hope to contribute for making better atmosphere for creating animations.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.78-92
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• 2007

This study presents how the engineering ethics instructional modules have been developed based on Korean culture and how they are implemented into the existing engineering curricula at Sungkyunkwan University. The engineering ethics instructional modules were designed to be taught by engineering faculty members who did not have any teaching experience in ethics. As a result, it was determined that the engineering ethics instructional modules should include a detailed instructor lesson plan and all supporting resources such as slides (Power Point base), and handouts, or assessment units (pre- and post-test). Two 75 minute modules developed in this study consist of the diverse instructional activities for various student group sizes. In order to improve students' interests and classroom attention, various visual and audio resources such as famous movies, cartoons, and poems were included in the instructional resources. In addition, a number of case studies which might happen in the students' daily lives were chosen. The resulting ethical module No. 1 has been instructed in the existing engineering classes during the 1st semester in 2007. Overall, the students reported positive impressions of the modules and the faculty members also reported favorable perceptions of the modules. Also, team based activities encouraged students to participate in constructing the event trees, which are a basic analysis tool for ethics case studies. The results of this study will provide a guideline of implementing engineering ethics into the engineering curricula to other engineering programs and schools.

• Journal of the Korea Society of Computer and Information
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• v.15 no.10
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• pp.209-220
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• 2010

In this study, a survey was carried out to investigate status of children's computer use and their ability by gender and age. The objects of the survey were kids at a day care center in Gimpo where students of the early childhood education department of K university had practical training for a month. 378 questionnaire were collected excepting those with insincere or inconsistent responses, and among them, According to the results of this study, girls use computers more often than boys for educational purposes such as learning how to read and write Korean language and numbers and foreign languages, and also learning music and arts. On the other hand, boys use computers more often than girls for entertainment like cartoon movies and games. In terms of computer using ability such as understanding instructions, manipulation of functions, drawing pictures, chatting and e-mail, internet shopping, homepage making, girls have higher ability than boys while boys are significantly superior to girls in the ability to play computer games. The analytical results show that application programs of the childhood education is desirable for boys to use for the sake of arousing the interest and for the game and for girls to use at the part of music and arts. According to ages, for 1-2 years children, they needs the AP with a delicate person having the computer knowledge, for 3-4 years children, they need AP with some little help, for 6-7 years, they need the AP to do themselves according to sex and age.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.4
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• pp.303-329
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• 2023

This study aimed to investigate the current state and suggest future directions of children's and young adult literature education in Library and Information Science(LIS) departments in Korean universities. Courses related to children's and young adult literature in 34 LIS departments in Korea were investigated, and in-depth interviews and surveys were conducted with professors and instructors who have experience teaching courses related to children's and young adult literature in LIS departments. The results show there are on average 1.7 courses related to children's and young adult literature in undergraduate programs. 36% of schools had less than one course related to children's and young adult literature, and most of them were Reading Guidance courses. 83%(24 out of 29 people)of the survey participants said they teach children's and young adult literature in their classes. The professors and instructors spent the most of their lecture time on picture books. They spent the minimum time on genres such as SF, Fantasy, and manhwa. Lack of time to teach so many things in short 16 weeks made them feel rushed and distressed. Some survey respondents regarded themselves as non-experts in children's and young adult literature, even though they had competency in that field, which shows the general atmosphere in the LIS field that LIS people are not qualified enough to be experts in children's literature. All interviewees and some survey respondents insisted children's and young adult literature education in the LIS departments should be practical. Professors and instructors tried their best to incorporate diverse teaching methods, including discussions, storytelling, writing reviews, so their students can acquire proper knowledge on children's and young adult library services.

• Cartoon and Animation Studies
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• s.26
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• pp.109-130
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• 2012

The purpose of this study is to suggest the direction of the development of the feature length animation for movie theater by analyzing of the reasons of the success of . released in 2011 has broken box office records by drawing 2 millions since drew 760 thousands in 1976. This can be one of the success model of the animation for movie theater, considering it has had trouble not only in planning ability and scenario power but also in producing environment where subcontracts are prevalent. This box office hit seems to have been possible through cooperation and division of movie crews and animation crews. Many kinds of materials are reviewed and producer Kim Seonku was interviewed for analysis of the reasons of box office success. Followings are five reasons of success found as the result of analysis and the body of this article is composed of the argument and analysis of each. 1.This animation was planned and produced in the same way of commercial feature films. 2.There was detailed division of work while producing 3. Various kinds of investments were made sequentially, 4. Major film distributor like Lotte and CJ could be motivated 5. There were producers who can mediate between the animation and film field This study suggests the direction both in the aspect of industry and the aspect of training professionals as the result of analysis. In the industrial aspect, transitional cooperation is needed between animation filed and film field which can motivate distributor. Industrial approach like planning, investment, distribution and marketing is absolute for the success of animation for movie theater. Also in the aspect of training professionals, curriculum needs to be improved in the university because the ability and passion of the professionals in the field of animation industry are the most important and education is the most approachable way.

• Journal of Popular Narrative
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• v.25 no.1
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• pp.315-347
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• 2019

(1986) and (1987) represent the society of 1980s in which the professional baseball game was initiated to cover the irrational military culture. The love and marriage of sports players were the headlines of the media, and the yearly salary of the players was the hottest issue of conversation. The military culture is represented in the scenes where the coaches train the failures and inapt players in extreme drills. The films pinpoint the absurdity of military culture and win-at-all-costs mentality. The collapse of the dictatorial leadership at the end of the films is a metaphor for the collapse of the fifth Republic of Korea. The episodes where the players talk about contract money, and the trade of players and sports business were a new phenomenon of the 1980's. The fact that Oh Hyesung of chooses love instead of victory deals a big blow to the secular ambition for money, victory and dictatorial leadership. His option provides catharsis for an audience oppressed under military leadership and success driven ideology. On the other hand, Oh Hyesung of dies right at the moment of winning the world champion. He achieves neither love nor success. While Oh Hyesung of is a symbol of pure love and gives spiritual comfort to the audience, Oh Hyesung of gives a sense of hopelessness to the audience. Both of the two sports films reflect the representation of the 1980's but received opposing reviews from audiences.

• Cartoon and Animation Studies
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• s.37
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• pp.413-437
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• 2014

As the public Japanese art, print can be said to have started from Ukiyo-e print of Edo period(江戶時代, 1603~1867). Ukiyo-e(浮世繪) print, which 3 persons jointly produce, henceforth has gradually declined since the meiji period(明治時代, 1868~1912) due to the development of new print technique and introduction of western art. Since then, during the daiso period(大正時代 1912~1926), creative print movement grew up. Creative print is, differently from Ukiyo-e print, to be produced by one person, from the original picture to print, focusing on creating the artist's own work by being the main agent of the work. During before and after 1900s, print was evaluated low in Japan, compared to western painting, sculpture, etc. Nevertheless, the facts that several Japanese print artists received awards from international exhibits since 1950s became a big topic internationally, which became an opportunity to hold Tokyo International Print Biennale in 1957 in Japan, the first international art festival. From then on, print was recognized as an art genre while new recognition on it was gradually accepted also in Japan. In 1970, a controversy on it arose, while the characteristic of print as a medium of modern art became strong, accordingly, a controversy on it arose. However, in 1980, it firmly established itself as an art genre by overcoming the crisis through various efforts in the dimension of print artists and university education. Since then, print artists who produce new works with completeness by applying traditional technique and modern expression mode emerged, and until now Japanese modern print art is highly recognized by the world through the continuous overseas activities, research on print art, and cultivation of young print artists. This research looked back on the historical process when Japanese modern print art was created, which represents Asia, and investigated the cause that it could have win an international fame.

• Journal of the Korean Society of Food Culture
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• v.22 no.6
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• pp.721-741
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• 2007

1. For the types of boiled rice, there were 1 type of bap, 1 type of jebap cooked with glutinous rice, 13 types of boiled rice cooked by mixing grains and nuts such as daemakban, somakban, jobap, cheongryangmiban, jobap, gijangbap, yulmubap, hyeonmibap, boribap and patmulbap as well as patbap, congbap, byeolbap and bambap etc as ogokbap. Also, there were 12 types of bap cooked by mixing herb medicinal ingredients such as cheongjeong, oban, boksungabap, gumeunsaekbap, hwanggukgamchobap, yeongeunbap, okjeongbap, gogumabap, dububap, samssibap, dorajibap, gamjabap, songibap and jukshilbap. There were 7 types bap cooked as unique one bowl dish at the present as bapby mixing fish, meat, shellfish and milk as ingredients are hwangtang, gyejanggukbap, janggukbap, gulbap, kimchibap, chusaban and bibimbap, etc and the types of bap that have been analyzed are 34 total. 2. For the food ingredients used in bap types 23 types of miscellaneous grains, 5 types of nuts and 11 types of meat, 6 types of fish, 35 types of vegetables, 2 types of fruit including pears or peaches were used. Garlic wasn't used perhaps because of it being boiled rice 3. Types of Sap by Cooking Methods. (1) The ssalbap was cooked by first boiling water, putting in rice grains and boiling hard to be cooked as overcooked bap (rice). (2) The japgokbap (boiled cereals) has used buckwheat, barley job's tear, etc to be boiled down by soaking the ones with large grains (beans) first in advance to be boiled down or cooked by crushing into fine pieces. The red bean, etc was boiled down in advance or placed at the bottom of pot by cutting into two pieces while jujube or nut was cut into three pieces to cook the bap by pouring a lot of water and mixing other ingredients. (3) The gukbap (soup boiled rice), etc were cooked by squeezing out the yellow chrysanthemum that has dried chrysanthemum to cook the boiled rice by putting in rice and gukbap, meat or bones, etc were boiled down for a long time and decorated with meat or wild greens by mixing the bap in the meat juice. For gulbap (oyster boiled rice), etc, it was cooked as ingredients were stir fried in advance or washed and put in when the bap was about half cooked. (4) For bibimbap (mixed boiled rice), after the bap was overcooked first with rice, the wild greens were mixed lightly with bap beforehand, then the wild greens, decorations and garnishings were laid above rice and red pepper powder was sprinkled. (5) Namchok leaves, etc were boiled to cook the boiled rice with rice after being cooled while namchok stem and leaves were pounded to make juice and cooked the bap with rice. The peach, lotus root and yams were cut into fine pieces to be put in together when rice was about half done. The bellflower was soaked in water to be boiled down for a long time while potatoes and pine mushrooms, etc were cut into fine pieces to cook the bap (boiled rice) with rice.