• 한국만화애니메이션학회:학술대회논문집
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• 2011.05a
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• pp.66-77
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• 2011

1895년 영화가 탄생하면서부터 영화가 예술로서 인정받기까지 오랜 시간이 걸렸듯이 영화가 그 교육적 가치를 인정받기까지도 상당히 오랜 시간이 걸렸다. 즉, 영화가 소비 지향적이라는 비판에서부터 영화는 집에서만 봐도 충분하다는 식의 편견까지 이러한 오해를 불식시키기까지 짧지 않은 시간이 흘렀다. 영화 자체가 교육적 대상으로 인정받기 시작한 것은 1964년 영국영화연구소에서 나온 "영화교육(Film Teaching)"에서 영화교육의 필요성이 논의된 이후에 자연스럽게 그 가치를 인정받기 시작했다. 한편 2004년부터 예술강사 지원사업에 의해 영화교육의 대중화가 본격적으로 이루어졌고, 한 해 뒤인 2005년 만화애니메이션교육이 대중화시대를 열었다. 이렇듯 만화애니메이션교육과 영화교육은 그 교육적 접근은 오래되지 않았지만, 교육과 관련해서 전문적인 동시에 대중적인 측면도 함께 지니고 있다. 다시 말해서, 대학교육에서 이론적이고 실제적인 교육이 이루어지고 있지만, 대중적인 영향력을 통해서 초 중등학교에서 많은 관심을 가지고 있는 교육영역이다. 이렇게 다양한 층위에서 진행되고 있는 만화애니메이션교육과 영화교육을 문화예술교육이라는 범주에서 살펴볼 것이다. 이는 전문예술인 양성을 위한 전문교육인 아닌 초 중등학교에서 이루어지고 있는 문화예술교육이라는 관점에서 바라볼 것이다. 특히 한국문화예술진흥원의 예술강사 지원사업을 중심으로 현재 진행되고 있는 만화애니메이션교육과 영화교육을 점검할 것이다. 그리고 영화교육에서 진행되고 있는 교직과정을 살펴봄으로써 만화애니메이션교육도 이러한 제도적 뒷받침의 필요성을 밝힐 것이다.

• The Journal of the Korea Contents Association
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• v.8 no.11
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• pp.144-153
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• 2008

Edutainment as a new form of educational method is being combined with the education and entertainment, which has possibility of open education improving learning effect for students who are interested in entertaining and studying at the same time. Film education, one of edutainment, offers a new paradigm of alternative educational method using of education as well as playing Therefore, this study will discuss about the purpose and effective forms of film education that should have for edutainment goal. Furthermore, this study offers educational examples of film program which are used for teaching for students. This study mostly suggests diverse educational matter and focuses on researching film education efficacy.

• The Journal of the Korea Contents Association
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• v.6 no.8
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• pp.68-77
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• 2006

The educational effect of movie is very high. This paper suggests a practical scheme applying multimedia materials to some subject classes. At present film education consists of 3 methods, integrated method, regular method, and professional method in the 7th curriculum. The simplest method is integrated method. Most previous researches tried to apply to middle or high schools, or only one subject class. So we apply integrated method into 5th grade elementary students. At first teaching schedule is constructed on Korean, Social, Science, Ethics, and Art classes, and then movie materials are applied. Finally we let students write study book. Study book says that students take great interest and can promote the thought ability.

• Child Health Nursing Research
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• v.20 no.2
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• pp.96-104
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• 2014

Purpose: Nurse educators can use film effectively to promote nursing students' motivation and indirect experiences. The purpose of this study was to develop a teaching-learning design using films based on Kolb's experiential learning model for understanding of child growth and development, and to evaluate students' satisfaction with cinenurducation according to learning type and content. Methods: Participants were seventy-four first year nursing students in the spring semester of 2013 at a private university located in Busan. In each class, participants watched film, participated in peer-to-group discussion and an educator's lecture, and wrote a composition based on Kolb's four learning stages. After class, participants filled out a questionnaire developed by the researchers. Results: Results showed a high satisfaction with cinenurducation regardless of learning type and content concerning child growth and development. Advantages of cinenurducation included it being "fun and interesting," "helpful to understand the characteristics of children," and "develop critical thinking through discussions." Disadvantages included "length of time needed," and "burdensome." Conclusion: Films are advantageous in that they provide indirect experience for nursing students. Selection of appropriate films and evaluation of learning goal achievements are important to maximize the effectiveness of cinenurducation.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.607-617
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• 2014

This article aims to explain some academic subjects based on the film, and accordingly investigate how they are to be converged and then educate individuals. The reasons why should be chosen as a text are as follows: this film is said to be fictional, but based on historical fact. Then, it attracts national attention. Third, it induces the spectators to judge the value of conscience, law, and morals, through the trial process, for themselves and leads them to raise the awareness of the historical, and political conditions at the time. Last, but not least, it contributes to the discourse on various type of men in contemporary days, by dint of analysis on the main characters. The results of the research are listed below: most of all, literature education(Korean language) could be proceeded with the help of epic analysis on . Secondly, considering the film develops the story using political allegory as discussion, along with the historic situation in those days, learning on history and politics could be made possible. Third, the film could be undoubtedly used to conduct the education of law and morality, forming the argument on required law and morals corresponding with ideological circumstance. Finally, education on film analysis could be conducted, by means of examination of the main characters. The analysis on the major characters helps to teach what it would be like for people to become the right ones, by both representing the members of society and determining the quality of life and relationship.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.769-775
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• 2013

This paper studies the hermeneutical meaning and educational application of the teaching in "following the model" in the epistles. The film "Charlie and the Chocolate Factory" is also used analogically to supplement the educational communication. It has to be said that following the example involves not just talking about it but also living out the stories of self-renunciation, tolerance and forgiveness.

• The Journal of the Korea Contents Association
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• v.11 no.2
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• pp.195-203
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• 2011

This case study is based on a fundamental class actually done in the film and video department in Sungkyul University. It aimed at suggesting supportive role for typical film production class in universities in Korea. The list of film styles mentioned in this text is selected from the actual ones for the class and it is focused on utilization of sound and camera. It is ultimately designed to guide students to actual making films. First of all, for example, with a humble camcoder, students are encouraged to record both image and his/her narration which is directly recorded into the built-in microphone. Also directional microphone could be used to experience various positions of 'point-of-hearing'. Regarding camera movements, only distinctive ones out of typical utilization are selected to be dealt with. The movements created by moving vehicle such as dolly or crane beyond the limit of human ability could bring up high imagination of students on movement, besides this could be also easily applied to them for using hand-held technique instead of vehicle. This attitude acquired through the course is important for gettig over the resistance they might have before actual experiencing machinary use in production.

• Journal of Digital Convergence
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• v.13 no.2
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• pp.309-314
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• 2015

The purpose of this study is to use films character education lessons to be enabled. For this study an experiment was conducted with students to character education lessons in the University of Baekseok. It was to observe whether the student's satisfaction with the questionnaire in the last lesson of character education. Observations of character education with film are very effective for University students. Therefore, this paper is to share the following results. First, this study is a model of teaching character education through film that would be proposed. Second, using film character education lessons will be conducted in a real university. Thus, the satisfaction of students will be examined. Third, using film to demonstrate the effectiveness of character education classes would be. Finally, the use of film in teaching character education curriculum according to the character would be proposed.

• Journal of Digital Convergence
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• v.13 no.3
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• pp.249-254
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• 2015

The purpose of this study is to examine the effectiveness of the film in gender equality education classes for elementary school students. For this study an experiment was conducted with students to gender equality education lessons in the 5th grade of Seongwhan elementary school in Cheonan. It was to observe whether the student's gender consciousness changes with the same questionnaire in the starting lesson and the last lesson of gender equality education. Observations of gender equality education with film are very effective for elementary school students. Therefore, this paper is to share the following results. First, this study is a model of teaching gender equality education through film that would be proposed. Second, using film gender equality education lessons will be conducted in a real elementary school. The satisfaction of students will be examined. Third, using film to demonstrate the effectiveness of gender equality classes would be. Finally, the use of film in teaching of gender equality according to the curriculum would be proposed.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.234-255
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• 2013

Korean Academy of Film Arts (KAFA) is the film school run by Korean Film Council (KOFIC). KAFA was established in 1984, benchmarking American Film Institute (AFA) and in order to foster manpower for Korean Movie under the US's pressure of domestic movie market opening in Korea. The Korean Movie market was open to the world by 1987 and suffered from the low Korean-produced movie market share of around 20% in the domestic market from 1987 to 1998. During the last 30 years, KAFA plays the key role in the Korean movie making industry. Of 520 of number of their alumni, the number of directors is 101, 33 of cinematographers, 18 of producers and 21 of professors in universities' film departments. Korean Directors, Bong Joon-ho of (2013) and topped over 10 million domestic admissions to become the most-watched Korean films of all time. Now, with KAFA's relocation to Busan following with KOFIC, their new roles are promotion of the film industry in Busan, recruiting and educating new talented Korean and foreign student filmmakers, becoming an international film school.