• 한국의상디자인학회지
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• 제23권2호
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• pp.43-52
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• 2021

This case study developed and operated "Fashion & Film" as a fashion-related liberal arts course. The class was designed to include fashion styles exhibitted in films, fashion-related PPL, fashion design through film, fashion images of movie characters, considering gender & color images expressed in movie costumes, and the history of western costumes and asian folk costumes in films. The class was counducted through various teaching methods, such as lectures, student's presentation of movie plots, and team discussions, which created a student-led class. The team presentations at the end of the term were intended to enhance the understanding of fashion through movies. The results of subjective lecture evaluation of "Fashion & Film" showed the most satisfaction with the communication with professor. Students said that it was good to understand fashion through film. They expressed a burden with the team project; however, they were satisfied with the team project outcomes. Students said that PowerPoint was used very effectively. On the other hand, there was an prevelent opinion that the content of PowerPoint and workbook did not match. To address this inconvenience, a textbook called "Fashion in Film" was published and used in the first semester of 2020. The multiple-choice evaluation showed that students were generally satisfied with the "Fashion & Film" class.

• 한국엔터테인먼트산업학회논문지
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• 제13권1호
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• pp.59-67
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• 2019

이 글은 브레히트의 게스투스가 영화에 어떻게 차용되고 변용되는가를 고찰하였다. 영화의 브레히트 차용에 따른 비판적 논의들을 살펴보았고, 구체적인 사례로 급진실험영화 및 할리우드영화에서 채택된 브레히트 연기의 양식을 고찰하였다. 덧붙여, 한국영화배우의 사례를 통해 브레히트 연기론의 적용 가능성을 모색하였다. 첫째, 영화의 브레히트 수용이 지나치게 형식적이고 기계적이라는 비판에도 불구하고, 영화이론과 실제는 브레히트 사상을 환기시키고 새롭게 반영한다. 브레히트 당대의 사회정치적 상황에 관계없이, 그의 게스투스는 영화연기에 적합하며 유용하다는 것이다. 브레히트의 사유는 영화의 몽타주와 컴퓨터특수효과와 같은 기술혁신으로 실현되었고, 무엇보다 배우의 사회적 태도는 관객 교육을 통한 대중화에 성공한 사례이다. 둘째, 퍼포먼스에 관한 브레히트 전략은 더 이상 낯설지 않으며, 모순에 찬일상과 예술의 경계를 넘어 대중영화의 즐거움으로 자리한다. 연기예술의 자연주의와 반자연주의가 의도는 다를지라도, 그 과정과 효과는 동일한 지점을 바라본다. 셋째, 브레히트 전략에 관한 대중적 이해의 시도로서 한국영화배우의 사례를 통해, 국내 배우론 및 연기론에 관한 정체성 탐색의 가능성을 확인할 수 있었다.

• 한국간호교육학회지
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• 제17권3호
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• pp.395-404
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• 2011

Purpose: The purpose of this paper was to analyze research papers using movies and to introduce a practical instruction in cinema education for nurse educators in Korea. Method: The computerized database of PubMed, Google scholar, NDSL, CINAHL, and PsychINFO were used to generate relevant literature. Sixteen studies were published between 1990 and 2011 and were included in this review. These papers were analyzed using the matrix method suggested by Garrad (2007). Results: The first paper using movies in nursing education was performed in 1995. There were 16 studies on this issue and classified into one qualitative and 15 quantitative research. Because psychiatric mental health nursing was the main course, movies relating to mental illness were mainly considered. Most papers used questionnaires developed by researchers and discussions regarding the course. The key findings in these papers were all positive. Conclusion: The critics and syntheses in these papers emerged into seven overarching merits of cinema education and that lead to conduct cinema education to deepen students' understanding and to evoke empathy, critical thinking, entertainment, and intimacy. In addition, cinema education was safe and economical. This study recommends discovering suitable films and developments in both instruction process and educational evaluation tools.

• 한국간호교육학회지
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• 제16권2호
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• pp.194-201
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• 2010

Purpose: Recently teaching nursing to undergraduate students has been based on the constructive teaching method to achieve the core nursing competency. Therefore, non-traditional teaching methods should be introduced for a stimulated interaction between the lecturer and students and to increase information retention and interest in nursing. The purpose of this paper was to review current issues related to the use of cinema in nursing education. Method: A literature review was conducted to grasp the definition of cinemeducation and to identify the uses, merits, and demerits of using cinema in nursing education. Conclusion: Cinemeducation is an innovative approach to teaching multi-cultural diversity in medicine and nursing. It is possible to conduct cinemeducation to deepen student's understanding of cross-cultural issues and to evoke imagination, empathy, and narrative. Movies are funny, entertaining, and readily enjoyed by learners. Since individuals portrayed in movies are not real, learners can be more honest and objective about their reactions to these characters. In addition, movies as instructional media are economical. I would like to suggest more curriculum development for the use of movies.