• Cartoon and Animation Studies
• /
• s.36
• /
• pp.217-236
• /
• 2014

This study is a literature analytical process for studying the drawing teaching methods considering the professional characteristics of animation and a principle analytical process for studying the perspective that when teaching methods that consider the function, learning and creative mechanisms of the brain are applied, the animation drawing ability will be effectively increased. In recent years, as an alternative discussion on the educational method of each field, study results applied with brain-based learning principles are being presented. This is not only being applied and implemented for art and drawing education but as overall educational alternatives. On the other hand, animation drawing requires artistic literacy and at the same time requires comprehensive teaching methods that can train the structural knowledge, cognitive sensation and communication method but such professional teaching methods are insufficient. Therefore, the principle of effective education is seen through the brain mechanism and the principle of demonstrating the creativity and learning by the brain is analyzed. In addition, through the fundamental relationship on the picture drawing and the function of the brain, the relationship of the drawing and the brain is identified. As a result, not only for the left brain that observes the cognitive information which can draw the structure and shapes but the right brain which is directly related to the drawing should be developed, but in order to express the creativity, teaching methods that can understand the mechanism of comprehensive brain where physical and psychological factors are expressed should be also developed. It is because the animation drawing education is teaching the methods for demonstrating the characteristics of artistic creativity required for the drawing ability. This process will not only be a foundation for identifying the difference against the previous animation drawing teaching methods, and the brain-based principles will be selected as the core strategic definition for designing the strategy and methodological model of future education.

• Korean Journal of Cognitive Science
• /
• v.34 no.3
• /
• pp.181-196
• /
• 2023

Size, velocity, and time equivalence are mechanisms that allow us to perceive objects in three-dimensional space consistently, despite errors on the two-dimensional retinal image. These mechanisms work on common cues, suggesting that the perception of motion distance, motion speed, and motion time may share common processing. This can lead to the hypothesis that, despite the spatial nature of visual stimuli distorting temporal perception, the perception of motion speed and the perception of motion duration will tend to oppose each other, as observed for objects moving in the environment. To test this hypothesis, the present study measured perceived speed using Müller-Lyer illusion stimulus to determine the relationship between the time-perception consequences of motion stimuli observed in previous studies and the speed perception measured in the present study. Experiment 1 manipulated the perceived motion trajectory while controlling for the retinal motion trajectory, and Experiment 2 manipulated the retinal motion trajectory while controlling for the perceived motion trajectory. The result is that the speed of the inward stimulus, which is perceived to be shorter, is estimated to be higher than that of the outward stimulus, which is perceived to be longer than the actual distance traveled. Taken together with previous time perception findings, namely that time perception is expanded for outward stimuli and contracted for inward stimuli, this suggests that when the perceived trajectory of a stimulus manipulated by the Müller-Lyer illusion is controlled for, perceived speed decreases with increasing duration and increases with decreasing duration when the perceived distance of the stimulus is constant. This relationship suggests that the relationship between time and speed perceived by spatial cues corresponds to the properties of objects moving in the environment, i.e, an increase in time decreases speed and a decrease in time increases speed when distance remains the same.

• Korea Multimedia Society
• /
• v.9 no.3_4
• /
• pp.27-35
• /
• 2005

The technologies related to the development of cultural contents we known as cultural technology (CT). CT should evolve with the changes in the cultural contents market. Currently there are five major trends in cultural market change. First, consumers are seeking more and more sensible quality from products. Second, consumers are becoming less sensitive to the cognitive quality of products. Third, consumers demand more than what contemporary technology can offer. Fourth, as the cultural products market grows, the goal of content developments has shifted from producing a 'big hit product' to producing a product which will maintain market share. Fifth, cultural products are diversifying. All these trends make the cultural products developer's job more challenging. Sensation & emotional engineering (SE engineering) can be a useful tool for cultural products developers. SE engineering is a study of the somatic sensation and the aesthetic sensation for both fundamentals and applications aspects. By quantifying the physiological and psychological responses of consumers, it studies the physical nature of stimulants, providing basic knowledge for future applications and industrialization. One widely spread myth is that a sparkling idea from a talented individual will make a difference in the cultural products industry. The careful examinations of many successful cultural products prove this is not correct. Many successful cultural products are the result of a substantial amount of investment and employment of well polished marketing technology. A scientific approach is highly required for this matter and the SE engineering is an answer