• 한국철학논집
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• 제39호
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• pp.221-235
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• 2013

본 논문은 중 미 일 애니메이션영화를 통해 그 창작스타일을 분석하기 위해 삼국의 주요 예술적 특징 및 그 표현 스타일을 사례를 통해 비교하여 각각 자신들의 전통 회화예술, 심미적 습관, 사유방식과 깊이 연계되어 있으며 독특한 애니메이션영화 예술형식을 만들어냈음을 발견할 수 있게 된다. 미국은 사실주의 예술표현과 뉴테크놀로지에 대한 활용을 중시한다. 일본은 전통 회화예술과 스토리텔링 애니메이션의 표현을 중시한다. 상업적인 측면에서 볼 때, 그들은 그들의 국가와 글로벌 엔터테인먼트 마켓의 다양한 서로 다른 수요에 따라 각기 다른 시장의 수요를 만족시켜왔으며, 서로 다른 비즈니스 방식을 개발하였다. 내용적 측면에서 보면, 보편적 가치인 선악관을 알리고 개인주의의 영웅관을 만족시키며, 다양한 상업적인 예술 애니메이션영화를 개발하여 전세계적으로 수많은 관중의 사랑을 받아왔다. 미국과 일본 양국에 비해 중국은 50-80년대에 사회주의 의식형태의 수요와 사고에 기초하여 애니메이션영화를 창작하였다. 80년대 개혁개방 이후에서야 다시 엔터테인먼트 마켓과 관중의 다양성의 수요에 따라 창작하게 된다. 그러나 그 결과는 여전히 지금의 중국 애니메이션영화에까지 영향을 주고 있다. 창작 동력과 원작 인재가 끊어지게 되었고 다양한 창의적 스타일과 상업시장 운영의 매카니즘이 결손되었다. 일본은 미국 스타일로부터 시종 자신의 위치와 성공을 찾게 되었다. 오늘날의 중국은 미국과 일본 스타일 중에서 자신의 창작 스타일과 위치를 찾고 정부관리방식, 업계규범, 국제화 인재양성 및 경험 등을 체계적으로 분석하는 것이 그 근본이라 하겠다.

• 감성과학
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• 제25권1호
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• pp.91-102
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• 2022

가상공간의 활성화에 따라 아바타와 같이 사람을 대신하는 대리인(agent)의 사용이 활성화되었으나, 인공물이 사람과 유사해질수록 불편함을 느끼는 언캐니밸리(uncanny valley) 현상이 장애물로 작용하고 있다. 본 연구에서는 연예인에 기반을 둔 아바타에서 느껴지는 언캐니밸리 현상을 확인하고자 하였다. 연예인 및 일반인의 사진과 그 사진을 기반으로 제작된 아바타에서 눈 크기를 조절하여 비전형성 정도를 조작하였고, 이에 따른 언캐니밸리 현상의 강도를 측정하였다. 그 결과, 사진과 아바타 모두에서 연예인 얼굴에 대한 언캐니밸리 현상이 더 강하게 나타났다. 이는 친숙한 얼굴에 대해서 더 강한 얼굴 표상이 형성되어 얼굴 변화에 대해 더 쉽게 탐지한다는 기존의 발견들과 일치한다. 한편 사진 자극에 대해서는 기존의 연구에서처럼 비전형성 정도가 높아질수록 더 높은 언캐니밸리 현상이 발견되었으나, 아바타 자극에 대해서는 비전형성 정도에 따른 효과가 발견되지 않았다. 이는 만화의 등장인물에서 얼굴의 특징이 과장되어 커지거나 작아지는 경향 때문에 아바타에서 허용할 수 있는 비전형성 정도가 크기 때문으로 판단된다. 이와 같은 결과는 최근 연예인 아바타를 사용한 가상공간의 서비스에서 언캐니밸리 현상을 줄이기 위한 노력이 필요함을 시사한다.

• 한국엔터테인먼트산업학회논문지
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• 제14권7호
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• pp.239-249
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• 2020

시대별과 배경에서 나타를 주제로 한 애니메이션 영화로서, <나타지마동강세(2019)>와 <나타요해1979)>는 나타의 각기 다른 예술 이미지의 가치와 중요성을 반영하였다. 나타 인물 이미지의 가치 전향 연구는 나타 예술 이미지의 다른 스타일을 보여준다. 본 논문은 영화 속 나타 캐릭터의 예술적 표현에 따라 그 뒤에 나타나는 가치의 변화를 해석하다. 나타의 '선'에서 '악' 이미지로의 전환은 물론, 아버지의 뜻을 거스르기 어렵다 관념에서 운명이 자신의 손에 있다는 관념으로 옮겨가는 것은 나타 이미지의 다른 가치와 의미를 시대별 배경에서 반영한다. 모든 작품에는 선명한 시대성이 있다. <나타지마동강세(2019)>는 새로운 시기 나타 캐릭터의 영화적 혁신과 내용 깊이가 새롭게 드러난 작품이다. 예술적 표현에는 여러 가지 형식이 있는데, 이러한 차별화가 애니메이션을 주름잡는 매력을 크게 증가시켜 중국 애니메이션 영화가 더 많은 발전 공간과 가치를 갖도록 하다.

• 한국비블리아학회지
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• 제20권1호
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• pp.23-38
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• 2009

본 연구는 어린이들이 보다 편리하게 도서관 자료에 접근할 수 있도록 어린이도서관의 컬렉션코드 및 청구기호 간략화 방안을 제안하였다. 이를 위해 국내외 대표적인 공공도서관에서 사용하는 분류체계 및 저자기호표, 분류기호의 확장전개 수준, 컬렉션 구성과 컬렉션별 청구기호 조합 방식을 설문 및 방문하여 조사하였다. 분석 결과 해외 어린이도서관에서는 소설, 그림책, 전기 등과 같이 어린이의 이용이 많은 자료를 중심으로 별도의 컬렉션을 구성하고, 분류번호를 사용하지 않고, 컬렉션에 맞게 컬렉션코드와 저자의 성으로 간략하게 청구기호를 부여하였다. 국내 도서관에서도 컬렉션코드를 활용하였으나 다양하지 않고, 각 컬렉션 내에서 한국십진분류표를 이용해 배열하였다. 사례조사를 바탕으로 우리나라 도서관을 위한 컬렉션의 종류를 비소설, 소설, 소설/미스터리, 소설/공상과학, 그림책, 만화, 언어별, 옛이야기, 전기, 신화, 개념책, 명절, 수상작, 공룡, 곤충, 만들기, 탈것, 큰책, 팝업책, 그림연극, 보드책, 참고, 잡지, 시리즈, 새 책, 비디오, 오디오로 제안하였고, 여기에 연령구분표를 첨가하여 컬렉션의 추가적인 확장이 가능하도록 하였으며, 소설의 경우 하위 컬렉션으로 장르를 추가할 수 있도록 하였다. 또한 청구기호도 컬렉션 코드를 활용하여 간략화 방안을 제안하였다.

• 보건교육건강증진학회지
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• 제18권3호
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• pp.37-58
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• 2001

This study placed its objectives in suggesting the basic data for setting up an approach to protect the educational environment, by analyzing the relevance between the misconducts of adolescence and the harmful environment around the school, as an object of study, middle school students and high school students all over the country. Thus, this study carried out the questionnaire survey, by the multi-stage of stratified sampling in 2,114 middle school and high school students from June 29, 2000 through July 29, 2000. And the results of analysis were as follows: 1. In case of the ratio of students using harmful environment, the electronic game room had the highest ratio (78.3％); next, the PC room (75.6％), the singing room (71.6％), and the cartoon room (34.3％). 2. In terms of the experiences of using the harmful environment according to the personal characteristics, high school students used it in a higher ratio, compared with middle school students (p〈0.001); the students, whose father graduated from a high school, comparatively used it much more(p〈0.05). Also, when a school is located near to amusement quarters or shopping centers, students used the harmful environment most highly (p〈0.001). And the differences were found to be statistically significant. 3. In case of the perceived susceptibility factors, the harmful environment was found to be used in lower ratio, by the students who answered “very so” to the question item, The more harmful environment facilities are positioned around school, the more student have the opportunities to use them. (p〈0.001). That is, the findings showed that the higher students' degree of perceived susceptibility factors was the less students used harmful environment facilities. The differences were statistically significant. In terms of the ratio of using harmful environment according to perceived seriousness factors, it was founded out that the students, who answered, “If I use any harmful environment facilities, it will be very harmful to myself.”. had the less opportunities of having used them, compared with the students who did not answer so (p〈0.001). This indicated that the higher the degrees perceived seriousness of students, the less they used harmful environment facilities. And the differences were statistically significant. In the side of the ratio of using harmful environment according to the perceived barriers, it was found out that there were any special large differences. That is, perceived barriers had nothing to do with students' using harmful environment. 4. As the result of having analyzed the factors influencing the behaviors of using harmful environment, the factor to explain the behaviors of using harmful environment was found to be the degree of perceived seriousness, among individual perceiving factors; next, the location of a school - one of personal characteristics, the degree of perceived susceptibility and ages, m sequence. 5. Among students' misconduct experiences, drinking was highest (21.6％), next, smoking (11.9％), drug abuse (4.3％), and sexual relations (1.6％), In sequence. Among other problematic behaviors, excessive waste was highest (14.6％); next, disobedience and lie (10.7％), night wandering (7.8％), and bad dressing and making-up (5.5％), in sequence. 6. In terms of the misconducts according to the behaviors of using harmful environment, compared with the students who did not commit any misconducts, harmful environment facilities were used more highly, by each group of students who experienced drinking (p〈0.00l), smoking (p〈0.001), sexual relations (p〈0.05), excessive waste (p〈0.001), disobedience ＆ lie (p〈0.001), and bad dressing ＆ making-up (p〈0.05). And the differences were statistically significant.

• 대한소아치과학회지
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• 제29권2호
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• pp.168-179
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• 2002

어린이의 치과 치료시 행동조절에 도움이 되고자 치료를 위해 내원한 어린이 환자 150명을 대상으로 치과의사의 의상에 대해 설문조사를 시행한 결과 다음과 같은 결론을 얻었다. 1. 가운과 일상복에 대한 선호도 조사에서는 성별(P<0.05), 연령(P<0.05), 거주지(P<0.05), 내원 횟수(P<0.05)에서 가운에 대한 선호도(65.3%)가 높았다. 2. 가운의 종류와 가운의 속의 복장에 대한 선호도는 긴 가운에 와이셔츠(30.7%), 양복형 가운에 와이셔츠(18.7%), 긴 가운에 폴로셔츠(17.3%) 순으로 나타났다. 3. 가운의 색에 대한 선호도는 흰색(34.7%), 분홍색(18.7%), 초록색(18.0%), 파랑색(15.3%), 노랑색(13.3%) 순으로 나타났다. 4. 가운의 무늬에 대한 선호도는 만화 캐릭터(49.3%), 병원로고(28.7%), 민무늬(14.7%) 순으로 나타났다. 5. 여자 치과의사의 일상복에 대한 선호도는 폴로셔츠(37.3%), 줄무늬셔츠(28.7%), 라운드티셔츠(18.7%), 개량한복(15.3%) 순으로 나타났다. 6. 남자 치과의사의 일상복에 대한 선호도순서는 무늬넥타이에 민무늬 와이셔츠(28.0%), 민무늬 넥타이에 와이셔츠와 넥타이 없이 무늬셔츠(21.3%), 넥타이 없이 민무늬 와이셔츠(14.7%)순으로 나타나났다. 7. 보호장비 착용에 대한 선호도 조사는 마스크와 글러브(28.7%), 장비 없음(26.7%), 마스크와 글러브와 보안경(22.7%), 마스크만 착용(22.0%) 순으로 나타났다. 본 연구의 결과에 비추어 볼 때, 어린이 환자의 치과 치료시, 심리적 안정감을 주기 위해서는 흰색의 획일적인 가운에서 벗어나 다양한 색채와 형태로 디자인된 치과의사의 복장이 어린이에게 친근감을 주어 행동조절에 도움이 될 것으로 사료된다.

• 한국과학교육학회지
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• 제21권1호
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• pp.89-101
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• 2001

본 연구에서는 창의력 계발을 위한 교수 학습 자료를 개발하고 초등학생의 창의력에 미치는 효과를 조사하였다. 본 교수 학습자료는 초등학교 5,6학년 교육과정 속에서 적용 가능한 창의력 구성 요소와 창의활동을 선정하여 학생용 활동지와 교사용 지도서로 개발하였다. 학생용 활동지는 흥미를 유발하는 도입, 자세한 안내와 자료를 제공하고 확산적 발문으로 생각하며 스스로 하게 한 실험 활동, 정리활동인 마인드 맵, 심화활동인 '생각해봅시다'로 구성되어 있다. 연구대상은 초등학교 5학년 학생 156명이며 이를 두 집단으로 나누어 실험집단에는 본 연구에서 개발한 교수학습 자료를 적용하였고 비교집단에는 교과서에 의한 전통적인 수업을 실시하였다. 3개월 동안의 실험에서 창의력 사전 사후 검사를 실시하였다. 또한 실험집단을 창의력 점수를 기준으로 3집단(상, 중, 하)으로 구분하여 면담과 관찰을 하였다. 본 연구의 결과, 사후검사에서 실험집단이 비교집단보다 창의력점수가 높게 나타났다(p<0.01). 실험집단의 면담과 관찰결과 과제수행 능력에서 상위집단은 주어진 시간 안에 과제를 잘 완수하였고 중위집단은 시간이 지남에 따라 과제의 완성도가 높아졌으며 심화과제 해결정도도 향상되었으나 하위집단은 거의 해결하지 못했다. 전체적으로 언어적 표현보다 시각적 표현활동에 홍미를 갖고 참여하였다. 상위집단은 마인드 맵을 이용하여 학습 내용을 체계적으로 정리하였고 생각이나 느낌의 독창적인 표현능력이 향상되었다. 중위집단도 초기보다 정돈된 모습을 보였으나 하위집단은 어려워하였다. 상상하여 글이나 그림으로 표현하는 창의활동에서 상 중위 집단의 표현이 점차 유연해지고 독창적으로 되어갔다. 활동지 전체에서 학생들은 민감성, 재구성력, 정교성 등이 높아졌다. 학습활동에 있어서 전체적으로 다양한 표현방법을 이용하였고, 특히 그림이나 만화를 창의적으로 표현하는 활동에 흥미를 가지고 참여하였다.

• 보건교육건강증진학회지
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• 제18권1호
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• pp.109-125
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• 2001

The purpose of this study was to provide the basic data for establishing school education environment protection measures, on the basis of comparing and analyzing the realities and students' recognition degree of the environment and hygiene around the middle and high schools located in the rural areas. These study data were investigated by the self-administered questionnaires, taking as subject the 805 students in the middle and high schools located rural areas. And the results were as follows: First, as the result of having investigated the distribution degree of harmful environment within the purification zone around schools, it was found out that students responded: within the purification zone around the middle school, there were cartoon rooms (46.2％), electronic game rooms (45.9％), and singing rooms (45.0％). within the purification zone around the high school, there were electronic game rooms (46.3％), singing rooms (42.3％), billiard halls (41.4％), PC rooms (40.1 ％), and Soju-room (35.2％). Secondly, as having analyzed student's recognition degree of the harmful environment around the school, it was found out that middle school students responded that sexual utensils-treating shops (3.74 points) were most harmful, and next corrupted bathhouses (3.52 points), and Soju-room (3.47 points), and high school students also responded relating to harmfulness in a similar sequence. Thirdly, in case of students' recognition degree of the harmful environment around the school according to general characteristics, 1) girl students had a higher ratio of recognition that the environment around the school was harmful than boy students (p〈0.001). 2) groups of students whose living standard was high had a higher ratio of recognition that the environment around the school was harmful than groups of students whose living standard was low (p〈0.05). 3) groups of students whose school was located near the park or the residential street had a higher degree of recognition that the environment around the school was harmful than groups of students whose school was located near the factory or the shopping area (p〈0.01). 4) groups of students whose school was located near the park or the residential street had a higher degree of recognition that the environment around the school was harmful than groups of students whose school was located near the amusement area or the shopping area (p〈0.05). Fourthly, 1) relating to the harmful shops where they experienced most highly the behavior of drinking and smoking, middle school students responded that they did so in the electronic game room (22.5％) and high school students did so in the singing room (31.4％), and high school students had a very high experience ratio of drinking and smoking, compared with middle school students (p〈0.001). 2) relating to the harmful shops where they could get in contact with lewd articles, both of middle school students (5.3％) and high school students (8.3％) responded that they could do so in the video room. 3) relating to the harmful shops where they experienced unsound opposite sex acquaintance, both of middle school students (5.8％) and high school students (16.6％) responded that they did so most highly in hotels, and high school students had a remarkably high experience ratio of unsound opposite sex acquaintance, compared with middle school students (p〈0.05). 4) relating to the harmful shops where they experienced violence, middle school students responded that they did so in the electronic game room (14.0％) and then in the singing room (3.7％), and high school students responded that they did so in the electronic game room (9.3％), the nightclub (4.6％), Soju-room (4.1 ％), and high school students had a remarkably high experience ratio of violence, compared with middle school students (p〈0.05). 5) relating to the harmful places where they experienced drugs both of middle school students (0.8％) and high school students (2.4％) responded that they did so in the hotels. Fifthly, when going to the harmful shops, students had the experience of being guided and regulated roughly 1 time - 2 times, and middle school students (16.4％) and high school students (16.7％) had almost similar experience ratios of being guided and regulated. Conclusively, there was a limit in controlling the environment and purification zone only by legal regulations and institutional controls, the self-control purification effort for the school and the surrounding environment was required greatly, in order to protect students from harmful environment. In addition, the constant study to establish the educational environment purification measures must be carried out.

• 미술이론과 현장
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• 제8호
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• pp.59-87
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• 2009

This thesis started from the attempt to make it clear that 80's American artist Keith Haring(1958-1990) had conducted social intervention of criticism, resistance, and participation through his works, and so pursued public value. Haring of graffiti fame left popular and familiar cartoon style pictures on the street wall, the billboards, the posters and so on. Popular and playful works was explained as his unique characteristics, but Haring's creative way at the field has more value than just being grasped as artist's personal characteristics. Haring's work pieces became everyday art by joining with people's life, and are working as a social speaking place. So I think that these Haring's art works possess characteristics of 'the public sphere'. 'The Public Sphere' means that is independent and free from the government or partisan economic forces, so that is not connected with the interested relations, and that is the sphere of rational argumentation without 'disguise' or 'fabrication', and that is the sphere where general public can participate in and is inspected by them. The public sphere between the sphere of public authority such a nation and a market and the private sphere of free individual, it is mutually connected with them and works as the space forming public opinion. Private individuals communicate with this public sphere and perform a role of direct and indirect check, balance, and social criticism way off from power. Openness that should include the voice of not only leading power but also the socially weak such as citizens, women, homosexuals, minority races, and so on, and alienated class, is an index of the public characteristics. The public sphere is not working just with speech and mass media. Many artists as well as Haring open their mouth and act through an art at the center of society, and create another public sphere by an art. I understood that the real participatory and practical characteristics on the Haring's work is a phenomenon and current of a part of the art world including Haring. Such current started from 1960s is the in-depth effort to be connected with the life more closely, to communicate with people, and to improve problems of life. And it has pursued public value on the different way from the nation or public power. Artists have intervened in the society with strategic and positive ways in order to raise pushed-out value and sinked rights as the public agenda, and labored to accept the value of variety and difference at the society. The aspect of such social intervention is the notable features, findable on the Haring's works and process. Haring's works include art historical meanings and are expressed with familiar and plastic language, so they were able to communicate with various classes. And he secured various customers at the field and the street. This communicative and public approach factor raised the possibility much for his works to work as the public sphere. Haring presented critical and resistant speech toward society with his works based on this factor. He asserted his position and justice of gender identity as a sexual minority. And his such work continued to movement for alienated class and social week over his own rights. His speech and message on the wall painting, poster, T-shirts, billboard of the subway, and so on worked as a spectacle and pressed concern with social issues and consciousness shift. And he's been trying to protect and care people who is injured by HIV and drug and to realize social justice through social week protection. Haring's works planned to meet many people as much as possible performed its role of intervening in society through criticism, resistance, speech, and participation, and controlling and checking social issues. These things considered, Haring's works show his consciousness about public attributes of art, and obviously include public value seeking. And also we can find the meaning of such his work as that an art is working as the public sphere and shows the possibility to discuss and practice public issues.

• 조형예술학연구
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• 제7권
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• pp.64-104
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• 2005

Visual media transmits image and information reproduced in large quantities, such as a photography, film, television, video, advertisement, or computer image. Correspondence to the students' reception and recognition of culture in the future. arrangements for the field of studies of visual culture. 'Visual Culture' implies cultural phenomena of visual images via visual media, which includes not only the categories of traditional arts like a painting, sculpture, print, or design, but the performance arts including a fashion show or parade of carnival, and the mass and electronic media like a photography, film, television, video, advertisement, cartoon, animation, or computer image. In the world of visual media, Image' functions as an essential medium of communication. Therefore, people call the culture of today fra of Image Culture', which has been converted from an alphabet convergence era to an image convergence one. Image, via visual media, has become a dominant means for communication in large part of human life, so we can designate an Image' as a typical aspect of visual culture today. Image, as an essential medium of communication, plays an important role in contemporary society. The one way is the conversion of analogue image like an actual picture, photograph, or film into digital one through the digitalization of digital camera or scanner as 'an analogue/digital commutator'. The other is a way of process with a computer drawing, or modeling of objects. It is appropriate to the production of pictorial and surreal images. Digital images, produced by the other, can be divided into the form of Pixel' and form of Vector'. Vector is a line linking the point of departure to the point of end, which organizes informations. Computer stores each line's standard location and correlative locations to one another Digital image shows for more 'Perfectness' than any other visual media. Digital image has been evolving in the diverse aspects, such as a production of geometrical or organic image compositing, interactive art, multimedia art, or web art, which has been applied a computer as an extended trot of painting. Someone often interprets digitalized copy with endless reproduction of original even as an extension of a print. Visual af is no longer a simple activity of representation by a painter or sculptor, but now is intimately associated with a matter of application of media. There is some problem in images via visual media. First, the image via media doesn't reflect a reality as it is, but reflects an artificial manipulated world, that is, a virtual reality. Second, the introduction of digital effect and the development of image processing technology have enhanced a spectacle of destructive and violent scenes. Third, a child intends to recognize the interactive images of computer game and virtual reality as a reality, or truth. Education needs not only to point out an ill effect of mass media and prevent the younger generation from being damaged by it, but also to offer a knowledge and know-how to cope actively with social, cultural circumstances. Visual media education is one of these essential methods for the contemporary and future human being in the overflowing of image informations. The fosterage of 'Visual Literacy' can be considered as a very purpose of visual media education. This is a way to lead an individual to the discerning, active consumer and producer of visual media in life as far as possible. The elements of 'Visual Literacy' can be divided into a faculty of recognition related to the visual media, a faculty of critical reception, a faculty of appropriate application, a faculty of active work and a faculty of creative modeling, which are promoted at the same time by the education of 'visual literacy'. In conclusion, the education of 'Visual Literacy' guides students to comprehend and discriminate the visual image media carefully, or receive them critically, apply them properly, or produce them creatively and voluntarily. Moreover, it leads to an artistic activity by means of new media. This education can be approached and enhanced by the connection and integration with real life. Visual arts and education of them play an important role in the digital era depended on visual communications via image information. Visual me야a of day functions as an essential element both in daily life and in arts. Students can soundly understand visual phenomena of today by means of visual media, and apply it as an expression tool of life culture as well. A new recognition and valuation visual image and media education is required to cultivate the capability of active, upright dealing with the changes of history of civilization. 1) Visual media education helps to cultivate a sensibility for images, which reacts to and deals with the circumstances. 2) It helps students to comprehend the contemporary arts and culture via new media. 3) It supplies a chance of students' experiencing a visual modeling by means of new media. 4) There are educational opportunities of images with temporality and spaciality, and therefore a discerning person becomes to increase. 5) The modeling activity via new media leads students to be continuously interested in the school and production of plastic arts. 6) It raises the ability of visual communications dealing with image information society. 7) An education of digital image is significant in respect of cultivation of man of talent for the future society of image information as well. To correspond to the changing and developing social, cultural circumstances, and the form and recognition of students' reception of them, visual arts education must arrange the field of studying on a new visual culture. Besides, a program needs to be developed, which is in more systematic and active level in relation to visual media education. Educational contents should be extended to the media for visual images, that is, photography, film, television, video, computer graphic, animation, music video, computer game and multimedia. Every media must be separately approached, because they maintain the modes and peculiarities of their own according to the conveyance form of message. The concrete and systematic method of teaching and the quality of education must be researched and developed, centering around the development of a course of study. Teacher's foundational capability of teaching should be cultivated for the visual media education. In this case, it must be paid attention to the fact that a technological level of media is considered as a secondary. Because school education doesn't intend to train expert and skillful producers, but intends to lay stress on the essential aesthetic one with visual media under the social and cultural context, in respect of a consumer including a man of culture.