• Cartoon and Animation Studies
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• s.19
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• pp.89-112
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• 2010

Today many countries consider the culture and technology industry as a high value-added industry, and make intensive investments into cultural content for its growth. In the culture and technology industry, the OSMU (One Source Multi Use) business structure, which creates content using diverse media based on one original work and thus generates a high added value, has received much attention. Recently Korea has also witnessed an increase in the cases in which the cartoon medium is converted into movies or drama. Cartoons are now put to the most use as an original source, in which the process of active secondary reproduction and recreation are taking place. In the process of recreating original works, media characteristics function as an important variable. Stories are newly reproduced by the detailed information (form) characteristics of each medium. Despite those developments, however, there are not as many active comparative studies on media-converted works as there are actual productions of them, which calls for a need to more fully activate specific comparisons of cases. By comparing and investigating original works and secondarily recreated ones through media conversion, the study made comparisons between the cartoon and movie medium and described the common and different features of the two media in terms of detailed information characteristics. In order to provide a specific case, it also analyzed the cartoon Tajja and movie Tajja through media conversion, focusing on 'conversion of narrative structure.'

• Journal of Korean Home Economics Education Association
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• v.17 no.1 s.35
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• pp.113-129
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• 2005

The purposes of this study are: (1) to develop a family life education program and teaching-learning materials for building family strength, (2) to apply its program & teaching-learning materials to classrooms on the area of 'human development and family relationship' in Home Economics Education in senior high schools, (3) to provide self-directed teaching-learning materials for senior high schools' teachers and 11th-12th grade students. This study was performed according to the following procedure : (1) The area of family life education in the 7th Home Economics Education Curriculum was analyzed. (2) The students' abilities needed to acquire skills for family life were analyzed. (3) A framework for life-span family life education developed by NCFR and Adult Roles and Responsibilities Resource Guide in Utah, U.S. were reviewed and analyzed. Five units of the family life education such as 1)acquiring abilities for self management. 2)acquiring abilities for communicating, ?building family strength, acquiring abilities for crisis management, ?preparing the wise parent's roles was reconstructed. (4) In order to improve the effect of the family life education, the teaching-learning materials including lesson plans, work sheets, materials for teacher. hand outs, ppt materials. cartoons, pictures etc. were developed. (5) The developed teaching-learning materials were applied in the senior high school's classes and were revised. Additionally. a CD-rom title was made.

• Journal of the HCI Society of Korea
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• v.1 no.1
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• pp.37-44
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• 2006

Specular reflections provide the visual feedback that describes the material type of an object, its local shape, and lighting environment. In photorealistic rendering, there have been a number of research available to render specular reflections effectively based on a local reflection model. In traditional cel animations and cartoons, specular reflections plays important role in representing artistic intentions for an object and its related environment reflections, so the shapes of highlights are quite stylistic. In this paper, we present a method to render and control stylized specular reflections using projective textures based on principal curvature analysis. Specifying a texture as a pattern of a highlight and projecting the texture on the specular region of a given 3D model, we can obtain a stylized representation of specular reflections. For a given polygonal model, a view point, and a light source, we first find the maximum specular intensity point, and then locate the texture projector along the line parallel to the normal vector and passing through the point. The orientation of the projector is determined by the principal directions at the point. Finally, the size of the projection frustum is determined by the principal curvatures corresponding to the principal directions. The proposed method can control the position, orientation, and size of the specular reflection efficiently by translating the projector along the principal directions, rotating the projector about the normal vector, and scaling the principal curvatures, respectively. The method is be applicable to real-time applications such as cartoon style 3D games. We implement the method by Microsoft DirectX 9.0c SDK and programmable vertex/pixel shaders on Nvidia GeForce FX 7800 graphics subsystems. According to our experimental results, we can render and control the stylized specular reflections for a 3D model of several ten thousands of triangles in real-time.

• The Journal of the Korea Contents Association
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• v.11 no.8
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• pp.123-133
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• 2011

In this paper, we propose a new method for toon shading using 3D texture which renders 3d objects in a cartoon style. The conventional toon shading using 1D texture displays shading tone by computing the relative position and orientation between a light vector and surface normal. The 1D texture alone has limits to express the various tone change according to any viewing condition. Therefore Barla et. al. replaces a 1D texture with a 2D texture whose the second dimension corresponds to the view-dependent effects such as level-of-abstraction, depthof-field. The proposed scheme extends 2D texture to 3D texture by adding one dimension with the geometric information of 3D objects such as curvature, saliency, and coordinates. This approach supports two kinds of extensions for cartoon style diversification. First, we support "shape exaggeration effect" to emphasize silhouette or highlight according to the geometric information of 3D objects. Second, we further incorporate "cartoon specific effect", which is examples of screen tone and out focusing frequently appeared in cartoons. We demonstrate the effectiveness of our approach through examples that include a number of 3d objects rendered in various cartoon style.

• Cartoon and Animation Studies
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• s.20
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• pp.141-157
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• 2010

Though the education of culture and art for disabled children is very important, it has not been brisk yet until recently due to 'absence of the teaching methods suitable for disability types, levels and programs.'. In this situation, cartoon contents can be used as the most appropriate tools for culture and art education for mentally retarded children. Entertainment functions and genre features of cartoon contents can motivate the applicable children to participate more voluntarily and positively and function as teaching tools for interesting activities. Of course, since it is not proper to apply the cartoon contents for normal children to Special Education Field as they are, cartoon works should be made by understanding closely the characteristics and degrees of retardation of the applicable children and applying them to the composition of cartoons. However, for the contribution of this attempt to education field, it is thought that concrete guidelines for producing cartoon contents considering the concept of various types of disability, emotion, social behavioral traits, ability of cognition, school achievements, and the characteristics of language and physical health should be necessary, and to improve the application of the developed cartoon contents so that they will not remain as superficial results, sufficient communication with the applicable children such as application to classes in the process of development is necessary.

• Cartoon and Animation Studies
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• s.20
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• pp.63-74
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• 2010

For several decades in history of cartoon, it was about the era of publishing tendency based on printing technique just until few years before now. The media critic Marshall McLuhan said, "The cartoon of the 20th century have characters of printing or woodblock printing yet. Coming in to the 1980s, unlike traditional printing, cartoons of more various form appeared such as 'Moving cartoon, CD-ROM cartoon, Click-cartoon'. These phenomenons diversified and accelerated during the electronic equipments and internet that cartoon were able to be produced and distributed on not printing forms were progressing and popularizing. Like these, base on the progress of various forms in webtoon, this study will suggest 3 concept about expansion of Spatial Expressions of expression and cognition such as 'Reminiscent of The Vertical Image', 'The Vertical Panorama' and 'The Morphing into Spaces'. Also, , , the works of Doha Kang who is in the spotlight as the webtoonist of avant-garde and dynamic works, will be examined and analysed as the texts. Doha Kang was selectied as a 'Contemporary Twenty Webtoonist in Korea' from a survey of the cartoon's experts in korea by Bucheon Cartoon Information Center in 2009. He has recognized as the most experimental and be influential webtoonist from beginning of webtoon era to today. In this context, the analyses of his two works that was published in 2007, 2009 each, will helps understanding from diverse viewpoint about webtoon's expressions and structures. Furthermore, this study helps focus on values of webtoon as expansion art of Spatial Expression.

• Cartoon and Animation Studies
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• s.45
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• pp.177-195
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• 2016

This article analyzes Sergei Eisenstein's acting theory, which is famous for his Russian montage. According to the existing discussions, he avoids the psychological realism through the concept of cut acting. It is a method like montage from the viewpoint that the practice of the cut action is segmented into shots. While Vsevolod Pudovkin, who asserts a connection montage, is looking for performance to portray a gradual change of emotion adopted by Konstantin Stanislavsky's psychological realism, Eisenstein prefers the acting of Vsevolod Meyerhold's masks in the same manner as the collision montage. This article traces the viewpoints on acting and actor that Eisenstein posed throughout his montage theory. It focuses on Film Sense(1942) and Film Form(1949), which are a collection of articles written by Eisenstein. As a result of examining the domestic and foreign literatures centering on Korean and English, it is hard to find the discussions on the analysis of Eisenstein's acting theory. Almost all of them are concentrated in his montage, among which the mention of acting is extremely limited. The cut acting, the typage, the inner techniques and processes of actor that express and induce the living emotions, and the acting of the integrating into diversity as one of the inner language are useful concepts in the creation and case analysis of contemporary films. Especially, his acting theory can be applied in the creation process of cartoons, webtoons, and animations which can meet the most decisive and impressive montage technique of Eisenstein. It is also possible to find many related cases for the analysis. This is why I look back on Eisenstein's film acting theory, and the results of the discussion will be a sufficient foundation for the derivation of related research.

• Cartoon and Animation Studies
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• s.49
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• pp.677-696
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• 2017

Cartoons and consequently animation are an effective way of visualizing futuristic scenarios. Here we look at how animation is becoming ubiquitous and an integral part of this future today: the cybernetic and mediated society that we are being transformed into. Animation therefore becomes a form of speech between humans and this networked reality, either as an interface or as representation that gives temporal form to objects. Animation or specifically animated films usually are associated with character based short and feature films, fiction or nonfiction. However animation is not constricted to traditional cinematic formats and language, the same way that design and communication have become treated as separate fields, however according to $Vil{\acute{e}}m$ Flusser they aren't. The same premise can be applied to animation in a networked culture: Animation has become an intrinsic to design processes and products - as in motion graphics, interface design and three-dimensional visualization. Video-games, virtual reality, map based apps and social networks constitute layers of an expanded universe that embodies our network based culture. They are products of design and media disciplines that are increasingly relying on animation as a universal language suited to multi-cultural interactions carried in digital ambients. In this sense animation becomes a discourse, the same way as Roland Barthes describes myth as a type of speech. With the objective of exploring the role of animation as a design tool, the proposed research intends to develop transmedia creative visual strategies using animation both as narrative and as an user interface.

• 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 Radiation Protection and Research
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• v.39 no.4
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• pp.187-198
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• 2014

I developed a curriculum reflecting the perspectives of students, science teachers, and professionals in order to carry out standardized, fundamental nuclear power and radiation education in schools. Among elementary, middle, and high schools, 78.4%, 78.6%, and 93.1% respectively exhibited (with high frequency) a need for nuclear power and radiation education. The proposed elementary and middle/high school course titles are "Radiation and Life" and "Nuclear Power and Radiation" respectively. The courses are offered at every grade level and span one semester each year. The duration of each weekly class varies; at the elementary, middle, and high school levels classes meet for 40, 45, and 50 minutes respectively. Thin textbooks containing an abundance of cartoons and photos were requested. The starting points for education were fixed at the sixth grade, second year of middle school, and the first year of high school. It was stipulated that the education be separate from the regular curriculum, and encompass a creative and experimental field study based on the principal and science teachers' needs. Similar trends were observable according to grade levels regarding class hours, textbook format, form of education, and educational necessity. A simulation of the devised curriculum revealed an overall goodness of fit totaling $3.88{\pm}0.60$, $3.89{\pm}0.60$, and $3.66{\pm}0.63$ out of five for elementary, middle school, and high school students respectively, which are scores equivalent to 70 and above (out of 100). The significance of this study is that it is the first to propose a curriculum designed to cultivate value judgment based on understanding nuclear power and radiation. However, the realization of nuclear power and radiation education requires that follow-up measures be taken regarding textbook development, amendments to related laws, and the providing of teaching plans.