• Journal of Digital Convergence
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• v.16 no.11
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• pp.57-67
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• 2018

The purpose of this study is to examine the issues of school arts & culture education policy in Korea, using the four dimensional model of Cooper, Fusarelli, & Randall(2004). Research method is literature analysis, the accumulated policy documents and academic papers were used as the basis data. As a result, the followings are required for effective policy outcome: From the normative dimension, overcoming the pursuit of national growth ideology and bureaucratic rationality; from the structural dimension, securing of practical forms and content through the reform to the teacher mandate system in curriculum operation; from the constituentive dimension, clear division of roles among members through the change of awareness about arts & culture education; and finally from the technical dimension, rational allocation of resources based on firm educational criteria. Building upon the results, promotion of basic academic research, accepting the opinions of arts & culture education parties concerned, expansion of opportunities for cultural art experience of teachers, building up the integrated arts & culture education teacher training system, the reorganization of the teacher training system, and raising the professionalism of teaching artists.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.793-801
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• 2013

Our society is moving from a monocultural society of a homogeneous nation to a multi-cultural society as a lot of foreigners are flowing into the country with the advent of globalization and with an effort to secure labor force for economic growth. So, multi-cultural families composed of members using different languages spring up everywhere, but the children in these multi-cultural families have difficulties in acquiring Korean language and are socially maladjusted because of the bilingual environment. The goal of this study is to help enhance the language capabilities and socialities of the children in the multi-cultural families through fine arts using artistic methods. The study method was to analyze the high-quality effects of the fine arts with the theoretical research materials and theses showing the real conditions of the multi-cultural families. And I proposed some ways to improve the linguistic abilities and socialities of the children in the multi-cultural families with the utilization of fine arts. As a result, Firstly, An active use of the bilingual instructors and artistic multimedia is educationally necessary to overcome language restrictions. Secondly, Various ways to utilize fine arts are necessary to improve learning abilities of other subjects. Thirdly, Artistic plays and experiential activities need to be largely applied to education to enhance the abilities of emotional control and socialities. Finally, Integrated culture and art education is essential not only for creativities and socialities but also for personalities for community life.

• Korean Journal of Community Nutrition
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• v.28 no.6
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• pp.509-522
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• 2023

Objectives: This study is intended to develop a curriculum for kindergarten food and nutrition education aimed at preschool children, reflecting government policy and meeting the demands of preschool settings. Methods: Existing educational materials were analyzed, and key elements of the 2019 Revised Nuri Curriculum ("Nuri Curriculum") and Guidelines for Nutrition and Food Education in Kindergartens, Elementary, Middle, and High Schools ("Guidelines") were examined as foundational information for developing the curriculum for food and nutrition education. Results: Basing ourselves on the five domains of the Nuri Curriculum, "Physical Activity and Health," "Communication," "Social Relationships," "Art Experience," and "Natural Science Inquiry," we integrated three areas from the Guidelines, namely "Dietary Habits and Health," "Dietary Habits and Safety," and "Dietary Habits and Culture," to structure the curriculum for kindergarten food and nutrition education. Three specific domains, "Nutrition and Health," "Food and Culture," and "Safe Dietary Practices," were tailored for preschool children, each comprising core concepts, content elements, and educational materials. In the "Nutrition and Health" domain, core concepts such as "nutrition" were addressed through content elements such as "balanced eating" and "vegetables and fruit," while "health" included elements such as "eating regularly" and "nutrients for disease prevention," each with two educational content components. The "Food and Culture" domain focused on "food" with content on "local foods (vegetable-garden experience)" and "food culture" with content on "our dining table (rice and side dishes)," "our agricultural products," "global cuisine (multiculture)," and "considerate dietary practices," each with four educational content components. The "Safe Dietary Practices" domain included core concepts such as "hygiene" with content on "hand-washing habits" and "food poisoning management," and "safety" with content on "food labeling." Conclusions: The systematized curriculum for kindergarten food and nutrition education aligns with the Nuri Curriculum and is interconnected with the Guidelines. This curriculum can be used as foundational material for developing educational resources tailored to the characteristics of preschoolers, contributing to effective implementation in early childhood education.

• The Research Journal of the Costume Culture
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• v.24 no.6
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• pp.743-755
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• 2016

This study aimed to reveal the designer's creative process in the development of clothing designs. The researcher has taken roles both as a design practitioner and an observer. The full process of design development was concurrently documented while working to solve a specific problem. This included noting down the concept, keywords, and detailed scratch ideas, as well as refining the design by collecting sketches and taking photos. Integrated data from the captured design process were analyzed based on Lamb and Kallal's apparel design framework, which included problem identification, construction of preliminary ideas, design refinement, prototype development, and evaluation. The functional, expressive, and aesthetic (FEA) criteria of the entire process were thus assessed. Additionally, five professional apparel reviewers evaluated the design project based on FEA criteria. The results showed the processes for identifying targets and intentions, extracting the main elements from sources, developing the major visual concepts, and making final adjustments. Ultimately, this study revealed how a designer manages each stage of the creative design process. Sharing such detailed observations of the design process can help refine the knowledge involved in each stage of the creative process, and provide guidance for instructors in design education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.4
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• pp.1589-1596
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• 2011

Through the convergence of the games industry value creation is possible regions. It typically appears as a Serious Game. Education, medical, defense such as industry and convergence are creating greater added value. The government also identified the importance of the games industry, and the budget set, game development, support business, human resources development policy, along with business and industry to industry to solve the social problems of regulatory policy and operations are being announced. However, by accessing it from a different perspective on the continued growth of the industry's problems is thought to act as. Thus, policymakers in government positions and in fact industry to conduct business in the private sector to reflect both the position of the design of a new development approach is needed. In this study examines the current game industry development policies, as well as activities at corporate level and industry level, the activities of national at the same time that the service should consider using a model with an integrated perspective of the games industry development policy is proposed.

• (The) Research of the performance art and culture
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• no.36
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• pp.327-363
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• 2018

This paper tracks the present state of the Gugak educational programs run by Gugak-specialized museums including Museum of Gugak not only to set a directionality of Museum of Gugak to step forward for their main purposes, but also to find measures to invigorate its Gugak educational programs. There are 826 museums registered in 2016 nationwide, and ten of them are Gugak-specialized museums including Museum of Gugak. An analysis of the educational programs by Museum of Gugak presents high achievements in concentrativeness, participation and satisfaction levels. However, several issues such as difficulty level adjustment, education period arrangement, contents development, setting of a precise aim of education, and overcoming of regional limitations are to be solved in the future. Considering these special circumstances, the study suggests setting a directionality of Gugak education by following four conditions: Firtly, the Gugak education programs by Museum of Gugak should be user-oriented. Secondly, it is necessary to provide customized learning programs to suit users of various ages and generations. Thirdly, a solid education is required to enhance creativity deviating from uniform, unilateral, fragmentary education focused on materials and relics of museums as the users' experiences and learning levels vary. Fourthly, integrated education with relevant study in common use is required as the specialized environments of the museum could cause users psychological resistance and lessen their willingness to approach. Focusing on these four conditions several invigoration measures for the Gugak education programs are discussed: Firstly, a step-by-step approach, not a radical shift, is required in order to turn existing programs into the user-oriented. Secondly, customized learning programs should be planned in consideration of life cycle of the users. Thirdly, it is necessary to establish virtuous circulation reflecting activity-based contents as well as to provide the users experiences through five senses for solid Gugak education, in which various elements such as experiencing, learning, playing, viewing are reflected manifoldly. Fourthly, integrated education can be implemented when the features of Gugak educational programs are internally structured and the external environment matures.

• Korea Science and Art Forum
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• v.21
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• pp.437-449
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• 2015

The research aims to verify the effects of preference for science and self-directed learning ability of the science puppet show program that the researcher has developed as a STEAM education model. The results for conducting the survey with the same questionnaire before and after the program targeting the students showed that the science puppet show had effects on increasing the science related assignment performance will of the behavioral will among the three sub-dimensions including emotional respond, value cognition and behavioral will, but there was no effect on overall aspects of science preference. It can be interpreted as reflecting the characteristics of the scientific talents who already have a high level of preference for science. In addition, the three sub-dimensions including the cognitive regulation, motivational regulation and behavioral regulation had effects on the self-directed learning ability. Especially it had great effects on the directed learning ability of cognitive regulation, learning motivation of motivational regulation, tool application of behavioral regulation, and cooperation capacity which were greater for female students than male students. It is judged that the three-staged science puppet show program including the 'content integrating stage' that the students integrate the curriculum contents, 'integrated mission stage' of solving the visualization, auralization and performance missions by themselves, and 'process integration stage' of making the stage piece all together.

• Cartoon and Animation Studies
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• s.43
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• pp.285-320
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• 2016

Cartoons and Animation are convergent arts created with a composite application of language arts described in the form of literary texts and sounds, plastic arts visualized in the form of artistic paintings, and film arts produced in the form of moving pictures. An academic university major in cartoons and animation studies established in late 20th century however, did not satisfactorily meet the needs in academic research and development and the free expression of artistic creation was limited. In order to systematize the major in cartoons and animation studies, an convergent approach to establish and clarify following are in demand : the terms and definitions, the historical developments, the research areas and methods, the major education and related jobs and start-ups. New culture and arts industries including cartoons, animation, moving images, and games contents are not yet listed in the industries listing service jointly provided online by the portal site Naver.com and Hyung-Seol publishing company. Above all, cartoons and animation are inseparably related to each other that even if one uses the term separately and independently, the meaning may not be complete. So a new combined term "Animatoon" can be established for the major in cartoons and animation studies and also used for its degree with concentrations of cartoons, animation, moving images, games, and etc. In the Introduction, a new combined term Animatoon is defined and explained the use of this term as the name of the major and degree in cartoons and animation studies. In the body, first, the Historical Developments classified Animatoon in the ancient times, the medieval times, and the modern times and they are analyzed with the help of esthetics and arts using examples of mural frescos, animal painting, religion cartoons, caricatures, cartoons, satire cartoons, comics, animation, 2 or 3 dimensional webtoons, and K-toons. Second, the Research Areas of Animatoon reviewed the theories, genres, artworks, and artists and the Research Methods of Animatoon presented the curriculum that integrated the courses in humanities, science technologies, culture and arts, and etc. Third, the Major Education considered Animatoon education in children, young adults, students of the major and the Related Jobs and Start-Ups explored various jobs relating to personal creation of artwork and collective production of business-oriented artwork. In the Conclusion, the current challenges of Animatoon considered personalization of the artists, specialization of the contents, diversification of the types, and liberalization of the art creation. And the direction of improvement advocated Animatoon to be an academic field of study, to be an art, to be a culture, and to be an industry. The importance of cartoons and animation along with videos and games rose in the 21st century. In order for cartoons and animation to take a leading role, make efforts in studying Animatoon academically and also in developing Animatoon as good contents in the cultural industries.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.95-101
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• 2020

This study aims to investigate the current status of the operation system of the curriculum support extra-curricular program, focusing on the extra-curricular program operation system of other universities, and suggest the desirable operation system and performance management plan of the extra-curricular program in cultural education. To this end, the analysis of the extra-curricular program operation system of eight four-year universities in the Seoul metropolitan area was conducted on the existence of core competencies, computer systems and extra curricula program guides, credit-linked and mileage scholarship programs, and the analysis focused on the characteristics, merits and demerits of each university's operating system. It was also intended to propose the desirable operation system and performance management plan of the extra curricula program in liberal arts education, focusing on the operation system of the extra curricula program of E University and the corresponding performance management. Conclusion To operate the extra curricula program efficiently, the computer system and the extra curricula program guide, credit link and mileage scholarship system should be introduced. In addition, the analysis of the operation system of the curriculum support program of E University shows that E University operates systematically with the direction of operation of the core competency-based curriculum support extra-curricular program, and the performance management of the extra curricula program of E University is carried out through the EU-TQM System Integrated Management System.

• (The) Research of the performance art and culture
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• no.36
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• pp.751-781
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• 2018

Task of circling the pagoda of Waljeongsa(Woljeongsa Tabdori) is the major intangible cultural heritage with representativeness and historical meaning as a Buddhism culture, one of the Buddhism folk plays, which was firstly played after the liberation. Woljeongsa Tabdori holds significant designation importance in terms of Buddhism folklore heritage with Korean unique tradition and identity of Gangwon-do province. Temples are demonstrating Tabdori nationwide but Woljeongsa Tabdori is the unique case that systematically inherits the culture based on the designation of being intangible cultural heritage. That is why it is needed to focus on the cultural and internal value of Woljeongsa Tabdori. Tabdori is the integrated symbol of Buddhism respect and worship to the Buddha and pagoda. It is hard to presume the originality of Woljeongsa Tabdori: given the history of Woljeonsa temple, it lies into Goguryeo traditional play and Bokhui(Pagoda circling folk play) in Silla era. It fits into the courtesy of Circumambulating Stupa considering Moon in Goguryo mural, background of Odaesan Hwaeom thought/tripitaka and essence of Octagonal 9-story stone pagoda. At the first stage of Tabdori, Buddhist musical instruments such as Buddhism temple bell, singing bowl, cloud-shaped gong and wooden-fish. However, later, Samhyeon Yukgak has been added and then, Boyeom and Bakpaljeongjinga were singing: it could be interpreted that it was a pure Buddhist ceremony but it has become to have traditional aspect and been spread to the public. The origin of Woljeongsa Tabdori is related to the explanation of Circumambulating Stupa that experiences the glory of the ending ceremony. When a temple has a rite, the Buddhists make an offering to the Buddha. At that time, Buddhist prayer, sermon and chant are followed. After the rite, the Buddhists are circling the pagoda with the monks while praying for Buddhist charity and making their own wishes. It prays not only going after death to Nirvana of the one but also national prosperity and the welfare of the people for peaceful reign. As the temple holds bigger rites, many Buddhists gather and the Tabdori was a success. The scene of circling the pagoda and making own wishes in line with the Buddhist sermon was solemn. The idea on changes and convergence of Woljeongsa Tabdori requires strategic inheritance to promote the transmission while maintaining the paragon and purpose of designating the cultural heritage and reviving its identity. Korean Tabdori was held in Buddha's birthday in April and the mid-autumn day. Tabdori is a memorial service type Buddhist ceremony that once the monk holds the Buddhist rosary, circles the pagoda and sings the great mind and charity of the Buddha, Buddhists follow the step, lighting the lantern, circling the pagoda and praying for the gentle and easy death. Transmission education of the successor, diversified approach of the expert's advice and discourse on the revival of the origin should be reinforced in phases.