• 디자인학연구
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• 제11권1호
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• pp.219-228
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• 1998

일러스트레이터이자 그래픽 디자이너이며, 아트디렉터이기도 한 시뮤와 크워스트(Seymour Chwast)는1950년대로부터 현대에 이르기까지 어느 한 분야에 국한되지 않고 다양하게 활동한 미국의 작가이다. 그의 디자인 세계는 일러스트레이션, 그래픽디자인, 포스터, 타이포그래픽, 출판 등 그야말로 예술 전 분야에 골고루 펼쳐져 있다. 그의 많은 작품들은 그 자신만이 가지고 있는 독창적인 어법으로 인물 혹은 사건 등을 신랄하게 풍자하여 대중에게 힘있게 전달되며 오래도록 머릿속에 기억된다. 그의 이러한 창의적인 아이디어는 그가 다루고 있는 영역 전반에 걸쳐 형상화되고 있으며 특히 그의 독특한 캐리커쳐는 모든 디자이너들에게 훌륭한 영감을 제공해 주고 있는 것이다. 크위스트가 어느 한 스타일의 양식에 국한되지 않고 자유분방하게 새로운 스타일을 추구한다는 정신은 창의적 사고과정으로부터 기안한 것이라고 하겠고, 또 모든 작품에서 보여 주는‘창의적(Creative)인 발상’은 매우 흥미로우며 재치가 있어 새롭고 획기적인 것을 요구하는 이 시대에 가장 환영받는 요소들인지도 모른다. 본 연구의 목적은 창의적(Creative)인 발상이 탁월한 시뮤와 크워시트가 가지고 있는 디자인 철학과 창의적인 작업과정, 특히 독창적이고 참신한 상상력의 산물인 작품 중에서 독특한 작품 속의 캐리커쳐를 분석, 고찰함으로써 그가 제시하는 새로운 시각 언어의 독창성을 발견하고 그 의미를 찾아내는데 있다고 하겠다.

• 한국식품영양학회지
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• 제19권2호
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• pp.183-192
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• 2006

The purpose of this study was to investigate the performance of elementary school dietitians in terms of nutrition education in the northern portion of Gyeonggi province. Self-administered questionnaires were given to 50 dietitians who have worked in elementary schools with self-operation food service, and 35(70%) dietitians returned the questionnaires. The results are summarized as follows: no students took part in nutrition education as a regular course, but all dietitians performed nutrition education in passive ways, such as 'using home correspondence'(39.0%), 'bulletin board/poster'(22.0%), 'using the internet'(13.4%) and 'indirectly through a classroom teacher'(12.2%). Most respondents performed nutrition education 'one time/month'(66.0%) or 'one time/week'(20.0%). The respondents thought that suitable teaching times for nutrition education were 'during a related subject'(35.5%), 'during lunch time'(22.6%) rather than 'during an independent subject'(16.1%). Most of the dietitians(94.3%) did not perform nutrition counseling because of 'a lack of opportunity'(72.7%) and 'workload'(27.3%). Additionally 88.6% of respondents did not have the time of for nutrition counseling for parents because 'am not a teacher'(56.7%) and 'workload'(30,0%). Information sources for nutrition education were mainly 'internet'(71.4%) and 're-educationa1 materials'(17.1%). They possessed instructional materials in the forms of 'printed materials'(35.1 %), 'exhibition/bulletin board'(31.2%), and 'electrical materials'(33.8%), 'but did not have 'solid materials' such as food models and dolls. Generally they had mostly 'leaflets'(82.9%), 'bulletins'(68.6%), 'internet'(57.1%), and 'CDs'(57.1%). Preferences for instructional materials used were 'printed materials'(46.2%), 'exhibition/bulletin board'(36.5%), and 'electrical materials'(17.3%) 'Leaflets'(80.0%) were mainly used; 'CD'(17.1 %) use was low compared to the proportion possessing CDs. The topics frequently chosen by the subjects for nutrition education were 'table manners'(82.9%), 'basic concepts of food and nutrition'(80.0%), and 'proper food habits'(80.0%), but the topics helpful for practical use, such as 'how much do I eat'(20.0%) and 'nutrition labeling'(37.1%), were not included frequently. The respondents thought that 'eating only what they like'(60.0 %), 'intake of processed foods'(17.8%), and 'obesity'(17.8%) were the most common nutritional problems among elementary school children. They also thought that establishing a regular course for nutrition education was an effective way to cut down on these nutritional problems. In conclusion, nutrition education programs that are combined with effective instructional materials and practical topics should be developed. Additionally, it is recommended that dietitians act as teachers who participate in regular courses as soon as possible.