개인색채이미지에 기반한 통합적인 패션색채디자인 시스템 개발 II - 개인의 오감이미지와 패션이미지를 중심으로 -

김영인,한은주,김희연 한국디자인문화학회 2008 한국디자인문화학회지 Vol.14 No.1

This study aims to develop an integrated color design system that can propose individualized fashion through investigation of personal image based on five senses, and fashion image. This study uses two main methods; (i) survey of image about five senses-sight, sound, touch, smell, and taste- using questionnaire and a measurement tool, (ii) examination of the relationships between the personal image based on five senses and fashion image. The data were collected on July, 2006 from 200 females whose age range was from 20 to 39 years old. The result of the survey was analyzed in terms of reliability, factor, Wilcoxon signed ranks, MANOVA, and Pearson's chi-square using the SPSS 12.00 program. The results of this study were as follows: First, The factors based on the personal images about each of five senses were analyzed from measuring the personal five senses as sophisticated/coarse/cool/light/calm images from sight, glamorous/gentle/ melancholy/slow/quiet images from sound, strong/country/artificial/ brisk/vague images from smell, touchy/flat/ unpleasant/fresh image from taste, smooth/rough/ plain/ delicate/warm images from touch. Second, personal color image had statistic different in sight, sound, touch, and smell sense except taste sense. Finally, it was founded that fashion image related to the personal image based on five senses, especially on sight. And the statistics correlation of fashion image and the personal image based on the combination of personal color image and sensorial image was revealed. This study aims to develop an integrated color design system that can propose individualized fashion through investigation of personal image based on five senses, and fashion image. This study uses two main methods; (i) survey of image about five senses-sight, sound, touch, smell, and taste- using questionnaire and a measurement tool, (ii) examination of the relationships between the personal image based on five senses and fashion image. The data were collected on July, 2006 from 200 females whose age range was from 20 to 39 years old. The result of the survey was analyzed in terms of reliability, factor, Wilcoxon signed ranks, MANOVA, and Pearson's chi-square using the SPSS 12.00 program. The results of this study were as follows: First, The factors based on the personal images about each of five senses were analyzed from measuring the personal five senses as sophisticated/coarse/cool/light/calm images from sight, glamorous/gentle/ melancholy/slow/quiet images from sound, strong/country/artificial/ brisk/vague images from smell, touchy/flat/ unpleasant/fresh image from taste, smooth/rough/ plain/ delicate/warm images from touch. Second, personal color image had statistic different in sight, sound, touch, and smell sense except taste sense. Finally, it was founded that fashion image related to the personal image based on five senses, especially on sight. And the statistics correlation of fashion image and the personal image based on the combination of personal color image and sensorial image was revealed.

실과 가정영역에서 오감활용 감성교육 방안 연구

이성숙 한국실과교육학회 2013 한국실과교육학회지 Vol.26 No.4

This study was designed to provide basic materials for emotional education applying five senses to home economics area of practical arts education. For this, it examined the meaning and necessity of five senses and emotional education and needs of emotional education using five senses to practical arts education, analyzed the elements of emotional education based on human character, goal and nature of pursued by practical arts education curriculum, and explored factors related to practical arts education, five senses and emotional education. It suggested the cases of emotional education using five senses with units of home economics in the 2009 revised practical art curriculum. Using five senses is naturally connected to emotion, concretely related parts to emotion such as curiosity and confidence can be developed during the class and if the class is performed with the theme of these emotions, emotion can be enhanced and effects of practical arts education itself can be also increased. Boosting a desirable emotion using five senses enhances thinking, creativity and problem solving ability and is also helpful to achieve goals of study and strengthen core competence. As a result of analyzing components of emotional education from the human characters and educational goals pursued by the 2009 revised practical art curriculum. it was found that it was related to most of areas of five components of emotional education, emotional education was possible in practical arts education and it would contribute to the accomplishment of goals of practical arts education. It followed the following principles to present the practices of emotional education using five senses. It was organized to include home economics area evenly and enrich emotion by stimulating five senses with various instruments and materials. It was experience-centered rather than theory-oriented and recognition or emotion was formed to stimulate five senses. Contents and experiences of emotional education based on the goals of curriculum and emotional education were planned and teaching and learning activities of practical arts education were conducted. Contents of emotional education consisted of five factors and are developed by stages. Theme, goals and contents of activity and central senses of emotional education using five senses in home economics area of practical arts education were suggested. The results of total 22 classes by two~four classes for each theme were presented. The unit, 'Making Healthy Snack' was presented as a case of emotional education using five senses. It is therefore expected that practical arts education can be connected to emotional education and application of five senses, emotional education using five senses can enhance emotional, thinking and problem solving abilities and will be also helpful to reach learning goals and strengthen core competence of practical arts education. Subsequently, it is considered that research on the analysis of effects of applying it to elementary school students is required. 이 연구는 실과 가정영역에서 오감활용 감성교육을 위한 기초 자료를 제공하기 위하여 실시하였으며, 이를 위해 문헌 고찰을 통하여 오감 및 감성교육의 의의 및 필요성, 실과교과에서 오감활용 감성교육의 필요성을 고찰하였고, 감성교육 요소를 실과 교육과정의 추구하는 인간상, 목표, 성격 등을 바탕으로 분석하였고, 실과교과, 오감, 감성교육과의 관련 요소를 탐색하였다. 2009 개정 실과교육과정 가정영역의 단원을 중심으로 오감활용 감성교육 프로그램의 실제를 제시하였다. 오감활용은 자연스럽게 감성으로 연결되며, 실과 수업 중에 호기심, 자신감 등과 같은 구체적인 감성과 연관된 부분을 찾을 수 있으며 이러한 감성을 주제로 수업이 이루어질 경우, 감성이 제고됨과 동시에 실과교과 자체의 효과도 높아지게 된다. 오감을 활용한 바람직한 감성의 고양으로 사고력, 창의력, 문제해결력 등이 증진되며 실과교과의 학습 목표 도달 및 핵심역량 강화에 도움을 준다. 2009개정 실과교육과정에서 추구하는 인간상, 교육목표 측면에서 감성교육 구성 요소를 분석한 결과, 감성교육 다섯 가지 요소(자기 인식, 자기 조절, 자기 동기화, 타인 감정 인식, 대인 관계 능력) 중 대부분의 영역과 관련이 있었으며 실과교육에서 감성교육이 가능하며 이를 통해 실과교육의 목표를 달성하는데 기여하리라 생각된다. 오감활용 감성교육 프로그램의 구성 원칙은 가정영역이 골고루 포함되도록 구성하였고, 다양한 도구와 재료로 오감을 자극하여 감성이 풍부해질 수 있도록 하였으며, 이론보다는 체험을 중심으로 하여 오감 자극을 사고로 유발시켜 인식이나 감정이 형성되도록 하였다. 교육과정 목표와 감성교육 목표를 성취하기 위해 그 목표에 기초한 감성교육 내용과 경험을 계획하여 실과 교수 학습 활동을 통해 수행하도록 하며, 감성교육의 내용은 다섯 가지 요소로 구성하여 단계별로 진행하도록 하였으며, 실과 가정영역에서 오감활용 감성교육의 주제명 및 활동 목표, 활동 내용, 중점 감각을 제시하였다. 오감활용 감성교육 프로그램의 실제는 감성교육 요소 단계별로 주제를 구성하는 방법(각 주제별 2~4차시로 총 22차시)과 한 주제 내에서 감성교육 단계별로 교육이 전개되는 방법(‘건강간식 만들기’단원 중심)으로 제시하였다. 이상과 같이 실과교과는 감성교육, 오감활용과 연계가 가능하며 오감을 활용한 감성교육으로 감성 능력 함양 및 사고력, 창의력, 문제해결력 등이 증진되며 실과교과의 학습 목표 도달 및 핵심역량 강화에 도움을 줄 것으로 기대되며, 후속적으로 초등학생에게 적용하여 효과를 분석하는 연구가 필요할 것이다.

오감형 가상현실 콘텐츠 사례연구

차은지 ( Cha Eun-ji ),한정엽 ( Han Jeong-yeob ) 한국공간디자인학회 2016 한국공간디자인학회논문집 Vol.11 No.5

(연구배경 및 목적)최급변하는 기술의 발달과 함께 장비의 수준도 점차적으로 높아지며 가상현실이라는 기술이 일부에서만 사용되던 예전과 달리 일반인도 쉽게 접할 수 있을 정도로 보편화되고 다양성이 증가하였다. 이러한 기술의 발달은 Experience자의 오감을 자극하여 보다 실제공간과 가상공간의 차이를 느끼지 못하고 가상공간 내에서 원활한 상호작용을 할 수 있도록 도움을 는데, 이러한 발전은 아직 초기단계이며 현재 시각과 청각을 활용한 콘텐츠는 많이 등장하였지만 오감을 활용한 콘텐츠는 대중적으로 활성화 되지 않고 있는 실정이다. 본 논문에서는 이러한 오감에 관련한 가상현실 콘텐츠 연구를 통하여 오감 가상현실 콘텐츠의 대중화를 위한 방향성을 제시하는데 목적을 두고 있다. (연구방법)가상현실에서 Experience자의 감각기관이 가상의 공간속에서 상호작용을 할 때 보다 높은 몰입감을 낼 수 있는데 Experience자가 가상현실 속에서 현실감을 느끼도록 하기 위해선 세 가지의 요소가 나타나야 하는데 바로 대화성Interaction, 현장성Presence, 자율성Autonomy 이다. 이러한 요소는 인간의 오감 즉 다섯 가지 감각이 자극 될 때 구현될 수 있으며 이러한 반응은 가상현실 속의 상호작용에서 일어나는 반응을 통해 Experience자가 이전의 인지하고 있던 예전의 정보를 연상해내고 그렇게 떠오른 연상은 콘텐츠를 분석하는데 있어 중요한 역할을 한다. 본 논문에서는 국내, 외에서 개발된 가상현실 콘텐츠 중(HMD기반) 오감에 관련된 콘텐츠를 대상으로 사례분석을 하고 가상현실 콘텐츠와 오감의 연계성, 중요성을 알아볼 것이다. (결과)본 논문은 국내, 외에서 개발된 가상현실 콘텐츠 중 오감에 관련된 콘텐츠를 대상으로 유형연구를 하고, 오감형 가상현실 콘텐츠의 방향성을 다음과 같이 제시하였다. 유형연구의 결과 시각, 청각, 촉각의 감각이 주로 사용되었으며 특히 시각은 모든 콘텐츠에서 볼 수 있었다. 청각의 경우 청각중심 콘텐츠로 조사를 한 결과 형상화되지 않은 이미지의 등장이 주를 이루었으며 소리에 집중할 수 있는 모노톤의 색상이 많이 등장하였다. 촉각을 통해 깊이감, 공간감 등을 느낄 수 있었으며 촉각을 통해 실재감이 증가하였다. (결론)4K, 8K고화질 디스플레이가 등장하였음에도 불구하고 HMD의 본질적인 단점인 Experience자의 멀미증상은 아직도 해결되지 않은 상태이며 300-500g대의 무거운 장비는 Experience자가 오래 사용하기 어려운 환경이다. Experience자가 현실의 세계처럼 느껴지 위한 오감의 경계 또한 현재보다 더 실존감있게 느껴져야 한다. 더욱 더 커져가는 가상현실시장의 더욱 확대되고 높은 가상증강현실기술이 만나 기존의 패러다임을 넘어선 새로운 오감형 콘텐츠가 나타날 것이라 생각된다. (Background and Purpose)Virtual reality(VR) technology has become widespread and diversified to an extent that it is accessible by ordinary people, unlike in the past when its application found only some applications, amid recent advancement of technology and equipment. Such technological advancement has enabled users to be engaged in undisrupted interaction within virtual space without recognizing any difference between real space and virtual space while five senses are being stimulated. VR technology still remains at incipient stage, and contents that stimulate five senses have yet to be disseminated widely to the public despite the emergence of many contents experienced with visual and auditory senses. The purpose of this study was to present a direction for widespread dissemination of VR contents stimulating five senses of human based on investigation into VR contents related to such five senses. (Method)In virtual reality, immersiveness increased more significantly when sensory organs of users were involved in interaction within virtual space. Three elements, namely conversation-type interaction, presence, and autonomy, were crucial for users to have realistic experience in virtual reality. Those elements could be working when five senses of human were stimulated. Such reaction led users to retrieve information from their past through interaction occurring in virtual reality. Images, recollected in that way, were important in analyzing contents. The study analyzed concerned cases involving the contents associated with five senses among VR contents(HMD-based) developed in Korea or abroad and examined inter-connectivity between VR contents and five senses and furthermore looked into the importance of the five senses. (Results)This study investigated the types of contents related to five senses of human among VR contents developed nationwide and abroad and presented the direction of VR contents experienced with five senses as stated below. The results of analysis on content types showed that VR contents were experienced mostly with visual, auditory, and tactile senses. Particularly, all contents involved stimulation of visual sense. For auditory sense, most contents featured amorphous or shapeless images as found in a survey that focused on contents experienced with auditory sense. In addition, there was a preponderance of monotone colors that helped increase focus on the sound among contents stimulating auditory sense. Meanwhile, contents stimulating tactile sense allowed users to feel depth, space, etc. increasing realistic feeling. (Conclusions)The motion sickness in VR users, the fundamental weakness of HMD, has yet to be resolved despite emergence of 8K high image quality displays, and furthermore, heavy equipment with a weight of 300-500g hinders prolonged use. The boundaries of five senses need to create realistic feeling more than they do in real world to ensure that users feel as if they were in real world. New five-sense type contents are expected to emerge, moving beyond existing paradigm, as ever-growing VR market is further expanding and virtual augmented reality technology converges with VR technology.

오감학습법의 적용과 전망 : 서울 N중학교 인성교육 사례를 중심으로

김현철 한양대학교 교육공학연구소 2015 학습과학연구 Vol.9 No.1

This research is to identify a hypothesis that Five-Senses Learning is a starting point in the essential purposes of education for human development as a humanity education program is progressed in the viewpoint of Five-Senses Learning. To reappraise the suitability of Five-Senses Learning Model this study applied this learning model to a student group of school maladjustment of a middle school in Seoul and observed from 21 April 2015 to 26 June 2015. The meanings of this study are as follows. Firstly, a possibility of educational application and extension of Five-Senses Learning Model that development of the right consciousness is possible only from the correct senses and sensory receptions in the objective world was higher. Secondly, a basis of diagnostic scale development by individual and type for Five-Senses Learning Model was established in the diagnostic scale of 12 meridians, the pathway of Chi energy flow. Thirdly, necessities of Five-Senses Learning Programs by object and type were spreading and many other programs by Five-Senses Learning methods were organizing. Lastly, when Five-Senses Learning Model is applied to the school environment the behavior modification in sequential of student will be developed from the ability of five-senses to the leadership, self-governing and administration ability, and Sotong ability beyond the simple sensory receptions like seeing, reading and writing. 본 연구는 오감학습의 관점에서 인성교육프로그램을 진행함으로써 현행 인성교육이 가지고 있는 한계와 문제점들을 더욱 구체적으로 파악하여 앞으로 학교폭력뿐 아니라 근본적으로 인간개발이라는 교육의 본질적 목적에 있어 오감학습이 출발점이 된다는 점을 입증하는데 목적이 있다. 이를 위해 본 연구는 지난 2014년 4월21일부터 6월26일까지 서울의 한 중학교의 학교부적응 학생들을 대상으로 하는 대안교실에 오감학습 오감학교 협동조합의 오감학습 프로그램을 적용, 관찰하였다. 본 연구를 통해 얻은 의의는 다음과 같다. 첫째, 객관세계에 대한 올바른 감각과 감수로부터 올바른 의식의 형성은 가능하다는 오감학습법의 교육적 적용과 확장 가능성이 높아졌다. 둘째, 12경락 진단척도를 통해 개인별, 유형별 오감학습법을 위한 진단척도 개발의 기반을 마련하였다. 셋째, 오감학습법의 대상별, 단계별 프로그램에 대한 필요성을 확산시키고 지금까지 제기된 오감학습 방법에 따른 프로그램들을 정리하였다. 마지막으로 오감학습법을 교육현장에 적용하면서 학생들의 행동수정의 순차는 단순히 보고 읽고 쓰는 오관의 능력을 넘어서 인간의 오감능력은 리더십으로 그리고 경세력과 소통력으로 발달된다는 점을 이해할 필요가 있다.

오감학습법의 작용과 전망

김현철(Kim, Hyun-Chul) 한양대학교 교육공학연구소 2015 학습과학연구 Vol.9 No.1

본 연구는 오감학습의 관점에서 인성교육프로그램을 진행함으로써 현행 인성교육이 가지고 있는 한계와 문제점들을 더욱 구체적으로 파악하여 앞으로 학교폭력뿐 아니라 근본적으로 인간개발이라는 교육의 본질적 목적에 있어 오감학습이 출발점이 된다는 점을 입증하는데 목적이 있다. 이를 위해 본 연구는 지난 2014년 4월21일부터 6월26일까지 서울의 한 중학교의 학교부적응 학생들을 대상으로 하는 대안교실에 오감학습 오감학교 협동조합의 오감학습 프로그램을 적용, 관찰하였다. 본 연구를 통해 얻은 의의는 다음과 같다. 첫째, 객관세계에 대한 올바른 감각과 감수로부터 올바른 의식의 형성은 가능하다는 오감학습법의 교육적 적용과 확장 가능성이 높아졌다. 둘째, 12경락 진단척도를 통해 개인별, 유형별 오감학습법을 위한 진단척도 개발의 기반을 마련하였다. 셋째, 오감학습법의 대상별, 단계별 프로그램에 대한 필요성을 확산시키고 지금까지 제기된 오감학습 방법에 따른 프로그램들을 정리하였다. 마지막으로 오감학습법을 교육현장에 적용하면서 학생들의 행동수정의 순차는 단순히 보고 읽고 쓰는 오관의 능력을 넘어서 인간의 오감능력은 리더십으로 그리고 경세력과 소통력으로 발달된다는 점을 이해할 필요가 있다. This research is to identify a hypothesis that Five-Senses Learning is a starting point in the essential purposes of education for human development as a humanity education program is progressed in the viewpoint of Five-Senses Learning. To reappraise the suitability of Five-Senses Learning Model this study applied this learning model to a student group of school maladjustment of a middle school in Seoul and observed from 21 April 2015 to 26 June 2015. The meanings of this study are as follows. Firstly, a possibility of educational application and extension of Five-Senses Learning Model that development of the right consciousness is possible only from the correct senses and sensory receptions in the objective world was higher. Secondly, a basis of diagnostic scale development by individual and type for Five-Senses Learning Model was established in the diagnostic scale of 12 meridians, the pathway of Chi energy flow. Thirdly, necessities of Five-Senses Learning Programs by object and type were spreading and many other programs by Five-Senses Learning methods were organizing. Lastly, when Five-Senses Learning Model is applied to the school environment the behavior modification in sequential of student will be developed from the ability five-senses to the leadership, self-governing and administration ability, and Sotong ability beyond the simple sensory receptions like seeing, reading and writing.

오감을 이용한 아이디어발상연구

유근옥 한국디자인트렌드학회 2010 한국디자인포럼 Vol.29 No.-

The purpose of this study is based on the design stage, giving a sense for design ideas more concrete by applying the five senses through observations and analysis. It also trained the students to come up with different ideas. This will help in the expansion of the existing narrow concept of the design of a product. The study area includes enrollment of the students ie the 35-students in Department of Design and trained for 5-days. In oder to improve their creativity by involving ability of visual senses, touch, smell, taste and hearing. Students with such training developed a rational thinking about the product concept. By such training they attribute quality with a diverse shape and even express their thoughts which results in a creative products. The key-points of this training were devide into three detailed parts using five senses. At first the imagination concept, such training evoked the sleeping brain results in constructive of their own mind-map with personal sensitivities. The second one was expressing training by words and through brain-storming-methods with question and answer for their past and present five senses. The last one was writing training of the new product concept. Initially students "senses" was eccentric but with the applications of five senses the fragments patterns was observed. Applying their five senses, specific acts of conduct was able to pinpoint how they can use the observations. The students will posses horizontal divergence and convergence. The convergent thinking and learning observation, foster one's power of observation and expression. The expressive skills give an opportunity to get into a logical thinking. And the way the designer's creative designing skills could be used in the development is expected to vary. 본 연구의 목적은 디자인의 기초단계인 디자인 발상을 위해 감각 즉 오감을 적용하여 보다 구체적인 관찰과 분석을 통해 다양한 아이디어를 발상 하는데 있다. 이 연구에서는 4년제 대학교 디자인전공 2학년 학생 35명에게 5일 동안 창의성 능력을 향상시키기 위하여 오감훈련방법, 즉 시각, 촉각, 후각, 미각, 청각을 이용한 방법을 적용한 후 결과를 제시하였다. 오감훈련의 목표는 일반적인 발상훈련보다 더 세분화되고 구체적인 결과를 얻기 위해 오감을 이용하였다는 점이다. 오감훈련의 내용은 첫째, 잠자는 두뇌를 깨우기 위해 마인드맵을 이용하여 각각의 감각을 중심어로 한 자유로운 연상훈련과 오감훈련이론, 둘째, 오감훈련 이론 후, 오감훈련의 질문과 답을 통해 과거와 현재의 느낌을 글과 형태로 표현하는 훈련, 셋째, 자료를 정리하여 새로운 제품 컨셉을 작성하는 훈련으로 구성 되었다. 학생들은 ‘오감’ 적용 전에는 단편적인 행위만 나타냈었으나 ‘오감’을 적용하여 관찰할 때는 단편적인 행위가 아닌 구체적인 행위들을 정확히 파악할 수 있었고 관찰한 내용을 어떻게 활용할 수 있는지 알게 되었다. 이 훈련을 통해 학생들은 발상하는 방법과 컨셉 정리 및 형용사 용어에서 느껴지는 형태를 다양하게 표현해보면서 발산적사고와 수평적사고 그리고 수렴적 사고를 익히고 관찰력과 표현력, 논리적인 사고까지 얻을 수 있는 계기가 되었다. 궁극적으로 이 방법이 디자이너의 창의적인 디자인능력 개발에 다양하게 응용할 수 있을 것으로 기대한다.

Study on the Convergence Experience of “Five senses” in Furniture Design

Luo, Bin jie(로빈걸) 한국전시산업융합연구원 2021 한국과학예술융합학회 Vol.39 No.2

The 21st century is an era of rapid development of world economy and technology, an era of highly developed human material culture, and an era of high demand for human spiritual experience. However, in order to meet the initial basic needs of human beings, the standardized batch design and production of furniture products, which are most closely related to human life, making the functions of furniture products more and more single. Consumers’ unilateral sensory stimulation of basic functions has gradually lost its aesthetic power. The products that can attract consumers’ attention or purchase, are not only practical in material aspects, but also spiritual in satisfying various sensory stimulation. Explore the emotional design method of modern furniture, based on the experience of five senses, enrich the design theory system of furniture products, better guide the future furniture design practice with the experience of five senses as the core, make furniture design products more in line with the needs of social development, and make people’s body and mind have more sensory interaction with furniture products. Through the analysis of literature and materials, starting from the concept of five senses, this paper expounds the application enlightenment of "five senses" experience in book design, packaging design and landscape design, and explores the innovative design ideas and methods of multiple experiences in furniture design from "five senses" - visual representation, auditory response, tactile sensation, olfactory imagination and taste perception. Finally, the case questionnaire survey and results analysis. In the diversified functional design of furniture, realizing the interactive five-sense experience, developing the design concept of furniture products, and increasing the competitive advantage of furniture products in the market, will not only contribute to the personalized innovation and development of modern furniture, but also meet the growing spiritual needs of consumers in the market environment of experience economy.

감각과 풍경: 백석 시에 나타난 감각의 특징

한수영 ( Soo Young Han ) 現代文學理論學會 2011 現代文學理論硏究 Vol.0 No.47

이 논문은 백석 시에서 감각이 시적 대상을 재현하는 도구로서가 아니라, 그 자체로 자기 존재성을 드러내고 있다는 것에 주목했다. 오감은 각각의 기관감각으로 분리되어 있지 않고 복합적으로 소통되고 있다. 시각은 청각, 촉각, 후각 등의 다양한 감각으로 전이되거나 대체되며 이에 따라 시각 중심의 감각질서가 전복되게 된다. 보는 주체의 위치가 약화되면서 백석의 풍경은 ''주체''와 주체의 지배를 받는 ''세계''가 부재한 인식 이전의 상태에 가까워진다. 풍경은 인식론적인 지각 작용으로부터 독립적인 ''순수 감각''에 의해서 구성되며, 보여지는 것이 아니라 스스로 움직이고 소리내는 세계가 된다. 순수감각은 개별 사물에 생명성을 부여하고, 사물 각각에 고유한 권위를 제공해준다. 사물은 순수감각을 통해 쉽게 타자에게로 이동하여, 존재의 변전을 이룩해낸다. 순수감각이 활성화된 감각의 영토에서는 인간, 동물, 사물의 경계가 없으며, 감각을 통해 생명, 비생명이 어우러진다. 이곳에서는 개별자의 특정성이 아닌 익명적인 생명의 에너지가 가득하다. 이 에너지야말로 공동체적 시세계를 떠받치는 바탕이며, 원초적인 충족성의 기반이 된다. 감각의 회복은 주체에 의해 배제되었던 타자들의 복권을 의미하며, 인간과 사물, 자연과 세계가 새롭게 공존하는 근원적인 통로가 된다. 또한 백석 시가 따뜻한 긍정에 이를 수 있는 자기장의 역할을 한다. This thesis paid attention on the fact that the scenery described in Baek Suk's poems is not visual oriented. The scenery is not being described by subject's eye sight but formed with equal operation of the five senses. This become a basis to turn over the visual centralized order concept. Auditory, tactile sensation and olfactory sense replace the vision metastasizing to other senses. Baek Suk's scenery is not for visual, but it moves and sounds by itself. Thereby, senses are not the tool for reproduction of poetic objects but become starting fundamental of capturing the right poetic moment. There is no segregation of the subject from the real world in Baek Suk's scenery. The manifestation of the free and pure sense rise from perceptivity. The pure sense animates objects and furnish them with unique prestige. The objects easily migrate to others through the pure sense, then establish the mutation of their existence. In the territory of senses, there is no boundary among humans, animals and objects, and the harmony becomes realized between lives and ajiva through senses, where there is affluence of energies not with individualized characteristics but with anonymous lives. This energy is the real source to support the real collective world and becomes foundation for basic fulfillment. The latter part of his time, there come named subjects and stories into the territory of senses. Anonymous powers are being divided into the horizontal side of the history. But, the reason why we can still feel the worm feeling even in defragmented world is that the poems in the latter part are still alive over the other side, the territoy of senses. Unconsciously. Senses work as a giant magnetic field of lives. The recovery of the senses does mean the comeback of the others excluded by the subjects and will become a basic conduit for humans, objects, nature and the work to make harmonic lives.

한 서양화가의 시각장애인 대상 오감 미술교육에 관한 자문화 기술지

홍원표 한국기초조형학회 2023 기초조형학연구 Vol.24 No.6

The purpose of this study is to explore the possibility of improving the cognitive abilities and social relationship capabilities of visually impaired students who are in their lifetime development process through five senses art education. To that end, a research methodology called autoethnography was used. This autoethnography describes this researcher’s experience for the past 12 years as a self-narrative in order to introduce an experimental five senses art education process for visually impaired students through past exploratory study conducted by this researcher, who worked as an ‘art support teacher’ at a school for the blind. Through the process as such, visually impaired students’ methods to implement and express images through five senses will be presented to discuss the importance of five senses art education. It was derived that art education is not simply a process of acquiring and learning artistic abilities, and that through five-sense art education, the cognitive abilities related to the five senses of visually impaired students can be expanded, and social emotions and emotional expression abilities can be improved. Therefore, the conclusions of autoethnography, which is the methodology of this study, can be presented as follows. First, formative art classes with a variety of contents can be implemented for the visually impaired too. Second, the necessity of five-sense art classes for the visually impaired, and cognitive and perception teaching methods using various senses can be derived. Third, despite the advantages of autoethnography in the field of art education, this researcher will humbly accept the fact that there are issues arising from cultural interpretation and analysis and connectivity with society, as well as concerns and criticisms regarding the lack of diversity in materials and the possibility of exposure of personal information. Therefore, this study will focus on complementing autoethnography conversely by utilizing the aspect of criticisms and concerns as such as clues to overcome the limitations of autoethnography.

오감(五感)명상의 세 유형

김형록 한국명상심리상담학회 2019 명상심리상담 Vol.21 No.-

In applying five-sentence meditation to psychological counseling or psychotherapy, this paper presents three models related to five senses: Five Senses Meditation(FSM) as an educational program, Reporting Five-Senses meditation(RFSM) as a method of practice, and Five Senses based on Reflected Image Meditation(RIM). First, the FSM as an educational program award develops and uses each independent program for five senses. The FSM are utilized for educational purposes, mainly for infants and young adults. However, there are some inconveniences in the point where the preparation is needed if it is intended to be carried out personally in a natural state, rather than for educational purposes under the intended plan. Second, RFSM as a method of practice shows how an individual performs meditation training in the natural state of daily life, not the planned set program. In training for beginners, two people are paired to report their experience status. This is useful for checking performance. Finally, FSRIM is a method to recall specific images that are problematic and observing them sequentially according to the five senses. This is a method specialized for psychological counseling or psychotherapy, and this paper presents procedures for female elderly people living alone in depression. 본고는 오감명상을 심리상담이나 심리치료에 적용하는데 있어서, 교육적 프로그램으로서의 오감명상, 보고하는 오감명상, 오감에 기반한 영상관법 등 오감과 관련된 3가지 모델을 제시한다. 먼저 첫째로 ‘교육적 프로그램으로서’ 오감명상은 오감에 대한 각각의 독립된 프로그램을 개발하여 사용한다. 주로 유아나 청소년을 대상으로 교육적인 목적으로 오감을 활용한다. 그러나 의도된 계획에 의한 교육적 목적이 아니라 자연 상태에서 개인적으로 수행하려는 경우에는 준비물이 필요한 점에서 불편한 점이 있다. 두 번째, ‘수행방법으로서’ 오감명상은 계획된 정해진 프로그램이 아니라, 개인이 일상의 자연 상태에서 명상수련을수행하는 방식을 보여준다. 초보자를 위한 훈련에서 두 사람이 짝을 지어서 자신의 경험 상태를 보고하게 한다는 점에서, 이것은 수행정도를 점검하는데 유용하다. 마지막으로 셋째는 ‘오감에 기반한 영상관법’은 문제가 되는 특정한 영상을 떠올려서 오감에 따라 순차적으로 관찰하는 방식이다. 이것은 심리상담이나 심리치료에 특화된 방식으로, 본고에서는 여성독거노인의 우울을 대상으로 진행하는 절차를 한 사례를 통해서 보여준다.