3)"더 이상은 말로 하기가 어려울 것 같아요." 392. 그림 감상에 관한 공유 431)"영화를 보는 것처럼": 이야기와 그림 감상 442)"같이 그림 그려요.": 설명글과 그림 감상 493. 취향과 정보에 관한 공유 561)"나만의 스타일이 생긴다는 거예요.": 취향의 발견 572)"다양한 미술재료같이 구경해요.": 미술재료 리뷰 623)"별로 어렵지 않은 작은 습관" 69IV. 유튜브 미술콘텐츠 동영상에 나타난 교육적 의미 781. 자발적 선택에 의한 지속성 781)"친절한 유 선생님" 792) 팬덤 플랫폼 812. 비대면 온라인 미술콘텐츠에서 상호작용의 의미 831) 양방향 소통 832) 공감각적 상호작용 853. 새로운 미술 교수법으로의 확장 861) 개인적 이야기의 공유와 동기부여 872)"누구나 할 수 있는 그리기" 893) 스토리텔링과 영상편집을 통한 감상 90V. 결론 및 제언 93참고문헌 98Abstract 10"/>
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본 연구는 문화기술적 연구 방법으로 유튜브 미술콘텐츠에 나타난 양상과 교육적 의미에 관한 연구이다. 이를 위해 본 연구자는 유튜브 미술콘텐츠의 시각예술제작과정 동영상을 중심으로 동영상 주제에 관한 표현 내용과 연구 질문에 적절한 이미지 찾기, 문어, 구어 텍스트, 배경음악, 시각요소의 빈번도, 시각적 청각적 대립 요소들, 화면구성의 해석 요소들로 색깔, 공간 조직, 빛, 댓글과 커뮤니티 그 외의 배경적 요소들에 관하여 동영상 관찰을 통해 자료들을 수집하고 기술, 분석하였다. 미술콘텐츠 동영상의 전반적인 시각적 이미지를 조성하고 있는 구성요소는 조명, 빛, 자막, 배경음악이 영상의 전체적인 분위기를 만들고 있다. 이러한 영상 이미지는 전반적인 내용을 함축하고 있는 의미로 정서적 호소력을 지닌 소통의 의미를 담고 있으며 영상의 감성만으로도 네트워크가 형성되는 요인으로 시각적 구성요소의 주요인으로 조성되고 있다. 비대면 온라인 콘텐츠에서는 일반적인 미술에서 사용하는 기본 재료로 연필, 펜, 수채화, 아크릴물감 등을 선호하고 있다. 이러한 재료들은 일상에서 구하기 쉽고 비교적 손쉽게 사용할 수 있는 점에서 선호하며 영상화면을 통해 재료에서 느껴지는 이미지의 간결함에서 시청자들은 편안함과 쉽게 따라 할 수 있는 내적 동기를 유발하고 있음을 알 수 있다. 미술콘텐츠의 특성상 시각예술제작 과정의 시각 이미지가 보이는 시점과 각도는 중요하다. 그 특성을 잘 나타내주는 역할은 촬영 카메라의 위치로 인한 공간의 표현과 근접 촬영을 통해 보이는 시각 이미지의 시점과 각도의 화면구성이었다. 일반적으로 유튜브를 시청하는 것은 단순한 재미를 추구하거나, 간단한 정보를 얻기 위한 도구로 또는 시간을 소비하는 행위로 간주하는 경향이 있다. 그러나 유튜브 미술콘텐츠를 통해 본 연구에서 고찰해본 결과 미술콘텐츠 동영상 안에 담긴 주고받는 내용들은 삶과 미술의 맥락에서 상당히 복합적인 면모를 보이고 있으며 우리 시대 문화의 양식으로 존재하고 있음을 알 수 있다.
This research is focused on the characteristics and educational meaning of YouTube art contents found using ethnographic research methods. To achieve this goal, this study collected and described material including the contents expressed, the component elements of the screen, comments, and community data that appear in the videos through observation focusing on visual arts creation process videos from amongst art content. The characteristics that are included in the art content videos that were engaged in this study were examined from the perspective of the viewer through observation, and the reasons for watching the videos were understood through the context of socio-cultural background and everyday life. Further, this research attempted to understand the cultural characteristics and educational meaning of the video media. The research results following this related to the research questions can be summarized as follows. First, what characteristics appear in arts contents videos on YouTube? When observing videos focusing on visual arts creation process in relation to this research question, were able to observe that the subject of the videos and the contents of expression were composed as follows. Emphatic content that is connected through visual images was shared with viewers. These images were visual expression methods of things that they experienced and were knowledge representations of life regarding their internal experiences. In addition, we observed that historical facts in art history were presented as a story through the process of sophisticated video editing to clearly deliver knowledge and information while at the same time creating emotional connections through visual abundance. Further, we were able to observe through the composition of the contents that stories in the context of life were empathized together with visual arts images regarding the little habits and emotions that occur in ryday life. Additionally, through the continuation of those processes, rather abstract subjects on methods of finding one’s own drawing style were systemized by presenting concrete methods such as art material exploration and picture diaries. The characteristics that appear in the visual composition elements that appear on the screen together with the aspects of the subject and expression contents of such videos are as follows. Lighting, light, subtitles, and background music were the elements that form the overall visual image of art content videos and create the overall atmosphere of the videos. Such video images have the meaning of signifying the overall content and contain the meaning of communication which has emotional appeal. They are factors that form networks through only the emotions in the video and they act as a major factor for elements of visual composition. Basic materials used in general art including pencils, pens, watercolors, and acrylic paints, etc. are preferred in non-face-to-face online contents. These materials are preferred due to the fact that they can easily be procured in everyday life and that they can be used relatively easily. We discovered that the simplicity of the image that can be felt through the materials in the video image creates comfort and internal motivation in viewers. The viewpoint and angle that the visual images are shown are important due to the characteristics of art contents. A roles that clearly shows such characteristic are the screen composition of the viewpoint and angle of the visual image that is shown through the expression of space from the location of the filming camera and through closeups. The screen composition through the filming of the entire space can be imagined through the stimulation of the senses that can be seen in the creation process, and it provides a space of experience where the images from the mind can be drawn. The feeling gained through the space of the screen takes on the role of a guide to interpretation (Barrett, 2017). That is, sharing a space that is appealing through making people‘feel’visual art allows people to have their own meaning based on the interpretation that each person makes for themselves. In addition, it has the meaning of interaction as an educational experience. The visual image shown through closeups allows one to closely observe the characteristics of the material and can be seen as an example of learning that can be easily followed which aids in the understanding of expression methods. Second, what is the educational meaning that appears in YouTube’s art contents? Learning by watching videos is fully dependent on the level of the viewer, and unless there is a special goal, one does not consider having learned something by watching videos. Even if something is learned, it has the characteristic of not being obvious from the outside. Sharing through stories of experiences in the form of video media includes the contents of honest conversational empathy in everyday life, and its visual atmosphere contains content of elements that stimulate emotion. The visual images that are seen within art contents as a medium of communication are artistic expressions that are visually familiar as we see them in our everyday lives. The fact that such expressions are included in videos containing a person’s individuality and emotion makes it feel fresh for viewers, and through emotions, they form elements of emotional connection with the viewers. It was shown that the clarity of screen composition following the visual art creation process provides an educational situation where one can learn something simply by watching videos. In addition, the person creating and providing the art contents within the art content video and the person viewing it are both platform users. According to the evaluation of their relationship, they were shown to form a relationship that constantly changes where they continually interact in multiple roles that cannot be clearly defined including transmitter and receiver, creator and audience, and teacher and student. Watching YouTube is generally considered to be a pursuit of entertainment, a tool to gain simple information, or an action to consume time. However, examination through this research of YouTube art contents shows that the contents contained in and exchanged in arts videos show fairly complex aspects within the context of life and art, and we can see that it exists as a form of culture in our time. While the acts of making content by oneself and sharing it, and of watching videos using YouTube may seem like simple actions, they have a close relationship with sociocultural background and our lives. When including self-expression on a video platform, it can be produced using visual screen composition and synesthesia, and it has the characteristic of being shared by making a controlled space that can be explored through editing. People gain more ease and comfort through such communication in cyberspace than with direct face-to-face communication. In addition, digital media provides innumerable opportunities for people to create relationships, observe, and communicate online. Through such opportunities, people influence each other in socialization and grow through the observations and interactions with others including learning new standards and values from other people, becoming friends, and by comparing themselves with others (Chayko, 2018). When considered from an educational perspective based on the findings of this research, it is believed that if educational intention is reflected in the viewing of video media or in the educational usage of video media, it can play a positive role from a social educational perspective. In addition, as revealed through this research, it is a window by which one can communicate with oneself from an art education perspective. It is a healthy method for self-expression that allows people to contemplate their life and find meaning, and go further than learning expression methods through visual art. It becomes knowledge representation of life which connects one’s inner self to one’s life. As such, by utilizing video media for the elements of comprehensive learning that is being pursued, it can become an important educational element to influence socialization through communication culture. The reason for this is that the value pursued by the connected world in modern society is cultural diversity, and at such a time, healthy methods of self-expression and communication ability are required above all. Through the development of digital technology, culture has surpassed the logical perspective so that the pursuit of feelings and images that have illogical and nonverbal aspects has become emphasized in the connected world of today. Therefore, from an educational methodology perspective, the experience of creating video media that contains content that one would like to deliver based on one’s own interests becomes an experience of visual art expression that is different from the expression in ordinary art activities. Such experiences can be expressed through videos using art as a medium for communication, and video media can also be used as a tool for self-expression of everyday life or for expressing one’s interests. Therefore, a broad overview from a new perspective of the various context regarding the forms of expression that can be shown through art is required
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국문초록 i표목차 viii동영상목차 ixI. 서 론 11. 연구의 필요성 및 목적 12. 연구의 방법 41) 문화기술적 연구 42) 연구참여자의 선택 준거 63) 자료의 수집 94) 자료의 분석 113. 연구의 범위와 한계 12II. 이론적 배경 141. 미술에서 교육적 경험의 의미 142. 사회적 상호작용과 SNS의 역할 193. 선행연구 개관 24III. 유튜브 미술콘텐츠 동영상에 나타난 양상 271. 사이버 공간 속 미술제작 경험의 공유 271) 그림을 그리는 이유 282)"보고 그려도 되나요" 343)"더 이상은 말로 하기가 어려울 것 같아요." 392. 그림 감상에 관한 공유 431)"영화를 보는 것처럼": 이야기와 그림 감상 442)"같이 그림 그려요.": 설명글과 그림 감상 493. 취향과 정보에 관한 공유 561)"나만의 스타일이 생긴다는 거예요.": 취향의 발견 572)"다양한 미술재료같이 구경해요.": 미술재료 리뷰 623)"별로 어렵지 않은 작은 습관" 69IV. 유튜브 미술콘텐츠 동영상에 나타난 교육적 의미 781. 자발적 선택에 의한 지속성 781)"친절한 유 선생님" 792) 팬덤 플랫폼 812. 비대면 온라인 미술콘텐츠에서 상호작용의 의미 831) 양방향 소통 832) 공감각적 상호작용 853. 새로운 미술 교수법으로의 확장 861) 개인적 이야기의 공유와 동기부여 872)"누구나 할 수 있는 그리기" 893) 스토리텔링과 영상편집을 통한 감상 90V. 결론 및 제언 93참고문헌 98Abstract 103
