영상매체를 활용한 소설교육 연구

Abstract

Recently many studies of literature education have focused on the interests of students and they are considered to be helpful to students' lives. Image and written media have their own individuality and characteristics that result in the genre differences between novels and movies. But at the same time the two media are in mutually complementary relationships strongly affecting each other. While movies adopt the narrative structure of novels, novels introduce the movies' imagination and grammar as a new technique. When a movie is made based on a novel, the close relationships between novels and movies can provide a good foundation for using movies in novel instruction. It appears that things are different from the past even in literature, a field of culture. With the written media formerly responsible for many areas being replaced by image media, a new change should take place in traditional literature education. One of the changing genres, film, can be said to play the biggest role in the students' lives. Thus this study investigated the potential of film as an educational medium. This study presents effective teaching/studying methods with the novel Seopyeonje written by Lee Cheong Jun and the application of its image transfiguration. After comparing and analyzing the changing patterns from the novel to the movie, the following methods of novel instruction are suggested: first, the mutual resemblance between the two in story and plot will help the students understand the story more easily and grasp how the plot will develop. They will also see what kind of meaning the temporal and spatial elements give to the work in the narrative of the novel and the movie. When the parts where the background of the novel are described are turned into mise -en-sen the students are focusing on the description of setting. Through this method, students are able to grasp the effect of each scene that affects the theme and emotions of the whole story. The second method is 'montage': how a character's psychological description changes in appearance by montage. Montage integrates objective situations in dialectical. Through this method, students are able to grasp the atmosphere of a scene that describes character's psychological changes and also the theme. The third aspect of the research is how the point of view changes between the novel and movie. A specific point of view in literature changes to a compound point of view in a movie, which can make it more effective to understand the story. The fourth aspect of the research is how the plot of the novel is expressed in the movie through the time-space structure. The time-space structure on the screen provides a greater probability to understand the plot of the novel. Novels and movies have many things in common because they are made with author's imagination and lead the readers' interests to the specific point. If students learned novels through movies, they might receive novel education more intimately. It will be so successful because image media has visual effects that can make learning more fun. Furthermore, to compare and appreciate the two types of media provides readers with various emotions that students can use to get a deeper appreciation of both arts. I have applied three basic components of novel education: characters, events, and setting, to novel education with movies. Novel education using movies has many beneficial effects and great potential for the teaching/studying methods for reading novels.;현대 사회의 대중들은 문학 원전을 다양한 방식의 매체로 수용하고 이를 보편화된 문화 활동으로 인식한다. 예술장르의 변용은 첨단 과학 문명에 의한 지식․정보 사회의 도래와 함께 필연적으로 제기된 양상 중의 하나이다. 요즘의 청소년들은 영상세대라 할 정도로 문자보다는 감각적이고 자극적인 영상과 음향에 더욱 친숙하다. 이렇게 영상세대인 청소년들은 다양한 영상매체 중 특히 많이 접하는 매체 중 하나가 영화일 것이다. 실제로 그들은 책을 통한 독서보다 영화를 보는 경험의 횟수가 더 빈번하고, 한 편의 소설을 읽고 감동을 느끼기 보다는 그 소설을 각색한 영화를 통해 감동을 받고 그 감동을 다른 이들과 공유하는 것에 더 익숙하다. 본 연구에서는 변화된 매체환경을 고려하여 영화를 교육현장에 적극 활용해야 한다는 점을 전제하고 그 구체적 방법을 모색해보고자 한다. 궁극적으로 학생들의 흥미와 관심을 고려하고 학습자에게 실질적인 도움을 줄 수 있는 영화를 활용한 소설교육의 내용과 방법에 대하여 논의하고자 한다. Ⅱ장에서는 소설교육의 목표와 소설교육에서 영상매체 활성가능성에 대하여 분석하고자 한다. Ⅲ장에서는 소설과 영화의 장르적 특성을 비교함으로서 소설과 영화의 차이점을 분석하고자 한다. Ⅳ장에서는 교과서의 교육과정을 분석하여 교수․학습모형을 구안하고, 설문분석을 통해 영상매체를 활용한 교수 학습 방안이 소설 지도에 효과가 있는지를 사전-사후 평가를 실시하고자 한다. 이 평가 결과를 바탕으로 소설 이해를 위한 사후 평가를 실시하여 영상매체를 활용한 소설 교수 학습 방안이 효과가 있는가를 확인하고자 한다