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Art Class for Preventing From Cyberbullying By Using Pictogram

픽토그램을 활용한 사이버불링 예방 미술 수업

  • Seo, Jung A (Graduate School of Arts Education, Kookmin University) ;
  • Huh, Yoon Jung (College of Arts, School of Fine Arts, Kookmin University)
  • 서정아 (국민대학교 교육대학원 미술교육전공) ;
  • 허윤정 (국민대학교 예술대학 미술학부)
  • Received : 2018.11.14
  • Accepted : 2019.02.20
  • Published : 2019.02.28

Abstract

Cyberbullying, one of the acts of cyber violence, is becoming a problem as digital devices become popular. Therefore, this study intends to provide pictograms that can communicate visually in order to raise awareness of cyberbullying prevention. 'Cyberbullying prevention pictogram' was conducted in total 6 times for 5 middle and high school boys. After analyzing the works, the results of this study are as follows. First, we investigated the change of cyberbullying recognition, empathy sensitivity, message visualization and social participation. First, the learner relaxed the burden of the art expression by using app, and the interest of the art was improved. Second, the learner recognized the seriousness of cyberbullying's violence and recognized the importance of preventing cyberbullying. Third, the learner improved sympathy sensitivity that sympathizes the suffering of cyberbullying victims. Fourth, cyberbullying prevention pictograms improved the ability to read, utilize and interpret visual images through sharing works. Fifth, the work was posted on an Instagram to give concrete action on social problems. In conclusion, we proved the effectiveness of cyberbullying prevention art class using pictograms.

Keywords

Cyberbullying recognition;Pictogram;App;Empathy sensitivity;Social participation

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Fig. 1. Screen composition and rendering tools in the AutoDrawing app

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Fig. 2. Analysis of student A's work

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Fig. 3. Analysis of student B's work

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Fig. 4. Analysis of student C's work

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Fig. 5. Analysis of student D's work

Table 1. Types of cyberbullying [5]

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Table 2. Pictogram design conditions

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Table 3. Lecture schedule of class (60 minutes to 90 minutes per class)

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Table 4. Contents of pre-questionnaire and post-questionnaire

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Table 5. Interview result of interest in art

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Table 6. Interview result of cyberbullying recognition

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Table 7. Interview result of empathy sensitivity

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Table 8. Interview result of message visualization

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Table 9. Interview result of social participation

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