• Korean Journal of Child Studies
• /
• v.23 no.4
• /
• pp.105-118
• /
• 2002

Nonfiction as a genre of children's literature is distinguished from fiction by emphasis. In fiction the story is central, and in nonfiction the facts are central, but the nonfiction writer needs to find a way to create his or her own personal vision for the book to be more than a mere collection of facts. Nonfiction has often used fictional elements to present data : it re-creates believable characters, discovers plot lines, establishes points of view, describes settings and presents carefully designed illustrations. Sometimes the author's worldview is revealed in nonfiction writing. For example, in Orbis Pictus(l657), John Amos Comenius based his writing on a Christian worldview and created text and pictures as a device to teach students the world God created.

• The Journal of the Korea Contents Association
• /
• v.16 no.3
• /
• pp.247-256
• /
• 2016

This paper points out that the existing digital story creation tools are biased in the field of entertainment storytelling, so it proposes a specialized tool for non-fiction creation. This paper selects Quantifying Theory to design this tool. When creating nonfiction storyline, it is important to have the appropriate combination between the actual events and fictional elements. A Gossip System, based on Quantifying Theory, is suitable for that work. Before designing a Gossip System as a nonfiction creation tool, this analysis evaluated that the Gossip System in and . As a result, the linked structure in is useful in searching for material for non-fiction creation, and the separated structure in is ideal for arranging dramatic events. This paper proposed a method of switching the fact to fiction through a combination of this two Gossip System structure. I conclude that this is the best method for non-fiction creation tool.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.5
• /
• pp.133-140
• /
• 2023

The origin of texts we refer to as literary or artistic may be imagination, but many are based on experiences. In fact, experiences can be the source of artistic imagination since imagination often builds upon experiences. Therefore, the act of verbalizing human experiences using them as raw material can become a great form of art. Transforming past experiences into stories and infusing them with vitality inevitably requires a creative process of reconstruction, which is essentially a literary process. As such, 'Personal Narrative' holds significance as a literary process that weaves facts into stories and shapes them into forms. Individual experiences are stored as personal memories, and these 'personal memories' continuously generate stories. Collections of individual stories are stored as multiple memories, which gradually form 'collective memories' with distinct social and cultural inclinations through the passage of time and invisible yet potent societal and cultural censorship. The problem lies in the fact that individuals may tend to align their own memories with the inclinations of collective memory rather than simply recalling what they personally experienced. In the context of actual history, personal memories and collective memories communicate with each other, producing non-fictional content close to reality and sometimes manifesting as fiction content enriched with imagination. 'Personal Narrative' holds a significant genre as one genre of non-fiction content within our culture.

• Proceedings of the Korea Society of Design Studies Conference
• /
• 2004.05a
• /
• pp.44-45
• /
• 2004

With the development of informational machinery and tools in the modern industrial society, the image is expressed diversely as tools of informational transmission and artistic communication. This image is revival equipment and transmissional media in which sound and light are comprehensively formed. The image's intuitive and sensational expressivity can revive subjects and express a fiction, a reality, a nonfiction, and a virtual reality as a communication tool that has synchronicity and the medium of meaning. Because of this, the domain of the image will be gradually extended in the future, and the world of cognizance that can be detected across our living space will absorb the image diversely and react. In this context, the investigator examined what influence image media and equipments have in space as spatial equipments, based on the recognition of cerrelation among the image, space, and mankind, namely, the environmental meaning the mage and the space contain. Therefore, this study was conducted from the aspects of relationship establishment between image equipments that are ever expansive to a variety of domains and the space that accommodates the equipments. As study findings, the influences the image equipments have on space and their expressional features are presented in three aspects: 'the expressional medium of mutual synergy','metaphysical ultra-epithelial space constituent',' and 'object'. This study seems to be meaningful in that we can expect the spatial approach method by purposes and spatial layout of image structures, with this study, through analyzing the meaning of relationship between image equipments and space.

• Cartoon and Animation Studies
• /
• s.49
• /
• pp.677-696
• /
• 2017

Cartoons and consequently animation are an effective way of visualizing futuristic scenarios. Here we look at how animation is becoming ubiquitous and an integral part of this future today: the cybernetic and mediated society that we are being transformed into. Animation therefore becomes a form of speech between humans and this networked reality, either as an interface or as representation that gives temporal form to objects. Animation or specifically animated films usually are associated with character based short and feature films, fiction or nonfiction. However animation is not constricted to traditional cinematic formats and language, the same way that design and communication have become treated as separate fields, however according to $Vil{\acute{e}}m$ Flusser they aren't. The same premise can be applied to animation in a networked culture: Animation has become an intrinsic to design processes and products - as in motion graphics, interface design and three-dimensional visualization. Video-games, virtual reality, map based apps and social networks constitute layers of an expanded universe that embodies our network based culture. They are products of design and media disciplines that are increasingly relying on animation as a universal language suited to multi-cultural interactions carried in digital ambients. In this sense animation becomes a discourse, the same way as Roland Barthes describes myth as a type of speech. With the objective of exploring the role of animation as a design tool, the proposed research intends to develop transmedia creative visual strategies using animation both as narrative and as an user interface.

• Journal of the Korean Chemical Society
• /
• v.62 no.2
• /
• pp.137-147
• /
• 2018

The purpose of this study was to analysis total number of 123 SSI programs by SSI criteria. The criteria was consisted of subject, school level, starting point, scientific evidence, social content, use of scientific knowledge, level of conflict of interest, and evaluation and reflection. The results of the analysis are as follows. First, elementary school programs were the most and middle school programs were relatively few. Second, starting point was mainly in the actual situation, the fiction and nonfiction situation, and the situation including the controversy and conflict was less than 10%. Third, it was based on scientific evidence but mainly influenced by individual values and perceptions. Fourth, social contents were developed mainly in ethics/morality/value, political/social life/economy, environment contents. Fifth, the use of scientific knowledge mainly consisted of scientific decision making, scientific critical thinking, and information search. However, science inquiry, risk assessment, and cost effectiveness were less than 10%. Scientific inquiry is the essential factor of science education, and one of core competencies of national science curriculum. SSI program should be able to experience various kinds of conflicts, and to evaluate and reflect through reflection.