고전시가 교육을 위한 K-콘텐츠의 접목과 활용 - 대학에서의 고전시가 전공 수업 운영 사례(1)

Abstract

This article outlines a case study of integrating K-Content into classical poetry education courses in university education. Recently, there has been an increasing trend in higher education to connect classical literature, including classical Korean poetry, with cultural content for instructional purposes, and research in this area is actively being conducted. Particularly, in light of the global attention on Korean cultural content, including K-Content, this interest is expected to grow further, and the need for applying such content in university education and exploring new educational methods is becoming more urgent. Therefore, the incorporation of K-Content into classical Korean poetry education courses can be considered a new pedagogical approach for university students. However, the general public’s or university students' interest and understanding of classical Korean poetry remain relatively low. As a result, when we examine the modern interpretation of classical Korean poetry and the process of transforming it into cultural content, various challenges arise. This necessitates the establishment of proper university education that can assess these changes. The process of transforming classical Korean poetry into cultural content is a contemporary process of re-reading and reinterpreting the classics in the context of today’s media environment, essentially re-creating these works in the digital age. Therefore, in order to achieve a proper understanding and interpretation of classical poetry, there is a need for a new curriculum that combines classical literature with cultural and K-Content in university education. In recent years, the author has attempted to integrate classical Korean poetry and K-Content in the implementation of applied and expanded classical poetry courses. In these courses, a learner-centered approach (PBL: Problem-Based Learning) was used, and students applied classical poetry themes and motifs to various K-Content. This approach allowed them to plan and create new cultural content. In practice, students were divided into teams focused on poetry and song analysis, storytelling creation, video content production, and promotional content planning. They explored concrete content ideas and worked on planning applicable content. As a result, students actively participated in the course, submitting a variety of practical and usable content outcomes. Moreover, this approach marked a shift away from traditional, lecture-based teaching and provided students with a new opportunity to engage with classical poetry education in a more hands-on, creative way.