21세기 이미지 시론을 위한시 교육 방법론 연구

Abstract

The starting point of this study is a critical mind to question how the image poetry has to be educated today. As an important poetic element to be helpful in understanding, interpreting, and creating poetry in 21th century, the image is thus to be considered as a proper conception for the poetic education at universities. To this purpose, after the mainly operating categories of images are divided into the dimensions of perception, consciousness, and recognition, the followings are classified by considering not only the momentariness, durationality, and movability in accordance with constructive modes of images but also the representations, phenomena, and performative traits as constructive forms of images. ①The ‘momentary and representative images’ are typified by the sensory image and figurative image which are formed in the dimension of sensory perception. These conceptions have typified the theories of image poetry in 20th century that the imagism or New Criticism had discussed. ② The ‘durative and phenomenal images’ include Gaston Bachelard’s material image (image matérielle) and Henri Bergson’s memorial image(image-souvenir) which are formed in the dimension of the phenomenology of consciousness. ③The ‘movable and performative images’ include the cinematic image to be cited from Gilles Deleuze’s theories of movable image(image-mouvement)and temporal image(image-temps) as well as the affective image to be cited from Brian Massumi’s and Georges Didi- Huberman’s theories of political image. The six types of images are derived from these. And besides, a new educational model available for the scene of education in the (theory of) image poetry at universities is presented by illustrative analyses about how these classified images operate actually in poems. The consequence is that the study on images, as a poetic theory or poetics in 21th century, seeks for its own new standpoint and educational usage.