영상제작 수업, 창작과 지도의 어려움 그리고 생각해 볼 수 있는 해결 방법들

Abstract

The purpose of this study was to examine the creative difficulties students face at different stages of the Video Production class process and to find out how faculty members can address these diffi- culties in their teaching and guidance. At the team formation stage, class hours should be devoted to ice-breaking so that students who are unable to form a team can find one, and guidelines should be set for the number of teams and the distribution of majors to avoid skewing the number of teams or the number of majors. Also, before teams are formed, it is necessary to discuss the motivation for the production and the semester’s schedule, etc. to avoid post-production disputes. To solve the problem of not having items in the storytelling creation stage, one way to complete storytelling development is to run a non-curricular program during the school holidays. To correct the tendency of students to ignore each stage of storytelling and go straight to the final product, such as a screenplay, it is ap- propriate to deconstruct the finished story into treatments with a step-outline so that they can learn the effectiveness of step-by-step creation. Feedback during the creation process can also be helpful to students if it is organized according to the principle of considering the student’s level. In addition, it is important to have faculty with the right experience in storytelling creation and teaching. In order to ensure the number of staff in the pre-production stage, it is necessary to assign some of the team members to vacant positions or to try to fill in the lack of support staff from outside the team. Team members should coordinate their schedules, and instructors should allocate some class time for meet- ings to ensure that pre-production runs smoothly. In addition, agreements need to be made early in pre-production to avoid disagreements between team members regarding budget and filming session, and to set creative deadlines to avoid delays due to storytelling completion issues. At this stage, ma- jors from non-capital regions have penalties such as difficulties in weekend activities and additional costs for casting, so universities and local governments should operate programs to encourage week- end activities and support production costs. In the production stage, the problem of not being able to fulfill the amount of shooting prepared by students within the schedule can be solved by prioritiz- ing the shooting of master shots of scenes first. Also, to solve the shortage of the schedule, it is nec- essary to organize supplementary shoots and secure dates in advance. The problem of equipment shortage can be temporarily solved by distributing the shooting periods of each team, and the over- load can be reduced by sharing equipment for each major and checking when to focus on rental through the integrated management and computerization of equipment at the university. The problem of omitting sound mixing in post-production can be solved by organizing related courses and special lectures, and organizing practical training expenses to ease the burden of sound software sub-scriptions for students. It is also necessary to organize agreements with sound studios to reduce the cost of work and support some of the practical training expenses. However, if this is not possible due to budgetary constraints, students should be encouraged to post-sync the scene on location and re- cord the background sound. In editing classes, students should be taught to understand sound mixing in editing software. To solve the problem of long running times in post-production, it is necessary to teach students that the difficulty of the shot is not the same as the quality of the shot and to assign a separate editor to maintain objectivity in editing. They should also take the time to compare the before and after edits to make sure they are as polished as possible. If the work is still incomplete after the final draft, create a process for revisiting the work before grading. In addition, organizing a departmental festival at the end of the year to showcase the finished work, with awards, would pro- vide students with a formal venue to showcase their work and provide encouragement and motivation for completion.