컴퓨팅 사고력을 위한 기초 디자인 교육 방법
Teaching Method of Basic Design with Computational Thinking
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본 연구의 목적은 융합 디자인 학제를 지향하는 학부에서 파운데이션과 세부 전공 트랙 단계 사이를 연결하고 학부의 핵심적인 교육 방향을 유도하는 핵심 과목으로서 ‘디자인 융합’ 교육을 올바로 설정하는 것이다. 세부적으로는 컴퓨팅 사고력을 증진하기 위한 융합적인 시도로서 기초 평면디자인 표현 도구의 확장을 위한 컴퓨테이셔널 예술 구성의 교육 방법론을 구체적으로 정립하는 것이다. 이 수업에서 지향하는 교육 프레임은 시각 조형 언어와 프로그램 언어와의 긍정적인조우를 통해 학생들이 심미적으로 매력적인 구성 표현을 가능하게 하는 것이다. 이를 위해 2019 년부터 수업을 개설하고 교육하면서, 첫째, 융합 디자인 학부의 교육 체계에서 컴퓨테이셔널 예술구성의 위치와 정당성을 설정하였고, 둘째, 컴퓨테이셔널 예술 구성의 교육 모델을 구체화하였으며, 셋째, 교안을 개발하고 그것에 따라 교육, 결과검토, 그리고 수정 보완을 거듭하면서 체계화하여 정리하였다. 이것은 단지 시각디자인 관련 교육 체계에서 학생들이 하나의 교과목을 수강하면서 컴퓨테이셔널 예술 구성을 경험하게 한다는 미시적 교육 목적을 넘어서 몇 가지 의미를 지닌다. 첫째, 전통적인 시각디자인 교육안으로 창조적 코딩 도구 활용 교육을 적극적으로 포함하고, 그 역할을 확장하며, 특히 기초디자인에서 프로그래밍의 관여도를 높이는 역할을 할 수 있다. 둘째, 교육 모델의 핵심인 시각 문법에 기초한 기초 평면 조형의 표현 방법을 크리에이티브 코드 구현 체계에 연관시키고 전환하는 과정에서, 학생들은 컴퓨팅 사고를 적극적으로 활용하면서 다양한 표현의 창작 가능성을 발견하고 이를 구체화하는 경험을 통해 디지털 문해력을 개발할 수 있다. 마지막으로 제시된 구체적인 교안과 교육 프레임을 공유함으로써 관련한 새로운 교육 방법이연구되기를 기대할 수 있다.
Abstract
The purpose of this study is to properly establish the education of ‘Design Convergence’ as a core subject that connects the foundation course and detailed major track stages in department pursuing a convergence design discipline and guides the core educational direction. Specifically the research is to build an educational methodology for computational art composition to expand basic 2D design expression tools as a convergence attempt to promote computational thinking skills. The educational frame aimed at in this class is to enable students to create aesthetically attractive compositional expressions through positive encounters with visual formative language and programming language. To this end, while opening and teaching classes since 2019, first, I established the position and legitimacy of computational art composition in the education system of the Convergence Design Department. Second, the educational model has been actualized, and third, I have developed and systematized the lecture plans, teaching and result examination through repeated modifications and supplements. This has several implications beyond the aesthetic educational purpose of allowing students to experience computational art composition while taking a single subject in the visual design related education system. First, it actively includes the education on the use of creative code as a traditional visual communication design education. Second, in the process of linking and converting the expression method of fundamental flat form based on visual grammar, which is the core of the education model, to the creative code implementation system, students actively utilize computational thinking to discover the possibility of creating various expressions and to materialize them. Digital literacy can be developed through experience. Lastly, by sharing the specific teaching plan and educational frame presented, it can be expected that a new educational methods will be researched and built up soon enogh.
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