스캠퍼(SCAMPER) 이론을 활용한 캐릭터 디자인 교육 연구

Abstract

With the current rapid changes of society and media development, popular tastes become more sensitive, so various cultural industries are brought into relief importantly. Thus, new design concepts are needed in the design which can satisfy the desires of the masses, and plans to approach them in more familiar ways and increase their attention and awareness are necessary. In particular, since the characters themselves have a strong power to characterize certain objects, they can carry out the purpose of the communication to be delivered to the masses appropriately. The field of characters that has mostly been used in food or fancy goods aimed at an adolescent generation applies to large scale events such as the Olympics or EXPOs or actively utilized for the purpose of public relations and promotions of products in businesses and public organizations. However, character design education in the secondary curriculum mostly are biased toward specific parts like animation or cartoon. Also, since it is not sufficient to hold a systematic character class only with the contents written in secondary school textbooks, it is most of all necessary to expand the proportion of creativity-related education through which the students can materialize immaterial objects rather than focusing on the results of expressions. Thus, focusing on idea generation, this study planned a character design education applying ‘SCAMPER’ at the stage of visualizing immaterial images. Since SCAMPER develops thinking according to the type of the given question using the thinking skills on the checklist in the idea generation process, it is thought that it can develop idea generation more easily so that it can become effective learning about character design education. Thus, the instruction of idea generation using SCAMPER has significances in that it aims to arouse learners’ interests by inducing active and proactive participation and develop creativity into flexible thinking through various perspectives. Based on this, this study was carried out with the following methods: First, through a theoretical study on character design, it defines characters and analyze their characteristics and components. Second, it establishes the theoretical consideration of SCAMPER, one of the idea generation techniques and investigates SCAMPER through the preceding studies using this in design education. Third, it analyzes the status and areas of character design education in secondary art education curriculum and understands the status of character design class in art textbooks. Fourth, it suggests a guidance program using SCAMPER in character design education and analyzes the results of the instruction of it. As the results of the study, a study on SCAMPER to promote the ability of generating the proposed character design consists of four steps: understanding and information gathering, idea generation, idea completion and evaluation. Step 1 is a phase of understanding and information gathering, at which the students will investigate data on the topic of the class to be held in the future along with the theoretical understanding of character design and SCAMPER. Step 2 is that of summing up the data collected by the checklist of SCAMPER and generating new ideas. They come up with various ideas through the association of images and make expressions visually for the topics. Step 3 is that of the final sketch at which they express and complete the character design ideas visually expressed in detail. Lastly, Step 4 is that of presentation and evaluation, at which they present and evaluate the character designs completed applying the idea generation techniques of SCAMPER and they can appreciate the works of others and expand the width of thinking. Character design education using the SCAMPER technique is expected to help understand character design, enhance their idea development ability and expressive ability of design and be effective for creative character design education.