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Abstract "Horang-i
(The Korean Tiger): Educational Multimedia Animations of Folktales for Children"
By: Soonsun Hwang
The stimulus for my project stems directly from my own work experience in the fifteen years since graduating as an MA student. Multimedia and the New Technologies now present me with the opportunity to make the transition from illustrator to animator without a change of educational or industrial context.
During the last 15 months of my Ph.D, I have researched images of the Korean
Tiger,
and then compared them with images of Tigers in other cultures. Based on these
researches, I have been producing two educational interactive animations,"
Hey! Magpie, Give me an egg" and "A Tiger and A Toad". These
animations, the first of several linked interactive films, have two primary
aims;
1. to communicate information about Korean Culture to children in a multicultural
context;
2. to do so with interactive learning packages for spoken and written language
(English/Korean, Korean/English).
In my projected animations I concentrate on the fundamental characteristics of the Tiger in Korean folktales, e.g. silliness, impatience, and spirituality. I compare this with attitudes to the Tiger in European cultures . I provide opportunities for children to explore a database of information about the raw material of the Folk Tales, e.g. Food, Landscape, symbolism and depiction.
My specific aims are
- to make clear the particular characteristics of the Korean Tiger in Narrative,
Myth, and Folktale;
- to convey those characteristics in interactive animated films for children
;
- to explore cross-cultural attitudes to animals ;
- to use montages of still and moving material to teach aspects of spoken and
written language;
- to translate and illustrate previously unknown folktales from Korean into
English;
- to explore the use of fabric collage in multimedia animation;
- to experiment with text and recorded voice as aids to learning;
- to experiment with the balance of linear animation and interactive animation.
Globalisation has increased the importance of the use of spoken and written English in various forms as an international auxiliary, and consequently many Korean families are anxious for their children to be proficient in the language: it is hoped that here too this project will be beneficial. There is a growing need among Korean students to explore how the New Technologies can be applied to the processing of learning.
These motivations encourage me to challenge existing skills and attitudes in
ways that will supplement and not replace existing patterns of perceiving and
understanding the narrative.