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영화 ‘위대한 개츠비’에 나타난 여자 캐릭터 분장 코디네이션 비교분석 -1974년, 2013년 영화를 중심으로-
한소민 ( So-min Han ),장미숙 ( Mee-sook Chang ) 한국미용학회 2020 한국미용학회지 Vol.26 No.5
This paper aimed to compare and analyze the makeup coordination in the 1920s on the basis of the movie produced in 1974 and 2013, which acquired an Academy Award for Best Costume Design and was more specialized, as a comparison analysis of female characters’ makeup coordination observed in the movie ‘The Great Gatsby’. The analysis results of this paper will be significant as the identification of the social and cultural value of makeup coordination reflecting the trend of the times depending on the production years of movies as well as reconfirmation of its value as the system to reproduce characters in the movies. As the methodology, this paper selected six scenes with Daisy Buchanan, five scenes with Myrtle Wilson, and five scenes with Jordan Baker, which overlapped in the movies produced in 1974 and 2013. With the focus on the scenes in the original fiction and the scenes overlapped in both movies, makeup coordination in the 1920s―including fashion, hairstyle, and makeup―and the trends in the 1970s and 2013 when the movies were produced were compared and analyzed. To this end, theories were examined and photos were collected mainly through the review of literature and existing research and Internet sites in Korea and abroad. The analysis results are described below. For fashion style, The design and materials became more daring in exposure in the movie produced in 2013, and all three subjects coordinated a variety of accessories. The movie expressing hair colors more similarly to the original fiction was the movie produced in 2013 for Daisy and Myrtle and that produced in 1974 for Baker. Next, the makeup of Daisy and Myrtle in the movie produced in 2013 was similar to that in the original fiction, and the makeup of Baker in the movie produced in 1974 to the original fiction. The movie produced in 1974 reflected the trend in the 1920s, which drew eyebrows after clearly removing them, and emphasized the eyelids with shadow but didn’t pay significant attention to lip lines, using lip glosses, the trend in the 1970s. The movie produced in 2013 expressed the eyebrows drawn excessively low and a dot painted on the face and lip line, the trend in the 1920s, but showed a change of lip line, used artificial eyelashes, expressing the personality of each character, and expressed natural skin, reflecting the trend in 2013. For nails, Daisy adopted the white French nail style in the movie produced in 2013, and Myrtle selected a full coat in red in both movies. Baker adopted red and white French nails in the movie produced in 2013. This indicates the reflection of the trend in 2013.
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박수정(Park, SooJung),박경희(Park, KyungHee),김경주(Kim, KyoungJu),방효비(Fang, XiaoFei),한소민(Han, SoMin) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.15
목적 최근 혁신교육지구 사업과 마을교육 실천을 위하여 지역의 자원을 조사하고 활용하자는 요구와 필요성이 높아지고 있다. 이 연구는 혁신교육지구 사업을 새롭게 추진하는 대전 서구 지역의 마을자원 지도 제작 사례의 과정과 내용을 정리하고, 마을자원의 조사, 구성, 활용에 대한 교육적 시사점을 제안하고자 한다. 방법 마을자원 지도 제작은 1) 지역의 교육 여건 및 현황, 교육자원에 대한 조사, 2) 교육자원 현황 조사 결과에 대한 주민들의 요구와 인식 분석, 3) 주민 수요에 기반 한 마을자원 분석 및 구조화, 4) 주민 수요 중심의 마을자원 지도 제작의 4단계 과정으로 이루어졌다. 결과 혁신교육지구의 마을자원 지도 제작은 마을자원의 유형 분류와 현황 조사, 다양한 배경과 전문성을 가진 연구자들의 협업과 피드백, 주민 수요에 관한 심층 면담과 요구 분석을 통해 진행되었다. 마을 주민들은 거주하는 마을에서 다양하게 경험할 수 있는 마을교육에 대한 요구가 높았고, 마을자원에 대한 정보 부족이 혁신교육지구 사업의 장애 요인으로 작용할 수 있음을 확인하였다. 주민 수요를 중심으로 제작한 마을자원 지도는 학교 교육과정과 연계한 수업 자료로 활용될 수 있고, 다양한 경험을 가진 마을활동가들을 연계할 수 있는 계기를 마련해 주며, 혁신교육지구나 마을교육공동체 사업의 기초 자료로 활용될 수 있다. 결론 이상의 결과를 바탕으로 조사된 자원과 지도를 활용하기 위한 적극적인 홍보 및 데이터베이스화, 그리고 온라인 서비스 제공과 같은 활용 방안이 요구되며, 마을자원 지도의 제작과 지속적인 개선, 기초 단위(시, 군, 구)보다 작은 마을 단위의 지도 연계 제작을 제안하였다. Objectives Recently, the needs to investigate and utilize local resources for Innovative Education District Project and village education has been highlighted. This study systematically summarizes the case of making process on the village resource map of Seo-gu, Daejeon, in Korea, which is promoting the new Project of the Innovation Education District, and intended to present implications for the investigation, organization, and utilization of village resources. Methods Village resource mapping was conducted in the order of 1) Survey of local educational conditions, current status in the region and resource-linking resources, 2) Survey and analysis of residents perceptions on the educational resources status, 3) Analysis and structure of educational resources centered on residents needs, 4) It consisted of four stages of developing need-oriented village resource maps. Results Village resource mapping in innovative education districts was conducted through classification and status surveys of village resources, collaboration and feedback from researchers with diverse backgrounds and expertises, in-depth interviews and analysis of needs of residents. Villagers had a high need for local education, which they could experience in various ways in their villages, and it was confirmed that a lack of information on village resources could be a hindrance to the innovative education district project. A map of village resources produced by the resident needs may be utilized as teaching materials in connection with the curriculum of schools, It provides an opportunity to link local activists with diverse experiences. It may be used as basic data for innovative education zones or local education community projects. Conclusions Based on the above results, active promotion, databaseization, and online service provision are required to utilize investigated resources and maps, it proposed the mapping of village units smaller than the local government (city, county, and district).
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