Storytelling as Therapy and Its Two Modalities : Myth and Arabian Nights from the Perspective of Storytelling Therapy

이민영 강원대학교 인문과학연구소 2010 Journal of Humanities Therapy Vol.1 No.-

It is important to make use of the humanities for our mental health. Applying the humanities to the therapeutic field is an integrative activity which merges the various therapies. Storytelling can be an effective tool for this purpose in literature therapy, philosophical counseling, and arts therapies. This article discusses the therapeutic functions of storytelling and its application. It examines the possibility of the storytelling as a therapy in the Germanic myths and “Arabian Nights” a classic of world literature. Storytelling is used in the “narrative psychology” as a therapeutic method. The therapeutic dialogue between therapist and client is a mutual narrative process. The therapist and the client work together to develop ‐‐through their dialogue, namely the mutual effect of storytelling‐‐ alternative narratives that extend the client’s scope of life and can therefore help him to solve his problems. If we try to make use of storytelling as a therapy, there are two modalities, that is, a productive and a receptive one. The productive one in the storytelling therapy is to make the components of the story therapeutically used in active change, and an alternative story is made on the basis of it. On the other hand, the modality of the receptive storytelling therapy is the one, in which the client accepts the told stories passively, and finds the therapeutic power from the stories on his own, and makes an alternative story. Characters, space and time are changed in myths according to their therapeutic functions. This shows also in the storytelling of the Germanic myths. In ancient times people could not understand the nature of thunder and lightning, so they were scared of them. In the Germanic myth, people trusted Thor (Donar) who was a god of thunder, pictured as a personification of the force of nature. Germans were able to overcome the fear of thunder by worshipping Thor. The belief in God Thor removed their fears. Storytelling can play many therapeutic roles: to come up with a solution to problems, to encourage behavioral changes, to provide standards and values of life, and so on. This is confirmed in “Arabian Nights” We can say that the subject of this Arabian folk tales is the humanities therapy and the storytelling therapy. After a thousand and one nights, the stories Scheherazade tells cure the king Schahrayar. She healed his broken heart, and let the king stop killing women. It is a productive approach of storytelling therapy that Germans were able to heal collective fear and anxiety by creating the myth of thunder God. On the other hand, it is acceptive modality that the king Schahrayar can make an alternative story with a healing power after listening to the tales Scheherazade tells.

디지털 스토리텔링의 종교교육적 활용

전영미(Young-Mi Jeon) 한국기독교교육정보학회 2011 기독교교육정보 Vol.28 No.-

Storytelling has been discussed and investigated in religious education field by numerous scholars. They have found that storytelling is effective in facilitating students' identity formation process, strengthening a community's cohesiveness, and transforming students' lifestyle through vicarious participation in a story world. Storytelling in religious education is not only a teaching method but also a way of knowing which integrates the processes of forming, interpreting, extending, and practicing a story as well as listening to it. Digital storytelling shares the meanings and educational effects of general storytelling. At the same time, digital storytelling combines the unique characteristics of digital media. These characteristics are mainly interactivity, nonlinearity, networking, and complexity. There have been various ways to integrate storytelling and digital media. They can be categorized into three groups: digital entertainment storytelling, digital information storytelling, and digital edutainment storytelling. This article explores some ways that integrate religious educational storytelling with unique characteristics of digital media. It also examines possible uses of digital storytelling in the context of religious education for each of the three categories of digital storytelling. Finally it proposes some tasks of religious educators for further study and development in using digital storytelling in religious education.

브랜드명성수준에 따른 브랜드 스토리텔링의 효과

최수아,정효선,황윤용 한국유통과학회 2014 유통과학연구 Vol.12 No.4

Purpose - Brands and products often play key roles in enabling consumers to experience a good attitude, resulting in mentally enacting a specific prototype and reliving the experience by retelling a specific story. Brand storytelling can function as an important tool for managing the brand. To successfully apply a firm’s brand storytelling, it is important to prove the effectiveness of storytelling. Therefore, by utilizing the research of Escalas (1998) and Fog et al. (2005), a list of measurements for storytelling component quality (SCQ) was applied. In addition, customer attitudes toward brand storytelling were tested. In particular, if customers encounter a dynamic and interesting story, although the brand is not widely known, they can be in communion with the brand and establish an emotional connection (Hill, 2003). Thus, brand reputation was divided into two levels (high vs. low), and the difference in effectiveness between storytelling component quality and consumers’ advertisement attitude, brand attitude, and purchasing intention was examined. Research design, data, and methodology - By using the measurement list used in Choi, Na, and Hwang (2013), 12 categories in the level of message quality, conflict quality, character quality, and plot quality were measured. In addition, categories of brand reputation, advertisement attitude, brand attitude, and purchasing intention were measured. The study was based on 181 final survey samples targeting undergraduate and graduate students in Gwangju Metropolitan City. Results - Consumer responses toward storytelling were researched in the context of brand characteristics or product attributes, such as brand reputation, differentiated from extant simple effects of storytelling. Some brands with high reputation enjoy a halo effect due to prior learning, while other brands with comparatively low reputation have trouble generating positive responses despite attempts to enhance the level of reputation or induce favorable attitudes. Although not all due to the component quality of storytelling, the case of brands with low reputation exerted more positive impact on consumer attitudes than did brands with high reputation. As mentioned earlier, consumer evaluation of the component quality of storytelling was categorized into advertising attitudes, brand attitudes, and purchase intention for this study; this provides managerial implications in other ways. The results imply that an effective application of storytelling could be an important emotional tool for the development of both brands with low brand awareness and of well-known brands. Finally, this study serves to increase consumers' understanding and ability in interpreting brand stories that marketers tell about themselves, as well as to highlight differential experiences with products by level of brand hierarchy. Conclusions - This research aimed to provide an objective guideline for storytelling component quality while considering brand awareness. Thus, brand reputation was considered for proving the baseline effectiveness of storytelling, and this study provided directions for strategic establishment of storytelling. Based on this, we conclude that in further studies, it will be necessary to systematically manage brand story by considering other situation variables and various story patterns, and studying their differences.

제8회 지방선거와 여성의 정치참여

김은경 한국여성정책연구원(구 한국여성개발원) 2022 한국여성정책연구원 세미나자료 Vol.2022 No.6

교수·학습 과정에서의 스토리텔링 활용 방안 체계화 연구

이현선,최영환 한국초등국어교육학회 2017 한국초등국어교육 Vol.62 No.-

The purpose of this study is to suggest a systematic use of storytelling in teaching and learning process. For the basic understanding of storytelling, the status of storytelling in Korean language education is clarified, and the available level and utilization method are suggested. Based on the teaching and learning elements and their relevance, after systematizing the utilization of storytelling, design process of teaching and learning using storytelling is suggested. In Korean language education, storytelling serves both as a goal and as a method of teaching and learning. Levels that utilize storytelling in teaching and learning can be divided into the level of producing stories and the level of utilizing stories. The way to utilize stories in teaching and learning process can be divided into ‘story-making’ and ‘story-breaking’. The ‘story-making’ method combines the knowledge to be learned with the story (form) and provides it in a contextual form. The ‘story-breaking’ method separates the story from the knowledge to be learned, and provides them in a de-contextual form. To explore the utilization plan of storytelling in the teaching and learning process, how to use storytelling in relation to teaching and learning elements should be examined. Teaching and learning elements can be divided into goals, models, procedures, and subjects. And we can adapt the way to utilize stories, which is ‘story-making’ and ‘story-breaking’, into every elements according to theirs’ aim. The design process of teaching and learning utilizing storytelling can be summarized as follows. First, identify goals and determine the subject to be provided through storytelling. Second, it identify teaching and learning models and procedures and determine whether or not storytelling is necessary and where it is applied. Third, determine the subject to utilize storytelling. Fourth, determine how to utilize storytelling. Through this study, the teacher can utilize storytelling in a way that is suitable for achieving the goal in the teaching and learning process, and will utilize the storytelling freely reflecting the characteristics of class and student. 이 연구는 교수·학습 과정에서 스토리텔링을 체계적으로 활용하는 방안을 제시하는데 목적이 있다. 이를 위해 먼저 국어교육에서 스토리텔링의 위상을 밝히고, 활용 가능한 층위와 방식을 살펴보았다. 그 후 교수·학습을 구성하는 목표, 모형과 절차, 주체와관련지어 스토리텔링의 활용 방안을 탐색하였다. 이를 바탕으로 스토리텔링을 활용한교수·학습의 설계 단계를 제시하였다. 이 연구를 통해 교사는 자신의 필요와 목적에맞게 스토리텔링을 활용할 수 있게 될 것이다.

내용 : 고등학교 수학 교사의 스토리텔링 수학 교과서에 대한 이해

박정숙 ( Jung Sook Park ),이지은 ( Ji Eun Lee ),박지현 ( Ji Hyun Park ),박규홍 ( Kyoo Hong Park ),권오남 ( Oh Nam Kwon ),주미경 ( Mi Kyung Ju ),오혜미 ( Hye Mi Oh ),조형미 ( Hyung Mi Cho ) 한국수학교육학회 2012 수학교육 Vol.51 No.3

Korean Ministry of Education Science, and Technology (MEST) has recommended the introduction of mathematics textbooks based on storytelling to improve the teaching and learning of mathematics in school, As part of the mathematics textbooks based on storytelling development, this research has investigated school mathematics teachers`` perspectives on mathematics textbooks based on storytelling in order to identify implications for the development and the implementation of it, For the purpose, we have developed survey questionnaire and administered it to 113 high school mathematics teachers, The survey asked the teachers to address their conception of mathematics textbooks based on storytelling, its contribution to school mathematics, challenges and obstacles for the implementation The survey shows that the mathematics teachers`` conception of mathematics textbooks based on storytelling was not clear or limited. Most of them replied that they received information about mathematics textbooks based on storytelling from the materials provided by workshop or materials of school district office. While the teachers heard about that school will implement mathematics textbooks based on storytelling, they rarely had idea of how to use them in class. In the survey, the teachers identified which type of storytelling is effective for which purpose of mathematics education. They also identified the positive effect and the difficulties in the implementation of mathematics textbooks based on storytelling. The mathematics teachers pointed out that textbook is not enough. They urged that the implementation of mathematics textbooks based on storytelling should be integrated into classroom teaching and assessment to make a significant change in the educational practice of mathematics in school. Thus, mathematics teachers need support to implement mathematics textbooks based on storytelling into their teaching practice. Teacher workshop and teacher manuals need to be developed to help teachers understand educational visions and values of mathematics textbooks based on storytelling. These results of the survey would form the worthwhile base information for the development and the implementation of mathematics textbooks based on storytelling.

한국 애니메이션 스토리텔링 전략 연구

박기수(Park, Ki-Soo) 한국애니메이션학회 2007 애니메이션연구 Vol.3 No.2

본고는 1990년대 이후 발표된 한국 애니메이션을 중심으로 스토리텔링 전략의 성과와 한계를 파악하고, 그것을 기반으로 실천적인 논의를 활성화시킴으로써 한국 애니메이션 스토리텔링 전략을 생산적으로 탐구하기 위한 것이다. 이것은 애니메이션 스토리텔링의 변별적 자질과 각각의 구현 매체별 특성을 전제로 향유를 활성화시킬 수 있는 스토리텔링 전략이 침체된 한국 애니메이션이 진일보할 수 있는 결정적 기제가 된다는 사실에 기인한 것이다. 애니메이션의 변별성을 바탕으로, 스토리텔링의 다양한 부면을 효과적으로 반영하고 전략적으로 접근하기 위해서는 논의를 세분화하여, 1) 애니메이션 스토리텔링 원천소스 개발, 2) 애니메이션 스토리텔링 전환(adaptation) 전략, 3) 애니메이션 스토리텔링 전략, 4) 애니메이션 스토리텔링 리터러시(literacy)의 네 가지 관점에서 1990년대 이후 한국 애니메이션 스토리텔링 전략을 탐구하였다. 한국 애니메이션 스토리텔링 전략이 보다 생산적인 양상을 드러내기 위해서는 1) 애니메이션 스토리텔링에 대한 변별적 인식의 강화, 2) 스토리텔링을 통한 향유의 활성화 유도, 3) TV용과 극장용 등 매체별로 적합한 스토리텔링 전략 마련, 4) 소스 개발, 장르 간 전환, 구현전략, 리터러시 등의 유기적인 시스템 구축, 5) 수평적/수직적 One Source Multi Use가 강화될 수 있는 스토리텔링 기획 등이 필수적으로 요구된다. 애니메이션 스토리텔링의 실천적 전략을 중심으로 미시적인 전략은 장르, 매체, 향유자 등에 대한 섬세한 파악을 통하여 매우 구체적인 차원에서 논의되어야 할 것이다. This paper aims at understanding storytelling strategy"s result and limitation based on Korean animation released since 1990 and researching storytelling strategy of Korean animation productively, as enhancing the practical argument based on it. That is due to the fact storytelling strategy, which can revitalize enjoyment, is a keyword to enhance stagnant Korean animation, assuming discriminative disposition of animation storytelling and each specific quality by medium. Based on specific character of animation, for reflecting various part of it effectively, and approaching it strategically, I subdivided the argument and tried to research the storytelling strategy of Korean animation released since 1990 by from followed 4 angles. 1) Developing the original source of animation storytelling. 2) Strategy to adapt animation storytelling. 3) Animation storytelling strategy 4) Animation storytelling literacy. Followed are also necessities for storytelling strategy of Korean animation to be prosperous in more productive condition. 1) Understanding animation storytelling discriminately. 2) Trying to actualize enjoyment with storytelling, 3) Planning appropriate storytelling strategy discriminately by medium such as for TV, or theater. 4) Constructing organic system such as source development, adapting to each genre, strategy to realize, and literacy. 5) Planning storytelling to enhance parallel and vertical One Source Multi Use. Based on practical strategy of animation storytelling, micro strategy should be discussed so concretely, while researching genre, medium, and enjoyer.

스토리텔링 기반의 온라인 마케팅에 관한 연구

이명희(Lee, Myoung Hee),이주민(Lee, Jumin) 성신여자대학교 경영연구소 2011 경영관리연구 Vol.4 No.2

스토리텔링은‘이야기를 들려주는 것’이라는 의미로서, 사건과 사물에 대한 물리적 속성이나 사실에 대한 보도가 아닌 사물이나 인물이 가져다주는 개인적 의미로서의 이야기를 지어 말하는 것을 의미한다. 현재 스토리텔링은 제품 자체보다 그 안에 담긴 의미를 감성적인 이야기로 풀어내는 감성마케팅의 도구로 사용되고 있다. 하지만 이러한 스토리텔링이 인터넷이라는 미디어에 확대 적용 됨3)으로써 그 형태도 변화하고 있다. 특히, 고객의 참여, 공유, 개방의 특징을 가진 웹2.0 환경에서 온라인 스토리텔링은 새로운 국면을 맞이하고 있다. 본 연구에서는 기존 연구를 바탕으로 온라인 스토리텔링의 핵심요인을 도출하고 이를 중심으로 사례를 분석하였다. 사례 분석 결과, 온라인 기반의 스토리텔링은 이야기 자체로 고객들의 흥미와 관심을 끌 뿐만 아니라 상호연결을 통한 재창조 되고 있고, 온라인 스토리텔링은 제품중심의 스토리텔링과 웹2.0중심의 온라인 스토리텔링 형태로 구분됨을 알 수 있었다. 사례분석을 바탕으로 온라인 스토리텔링의 운영상 문제점을 극복하기 위해 본 연구에서는 온라인 스토리텔링 프레임워크를 개발하고 이를 이용한 제품홍보 마케팅을 제안하였다. 이러한 온라인 스토리텔링 프레임워크는 온라인마케터들에게 보다 효율적인 온라인 마케팅을 위한 가이드가 될 것이라 기대한다. Storytelling means telling a story of not physical attributes or factors of accidents/products but personal meaning which is redefined by other people or objects. Currently, storytelling is used as an emotional marketing tool to explain emotional story of the product. However, the storytelling has moved to Internet media and has different characteristics from traditional storytelling. This study found the key characteristics of online storytelling and analyzed various case studies. Some cases made the best use of web2.0 trend and achieve their goals while other cases did not use merits of web2.0 and remain in product-oriented storytelling. To overcome the limitation of product-oriented storytelling, we propose online storytelling framework and apply the framework to the marketing communication. This study will provide effective online marketing guides to online marketers using online storytelling.

현대 이야기판의 구연 양상과 구술문화적 의미

박현숙 한국구비문학회 2016 口碑文學硏究 Vol.0 No.42

Now that traditional storytelling field have disappeared, this paper notices new storytelling stages which are creating spontaneously. The form of new modern storytelling stages is divided into two types; a life-field type and contest type. The life-field type uses a traditional method of storytelling such as grandmother tells folktale softly to her grandchild. The contest type is the way that storytellers participate in the storytelling contest and compete with others. Of these contests, this paper aims the storytelling contest to be held regularly; ‘Nationwide storytelling contest for middle and high school students’ and Silleh village’s storytelling festival ‘Storytelling contest for children’ and ‘National storytelling contest’. This paper analyzes the aspects and characteristics of implementing the folktale in the contest type of storytelling stage from the viewpoint of inheriting the traditional storytelling stage. This paper also finds oral-cultural significance of the contest type of storytelling stage which is created constantly. The contest type of storytelling stage reveals the storytelling aspects of traditional folktale and its various mutated forms. The storytelling of traditional folktale reveals the communication among the traditional storyteller and audiences, and positively shows the storyteller’s tendency to seek the freshness of narrative from legends among the folktales. Otherwise, there are negative aspects about storyteller’s artificial and technical expression method and his/her one way tendency to lead the storytelling stage which the audiences was ruled out. In the narrating folktales of various mutated forms, the storytellers succeed to the role of teller, adaptor, composer, and creator as a traditional storyteller through the narrating reconstructed folktales of adaptation, combination, and creation type on the basis of the reinterpretation of folktales. The contest type of storytelling stage has a oral-cultural significance about a succession of traditional oral-culture, a vivid spot-friendly performance, a discovery, training and exchange of skillful storytellers, and hunting new stories which have a power of transmission. The contest type of storytelling stage still requires to be improved. However, it can develop meaningfully the independence as a host of the story as well as convert the passive audience into the voluntary and active creator. 이 글에서는 전통적인 이야기 연행현장이 사라지고 있는 현 시점에서 최근 자발적으로생성되고 있는 새로운 이야기판에 주목하였다. 현대의 새로운 이야기판의 형태는 할머니가손주에게 편안하게 옛날이야기를 들려주는 전통 설화 구연 방식의 생활현장형과 이야기 대회에 자발적으로 참여하여 이야기 경연을 펼치는 시합형이 있다. 이 중 정기적으로 개최되는 시합형 이야기판 <전국 중ㆍ 고등학생 이야기대회>와 실레마을 이야기잔치 <어린이 이야기 겨루기>, <전국 이야기시합> 을 논의 대상으로 삼았다. 이 글은 전통 이야기판의 계승적 관점에서 시합형 이야기판에서의 설화 구연 양상과 특성을 살피고, 지속적으로 형성되는 시합형 이야기판의 구술문화적 의미를 찾는 것이 목적이다.시합형 이야기판에서는 전통설화 구연과 다양한 변이 형태의 설화 구연 양상이 드러난다. 전통설화 구연에서는 전통 이야기꾼의 대중과의 소통, 구연자들이 전통설화 가운데 전설에서 서사의 참신성을 확보하려는 경향이 긍정적으로 드러났다. 구연자의 인위적이고 기술적 표현 방식과 청중을 배제한 일방적 이야기판 운용 방식의 경향이 부정적으로 드러났다. 다양한 변이 형태의 설화 구연에서는 구연자들이 설화 재해석을 통해 각색형, 조합형, 창작형 설화로 재구성하여 구연함으로써 전통이야기꾼의 재생자, 각색자, 합성자, 창작자의 역할을 계승하고 있다. 그리고 시합형 이야기판은 설화 구술문화 전통의 계승, 현장성이 살아있는 연행, 유능한 이야기꾼 발굴ㆍ 양성과 교류, 전승력 있는 새로운 스토리 발굴의 장으 로서 구술문화적 의미를 지니고 있다. 시합형 이야기판은 아직까지 여러 개선사항들이 존재하기는 하지만 수동적으로 이야기를 수용만 하던 향유자를 자발적이고 주도적인 창조자로 변화시켜내고, 이야기 주인으로서의 주체성을 성장시켜 준다는 점에서 큰 의의를 지닌다.

해양문학의 콘텐츠를 활용한 관광스토리텔링 개발방안

김보성,이웅규 한국도서학회 2014 韓國島嶼硏究 Vol.26 No.1

This paper attempted to seek ways on how to connect and develop tourism storytelling based on the correlation between marine literature and tourism storytelling. The main objective of the study is to scrutinize the possibilities and drawbacks of using storytelling as a way of developing and marketing fishing villages related to marine literature. The study sheds light both on the how storytelling is practiced and how the concern of travelers seeks to determine the prerequisites required for using storytelling as a part of the marine tourism development strategy. By focusing upon the storytelling of marine literature and theory on tourism and storytelling, the study develops a theoretical model centered around four elements; motivations and types of travelers involved; stages of the storytelling process; outcome of the storytelling process; and development of fishing villages related to marine literature. The findings point that location and space-based story is closely related in conceptualizing, substantiating and commercializing fishing villages related to marine literature. Findings suggest that some cases are characterized by individual stories of different qualities in terms of dramaturgical principles and customer involvement. However, due to the lack of an overall story framework, storytelling as a means of marine tourism development is poorly suited. In other cases, a more holistic and coordinate story which ties individual stories together can be identified, and on this basis a common identity for destination seems to materialize. The nature of potential traveler relations helps explain why some storytelling practices have potential for development while others do not. Historical research of records, location-space involvement and to-way communication (Social Network Service) seem to act as prerequisites for the destination development of fishing villages regarding marine literature potential of storytelling activities.