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- 저자 : 임영주(Young Joo Lim) (검색결과 6 건)
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임영주(Lim Young joo) 국립국악원 2001 국악원논문집 Vol.13 No.-
In ancient Asia, musical instruments were based on the concept of Palgwe (八卦) or the “8 Elements of Divination” namely, stone (石), metal (金), string (絲), bamboo (竹), wood (木), leather (革), gourd (匏), and earth (土) or clay. Central to this concept are the five elements that symbolize the five directions (五行), namely, metal (金), wood (木), water (水), fire (火) and earth (土). Through these five elements, the forces of the cosmos are believed to be controlled. Each of these elements also are represented by the colors white (白色), blue [blue (靑色) or green (綠色)], black (黑色), red (赤色) and yellow (黃色). From a long time ago, it was taken for granted that colors possessed a spiritual meaning deeply woven into the religious beliefs of daily human life, and so it makes sense that colors were considered in the use of practical things such as dwellings, clothing, food, daily furniture, etc. Given that the use of colors are dependent upon factors such as time period, region, nation, ethnic group and the effects and feelings that arise out of certain geographical features and climates, we can see that the use of colors was very diverse. It was also believed that the Five colors (五色) of the five directions, mentioned above, possessed an auspicious and powerful energy to block minor demons and bring forth the five blessings (五福). The presence of five-color clouds over a certain location was believed to be a particularly auspicious sign of prosperity. Also, in general, these five colors represent the beautiful hues of a fantastic world. This Five-Color notion is connected with a distinctively Asian nature-oriented way of thinking, namely that the foundation of the way the Asian world is believed to be ruled is based on this Yin-Yang Five-Direction philosophy (陰陽五行思想). Actually, the basis of the cosmos, human society and our present state of existence, according to the Yin-Yang Five-Direction philosophy, is the Yin-Yang concept itself. It is through the concept of Yin-Yang forming a continuous and fluid harmony of life and death, creation and extinction, that we can understand the transformation of one element to another: Wood to Fire, Earth, Metal and Water. Through the principles of the Five-Directions, the people of ancient times interpreted the various conditions of the cosmos and the state of human world and were able to make divinations, tell fortunes and pray for good luck. When our ancestors utilized color, they did not create color schemes based solely on a visual sense of beauty. Rather, color selection was based on the mutual relationship of the five colors where the forces of compatibility or life-giving (相生) and incompatibility or conflict (相剋) were considered extremely important. They did not just think visually but were able to come to a more philosophical and cosmological grasp of reality. For example, the following rotating combination of (Yin-Yang) pairs of the five elements are seen to be theoretically compatible or life-giving: Metal-Water (金生水), Water-Wood (水生木), Wood-Fire (木生火), Fire-Earth (火生土), and Earth-Metal (土生金). The following combinations are considered incompatible and are believed to work against eachother: Earth-Water (土剋水), Water-Fire (水剋火), Fire-Metal (火剋金), Metal-Wood (金剋木), and Wood-Earth (木剋土). This Yin-Yang Five Direction philosophy is evident in the old paintings found in ancient burial mounds (古墳璧畵), the architecture of royal palaces and temples, and specifically in the color design of temple pillars, rafters [danchong (丹靑)] and musical instruments. Also, this concept can be seen in the folk art of making traditional color pouches, called Obangnangja (五方囊子), from strips of cloth dyed in the five shades of blue, red, yellow, white and black.
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체육수업 경쟁 영역 페어플레이 평가가 교우관계에 미치는 영향
임영주(Young-Joo Lim),김혜진(Hyeoi Jin Kim) 한국체육측정평가학회 2020 한국체육측정평가학회지 Vol.22 No.4
본 연구의 목적은 체육수업 경쟁 영역 중에 나타나는 학생들의 페어플레이 행동을 평가하는 것이 학생 교우관계에 어떠한 영향을 미치는가를 알아보는 것이다. 이를 위해 고등학교 1학년 4개의 혼성학급에 10주간 축구(풋살) 경기수업을 실시하였다. 경기수업 중 실험집단(2개반)에는 페어플레이와 경기력 평가를 동시에 실시하였고, 비교집단(2개반)에는 경기력 평가만을 실시하였다. 평가방법에 따른 학생들의 사회적관계 연결망을 분석하기 위해 평가전과 후의 연결중앙성을 분석하였으며, 연결망의 변화를 분석하기 위해 종속표본 t-test를 실시하였다. 결과에 따르면 첫째, 학급별 교우연결망을 분석한 결과 사전과 비교해 사후에 실험집단과 통제집단 모두 집단의 유형이 통일결합형으로 변화된 것으로 나타났다. 실험집단에서는 페어플레이 점수가 높은 학생들이 사회적 관계에서 중심이 되고 있으며, 통제집단에서는 경기력 점수가 높은 학생들이 중심에 위치하고 있다. 둘째, 실험집단의 페어플레이 점수가 높은 상위 10명의 학생들의 수업 전후의 연결중앙성은 차이가 있는 것으로 나타났으며, 경기력 점수가 높은 학생들의 연결중앙성은 차이가 없는 것으로 나타났다. 반면, 비교집단의 경기력 점수가 높은 학생들의 연결중앙성은 차이가 있는 것으로 나타났다. 이는 실험집단에서는 경기력보다는 페어플레이 점수가 높은 학생들이 사회적관계에서 중심에 오는 것을 뜻하는 반면, 경기력만 평가할 때는 경기력이 좋은 학생들이 사회적관계에서 중앙에 위치하는 것을 의미한다. 결론적으로 학생들은 평가방법에 따라서 리더십 및 학습협력을 위한 관계를 다르게 평가하고 있으며, 이는 학생들의 전인적 성장을 위해 경쟁영역의 페어플레이 평가를 통해 긍정적인 인성 함양과 관계형성에 도움을 줄 수 있을 것으로 판단할 수 있다. The purpose of this study is to find out how evaluating students" fair play behavior in the field of physical education competition affects student friendship. To that end, four mixed classes in the first year of high school were held for 10 weeks. During the competition class, fair play and performance evaluation were conducted simultaneously for the experimental group (two classes), and only the performance evaluation was conducted for the comparative group (two classes). In order to analyze the social networking network of students according to the evaluation method, the classmate network was measured before and after the competition class, the centrality of the connection before and after the evaluation, and the dependent sample t-test was conducted to analyze the change in the network. According to the results, the first analysis of the class-specific friendship network showed that the type of group changed to a unified combination type in both the experimental group and the control group after the death compared to the dictionary. In the experimental group, students with high fair play scores are at the center of social relations, and in the control group, students with high performance scores are at the center. Second, the connectivity center of the top 10 students with high fair play scores in the experimental group was found to be different before and after class, and the connectivity center of the students with high performance scores was shown to be no difference. On the other hand, the centrality of students with high performance scores in comparison groups differed. This means that students with higher fair play scores than performance are at the center of social relationships in experimental groups, while those with good performance are at the center of social relationships when evaluating performance alone. In conclusion, students evaluate the relationship for leadership and learning cooperation differently according to the evaluation method, and it can be judged that this can help foster positive character and form relationship through fair play evaluation in the competitive field for the overall growth of students.
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