타피스트리 위빙(TAPESTRY WEAVING)에 관한 硏究

許美順 카톨릭대학 생활과학연구소 1987 생활과학연구논집 Vol.7 No.1

The word tapestry. which comes from the Greek Ταπηζ and Latin tapesium, covers many technique. Today tapestry is used mainly as a well hanging and is almost always wovem. Woven tapestries can be divided into two groups, those woven on a vertical loom and a horizontal loom. The tapestry, which its origin has been dated to the birth of the practical purposeod keeping oneself warm from cold. However it was grodually used to cover furniture and decorated the wall. In medieval ages, tapestry illustrated the wall decorations of religious motifs which are largely plain weave and uneven-sided twill. During the Renaissance, tapestry was weaved with slit and dovetailing methods. In 19th Century, it was W. Morris that through his craft movement revived the original medieval idea of manufacturing tapestry and encourage reproduction of tapestry works. The essential weavings of tapestry are plain weave, twill weave, satin weave, also the techniques of tapestry are slit, interlocking, dovetailing and hatching. However, these days the definition of the tapestry has been changing and doesn't follow the traditional concepts in materials and process. Today, many tapestry weavers use their own individual methods, yarns and equipment and adapt the technique to their own creative needs.

페루직물에 관한 연구

허미순 카톨릭대학교생활과학연구소 1993 생활과학연구논집 Vol.13 No.1

The textiles arts are very old in Peru and weaving may be as old in Mesoamerica. The oldest textiles brought to light so far, on the sites of Guitarrero and Callejon de Huaylas in the north of peru, date back to about the year 8500 B.C. The first Peruvian fabrics were twined from the leaf and bast fibers of local plants. Cotton was the principal fiber used in pre-conquest Peru. The other major pre-conquest fiber was wool from the highland camelids-the llama, alpaca, and vicuna. Peruvian textiles are noted not only for their diversity but also for their technical exellence. Also the loom of Peru was the same simple backstrap or waist loom and vertical loom, horizontal ground loom. Peruvian textiles were made in plain weave, tapestry weave, gauze, plaiting & braiding, double-cloth, Knotting, network, brocading. The wearing artists of Peru, deeply aware of their reciprocal relationships with nature and the gods. the peruvian textile had a very exensive range of colors and design. Each of the many pervian cultures produced garments with different representational and geometric designs. Peruvian textiles are very excellent and fine. So peruvian textiles are important in a history of textiles.

동남아시아의 수직물에 관한 연구

허미순 카톨릭대학교 생활과학연구소 1992 생활과학연구논집 Vol.12 No.1

South-East Asia is the generally accepted name for a series of islands and peninsulas which lie east of India and west of China. The earliest firm evidence for the presence of textiles in South-East Asia comes from the 7,000-year-old funerary site of Bun Chiang in Thailand. The traditional South-East Asian design register owns much of its inspiration to the region's abundant plant and animal life. The art of weaving was a warp-ikat and weft-ikat dyes. South-East Asian fabrics were beautiful, and are very important. Indonesian batik designs have been copied on European cloth, and special batiks in subdued greens, blues, and yellow were, at on time, made for the market. Contemporary fabric designers draw inspiration from South-East Asian motifs for some of their distinctive modern textiles. South-East Asia possesses one of the world's most dazzling textile traditions.

실과 가정생활 분야 중심 다문화 교육 프로그램이 초등학생의 다문화 태도에 미치는 효과

김효심,허미순 한국실과교육학회 2019 한국실과교육학회지 Vol.32 No.1

The purpose of this study is to examine the effects of multicultural education program in the family life area of Practical Arts Education on multicultural attitude of elementary school students. To this end, 25 3th graders at “J” Elementary School in Jeju were selected as the experimental group and 25 other third graders attending the same school were selected as the comparative group. The experimental group received multicultural education programs focused on family life area of Practical Arts Education for about six weeks from March 26, 2018 to April 30, 2018 and the comparative group, general education classes based on the class curriculum. A preliminary survey of multicultural attitude revealed no significant differences between the two groups were observed, confirming the homogeneity of the two groups. The result of the test was analyzed through t-verified using the SPSS 18.0 program and the significant level was set to 5%. In addition, the experimental group students’behavioral changes were analyzed qualitatively through behavior observation, writings about impression, The results of this study are as follows. First, a significant difference between two groups was observed in overall attitude toward multi-culture and in all of its three sub factors cognitive domain, affective domain and behavioral domain(p<.001), when attitude toward multi-culture was tested in the experimental group and the comparative group. . Therefore, it is concluded that the multicultural education program of this study has a positive effect in enhancing elementary school student’s attitude toward multiculture. Second, significant differences between pre-post means of experimental group was observed in overall attitude toward multiculture and its three sub factors(p<.001), performed the multicultural education program focused on family life area of Practical Arts Education. On the other hand, there was no statistically significant differences between the pre-post means of the comparative group. Therefore, it is also concluded that the multicultural education program of this study has a positive effect in proving their attitude toward multiculture. Third, the qualitive analysis of student's behavior observations and their activity impression reports was supported the effectiveness of the program of this study for improving broad and positive attitude toward multiculture too. 본 연구의 목적은 다문화 교육 프로그램을 개발하여 적용한 후 초등학생들의 다문화 태도에 미치는 효과를 검증하는 데 있다. 이를 위하여 실과 가정생활 분야의 요소들을 중심으로 총 6주 12차시에 걸친 프로그램을 개발한 후, 제주시 소재 J초등학교 3학년 1학급 학생 25명을 실험집단으로, 다른 1학급 학생 25명을 비교집단으로 선정하여 실험집단에는 창의적 체험활동 시간을 통해 본 프로그램을 실시하였으며, 비교집단에는 학급교육과정에 의한 수업을 하였다. SPSS 18.0 프로그램의 t 검증을 이용하여 두 집단 간 다문화 태도에 대한 동질성을 확인하고, 다문화 태도 관련 프로그램 실시 사전, 사후검사 자료에 대한 두 집단 평균점수의 비교 분석을 하였으며, 교사의 학생 행동 관찰 내용, 학생의 소감문 등 질적 분석을 병행하였다. 본 연구 결과, 다문화 교육 프로그램을 실시한 실험집단과 실시하지 않은 비교집단 간 전반적인 다문화 태도 점수 및 하위 구성요소에서 유의미한 차이가 나타났다(p<.001). 또한 다문화 교육 프로그램을 실시한 실험집단의 사전·사후 다문화 태도 점수를 검증한 결과에서는 전반적인 다문화 태도 뿐 만 아니라 하위 구성요소에서도 유의미한 차이가 나타난 반면(p<.001), 비교집단의 사전·사후 다문화 태도 점수를 검증한 결과에서는 전반적인 다문화 태도는 물론 하위 구성요소에서도 통계적으로 유의미한 차이가 없었다. 덧붙여 학생들의 행동관찰 내용과 소감문을 분석한 결과 역시 다양한 문화를 수용하며 편견을 깨고 서로 더불어 살아갈 수 있는 긍정적인 다문화 태도를 기르는 데 본 프로그램이 효과가 있음을 뒷받침해주었다. 따라서 본 연구에서 개발 적용한 다문화 교육 프로그램은 초등학생들의 다문화 태도 향상에 긍정적인 효과가 있는 것으로 검증되었다.

産地에 따른 다시마中의 나트륨 칼륨 含量에 對하여

金淳貴,安晶愛,柳珠甫,李在卿,崔英華,許美順 曉星女子大學家政學會 1976 효대가정학회지 : 효성여대 Vol.6 No.1

As a reault of observing the contained sodium and potassium in Kelp distributed to the areas. 1. The contained sodium and potassium in Kelp Masan>Kampo>Yulsan. 2. The contained sodium in Kelp is approximately propotional to the contained potassium in it. 3. In above I, The contained sodium in Kelp decrease by 0.1㎎% orderly, and so do the contained potassium in Kelp.