지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2010.12
- 수록면
- 131 - 151 (21page)
이용수
초록· 키워드
오류제보하기
Experiencing and understanding various literature works become driving force of writing as the primary material of writing is esthetic sensitivity. Universal method of writing education is to instruct the writing so that a writer can understand the pattern of sensitivity of literature and feel the beauty through a lot of works and perform writing on these experiences. Most of students, however, suffer difficulty caused by a gap between experience and writing as they cannot apply emotional interest that feel in works to practical writing.
It is difficult for a learner to have a positive writing desire only with an one-side cramming education or theological communication between educator and learner as a motive to reveal sensitivity is insufficient. Additionally the reason why idea will not be easily connected to writing behaviors in spite of much interests and passions in writing is because concern about the result is larger than writing will. There may be various motivation methods that allow a learner to feel poetic emotion and directly connect such feeling to writing behaviors but I desire to use a parody as method to give a psychological stability on the presumption that the learner recognizes writing as fearful adventure or strange experience.
The parody is a method of intentional simulation on the original text. It also means to guide the reader’s response through relationship between texts by using factors superficially appearing in a form structure such as style or rhythm of a work. Accordingly the reader becomes a potential writer and the original text plays a role as major tool to inspire writing desire. An attempt of parody method in the poetry writingat educion increases value of the existing text and so performs a positive function in the establishment of literature and will provide opportunity of revealing writing consciousness and maturing the writer’s poetic spirit by removing fear for writing.
It is difficult for a learner to have a positive writing desire only with an one-side cramming education or theological communication between educator and learner as a motive to reveal sensitivity is insufficient. Additionally the reason why idea will not be easily connected to writing behaviors in spite of much interests and passions in writing is because concern about the result is larger than writing will. There may be various motivation methods that allow a learner to feel poetic emotion and directly connect such feeling to writing behaviors but I desire to use a parody as method to give a psychological stability on the presumption that the learner recognizes writing as fearful adventure or strange experience.
The parody is a method of intentional simulation on the original text. It also means to guide the reader’s response through relationship between texts by using factors superficially appearing in a form structure such as style or rhythm of a work. Accordingly the reader becomes a potential writer and the original text plays a role as major tool to inspire writing desire. An attempt of parody method in the poetry writingat educion increases value of the existing text and so performs a positive function in the establishment of literature and will provide opportunity of revealing writing consciousness and maturing the writer’s poetic spirit by removing fear for writing.
목차
Ⅰ. 서론
Ⅱ. 패러디의 이해와 활용
Ⅲ. 시 창작 지도에 있어서 패러디의 가능성
Ⅳ. 결론
[참고문헌]
Abstract
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UCI(KEPA) : I410-ECN-0101-2013-001-000254135