• 한국멀티미디어학회논문지
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• 제23권2호
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• pp.361-367
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• 2020

This study analyzed the factors consisting moving poster design. In order to analyze the elements of moving poster, the researcher reorganized the elements of moving posters by referring to the previous studies on printed posters, motion graphics and works of moving posters. In this study, moving poster components were classified into 'communication', 'visual and form', and 'sound'. In 'communication' section, moving posters had narrative elements, including scenes, because of the time and movement added by the poster's original function. The 'visual and form' section was classified into graphics, layouts, movement, and time. Graphics refered to various graphic objects constituting the screen such as photo, illustration, typography, color, diagram. Layout means screen layout, size, and orientation of the screen. Movement section was divided into 'subject of movement' and 'attributes of movement'. Time was classified physical time such as playing time and subjective time felt by the audience. Also, the researcher categorized 'sound' as an additional section, since most moving posters did not include sound.

• 디자인학연구
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• 16호
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• pp.185-196
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• 1996

The series of ‘Dubonnet’poster is one of the masterpieces of Cassandre who was the leader of advertising poster in 1920's and 1930's. Orihinally it was a triptych, but it was developed as a serial work later through lettering and seasonal advertising posters. It was kept in circulation for more than two decades and issued in a variety of formats. In this thesis I tried to figure out the artistic character and uniqueness of Cassandre's poster by analyzing it with many different points of view of the poster, the stream of changing style and influence from the Avant-garde painting. In chapterII, objectively analyzing the series of‘Dubonnet’one by one, I examined the method that Cassandre used to deliver the concept of advertising and his message. The triptych, the first one of series of Dubonnet poster is witty, the slogan is a pun using the words dubo(doubt), bon(good), and Dubonnet, and the theme is treated as an animated sequence in the manner of a comic strip. In the following winter and summer seasonal advertising posters, the‘Dubonnet man’in the same position is enjoying the‘Dubonnet’, irrespective of the hazards of climate and season, There was a change towards 1929 that rectilinear design gave place to supple and undulating lines in Cassandre's posters. Seasonal advertising posters also showed the change, and the tendency of realistic and concrete elements of an expression was strengthened. In chapterIII, I studied three as main characters of Cassandre's poster. The first one is simple and geometric expression, second one is uniqueness of figures and the last one is important roll of lettering. Cassandre believed that there were fundamental differences between the function of a poster and that of a painting. He also recognized that the symbol was the essential element in the poster design, which would be simply and swiftly recognized. The recognition led him to simple design and bold geometric abstraction. He was a man who knew the value of copy in advertising and developed it fully in his simplified geometric compositions by integrating of letterforms and image. The‘Dubonnet man’is geometrized, almost featureless. This approach of rendering human beings was one that Cassandre had used from the early years, most notably in his posters for Dubonnet.

• 대한지역사회영양학회지
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• 제11권4호
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• pp.488-501
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• 2006

The purpose of this study was to develop various nutrition education materials, including an animated CD, for day care center children and their teachers and in order to apply the nutrition education programs systematically. We evaluated the effect of the nutrition education programs on nutrition knowledge in the first year, and the effect of the nutrition education programs on nutrition knowledge, food attitudes and eating behaviors in the second year in day care center children. In the first year, nutrition education foundational materials, such as the animated CD-ROM, videotape, textbook, panels, posters, slogans, leaflets, picture disks, hand puppets, stickers for compensation and poster boards were developed. The subjects were 537 children (286 boys,251 girls) aged four to six years. In the second year, nutrition education materials, such as the animated CD-ROM and textbook were developed. The nutrition education group included 368 children (177 boys 191 girls) aged four to six years, and the comparison group consisted of 108 children (54 boys,54 girls) Regarding the nutrition knowledge test results in the first year, the pre-test mean of children was 6.82, however, the post-test mean was 11.35 and showed a significant increase (p < 0.001). Regarding the nutrition knowledge test and the food attitude test results in the second yew, the nutrition education group had significantly higher scores than the comparison group in a post-test (p < 0.001). For the eating behavior test results, the post-test means between the comparison group and the nutrition education group were not significant. The test results show that several months of nutrition education is not enough to improve eating behaviors. As a result, nutrition education has improved nutrition knowledge and food attitudes in day care center children but short-term nutrition education was not sufficient to induce a change in eating behaviors. To improve eating behaviors in day care center children, nutrition education programs must be applied to day care center children in addition to their Parents and Persistent education will have to be continued.