• 한국실내디자인학회논문집
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• 제6호
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• pp.38-44
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• 1995

The purpose of this paper is to show that a shape pro-duced by natural factors such as weather, environments, etc., can be introduced into the emotion of a design, and to make a design process by planning a Korean image and characterizing its concept. Human beings, nature, man-made objects, and society have their own functions in an environmental structure. When all their functions are kept in working order, human beings come to discover orderliness out of which they can absorb pleasure. They cannot look into their own inside but they can trace back in their memories a variety of panoramic experiences which have been embed-ded onto their identity during their lifetime interactions with an empirical world. Children first acquire a way of cognition in the space, a comprehensive premise, connecting a specific place and an object of cognition. Such subconsciousness forms sky-lines of mountains, seas, and trees under the sky, and produces axis lines and beehived domes under the influ-ence of natural, cultural, and social factors, forming a folk culture. A subconscious composition of existential space is extended. A subconscious composition of existential space is extended to the areas of environmental design, product design, and fashion design. The development of a concept of place and space as a system is a necessary condition for discovering an existential foothold.

• 교육시설 논문지
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• 제21권1호
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• pp.13-22
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• 2014

The purpose of this study is to figure out the differences in children's 'sense of place' followed by their development stages and to suggest a positive space design of school suited by their development. Haeng-Hyeon Elementary school was selected as the target area. The research methods of this study were based on drawing the cognitive map and a questionnaire survey. Through the cognitive map, children's development stages were determined. Also, through an awareness assessment, the places where the children had deep recognition were extracted. The questionnaires were based on knowing the places where children create their 'sense of place' and its reasons. The sense of place development factors are comprehended as physical factor, behavioral factor and psychological factor based on Relph(1976). The results were organized into a guide which has to be considered when designing an elementary school, sorted by adequate space responding to children's development stages.