한국 종합대학 영화 제작 교육의 방향성 고찰

Exploring the Future Directions of Film Education

This study critically examines the current trajectory of film production education within comprehensive universities in South Korea, focusing on the increasing emphasis on technical training amidst a rapidly evolving digital environment. Historically, Korean film education prioritized theoretical and historical instruction. However, with the technological advancement of the global film industry and the rise of digital filmmaking, curricula in Korean universities have increasingly shifted toward hands-on, skill-based education. This shift, while beneficial in terms of enhancing students’ industry adaptability and technical competence, has led to concerns about the erosion of humanistic, philosophical, and artistic depth in emerging filmmakers. The core question posed by this paper is whether the growing dominance of technology-oriented curricula can adequately nurture "deep film authors"—creators equipped not only with technical expertise but also with critical thinking, original vision, and profound insight into human and societal conditions. The research draws upon analyses of film curricula from major Korean universities—including Chung-Ang, Sejong, Yong-In, Hanyang, Dongguk, and Sungkyul Universities—and identifies a common pattern: while practical courses are well-developed, theoretical and humanistic components often lack depth or integration, potentially leading to a technocratic approach to film education. Comparative case studies of international programs, such as those at NYU Tisch School of the Arts, demonstrate that leading global institutions emphasize a balanced pedagogy where storytelling, personal vision, and cultural literacy are core elements alongside technical training. These programs underscore the importance of narrative construction, critical reflection, and interdisciplinary thinking—elements essential for fostering artistic originality in the age of automation and artificial intelligence. The study argues that Korean comprehensive universities must re-evaluate their educational goals and curricular priorities. Rather than solely preparing technically proficient workers for the media industry, they should also aim to cultivate thoughtful auteurs who can contribute to cinematic discourse and cultural reflection. The integration of philosophy, sociology, and humanities into film education is proposed as a strategic imperative. Ultimately, this paper calls for a recalibration of Korean film education, advocating for a humanistic and balanced model that can empower the next generation of Korean filmmakers to tell meaningful, innovative, and socially resonant stories.