영상에서의 색채는 보는 이의 감정을 더욱 더 풍부하게 만들어 주는 요소이다. 이 러한 색채의 연구는 많은 부분 활성화 되어있으며 디자인의 가장 중요한 요소로 자 리 잡고 있다. 우리나라의 경우에도 색채의 중요성이 많이 나타나고 있지만, 확실 한 영상의 전문가가 있지는 않다. 디자인을 하면서 색채의 기본적인 감을 나타내고 있는 사람들이 영상 쪽으로의 전환이 이루어지고 있지 않기 때문이다. 이에 동양권 의 영화 감독중의 한 사람인 ‘장이모우’감독의 작품 <영웅>을 통해서 색채가 가 지는 의미와 감독이 생각하고자 하는 방향에 대해 알아보고자 함이다. 이는 대표성 보다는 <영웅>에서 보여주는 색채감의 표현과 이러한 표현들을 통해 보는 이로 하 여금 많은 부분에서 생각을 할 수 있게 만들어 주기 때문이다. 2010년부터는 HD 방송을 통한 디지털 방송을 하게 된다. 디지털 방송은 색채의 마법이다. 이 연구를 통하여 방송인들도 영상에서의 색채에 대한 인식이 더욱더 강조되는 계기가 되기를 바란다.

This paper examines the ways in which Yeats constructs and idealizes his Anglo-Irish Identity. After bitter disputes over Synge's plays he realized the insoluble opposition between the Irish Catholic and the Anglo-Irish, which meant his failure to unify Ireland through his Celtic Romanticism. He needed to make a new poetics to justify his predicament and to form a new identity. He creates, in his essays and poems, the identity and tradition of the Anglo-Irish from Burke through Swift, Goldsmith, Parnell to Synge and Yeats, the intellectuals who tried to enlighten the native Irish people only to fail and be isolated from them. According to Yeats, the reason the Anglo-Irish intellectuals had to meet the same fate in Ireland is due to the ignorance and sectarian hate of native Catholic Irish people. Although the Anglo-Irish always become victims, their defeat is considered by Yeats to be inescapable and even worthier than success in the reality where ignorance prevails. This is the discourse of tragic heroism. Yeats constructed the identity that is based on the dichotomy between the few Anglo-Irish and the Irish people, by which he attributes culture to the one, and nature to the other. Here culture is supposed to be superior to nature and that sense of superiority rests on the ability to culturalize nature. Yeats connected the culture with breeding which means being cultivated by discipline and education. In writing, it was through his poetics of mask, what he called “the sense of style,” that he could overcome his rage and hate to the mass and futhermore transform them to the higher virtues such as reason, manners and beauty. As the poems dealing with the Anglo-Irish big house and the Thoor Ballylee show, in their tradition what they have inherited is a heroic spirit of overcoming and transforming the adversity each generation has faced. Some critics have asserted Yeats shows de-mystifying recognition when he reveals his ancestors' illicit and unjust violence to the native Irish in the past. But we have to note that it finally leads to justifying his Anglo-Irish violence, for he thought it had been transformed by their overcoming spirit and efforts into order and culture whereas the violence of the Irish mass resulted into disorder and chaos. David Lloyd's opinion needs to be reconsidered in this regard. He praised Yeats's de-mystifying insights in some later poems and asserted, borrowing Paul de Man's terms, his writing is allegorical rather than symbolic. But in the poems he cited Yeats seems to be more interested in heroicizing and idealizing his Anglo-Irish identity and tradition. Yeats's Anglo-Irish identity should be understood as an response to the changed reality and is formed by his peculiar writing or representation.

This paper is an attempt to practice Jungian ways into a great poem of Yeats’s, “Among School Children,” over which home and foreign academic societies concerned have been under much controversy till now. But it is very regrettable that I have no belief if the views issued from some noted scholars in the societies have been plausible or appropriate. In the sense, as suggested by the title, the encounter between Great psychologist C. G. Jung and Great poet W. B. Yeat is very significant in that they both had pursued the same ultimate subject as a supreme state of humanity respectively represented as archetype of ‘Self’ and ‘Unity of Being.’ For Jungian ways applied to the poem, first symbols, images and psychological situations lurking in it can be useful as the interpretative clues. These representations can function as faithful agents helping us to reach the gate of the poetic truth, urging us to mobilize Jungian esoteric terms corresponded to several kinds of psychological situations people must go through. ‘Great Mother,’ maternal archetype, who stands for earth and womb and takes two characteristics, construction and destruction, possessing opposite qualities of Witch Kali and Virgin Mary, exercises serious effect upon a male child as an earthly hero. Some ideal aim or mission that the hero strives to grasp is just equivalent to hurriedly return to the womb as his biological origin, namely secular realization of the principle of ‘entrophy’ meaning the second principle of thermodynamics; does mean the hero’s life whatever else? It can be associated with the biblical situation, Pieta, the holy picture describing Mary’s lamenting in bitter grief with embracing his dead son, Jesus Christ. In fact, the hero is determined to death resulting from energetic emission of burning libido, which can be embellished with either establishment of duty or sacrifice to community. Thus, ‘Great mother’ longing for the runaway baby from her womb, in turn, is expecting his death to suffice emptiness of womb and heal her chronic complex, hysteria. In conclusion, in the poem, we can find that the destiny that after “children” in the “school” go through a initial step of ‘individuation,’ the perfect state which further can be indivisible, they, absurd beings, are cast into the tough world with each secular mission is just to aid the scheme of ‘Great Mother.’ “school” is a temple teaching “dance” and “children” in it dancers learning “dance.” Accordingly, the enigmatic relation of “dancer” and “dance” in the eighth stanza would be unraveled: The former can come under an archetypal pattern and the latter can correspond to its practitioner. Thus, “dance,” playing a role of ‘complex’ as compelling force and driving us to imitate it, tires us, dancers, finally to death, as an erotic dancer Salome’s dance murdered a spiritual dancer John the Baptist. After all, we can never get to the core of “dance” only to hang around its brink, which Yeats should know. As usual, getting captivated by “dance,” we continually shout hoarse to others: Shall we dance?