261109 영상문화와미디어다양성 특강

Summary

The guest lecture explores how media content can extend beyond screens into physical places, activities, and relationships. It connects the course’s discussion of media and diversity to the creation of experiences around content, especially through local stories and resources.

Content IP and experiences beyond the screen

Content IP means ideas or creative elements in a work that are legally protected and can be reused or developed over time.

Content is no longer experienced only by watching a film, show, or online video. People may also:

• Discuss and review it with others.
• Visit places connected to it.
• Take part in themed activities or games.
• Collect, trade, and display related goods.
• Record their experiences and share them with a community.

These activities can strengthen an IP and sometimes influence which characters, products, or stories become popular.

The lecturer uses Chiikawa as an example. Fans collect and compare character merchandise, share “hunting” guides and videos, and organize outings to find goods. This shows how audience activity can extend a work’s meaning into everyday life and create further interest in its IP.

The experience economy and experience design

The lecture introduces the idea of the experience economy, which became prominent in the late 1990s: experiences themselves can have economic value and support industries or local economies. In a digital age, shared real-world experiences may remain important alongside digital and virtual media.

The lecturer recommends thinking about experience design through three questions:

1. Who is the target audience? Decide who the experience is intended for—for example, students, local residents, or visitors from elsewhere.
2. What will participants actually do and experience? Plan activities, interactions, missions, or other forms of participation rather than simply presenting content or selling merchandise.
3. What relationship will remain afterward? Consider whether participants will form ongoing connections with one another, the content, or the local community.

Examples of content expanded into spaces and events

• Netflix House: The lecturer describes Netflix’s themed venues as spatial extensions of Netflix properties. They combine recreated settings, games and missions, merchandise, food, and paid experiences. Earlier events—such as Bridgerton-themed balls and Squid Game activities—helped test whether audiences wanted to participate in a show’s world, not just watch it.
• A horror-fantasy web novel pop-up: A pop-up store translated the novel’s fictional world into a physical route where visitors followed missions from the protagonist’s perspective. This made an imagined, text-based setting tangible.
• Detective Conan’s hometown: Hokuei in Tottori Prefecture uses its association with the series’ creator and Conan-related displays to attract fans. The example illustrates how a place’s connection to existing works can become a reason to visit.
• Local festivals and regional food: The Chang-dong Ramen Festival was discussed as an effort to feature local seafood and ingredients. The lecturer also suggested that local foods or businesses could be developed into recognizable stories, characters, or collaborations.
• Nishiawakura, Japan: Facing population decline and aging, the village developed its forest resources through woodworking, visitor programs, and a long-term “100-Year Forest” plan. The case shows how local resources can support new businesses and attract younger people when developed with a sustained strategy.

Developing local content without a famous IP

The lecturer stresses that students do not need access to Netflix-scale properties or famous characters to make meaningful content. They can look for potential content in their own region or hometown, such as:

• Landscapes, forests, ports, and local food.
• Historical events, industries, and community memories.
• Local artists, writers, businesses, or other notable people.
• Everyday experiences or problems that residents encounter.

The starting point is careful observation and research. A local resource may seem ordinary to residents, but it can be unfamiliar or appealing to outsiders. Storytelling and thoughtful presentation can help reveal its significance.

Balance local benefits with residents’ needs

Attracting visitors and generating revenue are not the only measures of success. The lecture warns that popular destinations or events can also create congestion, inconvenience, or overtourism. Sustainable planning should consider:

• Residents’ opinions and quality of life.
• Accessibility and crowd management.
• Cooperation with local businesses.
• The effects of traffic, waste, and event disruption.
• Whether the experience can be renewed enough to remain appealing over time.

The lecturer mentions examples such as crowds around popular local attractions and festivals, emphasizing that community support is important if an initiative is to continue.

Applying media and video skills

Students are encouraged to use their major in practical ways, whether they pursue media work, start a business, or develop local projects. Possible approaches include:

• Conducting interviews, observations, or surveys.
• Finding underreported local stories or user needs.
• Turning observations into a video with a clear narrative, rather than simply documenting a problem.
• Making choices about viewpoint, direction, and the order in which scenes are presented.
• Using accessible AI tools, including “vibe coding,” to prototype interactive or game-like experiences even without prior programming experience.

One example raised was the difficulty of understanding a bus-stop route map. The lecturer suggests investigating the issue and telling the story through the journey of a particular person, rather than only filming the map and criticizing it.

Suggested student activity

The lecturer asks students to begin with their own relationship to a place—whether they are long-term residents, students who moved there, or international students—and consider how that perspective shapes what they notice.

For a small project:

1. Choose a place, person, or story you would like to introduce or revisit.
2. Explain why it interests you and what connection you have to it.
3. Share your choice with others and decide on a subject and title.
4. Identify the intended audience.
5. Decide what you want that audience to do or experience.
6. Choose a suitable format, such as a short video, interview, course, or other activity.
7. Consider collaborating with classmates or students from other backgrounds, including international students.
8. Continue developing the idea beyond the lecture, including during vacation if possible.

The central lesson is to observe local life closely, design for real participants, and use media skills to turn overlooked resources and stories into meaningful experiences.

Speakers and sources featured

Speakers

• Dr. Kang Bora — Guest lecturer; delivered the main lecture on content IP, experience design, and local media opportunities.
• The course professor/host — Introduced Dr. Kang Bora and gave closing remarks about the assignment, student feedback, and upcoming class work.
• Students — Briefly responded to questions about topics covered in the course, including disability, gender, sexuality, and LGBTQ+ diversity.

Examples and sources mentioned

• Chiikawa and fan merchandise-collecting communities, including activity on Carrot Market and YouTube.
• Netflix House and Netflix titles including Bridgerton, Squid Game, One Piece, and Wednesday.
• A horror-fantasy web novel and its themed pop-up store.
• Detective Conan-related sites in Hokuei, Tottori Prefecture.
• Nishiawakura’s “100-Year Forest” initiative and forest-based programs.
• Local examples involving Changwon/Masan festivals, food and businesses, Geoje, and Daejeon’s Sungsimdang bakery.
• Gyeongnam Big Data, cited in connection with visitor statistics.
• A student video project about an elderly protection zone and an online “cyber temple” made using vibe coding.