workshop completed

3rd day of the workshop.

Qingliang started by sharing some of experiences in using drama techniques for vocational institutes students who are more hyperactive. The idea is to be flexible and to do something that they can identify with. What he used was to ask them to do an action or an image for every hour of the day and a mood/hour demographic graph.

从他们的剧象/动作中，找出他们的问题。

QL kept reminding us not to do psycho-analysis. We are not psychologists. Too often, teachers see a problem and rush to take over and solve it. No, what we should do is to seek the problem, uncover it for the students to see, take a step back, and allow the students themselves to solve it. Sometimes, we don’t even need to know what the root of the problem is, as long as the students themselves know… that’s enough…they are the one that would know what to do… not us.

5 roles of a teacher
- 操控者（尤其操控节奏）
- 参与者（施与受的平衡）
- 引导者（提问的技巧）
- 扮演者（地球妈妈的例子，教师扮演妈妈，让学生问）
- 观察者（聆听的重要性）


The activities and games aren’t there to arouse interest. They are there to create 冲突。 激发学生，挑起他们的身心意。We should never use the games juz to arouse interest… All the games have a certain element of danger. That’s becoz that’s life. Games reflect life… and in every game, we see a miniature society…

游戏往外fox 往内net

Games of the day:
- Couple up with one blindfolded and the other making a sound. Seek the other by sound - >emphasis on the process,
- 1,2,3…..+1 game. For every one in the group to say one diff number without setting a plan beforehand -> emphasis in 默契/节奏
- Dream sequence 冥想 using the vocab from a text -> coupled with music and imagination. .. it quiets the class down.
- >They might play a fool and not take part, but some part of it will go in
to them subconsciously… - 最珍贵的宝贝 vs. 扶持你的人：对比
- Magnetic Image. Use a short play to express your feelings of the 3 day course
- > ideas brought out by others’ play… what do one give up for teaching?

Tableaux
Grp 1: intertwined hands of yesterday

Grp 2: Image
Ideal -> real step by step.
Use Internal Monologue before asking them to use 2 words, color, sound to express their thought. Ask them to make the sound in the end. 内心独白的酝酿再表达。 声音更能把情绪表达出来 – 是创作的起点

Give 3 wishes to each of the participants to change the image.

Grp 3: Image
Ask the audience which who do they identify with in the image and to join them in the same pose. Then do a mass monologue. Ask “I want…?”
寻找共鸣点。 群体运作。观众进入画面，不再有观众，画面不再单独。
压迫者教学法-〉非个人，而是社群互助。
听了大家的独白后，深化原来摆画面的人的内心，累积了全部人的独白。
再启动一个人去改变画面（画面的主体）
改得不真实？问观众能否接受。 Reverse forum technique
Dropping to the universe – freeze the image/action and ask his emotions/thought. Going from subjective to objective


Grp 4:
Ask “What are you afraid of? …Why?...” Peeling off the onion layer by layer
To seek the fear and the root of the fear. (go back and write, why are you afraid as the role)

Tableaux
- uses many diff technique
- centers around “ what I want”/ “what I fear”
- 欲望和恐惧
- 彩虹的欲望与恐惧 – 多色多层，两者交战
- cops in the head – 以不同的技巧拨开剧象的多层面
- remember to do it progressively... from want to fear, going deeper step by step
- Never assume you understand the tableaux
- Honour every word
- STOP. LOOK.THINK.TALK
- Aternative: Boxing match. Lots of action with the audience coming up to give the roles ideas in what to do. Eg. Mom/Daughter fight
- HW: write letters/reflection and exchange them the next day. Online Blog


Importance of rituals:
Starting the day off sitting in a circle and ending the day off sitting in a circle and doing a monologue.
Rituals give a sense of completeness and security

Way to break thru the first sense of awkwardness ：Doing pair tableaux. One person to use the other to form his/her image. No ownership and thus no awkwardness?

戏剧课常用的就大策略
1．热身游戏
2．剧场游戏（训练听、看、集中力、合作关系）
3．角色扮演：学生入戏、教师入戏
4．剧象
5．思路追踪
6．坐针毯
7．过程戏剧 & 专家外衣 Process Drama
8．论坛剧场 – 不同人上前取代角色解决问题

庆亮问了我们一个问题
我们在备课时，看的是一个礼拜，还是一年？
我们看学生时，看的是一年还是一生？
我们是在备知识，还是备生命？
我们是以教师的角度看，还是学生的角度看？

我的问题：我是在用心教书。但我有没有将心比心地以想过学生要的是什么？
我知道，太多时候，我只看一个礼拜，没看一年。
反思时，思绪太乱，我说不出什么。但一个老师说，我在扮演剧象时，无意间说出了一句话。庆亮问我怕什么，我说怕课永远无法上完。为什么？怕无聊。为什么？没意义。
没意义。我们有没有想过。上一堂课的意义在哪