Acting Seminar Day 4 花蓮戲劇營 第四天

Morning

早上

The weather turned out to be so wonderful this morning, and I decided to have our morning session outdoor. Again, I randomly chose a few kids and asked everyone about their personal info(provided on the first evening). I started to feel really confident about every student's name.

今天早上的天氣相當晴朗，於是我決定在室外上課。我再次隨機點選學生，考大家特殊的個人資料問題，我發現自己再也沒有記憶學生名字的困難。

We then continued to the gesturing game again. This time, I gave them people's names to guess. The beginning ones were really simple, and so, I started to give them names they never or rarely heard of as Debussy, Rachmaninoff, and etc. It was really hard to guess because they not only didn't know who these people were but also the foreign syllables had to be translated phonetically into Mandarin syllables. I had so much fun watching the kids struggling with Rachmaninoff. And of course, after being told the names, I gave them more information about the composers, like their musical styles, where they were from, and so on.

After that, I asked them to think about how different people look. From infants to old people and physically challenged ones! They had to describe the difference from their appearance to how they move around. Kids always got extremely excited when they were asked to play some roles in front of everybody.

我們延續昨晚比一比活動，這次我丟給他們人名！一開始的當然比較簡單，之後我出了德布西與拉赫曼尼諾夫，孩子們根本沒聽過這些名字，要他們比出來真是不可能的任務。公佈答案後，我順便介紹這些人是誰，他們的音樂類型與來自國家等。在那之後，我要求他們描述小孩，女人，老人，傷者的外觀，然後要他們模仿這些角色做動作！孩子們一如往常，只要是在眾人前演戲，就會嗨得不得了！

The morning session was very pleasant. It was the advantage to be in a beautiful place as Hualien. When we see the mountains under the amazing blue sky, we are all more energetic and easier to communicate with.

早上課程讓人非常愉悅！這就是在花蓮這個好地方的好處，看到藍天與山的上課地點，讓人很難不活力十足，與學生交談也變得更輕鬆。

Afternoon

下午

We were invited with other groups of children facilities to a thank you dinner arranged by the county governor, and we had to move our evening session to the afternoon.

I wrote a little script for the kids to elaborate in the afternoon as below,

我們與其他兒福機構一同受邀至縣長承辦的感恩參會，因此晚上的課轉為下午。

我寫了短劇，讓小孩在下午腦力激當一番。

A: Hi!

B: Hey!

A: So?

B: What?

A: How did it go?

B: So so

A: No need to be modest! We all know you're good.

B: But...

A: Come on...

A：嗨

B：嘿

A：所以呢？

B：什麼啊？

A：順利嗎？

B：還可以

A：不遇謙虛啦！大家都知道你最厲害了！

B：可是...

A：來來來...

The idea of the exercise was to make students group in two and think of who they are, what they want, and what their relationship is. I made them into couples and read through the script once. For the second time, I asked them to repeat previous person's phrase(Meisner's) as a question and change the pronouns of I, me to You. After, I asked them what this exercise's for. They told me it's to make things easier to remember. I asked why and they said because repeating the previous phrase make them think it through before saying the next line. So, I told them to make up their own identities, purposes, relationships, and locations(which may affect the volume and colors of voices). I also told them that it's important to know what the ... mean, and make sure that they have the clear ideas of what the ... stand for(They only turn into ... because someone interrupt their thoughts). Because of that, they may show what they were going to do by showing in their body movements.

這個活動的目的是要學生分組合作，演戲表現出他們的身份、當下行為、所在地點、目的，以及兩人關係。分組後，我請他們分別朗讀劇本，第二次朗讀時，我要他們重複前人剛說的台詞，配合指示代名詞你我對換（反問情形），然後再接述自己的部分（邁斯納技巧之一）。結束後，我問他們這個舉動目的是甚麼，以及為何這樣會幫助記憶，強調"聆聽"的重要。接著我給他們些時間，自己分組編出個人的想像情境。另外，劇中...的部分，表示原本想做的動作被中斷，因此，他們的肢體表現也許還是會顯示出原本想說出口的話。

The little boy with ADD+Aspergers was left alone and I became his partner. I didn't ask him to answer any questions. I selfishly told him what I planned, we are working on our homework in the library and he tries to copy mine.

同時有自閉、雅思伯格外加過動的那個孩子落單，於是我成了他的伙伴。我並沒有問他的想法，其實是自己想省時間的自私，只是單方向告訴他我希望我們扮演甚麼：我們正在圖書館做功課，而他想趁機抄我的。

Kids were out of control whenever I gave them some sort of freedom. They didn't have the concept of rehearse. A few of them were just standing there when other people were rehearsing. I went to them and asked them whether they got it memorized. They always told me yes and failed at the very beginning. I would send them back a few times and told them that "that's NOT READY."

孩子們只要我一說分組活動，有點自由後就會完全脫繮！他們對彩排沒概念，有些孩子開始沒多久就站在一旁發呆。我問他們背好沒，答案總是好了！一旦要他們開始，常常第一個字就出錯（真的，"嗨"也可以錯！）於是我會一次又一次的叫他們砍掉重練，他們會自我感覺良好沒耐性地很快又找我又被退件。

15 min later, we started our show and tell. The very first couple went up and I realized that they didn't get what I wanted at the "..." parts. Instead of being interrupted, they "acted out" what they were going to say for a long while. After sharing who they tried to play, where they were, what they wanted, and what their relationship was, I volunteered my group to be the second one. And that's when the magic happened, my partner(who was often given up in the group because of his multiple disorders) not only delivered his words flawlessly but also with a great sense of space and expressions. I only said that because the audience was able to tell us who we were, what we did, and what we wanted. I was trying to make a point to all of the students. There's a way to communicate. We just have to be clear, patient, and optimistic. However, I didn't know how many kids were able to get my point. So, more MIME actors went up during the ... The very last group completely did their own thing MIME the whole thing without saying a word. Again, I felt their precious attention span. After the MIME act, I asked them to read my script while acting.

十五分鐘後，我們開始表演。第一組上台後，我意識到他們誤會我的意思，於是到了...段落時，出現了啞劇，而不是我預期"被打斷"的狀況（他們果然是淳樸可愛又老實的小孩）。為了解釋，我幫自己的組自願第二，就在此時，奇蹟發生了！我這位常常被放棄的伙伴，不但一字不差演完，還表達清晰！因此所有的觀眾們都能猜出我們在哪，做什麼，想幹嘛，關係為何。我希望孩子看到這個情形的時候能重新檢視自己對他的態度，當我們表達清晰又附與足夠耐性時，無論對象為何，都會有成功的可能！不過，老實說，不曉得幾個孩子能感覺到這個伏筆。

接著，更多暫時啞劇演員在...出現。沒錯，孩子果然集中力很弱，我講的百分百，他們只聽得到前面的百分之十。其中有一組，竟然決定演整部啞劇，因此在他們演完後，我請他們再演一次，這次要配合念出我寫的台詞。

We happily finished this part and I had to announce the names of people who're in the play on Feb 8th. The reason they were on was based on their availabilities. Except for the youngest kid who sometimes communicates with sudden emotional shouting, for the performance out of town, we wish least situation happening during our travel. I told them that they shouldn't be happy or sad because of being chosen or not because it was based on their availabilities on the schedule the Home provided. However, there were a few kids who still looked upset. 

我們很開心地完成這些小短劇，緊接著是最讓人緊張的二月八日表演名單宣布（其實是根據學員本身既定的行事曆，有些學員打工與表演時間衝突，年紀最小且有嚴重溝通障礙的那位學童則是因為這次交通甚遠，因此機構人數不夠無法特別照顧他）雖然說我拚命強調被選到與否與能力無關，還是有很多孩子看起來有點失望。

My Hualien Acting Seminar Day 3 我的花蓮戲劇訓練營 第三天

Morning

早上

We started our session a little bit late this morning. To begin, I didn't review everyone's info. Instead, I only picked three students that I was having some difficulty memorizing their favorite food.

今早有點晚開始！因此起頭時，我不再念過所有個人資訊，而只挑了幾個我無法馬上想出喜愛食物的學生來考驗大家。

This morning, I prepped the students to get into the Chinese alphabet(Taiwanese education only). They had to take turns choosing a noun or a verb which starts with the alphabet in the alphabetical order one by one. It was quite a struggle for everyone because no one ever paid that much attention memorizing the order of the alphabet. Some of the vowels don't really have the cases of starting any nouns or verbs. We finished a round and I challenged them to make this alphabetical game into a continuo story making activity. So, we struggled even more. This time, they not only tried to remember what happened but also keep track with the order of the alphabet. By the end of the game, a student and a teacher came in. I asked the two of them to challenge me in a game. After finishing this, we played a little bit of Freeze again(They really liked the game). The youngest kid who has ADD and  AS(Aspergers) still is out of the loop. I'll keep trying to explain in more different ways.

一大早，我幫學生們複習注音符號（台灣特有）。他們必須按照注音符號順序，用名詞或動詞一個一個接龍。這對所有人來說都很痛苦，因為從來沒有人被強迫要被誦出完整注音符號（注音符號在我們的教育系統中也常常被質疑）。有些母音真的沒有開頭常用字，頂多是狀聲詞。走完注音造詞一輪之後，我要求他們把這個練習由單詞發展成句子，並且要想辦法與前面的人說過的話相接，成為個故事。就這樣，光想到底到了哪個注音符號就已經頭痛的要命，還要記得前面人說的故事，想辦法編自己的橋段接龍，簡直是天方夜譚。結束後我們又玩了些Freeze（大家真的玩上癮了）。突然有個老師與學生加入課程，於是我向他們挑戰一局注音造句說故事。其中有過動與雅思伯格症還有其它學習障礙的孩子，仍無法抓到遊戲重點，於是我不停地思考其它可能解釋方法。

When we played Freeze this morning, I stopped them more often and asked them more questions about whether they would really do what they did if...

既然完了幾次了，今天我更頻繁地停住他們問問題，要他們思考真實狀況的話真的還會...

Evening

晚上

Kids were exhausted long before my session. One of them showed me his shit face for I didn't know how long. As usual, we started from choosing random people to tell their name, ff, ap, and d. After that, I came back to the trusting game an evening ago and asked for volunteers. This time, I asked them to blindfold one person instead of just closing the eyes. I gave a specific route for the person who played the "eyes" and they started. The first couple were extremely cautious. The blindfolded one didn't move a bit when there was anything he didn't feel enough clarity from the description. I asked the second couple to walk without using any words. They survived the route but bumped into people once a while. I grabbed a visiting former student who wasn't in the game last night. He put his right palm on my left palm. Before we started, I told him to just feel! Without any sound nor extra force, he walked through people almost perfectly except once I didn't see one student's feet from my partner's left side. After that, I reinforced the art of communication. The boys should try more different approaches than just shouting at each other when they express themselves.

孩子在晚課以前已經累斃了，其中一位臉色極臭久久不改。如往常，我挑了幾個個人資料相近的孩子，抽問大家。結束後回到前晚的信任遊戲，這次不是自己閉眼，而是被矇眼。我做出指定路程，要扮演"眼睛"的那位帶領。被矇眼的那位很緊張謹慎，只要一有聽不清楚的情形，就會馬上停住腳步，直到聽懂為止。於是我徵求第二組自願者，必要求兩位試圖不要用語言來完成他們的指定路程，不過他們在路程中碰到一些障礙。最後我抓了一個當天回院的大孩子，叫他好好感覺我的手細微變化，就這樣，我們近乎完美又平順地走完路段。完成後我請他描述他如何知道該怎麼走，並與學員們再次強調這也是溝通藝術之一。

I tried to do the coming trusting game of lifting an eye closed person into the air but we completely failed because a few students stepped back while the lifting just began as a joke. I lost my temper at that moment because we could have hurt someone. And I saw that student who still kept that sxxx face. Just like that, I spent 2 min asking if anyone thought they didn't want to proceed this activity. When I heard someone saying "either way", I told them that we should just move on to the next one.(either way is never good!) They actually were kind of shocked that I would stop because of hearing anything other than "no".

我試圖帶入第三個信任遊戲，把閉眼的人舉到空中，但我們快開始舉人時有兩個擔任扶手的學生突然開玩笑後退，於是我怒了，因為這可能會造成嚴重受傷情形。於是我開始個別問大家說是不是覺得這很無聊不想玩，問到其中一個說了"隨便"，於是我馬上終止活動（大家被嚇到，覺得出乎意料）我想表達"隨便"不夠好，可有可無就是不用，於是我們進入下個活動！

At that moment, I thought it was a terrific idea asking them a serious question, and so I did. "No one is obligated to be in this class. I'm hired here because your dean thought I might be able to help your performances a bit and to help the Youth Home produce some shows on Feb 8th and for a potentially huge festival in March. With that being said, if you don't like to participate or if you think you are too smart for this, leave. You'll be doing both of us a huge favor." I asked them to close their eyes for a min to think and I gave them the chance to raise their hands without being known by others if they really want to take off. Of course, no body dared to.

既然嚴肅的話題開始就不能放過，我挑這時機跟學生說想退出就是趁現在。我告訴他們我存在的目的主要是為了三月二十九日的青年節活動準備，而短期目標是二月八日在北部某贊助商春酒的表演。因此孩子們不想參加可以選擇離開，早點離開我們都少點痛苦。於是我要求孩子閉眼睛，告訴他們想走就趁現在舉手，但一分鐘過後，還是沒有任何人舉手。

After that, the class went slightly smoothly.

在那之後，課程進行稍稍順暢些。

To lighten the mood, we started a guessing game. I wrote out specific phrases and asked one of the students to express the phrase without talking. The beginning ones were way too easy. I had to crank it up a notch. The last two really got them. Apparently, none of the boys remembered Tao-Te-Ching. It was fun enough that they decided to cooperate with me better.

I asked them to do some sharing exercises with different expressions. Lots of them couldn't stop laughing. I then brought up the topic of job interviews. In order to properly present ourselves for the first impression, we like to make others feel that we pay close attention without feeling aggressive. Although they are terribly young, I make them think about their résumé and start to prepare. I hope by the end of the seminar, we would be able to run some "interviews"

為緩和情緒，我們開始玩比手畫腳遊戲。我寫出特定句子要學生上台不出聲比畫，讓大家猜字。開頭幾個太過簡單，我開始加高難度。最後兩個尤其有挑戰性！學生們沒學過道德經，沒看過聶小倩，不知道"道可道非常道"。另外，他們也沒聽過任何人被形容為"滿臉橫肉"。由於夠好玩，孩子們與我配合度稍微變高。
我要他們做凝視練習，許多人無法停止狂笑。接著我提起面試議題，為得良好第一印象，我們得營造專心聽卻不表現太過的眼神。雖然他們太年輕，我還是要求大家開始準備簡歷。我希望在課程結束前，每個人都有機會"模擬面試"
I moved on to the scenario playing game and asked the first couple to play brothers. The older one who had been the only economical support just got fired and wanted to suggest his lazy younger brother to help out with the financial situation. The younger one just broke their vital transportation tool, the motorcycle, and was going to ask for some money to fix the bike. This couple didn't play the game as if they were in the characters I gave. Instead, they laughed the whole thing through which was also a possibility but less likely to happen in the real life I've known of. 接著我們又進行情境劇即興，徵求自願者扮演兩兄弟。年長的一直是經濟來源，不過他今天被開除了，於是打算回家告訴玩世不恭的弟弟幫忙分擔家計。而年輕的弟弟剛把家裡唯一的摩托車撞壞，打算向哥哥要錢修理。這兩個學生開演後，並沒有遵照我給他們的角色背景考量，於是他們哈哈大笑渡過這些危機（雖有可能但非常見情景）。

The second couple was asked to play a boss of a small company and an employee. They'd worked together for decades and they were so close that they came to the other's house for holidays. However, the boss was unfortunately tight with his budget that he had to let go his friend. And the employee actually was feeling really good about himself and was going to tell the boss that he was well deserved a raise. The boy who played the boss was very thorough. The way he laid out the words was so organic. I felt the care from an old friend with the sadness but the must of his decision. The boss even made extra compensation for this layoff. The idea of raise was blocked for so long because the student who played the employee didn't think that he would ever get laid off in the game. He got stuck because the "raise" speech probably couldn't live in a joking or a sarcastic tone. Eventually, he made it after 10 min of trying. After the success, I asked him if I told him that there was only one way of saying, "I want a raise". After my explanation, a teacher told us his way by "blackmailing" the boss not to fire him plus a raise. After all, I told the students that 

1. It's good to be employed by BaiJeng(boss) because he gives you extra when he lays you off

2. Be careful if the teacher works for you, because he may be secretly collecting info to bite you in the butt one day!

Starting from tomorrow, I really need to put breaks in the two hour(and over) session. The kids really need it.
第二組人得扮演小公司老板與資深員工，兩人交情甚好，佳節會互相拜訪，但老闆手頭很緊得不幸裁掉這個朋友，而資深員工今天正想跟老板為自己長久以來的努力貢獻提加薪。兩人在不知道對方想要什麼的狀態下開始交談，扮演原工的那位學員，因為沒有預料到老闆裁員的動作，聽到這句話之後慌了，遲遲無法把我交待他的"目的"，在戲劇中帶出來。扮演老闆的學生非常稱職，他把角色刻畫得如我描述一般，好心腸還願意幫被裁掉的好友在最後一個月薪資加碼。也許是我表達不清，也許學生真的太單純，因此好不容易把意圖丟出來玩成後，我問了扮演員工的學生"我有規定你表達目的的口氣或方式嗎？"聽懂後，有個老師自願表演其他可能場景，於是他扮演有老闆把柄的員工，威脅老闆不但不能删他還要加薪。於是我開玩笑說，這告訴我們兩件事情，若這位同學當老板，我們可以去當員工，因為他開除人的時候還會慷慨加錢，第二件事是若跟這位老師工作得非常小心，因為他會收集把柄以後威脅人。
從明天開始，我真的得開始放入中間休息時間，孩子們真的需要喘口氣回神。

My Acting Seminar @ Hualien Youth Home Day 2 Evening 我的花蓮少家戲劇營 第二天晚上

We started with the review of everyone's name, ff, ap, and d. I struggled with one name and few similar things in the food session. I brought the second Trusting Game of walking the blind in couples. One has to close his eyes, and the other one will be the eyes to tell the walking situation for the eye-closed person. The boys were just out of control. The couples ended up not talking but dragging or bear-hugging through this part of activity. Quite a few of them realized that they couldn't close their eyes all the way. Some of them were either in denial or in zero sense of whether their eyes were open or not.

晚上先讓我復習人名及相關資料，尤其是那些喜歡吃東西名稱類似的那群開始。我介紹第二個信任遊戲，兩個學員一組，一個閉眼，一個睜眼，睜眼的那位要想辦法帶閉眼的那位四處走走。男孩們玩到失控，甚至有些組別就只是一個學生熊抱另一位移動或發生屍體拖行狀態。活動結束時，有些學員意識到自己其實無法全程闔眼，有些則是否認自己有睜眼或是對於眼部肌肉控制無感。

I then introduced them to a movement memorization exercise. I gave them about 14 separate body movements to remember. One of them actually almost got everything correct(Jun-Long) at the first trial. The rest of them complained about having to memorize way too many things at once. And so, I gave them a storyline to connect all 14 body movements. Just like that, almost everyone got it right immediately after my description. After this, I asked everyone to use the same movements to create their own stories. Most of the students were in some kind of shooting scenario. One of them was very convincing playing a person in a game of water-balloon battle. Lots of them had to talk(speak their mind out) during the activity. I asked some of them to just act without opening their mouth. Once everyone was done, I went up without saying anything. A few students got the idea of me in a tennis ball game right away.

接著我示範一系列動作叫大家練習記憶，共有十四個。其中有一位差點第一次就一個不差的做對，其他辦不到的學員抱怨說動作太多不可能記得。於是，我說了一個發現蟑螂、閃蟑螂與打蟑螂的故事，配合著剛剛這十四個肢體動作。就這樣，幾乎每個學員馬上就完美地記得並複製出全部動作。發現大家做熟之後，我要求學生使用這些動作，編出自己的故事。許多學員使用射擊情景，其中一位男孩演出了相當有真實感的水球戰。多數學員在動作時需要實際用口敘述情境（方便記憶），我要求幾位年紀較長學員在重做時試著不要開口。大家都表演完後，我再次上場，一句話都不說地用同樣動作呈現不一樣的情境，幾秒鐘後，幾位學員不約而同地大喊出"打網球"。

Since we were in the topic of body movement, I asked them to feel partial movements to whole body movements in order to feel different degrees of urges. After giving them 4 directions(Forward, to the right, to the left, to the back), I asked them to make up their own degrees of movement combination. And of course, I then asked them to make up a storyline for their movement combo.

既然開始了肢體活動課題，我要求他們想辦法獨立出肢體"部分"來顯示出不同情緒激動程度。一會兒後，我給學員四個方向順序（前右左後），然後給予他們完全的自由選擇肢體表現方向的部位與程度。之後，男孩們也被要求使用這些動作編出自己的故事情節。

It was time to bring them some "goals". I asked for two volunteers and talked to them separately. One of them is supposed to be a 45 years old father who just learned that his son got F in math at school, and the other plays the role of the 7 year old son who wanted to get a street puppy back home. While looking at the 45-year-old father, I found him very convincing, and I wouldn't be surprised if I could see his real father's shadow on him. The fun part was that the supposed 7-year-old boy was so busy getting punished or so intimidated by his father that he never brought up the topic of wanting a puppy. After a while, I paused them, and asked the 7-year-old if he still remembered what he wanted and asked him to bring up the idea. However, a few min past, nothing happened. And so, I told him that he could take a break and I would take his part trying to find a chance to elaborate. So I did. The little wish was told when a 7-year-old was trying to negotiate terms with his father about studying harder. At the end, I elaborated the idea of negotiation. I told the students that during any conversation, it is always important to figure out what exactly the other person wants in order to make the deal work. Lots of time, we were targeting the wrong direction that the deals couldn't continue.

肢體活動後，我得強調"目的"。我徵求兩位自願者，分別告訴他們扮演角色與目的。一扮演四十五歲父親剛得知七歲兒子學校數學考試不及格，另一扮演七歲兒子剛看到流浪小狗且欲把狗帶回家。扮演父親的那位，演出了很有信服力的多桑，很難讓我不去揣測少年提取過去的父親印象為表現參考。可愛的地方是扮演七歲小孩的那位，被父親批頭責備後就一直無法提出自己的請求。幾分鐘後，我暫停兩位，希望扮演孩子的那位能想辦法把目的表達出來。不過這個老實的孩子，雖然知道自己的希望，卻因一直無法轉出"成績不好很糟"的想法而遲遲說不出想要小狗的願。幾分鐘後，我感謝二位，留下父親角色，演出向父親撒嬌，以用功讀書談條件換小狗的賴皮小孩。結束後，我向學員解釋溝通方法的多元，強調為達目的，大家該多嘗試各種不同的切入角度。另外，也要能仔細聽出對方到底目的是甚麼。許多談判破局，不是因為表象原因，而是因為自己沒能聽出或配合對方真正想要的事物。本日課程就在此作結～

My Acting Seminar @ Hualien Youth Home Day 2 我的花蓮少家戲劇營 第二天早上

Day 2, Morning

第二天早上

It started at 10:40 in the church. Kids had some group activities before that. When they were gathered, one of them asked me if we would play freeze again.

我們在教堂從早上十點四十開始，孩子們似乎在一大早就有其他活動。集合時有個孩子問我們還會不會玩"FREEZE"

We started by getting to know one more boy who left too early to introduce himself the evening before. After that, I asked everyone to stand up and walk in a circle. Everyone has to pay close attention to the person in front of him. After circling a few rounds, I asked them to imitate how the person in front of them walked. And then, I grouped them and asked them to look at how their group of people walked. Find something to exaggerate! At the end, each of the group member has to walk in his and his partners' ways with exaggeration.

10 min later, their was a volunteer group which presented their walk in unison but completely out of my description. Instead of showing three different walk, they merged all the exaggerated parts together to be one walk.

有人昨天早走以致於沒自我介紹到，於是今早就先由這漏網之魚開始。之後，我請大家站起來繞圓圈並觀察前面的人走路時候的特別之處。觀察過後，得簡述然後模仿。此階段完成後，三人一組得互相觀察模仿，並把其中一處誇張化。我本來的打算，是希望三人有三段針對三個不同走法的個別誇張法齊走。但孩子們的注意力無法集中到我整段敘述的句點，於是第一組自願開始的示範跟我預期的天差地遠，他們把三人的誇張部分融合成一種走法。

I made my group go second to show what I was expecting. And then other kids went up and presented their walk. I discovered one boy who was really clear while speaking(Jian-Min).

After this was done, we only had ten min left and I decided to play some more freeze again. Those who were out of clues an evening ago were still hopeless in this session!

 我只好趕快叫自己的組別示範，希望能把之後組救回來。我發現其中一個學員的文字表達能力極佳，光是文字敘述就讓我產生圖像聯結。這活動結束後只剩十分鐘，我們玩一些Freeze。有些前個晚上一頭霧水但迫不及待參與的玩家今天還是一樣無助。

My Acting Seminar @ Hualien Youth Home Day 1 我的花蓮戲劇訓練營 第一天

Acting seminar

戲劇營

Day 1

第一天

It was 19:30. I asked the adults to join the session. We began with self introduction. Everyone had to tell his name, favorite food, an idol, and what he likes to be when he grows up. There were several interesting answers. One student said his favorite food would be the local dog(the real dog which lost its life because of a car accident and was taken home and cooked by the student's father) and he would like growing up to be a dog care taker.(I suppose knowing something is tasty does not affect the desire of being a care taker.) One boy's idol is his girlfriend and another one's is his ex. A teacher said that her childhood dream was to become a flight attendant but she grew too little to be one. Another teacher said that his dream job is to be the make-up artist for the dead. Cool, huh? Most of the kids haven't tried enough to determine whether there's a favorite. Asking them to think about if there's a person they admire was like pulling teeth. It didn't seem that they'd known that many people or even comic book heroes yet. (Well, it requires money to develop a hobby.) Some of the students have a difficult time paying attention to the class when they are not questioned. When it's their turn, they reacted as if they were the first to be asked.

晚上七點半開始，我請大人們一同參與。首先大家自我介紹，報名字、喜歡的食物、偶像，以及長大想成為的對象。有些很有趣的答案：有學生說喜歡吃土狗肉（他說那隻狗車禍掛點被爸爸帶回家煮來吃），然後長大想當土狗照顧人員（好吧！知道土狗好吃並不影響喜歡照顧土狗的心情！？）；有個男孩的偶像是自己的女朋友，另個男孩的則是前女友；某老師的兒時夢想是當空姐但身高不足殘念；也有老師說自己的夢想是當禮儀師（照顧大家"遺"容！）很酷吧？

大多數學員經歷過的事情沒那麼多，很難決定到底喜歡什麼。認識人或知道的不多，說不出什麼特別的喜歡對象或偶象，由於興趣培養所需的錢不夠，也沒有任何學員說得出"蜘蛛人"之類等漫畫英雄角色。課程進行中，有些學員只要沒被問問題就表現得事不關己聊自己的天，輪到他們被問時，彷彿就像這是他們人生中第一次聽到這些問題一般。

After a little idea about everyone, I suggested a trusting game. One person closes his eyes standing in the center of the circle. 7 boys circled this guy who has his eyes closed. The person in the center will fall to any direction without ever opening the eyes. It's the circle's job to hold the center person from falling down. Some of the participants have serious trusting issues.

對大家名字有些概念之後，我提議個信任遊戲。有個人得閉眼站中間，周圍一圈七位學員，中間這位必須閉眼倒向任何方向，周圍的人們得扶助他以免跌倒。有些參與者有很嚴重的信任疑慮，無法全程闔眼。

Later on, I taught them how to play "freeze". A person takes a position first, and anyone who has an idea can go up and de-freeze the person by feeding clues of who he is, what they are doing, and what their relationship is. With the great age difference bt the youngest and the oldest, it didn't quite work as I hoped for. They had some wild imagination like pulling out guns, cellphones, or eating my pet dog. When one wild thought was presented, his partner usually reacted with another unconnected wild thought which turned it away from the reality. I kept reminding them to look at their partners not as their friends used to be. What if you're really gun pointed by a stranger, would you really just magically bring out the grenades you keep in your pocket and make an explosion a step away from you?
接著，我教他們"FREEZE"（類似一二三木頭人），首先有個人隨意定住在任何姿勢上，接著任何一個人能走上台與被定住的人交流，想辦法讓被定住的人知道他是誰、他在做什麼，以及他們兩人的關係為何。由於學員們年紀差距大，遊戲效果沒有預期佳。孩子們有拔槍、打手機，或是吃掉我的寵物狗...等瘋狂點子，但身為對手的人往往會使用更瘋狂的想像力回應，於是我會不時問大家要是他們真的被陌生人欲槍指着頭，他們真的會從口袋中掏出隨身攜帶的手榴彈在自己一步距離內引爆嗎？

Few of the boys get the who, what and what, but some really don't.

After all, it was the first day and it was fun. I got a little idea about what's in their mind from their introduction and their improv.

有些孩子聽懂我說的對象、目的，與關係。不過很多學員還是不清楚。總之，這只是第一天，大家都玩得很樂。藉由自介與即興活動，我對每個人都多一些了解。