今日は常総市にあるブラジル人学校、エスコーラ・オプションへ。ここには低学年から18歳までの日系ブラジル人の生徒が学んでいます。今回は校長先生のご協力により、高学年の15-16歳の生徒に参加してもらうことになりました。常総市が被災の影響で慌ただしい状況もあるにも関わらず、ある方との出会いをきっかけに機会を得ることができたのです。 この場を借りて関係者の皆さんに感謝を申し上げます。
We visited Escola Opçao which is Brazilian school located in Joso city in Ibaraki Prefecture. This school is for Brazilian Japanese students up to eighteen years old. Thanks to the school principal, we involved fifteen to sixteen years old students in our workshop in this time. We are very thankful to all the people who kindly cooperated us regardless of the severe situation in Joso city after the water flood. まずはレクチャーから。一通り、エドゥアルドのこれまでの活動をポルトガル語でプレゼンしました。 We got started from the lecture. Eduardo talked about his career and his art works with the powerpoint in Portuguese. What he was going to do in this school was the workshop called "holding, walking, falling". First of all, all the students in the class introduced about themselves, and thought about what they like. Then, they wrote down their favorite stuff, like word, poem and so on. The language they used was Japanese, Portuguese and English. After that, they made teams consisted with three students, and they connected their favorite things and reconstructed. After they finished, they showed Eduardo what they made, and.. Finally, they presented the sentences which involved the elements of their favorite stuffs in front of the other students in the class. It was the first time for them to present something in front of audience. In some teams, they made line and speech. They looked like a little bit nervous. In another team, each student explained their own sentences first, and then all three spoke together. In the another team, the way they presented was sterically; only this boy in the center made speech but other two did not. One student took note like this in the photo. This activity to reconstruct and combine their favorite thing into one sentence was like making script. 次のお題は…. The next activity is.. To express the behavior in daily life in some seconds. He let the students think what kind of movement they do in their every day lives, for instance, brushing teeth, brushing hair and so on. Playing DJ? or PC? or doing job? They were not allowed to speak out but they had to encourage other students to imagine what they were describing. This seems like this movement is what he usually does in his daily life. Is she surfing the internet, texting for chat or listening to music? Each student had only few seconds to act the moment in their normal lives. The next step is even more interesting. Next, they combined three students' movements. What Eduardo suggested to divided the class into several teams was that one student became the director and chose the other two students as team member. In this time, the director let the other two members act. The director student needed to imagine the performance and choose two actors. In this trio case, I guess one has cloth, one polishes nails and one does job. The director had to keep the members' movements in his mind, choose, combine, immediately decide how they would act and tell about it to the members. In his case,.. the other members pretend to be.. maid-servants? They described something related to fingers. Are they polishing their nails? Through this exercise to use their bodies to express their every day lives, we expected students to realize that "our" behavior can be looked normal but sometimes different and new from outside. The next excise is to project "us" to the banner to visualize ourselves. 材料は、こちら。西の内の和紙。 We used these tools. The Japanese paper of Nishi-no-uchi. その2へつづく。 To be continued.
by arcus4moriya
| 2015-10-16 01:25
| AIR_2015
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