Practice in Process (3 experiments)
練習中 (三次實驗)
Three former students embark on a series of journeys to redefine artistic practice. Through experimental exercises with sound and image, these explorations seek to expand upon teaching, learning, and self-discovery. The bystanding teacher may be the one who learns the most.
三位昔日的學生，以教學、學習和尋找自我為起點，透過對聲音和影像的探索，展開一場又一場既是練習又是實驗的旅程，嘗試重新理解 「創作」。作為旁觀者的老師，或許獲得最多的啟發。
About the observer’s reflection...
關於旁觀者的反思
In Elaine’s words...
黃淑賢自白
As a teacher, there are certainly many times when active participation is essential: sharing knowledge and mentoring students. This attitude and level of engagement directly influence the course content and the learning atmosphere. Furthermore, art education differs from other subjects in that there is no single prescribed method for creation. Each individual has unique ideas that lead to diverse artistic outputs. Consequently, a teacher needs to tailor their guidance based on the students' personalities, interests, and talents, helping them to produce their own unique work. While these aspects can be actively managed by the teacher, once students begin to take charge of their own creative processes, the teacher becomes an observer, quietly watching the development of their creations.
這次的項目與以往純粹的個人創作有很大不同。我從創作者的身份轉變為一名旁觀者，觀察三位前學生的創作過程。這種作為旁觀者的經驗在某種程度上與教學有些相似。
作為老師，當然有很多時候需要積極地付出：分享知識、輔導學生，而這種態度和投入程度直接影響課程內容和學習氛圍。此外，藝術教學與其他學科不同，創作並沒有固定的方法。每個人都有不同的想法，從而創造出各式各樣的作品。因此，老師需要根據學生的性格、興趣和專長，提供建議，指導學生創作出屬於自己的作品。這些都是老師能主動控制的部分，但當學生開始獨立進行創作時，老師便轉變為一名旁觀者，靜靜地觀察他們創作的發展。