曙光季刊第八期

Page 1

VOL.

006

Dawn

National Taitung Living Art Center

g

c a h

讓 孩 子 成 為 會 說 故 事 的 人

n

a l

u

s u w

p a n

0

u

2

*

0

曙 光

Dawn 2

01


02

Contents

03 曙 光

*

說 母 語 記 憶 族 群 文 化

04

From The Director

編 輯 敘 事

說 母 語 的 驕 傲

06

From The Editor

山海 光點

Dawn

館 長 的 話

Speaking the Tribal Language as a Means of Holding on to Culture Pride in One’s Mother Tongue

Highlights 上 學 到 部 落 ─

T A M O R A K

讓 孩 子 成 為 會 說 故 事 的 人 ─

阿 美 族 語 共 學 園 的 功 課 表

T A M O R A K 母 語 共 學 園 園 長 林 淑 照 的 母 語 堅 持

讓 孩 子 在 生 活 中 說 自 己 的 話 ─ 馬 躍 . 比 吼 的 河 邊 學 校

10

Learning in our Tribal Vill age ─ TA MORAK A mis L anguage School Curriculum

12

Teaching Kids to Become Storytellers ─ TAMORAK Amis Language School Principal Lin Shu-chao Helps Indigenous Kids Learn Their Mother Tongue

17

Letting Kids Speak for Themselves in Their Mother Tongue ─ Mayaw Biho’s School by the River

後山 繁星

Features 讓 孩 子 在 生 命 脈 絡 中 快 樂 學 習 ─ 以 音 樂 共 學 傳 統 文 化 的 資 深 音 樂 農 夫 陳 冠 宇

22

Allowing Kids to Happily Learn Through Everyday Activities ─ Musician-farmer Chen Kuan-yu Applies Music to Learning Traditional Culture

畫 出 阿 美 族 文 化 的 童 趣 印 象 ─ 以 粉 彩 蠟 筆 童 趣 刻 畫 原 住 民 印 象 的 黃 海 蒂

26

Childlike Playfulness in Impressions of Amis Culture ─ Heidi Huang Depicts Indigenous Culture with Oil Pastels

孩 子 ! 你 的 家 是 美 麗 的 阿 美 族 ─ 為 孩 子 做 動 畫 的 紀 錄 片 導 演 勒 嘎 . 舒 米

28

Children! Our Beautiful Amis Tribe Is Your Family! ─ Lekal Sumi, a Documentary Director Making Animation for Kids

生 活 式 ─ 在 部 落 生 活 與 創 作 的 優 席 夫

31

L i f e s t y l e ─ Living and M aking Art in a Tribal Vill age

35

A e s t h e t i c s ─ June-August e vents at the National Taitung Living Art Center

美 學 式 ─

6 - 8

國 立 臺 東 生 活 美 學 館 展 訊

繪圖

Heidi Yip


04

From The Director

館長的話

05 曙 光

*

Dawn

Speaking the Tribal Language as a Means of Holding on to Culture

說母語記憶族群文化

臺 灣 是 一 個 多 元 文 化 的 社 會, 在 這 美麗的島上有著不同的族群和諧共處,尊 重多元文化的多元發展,是讓文化發展生 生不息的動能。在這多樣的族群文化中, 母語是族群文化知識記憶傳承的載體,除 了有形的傳承溝通,還包含無形的文化意 識。 母語、傳統祭儀到生活方式,是構成 臺 灣 文 化 不 可 或 缺 的 DNA。 多 年 來 文 化 部發展多元文化政策,關注文化平權,通 過「國家語言發展法」、「文化基本法」, 本館也扣合了多元文化政策,進行了「多 元母語推廣計畫」、「多元音樂扶植計畫」 等推廣活動。 然而,母語幾歲學?在哪學?母語的 學習是一直受到關注的話題,這一季《曙 光 》 分 享 花 蓮 二 個 阿 美 族 部 落 學 園 ——

Taiwan is a society of diversity where people of different ethnicities peacefully coexist. Respecting the different forms of development of these many cultures is a driving force behind thriving cultural development. Each ethnicity’s language serves as the vehicle with which its culture and knowledge are passed on to the next generation. This applies to both the tangible (communication of heritage) and the intangible (cultural consciousness). Languages, traditional ceremonies, and lifestyles of different ethnicities are indispensable components of Taiwan’s cultural DNA. For years, the Ministry of Culture has launched policies on cultural diversity, worked toward cultural equality, and passed related laws, such as the Development of National Languages Act and the Cultural Fundamental Act. The National Taitung Living Art Center also has policies oriented toward cultural diversity, such as its Mother Tongue Promotion Plan and Nurturing Musical Diversity Plan. So when should people start learning their mother tongue? And where? Learning these languages has long been an issue of importance.

TAMORAK 和 Pinanaman,打造全阿美族 語學習空間的部落母語傳承故事,他們讓 母語生活化,以母語做基礎,認同自己的 文化,如同將種子種在心裡,將來長成一 棵大樹。 語言是文化的基礎,臺灣各族群的多 元文化是國家發展整體視野中不可或缺的 一塊,而每一個族群母語所保存的珍貴文 化,都是拼圖中獨一無二的一塊。文化的 傳承從生活環境累積,培養快樂自信的孩 子,認識而認同自己的文化,將珍貴的文 化傳承下去。

國立臺東生活美學館館長

This edition of Dawn is about the stories of two Amis tribe schools, TAMORAK and Pinanaman, where the only language spoken is Amis in an effort to keep the language alive for future generations. At these schools, the language is brought alive through everyday use, and with such foundation, the children may better identify with their culture. It may be viewed as planting a seed in their hearts that will one day grow into a thriving tree. Language is the basis of culture. The cultural diversity in Taiwan is something that the nation’s vision for development cannot do without; the precious cultures preserved by their respective languages are all unique and indispensable pieces to the entirety. The passing down of culture lies in accumulating experience in one’s living environment, raising up happy and confident children, and allowing them to know and identify with their culture.

Lee cHi-Chung National Taitung Living Art Center


06

From The Editor

編輯敘事

07 曙 光

*

Dawn

Pride in One’s Mother Tongue

說母語的驕傲

在 花 蓮 有 兩 間 美 語 學 校 —— 全 阿 美 族 語 學 校,TAMORAK 和 Pinanaman。 TAMORAK 母 語 共 學 園, 學 員 從 幼 兒 到 小 學, 位 在 豐 濱 港 口 部 落;Pinanaman 是 幼 兒 園, 位 在 玉 里 秀 姑 巒 溪 旁, 稱 為

In Hualien, there are two schools where Amis

夏 季 的《 曙 光 》, 記 錄 這 一 群 說 母

Language School and Pinanaman. TAMORAK,

語 的 人, 一 群 孩 子 跟 孩 子 王, 在 山 邊 海

is the only language spoken: TAMORAK Amis in the village of Makota’ay in Fengbin

Township, is for children in kindergarten and elementary school. Pinanaman, on the banks of the Xiuguluan River in Yuli (hence also

邊 水 邊 說 自 己 的 故 事, 從 生 活 生 產 生 態 中 學 習 生 活 文 化。 從 這 一 群 人 中, 我 們 看 見 阿 美 族 的 希 望 種 子, 也 看 到 了 紀 錄

This edition of Dawn is about a group of people

speaking their tribal language, a group of kids

playing together, telling their stories near the mountains, streams, and sea, and learning about

life and their culture from everyday activities

and the natural environment. In addition, it is about how these men, women, and children

河 邊 學 校。TAMORAK 由 阿 美 族 媳 婦

being called the “School by the River”), is a

片導演如何成為傳承部落文化的教育家,

are the seeds of hope for the Amis tribe, how

Nakaw( 林 淑 照 ) 創 辦 在 先, 激 勵 了 阿

Nakaw (Lin Shu-chao), a Han-Chinese woman

藝 術 家 們 如 何 成 為 學 校 教 材 的 創 作 者,

pass down the culture of his tribe, how artists

美族的 Mayaw Biho(馬躍.比吼)創立 Pinanaman 的決心。這兩間說著阿美族語

kindergarten. TAMORAK was established by

who married an Amis man, in turn inspiring

家長們又如何成為學校的志工陪伴孩子

became creators of teaching material, and

Pinanaman. The two schools support each other

一起學。

learned alongside their children.

an Amis man named Mayaw Biho to found

的學校,彼此支持著,帶著孩子們在部落

in their effort to allow children to learn, within

的文化領域學習生態知識、生活技藝及阿

skills, and the Amis philosophy of life.

美族人的生命哲學。 Nakaw 和 Mayaw Biho 的 使 命 感 也 召喚了一群家長與志工,一起為阿美族的 文化進行扎根與撒種的工作,他們一起讓 孩子沉浸在阿美族的文化裡,知道自己是 誰,記得自己的來處,期待孩子從母語中 找到文化的認同與自信。

a documentary director became an educator to

their tribal culture, about the ecology, life N a k a w a n d M a y a w ’s s e n s e o f m i s s i o n

has appealed to the students’ parents and volunteers, encouraging them to become

involved in nurturing the roots and spreading the seeds of Amis culture. Together, they

immerse the students in Amis culture, allowing the kids to know who they are and where they

come from with the aim of finding their cultural identity and confidence through their mother tongue.

TAMORAK、Pinanaman, 是 一 個 說 不 完 的 故 事, 故 事 的 開 端 就 是 從 說 母 語 開 始 的 ……。 有 機 會 去 TAMORAK、 Pinanaman 走走,向他們說你的故事,打 工換宿……。

how students’ parents became volunteers and It would be impossible to fully narrate the story

of TAMORAK and Pinanaman, but it begins

with the concept of speaking one’s mother

tongue. What’s more, you are welcome to visit the schools, share your story, and even work

as a volunteer (with the added perk of free lodging)!


08

09 曙 光

*

Dawn

用自己的語言學習,用自己語言說自己的故事,活出不同的幸福。

山 光海 點 Highlights A Unique Source of Happiness: Using Your Mother Tongue to Learn and Tell Life Stories

繪圖

黃海蒂


school, which spans kindergarten and elementary school, the students do everything in the Amis language. The

散 步 課、 建 築 課、 手 工 課、 四 季

curriculum includes Chinese literacy,

慶 典 ……, 老 師 與 孩 子 用 阿 美 族

美 族 與 交 談。 客 人 來 了, 孩 子 們 用 著 阿 美 族 語 互 動, 客 人 不 懂,

math, baking, walking, building, handicraft-making, and festivals of the four seasons. The kids and teachers

幼兒園 Pinanaman

語 對 話, 孩 子 與 孩 子 之 間 也 用 阿

圖片提供

表, 漢 字 課、 數 學 課、 烘 焙 課、

speak to each other, as well as any visitors that may come, in Amis. And if the visitors don’t understand, the kids

孩子比手畫腳的讓客人們了解。他們都是阿美

add in body language to get the message across. All

族的孩子,老師們希望孩子可以使用自己的語

of the students are members of the Amis tribe. The

言,和部落的老人家對話,聽老人家講部落的

上 學 到 部 落 TAMORAK 阿

故事,再把故事說給更多的人聽……。 TAMORAK 阿 美 族 語 共 學 園, 結 合 了 與

teachers want the kids to be able to use their mother tongue so that they can talk with the older people of the tribe, listen to their stories, and be able to tell these stories to others. The school is based on the Waldorf system and is

自然教育為主軸的華德福教育系統,帶著孩子

focused on nature. Within nature, they play, sing,

走入大自然,他們遊戲、唱歌、說故事,這是

and tell/listen to stories. For their “walking class,”

課表中的散步課,他們散步走去海邊撿慶典要 使用的石頭火鍋,走到 Cacangawan(項鍊海 岸)野餐,走到 Molito (石梯灣)挖沙、踏浪、

they go to the beach to collect stones for stone hot pot meals during festivals; to Cacangawan (known as the “Necklace Coast”) for picnics; to Molito (Shiti Bay) to dig in the sand, wade in the waves, skip stones on the water, and look for “treasure”; or to

打水漂、尋寶,或是走入森林中,在樹下唱歌

the forest to sing and enjoy stories under the shade

說故事。散步課,他們邊走邊玩,有時候是老

of the trees. During these classes, they play as they

師, 有 時 是 家 長 或 者 是 志 工, 和 孩 子 一 邊 玩

walk, listening to tribal stories related to the places they are walking (told sometimes by the teacher,

著,一邊說著每一條散步路徑的部落的故事,

sometimes by parents or volunteers), and they also

撿拾手工課需要的材料……。孩子們在散步中

pick up things that can be used for their handicraft

認識了部落的自然環境與季節變化,在大自然 的冒險中,他們也學習了部落文化的生活技藝 與習俗。 孩子們在這裡的一天,說著阿美族語,生 活與學習部落的自然季節裡……

class. While walking, they get to know the natural environment and the changes that occur with the seasons, and they also learn tribal life skills and customs. Thus, the whole day consists of speaking Amis and learning about tribal life and its relation to nature.

Dawn

nearby stream, and the beach. At this

*

classroom consists of the woods, the

11 曙 光

美 語 的 說 著 阿 美 族 語, 攤 開 功 課

mountains meet the sea. Their

Photos courtesy of Pinanaman Kindergarten

這 裡 的 孩 子 從 幼 兒 園 到 小 學, 全

is situated in a forest where the

Learning in our Tribal Village

的教室是森林、溪流、海邊……。

TAMORAK Amis Language School

TAMORAK Amis Language School Curriculum

園,位在山海森林裡,他們

林美蘭

AMORAK 阿 美 族 語 共 學

Text: Lin Mei-lan

文字

T

10


interview

子 故

成 的

帶有使命的人 2009 年 林淑照 辭去 教職, 果斷地放 下 一 切,帶著孩子隻身到宜蘭代課,學習華德福教 育,就是為了要將美麗的母語保存傳承下去。 林淑照,有個阿美族名字,Nakaw,與原 住民的緣分算是開始的很早,讀書時他開始接 觸社會運動,對於排灣族詩人莫那能遭遇就倍 感心痛;後來,到花蓮豐濱鄉港口國小工作,

為 人

A Woman with a Mission In 2009, Lin Shu-chao, a Han-Chinese woman whose Amis name is Nakaw, quit her job as a teacher, left everything behind, and brought her children to Yilan to work as a substitute teacher and learn about Waldorf education, all for the sake of preserving and passing on the Amis language. Nakaw’s destiny with the Amis culture began long ago. As a student, she got involved in social movements and was heart-struck upon learning of the painful difficulties experienced by Mona Neng, a Paiwan tribe poet. Nakaw later moved to the village of Makota’ay in Fengbin Township, Hualien,

Dawn

阿美族語共學園 T AMORAK

孩 說

母 語 共 學 園 園 長 林 淑 照 的 母 語 堅 持 TAMORAK

黃海蒂、圖片提供

Illustration: Heidi Huang .Photos courtesy of TAMORAK Amis Language School

繪圖

讓 會

*

Lin Shu-chao

13 曙 光

林淑照

Teaching Kids to Become Storytellers

少林妹

TAMORAK Amis Language School Principal Lin Shu-chao Helps Indigenous Kids Learn Their Mother Tongue

專訪

Text: Shaolin Mei

文字

12


14

15 曙 光

*

想辦法了。 當發現華德福的教育可以施行全母語教 育, 便 做 了 這 樣 讓 人 很 難 理 解 的 決 定, 辭 去 學 校 穩 定 的 工 作, 帶 著 孩 子 到 宜 蘭 慈 心 華 德 福 學 校 參 加 師 訓。2012 年 回 到 部 落, 沒 有 工 作 又 帶 著 孩 子 自 學, 大 家 一 頭 霧 水。2015 年 「自學條例」法案通過,在家自學有了明確而 正式的法源依據,他知道時機到了,著手創辦 TAMORAK 阿 美 族 語 共 學 園, 實 踐 阿 美 族 語 的傳承教育。

在 因

子 好

面 的 示

前 要 範 就 是

說 最 好

母 的

, 學。

全美語的教育 TAMORAK 阿 美 族 語 共 學 園 總 是 充 滿 歡 笑與歌聲,上課沒有課本,老師口說小朋友重 述,老師以歌謠一般的念唱方式配合肢體動作

參與紀錄片拍攝,跟著老頭目走踏土地,傾聽 老頭目訴說記憶,感嘆著部落孩子們都不說母 語,憂心年輕一輩對自我身分及文化的認同感 的老頭目對生長在台北的 Nakaw 期許說:「妳 以後要對小孩講阿美族話。」 像 是 命 中 注 定 般 的,Nakaw 在 部 落 認 識 了先生,女兒們接續出生,他想遵守對老頭目 的承諾,要孩子們說阿美族語,卻發現學校裡 的教育缺乏對部落文化的傳承。在部落生活, 他更看見許多部落的孩子在叛逆期迷失自己。

to work at Gangkou Elementary School. While helping out with the filming of a documentary, she spent time walking with the village chief, listening to him relate his memories. He vented his sadness that the local kids were unable to speak their mother tongue and that the younger generation had lost their cultural identity. He said to Nakaw, who had grown up in Taipei, “When you have kids, you need to speak Amis to them.” As if arranged by fate, Nakaw married a local Amis man and had kids. Wishing to honor the commitment she had made to the chief, she decided to get her students at the school to speak Amis, but the school taught nothing about the local culture. She also noticed a lot of local indigenous kids losing their sense of who they were during their teenage years.

的教學,活潑有趣;因為是用身體感覺去學習 與記憶,符合兒童的發展。「孩子的母語都說 得比我流利!」一起跟著孩子學習阿美族語的 家長霈妮大嘆追不上小朋友飛快的吸收速度。 在共學園裡,「請勿說國語」,只要進入 園區,在孩子面前要說母語,因為良好的示範 就是最好的教學。 花費三年在宜蘭學習華德福教育,Nakaw 靈活運用所學施行全阿美語教育,並傾全力研 發阿美語教材。他最初是將宜蘭慈心華德福幼

Worried about whether the Amis culture would survive and the education system in general, she started thinking about what could be done. Upon learning that the Waldorf education system could allow for schooling to take place completely in Amis, she made the seemingly illogical decision to leave her stable job as a public school teacher and, bringing her kids along, attended the teacher training program at Ci-Xin Waldorf School in Yilan in 2009. After returning to Fengbin in 2012, jobless, she homeschooled her kids but was confused about what her next step should be. In 2015, new laws regarding homeschooling in Taiwan were passed, giving this alternative form of education an officially legal foundation. She realized the time was ripe and embarked on establishing TAMORAK Amis Language School to offer a form of education that would preserve and pass on the Amis culture. Monolingual Amis Education TAMORAK Amis Language School is always full of smiles and singing. They don’t use any textbooks: The teacher says something, and the students repeat it, all the while using chants and movement, making it fun. Kinesthetic learning and memorizing are perfect for the developmental level of these kids. “My child speaks Amis better than I do!” exclaimed a woman named Peini, one of the students’ parents, who was finding it hard to keep up with her child’s rate of progress. The rule at the school is that, upon entering the campus, staff members are not to speak Mandarin to or in front of the kids. After all, a good example is the best teacher. Nakaw has diligently applied what she learned at the Waldorf School in her instruction and in creating teaching materials. At first, she translated the Ci-Xin Waldorf School’s kindergarten materials into Amis, later adding elements of the Makota’ay culture, simultaneously teaching and developing the materials. After three years, she had finally finished a complete monolingual Amis kindergarten curriculum tailored to the village culture.

Dawn

這樣文化傳承與教育的焦慮感,催促著他該想


落教學。 共 學 園 命 名 為 TAMORAK, 是 阿 美 語 南 瓜之意,四處皆可生長的南瓜在族語中代表強 韌的生命力! TAMORAK,是 Nakaw 對阿美 族語共學園的孩子的期待,希望他們長成後, 用母語傳遞部落的故事,成為說故事的人。

專訪

interview

馬躍.比吼 Mayaw Biho

臺灣 TAMORAK 文教協會

幼兒園 Pinanaman

TAMORAK 阿 美 族 語 共 學 園 實 習 半 年, 回 部

辦一所全「美」語學園,教學的巴奈老師來到

圖片提供

漪慢慢擴散,玉里鎮春日部落南島魯瑪社也創

學理念,逐步進入教學。全「美」語教學的漣

Photos courtesy of Pinanaman Kindergarten

受訓成為老師的霈妮,跟著課堂學習,瞭解教

長及返鄉青年,向他們發出邀請。原來是家長

Text: Shaolin Mei

合適的人,想為母語及文化傳承盡一份力的家

Dawn

母 語, 這 是 最 基 本 的 條 件。」Nakaw 會 觀 察

要如何成為學園的老師呢?「當然要會說

少林妹

力的比例,完成幼兒園的教材。

(身)、情感(心)及思考(靈)三個層面能

文字

同討論,用心設計不同階段的課程,考量意志

己單打獨鬥,到讀書會與志同道合的家長們共

*

下田農耕、出遊,認識部落四季的樣貌。從自

友採野菜,種豆苗,揉麵團甚至切菜、生火、

17 曙 光

大自然就是教室,在生活中學習,讓小朋

兒園課程。

讓孩子在生活中說自己的話

積,終於建立一套屬於港口部落全阿美語的幼

落生活元素,一面教學一面研發教材,三年累

Nature is her classroom, and her kids learn while doing everyday things, like picking wild vegetables, growing bean sprouts, kneading dough, cutting vegetables, making fires, doing farm work, and going on field trips, all of which allow the kids to get to know the village and its environment during each season. From establishing this school on her own to discussing issues at reading club meetings with the like-minded parents of her students, she has worked hard to design different levels of courses for the kindergarten, always taking into account three important aspects of learning ability: will (body), feelings (mind), and reflection (spirit). So who can be a teacher at the school? The most basic requirement is obviously to be able to speak Amis. Nakaw carefully watches certain parents and young people who have returned to the village after being away for a while, looking for those who wish to promote their language and culture. Peini, the mother mentioned above who had been learning along with her kids and gained an understanding of the concept of the school, is one person who received training and became a teacher there. Nakaw’s school has sent out ripples too: Another monolingual Amis language school has been founded by the Luma Association in the village of Ceroh, in nearby Yuli Township. The teacher at that school, a woman named Panay Arik, first went to TAMORAK for half a year to learn the ropes before returning to Ceroh and starting her own school. The name “TAMORAK” means “squash” in Amis. Land that produces squash is viewed as full of vitality, which is a representation of Nakaw’s hope for her students: that when they grow up, they will become storytellers, using Amis to pass on the stories of their village.

Letting Kids Speak for Themselves in Their Mother Tongue

兒園的教材翻譯成阿美語,再就地取材加入部

Mayaw Biho’s School by the River

16


18

19 曙 光

*

使 用 的 語 言, 影 響 你 的 思 考, 代 表 你

的身分,傳承文化脈絡?資深原住民文化工作 者、南島魯瑪社的執行長馬躍 • 比吼,秉持 用 自 己 的 語 言 學 習, 用 自 己 語 言 說 自 己 的 故 事,活出不同的幸福,在 2019 年創辦一所中 文名為河邊學校的幼兒園 Pinanaman,這是一 間全阿美語幼兒園。 馬 躍. 比 吼(Mayaw Biho) 是 花 蓮 織 羅 (春日)部落的阿美族(Pangcah),離開部 落後常常思考「我是誰」,大學時受老師鼓勵: 「你為什麼不用阿美族的語言、名字、歌來拍 片?」於是開始拍攝關於自己族群故事的紀錄 片,從中認同自己的文化,並開始以紀錄片替 原住民問題發聲。

Language is an innate ability in humans, but have you ever thought about how the language you use affects your thoughts, represents your identity, and helps pass on your culture? Mayaw Biho, who has worked in the field of indigenous culture for years and is the CEO of the Luma Association, uses his mother tongue to learn and tell his life stories, which is a unique source of happiness for him. In 2019, he established the Pinanaman Kindergarten (also known as the “School by the River”), which is a school where Pangcah (Amis) is the only language used. Mayaw is a member of the Pangcah tribe from the village of Ceroh in Yuli Township, Hualien. After leaving the village years ago, he often asked himself, Who am I? During his time at university, one of his professors encouraged him with this question: “Why don’t you make a film in the Pangcah language, using your Pangcah name and Pangcah songs?” As a result, Mayaw began shooting a documentary on the story of his people, and by doing so, he identified with his culture and started giving indigenous people a voice through the medium of film.

著部落長者老去、耆老去世,他認為:「母語 教育不能再等了。唯有說母語、用母語唱歌的 時候,才會覺得跟祖先是連在一起的。」因此 著手開辦幼兒園,要透過孩子之口,努力保存 原住民語言,傳承無形文 化。讓孩子從學習的黃金 時期開始熟悉部落的價值 觀,一起分享快樂的事、 悲傷的事、榮耀的事、需 要幫助的事,這樣的相處 方式,不只是對人,對環 境、 自 然 及 土 地 也 是 一 樣,共生共存。 創 辦 幼 兒 園 Pinanaman, 族 語 的 意 思 是 「學習的空間」,學校位在花蓮玉里秀姑巒溪 旁,稱河邊學校,與河相伴,上課的課程從河 出發。老師巴奈(Panay Arik)帶著孩子學習 河邊生態知識、河邊生活技藝及阿美人生命的 哲學,全母語的環境讓成長中的孩子從母語中 找 到 文 化 的 自 信 心, 成 為 獨 立、 勇 敢 的 阿 美 人。為維持運作的獨立性,河邊學校沒有向政 府籌措款項,支持財務穩健的基礎是大家的月 捐。 馬躍.比吼心中勾勒的藍圖是能夠從幼兒

With the decline of indigenous language and culture as well as the continual aging and passing away of the elderly in the village, Mayaw believes, “We can’t wait any longer to teach our mother tongue to our children. Only by speaking and singing in our language can we truly connect with our ancestors.” He thus undertook the founding of a kindergarten to preserve the language, passing on this form of intangible heritage through the mouths of children. In this way, children may learn about the tribe’s values at an age when learning comes relatively easy. They will be able to share in what is joyful, upsetting, and glorious for the village and provide help when needed. This type of communication is a form of coexistence not only among people but also with the environment, nature, and the land. “Pinanaman” means “place for learning” in Pangcah. Located on the banks of the Xiuguluan River in Yuli, it is also known as the “School by the River.” The river is the springboard for the curriculum. Panay Arik, the teacher, brings the kids to the river to learn about the ecology, life skills, and the Pangcah philosophy of life. Since the instruction is all carried out in Pangcah, the kids gain cultural confidence and grow to be independent and brave. To keep operations independent, the school accepts no funding from the government, instead running on monthly contributions from a number of donors. Mayaw’s ideal blueprint calls for this form of education to begin at kindergarten and continue through university. Though he knows it will be a road full of hard work, he is resolute: “I may not be the one to accomplish it, but I will have at least contributed to reaching our goal.”

園一路到大學,雖然深知這是一條辛苦的路, 他仍然堅定著:「或許完成不必在我,但是在 走向目標的路程中,我盡了一份力。」

南島魯瑪社

Dawn

言 是 人 類 的 本 能, 但 是 否 有 想 過 你 所

有感於原住民語言及文化出現斷層,並看


20

21 曙 光

*

Dawn

大自然就是教室,在生活中學習,讓小朋友認識部落四季的樣貌。

後 繁山 星 Features Nature, Our Classroom: Learning While Doing Everyday Activities to Teach Kids About the Four Seasons of the Village

繪圖

王亭亭


五 年 前 搬 到 花 蓮 長 濱, 離 女 兒 在 港 口

部落上學的 Tamorak 阿美族語共學園距離 20 公里,「回家的路剛好是 20 分鐘,還可以。」 他說。 陳 冠 宇 是 交 工 樂 隊 貝 斯 手、 好 客 樂 團 主 唱、資深音樂製作人、金曲獎得主,這十年來 他培養了新的身分──農夫,「現在的我上半 年種稻,下半年做音樂。以前住在宜蘭南澳的 時候,多半是種了自己吃,現在耕種的範圍大 了些,我祝福能吃到這些米的人。」稻田上方 繚繞幾隻大冠鷲,起風時,稻穗摩娑沙沙一叢 一叢地遠近起落,蜻蜓、小蟲細語,身旁的水 川潺潺,大自然總在身體辛苦勞動後,給予感 官快樂,陳冠宇說目前的生活其實很舒適,剛 好是喜歡的樣子。

Five years ago, Chen Kuan-yu and his Amis wife, Ilid Kaolo, moved to Changbin Township in Taitung County, which is 20 kilometers away from TAMORAK Amis Language School in the village of Makota’ay, where their daughter goes to school. He says, “The trip takes 20 minutes, so it’s not too long.” Chen was once the bassist for the Labor Exchange Band and the lead vocalist for the Hohak Band. He is also an experienced music producer and a Golden Melody Award winner. For the past ten years, he has held another identity: being a farmer. He explains, “I grow rice for the first half of the year and do music the second half. When I used to live in Nan’ao, Yilan, most of what I grew ended up on my own table. Now, my plot of land is bigger, so I’m happy to grow rice and allow others to enjoy it.” Crested serpent eagles circle above his fields. When the wind blows, the entire expanse of the rice field swishes and ripples beautifully. Meanwhile, dragonflies and other insects whisper to each other among the gurgling of a nearby stream. So regardless of how hard he works, nature is always there to please his senses. He says he really enjoys his life now.

Dawn

冠 宇 與 妻 子 以 莉. 高 露( 阿 美 族 人 )

*

Chen Kuan-yu

23 曙 光

陳冠宇

Photos courtesy of Chen Kuan-yu

圖片提供

以 音 樂 共 學 傳 統 文 化 的 資 深 音 樂 農 夫 陳 冠 宇

張宜

Text: Chang Yi

文字

讓孩子在生命脈絡中 快 樂 學 習

陳冠宇

Allowing Kids to Happily Learn Through Everyday Activities

Musician-farmer Chen Kuan-yu Applies Music to Learning Traditional Culture

22


24

25 曙 光

*

他的女兒到了上幼稚園的年紀,由於對實驗教 育,以及阿美族母語文化傳承的憧憬,冠宇夫 婦 舉 家 搬 到 花 蓮 長 濱。 也 是 在 那 個 時 候, 陳 冠宇認識了園長 Nakaw,發現 Nakaw 自己創 作了一首首動聽的歌,這些歌曲可以成為「推 動文化」的教材,於是號招了其他家長及藝術 家,參與創作動畫歌謠的計劃。

When TAMORAK Amis Language School was founded five years ago, Chen’s daughter had just reached kindergarten age. Interested in the idea of experimental education and learning traditional culture through instruction purely in Amis, Chen and Ilid moved to Changbin. This is when Chen first met Nakaw, the school principal, and listened to the touching songs she had written for the school. Since these songs were aimed at promoting the Amis culture, student’s parents and artists were invited to help out in creating the music and accompanying animation.

木吉他溫和的旋律,點綴了一些清脆的鈴 鐺聲,以莉.高露歌唱歌謠〈毛毛蟲變蝴蝶〉, 真善而純美的聲線,吸引 了還不會母語的孩子跟著 哼唱,甚至也鼓勵了推動 臺語文化的教育者,「他 們看到共學園的教育模式 及作品後深受感召,動畫 歌謠的出現不只是影響阿 美族文化,更是為所有傳 統文化帶來新的想法。」 2014 年實 驗教育 法通過 後,臺 灣的 國民 教 育 可 以 選 擇 自 學 或 共 學,Nakaw 留 在 港 口 部落與志同道合的家長們開設共學園。陳冠宇 說:「擁有相同理念的人、專業工作者,陸續 加入共學園,大家一起討論課綱、找師資、場 地、經費,到現在我們建制了幼稚園到小學四 年級的教育內容。」 陳冠宇看見自己的孩子很有活力,對於學 習保持熱忱,在探索世界的過程中感到快樂。 學習不該存在框架,若向生命的脈絡討教,孩 子能夠理解自己血脈中流動的故事,也能依循 著 天 性 與 性 格, 體 會 教 育 的 美 好。「 人 各 有 命,世界就是因為這樣才有趣。」陳冠宇說。

The warmth of the acoustic guitar adorns the melodious brass. Ilid’s pure, magnificent voice in “A Caterpillar Becomes a Butterfly” gets kids to hum along despite being unfamiliar with the lyrics. When educators promoting the Hoklo language and culture hear it, they “are moved and inspired. These animated songs are not only influencing the Amis culture; they’re triggering new ideas for educators of other traditional cultures too,” says Chen. After laws proposed in 2014 related to experimental education were passed, Ta i w a n b e g a n a l l o w i n g more freedom in homeschooling and homeschool co-op education. At such time, Nakaw established a school with the like-minded parents of her students in the village of Makota’ay. Chen says, “People and professionals who supported the idea gradually began joining in the school’s effort; together, they discussed the curriculum, looked for teachers and sites for the school, and figured out funding. To date, we have created teaching materials for kids from kindergarten to fourth grade!” Chen sees energy, a sustained passion for learning, and happiness in exploring the world in his daughter. Learning should not be restricted to some rigid framework. If you seek instruction from life itself, your kids will be able to understand the story of where they come from and follow their instincts and natural character, thus experiencing the true beauty of education. Chen closes with this thought: “Each person has his or her own life, and that’s why the world is so interesting.”

Dawn

五 年 前 Tamorak 共 學 園 剛 成 立 的 時 候,


阿美族母語編織的小故事。黃海蒂是繪製動畫歌 謠的四位創作者之一。

圖片提供 &

「四位繪圖師各自挑選自己喜歡的歌曲創 作,我喜歡〈集合歌〉,這也是我第一首學會的

黃海蒂

歌,園長 Nakaw 會唱著集合歌呼喚小朋友,讓 大家靜下來。」繪圖師們討論以粉彩或蠟筆表現 柔和的氛圍,分工後同時進行創作,再交由導演 彙整、編排、剪輯。或許是創作者們對於共學園

海 蒂 來 自 台 北, 是 動 畫 導 演 勒 嘎. 舒 米 的 妻 子, 如

今在花蓮生活將近十年。我們相約 假 日 早 晨 9:30 採 訪, 或 許 有 點 太 早,不過電話那頭一陣陣精神飽滿 的 孩 子 嘻 笑 聲, 劃 開 所 有 慵 懶 睡 意,「不好意思等下可能會突然去

黃海蒂 Heidi Huang

顧孩子,我們快開始吧。」

Heidi Huang, who is married to animation director Lekal Sumi, is from Taipei but has lived in Hualien for nearly ten years. We arranged to meet for the interview at 9:30 a.m. on the weekend, which may sound a bit early, but the energy-filled laughter of kids on her end of the phone completely woke me up. She also warned me, “Sorry, but I may have to put the phone down any minute to help the kids, so we should hurry up and start!”

的事情都有興趣或參與其中,亦或同為發揚學習 阿美族語的理念,不論是在繪畫、音樂、動畫故 事性等呈現的品質, 皆超越了兒童歌謠的層次, 也得到許多非原住民觀者的正面反饋。 「 若 以 接 案 的 角 色 來 看,Nakaw 是 大 家 的 業主,她聽取專業,也希望共學園的母語動畫歌 謠 不 只 是 課 程 教 材, 更 能 是 推 動 文 化 進 步 的 作 品。」海蒂相信表現技術成熟的創作,能讓社會 跳脫對於原住民的既定印象,而原住民後代也能 在文化進步的教育中,獲得更多關愛與祝福。

Dawn

圓潤乾淨的音色順著弦樂、管樂輕盈而下,說唱

*

繪圖

Illustration and photos courtesy of Heidi Huang

支動畫歌謠,畫風類似兒童繪本的鮮豔,一顆顆

27 曙 光

張宜

Text: Chang Yi

文字

去年年底,Tamorak 阿美族語共學園發布六

Childlike Playfulness in Impressions of Amis Culture

文 化 的 印 象

Heidi Huang Depicts Indigenous Culture with Oil Pastels

以 粉 彩 蠟 筆 童 趣 刻 畫 原 住 民 印 象 的 黃 海 蒂

畫 出 阿 美 族 童 趣

26

At the end of last year, TAMORAK Amis Language School produced six animated songs. The style of the visual aspect is like that of a vivid, brightly colored children’s storybook. Each full, clean tone of the brisk melody of strings and winds adds to the story told through singing and chanting in the Amis language. Heidi is one of the four people in charge of the animation. Heidi says, “Each of us chooses songs we like and want to animate. I like “Gathering,” which is the first song I learned at the school. Nakaw, the principal, sings it to bring the kids together and get them to settle down.” The animators talk about whether they will use oil pastels or crayons and how they’ll pleasantly depict the subject matter. They divide up the work, do their part, and then give it to the director to combine, orchestrate, and edit everything. Maybe it’s because those involved are interested or feel a sense of participation in the school, or maybe it’s because they want to do their part in promoting the Amis language; in any case, the quality of the illustration, music, and animation always transcends what one would expect from simple children’s songs and has received much praise from non-indigenous observers. Heidi continues, “From the perspective of employment, Nakaw is our boss, but she listens to our professional suggestions. She wants the animated songs for the school to be more than just teaching material; she wants them to be something that promotes the advancement of the culture.” Heidi believes that professionalism in this endeavor will help change society’s perception of indigenous culture, and it will also allow future generations of indigenous people a greater sense of love and blessing in their culturally advanced education.


要 的 嗎? 勒 嘎. 舒 米 退 伍 後 回 到 老 家 花 蓮 港 口部落,重新穿戴阿美族人的身分,腳踩祖先 耕耘的土地,直視阿美族文化的符號與生活方 式,映入眼海的是回憶或新意,都讓他再次解 讀 部 落 對 自 己 的 意 義。 勒 嘎. 舒 米 拾 起 攝 影 機,執導紀錄片《海稻米的願望》、家戶知曉 的電影《太陽的孩子》,而今年 35 歲的他, 正在經歷人生最大的創作──安排兒子的教 育。

勒嘎.舒米

勒嘎.舒米 Lekal Sumi

動畫歌謠

Dawn

誰? 從 哪 裡 來? 正 在 過 的 人 生, 是 我

Was there ever a day on which you asked yourself, Who am I, and where am I from? Is this the life I want? After finishing his mandatory military service, Lekal Sumi returned to his home village of Makota’ay in Hualien, the land his ancestors tilled, reclaimed his Amis identity, and took a good look at the symbols and lifestyle of the Amis culture. What he saw, whether memories or new thoughts, allowed him to reinterpret the meaning his village holds for him. Subsequently, he made the documentary Wish of the Ocean Rice and the well-known film Wawa No Cidal. This year, at the age of 35, he is working on his greatest task yet: his son’s education.

*

孩 子 ! 你的家是美麗的阿美族

、圖片提供 Heidi Yip

Illustrations: Heidi Yip .Photos courtesy of Lekal Sumi

繪圖

為 孩 子 做 動 畫 的 紀 錄 片 導 演 勒 嘎 . 舒 米

張宜

Text: Chang Yi

文字

沒 有 那 麼 一 天, 忽 然 問 了 自 己, 我 是

29 曙 光

Children! Our Beautiful Amis Tribe Is Your Family!

Lekal Sumi, a Documentary Director Making Animation for Kids

28


30

31 曙 光

看著孩子說一口流利的母語,心靈快樂堅 強,或許這場實驗教育正是阿美族文化新的轉 捩點。

優席夫 Yosifu

Photos courtesy of Yosifu Art

同時我們也要更努力的傳遞共學園的理念。」

interview

Text: Shen Tsung-han

驗,讓孩子學習母語,知道自己的根在哪裡,

專訪

優席夫藝術工作室

代在改變,我們必須面對大環境給原住民的考

圖片提供

計感、音樂性集視覺張力,勒嘎.舒米說:「時

沈宗漢

童學習教材中數一數二的精緻。兼具美感、設

攝影 &

或許是孩子的力量,動畫歌謠的品質是兒

文字

迴響。

廣阿美族語為核心的「動畫歌謠」獲得大聲的

手、繪圖師,經歷數個月的討論製作後,以推

參 與 教 育 付 出, 他 們 之 中 有 音 樂 人、 創 作 歌

嘎.舒米笑說同學家長都滿有才華的,也樂意

品, 突 破 普 遍 對 對 原 住 民 文 化 的 印 象。」 勒

生活式

方 式, 家 長 們 討 論 後, 想 創 作 富 有 質 感 的 作

收錄這些歌謠,也讓更多人知道共學園的教育

「Nakaw 創 作 許 多 兒 童 歌 謠, 她 希 望 能

的教育方式分享出去。

團隊,一起討論學習教材,以及如何將共學員

Big Bang in Poetry

與園長 Nakaw 之間的關係,像是合作無間的

步、做手作、烘焙、歌唱等等,而家長、老師

Living and Making Art in a Tribal Village

母語以及阿美族文化,老師帶著孩子在海邊散

TAMORAK 阿 美 族 語 共 學 園 接 受 教 育, 學 習

Dawn

易 迷 失。」 勒 嘎. 舒 米 與 妻 子 準 備 送 兒 子 到

Lekal believes, “With a cultural foundation, kids won’t so readily lose their way when they get older.” He and his wife are preparing to send their son to TAMORAK Amis Language School to learn the Amis language and culture. The teachers there lead them on walks on the beach teach them to make handicrafts, bake, and sing. The relationship between the parents, teachers, and Nakaw (the principal) is akin to a cooperative task force that jointly discusses teaching materials and how to share their methods with other schools. “Nakaw has created a lot of children’s songs. She wanted to record them and share about the school with people. After she and the parents discussed the situation, they decided it needed to be done in a high-quality format that would negate the common impression people have of indigenous culture,” Lekal says with a smile, adding that the students’ parents are talented and willing to put effort into their children’s education. Among them are musicians, lyricists, and illustrators. After months of discussion and production, their collection of animated songs meant to promote the Amis language was wellreceived. Perhaps the quality of the collection may be attributed to the energy of the kids. Along with the music, it has a strong visual impact with its outstanding sense of aesthetic and design. Lekal says, “Times are changing, and we have to face the challenges indigenous people are dealing with that come from society at large. We need to have our kids learn their mother tongue and know where their roots are, and we also need to spread the idea of this type of school.” Seeing his son speak fluent Amis and being happy and strong in spirit, he thinks this form of experimental education might be a turning point for Amis culture.

*

「 有 了 文 化 的 基 底, 長 大 後 比 較 不 容

Lifestyle


32

術 家 優 席 夫 與 家 人 一 起 的 經 營 的「 部 落 皇 后 」, 一 開 始 是 為 了 讓 家 人 回 來

並在生活上可以安心無慮。他在前庭打造具有 「亞熱帶花園」氛圍的植栽,將原本是客廳的 一樓改為咖啡館,二樓作為民宿讓願意駐足的 朋友有地方過夜。原本是工作室的三樓則改造 成為「微型藝廊」空間,將許多重要的作品擺 設於此,還搭配有著 180 度視野的陽台設計, 讓到訪的客人能將戶外美麗的稻浪景觀盡收 眼底,「認識我們的部落、體驗部落的生活、 享受大自然與藝術的美。」

The Tribal Queen Art Café, run by Yosifu and his family, was first established to allow family members to return to the village and not have to worry about being unemployed. In the front yard, he has a very subtropical garden. The living room on the first floor was turned into a coffee shop, and the second floor was made into a B&B for visitors who want to stay a while. The third floor, which was originally a workshop, was made into a “micro gallery,” where a number of important pieces of art are on display. The balcony, with a 180-degree panoramic view, allows visitors to enjoy the scenery of expansive rice fields. He says that, in this way, “guests can get to know the village, experience life here, and enjoy the beauty of nature and art.”

忘,加上老人家凋零的很快,擔心傳統語言及 祖輩智慧會逐漸消失,他想要成立一間族語學 校。初始的規劃是幼兒園,招收 3 到 6 歲的小 朋友,為貫徹辦校初衷,他不申請政策補助, 而是以募資方式,用自己的方式帶領孩子們學 習與成長。 辦學最重要的課綱、師資、場地規畫等事 項馬耀都要自己寫自己找,而部落的親族友人 也大力支援,學校終於也大勢底定了。優席夫 為了力挺這所學校,今年六月將捐出許多重要 的 作 品 義 賣, 捐 助 Pinanaman 河 邊 教 室 蓋 學 校以及持續辦理母語教育及推廣。他希望能順 利籌措到款項,讓學校順利在九月動工,年底 時孩子就能順利入學了。

↑【人物系列】Holy Fire 聖火。

Dawn

長大的好朋友馬躍.比吼擔憂族語逐漸消被淡

*

在 開 始 經 營「 部 落 皇 后 」 的 同 時, 一 起

33 曙 光

協力打造「全美語」河邊教室

Helping Build a School by the River for Monolingual Amis Language Education While Yosifu was starting up the Tribal Queen Art Café, a friend he had grown up with, Mayaw Biho, was worried about their tribal language, Pangcah (Amis), gradually being forgotten as those of the older generation were aging and passing away, which would in turn lead to the fading away of knowledge passed down by their ancestors. In response, Mayaw decided to found a school focused on teaching the Pangcah language. He established a kindergarten, admitting students of ages three to six. And so as to be at perfect freedom to operate the school based on his own principles, he did not apply for government funding, instead relying on donations. In this way, he is able to allow the kids to learn and grow in the way he sees right. The most important aspects of founding the school (designing the curriculum, finding teachers, and obtaining a site) were all undertaken by Mayaw himself, though friends and family also provided much assistance. Yosifu’s own contribution comes in the form of a plan to sell a number of his most important paintings in June this year, the proceeds of which will go toward building a school in the area and Pangcah language education and promotion. Yosifu looks forward to the school obtaining the necessary funding so that construction may begin in September and classes may begin in December.


34

35 曙 光

Dawn

-

*

68

Aesthetics

美學式

主展覽室

大自然油畫協會會員聯展 展期:6 月 20 日至 7 月 8 日 大自然油畫協會從國立臺東生 ↑【人物系列】The Eyes of the Sun 太陽之眼。

↑【人物系列】Drift Wood 漂流木。

活美學館前身臺灣省立臺東社會教 育館辦理油畫班開始成立至今,指 導老師是現任協會理事長黃東明, 會員都是熱愛繪畫藝術的在地人 士,此次將展出會員近期精選之作。

家鄉土地和辦教育都是作品 「 部 落 皇 后 」 位 在 193 縣 道 上, 是 優 席 夫與家人共同營造的藝術館、咖啡廳,在這個 空間,舉辦有音樂小沙龍、藝文講座、教育課 程,也邀請企業與 TED X Taipei 的許多講者 們認識部落。優席夫認為藝術不是一定要有固 定的模式,這從他在部落經營的種種,得到了 驗 證, 像 是 將 生 活 美 學 的 概 念 植 入「 部 落 皇 后」成為日常。優席夫希望帶大家回到自己的 土地上,重新認識自己,並將自身的文化與美 實踐在生活裡!

Education and My Village Are Also My Works of Art The Tribal Queen Art Café is located on Hualien County Highway 193. Here, they hold music events, art and culture forums, and educational classes, at times inviting speakers from enterprises and TEDx Taipei to come and get to know the village. Yosifu believes that there is no fixed mode of artistic expression, as can be seen by his involvement in the village, like introducing concepts of lifestyle aesthetics into the Tribal Queen Art Café and making them part of everyday life. He looks forward to bringing his people back to their home village, allowing them to get to know themselves anew, and to adhering to his culture and aesthetic in his own life.

『我們』Ours ─ 2020 王昱心 & 王綺穗雙個展 展期:7 月 11 日至 7 月 29 日

臺東出生長大直至負笈 他 鄉 攻 讀, 爾 後 旅 英、 澳 後 返 臺 服 務 的 兩 姐 妹, 帶 著 返 鄉 的 情 怯 分 享 了 各 自 創 作, 王昱心擅長陶瓷藝術與複合 媒 材, 王 綺 穗 專 精 於 視 覺 探 討 表 現 繪 畫 與 攝 影。 此 次 是 她們離鄉多年後返臺東的首 次個展。


36

37 曙 光

*

迎旭東臺十友書法聯展

展期:8 月 1 日至 8 月 25 日

展期:8 月 29 日至 9 月 18 日

羅 平 景,1957 年 生 於 高 雄 市 美 濃 區, 自

本展由臺東大學人文學院院長林永發與

幼習畫獲獎無數,展覽經歷豐富。展者將所聽

中華弘道書學會理事長宋雯賢共同倡起,邀集

所見各種花鳥生態以筆墨為媒介,花香鳥鳴彷

東 師、 東 大 校 友 與 弘 道 書 學 會 中 堅 幹 部 共 十

彿躍然紙上,觀展同時將可感受他水墨畫五十

人, 以 臺 東 為 題 材 和 人 文 內 涵 為 主 要 創 作 發

餘年功力。

想,呈現在東臺灣的書法藝術視覺饗宴。

實驗藝廊

Dawn

羅平景水墨花鳥個展

臺東女中美術班班展 展期:7 月 4 日至 8 月 10 日 本展為臺東女中美術班 1 年 級 班 展, 展 出 作 品 以 藝 術 設 計 創 作 為 主 軸, 透 過 不 同 的 創 作 形 式 及媒材盡情在作品上展現各種新 奇 且 富 有 創 意 的 想 法, 呈 現 內 心 細膩並誠摯的藝術觀點。

↑迎旭東臺十友書法聯展。

希望藝廊

愛.感恩 ─劉佳怡個展

譚睛睛荷顏悅色個展

鬱見針愛

展期:7 月 4 日至 7 月 29 日

─喀爾瑪克自然人文特展

陳素真,一個平凡職業婦女,化身譚睛睛

展期:8 月 29 日至 9 月 23 日

展期:8 月 15 日至 9 月 13 日 劉佳怡,現居花蓮縣壽豐鄉,創作多以鋼 筆、 多 媒 材 編 輯 PicsArt。2014 至 2019 雖 迷

是藝文界的素人畫家,雖非科班出身,憑著對

本影像展由文化部蒙藏文化中心策劃,喀

惘但堅持走在信念的路上,途中經歷的過程,

美術的狂熱喜好,運用水彩呈現荷花的百態。

爾瑪克蒙裔共和國位於俄羅斯聯邦境內裏海

經驗的累積及豐富的生活體驗,創作了愛.感

西方人喜歡畫睡蓮,東方人喜歡畫荷花,展者

邊,數百年前經歷大遷徙,是歐洲唯一信仰藏

恩.擁抱主題系列作品。

以西方媒材表現東方精神,讓觀者徜徉在荷顏

傳佛教的地區,其自然生態、人文藝術與宗教

悅色中。

文化獨特。適逢臺東金針花與喀爾瑪克鬱金香 盛開時節,歡迎共同領略喀爾瑪克蒙古族獨特 之文化風情。

↑臺東女中美術班班展。


38

39 曙 光

*

Dawn

生活工坊

s u

g c a h

u

p a n

n

a l

w

u

讓 孩 子 成 為 會 說 故 事 的 人

停流吧 ─ Talaluki 范志明漂流木生活創作展 展期:7 月 8 日至 10 月 4 日 范志明花蓮七腳川阿美族人,公 共藝術創作者,現居都蘭。本次展覽, 是生活,是美感,是漂流與停駐的實

發 行 人:李吉崇

出 版 者:國立臺東生活美學館

總 編 輯:江

址:臺東市大同路 254 號

話:089-322248

真:089-331097

址:https://www.ttcsec.gov.tw

版:2020 年 6 月

編輯委員:蕭賢明、鍾立君、洪玉華 蘭美幸、邱承義

踐。綠色原創,採環保不砍樹原則, 讓一般世俗所謂的次等材以及不起眼 的漂流木,透過音樂、作品呈現,使 其永遠被人們所聽見及看見。

編輯小組:李素瑞、許家綺、蔡念儒 陳皇如、簡頊函 主

編:林美蘭

C

P

N:2010800462

執行編輯:謝心瑜 英文翻譯:加州翻譯社 刊頭題字:姜一涵、林勝賢 封面繪圖:黃海蒂 設

計:劉亭麟

版權所有 翻印必究


40

地址:950 臺東市大同路 254 號

電話:089-322248

傳真:089-331097

https://www.ttcsec.gov.tw