作者: 楊建中 (訓練專員, 財團法人基督教聖道兒少福利基金會)
「我不會畫畫，可以參加嗎？」很多人會在參加前想過這個問題，這個疑問好像也曾飄過我的腦海裡。畫畫好像變成了一種特殊技能，或是特別的人的一種天份。當然，如果真要擺到畫廊，或是藝廊成為收藏品，或許可能會有些門檻。但是，關於「視覺引導」(Visual Facilitation)或「圖像記錄」(Graphic Recording)這件事，我想，這真的是多慮了！
唯一需要的我想是let it be的勇氣吧！
These two days of Graphic Facilitation
By Chase Yang (Trainer, Holy Word Children & Youth Foundation)
“I can’t draw, am I able to join?” Many people might think of this question before participating in a graphic recording workshop, and this question might also have passed through thoughts as well. It seems that drawing has become a kind of specialized skill or a natural gift of special people. Of course if you really want to have a show in a gallary, or create an art collection, there’s likely to be a threshold. But for Visual Facilitation or Graphic Recording I think you needn’t worry about that!
All I think you need is the courage to let it be!
As I grew older, became more socialized and affected by the stifling education system, drawing became something quite far away from me, as far from me today as are my childhood shouts and barefoot playing in nature; so bringing that back will need some time, will need a little push and hand-holding from a facilitator.
Below are my personal feelings following the workshop.
I’ll start by my telling about my own experience, and since everyone experiences an event differently, I’ll tell you a bit about my background as reference. I studied math, Chinese, education and psychology (mainly researching human brain cognitive functions). In the past I’ve worked as a teacher, facilitator, social worker, and volunteer. I currently work in the field of educational training for non-profit organizations and occasionally participate in educational training for enterprises. Meeting facilitation and experiential education are my main way of working. I’m interested in people far more than in things, of course in the process of interaction what happens and the cumulative impact of knowledge also attracts me. I also have a tendency to be curious and want to explore new fields; that’s why I participated in this workshop.
My initial learning objective for participating in the workshop was to understand how through images and symbols I could help groups go further in their interaction and meetings. A more personal objective was to learn how to turn abstract feelings and thoughts into specific images, symbols, icons or totems. On one hand the relatvely work related purpose was a hope to find some new elements to help group participants have a different way of interacting or to help a meeting move forward towards consensus, collective thinking, solutions or a more fair division of labor and cooperation. On the other hand my personal objective was because of my divergent way of thinking and expressing myself, I wanted to find if I could find figurative images to help solidify an idea, and I belived that this workshop would certainly benefit my communication and self-expression. So three days after participating in the workhsop, that I can still remember these two objectives is attributed to the pre-workshop facilitation activities and graphic recording.
“Creating a learning context” and “opening a learner’s potential” are what I think make this workshop so attractive, and its guided facilitation questions make it unlike other workshops.
Regarding “Creating a learning context”: As long as students have enough support, learning will happen. Support includes psychological support and environmental support. The environmental support includes the hardware of the learning context, while the psychological support includes the instructor and the characteristics of the participant group and interactive design. The construction of space is an important learning hardware, and in the case of this workshop the art gallary-like venue and natural sunlight was very important. The simple white walls and furnishings, such as a single tree branch decoration and a sofa, enabled us to “organically” and freely develop. It was an organic experience because what we produced grew from the participants’ interaction over time, over one page after another of graphics spread across once white poster paper. Not only was each person’s sharing and reflection recorded in graphics but they also seemed to sprout an individual and collective exchange of creation. Slowly chewing on whatever thoughts, feelings and ideas each person wanted to express.
Regarding “opening up learner’s potential”: not only in drawing techniques and developing our abilities, but also more importantly in our internal personal exploration and our external self-expression. Unlike previous workshops I’ve experienced, with graphics the personal exploration and reflection is really much deeper. A line can express a personal situation, one’s place in a group balanced between self-disclosure or not, the discernment between individual me and group me both have a space and opportunity to be seen. Such expression of free will, and learning how to read a team gives us each many learning opportunities both deep and subtle in depth or near or far in contact, enabling a genuine curiosity, warmth and color between people. You can ask questions or not, in the space filled between “the author and the reader”. We can learn about ourselves through colors, we could dialogue and in the overlapping and complex space that we carry out one after another is the heart of dialogue. Everyone can freely become a vehicle for communication through the use of colors. Stories will continue to be told and understood, through a lattice grid of paintings we will enjoy the touching experience of being understood.
I am really thankful that the CP Yen Foundation continues to convene progressive dialogue educational workshops through which I can get to know many partners through tears and laughter, it was a really profound experience!