Wednesday, March 05, 2025

Reading for Kids (VI)

 

5/March/2025

The Singing Mermaid, by Julia Donaldson

I woke up early to rehearse today's reading and had made efforts to perform the drama as much as I could imagine. The twist in the story is a typical surprise of Donaldson's stories, and I have loved it. The twist is also the timing when the story becomes suddenly clear to an audience, who might not understand the language too much. I made efforts to engage their attention with different voices and acting. Perhaps it works. The simplicity of the drama still played the key, I think. A good story, when well-performed, can always attract readers. 

Reading for Kids (V)

 

24/Jan/2025

Zodiac Animals of Lunar Years, by Lai Ma


I am not very sure if this was a good choice this time. Listening to an well-known oriental folklore in a new language can raise the level of comprehension of young audience. However, I think I was somehow lost in the middle of the reading event this time, forgetting what I wanted to do through the monthly reading events. 

When I newly joined the group, I set the goal for myself that I would read to children in an unknown language, even if they do not understand, it is ok to just enjoy the sounds. However, when I read Lai Ma's Zodiac Animals, I was burdened with a cultural mission (the Lunar New Year was near) and constrained by the anxiety over the audience's comprehension. I added my awkward Japanese translation here and there, and I also gave a small quiz about different zodiac animals in different Asian cultures. All of these efforts went fine, but I felt quite lost and disappointed by myself somehow. 

Reading in a language unknown to the audience depends heavily on the performance and the plots. When I wanted to mean a lot, I forgot how it has to be fun first. 

Reading for Kids (IV)


 6/Nov/2024

I Want My Hat Back, by Jon Klassen

Reading for Kids (III)

 

July/2024

Reading for Kids (II)



May/2024


I joined a read-for-kids group in T’s elementary school last month. It is a group of parents volunteering to read to school children in the morning once or twice a month.

Last Wednesday, I read Ten Eggs, a picture book in Taiwanese, for my debut.
The choice was not casual; on both language and identity front, it was a thoughtful pick and a political one. I also wished to make the occasion a window for children to hear a world of many languages with a hope that they will develop a friendly awareness of a world of different people, especially people of minor languages.
Reading in a language that is entirely alien to a class of 9-year-olds was a challenge, so I told them to just listen to the sounds. The children were more receptive and welcoming than I had imagined, and their ears were not yet fossilized by the consciousness of meanings. They even started to imitate the sounds I made toward the end of the session.
Meandering through the languages in my linguistic repertoire, I have started planning what to read next. At some point, perhaps Middle English can be heard in one of the classrooms, too. ☺️
P.s. The book, Ten Eggs, came to my knowledge through Dr. Tsiȯh Bȯk-bîn’s post some time ago, when he reviewed the picture book for a book prize, Akhioh, on books written in Taiwanese.

Calligraphy on the New Year's Day



 

T began to practice calligraphy in elementary school this year, 2024. He is a third-grader now. 2024 is the year he had the homework of "the first writing" (書初め) for the new year's day. 

He was more excited about choosing a case for calligraphy kit than the writing itself. The lack of patience in whatever that requires time naturally renders calligraphy a torture to him, I feel. He did not know how much I had looked forward to the day that we would sit side by side, write calligraphy together and chat like two normal human beings. 

For several years in elementary school, I commuted to a calligraphy school in a home classroom near my maiden home.  I can still recall the smell of ink, the green space outside the house, and the sensory experiences of writing in a square space hearing the sound of rain drops. I remember the classroom was always quiet. It is never like the noisy chats and complaints that T made next to me. In those years when I was practicing calligraphy, I participated in several competitions and was awarded some honors for my handwriting. The small wish to teach T some basic strokes so that he could at least hold his brush still enough to write was cruelly objected when the boy just wanted to finish his homework as quickly as possible to hang out with his friends. I did not push further, and I told him that he only needed to manage everything within the long stripe of paper. 

I hadn't done any calligraphy for nearly three decades after my teenage years until last summer. At the time, my life was an entanglement of every family member's schedules. A desire to write neatly, to sculpture words, and to snatch a moment of silence in writing appeared in my mind. I purchased a simple calligraphy set inclusive of a simple brush and a deck of copy papers of a Buddhist scriptures. My plan was to write several lines everyday before I began to work. The plan stopped before it could become a habit due to the lack of time and the lack of persistence. 

Bringing everything back to my control, focus and concentration are what I longed to have when I only had to look at the squares on the paper. Every standard stroke is a reassurance of discipline, law and rule. These were needed for the chaos in the emotional turmoil I had. 

Perhaps I have an obvious wish to impose these disciplines on T as he has been too wild to my eyes. 

Seeing his writing, however, I realized that I did not really want him to write the way I wrote. I always appreciate the way Japanese calligraphy appears. There is not a particular style to follow, it seems. Calligraphy is more like a drawing an image on paper here. T told me that he was embarrassed by how well I wrote, but what I saw is that how it is difficult to be free.