インド・トンク区(ラジャスタン)で二つの小中一貫校を訪れた。そこで子供達が教わる遊びを通して学校の教育理念に触れることができた一方、それらの遊びが本当の意味で達成する難しさを理解した。例えば、ものまねの解釈や表現を学ぶ遊びでは、教師が真似の仕草を形式的に指導せざるを得なかったり、指定された数にしたがって同じ人数のグループを作る遊びでは、結果的に仲間はずれを作っているようにも見え、それらの光景は大人の意図に反して啓蒙的であった。
私はそれらの多様なメッセージ性を含む表現の部分に着目し、教育者や大人をはっとさせる彼らの遊びの性質を強めることを目指して遊びを再構成した。
During my stay in Palai, Rajisthan, India, I visited two comprehensive elementary and junior high schools. Although I got to know an Indian education philosophy through seeing playings taught in the schools, on the other hand, I realized how difficult the philosophy was actually achieved. That represented, for instance: in a play where children mimic something, enjoy and learn their expression, teachers can't help but to teach them mimic in performing a stereotyoed behavior before that, or in another play where they form a group in accordance with call of numbers, they looked like engaging in leaving someone out of the group. Therefore, when I turned my eyes to the inconsistency of education, those situations was considered to seem ironical to adults.
Thus I focused on the two sides of such playings, and reconstructed their playings to seek after the expression of play for adults being in a position to teach.
集団遊び#1: [1] エンジンになれ, [2] トラとその子供とヤギ, [3] 彼らには一つ共通点がある, [4] まねのまね
集団遊び#2: [5] コーコーコイラ, [6] 広い川幅
2017
Group play #1: [1] इंजन बनों / Be an engine, [2] शेरनी व शावक एंव बकरी / A tiger with its baby and goats, [3] उन सभी में हमेशा एक समानता रहती है / They have always a single point in common, [4] नकल करना / Copy of mimic
Group play #2: [5] Koko-Kohl / Coco Coyla, [6] Long width of a river / Lambi teer
2017
© 2011- Gaku Nakano