課程目標 (Course Objectives)
本課程將帶領學員以生命史書寫及自傳戲劇創作為媒介，期能： 1. 透過戲劇媒材，協助個人探索成長史、統整自我心理及生命歷程。 2.藉由書寫與戲劇的創意表達，對於自他生命情境進行溝通與轉化。3. 運用寫作及戲劇治療之理論與技術，協助自我成長與關懷他人，並有生命共同體的合一。生命書寫是帶領同學採用自由書寫的工具，依據自己的[生命年表]進行生命故事的梳理與創寫。同學們對於自身所經歷的故事，過去可能只是片刻的回憶或印象，但透過自由書寫與圖文創作，可以比較深入的去體會與表達，整理好過去的生命史也有助於同學們開展較健全的未來之路。 而同學們在課程中分享聆聽其他同學的書寫內容與心得，也能體解每個人有不同的生命經歷與故事，較能發展出同理心，同時也會映照自己的生命歷程，從而有不同的生命觀照產生。
自傳戲劇創作引導同學將生命故事做為文本，進行角色扮演、戲劇創作、演練及呈現等，以及期末進行上台展演。而每週次的主題活動讓同學們探索自己的生命經驗、角色模式、人際關係、家庭動力等，藉此可以統整自我概念、重塑家庭經驗、強化生命力與創造力的本源；戲劇扮演活動可以開發同學們的肢體表達、口語溝通、角色同理等能力、並強化其自信心與權能感，以及透過小組演練得以促進其人際互動、社交技巧和團隊合作。Course Objectives
This course will bring students to use life history book writing and self-translated drama creation as a medium, and we will hope to: 1. Through drama media, we will help individuals explore growth history, organize their own psychology and life courses. 2. Through creative expression of writing and drama, communicate and transform the situations of oneself and other life. 3. Use the theory and technology of writing and drama treatment to help self-growth and care for others, and to have the unity of life. Life Book Writing is a tool that guides students to use freelance book writing and sort out and create life stories based on their own [life chronology]. The students may have just a moment of reminiscence or impression of the stories they have experienced in the past, but through free writing and graphic creation, they can be more deeply involved and expressed. Organizing past life history will also help students develop a more sound future path. Students can share and listen to other students' writing content and experiences during the course, and can also explain that each person has different life experiences and stories, which can develop empathy, and at the same time reflect their own life courses, resulting in different life observations.
The self-produced drama creation guides students to make life stories as texts, perform role-playing, drama creation, performance and presentation, and perform on stage at the end of the period. The weekly theme activities allow students to explore their own life experience, role models, human relationships, family movements, etc., thereby integrating their self-concept, reshaping their family experience, and strengthening the origin of vitality and creativity; drama-playing activities can develop their abilities such as physical expression, speaking communication, and role empathy, and strengthen their self-confidence and sense of power, as well as promoting their personal interaction, social skills and team cooperation through group practice.
娜坦莉．高柏 著，韓良憶 譯：《心靈寫作：創造你的異想世界》，心靈工坊，2002。
娜坦莉．高柏 著，詹美涓 譯：《狂野寫作》，心靈工坊，2007。
娜坦莉．高柏 著：《療癒寫作》，心靈工坊，2014。
茱莉亞．卡麥隆 著：《創作，是心靈療癒的旅程》，橡樹林，2010。
茱莉亞．卡麥隆 著：《寫，就對了！找回自由書寫的力量，為寫而寫的喜悅》，橡樹林，2013。
蘇絢慧 著，《因愛誕生》，寶瓶文化，2009。
蔡美娟 著，《生命書寫》，心靈工坊，2012。
Sue Jennings 著，《創作性戲劇在團體工作的應用》，心理，2013。
Natanley. Written by Gao Bai, Korean Good Memories: "The Spiritual Writing: Creating Your Abnormal World", Spiritual Workshop, 2002.
Natanley. Written by Gao Bai, translated by Zhan Meijuan: "Wild Writing", Spirit Workshop, 2007.
Natanley. Gao Bai's writing: "Handle Works", Spirit Workshop, 2014.
Julia. Cumulon: "Creation is the Journey of the Spirit", Oak Tree Forest, 2010.
Julia. Cameron wrote: "Written, that's right! Retrieve the power of freelance writing, joy of writing for writing, Oak Tree Forest, 2013.
Written by Su Zhihui, "Born by Love", Baoping Culture, 2009.
Written by Cai Meijuan, "Life Book", Spirit Workshop, 2012.
By Sue Jennings, Application of Creative Stories in Group Work, Psychology, 2013.
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