非常榮幸受 Cheng-Ta Yu邀請,在母校 關渡藝術節的 KdMoFA 關渡美術館 哺挫 BOOCHOA 展覽發表
擬酷液得LiqueeredX《超完美女友當機趴體 Fucking-Super-Girlfriend Crash Party》 !
這場展演計畫與開幕策劃受到今年出國展演的許多啟發,也在有限的經費內因為許多好友與新人力挺,從去年亞洲雙年展在Chim Pom作品上所聚的道上趴體,直到轉世花木蘭,此當機趴體絕對是本人歷年之創作新高峰。
免費入場,人數有限,
美什麼,藝術都不藝術了。
就為了讓你放下一切趴體投地。不管你的現實是幾點,在這場扮演開始都是即將凌晨的那點。
---------------
”超完美女友當機趴體“表演計畫,透過一場派對讓不同表演者透過模擬網路情色直播與性愛機器女郎角色之展演形象介入現場,編織網路時代的螢幕中「完美女性」各種面向,延伸陰性書寫於後網路時代的實踐方法。表演穿越現場空間,進入到觀眾手機屏幕中,呈現多重視角的現場切片,再現屏幕框內框外之形象流變與慾望誘惑之展演姿態。將「當機」為現場身體展演文本指向「趴體」挪用Party的中文諧音,即「狂歡後」的身體狀態討論呈現科技父權面的「完美」架構之外的「錯誤」姿態。
《Fucking-Super-Girlfriend Crash Party》as a party, this project allows different performers to simulate the performance images of online pornographic live streaming and female sex robot, for onsite intervention, weaving the various aspects of a “perfect female” presented through the screen in the cyber age, and deriving the practical methods of feminine writing in the post-Internet age. Digital performers and audience engagement in live-streamed performances enable performances to transcend the onsite space and enter the phone screens of audience, presenting multi-perspective slicing of the live event, and re-enacting the performances of fluid images and lusts and temptations inside and beyond the frames. Using “crash” to refer the text of live performance to the discussion of “趴體 (lying down on belly), the Chinese transliteration of “party,” which is the physical state after “crazy partying,” this work presents the status of “error” beyond the “perfect” framework of the technological patriarchy.
l 《擬酷液得Liqueered》
昨晚我們才剛在這結束一場派對,你錯過了嗎?在23點47分那刻,愛波對著麥克風,造作地從塗抹豐厚唇蜜的雙唇間,發出意味不明的爆裂吼叫聲,瞬間的情緒波動差點讓為了掩蓋平頭的粉紅假髮掉落,左手仍沒落拍地同步效果器調轉至極限。後方手臂有刺青的場控男子應和著這份情緒,將各色燈光調至急速閃爍他其實不懂,但他知道這理當是一個高潮橋段。嗡太大的聲響導致我耳鳴,倚賴的雙瞳不斷地被重複曝光,認知像是幻燈影像般進入了流變的狀態。接著,現場被紅光全面籠罩,愛波瞬間溫柔地說:「我們現在都是女生。」,這個指令讓我頓時分不清現在是在線還是離線 ……
We just finished a party here last night. Did you miss it? At exactly 23:47 exploded into the microphone meaningless screams through her lips with thick, pretentiously applied layers of lip gloss; her instantaneous emotional shockwave almost made her pink wig that was intended to cover up her shaved head drop on the floor. Her left hand, without missing a beat, simultaneously turned the effects unit up to the max. The man with tattoos on his arm in charge of onsite control behind her played along with her emotion, and switched the lights in different colors to rapid gleaming…He really did not understand, but he knew this was inevitably a climax. Humm…the sound was too loud, it gave me tinnitus, and the pupils I relied on were being constantly re-exposed; like projections, cognition entered a rheological state. Then, the place was covered in red light, and, all of a sudden, A tenderly said: “We are all girls now.” This command suddenly made me confused with whether we were online, or offline….
More Information:
http://www.kdmofa.tnua.edu.tw/index.php?REQUEST_ID=bW9kPWV4JnBhZ2U9ZGV0YWlsJllZPTIwMTkmRUlEPTI3OA==
同時也有1部Youtube影片,追蹤數超過39萬的網紅Chen Lily,也在其Youtube影片中提到,🌲 Lily英文聊天術(口說課程):https://bit.ly/36I05CF 📚 Lily新制托福課程:https://bit.ly/2GIs3mC 請開CC字幕,中文英文都有,上字幕上到快死⋯⋯ Turn on the subtitles!!! English/ Chinese availa...
cognition 中文 在 吱吱復健 Facebook 的最佳貼文
【故事分享】OT讓不能變可能!
突如其來的重病打斷了他出國深造的計畫,經過半年的復健與治療,她正在努力重回夢想的道路!
📕以下為阿雯的真實故事:
我是在澳洲墨爾本大學念博士班的人。發病日期是2018/01/25,原因是因為腦血管畸形。我爸爸媽媽帶我回台南復健,到6月的時候我和我家人覺得狀況已經比之前都好,所以就上台北回到以前的實驗室打工,並且把復健也帶上來。我到台北之後就找了安德復、台北長庚和台大做職能治療,這些老師都給我很大的幫助。
安德復的李老師:指導我回到實驗室的相關技術,像是跑膠、電泳等等。雖然李老師也沒有碰過實驗室相關的器材,但他在這方面確實給了我信心,陪著我一起練習。
安德復的王老師:她給我看一些「知覺(cognition)」相關的文章,並請我中、英打打出上面的語句說的是什麼。她給我的是英文,而我就要自己翻譯成中文,緊接著再和討論。我認為這對我回墨爾本有正向的效果。
台北長庚職能治療老師:我一進去,她就問我現在的目標是什麼,我就對她說:「拿筷子!」,現在我就真的做到了,雖然拿筷子還不能夠夾破一顆滷蛋,但是快破了!
台大職能治療的吳老師:她請我要多多寫字,因為我患手的大拇指會不由自主地彎曲。吳老師對肩頸痠痛一把罩,我的患手有類似50肩的問題,她左弄右弄一下就舒緩很多。
影片是安得復的李老師用附木做成的鑄膠台,想訓練我使用移液器(Pipette)的穩定度。(看前面10秒就好,後面都是一樣的)
#台南成大和佳里奇美的職能治療師也謝謝你們,如果沒有你們的悉心指導,我也沒有辦法那麼快的到台北
#職能治療師是生活教練
#1027職能治療師節
cognition 中文 在 Chen Lily Youtube 的最佳解答
🌲 Lily英文聊天術(口說課程):https://bit.ly/36I05CF
📚 Lily新制托福課程:https://bit.ly/2GIs3mC
請開CC字幕,中文英文都有,上字幕上到快死⋯⋯
Turn on the subtitles!!! English/ Chinese available.
It is always hard to make a reviewing schedule for vocabulary learning.
Today I am sharing a few studies on vocabulary retention. Maybe this would give you some thoughts. :)
如何安排自己複習單字的計畫,總是很難。
這次和大家分享一些過去對於單字記憶的研究的結果,或許可以給你一些靈感喔!
Reference (See upper right corner in video):
1. Bahrick, H. Bahrick, L. Bahrick, A. and Bahrick, P. (1993). Maintenance of foreign language vocabulary and the spacing effect. Psychological Science, 4(5), 316-321
2. Bahrick, H. P., & Phelps E. (1984) Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13(2), 344-349
3. Willis, M., Ohashi, Y. (2012). A model of L2 vocabulary learning and retention. The Language Learning Journal, 40(1), 125-137
p.s. 這是我這學期的final project之一,大家留言可以留英文,教授也會看到唷 :)
⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂
ღ Instagram: https://www.instagram.com/chennlilyy/
ღ Facebook: https://www.facebook.com/chennlilyy/
ღ 合作邀約:chenlilyofficial@gmail.com
⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂⁂
我是Lily Chen. 加拿大McGill University 語言教育碩士
我的頻道分享語言學習方法、實境生活英文,以及留學、托福相關資訊
希望能藉由應用語言學的知識,讓更多人成為自信的bilingual(雙語者)
cognition 中文 在 10分鐘了解社會認知理論-Social Cognitive Theory(超詳細!!) 的推薦與評價
... <看更多>