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導師 Tutor
梁慕貞 Bonnie Leong
參展小朋友 Participating Kids
Leora Hung (6)、Nichole Ho (7)、Calista Ngai (11)、Chloe Ngai (15)、Erin Ng (10)、謝雨馨（5）、
周志剛（6）、周卓穎（7）、陳學揚（4）、
李晞嵐（5）、劉恩恆（6）、李雅婷（5）、
呂焯烽（5）、謝樺熙（8）、黃雄雋（5）、
王梓悠（4）、周伊雯（7）、張正源（7）、
伍穎臻（9）、吳文瑋（8）、郭曉澄（8）、
何韋駿（6）、曾柔家（8）、李 毅（7）、
李 駿（6）、陸峻昊（6）、陸峻熹（9）、
安家樂（8）、李灝昇（6）、李卓諾（2）、
陳芯妤（3）、郭曉琳（3）、李皓唯（3）、
余天恩（4）、陳以心（3）、鄭千韻（7）、
衛珏心（5）、關嘉昇（6）、李尚禧（6）
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森林裏… In The Forest…
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互生 Symbiosis
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紙意 Creativity with Paper
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我的日記 My Diary
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聆聽 Listening
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凹凸的印象 The Impression of Block Printing
教學感想
藝術是人類與其心靈深處之連結、延續、和深層引導的媒界體。每一個人在成長階段所接受的藝術教育經驗實對他／她的人生旅程繼後的成長、發展和蛻變有着深遠的影響意義。
幼兒成長期和兒童期發展階段的藝術創作是源自他們的每日生活體驗，反映了他們對生活的解讀和追求。藝術創作活動和經驗對於這成長階段的個者是非常重要的。在兒童早期發展階段，藝術活動對她們而言是一種遊戲和實驗。而這種行為是他們每天生活活動中的一主要部份，所以藝術創造經驗在幼兒及兒童教育中扮演著相當重要的角色，是支持他們成長的必需經歷。
幼兒和兒童藝術教學以學員自我表達和獨有的個人創造力為重點，也可以通過觀察同學表現中各種象徵符號和想像能力，而設定輔助的基礎。不管是以對外界事物、環境的認知、學習為主導或以學員個人人格發展為方向，這也是幼兒和兒童期階段健康發展的不可決少的基石—— 一種生活體驗和盼望。
兒童視覺藝術創作不能只是以作品的觀賞外貌去明白它和量度它的價值。在創作過程中，孩子的自我理解、自信心的建立、專注能力和溝通技巧的提升，能使他們產生其個人對他者、環境和社區的正面聯系，從而能打破個人局限和溶解負面的個人邊沿化障礙，參與視覺藝術創作的經驗也是舒緩孩子的壓力和焦慮感的最自然引導。在兒童教育的工作上，藝術創作便是兒童心智發展的一面鏡子。在西方心理學的探索和醫學的研究中，證實孩兒創造能力的體驗和動力能提供他們心靈內在療愈和增強生理上免疫系統的活躍能力。
幼兒及兒童藝術創作過程中所培養滋長之深層意識、接受力、共融力、及對他人同理心的提升，能使幼兒及兒童的生心理得到全面成長和發展。
梁慕貞
Teaching thoughts
Art is medium reflecting the soul and inner depth that guides man. The art education received by each person in the growth stage has far-reaching influence on his/her later development and transformation in life’s journey.
Artistic creation produced in infant and childhood developmental stages, is inspired by daily life experiences, reflecting their interpretation of and aspiration for life. Art creation activities and relevant experiences are very important to the individuals in these stages. In the early stages of children’s development, art activities are like games and experiments. These activities are a major part of their daily life, therefore the experience of art creation as part of infants’ and children's education activity plays a very important role, which is requisite in supporting their growth.
Infants’ and children's art education is focused on fostering self-expression and unique personal creativity; nevertheless, the foundation of guidance can be set through observing various symbols and how imagination is expressed by the participants. Whether it is focused on perceiving and learning the outside world and the environment, or oriented towards cultivating participants’ personality, art education is the indispensable foundation for healthy development in infant and childhood stages – and it is a sort of life experience which fosters dreams.
The value of children's visual art creation cannot just be judged and measured by the work’s aesthetic appearance. In the process of creation, the child's self-understanding, establishment of self-confidence, the ability to focus and communication skills can enable them to generate positive personal contact with others, the environment and the community, thus breaking personal limitations and dissolving obstacles of individual negative marginalization. Besides, the experience in visual arts creation can ease, in a natural way, the child's pressure and anxiety. In the field of children's education, art creation is a mirror, reflecting children's mental and intellectual development. The studies and medical research of Western psychology proves that children's creative experiences and motivation can enhance their inner healing and assist the immune system.
The deep consciousness, acceptance, cohesion, and enhancement in empathy towards others that infants and children cultivate in the process of artistic creation, can help them achieve all-inclusive growth and development, both mentally and physically.
Bonnie Leong
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我們的彩虹王國 Our Rainbow Kingdom
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航線遊樂場 Lined Amusement Park
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小小詩人 Little Poets
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我們的守護者 Our Guardian
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寶物樽 Bottle of Treasure
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魔法太空 Magic Space
導師 Tutor
林珈汶 Stella Lam
參展小朋友 Participating Kids
李澤熹（6）、鄭巧悠（6）、林詩弦（6）、曾紫嫣（6）、廖泓僖（6）、李曉昕（7）、鄭千韻（7）、梁敏形（6）
教學感想
我有幸可以在牛房把表達藝術應用在課堂中作預防教育，人天生有五感，表感藝術可以覆蓋五感，提供多個感官刺激新的表達及學習經驗。
我在課堂的角色是一個導師、輔導員、朋友、鼓勵者、聆聽者及見證；我比較著重參加者的投入度及創作過程多於完成品，我不會要求他們做一件十分「美麗」的作品，而是希望參加者在課堂中可以做自己，並給予他們較大自由度去設計自己的作品，引導他們探索自己的特質，所以他們的作品都充滿個人特色。
在各個年齡層中, 我很欣賞兒童一般很快便能投入主題及創作作品，而且想像力豐富；青少年則比兒童在創作過程中多一點懷疑及自我批評；成年人比較著重了理性一面。這或多或少是受到了傳統教育或社會化的影響，也說明了提供一個自由空間給參加者重新感受及建立自信的重要性。
以發展心理學為基礎的ETC架構（Expressive Therapies Continuum）來觀察課堂，藝術也為親子增進關係及同理心，由於小孩及家長的發展階段不一，藝術媒材善用得好，便會成為一道橋樑。幫助兒童表達同時，還邀請家長跟自己的小孩同步，感受小孩的世界。
然而，藝術課堂是一個經驗，怎樣把當中經驗帶回現實生活才是關鍵；所以觀察及怎樣利用完成品跟參加者互動是重要的一環，整個藝術過程比完成品更有欣賞價值。最後，如果大家放下一般審美準則，以好奇及欣賞的角度去看展覽及世界，你必定會發現很多新寶藏及智慧！
林珈汶
Teaching Thoughts
I feel honoured to be able to use expressive art in the course as a sort of ‘education avant la lettre’. We are born with five senses and expressive art covers all them, providing a multisensory approach that stimulates new expressional and learning experiences.
In each class, I play multiple roles – tutor, counselor, friend, inspirator, listener and witness – valuing more participants’ involvement and creative process than the final product. As such, I won’t require a piece of perfectly ‘beautiful’ work, but rather, I want participants to be themselves. Therefore I give them pretty much freedom to design their own work, while guiding them to explore their own intrinsic qualities, and as a result, their work is full of individuality.
Among different age groups, I appreciate children particularly, for their usual ability to rapidly absorb themes and create works with their rich imagination. By comparison, youngsters are more insecure and self-critical in creative processes, while adults tend to be more rational – more or less reflecting traditional education and socialization. These only attest that it is important to provide freedom for participants to try new approaches and build self-confidence.
If viewing the class from perspectives of the ETC (Expressive Therapies Continuum) based on the model of human development, art helps strengthen parent-child relationship and empathy. But because children and parents are at different developmental stages, making good use of artistic media can bridge the gap: it not only helps children in expressing themselves, but also invites parents to feel and experience the child-like world in sync with their kids.
However, since art classes can only offer an experience, the key lies in how to infuse that experience into daily life. However, observation and how to use the final product in the interaction with participants are the crucial elements, and certainly the whole artistic process is more worth appreciating than the final product itself. Last but not least, if you ignore all aesthetic norms and look at the exhibition – or at the world, for that matter – from a plain curious, appreciative angle, you will eventually discover many new treasures and wisdom!
Stella Lam
參展小朋友 Participating Kids
李立言（6）、何韋駿（6）、譚文皓（5）、鄭千韻（7）、葉禮瑞（5）、徐晞兒（7）、楊迪康（6）、藍晉宇（6）、黃韻妍（6）、潘樂瑤（6）、沈柏熹（6）、黃韻澄（6）、林芷瑤（6）、陳佳兒（6）、李澤熹（5）
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參展小朋友 Participating Kids
（5－8歲 years old）
李孝晴、江欣芙、吳懿汶、梁穎彤、黃子墨、李旻謙、李秋霖、陳雅莉、羅心悠、陳子詠、鄭可翹、廖鉉熙、薛子悠、薛子榆、阮樂兒、歐芮彤、陳悅、陳欣、梁善茹
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「假如我們是一張畫──！」 “If we were a painting --- !”
製作 Production
概念 Concept：
梁妍慧 Vanessa Leong 周寶玲 Pauline Chao
錄影、剪接
Video & Editing：
黎加樂 Ivan Lai
導師 Tutor
梁妍慧 Vanessa Leong 周寶玲 Pauline Chao
Teaching thoughts
When working with children, there can be many ‘first times’...
And the most fun thing while creating together is that each time they will bring you a different surprise and gratification. With a vast potential to tap, children can go through a lot of experiments and their creativity is no longer confined to a piece of paper. Therefore, the instructor’s role is not only to guide them but rather, more importantly, design a creative concept.
With the children we like to create large paintings, in a fusion of ideas of different kids, where you set them totally free on composition; in the process we cannot foresee the conclusion, but the final result is rather amazing and very exciting! Upon each work completed, your heart is filled with an indescribable contentment.
Every time the children bring me, the instructor, new ideas, and they are the driving force behind my continued creation with them! In addition, the moments passed with the little ones are always opportunities for mutual influence and learning.
The design of this course is like a team effort. The concept of the artwork is inspired by the children’s play in the classroom on a given day. From the initial concept and exchange of ideas, to enriching it and further discussion of the procedures, until the implementation of the teaching plan – complemented by each of the team members input in their area of ‘expertise’ – it is the sheer collaboration between children, parents and fellow artists that made possible the final product that we are exhibiting here.
Ji-Ja Art Workshop
教學感想
談到與小朋友的關係，可以有很多的第一次⋯⋯
與他們創作上最好玩的地方，在於每次都會帶給你不同的驚喜與滿足感。小朋友發揮的空間可以很大，給他們嘗試的也可以很多，在他們的創作上也不再局限於一張畫紙上，導師的角色不只是當時的引導，創作概念上的設計也很重要。
我們很喜歡跟小朋友一起創作大畫，大畫集中了不同小朋友的想法，不需要控制他們在畫面上舉動，過程中總是無法預料最後成品，完成後作品卻具震撼性，十分刺激！每次作品完成後，心裡都有一種難以形容的滿足感。
持續跟小朋友一起創作的動力，是源於每次他們帶給導師的新想法！跟他們一起相處的時間中也是互相影響、互相學習。
這次的課程安排，一個人無法獨力完成。作品概念源於某日小朋友課堂中的嬉戲，從最初概念大家溝通，互相補充和討論流程，教案執行上大家以各自擅長的地方互補，跟小朋友大朋友家長們一起合作，才會有現在這個成品展示。
吱喳兒童藝術工作室
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影話戲
Shadow Play
導師 Tutor
陳麗香 Tan Lay Heong
吳專選 Goo Zhuan Xuan
參展小朋友 Participating Kids
何韋駿（6）、關嘉昇（6）、王嘉熙（6）、周伊雯（7）、呂承浠（7）、呂焯烽（5）、周卓穎（7）、周卓暉（5）、黃卓瑤（5）、阮俊衡（5）、陸峻昊（5）、梁敏形（6）
Teaching Thoughts
Teaching is a project of continuous learning.
This project is vast and far-reaching, requiring one to think and review every detail from a broad perspective.
Experimentalist spirit and courage is greatly needed, as well as persistence and enthusiasm.
In the process I often feel myself swinging between negation and affirmation, but in frustration, I gradually learn and grow while accumulating experience through experiment and practice. Teaching is indeed a process involving “teaching”, in addition to “learning” from students.
I insist that students must spontaneously conceive their idea and create it, with my role limited to guiding the exploration. Sometimes, I feel frustrated, when unable to break through or move forward; but seeing them suddenly get enlightened, I feel elated. That very moment is the force driving me to carry on.
Tan Lay Heong
I like to use sharing as an approach to exchange ideas and peep into others’ world of unlimited creativity.
I remember an amazing object association class, where the children associated common objects from everyday life with other pictures and stories. A rectangular mesh plastic object can be conceived as a 4-storey bus, with each level having its own story. So interesting! Another kid mentally turned a plastic bottle into a fire engine, adding, “Because the bottle can contain water, so I can turn it into a fire truck!”
In teaching children's shadow puppetry, I can not only share ideas, but at the same time I keep reminding myself of the original mission of creation, that is, the simple yet deep touching.
Goo Zhuan Xuan
教學感想
教學是個一直不斷學習的工程。
這工程範圍浩大與深遠，需要鉅細靡遺每個細節也要廣大的視角去思考與檢視。
實驗與勇氣一點都不能少，堅持與熱誠更是需要。
過程中常常覺得自己存在於否定與肯定間，在挫折中逐步學習，在經驗與實驗中累積成長，教學是「教」同時也是自己與學生「學」習的過程。
我堅持學生必需自發性的構思與創作，我的角色是引導與發掘，會因一直無法突破前進而懊惱也會看到學生突然打開了思緒而雀躍萬分，那個時刻就是持續下去的動力。
陳麗香
我喜歡用分享的方式，來交換窺看對方創意無限的世界。
記得那一堂物件聯想課，小朋友們把生活常見的物件，聯想到其他令我讚歎的畫面與故事。一個長方形的網狀塑料品，變成一座4層高的巴士，每一層都有自己的故事與想象，非常有趣。另一個則是用塑料瓶變成一輛消防車，他還補充說，瓶子能裝水，所以我就把它變成一輛消防車！
兒童影子戲教學，讓我在分享的同時，其實也不斷的去提醒自己，創作的初衷：那份簡單卻深刻的感動。
吳專選
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參展小朋友 Participating Kids
麥梓俊（8）、劉奕蓁（6）、楊禾輊（5）、王曉慧（5）、朱靖軒（5）、梁凱晴（6）、伍穎萱（5）、許芷穎（7）、許芷筠（7）、梁敏形（6）、梁咏童（9）、廖思穎（10）、張謙柔（8）、朱誠軒（9）、呂寧欣（10）、黃詠彤（8）、陳芷穎（11）、陳倩樺（9）、郭景揚（9）
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牛房兒童班作品 Works by Ox Warehouse Children’s Painting
導師 Tutor
林月娥 Lam Ut Ngo
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郭景揚作品 Works by Daniel K
Teaching thoughts
Works by Ox Warehouse Children’s Painting
The exhibition showcases works, namely paintings and 3D creations, by participants of Class A and B from the latest Ox Warehouse Children’s Painting Course. While Class A shows their paintings inspired by different stories about animals, witches and buses as well as by everyday life experience, Class B mainly presents their sculptures, namely in clay and paper mâché.
Out of curiosity towards the medium, the little participants took the initiative to learn how to do tridimensional works in paper pâché. But for a group of pupils from senior grades in primary school, it takes great patience to create paper mâché sculptures, which also involves a few technical challenges. During the learning process, the children did face some daunting difficulties and wanted to give up but fortunately they managed to accomplish the objective – something they chose to learn – thanks to the tutor’s incessant encouragement. These works may not be a perfect work of art but, crucially, they embody the children’s confidence and perseverance.
Works by Daniel K
Daniel K is passionate about painting; he can keep at it so as long as he has paper and pens. His love for painting boosts his productivity, and in a two- year span he manages to complete many pieces. This scroll painting (46 x 1600cm) finished in the past six months only took him 12 hours in total. The painting process had no particular schedule or sequence. He would simply add new strokes or colours randomly. Some figures represent new things he learned and some are expressions of emotions.
He is very confident and smooth when painting. Daniel knows what he wants on paper and never hesitates. The lines, proportion and perspective flow intuitively and naturally.
The content of his paintings calls for close attention. He paints mostly his favourite animation characters. These figures become even livelier in his paintings – you can sense many emotions in their eyes, like being quirky, happy, lost, confused, shocked, aggrieved, sad or angry. The various expressions are a vivid reflection of his inner world.
He created these small comics recently. The storyboard so skilfully handled by him is surprisingly good for a kid that had never been taught such technique.
Daniel expresses himself through paintings, and from his paintings alone we can see that his curiosity, talent, active imagination and learning capacity are starting to shine through his continuous effort.
Lam Ut Ngo
教學感想
牛房兒童班作品
是次展出的是最近一期牛房兒童繪畫班A班和B班的作品，有繪畫和立體作品。A班展出的畫作，主要來自不同故事的內容，包括有動物、女巫、巴士⋯⋯還有和孩子息息相關的生活事物。而B班主要展出立體創作的部分，當中有泥塑和紙糊。
因為對紙糊的興趣與好奇，孩子主動要求學習立體紙糊，但對於一班高小的學生來說製作立體紙糊需要有強大的耐性，同時在技術上也面對一定的難度，在學習製作的過程中，孩子也遇到瓶頸地帶，出現放棄完成作品的想法，但由於是在他們自主選擇學習的前題下，同時在導師不停的策勵下，最終都能把作品完成。雖然不是完美的呈現但記明了孩子的自信和努力。
郭景揚作品
景揚很愛繪畫，只要給他紙和筆，他就可以樂此不疲地繪畫，非常享受繪畫的樂趣，在兩年間，他繪畫了大大小小尺寸不一的畫作，可稱產量豐富。景揚繪畫的速度也很快，像這袖長卷 （46 x 1600cm）是他在這半年內畫的，大約只用了十二小時完成。這幅畫，並非從頭到尾順序而畫，也沒有前後次序，有時他翻閱到其中部分又會在畫中加些人物或色彩，內容上是他剛學會的新知識或生活的點滴，也是有情緒的表現。
景揚繪畫落筆胸有成竹，揮灑自如，從不猶豫，他的畫線條自然流暢，物體的形狀大小，疏密安排全部都隨心隨意，空間佈置也沒有刻意的設定，想到哪裡畫到哪裡。
他的畫內容很豐富，需要靜下來細細賞閱，畫的內容大都來自他喜愛的動畫故事人物，這些人物經由他筆下描畫，都變得更生動更可愛，特別是眼神，看！時而古怪、時而喜悅、時而惘然、疑惑、錯愕、委屈、悲哀、憤怒⋯⋯這些豐富的情感表現，正正反映了他的內心世界。
還有幾幅小小的漫畫，是他最近的創作，留意他的分鏡處理，是多麼精彩的佈局安排，這是沒有人教導他的，能看出他多細密的心思。
景揚雖然沒有用言語告訴我們，但通過他的畫，可以讓我們知道，這孩子對世界的好奇，對喜愛事物的主動探索及自學能力，他的才華，在他的努力下，漸露光芒。
林月娥
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心的窗口 The Window of Heart
參展小朋友 Participating Kids
何以萱(4)、方巧瑜(5)、黃巧澄(6)、王嘉熙(6)、黃悅誠(6)、黃寶葶(5)、林子雋(5)、林子睿(5)、郭泓裕(4.5)、王晴晴(4)、李立言(6)、郭正淳(4)、陳靖童(5)、林建壹 (4)、梁卓諾(4)、梁卓軒(6)、林郁忻(8)
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四季小島 Four Seasons Islet
參展小朋友 Participating Kids
郭泓裕（4）、梁卓諾（4）、李立言（6）、林子雋（5）、林子睿（5）、方巧瑜（5）、王嘉熙（6）、黃悅誠（6）、黃寶葶（5）、何苡萱（4）、王晴晴（4）、郭正淳（4）、黃巧澄（6）
導師 Tutor
楊冠瑩 Ieong Kun Ieng
Teaching Thoughts
In the first half of this year, I spent four months on children's workshop at Ox Warehouse. While preparing the classes, the most exciting was to select picture books suitable for the children's age and the course theme – during which I found a lot of very interesting books. What’s more, from their reactions, I realised that reading, in different stages of development, can produce different feelings and inspiration. Even though sometimes I am not sure whether or not they fully understand what they read, they might at least have some grasping of it, and I still believe that this somehow nourishes the children’s perceptivity of the world at large.
Through joint reading, I hoped to guide the children to express themselves and listen to others, despite that sometimes they still would say something ‘wrong’ or just repeat some conventional stereotypes, or at other times ask questions difficult to answer, to which I avoid to reply with “standard answers” (don't forget I do not know everything, and even I know a few things, they might not be necessarily correct). Instead, I encourage them to express their own views in free debate, to think by themselves, and thus come to realize whether some established ideas are worthy of reflection. Their discussion again and again gave me surprising “answers”.
Ieong Kun Ieng
教學感想
今年上半年在牛房進行兒童工作坊差不多四個月的時間，備課時最雀躍的是準備適合小朋友年紀和課堂主題的繪本，期間發現了很多非常有意思的讀物，也從他們的反應感受到閱讀這件事在不同時期，都能帶來不同的感受和啓發。有時候，我也不確定他們是否都「看懂了」，然而儘管那只是一些模糊的感受，我相信它會默默滋養小孩以後對世界萬物的感受能力。
透過共讀，我希望能引導小朋友表達自己、聆聽他人，有時候他們會說出一些不太「對勁」的話、一些社會灌輸的刻板印象，有時候也會拋出一些難以回答的問題。我試著在不給予「標準答案」的情況下（何況我並不是甚麼都懂，我以為自己懂的也不必然是對的），讓他們在自由的討論中發表己見、展開思考，從而察覺某些既定觀念是否值得反思。而他們的討論也一次又一次地給了我出乎意料的「答案」。
楊冠瑩
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參展小朋友 Participating Kids
沈栢熹（6）、沈栢穎（4）、黃柏匡（4）、黃柏喬（6）、李晵謙（4）、梁顥邦（4）、陳彥希（6）、李澤熹（6）、何筱臻（6）、朱玥盈（6）、陳上掦（5）、宋海菱（6）、蕭曉彤（6）、陳芷澄（5）、鄭詠同（5）、鄭詠心（6）、邱寶霖（6）、李澤亨（4）、馮愉芯（6）、梁琇晴（6）、唐梓原（6）、唐梓灝（4）、阮俊衡（5）、黄日朗（4）、王焯然（4）
導師 Tutor
施明坤 Frankie Si，Sandy Leong
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畫海報 Drawing The Poster
井井三一兒童繪本書屋 Júbilo 31
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大人都喜歡的繪本
Picture Books Also Liked by Adults
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假如我們也一起畫畫──！
If we also paint together - !
魯彌士家長會
The Costa Nunes Parent Association