平等街上有七張

2020/3/16 需要重新探討，因為是街不是路。先從地圖看那街有多長多寬。 15：46

2020/2/28 半夜之前

剛才突然想出兩首七張教會可以用的聖詩：

先想到這首套用＃122 名曲的新歌（歡迎繼續修改）

平等路 nih 有七張，逐張攏 teh  chhōa 我想；
透過話語合圖樣，傳福音佇地面上；
兩項功效我攏愛，傳好消息偌天使。」

Pêng-téng lō͘ nih ū Chhit-tiuⁿ,
Ta̍k tiuⁿ lóng teh chhōa góa siūⁿ;
Thàu-kòe ōe-gú kap tô͘-iūⁿ,
Thoân hok-im tī tē-bīn chiūⁿ;
Nn̄g hāng kong-hāu góa lóng ài,
Thoân hó siau-sit ná thiⁿ-sài.

這首歌有個前提：開拓一項新的永續事工 「開發、介紹、展示七張圖」以下列構想為參考。

1. 選定一些七張圖的領域：如，創世七日、十架七言、苦路七站、（啟示錄的）七個教會，或其他跟信仰有關的七個副題。或許可以以兩年推廣一套主題，每數年輪一趟。
2. 鼓勵會友依照所選題庫創作繪圖或攝影（甚至徵求對外作品）。在網路上公開票選，以票數做為展出的順序。
3. 鼓勵會友依照在網路上展出的圖撰寫介紹文，也提出在網路上票選。以票數做為展出的順序。
4. 依照選定的順序在禮拜堂展出，每期七張（也許是室內牆壁，室內或室外活動展示牌）。定期輪換。公開昭告，邀請鄰里跟其他訪客參觀，撰寫感想投稿。收集的感想可再票選。贏造一個別緻的「永續七張圖宣教活動」，不計優劣，強調張張平等的「平信徒傳福音」信仰。這首歌就可以成為這個特殊宣教活動的宣傳歌。平等路的七張成為地方上的特殊景點。成為每一位鄰居都想帶客人來參觀的地方。當然教會又配合開發導覽志工。

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另一首比較直接了當。隨時可開始唱。調用聖詩＃438（歡迎繼續修改）

拍拚犁田iā 種籽，緊慢就會puh-íⁿ，
這是上主所交代，福音傳遍世界；
無論啥款的土地，著總開七張犁；
跟隨上主的腳步，骨力行平等路。

四面的逐世代，攏是主所交代；
著傳福音𤆬人捌主，見證伊大恩賜。

Phah-piàⁿ lê-chhân iā chéng-chí,
Kín-bān chiū ōe puh-íⁿ,
Che sī siōng-chú só͘ kau-tāi,
Hok-im thoân-piàn sè-kài;
Bô-lūn siáⁿ-khoán ê thó͘-tōe,
Tio̍h chóng khui chhit tiuⁿ lê;
Kun-tòe Siōng-chú ê kha-pō͘,
Kut-la̍t kiâⁿ pêng-téng lō͘.

Sì-bīn lâng-lâng ta̍k sè-tāi,
Lóng sī Chú só͘ kau-tāi；
Tio̍h thoân hok-im chhōa lâng bat Chú,
Kiàn-chèng I tōa un-sù.

2020/2/29 2:28----------

Hymns - for chatting in churches

Hymn

1. Hymn-study as a course of Christian education with different methods for different age groups or educational background 以「聖詩研讀」做為多種方法、適用於不同年齡、教育背景的基督教教育
2. Hymn-singing for congregation supplemented with theology in hymns 以唱聖詩做為對於教會會眾教導神學的補充教材與方式
3. Hymn extension, including new lyrics for new needs 延伸聖詩，包括為新的需求撰寫新歌詞
4. Singing hymns with multiple languages 用多種語言唱聖詩
5. Singing hymns with various schools of methods, including "art song". (2020/2/13) 用不同的唱歌要領唱聖詩，包括藝術歌曲的唱法

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Hymn-study 聖詩研讀/

1. study the history and the development of each hymn and each hymnal
2. study the lyrics, the involved and the related languages
3. study the gospel, the theology and the statements of faith behind the hymns
4. study the music, the nature as well as the expression, of the hymns
5. study the recorded hymn singing or performances

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Hymn-singing 唱聖詩

1. The occasions and the context of hymn-singing 唱聖詩的時機與情境
2. The purpose of hymn-singing 唱聖詩的目的
3. The functions and effects of hymn-singing 唱聖詩的功能與效益
4. The formats of hymn-singing 唱聖詩的方式
5. The methods of hymn-singing 唱聖詩的方法
6. The principles of hymn-singing 唱聖詩的要領
7. The considerations of elevating the effects of hymn-singing 提升「唱聖詩」效益的考量

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Hymn-extension 延續聖詩

1. Use hymns as fun and social activities for Christian gathering
2. Use hymns as private meditation and prayer
3. Use hymns as a means to advance personal growth in the ability of artistic expression and cognition.
4. Use hymns as a means for spreading the gospel as well as advancing the comprehension of doctrines and other basic knowledge of Christian life and living.
5. Sing hymns as folk songs and art song
6. Use hymns as exercises for musical instruments, including ensembles.
7. Use hymns a mechanism for cross-cultural learning and appreciation.
8. Revise the existing lyrics or write some new lyrics for the existing hymns.
9. Rearrange existing music or develop new music for existing lyrics.  

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Hymn-singing in multiple languages 用多語唱聖詩

hymn learning - a monthly exercise as a joint adult Sunday school program

2020/2/26 20:25 The idea started shortly before I went to Taiwan in January 2020. It was an exploration of ways to expand the repertoire of hymn-selection at the TPCSTL and advance the effect of hymn-singing in the Sunday worship services.

It is hoped that extended effects emerged continuously:

1. some church members are inspired to learn to be leaders of such hymn-learning activities which can be continued perpetually.
2. some members are inspired to participate in advanced individualized learning activities for personal growth leaving video recordings of singing and verbal testimony that preserve some of the church history of members.
3. some new lyrics be developed for this particular congregation
4. some families are willing to utilize hymn-based worship services at home as a new way of out-reaching, assimilation, and individualized spiritual growth.

Principal factors:

1. The design and the planning for such a hymn-learning class should be adjusted, approved, and presented to the session by the pastor.
2. The session could determine the qualification and appointment of the leaders of such sessions. 
3. hymn-selection and hymn-application for this special learning as well as for Sunday worship services and other church activities.
4. The theology in the hymns
5. The artistic expression and techniques in the hymns
6. The methods of learning and sharing
7. The methods of remembering the hymns
8. The methods of leading the hymn-singing
9. The methods of advanced singing and other usages of hymns
10. 2/28 16:30 The first season of such special learning sessions is for demonstrating the methods with a hope that others would stand up to utilize the methods to continue the development of the repertoire.
11. The hymn selected for learning would be introduced and tried briefly for acquaintance rather than for polishment. Those who develop the desire to sing each hymn well are encouraged to schedule free private lessons for in-depth artistic singing.
12. The maximum of 15 minutes is reserved for each hymn selected. This means at least four hymns will be introduced in each hourly session.
13. The leader would determine the sequence of hymns to be learned in each hourly session while the congregation is encouraged to suggest, through email or other social media such as LINE,  the hymns they desire to learn in the near future, with priority given to the pastor who might select for singing in the following Sundays.
14. The last hymn to be learned in each hourly session would be one that is worth memorizing for at least one verse or one sentence. The session would be closed with singing such verser or sentence by rote before the closing prayer.
15. The languages used in instructions vary depending on the people participating.

The steps of learning each hymn include the followings:

1. Open the session with a prayer.
2. demonstrate the reading of the lyric, especially the Taiwanese for the reason that most people could not enunciate from the written Taiwanese.
3. demonstrate the singing of the melody
4. point out the keywords and the climax of the song.
5. introduce the theology and the faith statements, including questions, involved
6. repeat the difficult or the mistreated passages
7. record the process of learning on video which is sharable, without infringing on privacy, on the web.
8. Invite a volunteer to close the learning with a prayer.

The selection of hymns cover the following categories:

1. The old hymns popular among the congregation worldwide.
2. The new hymns associated with varieties of cultures
3. The hymns that are suitable for various functions in a worship service.
4. The hymns of various technical challenges
5. The hymns that are suitable for singing across age groups.
6. The hymns for momorization

First example of half-bucket music - Wiegenlied of Schubert (Mandarin)

第一個「半桶音樂」的例子 - 搖籃曲

https://drive.google.com/open?id=0B2dDL_PAQEaJZ2JjTmpCMlF1Y2M

這是「半桶音樂」，尤其是「生手鋼琴曲」（特色在於為了技巧有限的人而簡化，但是透過合奏/唱而「豐富化」卻沒有增加技術上的難度挑戰，的鋼琴譜）的第一個範例。

第一個「半桶音樂」的律在於「為了享受音樂的好玩而不是為了名譽和技術挑戰」。用這種律來造出音樂是居家的活動而不是公開舞台上的活動。

其次，「運用已經眾所皆知的熟悉旋律」

其三，簡單而避開技巧上的挑戰。簡單化可能是透過略去一些音，移調、從長句子抽用局部旋律、等等。簡化後可能提供在彈奏/唱時摸索、聆聽、協力、思考、想像、感觸的空間。

其四，透過合奏/協奏強化、補充音樂的內涵。

以後會逐漸出現新包含不同樂器或結構的範例。

這第一個範例是採用「簡單又無聊」的伴奏的「舒伯特搖籃曲簡易版」。這個伴奏運用下行而沒有複製「引人注意的」主旋律在內的無聊旋律，意思是要透過無聊營造睏意，而跟「在台上演唱使人因注意/用力聽而累到想睡的搖籃曲」相反。

原作的旋律給生手用單支指頭在歌聲旋律的上方八度聯彈，讓出空間給另一個人用雙手彈出無聊的伴奏。

歌詞是由我根據德文歌詞加上台灣人思想，比如「找到好歸宿」、「在事業上爬上高樹枝」、「等嬰孩叫阿公」，等等

實際上，唱搖籃曲等於是在向嬰孩講話。阿母、阿爸、阿嬤、阿公的順序可以隨時、隨意改變。

開始的句子採自聞明的台語「搖囝仔歌」，在這裡重複像是在唱副歌。

台語歌詞的意思
refrain	Eⁿ-á eⁿ eⁿ khùn, chi̍t mê tōa chi̍t chhùn;	嬰仔「嚶嚶睏」，一瞑大一寸.
	Eⁿ-á eⁿ eⁿ sioh, chi̍t mê tōa chi̍t chhioh;	嬰仔「嚶嚶惜」，一瞑大一尺
1.	A-bú ê chhiú iô lí chhōe hó siū,	阿母的手搖你找好宿（巢）;
	A-pa ê chhiú sak lí peh chiūⁿ chhiū.	阿爸的手搖你爬上樹.
2.	A-má sioh sioh, khòaⁿ sun kam-goān io;	阿嬤惜惜，看孫甘願育;
	A-kong iô iô, tán lí chhut-siaⁿ kiò.	阿公搖搖，等你出聲叫.

Tsâu 巢 chiáu-siū tī chhiū-téng, chha̍t-siū, hioh ê só͘-tsāi, jī-sìⁿ, tsâu-hia̍t. 鳥岫 tī 樹頂, 賊岫, 歇 ê 所在, 字姓, 巢穴 
khang-siū TJ 空siū 巢穴 
io (育Io̍k) io-lin, io-kiáⁿ, io-kiáⁿ-bú, io i khì, hó io-chhī. 育奶, 育kiáⁿ, 育kiáⁿ母, 育 伊 去, 好 育飼.

（英文版在這裡）（樂譜在這裡）

明天教會工作坊 Workshops for the churches of tomorrow (Bêng-thian Kàu-hōe Kang-chok hong)

20200214 The concepts emerged while learning about the feasibility of having a station in Taiwan and eventually fade away, due to senile disengagement, from St. Louis, Missouri. 這一套概念是月初在思考「在台灣開始一個據點，因年老而逐漸淡出美國聖路易」的時候引發的。

The ideas include designing a series of workshops for preparing the churches for the future with new methods of thinking and human/Christian development. 這些構想包括「設計出數個系列的工作坊以便協助教會預備用新的『人文/基督徒』發展方法迎接未來」

Basic principles for these workshops 這些工作坊的原則:

1. The designed procedures and techniques are for references and trying rather than regulation. The users are expected to variate bases on the special culture of the congregation and the context. 設計出來的程序/步驟和技術是做參考與常識/練習用的，而不是規範。使用者需要各自根據各教會的文化與情境自行調整。
2. The designed procedures and techniques are not for the congregation where the pastors are the sole authority and decision-makers. 這些設計出來的步驟與技術不適用於「牧師全權決定一切」的教會。
3. It is better to have the pastors learn to utilize these workshops, develop lay workshop leaders in the congregation before applying these methods in the congregation. 最好是由牧師先接觸/練習帶領這些工作坊，由牧師訓練出平信徒「工作坊領導者」後才在教會裡廣泛應用
4. The idea underlying these procedures is to encourage lay believers to explore and develop their own understanding, imagination, and skills for related matters. The lay believers' independent ability is the key to Presbyterianism and contemporary theology and democracy. 這些步驟的基本構想是要鼓勵平信徒去探討而各自發展出各自的相關理解、想像、與技巧。平信徒的獨立能力是長老會信仰/體制、現代神學、與現代民主的基礎。
5. 2020/2/26 20:08 Question-based/oriented instructions are preferred to conventional knowledge-feeding instruction. 「基於疑問」與「疑問導/取向」更重於傳統的「灌輸知識」型的教導。

The sequence of the following list does not have special significance. 下列議題的順序沒有特殊的意義。

1. Congregational learning of hymn-singing 會眾一起練習唱聖詩
2. Extend the utilization of hymns and hymnals 延伸聖詩與聖詩本的用途
3. Hymn-based home-worship 以聖詩為基礎的家庭禮拜
4. Hymn-based Sunday congregation-worship 以聖詩為基礎的主日全教會禮拜 
5. Notes that are taken from sermons 聽/從講道捕獲的筆記
6. The Wilderness methods of Adult Sunday School 曠野班成人主日學
7. Simplified methods for writing memoir 回憶錄簡易寫作法
8. Church information 教會資訊
9. Making life as a foundation for making a living 因為活出來而活下去
10. Churchseeing, visitor-guidance, notes on touring and sightseeing 教會觀光、導覽、與遊記
11. Gathering and activities of Christian fellowship 團契聚會與活動
12. Fund-raising and financing 募款與籌款
13. Holding meetings and the methods of group discussion/decision 開會與會議的方法
14. chatting, the knowledge of chatting, the techniques of chatting 聊天、聊天學、聊天術
15. Christian testimony, the knowledge of testimony, the techniques of testimony  見證、見證學、與見證術
16. History of churches and congregations 教會歷史
17. Pastoral search and congregational search 尋牧與尋羊
18. 2020/3/18 11:27 Presbyterian Chorus for seasoned singers and choir directors of all seniority.
19. 2020/11/20 聖歌隊學 choirology 

updated at 17:50 2020/2/15
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看出老闆的欠缺
https://www.facebook.com/1613764009/posts/10219343784058030?sfns=mo

嘗試把「疑問卷」應用在導覽

1992年，大聖路易台灣人長老教會在尋找新牧師期間由美國人牧師擔任「過度牧師」，突然有幾家庭移民到聖路易，小孩子都到教會。 那些孩子們都剛開始學英語，聽應予講道的能力有限。教會為他們設一個主日學的班，稱為「迦南班」。

我們每週為那些孩子們製作了簡單的考卷，用疑問方式展現講道內容大要。這個方法後來也是過幾次，給大人使用。

循數年前，突然想到這種方法可以用在一切展覽，包括博物館。不但可幫助參觀的人抓到要點，也可幫助他們留下紀念與紀錄。如果加上一些活動，甚至可以幫助博物館掌握到參觀者的訊息，提升參訪者循級、巡類重複參訪的動機與意願。

這種方法包含幾項主軸：

1. 找人（包含專家與業餘人士）起草「疑問題」，把疑問與展出品、位置、路線、納入疑問資料庫。
2. 找人把疑問題依照不同的功能組成問卷。裡面可能包含對特定展品/景點的常識級疑問以及動線訊息。可以考慮包含電腦閱卷所需的要素。可能出現單項展品的問卷以及參觀路線的問卷。
3. 把問卷擺在網際網路任人下載、列印。把印在紙上的問卷擺在入口處讓人取用。
4. 設立紙版與電子版的問卷收集點。回答後的問卷經自動化記分之後，加入分級定期抽獎活動。
5. 設計、執行頒獎活動以利宣導。（20200211 1:40）

想聖詩，樂享聖詩--為古亭教會成人主日學而設計的單次課

2020/2/10 10:52
一小時內要談出引人入勝的聖詩話題，策略是首要的考量，比內容更重要。

幾個原則：

1. 需要立即抓到成員的注意力與好奇。
2. 需要深入淺出，從既有的常識到新觀念與新方法都要兼顧。
3. 需要提供老信徒發揮的機會與空間。不可以傷到老信徒的自信心。需要讓老信徒覺得「資深」不是枉然，樂得接觸新的概念與觀念，努力練習新的方法而不失面子，同時樂得提供既有的經驗與知識。
4. 需要按時結束，留下想像與繼續努力的空間與作業。
5. 大約包含下列要點：熟悉的聖詩、可背誦/唱的聖詩、顯示基本信仰的聖詩、聖詩的用途（個別運用與會用運用）、聖詩的功課、唱法（個別/會眾）、司琴法、伴奏法、演唱法、練習法（個別/會眾）
6. 雖然標題以「想」掛帥，操作上可能需要以「唱」開始並貫穿全局。「想」的細節可以考慮用文字呈現讓大家慢慢研讀。（考慮以唱一句當天唱過的聖詩最為開場白）
7. 讓參與出聲音的人數儘量多，而且多元。鼓勵「不怕當眾錯」的精神。

次序：

1. 唱一句當天唱過的聖詩，談「有印象」的聖詩
2. 唱一句「好聽」的聖詩，談記得的聖詩。
3. 再唱幾次，用不同的唱法，剛才唱過的一句，談「好在哪裡？」
4. 談「唱得好」的意思、價值、與方法
5. 讀剛唱過的聖詩：朗誦歌詞--基本朗讀求正確與清晰、藝術朗讀求表情、音樂朗讀求韻律、旋律、節奏、音效、吸引力與感染力
6. 談剛剛朗誦的那首聖詩的主題、高潮、關鍵字、關鍵節奏、訴說對象、動詞、形容詞
7. 談那首聖詩的神學（對於造物主的認識、推理、輿論述）與信仰（相信為真、為值得、為倚靠、為準則、為水準、...）
8. 談那首聖詩的應用

2020/2/26 把過程簡化些以便配合有限的時間。

1. 談「有印象」、「好聽」、「記得」的聖詩
1. 唱一句「好聽」的聖詩，談記得的聖詩。
2. 邀請個人輪流用不同的唱法，剛才唱過的一句，談「好在哪裡？」
3. 談「唱得好」的意思、價值、與方法
2. 談聖詩的內涵：
1. 讀剛唱過的聖詩：朗誦歌詞--基本朗讀求正確與清晰、藝術朗讀求表情、音樂朗讀求韻律、旋律、節奏、音效、吸引力與感染力
2. 談剛剛朗誦的那首聖詩的主題、高潮、關鍵字、關鍵節奏、訴說對象、動詞、形容詞
3. 談那首聖詩的神學（對於造物主的認識、推理、輿論述）與信仰（相信為真、為值得、為倚靠、為準則、為水準、...）
4. 談那首聖詩的應用
3. 談「把聖詩唱出來」的要領
1. 選歌
2. 唱法
3. 唱的時機
4. 唱過之後--傳出去？