the Breakfast Club

Although I am still trying to title every article, when each contains four chapters it’s actually a lot more than that. But I think this is also a way of summarizing my reading, so I will keep doing this.

I always think that literacy is cultural, and it presents in many elements, such as media, writing and attitude. In the field of Health Literacy (HL) it’s even more obvious. Since we are living in this melting pot, many times the word “cultural” is more “multicultural”.

First, for example, the author discusses about media. Unlike the old days when most people learned about health from their doctors, today they are more from television, radio, websites, newspapers and magazines. The good side is people might be taught more health knowledge, but the bad side is they might be too panic about decease, have too high of expectation toward treatment—one famous study is that in TV shows the success rate of CPR, about 55%, is actually much higher than in real life, about 10%—, or get pursued by ads to buy medicine they don’t need. Another example the author points out is that “the picture of a cute teddy bear or sleeping baby on the label of children’s medication may encourage parents to buy it”.
 

As one “treatment”, the author introduce a website called Health News Review that uses stringent criteria to grade health stories on a scale of 1 to 5.

Second, the author discusses about words in HL, which include translation, jargon and acronyms. In the States, about 20% of the population speak a language other than English at home. The author suggests three points that could have ESL patients:

1. Provide translated tools of basic phrases in clinical settings (but of course, patients must be able to read in their native language).

2. Communicate the message in alternative ways, such as body languages (of course must be cultural appropriately), drawings, an anatomic model, a visual rating scale, audio or video.
 

    Here are two websites that the author recommends. One is called Ethnomed, which is about integrating cultural information into clinical practice. The other is called MedlinePlus, which provides translated materials.

3. Use meaningful examples and illustrations. But remember to make sure that they are “consistent with the culture, age, and interests” of the readers.

Third, the use of jargons or acronyms. This reminds me of the “Discourse” Gee stated in his article. If you are not a member of one Discourse, nor a member-to-be through apprenticeship, it’s almost impossible for you to know the meaning of some words. One example the author points out is that in health care, the term “unremarkable” generally has a good meaning of “you are find”, while the term “positive” has a bad meaning of “you are not”, and this is quite different than our “feelings” toward these words.

Last, the author talks about being humor in the serious business of health care. While there are many conversations about life-and-death issues that can’t and shouldn’t be taken lightly, there also are occasions, either in clinical setting, in print or in video, when humor can improve learning and understanding.

Question for thinking:
1. The author suggests that we can include a dose of humor with cleaver illustrations or ridiculous examples in print. Do you agree with her? If so, how do we do it under the multicultural perspective?

Although writing and reading seems to be the “traditional” elements of literacy in the modern fields such as health and media, undeniably, they are still one of the most important things in health literacy (HL), as well the complicated things.

In these four chapters the author talks mainly about the writing materials of HL. First, unlike the literature or journal paper, these “practical” writing requires different skills, ideas and perspectives. Usually, printed and Web materials not only need to be written clearly and simply, they also should be designed in ways that readers find inviting and appealing. This kind of “information design” refers to the art of doing, for example, combining words and images to encourage readers to start, and keep, reading.

This is exactly what a blog, or all other modern digital writing should pursue, because nowadays we are all, when writing online and seeking potential readers, “authors”. Therefore I think not only the health materials such as a Website or a pamphlet, but also a blog, an email and even a literature, when people look at a text that is confusing, they don't feel respect because they feel as though they are not “being talked to”, just “being talked at”. Writers should remember that reading isn’t just an intellectual cognitive activity, but also an emotional one, sometimes even toward the efferent texts. In this point of view, the writing of “information design” is more like an art, not a science, with lots of room for subjective judgement from both writers and readers.

However, this is not an easy task for writers. Health materials, whether it’s medical instructions or informed consent forms, always content difficult concepts. How to make it simple without omitting too many information, how to use easy words to explain hard terms, and how to present statistic numbers are all challenges. A good way to identify project goals is by asking yourself what readers should know, do, and feel after reading this document.

But not only documents that has writing. In clinical settings, there are signs everywhere. Even before you walk into a hospital you need to find the right “entrance”.
 
Patients and families today speak a wide variety of languages, come from many different countries, and vary widely in their learning abilities. To help people more easily find their way, using symbols such as pictograms or images is a good idea.
 

Readers sometimes struggle, too. Today, health care is filled with forms and other “reading-to-do” documents, which the author refers to “written materials that require readers to perform word-based tasks such as filling in numbers, rating satisfaction, checking off instructions, and signing consent”. According to studies, about 1/3 adults has insufficient literacy level to do these. Even our general literacy is ok, when it comes to professional terms we still suffer sometime. Therefore providers should not only try to use plain language, but also provide an environment where people could feel comfortable to read, think and write, and could easily access assistance when needed.

Questions for thinking:
1. Do we need to teach students different kinds of writing, such as the digital writing, in classroom? If so, how?

These four chapters of Health Literacy (HL) are mainly about communicating.

First, the author talks about “emotion”, which is a very important element when discussing your own (or your loved family’s) disease. As I mentioned in my last article, even your know very well how to read and write and also talk and listen, when, for example, the doctor tells you that you have cancer. Suddenly the world just falls apart and you lose all your communicating function. Therefore the author suggest some strategies for both providers and patients to better communicate in clinical settings when scared, sick, and overwhelmed. One of them that catches my eyes is that to use writing as a tool. Whether to provide easy-to-read materials for supplement, or to write down the questions you want to ask your doctor before meeting them, or to track your condition by writing them down, it seems that writing and reading what you’ve wrote is a good way to overcome the overwhelming emotion that taking control of your mind. This reminds me of what Emig states in her article that writing involves both left and right hemispheres of the brain, not just the emotion part.

Second, the author discusses about the importance of getting feedback throughout creating writing health materials for people. Not only because that these materials are so related to people’s health (sometime even their lives), but also because writers, not just in the field of health, but all other professional topics such as science, are usually so familiar with the content that they cannot objectively judge whether words and concepts make sense to others. The author suggests that writers should first know the intended audiences, even meet with several potential readers and ask what types of information they require. Then throughout the writing process seek feedbacks from individual interviews, focus groups or usability testing. This reminds me of Rosenblatt’s transactional theory, maybe for practical materials such as health information, the reader’s response is, and should be the most important issue.

Third, teach-back technique is a good strategy in clinical settings to make sure that patients do understand what professional staffs say. Don’t ask questions like “do you understand” because most of the time patients will just nod and smile (maybe students too). Rather, asking things by adding the attitude like “I just want to make sure I explained things well” will encourage them to speak out. I remember when I was young, in my class my teacher would assign the best student to teach the worst student during the recess time. Sometimes the “teacher” was me. Before doing that I thought it’s a waste of my time, but when I taught my classmates I found I need to think A LOT, like to summarize what I have known in mind before talking about it. This teaching experience really strengths my learning and enforces my memory of the knowledge more than ever. This teach-back technique somehow make me think of the Flipped Classroom.

Questions for thinking:

1. Is it possible that we use interviews, focus groups or testing to get feedback in classroom of writing?
2. Is it possible that we use teach-back technique in classroom to improve writing and reading?

My subject is a little different than the traditional literacy. The book I chose is “Health Literacy From A To Z: Practical Ways to Communicate Your Health Message” by Helen Osborne, who is a Occupational Therapist with Master degree in education, and also the president of Health Literacy Consulting.

During past decades there are more and more studies of “literacy in a specific field”, such as digital literacy or media literacy. And “health” is one of the subject. Although the early focus was traditionally on the “read and write abilities of patients in clinical settings”, recently the study extends it’s meaning to the definition that is not just reading and writing, and not just within the hospital.

However, HL still contains a lot about reading and writing in a specific discipline (health). I think it might be an interesting idea to bring something different, broader the discussion about literacy but also connect all the things we learn from this course. This book has 42 chapters so I will read about 4 chapters a day and write a summary/review about it.

In general, health literacy (HL) refers to “the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions”. I think this definition presents different levels/steps of being “literate”:

1. able to read/write or communicate
2. able to access any kinds of health service/information
3. able to analyze or judge those information
4. able to make a proper decision
5. able, or have enough motivation to DO it and gain a better health status

In addition, just like any other fields of literacy, HL is all about the “provider”, the “receiver”, and the “message”. Whether they are doctor-patient, teacher-student or policymaker-community member, the goal is to promote health understanding hence the health condition through communication.

There are many researches show that HL is getting more important nowadays. First, the face-to-face time between information receiver and professional provider is less and shorter, while chances to access messages from ads or online forums are more. Second, lower HL results poorer health outcome, such as longer hospitalization. Third, lower HL results higher financial cost, both from institutions and individuals.

But overall, I think the most important reason the makes HL so important is that, because health is an issue of all human beings. You could choose not to be “digital”, or even have no contact with any “media”, but everyone must face his/her own health issue sooner or later.

Back to the clinical settings, there are debates about whether to test patients’ literacy level to offer needed help, or not to do it to avoid making people have lower HL feel anxious or ashamed. But if anyone wants to do the test, many assessment tools have already been proofed useful, such as REALM or TOFHLA. However, it’s not just about people who can’t read well. Age, disability, language, culture, SES, an even emotion affect our HL (imaging maintain “literate” when you hear you have cancer!)

It’s not just the message receivers that matter. Writing easy-to-read materials or offer enough resources from the providers is also important.

And a lot more from the book (and myself) to be continued!

Questions for thinking:

1. Are you for or against testing patients’ literacy level in clinical settings? Why?
2. Have you had any healthy experiences that made you feel helpless, bewildered and “illiterate”?

I love reading blogs. When I have time I can read many articles about many topics in many blogs as a leisure activity. Makeup tutorial, movie review, travel planning…any information I want to know I can find lots of amateurs or even professionals discussing about them in a comprehensive yet fun way for free for us to read and learn.

For example, I am going to have a event that I need to do makeup by myself. Realizing that I don’t have either tools nor skills make me anxious. I started searching for some basic knowledge online. In my opinion, makeup is a field that is very easy to go out of fashion in a short period therefore we tend not to learn it from books. After watch some Youtubers’ videos, I surprisingly found that many times an article works better than a video, or an article with photos plus a video could make a perfect teaching material.

Makeup blogs are just one kind of blog, but I think the criteria that make a quality blog is all the same for me: well organized (efferent) and sincere (aesthetic). When writing an article publicly, whether a long one or a short “Twitter” one, you must have a clear topic and purpose in mind throughout the writing process, then it’s possible that you organize it and make it readable. In addition, the content must be true and honest. As the Wikipedia pointed out, consumer-generated advertising and sponsored posts are now everywhere. For me you definitely can get pay on what you write, but only if you don’t pretend that you doesn’t.

Back to my makeup example, there is a famous Taiwanese blogger called Gisele (Sorry it’s in Chinese), I think she is one of the best makeup blog I found so far. First the structure of her blog is very good that you could always find topics you need by following the index. Second the balance of words, photos and videos is good, she makes the advantages of all three forms work well. Third the tone she chooses is friendly yet professional. It doesn’t have to be serious and distant even you want to teach some difficult ideas in your articles such as the ingredients of a foundation. However I also don’t like bloggers who “act (write) like your best friend” since them just aren’t.

After reading some professional articles about reading and writing, I think running a blog might be a good way of teaching them. Find a theme that you interest in, list out some topics of it, combine your background knowledge and information you found online (remember to site them), write them down and prepare them to be read the way you like reading other blogs, and finally interact with your reader, get feedbacks and write more!

I already have had a blog since long time ago but before I just use the albums in it until last year I decided to write down my memory of my wedding then I post my first article. I decide to use this one in this course too to “keep my stuff together”. Some of the layout might be in Chinese, I hope it won’t affect your reading.

Introduction
I always love dramas because of the way they tell stories, express ideas, and were being watched, absorbed and even accepted by audiences.

I watch different countries’ dramas, and the American and Japanese ones are my favorites. They are professional productions with their own world view. And medical dramas are a good genre to show both of these two characterizations of these two countries’ TV drama productions.

However, four years ago when I had a chance to start working in a hospital, I surprisingly found out that none of the hospitals –the physicians, the nurses, the patients, even the atmosphere- are what I thought they should be like.

I started asking myself then, about where did I get all those thoughts and images of the hospital, since I barely had chances to walk in and talk with any person in it. The answer is clear: the medical dramas. They have capacity of being able to showing the “inside” of hospitals which normal people usually don’t have the access to enter, in a comprehensive way within a series of ten or even more episodes.

But dramas are so variable! Even with the same genre, it’s easy to tell that American and Japanese dramas have different perspectives, cultures, and social backgrounds. These elements are effecting the texts, and the texts are further effecting our imagination of this live and death field.

So, my research question is: What’s the difference between American and Japanese medical drama?

Example
To show some examples of both dramas,I pick 2 clips for each one as below:

American medical drama: House M.D.
 
(It’s hard to find a complete clip without extra work due to copyright issue.)

Japanese medical drama: Iryu——Team Medical Dragon
 

(Please watch for at least the first 50 seconds.)

Finding
However, my finding is limited. Most of them are the comparison of American and Japanese dramas, with the focus on the production, not the content.
Here is a table I made based on the resources I picked last week, shows the MOST (not ALL) of dramas’ characteristics of America and Japan.
 

Inspiration
Since that my resources didn't answer my question, I decide to take this result as a pilot research, and hope I could have a chance to do the further research in the near future. For example, if you take this two clips/dramas aforementioned, in my opinion, first, House M.D. describes a extraordinary situation in a simple, straightforward way, while Iryu expresses a daily event in an exaggerative way. All the lines, lights, shots are giving impacts to these techniques of expression.
Moreover, I also want to know how these two countries’ medical dramas shape the clinical ethic, the images of staffs, the communication between hospital and patient/family differently, thus influence the audiences’ value.

Conclusion
After all, I’ve learn things from my resources, especially that I found out that there are Americans who love Japanese dramas and Japanese who love American dramas, and they share their though online. But I must do something to contribute as one of the resource as well in the future.
How do you think about this topic? Do you like American/Japanese medical dramas? How does those two clips make you feel?

 

Resources
Please check my assignment last week as below:
http://readwritedigitalsp2014.pbworks.com/w/page/76150958/Yun-Hui%20Tsai%20Resources

7. 跳舞二進

就在我們也吃了一點東西並且超隨性地揮手離場後，
接著就是換裝準備二進了～

一開始先燈暗播放我們預錄好的舞蹈開頭，
當大家非常專注地看著前方影片時，忽然螢幕全黑但音樂繼續，
這時燈光打開，我們接著剛剛的舞蹈跳舞出場接受歡呼這樣，
相當的假掰XD

會想安排舞蹈是有用意的，因為小哥可說是半個舞者，
在工作室跳舞去高中社團當舞蹈老師那種～
雖然現在已經沒在跳了，但是舞蹈對他來說意義重大，
我也希望能夠有和他共舞的機會，象徵未來的夫妻生活～
雖然我跳得很爛啦～

首先是影片～
為了燈音控方便，到我們出場之後都"完全沒有畫面"XD

接著是出場～
大概就是沿著紅毯跳、上舞台跳一跳、再慢慢沿著紅毯跳到後方，鞠躬閃人～
這裡不好意思放影片，因為照片看起來比較強XD
     
在此特地感謝小寶帶來的spotlight，
不管是現場還是照片效果都超好！

 

8. 短片串場

接受眾人歡呼離場後，我們需要整理儀容，
此時我弟就上司儀台介紹我如上說明的這段舞蹈意義，
並且介紹接下來要播放的影片意義。

從高中開始一直喜歡亂寫劇本、演舞台劇， 但都只是社團和系上晚會的胡搞瞎搞，
這次要結婚我就跟小哥說，我一定要寫一部影片來拍!!
感謝老公的配合，以及我那從大學開始就跟我一樣愛亂寫劇本演之夜的好友，
大學時就跟他一起立志要走戲劇之路，
結果人家已經是副導了，我卻只是個毫無關係的超鳥小助理，
而且跟創作一點關係也沒有XD
得到導演答應協助拍攝後，我們討論了一下短片的方向，結論是：
1.不要是照片MV(其實我到現在還是不懂，MV不是music video嗎...)
2.不要太長(結果還是有一點點長...)

我大概想好方向後，花了兩個晚上看了一堆安室愛美惠、一個晚上寫劇本。

我們花了一整天拍攝，地點就在小哥當時的租屋處，
除了我和小哥外，還有導演(兼燈光)、我妹擔任錄音師兼美術兼打雜。
拍攝完後就交給麻吉導演回家後製，最後完成這部短片。

說明一下影片設定， 因為我們婚後小哥到了鳥不生蛋的新墨西哥州工作，所以時間設定為兩年後、地點設定在新墨西哥州～

 

影片效果超級好，在新娘房一直聽到笑聲，
加上只是整理一下妝髮很快，結果我們跑出來偷看(當天也是我們第一次看)，
看完後再悠哉地出場接受好萊塢巨星般的歡呼XD
真的感謝大家的捧場和導演好友的超強剪接功力啊～
   

 

9. 敬酒聊天

敬酒應該算是整場婚宴裡面最正常的活動了～
這場宴客本來就定位為平輩的派對，
加上男方親戚已經在澎湖登記時有簡單的祭祖和聚餐，
因此就由新人和我爸媽超快速的敬完～
(我猜可能也跟我的服裝和鞋子太好走動也有關係，
喜來登的婚宴小管家一直在旁邊提醒我
"等等把拔馬麻啊～"XD)

也因此敬完後時間還超多，我和小哥就到處跑去找我們的朋友聊天～

敬到這桌時最high，因為等下換他們上場XD

 
趴趴走的好處就是可以被好友玩一下XD

   
還可以多找久不見的好友聊聊天～

 

10. 白紗進場

終於到白紗進場了～
只能說這場婚宴整個顛倒了XD

既然我有這麼美的伴娘群、會跳舞的老公、和超開明的老爸，
白紗進場當然也不能只是普通的進場囉～

實在難以言說，就用影片來呈現吧XD
 

在此感謝婚錄Vic，
除了精華MV以外，每個流程的記錄和剪輯也都很完整，
大家要找婚錄就要找這種精華剪得好、完整版更好的～

 

11. 交換誓詞

雖然我覺得這是很重要的部分，
但是因為實在太忙了，結果我什麼都沒準備就上台了～
而且其實整場都哭不太出來...
就是有點感動，但是對整個活動流程的在意和焦慮完全蓋過哭意...
小哥倒是相反，緊張又感動到汗淚齊飆XD

 
因為我很在意我明示要求婚結果還是沒有，所以這個意思一下～

 
我的好友們倒是哭得滿慘的XDD

在此又要再次感謝小寶和婚錄Vic，畢竟新人在整場宴客中其實不太能注意到賓客的反應，
我很感謝他們讓我看到大家又哭又笑的～～～

 

12. 送捧花/歌唱表演

接下來是老妹和老媽的時間～

當初籌備婚禮時我就默默決定，即使是再怎麼熟知流程的工作人員也還是要保有驚喜，
因此我獻給總招老妹的驚喜就是～送捧花～
畢竟即使好朋友這麼多，最最希望她得到幸福的還是妹妹呀～(當然還有弟弟啦XD)

 
捧花第一次上場XD因為又要跳舞又要拉裙擺實在沒手拿捧花...

再來是媽媽表演時間～
我媽唱歌很好聽，抱著讓她"輸人不輸爸"的心情，就決定讓她上台高歌一曲～
曲目是我選的，鄧麗君的"我只在乎你"，
我覺得這首歌的歌詞無論是描述我和小哥的關係，或是表達我們對台下這些好友的感謝都還算適當，
不過事實證明是錯的XD
因為這並不是我媽很熟的歌，所以她得花時間記歌詞，
比較無法融入情境XD
加上她那天超緊張，她一邊在台上抖我一邊在台下幫她一起抖，
我個人覺得老媽當天表現有失水準，哈哈，早知道讓她唱江蕙的家後XD

 
可以看到我們在台下很認真地打拍子～

 
居然還有好友聽到哭...你們真是太捧場了啊(大力握手)！

11. 發喜餅/送客

終於到最後了！

我們選擇最後才發喜餅，因為以往自己去吃喜酒的經驗是，
即使入場就拿好餅了，也是必須放在椅下或散落地板，
甚至有時會影響行走。

上篇第一張伴娘的照片，就是最後送客時，
長廊佈置桌已撤走，大家排隊發餅拿餅的地方，
拿到餅走出去順便送客合照剛剛好～
我們人數不算太多，加上不想刻意區分，
因此人人有餅～

送客也算是正常婚禮的活動之一XD
比較不同的是，
我們大膽採用黑色背板，當初是為了符合化學主題想用成黑板的感覺，
沒想到當拍照背景效果超好～
第二就是，我穿白紗送客～
畢竟送客是最會留下合照的時間，
我們顛倒一般人的流程，反而獲得穿得最正式最經典和大家合照的機會～

 
特地製作的UN logo章，當天請大家攜帶喜帖作為領餅之用，
當然忘了帶帖也照發不誤，把章蓋在手上留個短暫紀念XD

 
平常拍照就愛擺醜臉，當天仗著全套造型更是肆無忌憚XD
而且我到後來根本笑不出來了...與其僵臉不如搞怪～

 

以上就是整個婚宴的簡單流程版......

好吧根本一點就不簡單......

大家應該可以看到，整個婚禮的各個細節我都非常想讓它與眾不同，

記得在籌備前期有個前輩就跟我說：

「你以為很特別的，其實早就都有新娘做過了啦～」

我雖然相信這句話，但我的想法卻是：

「那我就把每個新娘各做過一件的特別想法集合成二十個！(握拳)」

也就催生了這場送客時大家不停跟我說"太難超越了"的婚禮了～

 

最後，其實就算把流程跑完，也還是有一大堆細節沒在裡面，

例如佈置、造型、婚紗、喜餅、喜帖，

超美味西式套餐、自己設計的藍寶石戒指、驚喜甜點31冰淇淋等等......

希望我之後能有動力一個個挑出來寫～～～

 

最後的最後，放上Vic幫我們剪輯的婚禮精華MV~

 

真心感謝大家的收看<(_ _)>

大家好。我是uht，101/11/11正式畢業也快滿一年了，

因為實在太忙碌也太懶惰，去年底辦完婚禮發了一篇婚禮短片分享文後就再無下文XD

然而想到長達一年的籌備期，和最後自認還算完美的結果，

無論如何還是希望能為這段美好且瘋狂的回憶留下一點記錄。

我想從完整的婚禮流程開始介紹，應該是最能和大家好好分享這場婚禮的方法了～

我們沒有任何儀式，只有一場晚宴，流程大致如下：

1.中午伴娘姐妹群一起到工作室造型

     

這八位就是我整場婚宴的伴娘(沒有伴郎XD)兼工作人員兼表演者，
加上我弟擔任司儀，另一位男性麻吉擔任男總招(上面最左邊的是我妹擔任女總招)，
共十位就是我全部的親友工作人員。

我認為儘量全部找同一群好朋友是很重要的，
一來他們彼此認識，互相支援毫不扭捏，
二來又是我好友和弟妹，我也可以放心分配工作，
三來也很賞心悅目～


2.一群人浩浩蕩蕩搭捷運去婚宴會場

  

是的你沒看錯，我們搭捷運去辦自己的婚禮！

回想去年初剛訂好宴客場地後，某次閒聊時我問我爸：
「那我們當天要怎麼去啊？要跟姨丈和叔叔借車湊三台還是幾台嗎？」
沒想到我爸居然回說：
「幹嘛那麼麻煩...反正喜來登門口就有善導寺捷運站，我看你們乾脆搭捷運去好了！」

我爸一個信手捻來讓我驚為天人，
再加上我那群更瘋狂的伴娘、
甘願不入鏡且配合我們的花瓶新郎(以下以我對外叫他的稱謂"小哥"代替XD)和打雜兩總招，
以及大力協助記錄的婚攝小寶和錄影我好友(婚錄因為中午另有一場來不及趕到)，
就變成這樣了～

  
完全無視眾人眼光XD

  
瘋狂行徑讓同車廂乘客乾脆坐到旁邊讓我們拍個夠XD

 
大包小包搭捷運，節能又減碳～

 
風雨無阻披頭八～

 

3.整裝造型/場佈

 

當天我們因為賓客滿百人有送一晚新人房，再次感謝我爸英明，
想到大家整理儀容需要空間，阿莎力讓我把一般房間升級成有客廳的房型，
事實證明這決定非常正確，十幾個人在有兩間廁所的空間，
放行李休息整理妝髮都還ok！

捷運主意有個比較麻煩的地方是，
原本我打算素顏便服，
沒想到瘋狂伴娘覺得“要玩就玩整套”，大家決定要全副武裝，
害我為了畫面好看只好中午一起上簡單妝髮，再租套便宜外拍白紗，
一進飯店附贈的新人套房就得卸妝再去找新秘報到，做真正的第一個造型。

大家也知道，當新娘一踏進宴客會場，就失去功能了...
我也不例外，籌備那麼久的婚禮，最重要的前置作業階段卻只能在新娘房裡化妝～
但是，因為喜來登和我佈置廠商希朵的專業，加上我對親友工作人員的完全信任，
除了可惜自己不能像一直以來辦活動那樣穿梭會場裝忙以外倒是沒什麼好抱怨的XD

 

4.迎賓

因為不喜歡新娘從頭到尾跟親友說不到幾句話的那種婚禮，
我決定一開始就要站在門口！
而且為了好走動，我把一般人的一進白紗放到最後，
選擇簡單又不失質感的禮服。
感謝新秘暄云的快手，雖然因為風雨遲到一下來不及上指甲油，但是妝髮我很喜歡～

 
迎賓的好處就是可以好好和前來祝福我們的賓客一一表達感謝～

   
自己訂下的”擁抱計劃“，讓我擁抱了幾乎每個朋友，也有很棒的照片回憶，
不過要是可以重來我會請小寶多拍我朋友的表情就好XD

 

另外，我們的迎賓內容也有精心準備～

首先，收禮桌由兩位能幹伴娘負責，賓客亦在此簽上特製的指印簽名綢～
  

再來就由一位伴娘請賓客移駕到左邊的背板填寫祝福小卡～
       

接著，因為我們的婚宴是吃西式套餐，每個人的座位都是固定的，
因此先由一位伴娘拿著完整桌圖表詢問賓客姓名，
再指派另外兩位伴娘任一位拿著小手牌負責帶位並且沿路介紹環境XD
帶到位子上也會再次確認無誤～
     

賓客坐定位，放好隨身物品後，就可以開始參觀享用XD
我選的清翫廳非常棒，在廳外接待區和廳內用餐區中間有一個長廊～
(找不到很清楚的照片，這張將就用，
右邊延伸出去的就是長廊，長度大概放四張會議桌沒問題，
左側裡面分別是含廁所的新娘房，以及我們這廳賓客專用的獨立男女廁！
連廁所都不用跟其他廳共用，超棒的啊～)
  

有這麼好的場地當然要充分利用！
我先在牆上掛了和各階段好友的合照，
(因為不喜歡成長MV，更喜歡像攝影展的感覺，賓客也可以駐足慢慢欣賞～)
   

另外長廊一進去擺的是婚紗相本、謝卡等週邊簡單佈置，
我不喜歡花瓣蠟燭，且希望每樣"展出"都有其意義～
  

再往裡面的桌子則是迎賓小點和雞尾酒，小點有三種口味，
雞尾酒本來要用試管裝以符合主題但是怕大家不敢喝作罷XD
  

整個迎賓的半個小時左右，就是新人到處抱抱聊聊，客人到處吃吃看看這樣～

 

5. 短片開場

不只是我，相信大家無論身為新人或賓客，都很不喜歡婚宴延遲開始的感覺，
因此我們很努力想達成準時開場。
然而即使像我們這種幾乎都是平輩的婚禮，也有許多中南部上來的朋友，
小小遲到在所難免。
為此我的折衷辦法是，以影片作為開場～
先由司儀我弟預告婚禮即將開始，五分鐘後就直接關燈放片～
我們放的是用imovie簡單做成的六分鐘澎湖登記+婚紗照投影片(實在不喜歡MV這個詞:P)，
然後我和新郎已經坐在主桌還一邊用麥克風亂介紹了XD

影片開場的好處多多，
一來可以讓遲到賓客進場不尷尬，
二來可以讓效率伴娘群快速收拾，等正式上菜她們也已經坐好等吃飯了～
我可不想讓我的好姐妹在我的婚宴上吃不飽！
我為每個人安排的工作都是"既有參與感又不太忙還能美美的"～

    
伴娘群還有時間照相XD

我把親人桌放靠近司儀檯，我弟可以吃一吃再起來講講話XD

看到小哥解說地挺開心的～

這裡也附上播放的小短片～
 

 

6.新人致詞/好友致詞

如果要說這場婚禮有主持人的話，那應該就算是...新娘和新郎本人XD
因為我們都不算是口條太差的人，對於這場婚禮也有很多地方想介紹，
也喜歡掌控流程，以前辦過活動也常自己亂主持，所以我想應該不會太難～

 

簡單拉勒一下就上菜囉～

上菜以後我們的流程基本上是以每道菜來作區隔，我想大家應該也都是吧XD

接下來是我很喜歡的好友致詞～

很喜歡像美國電影裡演的那樣，婚宴上致詞的都是新人最好的朋友或兄弟姐妹，
一來好友最了解我們，
二來在這幾乎都是平輩的場子裡，有點high又有點溫馨的致詞再適合不過！

因為小哥有兩個好麻吉，他無法取捨，因此就讓兩個都上場，
我則是找了從國中到現在的好友，身兼男總召又要致詞，辛苦他了～

原本我家共六人，對這件事各持正反意見，
我媽和小哥認為，那要是沒被選上的人會不會想說"阿賀，我不是你好朋友囉！"
但我無法被這種負面思考說服XD
好在堅持的結果效果非常好！最終大家都倒戈了～

 
小哥的麻吉安仔拿著桌牌上台XD

   
另一位麻吉馬達也是台風穩健還帶大家舉杯！超級稱職的～

 
我麻吉說他太緊張了所以拿整罐的上來XD
可以看到我有點感動～

 

下篇待續......