Exploring the power of empathy and support in nurturing individual growth, inspired by 'Like Stars on Earth'.
Ah-him faces difficulties with reading and writing, feeling misunderstood by the traditional teaching methods. He expresses his feeling by drawing, not by studying.
Other students mock at Ah-him's academic performance, highlighting the lack of understanding and empathy in the classroom environment.
A teacher enters, trying to promote emotional expression through art, facing resistance from another teacher emphasizing conventional skills.
Ah-him's talent is criticized, hindering his creative expression and reinforcing his feelings of inadequacy and frustration with learning.
A classmate shows concern, and the new teacher wants to help the boy. However, the other classmates mock Ah-him with bad results.
Ah-him's mother expresses concern about his well-being due to poor exam performance and lack of motivation to learn.
Ah-him's father expresses strong disappointment and pressure, fearing his son will fail if he doesn't improve academically.
Figurative 'groundhogs' symbolize external criticisms, mocking Ah-him and reinforcing the negative label of 'loser'.
Ah-him's sister offers solace, acknowledging his unique talents and highlighting the excessive expectations of their father and the need to support him.
He wants to prove that he is not a loser. So, Ah-him bravely fights back, rejecting the 'loser' label.
The art room offers a space for free expression, but Ah-him faces criticism for lacking structure in his artwork and going against instructions.
Ah-him defends his right to express his emotions freely through art, challenging the teacher's emphasis on conformity and structured techniques.
There is a clear contrast between valuing individual expression and enforcing rigid artistic standards in the classroom environment.
Ah-him challenges the conventional norms of artistic expression, advocating for the importance of personal feelings in art.
The teachers and parents do not understand the value of art. Therefore, the freedom of expression is limited and criticised.
The teachers convene to assess Ah-him's overall well-being and academic performance, highlighting the importance of holistic support.
There is a discussion around Ah-him's family background and its potential impact on his behavior and learning abilities at school.
The teachers stress the necessity of creating a supportive and understanding environment for Ah-him to thrive and open up emotionally.
The psychologist will test him to understand his learning difficulties, and also provide guidance.
There is a need to understand and support the student. They will invite the parents to the school to understand the situation.
The teachers discuss Ah-him's situation. He is reported to have learning difficulties, including autism, ADHD, and dyslexia.
The doctor explains how these issues affect Ah-him's education and daily life. He also guides them how to learn more.
There are different explanations given by teachers, regarding autism, dyslexia, and ADHD, clarifying that they are not life-threatening or contagious.
The father feels less worried after learning it is not life-threatening. He asks how to help his son.
Family members understand the importance of the situation, and they are ready to do anything for Ah-him to improve.
One of Ah-him's classmates asks a teacher what makes a good painting.
A teacher says everyone has different ideas about what makes good art. It's about sharing feelings.
Ah-him focuses on his drawing. His friend says Ah-him's art is special because it shows his inner world.
The teacher highlights the personal and emotional elements, rather than just technical skill, to inspire students.
It is important to share individual feelings, not just technical skill to create a beautiful artwork.
The All-Hong Kong Secondary School Painting Competition is underway. This is the opportunity for Ah-him to share his talent.
The audience is asked if they support Ah-him to create art. They are asked to give him encouraging words.
The interview audience shout out encouraging words, praising his art for its beauty and unique expression.
The audience will choose a teacher to support and encourage Ah-him. They hope Ah-him can show his power.
With the audience, teachers and classmates supporting Ah-him, he feels safe and confident to share his art.
The All-Hong Kong Secondary School Painting Competition winner is Ah-him. The singer Tsz Chun will give him the award.
Ah-him stands on stage feeling nervous. He shows his appreciation to his family and teachers.
Ah-him shows his sincere gratitude to his parents, his sister, Mr. Tin Yau, his classmate Ah-him. He thanks everyone.
Ah-him wants to encourage people to create and express themselves. Everyone will see it and be happy.
Ah-him expresses his appreciation and gratitude for the support he received on his journey to becoming a champion in painting.
The people express how they feel in a song. They express their feeling to everyone.
Ah-him thanks everyone, and everyone in the audience and families begin to sing with happy faces.
The whole community will sing the song named 'Fan Sing', appreciating his work and showing the support.
Let's sing.
Please stand up and sing.
We extend our sincere appreciation to our dedicated teachers for their constant support, valuable guidance, and unwavering commitment.
We are deeply grateful to our parents and family members. Their consistent encouragement helped us to get to this point.
Also, we want to express our gratitude to those who supported and believed in us. Your belief made our success possible.
Last but not least, we want to say thanks for coming. Your participation made our success possible.
We extend our heartfelt gratitude to you for celebrating this special moment with us, as it has greatly enriched our experience.
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