海外大学字幕プロジェクト

Ghent Universityゲント大学
期 間
2017年10月16日~2017年11月27日
参加人数
25名
作品名
『ウェディングシックスティーン』(伊藤拓也監督/2016年/19分)
JVTA 担当講師
石井清猛、ジェシー・ナス
大学からのメッセージ
アンドレアス・ニーハウス教授

アンドレアス・ニーハウス教授

Prof. Dr. Andreas Niehaus

学生たちが「海外大学字幕プロジェクト」を通じて身につける知識と経験は、彼らの将来の研究に必ず役に立つでしょう。彼らが日本文化をより理解し、世界中の日本を学ぶ学生らと交流することを期待します。

The Global Universities Subtitling Project will give our students the opportunity to build up expertise and experience in a potential future work field. My hope is that they will also learn more about Japanese culture and exchange their thoughts with students in Japanese studies around the world.

【10/23】どんな英語がふさわしい? よりクリエイティブになっていく学生たちの翻訳

October 23rd: “What’s the best way to say this?!” GUSP students’ translations grow more and more creative!

第2講では「ウエディング・シックスティーン」のストーリーを理解した上で、作品の流れと深く関わるセリフの翻訳に臨みます。

ストーリーを理解する上で大切なのが、主人公が誰かを知ること。学生たちは内容を一言で伝えられるよう、4つの班に分かれてディスカッションを行いました。そこで明らかになったのが、家出中の女子高生ユリと逃走中の花嫁マキ、どちらが主人公なのか意見が分かれていたということ。その後、主人公がユリだと判明します。

続いて、学生たちはセリフの翻訳に移ります。話題に挙がったのが、ユリとマキそれぞれのセリフに頻繁に登場する“フツウ”という言葉。平凡な自分が嫌いなユリが使う“フツウ”と、周りと同じような16歳になりたいマキの“フツウ”は同じ“Normal”で訳していいのか? ――作品を伝えようと考えを巡らす学生たちの翻訳はよりクリエイティブになっていきます。

言葉選びの楽しさを知った学生たちは、ストーリーをより深く知るために、引き続きセリフの翻訳に取り組みます。
For our second lecture, students were assigned to watch a short film called “Wedding Sixteen”. Based on their own understanding and interpretation of the film, they were asked to translate selected pieces of dialogue that are crucial to the film’s story to the best of their ability.

Being able to identify the main character is vital for understanding the story. After breaking up into four groups, the students engaged in discussion to talk about how they would explain the story in a single simple phrase, as well as identify the main character. As each group presented their findings, it was interesting to see that a portion of the class thought the runaway high school girl Yuri was the main character, while others thought it was the bride-to-be Maki. As it turns out, the main character was indeed Yuri after all.

Afterwards, the students moved on to their actual dialogue translations. One topic that came up during class was the usage of the word “normal” (or “futsuu” in Japanese) which both Yuri and Maki frequently say throughout the film. Yuri, who dislikes her mediocre or “normal” lifestyle, often phrases it in a way that makes it sound like something negative. On the other hand, Maki often uses the word in a sense of wanting to be like a “normal 16-year-old girl”, making it sound like something positive. In this situation, one cannot simply translate this word just one way, so many found it to be a bit of a struggle. In the end, the more these students think about how to convey the story, the more creative their translations will become!

Having learned the fun and importance of word choice, GUSP students will continue to work on translating the films dialogue in order to achieve greater understanding of the story.

【10/16】エクササイズで見えた答えとは? 学生たちが導き出した“映像翻訳の考え方”

October 16th: A First Look at the Basics of Visual Media Translation

教室に集まった25名の学生たち。海外大学字幕プロジェクトの第3弾では、彼らが短編映画『ウェディングシックスティーン』の日英字幕翻訳に挑みます。

学生たちは皆、日本の映像コンテンツが大好き。自己紹介のコーナーではスタジオジブリの作品や『半沢直樹』シリーズ、アニメ映画『パプリカ』などを好きな作品として挙げました。

映像翻訳の基本的な考え方を知るために、まず学生たちが取り組んだのが日本のミュージックビデオの翻訳。1回目は歌詞とは知らない状態で訳し、ビデオを見た後に、曲のトーンに注意しながら、もう一度同じ歌詞を翻訳してみるというものです。リライトした歌詞は、皆ひと味違う訳に仕上がった様子。字幕にして映像にのせてみると、より世界観を伝えられた! と、学生たちに笑顔がこぼれました。

「映像作品で味わえる感動や体験を、言葉を超えて伝えるのが映像翻訳」――。エクササイズで映像翻訳の考え方を共有した学生たちはその後、他の映像作品の翻訳エクササイズに移り、ストーリー構成の捉え方や、字幕にふさわしい言葉の選び方を学びました。

基本を知った学生たちは次週から、いよいよ課題作品の翻訳に取り組みます。
25 students gathered in the classroom, ready to take part in the 3rd installment of the Global Universities Subtitling Project (GUSP), where they would take on the challenge of creating English subtitles for the short Japanese film “Wedding Sixteen”. We learned that the students were all fans of Japanese media content, with references to Ghibli films, TV drama “Hanzawa Naoki”, and animated film “Paprika” coming up in their self-introductions.

The subject of the first translation exercise the students did to learn the basics of visual media translation was a Japanese music video. The students first translated two lines of text without any knowledge of what it was, or where it was from. After learning that they were songs lyrics and watching the music video that they came from, they gave their hand at rewriting their original translations, paying careful attention to tone and style. The final translations were then put on the screen over the video, like real subtitles. After seeing them together, it became clear how having the context and background influenced and improved their translations.

After this exercise, the students moved on to two other exercises which focused on the importance of story structure and word choice. Throughout the entire first class, they were able to grasp the essence of visual media translation: “Conveying the emotion and feelings experienced inside a work to an audience that doesn’t speak the original language.” From the next class, the students will put the knowledge they gained to use to translate their short film assignment.