在情境中探索音乐
国际文凭组织 · IB Diploma · 音乐 · HL 知识点 1 2:28 英语旁白 · 英中内嵌字幕
章节
文本转录
The exploration portfolio is written work showing engagement with diverse music, plus practical exercises in creating and performing, focused through the four areas of inquiry.
探索作品集包括展示你接触多样音乐的书面作业，以及创作和表演方面的实践练习，以四个探究领域为焦点。
It is worth 20% at HL.
高级课程占百分之 20。
The four areas of inquiry are lenses: music for expression, like protest and work songs; for listening and performance; for dramatic impact, like film and game scores; and music technology, like sampling and the DAW.
四个探究领域是观察的透镜：用于表达的音乐，如抗议歌曲和劳动号子；用于聆听和表演的音乐；用于戏剧效果的音乐，如电影和游戏配乐；以及音乐科技，如采样和数字音频工作站。
A student plots three encounters: a regional work song under expression, because the music organizes collective labour; a film cue under dramatic impact, because the harmony steers tension the picture cannot show; and a phone-DAW remix under technology.
一个学生规划了三次接触：地方劳动号子归入表达，因为音乐组织集体劳动；电影配乐片段归入戏剧效果，因为和声引导画面无法表现的张力；手机数字音频工作站混音归入科技。
Every encounter sits in a context: personal, the student's own musical world; local, the community around them; and global, previously unfamiliar music.
每次接触都处在某个情境中：个人情境，即学生自己的音乐世界；本地情境，即身边的社群；全球情境，即以前不熟悉的音乐。
The course asks students to move beyond the personal.
课程要求学生超越个人情境。
The three roles run through every encounter: the researcher analyses elements and context, the creator takes something into an exercise, and the performer realizes it in sound.
三种角色贯穿每次接触：研究者分析要素和情境，创作者把某些东西带进练习，表演者把它变成声音。
The work song is researched: its call-and-response texture, and the timbre of voices against tools.
劳动号子被研究：它的一领众和织体，以及人声与劳动工具的音色对比。
It is created: its motif taken into a two-part exercise.
它被创作：动机被带进一个二声部练习。
And it is performed: the response line sung.
它被表演：唱出应答声部。
The analysis kit is five elements: rhythm, melody, harmony, texture and timbre.
分析工具是五个要素：节奏、旋律、和声、织体和音色。
Every claim about a piece is made through them.
关于作品的每个论断都要通过它们来提出。
The written entry names two audible events: the leader-group call and response in texture, and the dry timbre of the tools marking time.
书面条目先指出两个可听见的事件：织体中领唱与众人的一领众和，以及工具打拍子的干涩音色。
Only then does it read them: the music organizes the labour.
然后才解读它们：音乐组织了劳动。
The practical exercises grow out of the same encounters the written work analyses: the linked exercise sets the call motif for two instruments and performs the response.
实践练习来自书面作业所分析的同一批接触：对应的练习把领唱动机写给两件乐器，并演奏应答部分。
Check yourself.
自我检测。
Four areas of inquiry, used as lenses.
四个探究领域，作为透镜使用。
Three contexts: personal, local, global.
三种情境：个人、本地、全球。
Three roles: researcher, creator, performer.
三种角色：研究者、创作者、表演者。
Five elements.
五个要素。
And the event is named before the effect.
先指出事件，再谈效果。