為迎接中國農(nóng)歷新年，我們發(fā)布了一段與學(xué)者共創(chuàng)的拜年視頻，來自不同城市的祝福匯聚一堂，為兔年開啟美好篇章。

為視頻拉開序幕的，是來自William同學(xué)的現(xiàn)場演奏。外灘臨江，二胡版《金蛇狂舞》配以電音編曲，喜慶的氛圍之余又增添了幾分現(xiàn)代張力，創(chuàng)意十足。

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【資料圖】

To welcome the Chinese New Year, we released a video created with our scholars to wish them a happy New Year from different cities.

Kicking off the video was a live performance from William. By the Bond in Shanghai, the Erhu version of "Golden Snake Dance" was arranged with electric music, adding some modern tension to the festive atmosphere and being full of creativity.

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這是William用心花幾天時間完成的改編，從得知新年視頻的計劃時，William就反復(fù)與我們討論主題、選曲，最終他將自己的民樂特長與音樂制作能力相結(jié)合，不僅在寒冷的室外參與演奏和拍攝，后期剪輯時還特地跑來與我們一起完成最終的作品，確保每一個節(jié)拍都精準(zhǔn)。

事實上William并不只是個“對音樂感興趣”的孩子，作為狄邦華曜的首屆畢業(yè)生，也是創(chuàng)校生，他剛剛收獲了知名院校伯克利音樂學(xué)院的offer，即將踏上專業(yè)的音樂學(xué)習(xí)和夢想實現(xiàn)之旅。我們也借此機(jī)會與他暢聊，來看看他與音樂究竟有著怎樣的羈絆與故事，又是如何在校成長，獲得了伯克利音樂學(xué)院的青睞？

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When he learned about the New Year"s video project，William repeatedly discussed the theme and song selection with us. And eventually combined his folk music expertise with his music production skills, not only playing and filming in the cold outdoors but also coming to finish the final work with us in post-editing to make sure every beat was accurate.

William is not just a child who is interested in music. As a founding scholar of HC, he has just received an offer from Berklee College of Music. William is about to embark on a journey of professional music learning and dream realization. We take this opportunity to chat with him to see what kind of constraints and stories he has with music and how he grew up in school and won the favor of Berklee College of Music.

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并非“音樂世家”只為傳達(dá)腦海中的旋律

Not a “Music Family”

Just Want to Convey the Melody in My Head

William的家庭中并沒有音樂方面的相關(guān)人員。但在他能夠記事的四五歲起，腦海里就總會響起一些旋律，這些旋律伴隨著他入夢，讓他越來越希望能將其變成現(xiàn)實演奏出來。

這份希望成為他與音樂結(jié)緣的起點，幼兒園時期便開始學(xué)鋼琴。與同齡人被家長要求或是跟風(fēng)的學(xué)習(xí)不同，他有著想要實現(xiàn)的事情，可惜日常死板的照譜練習(xí)和演奏，沒有機(jī)會讓他創(chuàng)造屬于自己的旋律。于是?年多以后，鋼琴的學(xué)習(xí)告一段落。

這段經(jīng)歷為他培養(yǎng)了基礎(chǔ)的?準(zhǔn)和樂感。后來進(jìn)??學(xué)，恰逢學(xué)校招募民樂團(tuán)。本想嘗試笛子，無奈落選，誤打誤撞地開始了二胡的練習(xí)。

William坦?，“我?直覺得?胡不是我要學(xué)的”，不過還是?直堅持到了現(xiàn)在。他的堅持???與天賦和對?樂的熱愛息息相關(guān)，另???還有?學(xué)和初中的樂團(tuán)活動作為外?推動的原因。

在許多?看來，?胡并不是?種“洋?”的樂器，資深的?胡?師往往采取批評式教育，很難調(diào)動起學(xué)?學(xué)習(xí)的熱情，但William對他的?胡?師?分感激，這位藝術(shù)家不僅資歷頗深，?態(tài)也?分開放。除了幫助William的?胡打下堅實的基本功，還成為了他?樂制作的引路?。

師從這位老師的過程中，他學(xué)會了使?鍵盤?效地與電腦進(jìn)?交互，這是成為?名?樂制作?最基礎(chǔ)的技能之?。樂器演奏與軟件工具的結(jié)合，讓他看到了音樂更多的可能性，反過來激發(fā)了他對于音樂創(chuàng)作更大的渴望。

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In William"s family, no one related to music. But as early as he could remember, at four or five, he always had melodies that accompanied him in his dreams and made him wish more and more that he could make them a reality.

This hope became the starting point of his love with music, and he began to learn piano in kindergarten. Unlike his peers whose parents asked them to follow the trend, he had something he wanted to achieve, but the rigid routine of practicing and playing sheet music did not allow him to create his melodies. After a year or so, his piano studies ended.

This experience provided him with a basic sense of sound and musicianship. Later, when he entered elementary school, the school recruited a folk band. He wanted to try the flute, but he was not selected then started to practice Erhu by mistake.

“I always felt that the Erhu was not something I wanted to learn," William admits, but he has continued to play until now. His perseverance is partly due to his talent and love for music but also due to the external force of his elementary and junior high school orchestra activities.

In many people"s opinion, the Erhu is not a “fashion” instrument, and Erhu instructors are normally critical, making it challenging to motivate students to learn. William’s teacher, who is highly qualified and open-minded. In addition to helping William build a solid foundation in the Erhu, he became his guide to music production.

By the teacher’s guidance, William learned to use the keyboard to interact with the computer efficiently, one of the essential skills to become a music producer. The combination of instrument playing and software tools opened his eyes to more musical possibilities, which fueled his desire to create more music.

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良師益友包圍用作品與他人交流

Surrounded by Good Mentors and Friends

Using Music to Communicate with Others

?中William選擇來到狄邦華曜，成為我們的創(chuàng)校學(xué)者之一。自由包容的氛圍和多元化的師生背景，高度個性化的學(xué)術(shù)育人體系為他的音樂成長提供了豐富的土壤。民樂出身的William，并沒有從一開始就很明確自己的音樂風(fēng)格以及未來想要發(fā)展的方向，但是在這里的學(xué)習(xí)生活，幫他找到了更為清晰的目標(biāo)。

硬件上，宿舍條件與設(shè)備不缺，因為他在音樂演奏和創(chuàng)作方面的需求，11年級時學(xué)校為他提供了獨?的空間，可以容納聲卡，鍵盤，?響等工具，讓W(xué)illiam更加?便制作?樂；軟件上，?論基礎(chǔ)課程的學(xué)習(xí)，還是專業(yè)?向的準(zhǔn)備，或是寄宿?活中，都遇到了帶來諸多啟發(fā)的良師益友。

在校期間，他和?師?起創(chuàng)建了Home Recording Life Block，承擔(dān)了許多編曲、錄?、混?相關(guān)的?作，這成為他決定發(fā)展音樂制作能力的契機(jī)。

“Life Block讓我能夠?直維持?樂創(chuàng)作的周期，沒有中斷。” William說道。更重要的是，他可以與來?不同文化背景、擁有不同音樂偏好和特長的同學(xué)進(jìn)行交流，彼此交換觀點和創(chuàng)意。能夠激發(fā)靈感的互動體驗，一定程度上促進(jìn)了自己對未來方向的確認(rèn)。

這?觀點與教授他AP?樂理論的Claire?師不謀?合。William是?樂理論課上唯?的學(xué)?，在課堂上，師?之間更像是?種平等交流、教學(xué)相長的關(guān)系。Claire?師的專業(yè)領(lǐng)域聚焦于古典樂，?William擅長的是民樂、流行樂及電子音樂。?師用豐富扎實的知識為William夯實樂理基礎(chǔ)；William則與老師分享電??樂中的概念與想法，不同類型的音樂理念在此碰撞，迸發(fā)出新的火花。

Claire和我們分享了她的見解：“我覺得??樂的路，關(guān)鍵是你要如何???的?樂與觀眾聯(lián)結(jié)和交流，如何在交流過程中獲得反饋再進(jìn)?步改善??的?樂。隨著時代的變化，?樂的制作流程、表現(xiàn)技巧和呈現(xiàn)?式都會有很?的變化，但不變的是創(chuàng)作者始終要?作品與他?聯(lián)系起來，與整個世界聯(lián)系起來。”

通過??的作品與他?交流，也是William始終踐行的理念。宿管老師之一Allen?師愛吹薩克斯，他經(jīng)常在宿舍把自己新鮮出爐的作品分享給對方；Allen?分欣賞他的才華與創(chuàng)造力，兩?的溝通互動總是?常熱切，類似的場景在寄宿?活中處處可見。William的分享欲被激發(fā)，對創(chuàng)作愈加富有激情。

音樂領(lǐng)域之外的老師也給予了正向的反饋。William會和導(dǎo)師岳?師分享作曲，聽取建議。雖然乍看起來岳老師教授的中?與?樂之間有著巨?的鴻溝，但他的課堂會從語?的知識點出發(fā)，串聯(lián)起更加宏?的領(lǐng)域和時間線，幫助孩子從中文的?度認(rèn)識??藝術(shù)，乃?整個?闊的世界。對William??，岳?師不僅是單個學(xué)科的?師，更像是某種意義上的??導(dǎo)師，引導(dǎo)自己理解并形成了藝術(shù)上的審美。

除了和?師們的交流，William同時在?中時期有著豐富的樂團(tuán)活動經(jīng)歷。他還在搖滾樂團(tuán)中擔(dān)任鍵盤?，在樂團(tuán)中，將西洋的和東?的、現(xiàn)代的和傳統(tǒng)的?樂結(jié)合起來改編和排練，并多次登上學(xué)校?樂會的舞臺。

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William chose to come to HC as one of our founding scholars. The liberal and inclusive atmosphere provided a rich ground for his musical growth. Diverse backgrounds of the faculty and students help a lot as well. William, who comes from a folk music background, needed to be more precise about his musical style and the direction he wanted to develop in the future, his study life here helped him find the more explicit goal.

In terms of hardware, dormitory conditions and equipment are superior. The school provided him with a separate space in 11th grade, which can accommodate sound cards, keyboards, sound instruments, etc., so that William can make music more conveniently; in terms of software, he has met a lot of inspirational mentors and friends in different aspect, including introductory courses, professional preparation, and dormitory life.

While in school, he created Home Recording Life Block with his mentor. He took on many production, recording, and mixing-related tasks, which allowed him to decide to develop his music production skills.

"Life Block has allowed me to maintain the practice of music production without interruption," William says. More importantly, he was able to interact with fellow scholars from different cultures with different musical preferences and strengths, exchanging ideas and thoughts with each other. The inspirational interactive experience has contributed to his confirmation of his future path.

William was the only scholar in the APmusic theory class. The relationship between him and the teacher is equal. Teacher Claire focuses on classical music, while William is good at folk music, pop music, and electronic music. Claire laid a solid foundation for William with rich and factual knowledge. William shared the concepts and ideas of electronic music with his teacher, and different types of music ideas collided and sparked new ideas.

Claire shared her insights with us: "The key to the path of music is how you use your music to connect and communicate with the audience and get feedback in the process to improve your music further. As times change, the process of music production, presentation techniques, and ways of presenting music will change a lot, but what remains the same is that the creator must always use the work to connect with others and with the world at large.”

Communicating with others is also a philosophy that William has always practiced. His desire to share and his passion for creativity has grown.

William would share compositions with his adviser, Mr. Yue, and listen to advice. Although, at first glance, there seems to be a massive gap between the Chinese language and music, Mr. Yue"s classes start from the knowledge of the language and connect it to a much larger field and timeline, helping children understand the art of literature from the perspective of the Chinese language to the entire world. For William, not only were the teachers of the individual subjects, but they were also mentors, guiding him to understand and develop an artistic aesthetic.

In addition to the interaction with his mentors, William also had a rich experience in orchestra activities during high school. He played the keyboard in the rock band，in the orchestra, he adapted and rehearsed a combination of western and eastern, modern and traditional music, and appeared on the stage of the school concert several times.

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為音樂變身終獲伯克利遞來橄欖枝

Becoming Sociable for His Music Dream

Now Received Berklee"s Acceptance

在接觸電子音樂之后，他的?母曾幫忙尋找專業(yè)?師，可惜家人這??資源的積累有限，?番努?后也沒有找到適合的?師。最終還是靠??克服了社恐的本能，從?站上?家家咨詢過去，現(xiàn)場考察師資和設(shè)備情況，找到圈內(nèi)的??來指導(dǎo)??。

這位?師當(dāng)下從事著音樂制作的工作，致力于將中國傳統(tǒng)音樂與電子音樂結(jié)合在一起，通過更加流行的方式表現(xiàn)出來讓大眾接受，并且推廣到國際舞臺。專業(yè)的指導(dǎo)給了William極大啟發(fā)，對他整個?樂風(fēng)格的形成和演變帶來了深刻的影響。

申請伯克利時，William對于自己的音樂特質(zhì)和發(fā)展期待已經(jīng)有了相當(dāng)成熟的想法。

伯克利音樂學(xué)院作為業(yè)內(nèi)頂尖的學(xué)府，對于學(xué)生的?樂功底、創(chuàng)作理念和風(fēng)格契合度都要求很高。

“不同于茱莉亞?樂學(xué)院或者紐約?學(xué)，伯克利?樂學(xué)院的氛圍其實更加前衛(wèi)和包容。伯克利很喜歡世界?樂，民族?樂這類風(fēng)格，并且在課程設(shè)置上更具多樣性。很期待未來能將世界各地的弦樂進(jìn)?融合，達(dá)到?種觸類旁通的感覺?！?/p>

以爵士樂起家且聞名的伯克利，會考察爵?即興演奏。William坦?這?部分他完成得并不盡如?意。這也是希望?后能夠在伯克利提升的地方：通過系統(tǒng)學(xué)習(xí)，推動爵??化與中國傳統(tǒng)?化的交流與融合。

他和我們分享了在伯克利面試環(huán)節(jié)與教授的溝通：

“我?直把??看作電子音樂的producer，以后想要從事這??的?作，在這個過程中可以不斷創(chuàng)造出全新的??、全新的處理?法，而且在與他?交流電子音樂概念的同時，會迸發(fā)全新的靈感，獲取新的創(chuàng)作思路。未來我還想進(jìn)軍更加多元的領(lǐng)域，?如擔(dān)當(dāng)音樂制作人，或者為游戲、影視作品設(shè)計音效和配樂等。我希望能在中國傳播電子音樂的文化，也能在美國讓更多人知道中國傳統(tǒng)民樂的魅力。”

選擇伯克利繼續(xù)自己的?樂之路，不僅僅是看中學(xué)校的名氣。校內(nèi)的老師大都是音樂行業(yè)大咖，既有豐富的行業(yè)經(jīng)驗又有著廣闊的人脈，對想成為音樂制作人的William來說資源尤為豐富。此外，學(xué)校不僅在音樂上盡顯包容與開放，在生活與文化上亦是如此，加之所坐落城市發(fā)達(dá)卻并不快節(jié)奏的特質(zhì)，讓W(xué)illiam覺得與自己都格外匹配。

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After being introduced to Electronic Music, his parents helped him look for professional instructors. Unfortunately, his family"s resources in this area were limited. In the end, he overcame his instincts of social fear, consulted with tutors from the website, inspected the teachers and equipment on site, and found a professional tutor in the music field.

The teacher is currently working as a music producer and dedicates to combining traditional Chinese music with electronic music in a more popular way for the public to accept and promote to the international stage. His professional guidance has inspired William and profoundly impacted the formation and evolution of his entire musical style.

By the time he applied to Berklee, William already had a relatively mature idea of his musical qualities and expectations for his development.

As one of the top institutions in the industry, Berklee College of Music requires a high level of musical skills, creative ideas, and stylistic fit from its students.

"Unlike The Juilliard School or New York University, Berklee is more avant-garde and inclusive. Berklee likes world music and ethnic music and has a more diverse curriculum. ”

William admits that he has not done as well as he would have liked in this part of his career, as Berklee, known for its jazz music, is looking at jazz improvisation. He wants to improve his skill at Berklee in the future: to promote the exchange and fusion of jazz culture with traditional Chinese culture through systematic study.

He shared his communication with the professor during the interview session at Berklee.

"I"ve always seen myself as a producer of Electronic Music, and I want to work in this area in the future so that I can create new sounds and new ways of processing, and I can exchange Electronic Music concepts with other people and get new inspirations and creative ideas. In the future, I would like to enter more diversified fields, such as being a music producer or designing sound effects and soundtracks for games, movies, and films. I hope to spread the culture of Electronic Music in China and to let more people in the U.S. know the charm of traditional Chinese folk music."

Choosing Berklee to continue his path in music is not only because of the school"s reputation. Most of the teachers in the school are music industry professionals with rich experience and extensive personal connections, which is especially rich for William, who wants to become a music producer. In addition, the school is not only tolerant and open in music but also life and culture, and the city it locates in is developed but not fast-paced, which makes William feel that it is a perfect match for him.

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William的音樂之路也曾有過迷茫與不確定，家庭的優(yōu)勢與自己的興趣沒有關(guān)系，只能靠一步一步去慢慢探索和進(jìn)步。所幸家長總是全力支持，老師們提供了積極的引導(dǎo)，成就感的逐漸累積。在同齡人或許還躊躇于未來的選擇時，他已經(jīng)找到了興趣和志趣的結(jié)合點，夢想與面包都握在了手中。

讓我們共同祝愿William?后的?樂之路，所到之處皆是坦途。

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William"s musical path has had its share of confusion and uncertainty. The strengths of his family had nothing to do with his interests, and he had to explore and progress slowly, step by step. Fortunately, his parents were always supportive, his teachers provided positive guidance, and a sense of accomplishment gradually accumulated. While his peers may still hesitate to choose their future, he has already found the combination of interest and ambition and has his dream and bread in his hands.

Let"s wish William"s future path in music will be straightforward wherever he goes.

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