為迎接中國農歷新年，我們發布了一段與學者共創的拜年視頻，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同學的現場演奏。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代張力，創意十足。
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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，確保每一個節拍都精準。
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生，也是創校生，他剛剛收獲了知名院校伯克利音樂學院的offer，即將踏上專業的音樂學習和夢想實現之旅。我們也借此機會與他暢聊，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實演奏出來。
這份希望成為他與音樂結緣的起點，幼兒園時期便開始學鋼琴。與同齡人被家長要求或是跟風的學習不同，他有著想要實現的事情，可惜日常死板的照譜練習和演奏，沒有機會讓他創造屬于自己的旋律。于是?年多以后，鋼琴的學習告一段落。
這段經歷為他培養了基礎的?準和樂感。后來進??學，恰逢學校招募民樂團。本想嘗試笛子，無奈落選，誤打誤撞地開始了二胡的練習。
William坦?，“我?直覺得?胡不是我要學的”，不過還是?直堅持到了現在。他的堅持???與天賦和對?樂的熱愛息息相關，另???還有?學和初中的樂團活動作為外?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，很難調動起學?學習的熱情，但William對他的?胡?師?分感激，這位藝術家不僅資歷頗深，?態也?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，他學會了使?鍵盤?效地與電腦進?交互，這是成為?名?樂制作?最基礎的技能之?。樂器演奏與軟件工具的結合，讓他看到了音樂更多的可能性，反過來激發了他對于音樂創作更大的渴望。
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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，成為我們的創校學者之一。自由包容的氛圍和多元化的師生背景，高度個性化的學術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格以及未來想要發展的方向，但是在這里的學習生活，幫他找到了更為清晰的目標。
硬件上，宿舍條件與設備不缺，因為他在音樂演奏和創作方面的需求，11年級時學校為他提供了獨?的空間，可以容納聲卡，鍵盤，?響等工具，讓William更加?便制作?樂；軟件上，?論基礎課程的學習，還是專業?向的準備，或是寄宿?活中，都遇到了帶來諸多啟發的良師益友。
在校期間，他和?師?起創建了Home Recording Life Block，承擔了許多編曲、錄?、混?相關的?作，這成為他決定發展音樂制作能力的契機。
“Life Block讓我能夠?直維持?樂創作的周期，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進行交流，彼此交換觀點和創意。能夠激發靈感的互動體驗，一定程度上促進了自己對未來方向的確認。
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?，在課堂上，師?之間更像是?種平等交流、教學相長的關系。Claire?師的專業領域聚焦于古典樂，?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；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，迸發出新的火花。
Claire和我們分享了她的見解：“我覺得??樂的路，關鍵是你要如何???的?樂與觀眾聯結和交流，如何在交流過程中獲得反饋再進?步改善??的?樂。隨著時代的變化，?樂的制作流程、表現技巧和呈現?式都會有很?的變化，但不變的是創作者始終要?作品與他?聯系起來，與整個世界聯系起來。”
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，對創作愈加富有激情。
音樂領域之外的老師也給予了正向的反饋。William會和導師岳?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，串聯起更加宏?的領域和時間線，幫助孩子從中文的?度認識??藝術，乃?整個?闊的世界。對William??，岳?師不僅是單個學科的?師，更像是某種意義上的??導師，引導自己理解并形成了藝術上的審美。
除了和?師們的交流，William同時在?中時期有著豐富的樂團活動經歷。他還在搖滾樂團中擔任鍵盤?，在樂團中，將西洋的和東?的、現代的和傳統的?樂結合起來改編和排練，并多次登上學校?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?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，現場考察師資和設備情況，找到圈內的??來指導??。
這位?師當下從事著音樂制作的工作，致力于將中國傳統音樂與電子音樂結合在一起，通過更加流行的方式表現出來讓大眾接受，并且推廣到國際舞臺。專業的指導給了William極大啟發，對他整個?樂風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和發展期待已經有了相當成熟的想法。
伯克利音樂學院作為業內頂尖的學府，對于學生的?樂功底、創作理念和風格契合度都要求很高。
“不同于茱莉亞?樂學院或者紐約?學，伯克利?樂學院的氛圍其實更加前衛和包容。伯克利很喜歡世界?樂，民族?樂這類風格，并且在課程設置上更具多樣性。很期待未來能將世界各地的弦樂進?融合，達到?種觸類旁通的感覺。”
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：通過系統學習，推動爵??化與中國傳統?化的交流與融合。
他和我們分享了在伯克利面試環節與教授的溝通：
“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，會迸發全新的靈感，獲取新的創作思路。未來我還想進軍更加多元的領域，?如擔當音樂制作人，或者為游戲、影視作品設計音效和配樂等。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民樂的魅力。”
選擇伯克利繼續自己的?樂之路，不僅僅是看中學校的名氣。校內的老師大都是音樂行業大咖，既有豐富的行業經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，加之所坐落城市發達卻并不快節奏的特質，讓William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，家庭的優勢與自己的興趣沒有關系，只能靠一步一步去慢慢探索和進步。所幸家長總是全力支持，老師們提供了積極的引導，成就感的逐漸累積。在同齡人或許還躊躇于未來的選擇時，他已經找到了興趣和志趣的結合點，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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