在哈罗珠海的音乐课堂，邂逅“乐器王后”
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大家还记得当年的音乐课
都蜻蜓点水式的接触过什么乐器吗？
下图是否唤起了你对音乐课的“深刻”回忆？
在珠海哈罗礼德学校的音乐课堂
孩子们所学习的乐器则 “另有乾坤” ！
金秋十月
哈罗珠海开启了全新的音乐学习项目
打开弦乐之门
作为音乐课的拓展环节
为课堂点缀上一抹古典音乐的金光
我们是一所双语学校，在这里，学生不仅仅学习双语能力，更重要的发展真正的双语思维。而学习音乐，特别是娴熟演奏一件乐器的能力，对孩子们大脑的认知水平发展所起的作用，对左右脑的充分调用，和学习语言异曲同工。
国内外许多认知神经学和心理学领域的研究成果表明，音乐和语言享有共同的神经机制，其中任意一样的学习，都势必对另一样的能力起到良好的促进作用。
图表来自Mornica,R.B于 2017发表的关于把音乐融合入儿童语言学习的论文
小提琴，起源于17世纪的意大利，在西方器乐中占非常重要的地位。它独特的音色，灵活的演奏，富于变化的表现力，既能乐队和协奏中起支柱作用，又是个人独奏的理想乐器。
很多名人一生挚爱小提琴，爱因斯坦是音乐造诣颇高的小提琴演奏家，“杂交水稻之父”袁隆平院士曾在稻田里奏响浪漫一曲，钱学森先生通过美妙的琴声把思维扩展向更广阔的世界。
在众多乐器中，小提琴是与众不同的，它对身体协调性、手指在细微之处的灵活度、记忆的精确性要求之高，还有其演奏技巧的复杂程度（节奏、时机、音量、感情等），对学员来说都是很大的挑战。
小提琴因其声学结构的特殊性，琴弦上没有明确的位置标记，需要演奏者自行通过辨别音准掌握位置。所以学习弦乐乐器的孩子，音高概念往往比学习其他乐器要更强。
同时，认真、深入地学习一件乐器，尤其是富有挑战的乐器，既是音乐艺术的熏陶和审美的塑造，也有助于发展社交能力和互助精神，因为孩子们会在学习过程中一起探讨，共同进步。
♫. ♪~♬..♩♫. ♪~♬..♩♫. ♪~♬..♩
小提琴课程先从G1、G2两个年级开始，在课程安排上，小提琴的学习作为音乐课的拓展内容，每周的1/3的课堂时间用作小提琴教学。格外感兴趣的学生可以通过自选的CCA增加更多训练和提升机会。
哈罗珠海音乐老师温老师在课上需要打起十二分精神。教学第一步是学习并保持正确的握琴姿势，他需要时刻留意每一位学生的状态，并提醒他们注意纠正，”错误的姿势将来容易导致颈椎病”。
第二步是持弓拉弦，需要耐心引导学生找到平衡点并正确控制琴弓。做好这两步，学生们才能逐渐学习如何将手指摁在正确的位置上。
这对入门选手来说相当不容易，但同时也锻炼大家克服困难的决心和持之以恒的耐心，也十分符合哈罗一贯重视的坚毅向前、面对挑战的领导力特质。
♫. ♪~♬..♩♫. ♪~♬..♩♫. ♪~♬..♩
那怎么才能让每个孩子都在
日常学习和生活中得到充分的练习？
学校为音乐课提供了一批小提琴，老师经过慎重考虑，对比不同的厂家和品牌，选择了做工细致的琴，尤为考究弦轴的稳固性，让学生可以在音调精准的琴上练习，更容易入门进行学习，也更能获得演奏的快乐。
除此之外，学生还可以在课余空闲时间取琴练习，如果想带琴回家练习，签署借琴协议即可。
学琴不是一蹴而就的事情，我们想尽可能地让更多学生有坚持练习的机会，鼓励他们踏实、勤练，才能在未来收获成长的惊喜。
哈罗珠海高年级学生Jeff和Tiantian在舞台上演奏小提琴
学习小提琴
不应仅是浅尝辄止的兴趣
而是一件庄重认真、持之以恒的事情，
我相信这是一个很好的开始。
———马千里博士
在哈罗珠海，多元化的学习方法和创新的课程设置远不止体现在音乐课，还在各种课堂实践和教学活动里异彩纷呈，并把勇气、荣誉、谦和、互助的哈罗价值观始终贯穿校园生活的方方面面。我们努力创造卓越的学习体验，赋予学生出类拔萃的个人品质，以领航瞬息万变的新时代。
Do you remember what instruments
you were exposed to in music lessons?
Do the pictures below bring back any memories?
In music lessons at Harrow Zhuhai
The musical instruments children are learning are "something else"!
October is a beautiful month
Harrow Zhuhai has initiated a new music programme
The Violin Programme
as an extension of the music lesson
adds to golden touch of classical music in campus
Dr. Max Caruso, Head Master of Harrow Zhuhai, places great importance on the teaching and learning of music. He said,
We are a bilingual school where students do notjust learn bilingual skills, but more importantly develop a truly bilingualmind. And learning music, especially the ability to play an instrumentskilfully, plays a similar role in the development of the cognitive level ofthe children's brains, the full invocation of the right and left brain, aslearning a language.
Many domestic and international research findings in the fields of cognitive neurology and psychology have shown that music and language share common neural mechanisms, and that learning either one is bound to contribute well to the other.
Figure retrieved from Mornica, R.B's paper on integrating music into children's language learning published in 2017
The violin programme
is a good place to start
The violin, which originated in Italy in the17th century, occupies a very important place in Western instrumental music.Its distinctive tone, flexible playing and expressive variety make it an idealinstrument for both orchestra and concerto, as well as for individual soloperformance.
Many famous people have loved the violin all their lives. Albert Einstein was a highly accomplished violinist, Yuan Longping, the father of hybrid rice, played a romantic piece in the rice fields, and Mr. Qian Xuesen expanded his mind to a wider world through the beautiful sound of the violin.
The violin is unique among many instruments inthat it requires a high degree of physical coordination, finger dexterity insubtleties, memory accuracy, and the complexity of its playing (technique, rhythm,timing, volume, emotion, etc.), which is a great challenge for theparticipants.
Because of the acoustic structure of the violin,there are no clear position markings on the strings and the player has tomaster the position by discerning the pitch himself. This is why children wholearn stringed instruments often have a stronger concept of pitch than thosewho learn other instruments.
At the same time, serious, in-depth study of aninstrument, especially a challenging one, is both musically artistic andaesthetically shaping, and helps to develop social skills and fellowship as thechildren discuss and progress together in the learning process.
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At Harrow Zhuhai,
How do students learn the violin?
The violin programme starts with two grades, G1and G2, and is structured so that the study of violin is taught as an extensionof the music lessons, with 1/3 of the class time each week dedicated to it.Students who are particularly interested can add more training and enhancementopportunities through CCA.
Mr. Warren Wen, the music teacher at HarrodsZhuhai, has to be on his toes in class. The first step for students is to learnand maintain the correct posture for holding the instrument, while Mr. Wenneeds to keep an eye on each student and remind them to correct their state,"Wrong posture can easily lead to cervical spondylosis in thefuture".
The second step is to hold the bow and pull thestring, which requires patience to guide the student to find the balance pointand control the bow correctly. By doing these two steps, students willgradually learn how to hold their fingers in the correct position.
It's quite tough for entry-level players, but italso exercises the resilience to overcome obstacles and the patience to persevereand is very much in line with the leadership attribute that Harrow has alwaysvalued in, that is, facing challenge with determination.
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So how can every child be
get adequate practice
in daily learning and life?
The school provided a number of violins for the music lessons. After careful consideration and comparison of different manufacturers and brands, the teachers chose meticulously made violins, with particular attention to the stability of the strings, so that students could practise on them with precise intonation, making it easier to start learning and more enjoyable to play.
Besides, students can pick up their instrumentsduring their free time after school or sign a deposit agreement if they wish totake them home to practice.
Learning the violin is not something thathappens overnight. We want to give as many students as possible the opportunityto practice consistently and encourage them to practice hard in order to reapthe surprises of growth in the future.
Jeff and Tiantian, senior students at Harrow Zhuhai, playing violin on stage
The study of the violin
should be more than a passing interest
but a solemn, serious and persistent thing to do.
I believe it is a good place to start.
———Dr Max Caruso
At Harrow Zhuhai, a diverse approach to learning and an innovative curriculum extend far beyond music lessons to a wide range of classroom practices and teaching activities, and the Harrow Values of Courage, Honour, Humility and Fellowship are always present in all aspects of school life. We strive to create outstanding learning experiences and to empower our students to excel as individuals in order to navigate a new and ever-changing era.
Let's look forward to more good things
happening at Harrow Zhuhai!
声明：本文内容为国际教育号作者发布，不代表国际教育网的观点和立场，本平台仅提供信息存储服务。
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