SGA云上艺术之旅

Music · Drama · ASA

疫情之下

我们虽然还未能回到校园

但同学们在艺术世界的探索之旅

从未停歇

Grade 1-音乐节奏

G1的学生对音乐节奏表达进行了深入探索。他们了解了音乐的不同节拍，认识了拍号，并尝试使用所学的不同时值的音符进行主题音乐节奏作品的创编。同时，他们也学习了 “身体打击乐” 多角度的音乐节奏表达，试图在演唱新西兰儿歌《Epo I Tai Tai E》时通过打击身体不同部位进行伴奏。

G1 students explored the expression of music rhythm. They understood different beats, time signatures, and tried to use different note values to compose theme rhythmic music. Meanwhile, they also learned the expression of “Body Percussion”. They tried to add some body percussion movements while singing the New Zealand nursery rhyme “Epo I Tai Tai E”.

Grade 2-非洲&巴西音乐

二年级走进了非洲和巴西的音乐世界。通过欣赏非洲和巴西的音乐和音乐表演，他们探索了两种音乐文化的风格，特点，乐器等。在学习音乐的同时，同学们也观察到不同地域的环境，文化和社会对音乐的影响。他们还通过学唱不同国家的童谣来更加深入感受不同地域的音乐文化，通过制作海报来向家长介绍非洲音乐。通过本单元学习，同学们学会欣然接受来自不同文化、不同地点、不同时代的艺术作品，并积累了丰富的民族音乐知识。 

G2 students travelled to the music worlds of Africa and Brazil. Through the appreciation of music and musical performances of Africa and Brazil, G2 explored the features, styles, and instrument of both music cultures. Meanwhile, they discussed the influence of the environment and society on the formation of music culture. They also learned some nursery rhymes to deeply experience different musical cultures and created poster to introduce African music to parents. At the end of the unit, they will be open-minded to the arts and music from different cultures, places, and times and have a good understanding of African and Brazilian music. 

Grade 3-全球音乐

三年级的同学们进入了世界音乐的单元。孩子们通过查阅音视频资料，分组探索了中国、日本、印度、非洲、意大利五个国家的音乐特点。之后在老师的引导下聆听欣赏了各国经典的音乐作品，并尝试使用当地语言演唱民族歌谣。与此同时，同学们也了解了不同国家的音乐文化，并认识了各具特色的传统乐器。孩子们从所学的12件代表乐器中选出自己最感兴趣的一件，分别从文化背景、音乐特性和乐器形制三个角度，研究乐器，并向大家介绍这种乐器。 

G3 entered the unit of World Music. They first explored the music of five representative countries (China, Japan, India, Africa, and Italy) in groups by looking up audio and video resources (See the pictures below). After that, with the guidance of teacher, they listened to and appreciated folk music from different countries and sung some folk songs in different languages. At the same time, the students deeply explored a variety of traditional musical instruments from different cultures. They chose a musical instrument they were most interested in, and introduced it from three perspectives including cultural background, timber, and structure. 

Grade 4 & 5 -巴洛克时期的音乐文化

四、五年级游历了巴洛克时期的欧洲。通过探索巴洛克的时代背景、音乐与艺术的联系、音乐家、音乐作品、乐器及舞蹈，孩子们了解了巴洛克时期的音乐文化。同时通过观察不同时期环境、文化及社会对音乐形成的影响，同学们讨论了人类在不同时期如何运用音乐进行交流。我们学习了绘制听力导图来分析音乐并帮助自己更好地理解音乐的结构和元素，还通过学习和表演巴洛克时期的舞蹈和歌曲，深入感受了巴洛克时期的艺术魅力。

Grade 4 and 5 back to Baroque period. They mainly explored music and art in Baroque period by inquiring about historical background, the relationship between visual arts and music, the music style, composer, masterpiece, instrument, and dance. Furthermore, through observing the influence of environment, culture, and society on the formation of the music, they discussed how people used music and art to communicate in Baroque period. They drew a listening map to analyse music and help themselves understand the elements and structure of music. At the same time, they further experienced Baroque music through learning and performing the music and dance of Baroque period.  

MYP Music

七年级：日常生活中的音乐元素

七年级学生探索了音乐创作的节奏元素。他们在 “Stomp out loud” 这一单元中探究了如何在日常生活中发现音乐元素。同学们谱写了自创的固定音型节奏作品（ostinato rhythm composition），并且试着用随处可见的生活用品来模仿打击乐器，演奏自己的创作成果。

The 7th graders have explored and created rhythmic element of music. Our unit ‘Stomp out loud’ examines how music can be found everywhere using everyday things such as a cup, a pen, a desk, etc. The students created their own ostinato rhythm composition, which is a repeated musical rhythm. They then explored different non-traditional percussion instruments around their house to perform their ostinato rhythm along with the music of their choice.

八年级：音乐创作的身份表达

在刚刚结束的这一阶段学习中，八年级的同学们围绕着“身份”这一主题，尝试着完成了一次歌曲创作。同学们在作品中运用了多种音乐元素来表达自己的个人和文化身份。例如，同学们被问到，该如何通过音乐来表达自己对宠物的爱？音符是否会变得更快、更响亮来呼应小动物的兴奋？作曲家能用特定的节奏和低音创造出吠叫的声音吗？探索与身份相关的音乐元素，进行自我表达及创作，都能有效地培养学生沟通交流的能力，让学生成为更全面的IB学习者。 

The 8th graders concluded their music rotations with online learning by composing a song that connects to their identity. The students have used multiple musical elements to express their personal and cultural identities in their compositions. For example, the students were encouraged to ask how they can portray ‘their love for dogs’ through music. Would the notes get faster and louder to engage in excitement for the dog? Could a composer create a barking sound using a specific rhythm and bass? The exploration of musical elements to have the specific purpose of communication related to their identity engaged the students as meaningful composers.  

MYP Drama-莎士比亚的戏剧世界

在戏剧课上，MYP通过学习和表演《哈姆雷特》和《仲夏夜之梦》两部戏剧走进了莎士比亚的世界。首先他们学习了莎士比亚的人生以及他的四大悲剧和四大戏剧。随后，通过理解《哈姆雷特》及《仲夏夜之梦》的剧本，分析戏剧中的角色，进行中英文读剧的台词表演，训练声（声音）台（台词）形（形体）表（表演），学生掌握了如何用肢体和语言去表达，沉浸式地体验了戏剧表演的魅力并释放天性的自信。整个单元的学习提高了学生的戏剧鉴赏能力，也帮助学生发掘了更多的戏剧表演方式！ 

In drama class, MYP entered the world of Shakespeare by studying and performing two plays, Hamlet and A Midsummer Night’s Dream. First, they learned about Shakespeare’s biography and his four tragedies and four plays. Then, by means of understanding the scripts of “Hamlet” and “A Midsummer Night’s Dream’, analyzing the characters in the plays, reading the Chinese and English lines, training the Sheng (voice) Tai (lines) and the Xing (body) Biao (performance), Students have mastered how to express with body and language. More importantly, they experienced the charm of drama performance and gained the confidence of performing. This unit not only improved students’ drama appreciation ability but also helped students to explore different way of drama performance. 

ASA Orchestra-线上乐团

在疫情期间，乐团的师生们积极投入到线上教学及练习之中。乐团的各专业教师在线上布置了同学们需要练习的作业，并讲解了作业曲目的重点和练习要求。同学们也积极响应，克服困难努力练习，并录下了练习视频。教练也在第一时间给出了点评和反馈，最大限度减少线上学习对乐团成员们的影响。  

During the epidemic, the students and teachers of SGA orchestra actively engaged in online teaching and learning. The orchestra teachers assigned the tasks for students to practice at home, and also sent the practice requirements and key points in detail. The students followed the instructions to practice at home. They sent their practice videos to the orchestra teachers to review. The teachers also given feedback and suggestions on the practice videos to support students.  

停课不停学，成长不延时。作为粤港澳湾区第一所多元融合先行示范学校，深外湾区学校以结合国家课标和IB国际体系的融合课程为基础，在网课期间制定了五育并举、平衡孩子身心健康与教学目标的线上教学计划。艺术、运动、劳动、文化、教学等各式各样的活动精彩纷呈，为湾区学子的远程居家学习生活增添了一抹抹亮色。