Music, drama and dance were the focus at The British School of Nanjing earlier this week, with the in-person return of collaborators from Juilliard in New York, widely regarded as one of the world’s leading schools for performing arts.
音乐、戏剧和舞蹈是本周早些时候南京英国学校的焦点，来自纽约茱莉亚音乐学院的合作者亲自回归，该学院被广泛认为是世界领先的表演艺术学校之一。
Monday of this week, 17 April, saw three curriculum specialists from Juilliard return to The British School of Nanjing (BSN), after 3 years of COVID-induced absence. While online visitations have taken place in lieu, nothing beats getting up close with a performing-arts specialist.
本周一，即 4 月 17 日，茱莉亚学院的三名课程专家在因新冠疫情缺席三年后重返南京英国学校 (BSN)。虽然在线访问已被取代，但没有什么比近距离接触表演艺术专家更好的了。
So it was that Salla Saarikangas-Kramer, Ashley Renee Watkins and Nick Mahmat spent time with not only students throughout the school day, but also parents of BSN children, in an after-school workshop.
因此，Salla Saarikangas-Kramer、Ashley Renee Watkins 和 Nick Mahmat 不仅在整个上学期间与学生共度时光，还在课后研讨会上与 BSN 儿童的家长共度时光。
That workshop sought to inform parents as to the mechanics of the unique program that is the collaboration between Juilliard and BSN, together with other schools in the Nord Anglia Education group.
该研讨会旨在向家长介绍茱莉亚音乐学院和 BSN 以及诺德安达教育集团其他学校合作的独特项目的机制。
It was an eye-opening experience for many, and very much a deliberate effort to challenge perceived notions as to the value of the creative end of a school’s curriculum.
对于许多人来说，这是一次大开眼界的经历，也是一次刻意的努力，挑战人们对学校课程创意目的价值的认知观念。
Many might see performing arts in schools or extra-curricular classes as, essentially, learning how to play a particular tune on the piano.
许多人可能认为学校或课外课程中的表演艺术本质上是学习如何在钢琴上演奏特定的曲子。
The Juilliard-Nord Anglia Performing Arts Program sees it as much more than that.
茱莉亚-诺德安格利亚表演艺术项目认为它的意义远不止于此。
Watkins is a classically trained multi-genre vocalist, songwriter, educator and facilitator. For her, it’s all about building a spirit of exploration. “[It’s] truly fostering a sense of curiosity. … I often say how beneficial it is when we have individuals who just stop and ask questions, and aren’t always rushing to that sense of conclusion”, she said, talking with The Nanjinger ahead of Monday’s workshop.
沃特金斯是一位受过古典音乐训练的多流派歌手、词曲作者、教育家和主持人。对她来说，这一切都是为了培养探索精神。 “[这]真正培养了一种好奇心……我经常说，当我们有人停下来提出问题，而不总是急于得出结论时，这是多么有益”，她在周一研讨会之前接受《南京人》采访时说道。
“Creativity is a habit of mind to have. So when we are thinking about all of these skills, we’re really thinking about skills, as a human, to have”, she said.
“创造力是一种思维习惯。因此，当我们考虑所有这些技能时，我们真正考虑的是作为一个人应该拥有的技能，”她说。
Watkins’ thoughts were echoed by Mahmat, Drama Curriculum Specialist for Juilliard’s Global K-12 Program. “We’re building students who are used to active and exploratory learning. So they’re on their feet, they’re willing to try things, they’re taking risks, they’re ideating and coming up with lots of ideas. They are really steeped in the creative process”, said Mahmat.
沃特金斯的想法得到了茱莉亚学院全球 K-12 项目戏剧课程专家 Mahmat 的赞同。 “我们正在培养习惯于主动和探索性学习的学生。因此，他们能够站稳脚跟，愿意尝试，敢于冒险，敢于思考并提出很多想法。他们真正沉浸在创作过程中，”马哈迈特说。
Then it was time for the parents in attendance to come up with a few ideas of their own, when Saarikangas-Kramer, Dance Curriculum Specialist, put them on stage in the BSN theatre. Many might have initially wondered at the next step; being asked to create various shapes with their bodies, in various positions. Some chose to just lie on the floor.
然后，当舞蹈课程专家 Saarikangas-Kramer 将他们放在 BSN 剧院的舞台上时，出席的家长们可以提出一些自己的想法。许多人最初可能对下一步感到好奇；被要求以不同的姿势用身体创造出各种形状。有些人选择躺在地板上。
But it all made sense afterwards, when they viewed a video performance by professional dancers, in which many of the shapes they had improvised moments before suddenly came alive.
但后来，当他们观看专业舞者的视频表演时，这一切都有意义了，他们之前即兴创作的许多形状突然变得生动起来。
Saarikangas-Kramer spoke of the collaboration that makes world-class performing arts accessible to all students within participating schools. “Sometimes those studio classes don’t look at the performing arts as a whole, and all that is there; they’re more focused on, ‘let’s learn this piece’, or ‘let’s play this song’, or ‘let’s study this technique’”, she said.
萨里坎加斯-克莱默谈到了此次合作，该合作使参与学校的所有学生都能接触到世界一流的表演艺术。 “有时候，这些工作室课程不会把表演艺术作为一个整体来看待，而是关注其中的所有内容；他们更关注‘让我们学习这首曲子’，或者‘让我们演奏这首歌’，或者‘让我们研究这项技术’”，她说。
“I know from personal experience that when I graduated as a dancer from a conservatory, I didn’t really know that much about dance. I knew how to dance, but I didn’t really have a great picture of what I was part of”.
“从个人经验来看，当我作为一名舞蹈演员从音乐学院毕业时，我对舞蹈并不太了解。我知道如何跳舞，但我对自己所处的部分并没有真正的了解。”
This was the insight which also revealed that teaching performing arts is about so much more than building confidence in a child. After all, the skillsets learnt through performing arts, comprising collaboration, problem solving and flexibility, are transferrable to, and applicable in, all walks of life, no matter the career choice.
这一见解也揭示了表演艺术教学不仅仅是建立孩子的信心。毕竟，通过表演艺术学到的技能，包括协作、解决问题和灵活性，可以转移到并适用于各行各业，无论职业选择如何。
