2016-2017牛津中国学生学者联谊会第一次执委大会顺利召开

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全体执委合影

2016年11月6日,2016-2017届牛津学联第一次执委大会在赛德商学院顺利召开。

大会在下午14时准时开始,秘书长陈成主持会议并介绍了会议流程和今年学联的组织结构。

学联主席高雅琨随后致辞。她首先欢迎各位新的执委加入学联,鼓励大家积极参与学联工作。她对新一届学联成员寄予很高的期望,希望大家能在这段学联工作的时间里锻炼自己,广交益友,培养领导力与凝聚力。同时,高主席回顾了自己在学联的成长经历,通过分享自己的亲身体验,尽可能多的为大家传授在学联的工作经验。

之后,高雅琨主席向大会说明了学联章程修订案(2016)。修订案经大会投票表决,全票通过。即日起,牛津中国学联启用2016版学联章程。同时,大会审议通过了将原“创新创业平台”升级为“创业部”的决议。

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学联主席高雅琨致辞

刘煜冬、曾至昕、刘鑫副主席依次上台,就自己分管的部门工作,进行的回顾与展望。他们一边说着工作,一边论着情怀。多年学联的工作经验,让他们对学联的部门工作了如指掌,拿捏得恰到好处。同时激情的讲演,也拉进了他们与学联新成员们的距离。

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副主席及秘书长做报告

大会第二部分,由各部门部长依次登台,为大家介绍本年度的部门工作计划。

秘书长陈成首先向大家介绍了秘书处的人员构成和工作。秘书处就像一个大管家,默默的打理着学联的事务。新的一年里,他希望带领着秘书处的成员们,更高效更快乐地完成日常任务,促使学联更高效的运转。

宣传部部长张湉加简短而有力地给大家部门的工作计划,即做“牛津最潮的媒体平台”(微信,邮箱和网站宣传平台)、“学联最硬的技术支持”(摄影摄像)、以及“最脱水的访问专栏”(学联新创办的子衿专栏)。她表示,宣传部的工作不仅联系着在牛津的华人学生学者,同时还为校友们提供了一个交流信息的平台。

学术部盛萱宜部长介绍了往年学术部活动及本年度规划。今年学术部将继续举办“学术沙龙”系列活动,邀请更多的学术名人,力争为大家提供更多学术交流,碰撞思想的平台。同时,学术部将牵头举办中国文化周活动,向牛津的外国友人,宣扬博大精深的中国传统文化。

就业技能平台负责人殷钰忻简单介绍了就业部的成员构成。就业部将在上一年度的基础上,更高效地组织策划招聘会。收集发布信息,尽可能为同学们提供更多就业信息。新的一年,就业部将更广泛地与各大高校企业展开联系,同时联系线上课堂项目,为大家提供更多学习的机会。她鼓励大家积极参与就业部的活动,及早为职业规划做充分准备。

外联部部长江佳育用简洁的语言做了自我介绍,向大家阐述了外联部联系赞助工作的重要性和必要性。她通过讲述自己的亲身经历,提出了对外联工作新的看法。她表示,在她的带领下,外联部将会成为一个更加年轻、高效、有活力的部门。同时,她也希望更多的同学能够参与或者帮助外联部的活动。

文体部部长张嘉祺诙谐幽默地向大家展示了2016年文体部的人员构成,并介绍了一些新的富有创意的活动,鼓励大家积极参与活动的筹办,提出了“全员参与”这个概念。他表示,文体部与学联各部门合作,共同组织策划学联大型活动,如新生舞会、牛津春晚等,同时,文体部也在积极创新活动类型,比如今年首次举办G5篮球邀请赛。这些种类繁多的文体活动极大地丰富了大家的课余生活。同时他也鼓励大家积极参与到文体活动的筹备中,在锻炼组织能力的同时,也将活动带来的快乐分享给身边的同学们。访学部部长曾高远介绍了访学部的核心目标及工作职能,并说明了访学部的工作计划。总共有四个主要活动及目标,第一个活动是“华文讲坛”主题类互动讲座,第二个为建立完整的“牛津访问学者信息数据库”,三为管理维护“牛津访问学者大联盟(微信群)以及为访问学者们订制专门的集体活动。

旅游部部长徐东洋积极向大家展示了旅游部的精品活动,包括多次成功组织大家前往名胜古迹游览和每年学期初的新生环城活动。他希望大家能在旅游部组织的活动中,多走走多看看,在繁重的学习工作之余,能够通过旅游来放松心情,调整状态。对于新一年的活动,徐东洋表示信心满满,非常期待大家的参与。

创业部部长俞皓然展示了新成立的创业部的职能、发展和目标,希望在新的一年里,尽快与创新企业,科技园区建立良好的联系,通过宣讲会的方式,为牛津学生学者带来更多创业方面的信息。

通过本次执委大会,参会执委对牛津中国学联有了更全面更深入的了解。大家纷纷表示,希望通过学联的工作,锻炼自己,同时也为牛津地区的学生学者们,策划更多更精彩的活动。

 

本届牛津学联主席团:高雅琨、刘煜冬、刘鑫、陶国炜、曾至昕、陈成

 

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各部门负责人介绍

 

主持:陈成

新闻稿:张若晗、陈成

摄影:冯运

场务:王戈,姚敏,石浩均,徐习进,夏秋实,孙天宇,朱婷婷

技术支持:孟鑫

中英基础教育比较研讨会 Insights into British and Chinese Education Panel Discussion Event ‘the Chinese School: Winner or Loser?’

On 10th March, just before Hilary Term 2016 finished, the Oxford Chinese Students and Scholars Association were very honoured to invite a well-known, Chinese-born and fully qualified science teacher in the UK, Ms. Jun Yang-Williams, to ‘the Chinese School: Winner or Loser?’ panel discussion event at Wadham College, which was attended by hundreds of British and Chinese students and academics. The panel discussion was also joined by Prof. Therese Hopfenbeck and Ms. Ariel Lindorff from Oxford University Department of Education, and was moderated by Ms. Yuxi Zhang. This aimed to provide the audience, who are interested in hot educational topics evoked by BBC2 documentary ‘Are Our Kids Tough Enough: Chinese School’, with unique and professional insights into British and Chinese education.

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Prof. Therese Hopfenbeck, Ms. Ariel Lindorff and Ms. Jun Yang-Williams

Ms. Jun Yang-Williams first gave a speech on ‘British vs Chinese Education: What can we learn from each other?’. Yang-Williams has earned international fame from the BBC documentary mentioned above by being one of the five teachers from China who took over the education of 50 year nine students in a Hampshire school to see whether the high-ranking Chinese education system can teach Britain a lesson. Doubtlessly, kids who received tough modern Chinese style education scored higher in the final test.

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Ms. Jun Yang-Williams first gave a speech on ‘British vs Chinese Education: What can we learn from each other?’

Yang-Williams informed us about the projective facts following the positive experimental results produced in the program. For instance, 60 Shanghai teachers were invited by the Education Minister of UK to England to help 30 schools teach Mathematics in order to catch up with Eastern Asian counterparts in the international ranking of mathematical performance. Moreover, the exam board, Assessment and Qualifications Alliance (AQA), have signed a contract last year with the Chinese government in Science and Mathematics which presents the AQA syllabus to 15 schools from Beijing or Shanghai to teach them the creativity, critical thinking and problem solving skills that Chinese students lack. She claimed that the BBC programme is not a random isolated event and has something behind it.

Before going into too much detail of the program, Yang-Williams talked about her personal experience of her motive to come to England and become a teacher. She has been writing diaries for 10 years, and has revaluated the questions accumulated over the years about language, culture and identity during the filming of the programme which she herself does not have an answer to.

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Ms. Jun Yang-Williams has been writing diaries for 10 years

Yang-Williams believes that this documentary programme has largely reflected her ten years teaching experience. Then, she put forward the idea that the disparity between British and Chinese schools comes from the following aspects: curriculum, teaching pedagogy, assessment, teachers, parents, school system and behaviour.

Curriculum wise, almost all British schools have a vast variety of subjects including Religious Study, Drama and Dance which Chinese schools merely have interests in, while the Chinese only concentrate on Science and Maths.

‘I cannot say that student-centred is British and teacher-led is Chinese, we all have both of them, it’s just about different percentages,’ said Yang-Williams. British teachers’ pedagogy values learning by doing hands on experience, group work, discussions, investigations, role playing and research projects. Also, they pay more attention to differentiating the class according to students’ ability so that all pupils can be appropriately challenged and be guided to make progress. They look for engagement and possibly inspiration. ‘When insufficient progress has been made it should be clear what the plan of action would be to address this next lesson… Make it clear that you can see what each and every student has learnt and what the next steps are to secure progress,’ she quoted from Beere, J.

Tracking is how Yang-Williams monitors her students and what enables her to prepare the next lesson. Usually, each student gets a predicted grade at the start of an academic year based on their past performances, and after assessments, teachers have to identify the under achievers and swiftly take action, tutorials after school, for example. These actions then involve a lot of communication with parents who are likely to be supportive.

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The event was attended by hundreds of British and Chinese students and academics

The veteran teacher gave us a summary that the British are more aware of the significance of the development of a series of soft skills covering team spirit, information processing, leadership, self-direction, communication and so on. However, the disadvantages have been outlined by a sentence that Yang-Williams has once put into an article published, ‘assessment for learning has turned British teachers into performers’. The British-favoured education system not only distracts teachers from the main focus of teaching to planning and administration work, but also increases stress for learners so that they can be emotionally highly charged, easily causing conflict and chaos in school.

In terms of assessment method, Chinese students’ destiny is solely dependent on the one and only one external assessment called Gaokao. In contrast, British students can spread their pressure over the year on exams taking place in January and in June. Course work and projects also contribute 25% to the final grades. Although Yang-Williams spot that British assessment system allows occasional failure and gives students chance to improve and adjust mindset, she pointed out that the recent British government is going to get rid of the re-sits which will hugely affect the ranking of schools in the league table as the percentage of pupils achieving A* to C grades will vary in the absence of a second exam.

Teachers from both countries struggle with students’ behaviour and attitude. The Chinese consider being rebellious against teachers, who are the authorities in school, is an unacceptable behaviour. On the other hand, British encourage students to question and challenge teachers and to be individuals. Yang-Williams brought up her opinion on teachers and students standing on the same level, and she had to earn respect and not gain respect automatically, by a process not only through extensive subject knowledge, but also strong will, dedication and commitment.

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The veteran teacher shared her decades of research and teaching experience

‘By the end, the pupils taught by Chinese teachers outperform the control group – yet the head was still reluctant to acknowledge the advantages of those methods…’, Yang-Williams quoted from Nick Gibb, the British Minister of State for schools. Yang has been mentioned several times in Gibb’s work and the passionate Chinese ‘invader’ is definitely looking forward to further cooperation in education between the two countries that she both deeply loves and promised to assist both countries to learn from each other.

Next up was Dr. Therese Hopfenbeck who is the associate professor and director of the Oxford University Centre for Educational Assessment. She has got experiences in secondary school teaching and PISA (Programme for International Student Assessment),which supports her research on how international testing has shaped public policy across education systems as well as her publication on large-scale comparative assessments.

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Speech from Prof. Therese Hopfenbeck

Dr. Hopfenbeck started off by informing us about the publicly debated PISA rankings which show that England has fallen from 4th to 16th in science, from 7th to 25th in literacy, and from 8th to 28th in maths. She also quoted from Nick Gibb, ‘our children’s education has been suffering in relation to their peers over the last decade’. Potentially, PISA results have an influence on education policies as the British Secretary of State for Education has underlined the urgent need to reform British school system by learning from best-performing countries including (Shanghai) China.

The ODCE preface 2009 writes ‘…the stunning success of Shanghai China which tops every league table in this assessment by a clear margin, shows what can be achieved with moderate economic resources in a diverse social context’. Interestingly, Dr. Hopfenbeck found that equity between schools and districts, rather than its overall top performance alone, was celebrated in the Chinese mass media. Evidently, England has disparity with rising pass rates in national tests while Shanghai has welcomed evidence of educational equality with desired low school variance. However, she rigorously interrogated the effectiveness of the PISA research since it does not take into account the difference in school systems and variables outside the schools. Furthermore, she agreed absolutely with Yang-Williams that it’s all about the balance of student-centred and teacher-led to form high quality teaching, and she also noticed that teachers, unfortunately, can be forced to change their pedagogy, when the accountability mechanisms are too strong.

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Dr. Therese Hopfenbeck is the associate professor and director of the Oxford University Centre for Educational Assessment

The danger of overlooking important features of the contexts in which practices are embedded was emphasised by Dr. Hopfenbeck. She laid out an exploration of reasons for Shanghai’s success in PISA made by a Chinese researcher. Traditionally, high parental expectations in cooperation with schools plus students’ belief in the power of effort can really raise the achievement of a child. Modern factors include the openness of the Chinese education system, and curriculum and teaching reforms in Shanghai. Dr. Hopfenbeck was fascinated to learn the fact that Shanghai is open to foreign educational theories, international education exchange and the education system in China is influenced by John Dewey, Jerome Bruner, Benjamin Bloom and a few other foreigners, and she was keen to hear audience’s opinions on the above statement.

Finally, Dr. Hopfenbeck dug out the shining point of British education which the Chinese can enhance their education towards, which is that the national curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens and has been thought to help engender an appreciation of human creativity and achievement.

After two informative and intriguing speeches, the moderator invited the previous two speakers and Ms. Ariel Lindorff to give a panel discussion session. Ms. Ariel Lindorff is a researcher and doctoral candidate in the Oxford University Department of Education. As a child, she attended Chinese language primary schools in Shanghai, Xi’an and Hong Kong. She also worked as a secondary maths teacher in the USA for over seven years. Ariel’s current dissertation research involves a mixed-methods study of school support networks in New York City. Her broader research interests include educational effectiveness and improvement, issues of educational equity, comparative and international education, and networks and collaboration in education.

The panel discussion was structured under three different themes based on the questions collected through registration and other means.

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Panel discussion session

The first broad theme emerged was about the documentary.

Ariel: Do you feel the methods of teaching that you used in the documentary are representing the teaching in Chinese schools in general?

Yang: China is economically diverse. Even the five of us from the documentary all come from different regions, and one teacher who comes from an advanced and economically developed city has her class students all coming from rich and affluent families, whereas I come from Xi’an where my class had 70 normal students, so our teaching style is very different in the same country. You cannot say which way is representing China… I really don’t care about what kind of criticism you have on Chinese education, but something about that is right and we want to learn what Shanghai has done to teach all those students well in maths. That’s the attitude.

Moderator: Therese, do you want to continue the interesting discussion about the balance you mentioned?

Therese: Back in the 80s, the American reading researchers were fighting over which method was the best. Some young students at that time tried to interpret things from reading and find solutions themselves, others said they wanted more direct instructions. After 30 years of research, more or less everybody now in the American reading researches agrees that the balanced approach is the best…

Ariel: There is some evidence to support the idea that sometimes some of the most struggling students who are certain groups of disadvantaged students benefit quite a lot from direct instructions.

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Ms. Yuxi Zhang, Ms. Jun Yang-Williams, Prof. Therese Hopfenbeck and Ms. Ariel Lindorff

The second broad theme analysed the role of assessment programs like the international test PISA.

Moderator: Therese, do you want actually briefly introduce what PISA is?

Therese: PISA is an international study measuring what 15 year-olds are able to do when they finish compulsory study. If you ever heard of TIMSS, the biggest difference between TIMSS and PISA is that TIMSS are based upon the curriculum in different countries, while PISA say they are curriculum independent and they focus upon literacy skills in reading, science and mathematics…PISA is led by OECD, it comes out every three years and it has become increasingly influential around the world because it leads the government policy level in each country, and each country has a member from the policy level in PISA government board, so they sit and discuss which tasks and themes should be measured and which should not. OECD would argue that it is a democratic study because all the participating countries are discussing what should go into this study. In addition, students are reporting their motivation, their interests and background such as how many books they read at home, what kind of professions their parents are having. Because of that, a lot of secondary analysis have looked into, for instance, the relation between social economic status and achievement score in PISA…

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The event has gained tremendous attention and support from Oxford academics and social media

Moderator: PISA is one way to bring countries into one scope, but how do you accommodate the cultural difference and factors in this large scale international assessment programme?

Theresa: PISA is controversial. As probably some of you know, two years ago, more than hundred academics in England signed up and said that they did not think PISA was measuring valid information. One of the claims was that it does not take context and cultural differences into account. There is a big discussion because there are some themes which you will never measure. For instance, in science you will not have a question about evolution, because you cannot have any theme which will provoke any country, so we should measure things that are really neutral. Some researchers say we should be more forward thinking and we should discuss what kind of skills we need to know about the future, and perhaps some of them are controversial and we should dare to look into them.

Moderator: Ariel, could you also link back to your own research since we know you have a broad interest in education effectiveness, do you think this sort of assessment programs facilitates the effectiveness?

Ariel: I mean I am a little sceptical, but most of the work I do is looking within our school system alone, when the local or state assessments are looking at children developments. So I have seen challenges to PISA as an instrument to compare. For example, if you look at Finland, one of the challenges of its initial success in PISA was to look at performance in university. Students were performing very well at the age of 15, say, in maths, but actually at university level maths, they face a major challenge in the same country. So what does it mean to do very well in PISA in maths, and is it that we want to know about what students can do later? Because ultimately we look at students’ performance in order to prepare education policy shifts.

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Audience asking theme related question

Therese: I also want to mention a fun result from PISA which shows that when students are asked about their happiness and how they feel about themselves, English students and students from Shanghai are actually not that far away from each other. But students in Peru and some of the more poor countries are much happier.

Audience: I remember a teacher in the BBC documentary talking about the welfare system. Like in the UK, if you don’t work hard, the government will look after you, you can claim benefits and so on so forth. So that’s why some students don’t feel pressured enough to work hard to get a great result. But in China, result is everything, you have to get into the universities and then you gain respect and parents will be happy. So I wonder how you think of the wider social policy and welfare system playing a big role in comparison of the two countries’ education policy.

Yang: I know it’s a sensitive button the teacher you mentioned pressed. There are some elements of truth there, but it’s not completely that reason that demotivates British students to be academically successful. 万般皆下品, 唯有读书高. From Ancient times, we have always been thinking that study is the most prestigious stuff to do. Also, look at the rank by Confucius, 士农工商, see, 士 is the first one, scholars, and 商 is the ones who make profits by exchanging products, whose moral standard is really low. So our Chinese traditional history has played a main part, our ancient history ranked knowledge, education, scholars top, and that has been inherited all the way to the modern society now.

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Prof. Therese Hopfenbeck answering audience’s question

The third broad theme explored how the UK and China could better cooperate in the education sector.

Moderator: What kind of cooperation between the UK and China can we expect in the future, in addition to teacher exchange?

Yang: That’s all your people’s work, young people at Oxford and Cambridge and future is yours and tasks are on your shoulder. You have learned English system, when you go back, do bring that knowledge and experience back and make your country better. I am sure you will be doing a fantastic job. Good for you.

Ariel: In addition to teacher exchange, I think it’s really useful to find ways to expose children and young people to other cultures. I was very lucky to be raised in different cultures in different places. One of the most interesting things in the documentary for me was seeing the children being introduced to things like fan dancing, not just to the academics, but cultural experiences, and they seemed to really take to that and I am not surprised. So any exposure to cultural experiences is very useful.

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Final Q&A session

After many intellectual flares, the three panellists shared with the audience in the themed panel discussion, there came the most exciting Q&A session. The audience were free to raise whatever questions which hadn’t been covered.

Audience: I am really fascinated by one of the questions about whether these comparisons between countries are sort of valid at all. I think one issue that hasn’t really been talked about is the nature of teaching professions in different countries and how you go about qualifying to be a teacher, whether the requirements are tough, whether it’s respected to profession society. I was wondering if you could comment whether you think the data, the study and the research exist to make valid comparisons, not necessarily between the UK and China, but between countries at all.

Therese: Some would say you cannot use PISA to answer your question because the teachers are not asked anything, there is no questionnaire for teachers, while they will argue that you should rather look at TIMSS, because in TIMSS studies which measure science and mathematics among 13 year-olds and 10 year-olds, they have a teacher questionnaire and teachers are asked about teaching techniques and what they do in education and training. So that could be one respond, but again that study has also been criticised because if you rely on self-reports, what teachers say they do are not necessarily what they actually are doing. So that’s why I love people argue that you need classroom research to really be able to compare.

Ariel: I would add to that also, I mean when you say ‘does the data exist’, there is certainly data on what teachers do that you can compare. So I think to say comparisons in general are not valid apparently, it really depends on what are you looking at, and how well have you defined the question that you are asking in making those comparisons. ‘How good are British teachers are comparing to Chinese teachers’ maybe will not ever be a valid question, but if you look at what they do in classrooms, that data does exist for certain country comparisons certainly, in terms of classroom observations…

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President of the Oxford Chinese Students and Scholars Association, Mr. Zhu Li, presented special gifts to the panellists

Unfortunately, the moderator had to close the discussion because of time limitations and she invited the president of the Oxford Chinese Students and Scholars Association, Mr. Zhu Li, to present special gifts to the panellists. The event was finished with rounds of applause.

This event didn’t only attract British and Chinese students, but also gained tremendous attention and support from Oxford University Department of Education and University of Oxford China Centre. It also appealed a lot of social media including The Xinhua News Agency, Europe Weekly and UK Education Weekly etc. Their reports have had extensive influence and have given rise to a new wave of debates.

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Group picture of participants

Links for related news reports:

http://news.xinhuanet.com/english/2016-03/16/c_135191115.htm

http://en.apdnews.com/xin-hua/358648.html

http://www.china.org.cn/world/Off_the_Wire/2016-03/16/content_38034404.htm

http://www.oushinet.com/news/europe/britain/20160319/224926.html

Links for the video recordings of the event:

http://v.qq.com/boke/page/c/0/0/c0188fpzn10.html

http://v.qq.com/boke/page/p/0/i/p0188fmoxci.html

撰稿:毛艺润

主持:张予曦

摄影:曾至昕,鲁力为

场务:王海容,盛贺阳,纪凯晟,胡鑫南

前期宣传:张蕊茵,刘冰清

总策划:高雅琨,沈青骥,张予曦,陶国炜

 

 

古琴活动

“七弦为益友,两耳是知音”,在2月21日农历猴年正月十五元宵佳节,学术部邀请到了青年古琴演奏家吕皎月女士,为牛津学子带来了一场古琴演奏暨教学音乐会。Hilary Term即将进入日益忙碌的第六周,空灵澄澈的古琴乐如一杯清茶涤荡了繁忙劳碌的尘嚣,不仅给参与者带来了耳朵与心灵的享受,更加深了大家对于古琴的认识和理解,而且提供了在专家指导下一试身手的机会。

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古琴诞生于上古时期,相传为“伏羲”或“神农”创制,是中国文化中地位最高的乐器和法器,更是文人士子道德操守的象征。对于中国文化有所了解的人大多都听过“高山流水遇知音”、“司马相如凤求凰”等一个个与古琴有关的美好故事,但是大家对于古琴的构造、制式、演奏技巧和识谱方法都知之甚少。吕皎月女士首先为大家介绍了包括“鹅脚”、“龙池”、“凤池”在内的古琴构造及用途;介绍了“伏羲式”、“凤势式”、“神农式”等不同种类的制式。大家跟着吕皎月女士了解了古琴十三徽代表了农历闰年十三月,七弦的由来等知识,不少人都感慨第一次与如此阳春白雪的艺术亲密接触。

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吕皎月女士先后为大家表演了古朴深情的《忆故人》,委婉动人的《长相思》,幽怨感人的《秋风词》,以及大家耳熟能详的《沧海一声笑》。听众在大饱耳福的同时,更对富于变化的技巧产生了浓厚兴趣。吕皎月女士现场向大家示范了“散音”、“按音”、“泛音”三种音色的弹奏方法;教授了“勾”、“挑”、“撮”、“滚拂”等主要指法;更教观众认读专属于古琴演奏者的“减字谱”。吕皎月女士先后邀请了近10位观众参与互动教学,充分调动了大家的热情和兴趣,不仅没有半点“曲高和寡”之意,反而妙趣横生、反响热烈。活动结束后,不少中外同学都反映希望以后多半此类品位高、参与度好、寓教于乐的活动。

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本次活动的主讲吕皎月女士毕业于纽约大学史丹赫学院,从事音乐教育研究。 她在著名的纽约卡耐基音乐厅举行“皎皎月———吕皎月古琴独奏音乐会”。此外,她多次受邀在林肯中心,洛克菲勒中心等国际音乐厅演出,并受邀在纽约中国领事馆,美国驻日本领事馆,百年犹太青年组织,纽约华美协进社,孔子学院等机构表演古琴和书法,传播中国传统文化艺术。

 

新闻稿:张予曦

摄影:张嘉琪

场务:黄晓鹂,陈童昕,梁晓曼,刘哲雨等

 

解读首都城市建设

北京在建于公元十三世纪的元朝第一次成为古代中国全国性的首都。元大都、明北京、清京师积淀了深厚的文化底蕴。此后经历了短暂的民国过渡期,于二十世纪中期成为现代中国的首都。其间它的城市面貌几经变迁,折射出几个世纪以来的国家转型和社会重建。

我们邀请到剑桥大学社会人类学专业博士、西南大学教授、牛津大学访问学者罗嘉陵老师带我们一起解读高楼林立之下北京身后的故事。罗老师选择了三个关键的历史时期,从人类学的角度来探讨都市北京的空间建构和外来影响:元大都的修建、新中国的城市规划和迎接奥运期间的建设。

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第一部分:天子之城。位于今天地理位置上的北京修建于忽必烈时期的元朝,被称为元大都。北京的修建参照了古书《周礼.考工记》中关于王城布局的原则: “匠人营国,方九里,旁三门,国中九经九纬,经图九轨,左祖右社,前朝后市”。这句引文的意思是每面九里,各开三门;城中有九条纵路,九条横路,每路可容九辆马车并行;皇城之中,东有祖庙,西建社稷坛,南为宫前广场,北为市场 ( 摘自萧默《巍巍帝都: 北京历代建筑》)。 这样的空间结构反映了早期国家治理的理念。但元大都的营建并非完全依照古书中的规则,同时受到其他文明的影响,是一个多元文化的产物。

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(图来自wikipedia:https://zh.wikipedia.org/wiki/元大都)

第二部分:共和国之都。1949年的北京城基本保持了明清时期的外观,城墙几近完整,城内建筑八成为平房。但众多房屋年久失修,有限的城市承载能力难以满足人口的骤然增加。因此,如何建设新中国的首都被提上了新政府的议事日程。 首先面临的问题是首都行政中心位置的选择,对此的主要分歧体现在梁陈方案和苏联专家的观点之间。争论的结果是苏联专家的建议得到采纳,侧重以天安门为中心的重建。这一时期的北京深受苏联的影响。

第三部分:奥运之城。申奥成功的北京翻开了城市建设的新篇章。大量现代建筑拨地而起,其中不乏新的地标性建筑。鸟巢、水立方、央视大厦等建筑与国外建筑师或设计事务所合作而成,融合了多种文化元素和创意,具有强烈的现代性和后现代性隐喻,某些大胆超前的设计理念在今天的西方不可能实现。这些注重视觉效应的建筑和快速蔓延的城际线最终改变了帝王古都的面貌。如今五环围绕的北京与1949年建国之初城墙环绕的北京已相去甚远。鳞次栉比的高楼和低矮的胡同表达着不同的话语。

现场气氛十分融洽,大家都聚精会神的在听罗老师的讲座。

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此次活动受到了牛津范围内的广泛关注,牛津大学学生报社Cherwell 报社特地派学生来对罗老师以及此次活动进行了一个简短的采访。

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学生对讲座内容有浓厚的兴趣,于是在讲座结束后的Networking 环节与罗老师近距离交流。

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摄影:张亦凡

场务: 张嘉琪,梁晓曼,姚宇曦,刘哲雨,董昕汝,陈童忻

 

 

 

西蒙泰勒:“Uptown Bankers银行家隐士-从投资银行到剑桥商学院”讲座

新学期伊始,牛津中国学联邀请到了Dr. Simon Taylor于1月29日下午在圣彼得学院为同学们带来了一场名为“从投资银行到剑桥商学院”的精彩讲座。Dr. Simon Taylor曾经是巴克莱银行,摩根大通集团和花旗银行等投资银行的股票分析师,现于剑桥大学佳奇商学院任教,并担任剑桥大学金融硕士项目主任及剑桥大学能源政策研究小组研究助理。

讲座吸引了许多对投行这一职业道路有兴趣,以及想要了解Simon本人的人生的同学的参与,讲座当天座无虚席,同学们热情高涨。

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讲座一开场Dr. Simon就用中文介绍了自己,引来阵阵掌声。简单的介绍和暖场过后,Simon向同学抛出了“what’s the point of finance system” 的问题,场下观众积极思考,纷纷提出自己的见解。借此问题,Simon为大家阐述了投资银行在金融系统里的作用,并且详细解释了投行内部各个部门的不同分工,还在身后的白板上画图使得同学们能够有更直观的感受。

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虽然投行的职业听起来十分高大上,Simon却依然提醒同学们不要盲目跟风,要不断思考两个重要的问题,“我在这个职业中是否快乐”以及“我在这个职业中学到了什么”,并且根据个人特质选择适合的职位,十分发人深省。

接下来在Simon分享了自己的人生经历之后,讲座进入了提问环节。

观众的问题覆盖各个方面,有如“物理专业的学生有什么特质是投行看中的”“作为一个分析师必须具备什么样的技能”等较为细节和专业的问题,也有更为宽泛的如“如何获取他人信任”的问题,更有观众对于Simon的人生选择更为好奇,向其询问背后的原因。Dr. Simon均一一仔细作答。

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讲座结束后,还有同学上台与Simon进行更深一步的交流,不愿离去。Dr. Simon与大家亲切合影,讲座圆满结束。

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附:主讲人介绍

他是经验丰富的大型投资银行从业者。

他在巴克莱,摩根大通集团和花旗银行等投资银行有过长达九年的股票分析师从业经历。

他曾经参与过许多大型股票交易和股票收购案,并带领研究团队涵盖了包括欧洲和全球公用事业领域的分析。

2001年,他成为摩根大通集团欧洲分部股票分析部门副总,负责管理科技,传媒和电信产业的技术和金融数量分析团队。

作为团队领袖,他曾在2003年为摩根大通在印度孟买筹建了环球研究中心。

他是伦敦股票交易所和许多对冲基金的高级顾问。

他是摩根大通欧洲股票部门的御用培训讲师。

他也是剑桥大学金融硕士项目的负责人。

他还是剑桥大学能源政策研究小组的研究助理。

他是剑桥大学Pilkington教学奖获得者…

 

 

 

撰稿:潘悦嘉

 

摄影:叶涵洋

 

场务:唐璐阳,李柱,高雅琨,苏畅,陈泓霖,沈朝,陈成,李成成,王海容,刘冰清,殷钰忻,陶国炜

 

2015全英高层次人才创新创业大赛总决赛暨闭幕式在牛津大学举行

12月12日, 2015全英高层次人才创新创业大赛总决赛暨闭幕式在牛津大学赛德商学院(Said Business School)成功举行。总决赛暨闭幕式由全英学联主办、牛津学联承办。中国驻英国大使馆教育处胡小芃老师、牛津大学ISIS科技创新中心季文明老师、浙江大学伦敦办事处张文军老师、全英学联主席李琦博士等嘉宾出席。本大赛是由中国驻英国大使馆教育处支持,全英中国学联主办,牛津学联和剑桥学联承办、国内地方政府、创业园等单位协办,是面向全英中国学生学者的创新创业大赛。本大赛旨在汇聚全英学生学者们的智慧,在创业启程之初,助大家一臂之力,进而实现为国服务,回国服务的理想。

全英高层次人才创新创业大赛于2015年6月21日在剑桥大学举行了开幕式;11月13-15日在成都天府新区举行了半决赛并决出八强;12月12日在牛津大学举行了总决赛暨闭幕式。

1图为大赛总决赛暨闭幕式合影于牛津大学赛德商学院

中国驻英国大使馆教育处胡小芃老师在致辞中鼓励年轻人把握时代机遇,积极响应国家政策,敢想敢做,不断努力奋斗,在中国和英国的大地上让创新创业之花结出累累果实。2015年是中英两国首个文化交流年,我们将在此框架下集中展示一系列高水平的创新创意活动,同时互相举办代表各自文化及创新创意产业最高水平的交流活动。

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图为中国驻英国大使馆教育处胡小芃老师致辞

牛津大学ISIS科技创新中心季文明老师在致辞中以“牛津中国创新”为主题,细致全面的阐释了以牛津大学科技转移为代表的当代大学研究的产业化历程。

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图为牛津大学ISIS科技创新中心季文明老师致辞

全英学联主席李琦博士在致辞中将自己亲身经历的故事与创新创业结合起来,鼓励大家在专注技术开发的同时,千万抓住机遇,保持自信,不断坚持。

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图为全英学联主席李琦博士致辞

接下来,入围总决赛的项目队伍进行了现场路演。来自牛津大学的阮安邦介绍了项目“‘可信互联网+’架构及可信云平台”,来自剑桥大学的王智华介绍了项目“无线低功耗自供能传感器网络及数据管理和诊断系统”,来自玛丽女王大学的张星辰介绍了项目“基于Wi-Fi的手势识别与生理指标监测系统”,来自帝国理工的郭留成介绍了项目“触零”。经过现场评分,大赛总决赛一等奖、二等奖、三等奖和优胜奖均已产生。一等奖是帝国理工的“触零”,二等奖是牛津大学的“‘可信互联网+’架构及可信云平台”,三等奖是剑桥大学的“无线低功耗自供能传感器网络及数据管理和诊断系统”,优胜奖是玛丽女王大学的“基于Wi-Fi的手势识别与生理指标监测系统”。中国驻英国大使馆教育处胡小芃老师、牛津大学ISIS科技创新中心季文明老师、浙江大学伦敦办事处张文军老师、全英学联主席李琦博士分别为获奖项目队伍颁奖并鼓励。

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图为牛津大学的阮安邦介绍项目“‘可信互联网+’架构及可信云平台”

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图为剑桥大学的王智华介绍项目“无线低功耗自供能传感器网络及数据管理和诊断系统”

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图为来自玛丽女王大学的张星辰介绍项目“基于Wi-Fi的手势识别与生理指标监测系统”

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图为来自帝国理工的郭留成介绍项目“触零”

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图为嘉宾和观众认真聆听项目路演

在闭幕式茶点会上,在场嘉宾、参赛队伍、现场观众以及来自英国各地以及各个领域的杰出创业者汇集一堂,交流分享各自创业的技巧和体验。到场的学生学者及嘉宾们皆表示该大赛不仅为全英的创业者搭建了一个沟通交流的平台,让不同领域的创业专家有了更多互相了解的机会,更是思想的碰撞,知识的交融,必能引发新的创业火花,为未来中国的创新创业输送更多的好项目及优秀人才。所有的参赛者也表示非常荣幸参与到此次大赛,这不仅仅是他们创业之路的启航标,也是非常难忘和受益终生的一次体验。

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图为获奖者与颁奖嘉宾合影

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图为闭幕式茶点会交流

撰稿:方逸文

摄影:徐习进、徐廷廷

场务:李柱、高雅琨、盛萱宜、范梦真、马锡豫、石怡霖、姚敏、刘思婕、刘煜冬、叶丽、蒋珺楠

Cherwell Wine Academy品酒体验活动在Christ Church College举办

 

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品酒师站在一侧为在场听众讲述品酒知识。

Cherwell Wine Academy与牛津中国学生学者联谊会(以下简称牛津学联)共同举办的Wine-tasting活动于2015年12月3日在历史悠久的Christ Church College成功举办。

众所周知,英美学院有着悠久的社交文化,而葡萄酒是社交晚宴中必不可少的元素,一瓶耐人回味的葡萄酒总能为晚餐增光添彩。葡萄酒种类繁多,如何品鉴欣赏大有学问。这次我们有幸邀请了Cherwell Wine Academy的专业品酒师刘一帆先生为牛津学子进行一次葡萄酒入门讲座,在专业品酒师的手把手教导下一起细细品鉴八款不同类型的葡萄酒。

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活动现场品酒师带领参与者品鉴的八种葡萄酒。

Cherwell Wine Academy 由牛津大学的五位热衷红酒的博士生于2014年创办,这里的品酒师都得到了WSET葡萄酒与烈酒教育基金会的认证,具有很高的专业水平。

讲座于3日晚7时许在Christ Church College的Les Jones Room进行。由于品酒的趣味性和酒师的专业性,本次活动消息甫一推出,立刻引起了广泛的关注和兴趣。报名异常火爆,最终报名的前20位得以参加此次活动。在本次活动中,观众们围坐在圆桌旁, 他们簇拥着刘一帆先生,对品酒知识表现出了浓厚的兴趣。

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品酒师刘一帆先生在为现在观众斟酒。

在这次讲座的开始,刘一帆先生详细介绍了酒的分类,葡萄酒的酿造流程,储存方法以及一些葡萄酒的基本概念。为了使大家真实的感受这些概念,他依次请参与者品尝了四种白葡萄酒(以下简称白酒)和四种红葡萄酒(以下简称红酒),通过对每种酒液的“望闻问切”来感受不同产区不同葡萄品种以及储存年份对于酒液色香味产生的细微影响。同时圆桌上也提供了不同的饼干,奶酪,肉类和水果来搭配不同类型的葡萄酒,使参与者得以更好的感受葡萄酒的独特魅力。

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餐桌上为搭配葡萄酒准备的部分奶酪和甜点

活动现场气氛和洽,品酒师也在与参与者的提问和互动中深入浅出的解释了葡萄酒的风味与储存年份之间的关系。在品尝白葡萄酒时,品酒师选取了来自新西兰马尔堡地区,德国 莱茵高产区,法国勃艮第产区和香槟产区的四款酒,通过观察酒液的颜色,闻香以及轻摇酒杯后酒液中的气泡多少教在座各位如何分辨葡萄酒(still wine)和气泡酒(sparkling wine)的差别,同时解释了颜色较浅的白酒味道偏干,相同品种的白酒颜色越深代表年份越长等品鉴要点。在对比莱茵高雷司令葡萄酒和来自新西兰马尔堡地区的多吉帕特长相思葡萄酒的过程中,他还讲到了如何确定一瓶白酒是好酒的几个要素,比如回味留香长和口感层次丰富。

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参与者在相互交流品酒的感受。

在品鉴完四款白酒之后,稍作休息,刘一帆先生又带领各位品尝了四款红酒,分别来自法国勃艮第(Monthelie, Cote de Beaune,Burgundy,France)产区,意大利托斯卡纳产区(brunello di montalcino, tuscany,Italy),西班牙里奥哈产区(Rioja,Spain)以及法国波尔多产区上梅多克酒庄(haut-medoc,bordeaux)在这个过程中,他提到红酒的颜色从浅到深分为紫色,红宝石色以及棕色,四款酒中产于法国勃艮第(Monthelie, Cote de Beaune,Burgundy,France)产区的Domaine Francois Parent Monthelie 1er Cru Les Champs Fulliot 2005颜色较浅,味道偏干,带有红色水果味,而来自西班牙里奥哈产区(Rioja,Spain)的La Rioja Alta Vina Arana Rioja Reserva 2006则味道偏甜,带有黑色水果的风味。同时这款酒具有独特的淡淡黑巧克力香,来源于酿造时使用的法国橡木桶。这时,他又向观众们普及了一个关于世界上最贵红酒的冷知识。有人猜最贵的红酒来自波尔多地区,其实不然,最贵的红酒是勃艮第产区的罗曼尼康帝(La RomanéeConti),由于该产区红酒产量稀少所致。

在本次讲座中,我们通过刘一帆先生的讲述和八种葡萄酒的品鉴管中窥豹,初览葡萄酒文化的博大精深,更感受到了品酒师和酿造工匠们对于葡萄酒的热爱和探索精神。

 

总策划: 刘昱麟 高雅琨

场务: 黄晓鹂

撰稿: 刘哲雨

摄影:徐廷廷

金刚上师洛桑龙达活佛唐卡展暨艺术讲座在牛津Ashmolean Museum举行

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图1 Ashmolean Museum

适逢2015中英文化交流年,由剑桥东方文化协会和牛津中国学生学者联谊会(以下简称牛津学联)共同举办的金刚上师洛桑龙达活佛热贡唐卡艺术世界巡回首展于2015年6月7日在历史悠久的牛津大学Ashmolean Museum隆重举行。

从2013年英国首相卡梅伦访华签署了新一期文化交流计划,到2014年总理李克强访英发表了两国政府联合声明,2015年两国迎来首个“中英文化交流年”。一系列代表各自文化艺术和创意产业最高水平的活动将在两国集中展示。作为大使馆为中英文化交流年举办的系列活动之一,代表传统藏学文化的艺术最高水平的洛桑龙达上师的到来,无疑是这一系列活动中浓墨重彩的一笔。而作为新一届学联为2015中英文化交流年举办的第一个大型活动,不仅得到了中国驻英大使馆的支持,还得到了剑桥东方文化协会和华夏文教基金的鼎力帮助。

讲座于7日晚7时许在Ashmolean Museum的The Headley Lecture Theatre举行,活动现场座无虚席。中国驻英国大使馆公使衔文化参赞项晓炜出席活动并致辞。牛津大学艺术史著名专家Donna Kuetz教授、华夏文教基金会董事长贝圆贤女士,牛津大学东亚系东方研究所的教师Grebnev夫妇,英国威尔士大学道学研究中心主任赵燕霞教授,曼彻斯特大学王芳教授,英国著名作家、名画收藏专家Vetta女士,伦敦大学学院书画研究Kun教授,牛津学联主席杨之龙等其他众多对唐卡艺术和西藏文化有着浓厚兴趣的观众也参加了当天的活动。

洛桑龙达上师为观众祈福
图2 洛桑龙达上师为观众祈福

讲座开始前,洛桑龙达上师用藏传佛教的唱经为在场的观众祈福,拉开了活动的序幕。一时间佛音响彻整个会议厅,连同场地四周悬挂的12幅精美绝伦的唐卡作品,顿时给人以心中的宁静和对传统藏学文化深深的敬意。项晓炜公参发表了致辞,并接受上师献上的哈达。

中国驻英国大使馆公使衔文化参赞项晓炜为活动致辞
图3 中国驻英国大使馆公使衔文化参赞项晓炜为活动致辞

公参在致辞中表示,正逢2015中英文化交流年,举办这样的活动就是为了更好地向世界人民展现中国的传统文化。不仅为英国带来了中国文化特有的饕餮盛宴,更重要的是也为英国带来了属于中国人民的友谊。两国必将借助中英文化交流年的契机,举办更多更好的活动。

洛桑龙达上师讲解唐卡作品
图4 洛桑龙达上师讲解唐卡作品

此后,洛桑龙达上师在感谢参赞的致辞后发表了内容详实和丰富的唐卡艺术演讲。在介绍唐卡艺术的起源和发展时,上师说道,唐卡是松赞干布时期于西藏兴起的一种独特绘画艺术。在其历史悠久的文化传承中,吸收了汉、藏、印度、尼泊尔等地的艺术元素,发展成为极具雪域特色和极度美学的艺术形式。在谈到唐卡的用料时,上师着重指出,唐卡的材质虽然多元,但是多数以布为主。在颜料的选择方面更是独具匠心,所有的原料均取自于天然矿石,例如:绿松石,珊瑚石及黄金等等,不添加任何化学成分。因此,这些唐卡绘画往往经历千年也会保存良好,色泽鲜艳。活动最后,上师现场挑选了两幅唐卡画作进行深入和细致的介绍。他表示,传承千年的唐卡艺术,起源于佛陀时轮教法,是在绘画中修行,在修行中绘画。既有悲智双运的殊胜法喜,更是清静圆融的庄严艺术。秀美隽永的艺术特色不但结净轻微,更饱含了修行者对生命对时空无限的热爱。上师恳切而又精彩的演讲让到场观众无不感受到上师高超的艺术造诣和对博大精深的唐卡艺术由衷的惊叹!观众们的掌声经久不息,活动从此达到了高潮。值得一提的是,当讲座结束之后,被唐卡艺术深深感染的观众自发的聚在上师身边,听上师讲解在场的其他作品。有的观众拿出了笔记本对上师的讲述进行记录。有的观众拿出手机,与尊敬的上师和精美的画作拍照留影,纷纷记录下这难忘的夜晚。公开课在观众们不断高涨的热情和依依不舍中落下了帷幕。

本次讲座中,我们不仅看到到了藏学文化中的精粹——唐卡艺术,更聆听到了洛桑龙达上师对艺术的不懈追求,对生活的无限热爱和对人生的不断修行使得到场的观众如获精神上的洗礼。

6月8日中午,在学联的安排和陪同下,洛桑龙达上师访问了牛津大学Tibetan and Himalayan Studies Centre,用藏语和世界顶尖的藏学研究学者展开了热烈且深入的交流与讨论。本次牛津唐卡展是金刚上师洛桑龙达活佛英国巡展的第一站,下一站将在6月13日于伦敦大英博物馆举行。

洛桑龙达上师带领观众近距离观赏唐卡
图5 洛桑龙达上师带领观众近距离观赏唐卡

出席本次活动的学联代表还有,常务副主席李柱,副主席高雅琨,宣传部部长刘煜冬,就业部部长盛跃文,外联部部长陶国炜,访学部部长张天遥。

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主讲人简介:

zhujiangren

洛桑龙达金刚上师

金刚雪莲文化艺术教育学会创办人

十大唐卡艺术大师——国际中国美术家协会会长丁绍光先生所尊誉

英国伦敦 ISCA 美术学院终身荣誉顾问

中华福禄同修功德会荣誉会长

生平简介:
●1976 年,诞生于“佛法圣地文化之乡热贡唐卡发源地”吾屯庄村。
●1983 年,被当地一代法主洛桑尼玛选为“善根”,在隆务大寺受僧戒。后进入吾屯寺,师从扎西拉旦等数位上师,学习佛法和唐卡泥塑艺术。
●洛桑龙达传承正统,师出名门,并得到着名唐卡大师夏吾才让的亲传,深得大师们的喜爱。天生聪慧的艺术天赋和勤奋,使大师最终获得无上的唐卡艺术精髓。
●1997 年,前往青海塔尔寺等藏地多个寺庙深造并为绘制壁画和唐卡等。
●1999 年,为北京雍和宫修复系列唐卡《释迦牟尼传》。
●2000 年,为上海龙华寺绘制大型唐卡并为玉佛寺修复唐卡。
●2002 年,被授予“龙达上师”称号,并管理吾屯上寺佛事。
●2007 年,CCTV 中央电视台以龙达上师的艺术成就,拍摄热贡唐卡艺术专题片。
●2008 年,荣获首届“热贡国际唐卡艺术节与文化遗产博览会”优秀奖。
●2008 年 3 月 30 日美国《纽约时报》专题报道洛桑龙达上师的唐卡艺术。
●2009 年,参加热贡唐卡艺术博览会,并获优秀奖。
●2010 年 1 月 5 日《环球时报》专题介绍龙达上师的唐卡艺术。
●2010 年龙达上师唐卡艺术全国巡回展于北京盛大展开,天津、青岛、大连、广州等城市陆续承办。
●2011 年 8 月,香港佳士得国际拍卖公司以高价拍出龙达上师的唐卡作品—— 龙达上师成为第一位作品荣登国际拍卖舞台的“当代”唐卡艺术大师。
●2011 年,龙达上师唐卡艺术专辑《热贡唐卡》由大连出版社出版,全国发行。
●2011 年,龙达上师的梵呗专辑《菩提心愿》CD 出版发行。
●2013 年,上师应英国伦敦艺术大学之邀,前往英国作唐卡艺术演讲。
●2014 年 8 月在上海图书馆成功举办唐卡艺术上海展。
●9 月在台湾举办唐卡展,中国佛教会理事长圆宗长老等祝贺。
●10 月作品获得中国传统工艺最高奖“弘钰博杯奖”。

评价:
洛桑龙达上师的唐卡艺术,受到一代宗师夏吾才让的亲传。不仅传承热贡唐卡的正式传统,并巧妙地融入中国水墨画的工笔绘画技艺。经过 30 年的研习 佛法参悟,上师的唐卡作品,每一笔都敬持佛咒,出自清净梵行的清凈心、大悲心制作而成。每一尊佛菩萨都呈现出极具殊胜庒严和法喜之真、善、美的最高艺术境界,实乃至高“洁静精微”的大修行之作!

撰稿:张天遥,陶国炜
摄影:刘煜冬

翟云丽之流行服装、仪态与妆容互动讲座

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4月25日下午2点,中国著名时尚模特行业引导者翟云丽受邀来到牛津大学圣彼得学院(St Peter’s College),为牛津师生们带来了一场题为“流行服装,仪态与妆容”的互动讲座。

数百朵鲜花在讲座会场吞吐着春天的气息,引导大家进入缤纷绚烂的艺术世界。翟云丽老师由“口红效应”谈起,点明了得体的穿着和妆容在各种社交场合中的重要性,随后现场示范了日常所需的淡妆画法和男士的服装围巾搭配方法。正所谓厚积而薄发,翟云丽老师以从业20年的专业知识沉淀,为大家解说了普遍适用,简洁明快的基本妆容造型。

在提问互动环节,牛津的学生,学者们踊跃发言,纷纷提出了自身对时尚的见解和在对时尚地追求中所遇到的困扰。细节如卸妆清洁产品的使用,口红的颜色,霍云丽老师都一一给出了有针对性的建议。

讲座结束后,意犹未尽的观众们久久不愿散去。或是上前和翟云丽老师更进一步的交流,或是拿起笔和相机仔细记录翟云丽老师所带来的各色美容化妆品。感谢翟云丽老师为牛津师生们带来这样一场实用性的视听盛宴。

翟云丽是资深时尚模特经纪人,参与过2008北京奥运会设计并定制礼仪服装和表演服装,也曾出任过北大光华EMBA教师团队礼仪形体着装造型课程的主讲人。

 

撰稿:苏畅

摄影:刘煜冬,蒋珺楠

场务:陶贝茜,彭可睿,权钺,王凯文,张雪婷,孙帮山,苏畅,陶国炜,李苏一,黄晓鹂,杨奇峰,吴瑞佳,董昕汝,李柱,张天遥等。

六小龄童“苦练七十二变,笑对八十一难 —— 西游文化的智慧与哲理”讲座

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六小龄童演讲

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六小龄童现场即兴表演

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牛津中国学联主席申志鹏向六小龄童赠送礼物

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六小龄童给观众签名留念

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六小龄童与观众合影留念

正所谓,风雨迎贵人,从清晨开始,飘飘洒洒的细雨席卷了肃穆的津城。2月17日傍晚时分,天公作美,云兴霞蔚,我们迎来了杰出表演艺术家、美猴王形象的塑造者六小龄童,章金莱先生做客牛津大学,在Pembroke College与牛津学者学子展开了以“苦练七十二变,笑对八十一难——西游文化的智慧与哲理”为主题的讲演。

2015年是中英两国史上首个文化交流年,六小龄童章金莱老师的到来,无疑作为第一人为中英两国文化交流开启了一个新的篇章。作为著名表演艺术家、中央电视台国家一级演员、中国人民大学荣誉教授、中国西游文化研究会副会长、中日儿童友好协会荣誉主席等等,章老师不仅将世界名著《西游记》美猴王孙悟空这一形象塑造得栩栩如生,成为30年来几代中国人的共同记忆;更是西游文化、精神的传递者,他将西游精神通过讲演的方式传播到世界各地,上至世界闻名高等学府下至幼儿园。今天,在牛津学联的组织下,我们终于有幸见到了这位名副其实的“全民偶像”!

章老师一袭红衣,头戴红帽,在观众热烈的掌声中步入会场。他首先向观众解释道,在中华传统文化中,若参加极其重要的场合要着红色长衫;颈间的红绿格围巾更是在苏格兰觅得,还未张口,竟已将中英文化融于一身。首先,追溯于中国世家文化,章老师介绍了他的家族——猴王世家。100多年来,章老师家族的四代人全身心投入美猴王这一经典人物形象的塑造中,因而有着猴王世家的美称。那么猴王世家的命名究竟有何讲究呢?章老师也为我们解惑——章老师的父亲,六岁学艺,取艺名六龄童;伯父七岁学艺,取艺名七龄童。章老师的母亲生育了11个孩子,为的就是选出最适合的美猴王接班人。章老师的二哥三岁起开始学艺,名为小六龄童,早早为继承这一伟大的艺术做准备;不幸的是,在章老师6岁的时候,小六龄童先生去世。然而,就是小六龄童先生在病榻上伴着连环画的讲述,使章老师对西游记着迷,从此走上了扮演美猴王的道路,名为六小龄童。临终前,哥哥的一句话让章老师记忆终身,“当你成功扮演美猴王的那一天,你就会在台上看到我”,这句话激励鼓舞着章老师并伴随他走向演绎巅峰。听到此处,台下观众不禁潸然泪下。我们明白,章老师学艺的开始,是他对于家族事业责任的选择,扮演好美猴王,不仅是对祖辈、父辈、以及哥哥艺术的继承,更是对哥哥生命的延续!接下来的讲演,让我们更加深入得了解了章老师和他生命中的《西游记》经典。

历时17年排出的41集《西游记》,是时代造就的作品。正是因为一代艺术家呕心沥血、不辞辛苦的付出,才使得这样一部具有极高艺术价值、打破多项吉尼斯世界纪录的作品呈现在一代又一代观众面前。相较现今可以用两三个月拍摄出的40集连续剧,这版《西游记》已经在全国各大电视台播放了超过3000次!由猴子出世到成为斗战胜佛,拍摄完成的那一天章老师来到哥哥墓前,告诉哥哥自己终于成功演绎了美猴王!而这一版的美猴王,更是被西方媒体称为中华文化图腾式的英雄形象。热爱西游文化的章老师此次来访牛津,也在津城最大的书店中找到了一本英文版《西游记》并准备将其收藏至上海六小龄童艺术馆,这一写入吉尼斯世界纪录的艺术馆中,收藏着世界上第一部英译《西游记》,而随着章老师遍布世界各地的脚印,各种语言各种版本的《西游记》依然源源不断得入驻这个艺术馆。章老师对于《西游记》的爱不是用简单言语就可以表述。

接下来,围绕《西游记》,章老师就推广西游文化所面临的难题与大家进行讨论。老师举例,十六十七世纪,中国涌现出无数优秀的艺术家、作家,如吴承恩、汤显祖,同一时期,西方社会也多有文学大家,如莎士比亚等等。此次访英,章老师专程来到莎士比亚故居参观,而在整体行程中,章老师不时感受到英国人民已经将莎士比亚融入其血液中。莎士比亚成为了英国民众的文化烙印。那么作为拥有优秀西游文化的中国,我们应当如何挖掘及开发西游文化?如何将西游文化传向世界?又该如何避免在传承过程中对经典文化歪曲?这是一个严肃而又深刻的话题。无论在美国、日本还是内地,在《西游记》这一世界名著的翻拍演绎过程中,不同程度得出现了歪曲经典,将名著改为浪漫爱情剧或者搞笑片的可能性。为了增加“笑果”或收视率,剧情上对于师徒五人的一些荒诞改编,章老师是不能认同的。唐僧的原型,玄奘大师,曾五次被习主席赞为“伟大的僧人”,不仅将佛教之经取回,同时他也是被记入印度教科书,为印度人民所尊崇的高僧。“不积极的改编和哗众取众的势头是需要被遏制的”,章老师如是说,在场观众无不感受到他对于西游精神的尊重与执着。

《西游记》所蕴含的西游精神和大智慧又有哪些呢?章老师说,西游精神可由两字概括:坚持。吴承恩坚持写成一本书,一辈子的这件大事成就其千古美名;玄奘一生在做的大事,即为取经、译经、传经,他是历史上最伟大的僧人;章老师鼓励我们,将自己的专业做到极致,便可能是未来的世界级大师;而孙悟空这一儒释道三教合一的人物,更是展现出大合的形象。同时,这位学道、从佛、流淌儒家血液的美猴王,更是那一个时代关于自由的呼声;而《西游记》所展现的孙悟空“英雄史”和“创业史”亦是体现出悟空的真性情!之后,章老师问大家:师徒五人前往西天取回的经书是完整的吗?正确回答为不是。著作中讲到老乌龟翻身将经书掉入河水中,八戒晒书时由于不耐心导致字迹损毁,正待唐僧责怪时,悟空开口道:“天地不全,经书哪有齐全之理?”。不错,人生的旅途历经千难万险,享受过程,收获经验是最重要的,太看重完美的结果反而不是明智之举。同时,作为一部从古到今中国名著中最具有想象力的作品,正印证了爱因斯坦的名言——“知识重要,想象更重要”。《西游记》中的大大小小的情节以及人物能力,都与先进高科技挂钩,多出了几分先知的气氛。也正是无尽的想象力,使得这一文化明珠的光芒百年不衰。

除了扮演孙悟空,章老师还曾经塑造了各式各样的经典人物,例如周恩来、鲁迅等等,其中不乏反派或者性格软弱的角色,不禁使得观众朋友们惊呼,那不是我心里的“美猴王”!可见一生做成一件大事,章老师这一件大事——扮演美猴王是多么到位和深入人心啊!

在讲演的结尾,章老师与观众朋友们进行了亲密互动,同时他也用四句话总结了西游:人无我有,人有我好,人好我精,人精我化!这不仅是对西游的总结,更是对章老师自己的总结吧!随后,章老师更是带来了他的经典技艺——猴棍!从荧幕走到现场,飞转的猴棍形成金灿灿的圈,娴熟自然的猴王表情令观众们折服,现场掌声不断,热闹非凡!

最后,章老师用一句《西游记》原作者吴承恩的诗词向观众朋友们告别——“一叶浮萍归大海,人生何处不相逢”!苦练七十二变,笑对八十一难,感谢六小龄童章金莱老师为牛津华人带来的精彩讲演!观众朋友们亦将西游精神与西游智慧收入囊中。讲演结束,欢声笑语回荡在会场中,观众朋友们依旧围绕着章老师,久久不肯离去。

*附:实在不忍未到场的观众错过章老师幽默的讲演金句,特此总结:

l  关于名字:“我曾经被这样称呼过——孙叔叔,猴爷爷,六老师。。。”

l  关于猴王世家:“法国媒体曾报道:章姓世家,因产猴闻名。”

l  关于伯父家:“我父亲扮演孙悟空的时候,同台的猪八戒是由我伯父扮演的。我们全家都演孙悟空,他们全家都演猪八戒。”

l  关于在国内高校一次讲座反馈: “那一年夏天在四川某大学讲演,天气太热,真可谓是人挤人。后来有一对儿情侣给我写信说,‘谢谢章老师来演讲,天气虽热人虽多,可是挤着挤着我们就认识了旁边的他(她),多亏老师!’

l  关于悟空与白骨精的恋爱改编: “一次在新加坡的演讲结束后,一位华裔老者来到了面前说:‘章老师,我很赞同你的观点。拜托你回国之后告诉导演们,中华五千年历史已不缺浪漫爱情故事,就请给美猴王留下一片情感净土吧!’”。

l  关于西游记中的人物总结:“沙和尚沉默寡言,猪八戒七情六欲,孙悟空大智大勇、唐僧信念坚定。姑娘们,他们几个合在一起,简直就是绝版好男人啊!”

撰稿人:姚宇曦

主持人:涂荔文

摄  影:邓永成,刘煜冬,杨宇行

场  务:陶国炜,胡量,高远,权钺,曾至昕,杨子墨,王奕浏,董昕汝,吴瑞佳,李苏一,梁晓曼,韩双淼,张天遥等