2026年1月16日下午，合肥新華公學(xué)報(bào)告廳里，悠揚(yáng)的樂(lè)聲漫溢全場(chǎng)，陣陣掌聲此起彼伏，這場(chǎng) “暖冬樂(lè)章” 音樂(lè)會(huì)在熱烈的氛圍里圓滿(mǎn)落幕。對(duì)孩子們來(lái)說(shuō)，這不僅是一次集中展示藝術(shù)才華的舞臺(tái)，更像一堂鮮活的 “全人教育” 實(shí)踐課——合肥新華公學(xué)融合部小初依托IB-PYP框架，把對(duì)學(xué)生十大培養(yǎng)者目標(biāo)的培育，悄悄融入了每一段旋律、每一次表演里。
On the afternoon of January 16, 2026, the auditorium of Hefei Xinhua Academy IID was filled with melodious music, and waves of applause rose and fell. The "Warm Winter Concert" came to a satisfying end in such a lively atmosphere. For the children, this was not just a stage to show their artistic talents, but more like a vivid "holistic education" practice class - relying on the IB-PYP framework, the school quietly integrated the cultivation of the 10 Learner Profile attributes into every melody and every performance.
以舞臺(tái)為課堂 在藝術(shù)中成長(zhǎng)
The Stage as a Classroom Growing Through Art
音樂(lè)會(huì)的開(kāi)場(chǎng)特別振奮人心 —— 新華國(guó)際青少年樂(lè)團(tuán)奏響了《拉德斯基進(jìn)行曲》與《哈利波特》魔法樂(lè)章的聯(lián)奏，這一段被稱(chēng)作 “自由終章” 的表演，一下子就把孩子們的 “勁兒” 提了起來(lái)。為了演好這兩首經(jīng)典曲目，孩子們不光琢磨樂(lè)譜里的每一個(gè)音符，還主動(dòng)去了解背后的歷史文化；排練時(shí)互相配合、彼此補(bǔ)臺(tái)，硬是給老曲子注入了新的活力。這股認(rèn)真探究、樂(lè)于鉆研的勁兒，正是IB倡導(dǎo)的 “積極探究” 與 “知識(shí)淵博” 的最好體現(xiàn)。之后，各個(gè)年級(jí)的小朋友輪番登場(chǎng)，亮點(diǎn)十足。一年級(jí)的小家伙們跳著《Banana Chacha》，蹦蹦跳跳的樣子充滿(mǎn)童趣，表演時(shí)互相拉著手、眼神里透著默契，把 “懂得關(guān)愛(ài)” 的團(tuán)隊(duì)精神藏在了每一個(gè)動(dòng)作里；二年級(jí)的孩子用《世界贈(zèng)予我的》表達(dá)心意，歌聲里滿(mǎn)是對(duì)不同文化的欣賞與敬意，讓人看到了 “胸襟開(kāi)闊” 的模樣；三年級(jí)的《可愛(ài)擺》活力滿(mǎn)滿(mǎn)，孩子們蹦蹦跳跳的樣子特別有朝氣，是 “全面發(fā)展” 的生動(dòng)寫(xiě)照；四年級(jí)的《重如塵?！穭t多了份細(xì)膩，歌聲里藏著深深的情感，能讓人感受到他們 “勤于思考” 的深度。
The opening of the concert was especially exciting - the Xinhua International Youth Orchestra played a medley of Radetzky March and the magical soundtrack from Harry Potter. This performance, called the "Finale of Freedom", immediately lifted the children's spirits. To play these two classic pieces well, the kids not only studied every note in the score, but also took the initiative to learn about the historical and cultural stories behind them; during rehearsals, they cooperated with each other and supported one another, infusing new vitality into these well-known melodies. This enthusiasm for inquiry and eagerness to learn is the best reflection of the IB attributes of "being inquirers" and "being knowledgeable". Later, children from all grades took turns on stage, each bringing their own highlights. The first-graders danced to Banana Chacha, full of childlike fun as they hopped and skipped. They held hands during the performance, with tacit understanding in their eyes, hiding the "being caring" team spirit in every move; the second-graders expressed their feelings through The Gifts the World Gave Me, their singing full of appreciation and gratitude for different cultures, showing what "being open-minded" looks like; the third-grade's Cute Swing was full of energy, with the children jumping around in high spirits, a vivid portrayal of "being balanced"; the fourth-grade's As Light as Dust was more delicate, with deep emotions hidden in the singing, allowing people to feel the depth of their "being thinkers".
跨學(xué)科融合 展多元才華
Interdisciplinary Integration Showcasing Diverse Talents
這次音樂(lè)會(huì)的節(jié)目編排特別用心，處處能看到IB課程倡導(dǎo)的 “跨學(xué)科學(xué)習(xí)” 和 “多元表達(dá)”。比如《古風(fēng)串燒：古韻今詠》，是五年級(jí)鮑鈺佳、四年級(jí)（2）班曹梓恩、二年級(jí)（2）班王嘉琪、四年級(jí)（1）班蕭千荀和黃玥霓，還有六年級(jí)胡瑾萱一起表演的。孩子們把古詩(shī)詞、歷史故事和現(xiàn)代表演結(jié)合起來(lái)，用自己的方式把古典之美展現(xiàn)給大家——你看，他們既能把古詩(shī)的意境唱出來(lái)，又能用動(dòng)作表現(xiàn)歷史場(chǎng)景，這不就是 “善于交流” 的最好證明嗎？ 還有六年級(jí)陶鳳儀、八年級(jí)俞沛君、五年級(jí)項(xiàng)潤(rùn)熙帶來(lái)的樂(lè)器串燒《琴瑟和鳴》。為了讓幾種不同的樂(lè)器配合得更和諧，三個(gè)孩子練了一遍又一遍：這次古箏的節(jié)奏慢了，下次就調(diào)整；小提琴的音色太亮了，就試著和笛子找平衡。每次排練完都一起復(fù)盤(pán)，哪里不好就改哪里，慢慢找到最舒服的配合方式。這個(gè)反復(fù)琢磨、不斷調(diào)整的過(guò)程，正是IB里 “及時(shí)反思” 的學(xué)習(xí)態(tài)度。 除此之外，還有不少讓人眼前一亮的表演：三年級(jí)（1）班潘米婭的《爵士舞》又有力量又有創(chuàng)意，動(dòng)作里滿(mǎn)是大膽嘗試的勇氣；五年級(jí)的《一起向未來(lái)》唱得特別整齊，歌聲里滿(mǎn)是團(tuán)結(jié)的力量，讓人看到了 “堅(jiān)持原則” 的信念；六到八年級(jí)的大孩子演繹《一路生花》，從稚嫩到成熟的聲線(xiàn)變化，像在講述成長(zhǎng)的故事，把 “全面發(fā)展” 的模樣唱了出來(lái)。每一個(gè)節(jié)目都不只是 “表演”，更像孩子們用自己的方式，告訴大家 “勇于嘗試”“堅(jiān)持原則”“全面發(fā)展” 是什么樣子的。
The program arrangement of this concert was particularly thoughtful, with "interdisciplinary learning" and "diverse expression" advocated by the IB curriculum visible everywhere. Take Ancient Style Medley: Chanting Old Melodies in a New Way for example, which was performed by Bao Yujia (Grade 5), Cao Zien (Grade 4 Class 2), Wang Jiaqi (Grade 2 Class 2), Xiao Qianxun and Huang Yueni (Grade 4 Class 1), and Hu Jinxuan (Grade 6). The children combined ancient poems, historical stories and modern performances, telling everyone about the beauty of classical culture in their own way - you could see that they could not only sing the artistic conception of ancient poems, but also use movements to show historical scenes. Isn't this the best proof of "being communicators"? There was also the instrumental medley Harmony of Zithers and Lutes by Tao Fengyi (Grade 6), Yu Peijun (Grade 8) and Xiang Runxi (Grade 5). To make several different instruments harmonize better, the three children rehearsed over and over again: if the rhythm of the guzheng was too slow this time, they would adjust it next time; if the timbre of the violin was too bright, they would try to find a balance with the bamboo flute. After each rehearsal, they would review together, correct whatever was not good, and gradually find the most comfortable way to cooperate. This process of repeated thinking and constant adjustment is exactly the "being reflective" learning attitude in IB. In addition, there were many impressive performances: Pan Miya (Grade 3 Class 1)'s Jazz Dance was powerful and creative, with courage to try boldly in every move; Grade 5's Together for a Shared Future was sung in perfect unity, with the power of solidarity in the singing, showing the belief of "being principled"; the older children from Grades 6 to 8 performed Blossoming Along the Way, and the change in their voices from childish to mature was like telling a story of growth, singing what "being balanced" looks like. Every program was more than just a "performance"; it was more like the children telling everyone what "being risk-takers", "being principled" and "being balanced" are like in their own way.
社區(qū)攜手 共譜教育樂(lè)章
Community Collaboration Co-creating a Beautiful Educational Movement
這場(chǎng)音樂(lè)會(huì)，還讓大家看到了合肥新華公學(xué)學(xué)習(xí)社區(qū)的凝聚力。英皇音樂(lè)劇學(xué)員們帶來(lái)的《Best Time Ever》特別專(zhuān)業(yè)，孩子們唱得投入、演得認(rèn)真，每一個(gè)表情都透著對(duì)舞臺(tái)的熱愛(ài)；還有一群孩子合作的歌曲串燒《聲疊冬韻》，排練時(shí)互相提醒節(jié)奏、幫忙記歌詞，默契十足。不管是音樂(lè)劇表演還是歌曲串燒，孩子們都在一次次配合中調(diào)整自己、完善表演，這就是 “及時(shí)反思” 與 “善于交流” 的協(xié)作力量。
This concert also let everyone see the cohesion of the school's learning community. The Best Time Ever brought by the students of the ABRSM Musical Theatre Club was particularly professional. The children sang with devotion and performed seriously, with love for the stage in every expression; there was also a vocal medley Winter Rhythms in Harmonies performed by a group of children. During rehearsals, they reminded each other of the rhythm and helped memorize the lyrics, showing great tacit understanding. Whether it was the musical performance or the vocal medley, the children adjusted themselves and improved their performances through repeated cooperation - this is the collaborative power of "being reflective" and "being communicators".
音樂(lè)會(huì)的收尾特別溫暖——融合部小初合唱團(tuán)的孩子們唱起了《萱草花》，輕柔的歌聲慢慢漫過(guò)整個(gè)報(bào)告廳，讓人心里暖暖的。這歌聲里，有同學(xué)之間的友情，有師生之間的溫情，把學(xué)習(xí)社區(qū)里每個(gè)人的心意都連在了一起。而這份溫暖與包容，正是IB教育里 “懂得關(guān)愛(ài)” 與 “胸襟開(kāi)闊” 最動(dòng)人的樣子。
The end of the concert was particularly warm - the children of the PYP and MYP Choir sang Daylily Flower, and the soft singing slowly filled the entire auditorium, warming everyone's hearts. In this singing, there was friendship between classmates and warmth between teachers and students, connecting the hearts of everyone in the learning community. And this warmth and tolerance is the most touching manifestation of "being caring" and "being open-minded" in IB education.
