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譯者: Adrienne Lin
審譯者: Regina Chu
00:13
As a singer-songwriter,
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我身為歌手兼作曲家,
00:15
people often ask me about my influences
or, as I like to call them,
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大家常問我的靈感來源,
但我喜歡這麼說,
00:19
my sonic lineages.
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我的「聲音族譜」是什麼。
00:21
And I could easily tell you
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我可以很爽快地回答,
00:23
that I was shaped by the jazz
and hip hop that I grew up with,
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成長的時候我受
爵士及嘻哈音樂風格影響,
00:26
by the Ethiopian heritage of my ancestors,
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以及來自我祖先
衣索比亞的傳統音樂,
00:29
or by the 1980s pop
on my childhood radio stations.
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或是我童年時期廣播
常播放的 80 年代流行音樂。
00:33
But beyond genre,
there is another question:
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但是除了音樂流派之外,
還有另一個問題:
00:37
how do the sounds we hear every day
influence the music that we make?
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我們日常聽到的聲音
如何影響我們所創作的音樂?
00:42
I believe that everyday soundscape
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我相信此些日常音景
00:44
can be the most unexpected
inspiration for songwriting,
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可成為不可思議之創作靈感,
00:48
and to look at this idea
a little bit more closely,
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進一步探討這一想法,
00:50
I'm going to talk today
about three things:
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今天我的演講將圍繞三大主體:
00:52
nature, language and silence --
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自然、語言、無聲──
00:55
or rather, the impossibility
of true silence.
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更清楚一點,
真正無聲的不可能性。
00:59
And through this I hope to give you
a sense of a world
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從而我希望你更了解
01:02
already alive with musical expression,
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這因多種音樂的情感表現
而豐富的世界,
01:05
with each of us serving
as active participants,
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我們每個人都是積極的參與者,
01:09
whether we know it or not.
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雖然我們不一定意識到這問題。
01:12
I'm going to start today with nature,
but before we do that,
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我會從自然開始,但開始之前,
01:14
let's quickly listen to this snippet
of an opera singer warming up.
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請你聽一段歌劇歌手
為演唱暖嗓的音樂。
01:18
Here it is.
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音樂開始。
01:20
(Singing)
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(唱歌)
01:35
(Singing ends)
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(歌唱結束)
01:37
It's beautiful, isn't it?
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很好聽是嗎?
01:40
Gotcha!
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你被騙了!
01:41
That is actually not the sound
of an opera singer warming up.
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這不是歌劇歌手開唱前的暖嗓。
01:45
That is the sound of a bird
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而是一種鳥的叫聲,
01:47
slowed down to a pace
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被放慢到一定程度,
01:49
that the human ear mistakenly
recognizes as its own.
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人耳誤聽為人的歌聲。
01:54
It was released as part of Peter Szöke's
1987 Hungarian recording
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剛才的音樂就是一名匈牙利音樂家
於 1987 年出版專輯中一部分,
01:58
"The Unknown Music of Birds,"
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名為《未發現之鳥類音樂》,
02:01
where he records many birds
and slows down their pitches
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為了突出鳥類叫聲本質,
他錄了多種鳥叫聲並放慢速度。
02:05
to reveal what's underneath.
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02:07
Let's listen to the full-speed recording.
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現在我們來聽一段正常速度的錄音。
02:11
(Bird singing)
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(鳥類叫聲)
02:15
Now, let's hear the two of them together
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現在連續聽這兩首,
02:17
so your brain can juxtapose them.
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你們可以自己比較。
02:20
(Bird singing at slow then full speed)
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(放慢的鳥類叫聲,然後正常速度)
02:38
(Singing ends)
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(音樂結束)
02:42
It's incredible.
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好奇妙!
02:43
Perhaps the techniques of opera singing
were inspired by birdsong.
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歌劇技巧大概從鳥類叫聲取得靈感。
02:48
As humans, we intuitively understand birds
to be our musical teachers.
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人類本能地將鳥類視為音樂老師。
02:54
In Ethiopia, birds
are considered an integral part
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在衣索比亞,鳥類被視為
音樂起源的一部分。zz
02:57
of the origin of music itself.
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03:00
The story goes like this:
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根據傳說,
03:03
1,500 years ago, a young man
was born in the Empire of Aksum,
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1500 年前,一個小男孩
出生於阿克蘇姆王國,
03:08
a major trading center
of the ancient world.
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當時的世界貿易中心。
03:11
His name was Yared.
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他的名字為雅瑞德。
03:14
When Yared was seven years old
his father died,
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雅瑞德七歲的時候,他的父親去世,
03:17
and his mother sent him to go live
with an uncle, who was a priest
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母親將他交給舅舅撫養,
這位舅舅是衣索比亞正教的神父,
03:21
of the Ethiopian Orthodox tradition,
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03:23
one of the oldest churches in the world.
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為世界古老的教會系統之一。
03:26
Now, this tradition has an enormous amount
of scholarship and learning,
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因為此教派傳講大量知識,
03:30
and Yared had to study and study
and study and study,
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所以雅瑞德必須埋頭苦讀,
03:33
and one day he was studying under a tree,
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某天他在樹下學習時,
03:36
when three birds came to him.
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有三隻鳥飛來他旁邊。
03:39
One by one, these birds
became his teachers.
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每一隻鳥陸續成為他的教師。
03:42
They taught him music -- scales, in fact.
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牠們教他音樂,其實就是音階。
03:47
And Yared, eventually
recognized as Saint Yared,
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後來,雅瑞德被尊稱為聖雅瑞德,
03:50
used these scales to compose
five volumes of chants and hymns
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用此音階寫成五卷聖歌和讚美聖詩,
03:54
for worship and celebration.
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給各種禮拜及節慶使用。
03:56
And he used these scales
to compose and to create
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他也從這些音階譜出及發明出
04:00
an indigenous musical notation system.
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一套當地使用的記譜法。
04:03
And these scales evolved
into what is known as kiñit,
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這些音階演變成
衣索比亞音階 (kiñit),
04:07
the unique, pentatonic, five-note,
modal system that is very much alive
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其獨特的五聲音階,
由五個音組成的調式,
現在在衣索比亞還普遍使用及發展。
04:13
and thriving and still evolving
in Ethiopia today.
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04:18
Now, I love this story because
it's true at multiple levels.
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我很喜歡這個故事,
因為它在很多方面都可考證。
04:21
Saint Yared was a real, historical figure,
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聖雅瑞德是一位真實人物,
04:24
and the natural world
can be our musical teacher.
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而自然世界
也可以成為我們的教師呀!
04:29
And we have so many examples of this:
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有很多相似的例子:
04:31
the Pygmies of the Congo
tune their instruments
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剛果俾格米人(矮人族)
根據山鳥叫聲調整琴弦。
04:33
to the pitches of the birds
in the forest around them.
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04:36
Musician and natural soundscape
expert Bernie Krause describes
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音樂家兼自然音景專家
伯尼克勞斯描述,
04:39
how a healthy environment
has animals and insects
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一個健康的環境會有各種動物及昆蟲
04:42
taking up low, medium
and high-frequency bands,
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占據低、中及高頻率的音頻,
04:46
in exactly the same way
as a symphony does.
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和人類的交響樂一樣。
04:50
And countless works of music
were inspired by bird and forest song.
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數不清的曲子
以鳥類和森林作為靈感。
04:54
Yes, the natural world
can be our cultural teacher.
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沒錯,自然世界
可以成為我們的文化教師。
05:00
So let's go now to the uniquely
human world of language.
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現在我們來談獨特的人類世界語言。
05:05
Every language communicates
with pitch to varying degrees,
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每個語言通過各種音高交流,
05:08
whether it's Mandarin Chinese,
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無論是華語,
05:09
where a shift in melodic inflection
gives the same phonetic syllable
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如果你將音調發錯,
會讓相同的拼音音節
05:13
an entirely different meaning,
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產生不同的意思;
05:15
to a language like English,
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或者其它語言像英語,
05:16
where a raised pitch
at the end of a sentence ...
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在句尾語氣上揚……
05:19
(Going up in pitch) implies a question?
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(提升音高)代表問句,對嗎?
05:21
(Laughter)
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(觀眾大笑)
05:23
As an Ethiopian-American woman,
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身為衣索比亞美裔婦女,
05:24
I grew up around the language
of Amharic, Amhariña.
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我在阿姆哈拉語環境中長大。
05:27
It was my first language,
the language of my parents,
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這是我的母語,是我父母說的語言,
05:29
one of the main languages of Ethiopia.
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是衣索比亞主要語言之一。
05:32
And there are a million reasons
to fall in love with this language:
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我有一千萬個理由喜愛這個語言:
05:35
its depth of poetics,
its double entendres,
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詩歌的深度,雙關的詞語,
05:38
its wax and gold, its humor,
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隱藏的涵義,幽默的特性,
05:41
its proverbs that illuminate
the wisdom and follies of life.
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生活中有智慧的俗語以及反語。
05:46
But there's also this melodicism,
a musicality built right in.
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但更主要的是包括在
詞語裡面的旋律感。
05:50
And I find this distilled most clearly
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我發現這種旋律感在
05:52
in what I like to call
emphatic language --
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我所稱的「強調語言」中
明顯突出——
05:55
language that's meant
to highlight or underline
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即明顯指出、強調意思之語言,
05:57
or that springs from surprise.
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或者表示驚訝的狀態。
06:00
Take, for example, the word: "indey."
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例如 indey 這個字,
06:03
Now, if there are Ethiopians
in the audience,
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如果在座有衣索比亞人,
06:05
they're probably chuckling to themselves,
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他們一定會咯咯笑起來,
06:07
because the word means
something like "No!"
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因為這個字的意思是「不行!」
06:09
or "How could he?" or "No, he didn't."
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或「他怎麼能這樣呢?」
或「不,他沒有。」
06:11
It kind of depends on the situation.
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根據具體的情況而不同。
06:13
But when I was a kid,
this was my very favorite word,
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可是在我小時候,
這是我最喜歡的字,
06:17
and I think it's because it has a pitch.
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我想是因為我喜歡它的音高。
06:20
It has a melody.
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它有旋律。
06:21
You can almost see the shape
as it springs from someone's mouth.
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這個字發出來,
我們幾乎可以看到它的口型。
06:24
"Indey" -- it dips, and then raises again.
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“Indey” —
音調先往下降後再往上升高。
06:28
And as a musician and composer,
when I hear that word,
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身為音樂家和作曲家,
每次聽到此字,
06:31
something like this
is floating through my mind.
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這樣的畫面就在我的腦海裡展現。
06:35
(Music and singing "Indey")
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(音樂和唱 indey)
06:45
(Music ends)
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(音樂停止)
06:48
Or take, for example, the phrase
for "It is right" or "It is correct" --
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另外一個例子,
代表「沒錯、正確」——
06:52
"Lickih nehu ... Lickih nehu."
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"Lickih nehu ... Lickih nehu."
06:54
It's an affirmation, an agreement.
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就是確定、同意。
06:56
"Lickih nehu."
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"Lickih nehu."
06:58
When I hear that phrase,
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我聽到此詞的時候,
06:59
something like this starts rolling
through my mind.
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音樂泉在我的腦海裡流出。
07:04
(Music and singing "Lickih nehu")
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(音樂及唱 “Lickih nehu” 聲)
07:11
(Music ends)
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(音樂結束)
07:14
And in both of those cases,
what I did was I took the melody
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以上兩個例子,
我都以這些字的旋律和分句,
07:17
and the phrasing
of those words and phrases
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07:19
and I turned them into musical parts
to use in these short compositions.
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轉成音樂的因素,從而寫成短曲。
07:24
And I like to write bass lines,
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我喜歡寫低音音樂,
07:26
so they both ended up
kind of as bass lines.
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所以以上的兩個短曲都是低音的。
07:29
Now, this is based on the work
of Jason Moran and others
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根據賈森莫蘭及同事的研究,
07:32
who work intimately
with music and language,
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他們是音樂及語言研究專家,
07:35
but it's also something I've had
in my head since I was a kid,
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也是我從小時候一直關注的,
07:38
how musical my parents sounded
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就是我父母
07:40
when they were speaking
to each other and to us.
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彼此對談與跟我們對話時
具音樂性的腔調。
07:44
It was from them
and from Amhariña that I learned
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正是他們講的阿姆哈拉語
讓我推出一個觀念,
07:46
that we are awash in musical expression
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就是語言充滿了音樂風格,
07:49
with every word,
every sentence that we speak,
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在每一句我們說出的話,
07:52
every word, every sentence
that we receive.
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在每一句我們聽到的話。
07:54
Perhaps you can hear it
in the words I'm speaking even now.
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你們或許可以在我現在說出的
每一句話中領會到。
08:00
Finally, we go to the 1950s United States
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最後,我要談一首 1950 年
美國的音樂作品,
08:02
and the most seminal work
of 20th century avant-garde composition:
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為 20 世紀前衛派
最具影響力的曲子:
08:06
John Cage's "4:33,"
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約翰·凱吉之《4′33″》,
08:08
written for any instrument
or combination of instruments.
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寫給任何樂器或任何組合樂器。
08:12
The musician or musicians are invited
to walk onto the stage
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演奏家受邀上舞台,
08:16
with a stopwatch and open the score,
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帶著碼錶並把樂譜打開,
08:19
which was actually purchased
by the Museum of Modern Art --
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此樂譜已被當代藝術博物館
收購作展覽專用——
08:22
the score, that is.
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只有樂譜,就這樣。
08:24
And this score has not
a single note written
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這張樂譜上沒有任何音符,
08:28
and there is not a single note played
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演奏家在整整 4 分 33 秒的時間
也不彈任何一個音。
08:30
for four minutes and 33 seconds.
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08:34
And, at once enraging and enrapturing,
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(觀眾)在又生氣又著迷的狀態下,
08:39
Cage shows us that even
when there are no strings
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凱吉告訴我們就算琴弦不被彈,
08:42
being plucked by fingers
or hands hammering piano keys,
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鋼琴弦不被敲,
08:47
still there is music,
still there is music,
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音樂還是顯現,
對, 音樂還是顯現。
08:49
still there is music.
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音樂依舊顯現。
08:51
And what is this music?
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所以這首裡面的音樂是什麼呢?
08:54
It was that sneeze in the back.
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在遠處有某人打噴嚏。
08:57
(Laughter)
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(笑聲)
08:58
It is the everyday soundscape
that arises from the audience themselves:
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這首音樂就是觀眾的日常音景:
09:03
their coughs, their sighs, their rustles,
their whispers, their sneezes,
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咳嗽、歎氣、耳語、
打噴嚏、衣服摩擦之聲音,
09:08
the room, the wood
of the floors and the walls
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屋子、木板牆、木頭地板
09:10
expanding and contracting,
creaking and groaning
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因熱脹冷縮發出吱嘎作響的聲音,
09:13
with the heat and the cold,
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09:14
the pipes clanking and contributing.
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水管劈劈啪啪也來湊一腳。
09:19
And controversial though it was,
and even controversial though it remains,
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雖然此曲充滿爭議性,
而且一直備受爭議,
09:22
Cage's point is that there is no
such thing as true silence.
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凱奇的觀點就是沒有真正的無聲。
09:28
Even in the most silent environments,
we still hear and feel the sound
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甚至在最無聲的環境中,
我們還是能聽到及感受到
09:32
of our own heartbeats.
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我們心跳的聲音。
09:34
The world is alive
with musical expression.
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這個世界充滿音樂表達。
09:38
We are already immersed.
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基本上我們一直沉浸在音樂裡。
09:42
Now, I had my own moment of,
let's say, remixing John Cage
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我自己也有可以說是重混
約翰·凱吉的經驗瞬間。
09:46
a couple of months ago
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就在幾個月前,
09:47
when I was standing
in front of the stove cooking lentils.
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我站在爐子前煮著扁豆的時候,
09:50
And it was late one night
and it was time to stir,
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那時已經很晚,
可是到了該攪拌的時刻,
09:53
so I lifted the lid off the cooking pot,
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所以我打開鍋蓋,
09:55
and I placed it onto
the kitchen counter next to me,
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把蓋子放在旁邊的流理台上,
09:58
and it started to roll back and forth
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蓋子就滾來滾去
10:00
making this sound.
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發出這種聲音。
10:04
(Sound of metal lid
clanking against a counter)
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(金屬蓋子碰撞流理台的噹啷聲)
10:10
(Clanking ends)
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(噹啷聲停止)
10:13
And it stopped me cold.
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我瞬間凍住。
10:15
I thought, "What a weird, cool swing
that cooking pan lid has."
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我想:「蓋子搖擺聲
真是好酷好怪!」
10:22
So when the lentils were ready and eaten,
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所以在扁豆熟了,也吃完了之後,
10:26
I hightailed it to my backyard studio,
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我馬上帶著鍋子到後院的錄音房,
10:30
and I made this.
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錄出來此曲子。
10:33
(Music, including the sound
of the lid, and singing)
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(音樂,包括蓋子聲音及歌聲)
10:50
(Music ends)
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(音樂停止)
10:52
Now, John Cage
wasn't instructing musicians
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約翰·凱吉沒有意思要告訴音樂家
10:54
to mine the soundscape
for sonic textures to turn into music.
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將任何背景聲音寫成曲子。
10:59
He was saying that on its own,
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他的意思是,我們周圍環境本身
11:01
the environment is musically generative,
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已經常常產生聲音,
11:05
that it is generous, that it is fertile,
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非常多量、豐沛,
11:09
that we are already immersed.
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我們已經被音樂圍繞著。
11:12
Musician, music researcher, surgeon
and human hearing expert Charles Limb
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音樂家、音樂研究家、
手術醫生及聽力專家查爾斯·理姆
11:18
is a professor at Johns Hopkins University
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是約翰霍普金斯大學教授,
11:20
and he studies music and the brain.
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他專長研究音樂及腦部。
11:24
And he has a theory
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他也定出一個理論,
11:27
that it is possible -- it is possible --
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指出很可能,非常有可能,
11:30
that the human auditory system
actually evolved to hear music,
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人類聽力系統是為了聽音樂而進化,
11:36
because it is so much more complex
than it needs to be for language alone.
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因為這比聽懂語言
這個簡單目的複雜的多。
11:41
And if that's true,
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如果這論點是正確的,
11:43
it means that we're hard-wired for music,
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意思是我們天生就是要聽音樂的,
11:46
that we can find it anywhere,
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而且我們到處都可以找到音樂,
11:48
that there is no such thing
as a musical desert,
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音樂沙漠是不可能存在的,
11:51
that we are permanently
hanging out at the oasis,
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因為我們一直身在音樂綠洲中。
11:55
and that is marvelous.
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這真是絕妙。
11:58
We can add to the soundtrack,
but it's already playing.
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我們可以把這些聲音加進創作中,
不過這些已經在演奏了。
12:02
And it doesn't mean don't study music.
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他不是告訴我們不要學音樂。
12:04
Study music, trace your sonic lineages
and enjoy that exploration.
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還是要學音樂,還是要追溯
你的聲音族譜,並享受這場探險。
12:09
But there is a kind of sonic lineage
to which we all belong.
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可是有一種聲音族譜
是我們都屬於的。
12:14
So the next time you are seeking
percussion inspiration,
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下次你在尋找打擊樂的靈感時,
12:16
look no further than your tires,
as they roll over the unusual grooves
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就近去聽你的車輪在高速公路上
12:20
of the freeway,
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碾過稀少的凹凸處的聲音;
12:22
or the top-right burner of your stove
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或者去聽你家右邊的爐頭,
12:24
and that strange way that it clicks
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在打火點燃時
12:25
as it is preparing to light.
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發出的卡嗒聲。
12:28
When seeking melodic inspiration,
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要尋找旋律的靈感時,
12:30
look no further than dawn
and dusk avian orchestras
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就近去聽早晨或傍晚之鳥叫聲,
12:33
or to the natural lilt
of emphatic language.
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或者是強調語音之自然悠揚聲音。
12:37
We are the audience
and we are the composers
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我們是聽眾,也是作曲家,
12:40
and we take from these pieces
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我們可用現有的聲音資源。
12:41
we are given.
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12:43
We make, we make, we make, we make,
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我們創作,創作,一直創作,
12:45
knowing that when it comes to nature
or language or soundscape,
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因為知道大自然或語言或音景
12:49
there is no end to the inspiration --
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可以帶來永恆靈感,
12:52
if we are listening.
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只要我們認真聆聽。
12:55
Thank you.
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感謝大家!
12:56
(Applause)
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(鼓掌聲)
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