『新东方在线托福听力』为托福考生准备了ETS托福TPO/Official 29 Con 2听力练习：Why does the student mention hip-hop music?原文题目答案解析，TPO/Official 29 Con 2听力原文范文音频翻译。

托福TPO/Official 29 Con 2听力原文Why does the student mention hip-hop music?-新东方托福官方网校手机版

旁白：听一段学生和他音乐历史教授的对话。

Narrator: Listen to a conversation between a student and his music history professor.

你布置的为世界音乐课写收听日志这个作业，我不是很明白要做什么。

The listening journal you assigned us to keep for the Intro to World Music class, well, I am not sure I understand what to do.

你这个星期布置的那个片段，我听了不止一次，但是当我试图围绕它们写点什么的时候，我不知道要写点什么。

I listened to the pieces you assigned this week more than once, but when I tried to write about them, I didn’t know what to say.

教授：好的，描写音乐确实不太容易，即使对于那些专家来说。

Professor: Well, it’s not easy to write about music, even for people who are supposedly expert at it.

Student: That makes me feel a little better.

但是，我不是很了解你是怎么去写收听日志的。

But I am just not familiar with how you keep a listening journal.

我为其他课程写过日志，总结性地写一下我对阅读过的内容的感受。

I’ve kept journals for other classes, summarizing and writing about how I felt about readings.

教授：好的，其实收听日志没有那么不同，我也希望你们能够记录对于音乐组成部分的感受。

Professor: Well, a listening journal isn’t all that different, I want you to note your feelings about musical compositions too.

学生：好的。有些片段我更加喜欢，但是我知道，你希望我们的评论更加…我不确定，更加有分析性的，是吗？

Student: OK. There were pieces I like more than others, but I think you want our comments to be a little more…I don’t know, analytical. Right?

教授：你喜不喜欢一个片段是很重要，但是你应该要能够解释你为什么特别喜欢一个特定的片段，并且能够说说它的历史和音乐背景。

Professor: Well, whether you like a piece or not is important, but you should be able to explain why you like a particular piece and be able to talk about its historical and musical context.

事实上，听力日志是帮助你去积极地收听音乐，去思考你到底听了什么。

Actually, the listening journal is a tool to help you listen to music actively, to think about what you are hearing.

学生：可觉得不好写可能是因为你布置的音乐我都不是很熟悉。

Student: Maybe I am finding it difficult because I am not real familiar with most of the music you assigned.

我的意思是，如果这是我和朋友们常听的嘻哈之类的话…

I mean, if it’s hip-hop or something I listen to with my friends…

教授：是的，因为对你们来说嘻哈是一种既熟悉又有意义的音乐形式，

Professor: Sure, because hip-hop is a form that’s familiar and meaningful to you.

但是随着这个学期的推进，你开始学习更多的音乐形式，你会变成一个更加娴熟的听众。

But you’ll see as the semester progresses and you start learning more about musical forms, you’ll become a more adept listener.

学生：好的。所以这个星期我们听的是…the Canto?

Student: OK. So the songs we listened to this week, the …the Canto?

教授：深沉之歌。你们记得我说过，它在安达卢西亚西班牙语中的意思是“深沉的歌”吗？

Professor: The Cante jondo. You remember we said it means “deep song” in Andalusian Spanish?

并不仅仅是因为它是用浑厚的声音演唱，还因为它所唱的是更加深沉、严肃的事情，显然不是快乐的事情。

Not only because it’s sung in a deep register, but also because it’s a song about deeper or serious matters, certainly not lighthearted.

学生：真的？我想我没有抓住这个双层寓意。

Student: Really? Hmm…I guess I didn’t catch the double meaning.

但是不管怎样，即使有了你给我们的歌词和其他一些东西的翻译，我不知道，我可以指出它是悲伤的，但是从音乐的角度上，我并没有想要去分析它。

But anyway, even with the translations you gave us for the lyrics and everything, I don’t know, I could tell it’s sad, but I wasn’t trying to analyze it, from a musical perspective that is.

教授：好的。这就是你应该做的。

Professor: OK. So this is what you should do.

回去听一下歌的选段，然后这一次要注意旋律、重复…

Go back and listen to the song selection and this time pay attention to the melody, to repetition, to the …

有些部分听上去像是同一个音符在不停地重复。

Some parts sounded like the same note played over and over again.

教授：这正是你应该在收听日志中记录下来的观察报告。

Professor: That’s exactly the kind of observation you would record in a listening journal.

旋律的重复、节奏、片段是如何构成的以及你喜欢和不喜欢它的原因。

So, melody repetition, rhythm, how the piece is structured, as well as your reasons for liking or disliking it.

我以为每个人对这个已经很清楚了，但是你给了一个很棒的想法。

I thought everyone was clear about this, but you’ve just given me a great idea.

我打算写一张问题清单，列出来每个人在写他们日志的时候应该要记住的问题。

I am going to draw up a list of questions everyone should keep in mind when they are writing their journals.

其他学生和你可能有同样的问题。

Other students may be having the same problem you are having.

Why does the student go to see the professor?

What does the student describe as challenging?

Why does the student mention hip-hop music?

According to the professor, what are two characteristics of the musical form that class is currently studying?

What can be inferred about the professor at the end of the conversation?

Narrator 
Listen to a conversation between a student and his music history professor. 
Student 
Um, professor Jenkins. The listening journal you assigned us to keep for the Intro to World Music class, well, I am not sure I understand what to do. I listened to the pieces you assigned this week more than once, but when I tried to write about them, I didn’t know what to say. 
Student 
Um, professor Jenkins. The listening journal you assigned us to keep for the Intro to World Music class, well, I am not sure I understand what to do. I listened to the pieces you assigned this week more than once, but when I tried to write about them, I didn’t know what to say. 
Professor 
Well, it’s not easy to write about music, even for people who are supposedly expert at it. 
Student 
That makes me feel a little better. But I am just not familiar with how you keep a listening journal. I’ve kept journals for other classes, summarizing and writing about how I felt about readings. 
Professor 
Well, a listening journal isn’t all that different, I want you to note your feelings about musical compositions too. 
Student 
OK. There were pieces I like more than others, but I think you want our comments to be a little more…I don’t know, analytical. Right? 
Professor 
Well, whether you like a piece or not is important, but you should be able to explain why you like a particular piece and be able to talk about its historical and musical context. Actually, the listening journal is a tool to help you listen to music actively, to think about what you are hearing. 
Student 
Maybe I am finding it difficult because I am not real familiar with most of the music you assigned. I mean, if it’s hip-hop or something I listen to with my friends… 
Professor 
Yes, because hip-hop is a form that’s familiar and meaningful to you. But you’ll see as the semester progresses and you start learning more about musical forms, you’ll become a more adept listener. And you’ll start noticing patterns. 
Student 
OK. So the songs we listened to this week, the …the Canto? 
Professor 
The Cante jondo1. You remember we said it means “deep song” in Andalusian Spanish? Not only because it’s sung in a deep register, but also because it’s a song about deeper or serious matters, certainly not lighthearted. 
Student 
Really? Hmm…I guess I didn’t catch the double meaning. That’s kind of cool. But anyway, even with the translations you gave us for the lyrics and everything, I don’t know, I could tell it’s sad, but I wasn’t trying to analyze it, from a musical perspective that is. 
Professor 
OK. So this is what you should do. Go back and listen to the song selection and this time pay attention to the melody, to repetition, to the … 
Student 
There was plenty of that. Some parts sounded like the same note played over and over again. 
Professor 
That’s exactly the kind of observation you would record in a listening journal. So, melody repetition, rhythm, how the piece is structured, as well as your reasons for liking or disliking it. 
You know what? I thought everyone was clear about this, but you’ve just given me a great idea. I am going to draw up a list of questions everyone should keep in mind when they are writing their journals. Other students may be having the same problem you are having.