华南理工大学884中外音乐史2018年考研专业课真题试卷
华南理工大学中外舞蹈史2008-2013,2015-2018年考研初试真题
科目名称：中外舞蹈史 适用专业：音乐学，舞蹈(专业学位) 本卷满分：150 分 一、概念题：（每题 5 分，共 40 分）
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1、《舞队》 2、《雅舞》 3、《七盘舞》 4、《大章》 5、《舞蹈学》
6、《大韶》 7、古埃及舞蹈的艺术特征 8、古印度舞蹈的分类
二、简答题：（每题 10 分，共 60 分） 1、简述吠陀与史诗的关系 2、古埃及舞蹈有哪些表现特征？ 3、为什么说“长袖善舞”是我国古代舞蹈的传统？ 4、简述明代昆曲与戏剧舞蹈的关系 5、巫舞对中国古代舞蹈发展产生了哪些影响？ 6、古希腊“有情节的群舞”与东方诸国舞蹈的关系如何？
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华南理工大学
2008 年攻读硕士学位研究生入学考试试卷
（请在答题纸上做答，试卷上做答无效，试后本卷必须与答题纸一同交回）
科目名称：中外舞蹈史 适用专业：音乐学
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一、概念题：（每题 5 分，共 40 分）
1、“古人”时期舞蹈
2、古埃及舞蹈分类 3、印度史诗
4、《舞论》 5、唐代三大歌舞戏 6、《十部乐》 7、古罗马哑剧舞蹈 8、狂热舞蹈
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三、论述题：（必答论述题 1 题，28 分；选答论述题 4 选 2，每题 15 分；共 58 分） （一）必答论述题： 1.阐述西周“礼乐制度”的主要内容及其作用？春秋战国“礼崩乐坏”的深层原因是 什么？ （二）选答论述题：（2 选 1 作答，全部作答只计第 1 题分数） 1.巴兰钦的“音乐芭蕾”理论主张是什么？他对美国芭蕾作出了哪些主要贡献？ 2.福金提出的现代芭蕾五项原则包含哪些内容？请结合实例论述其理论在艺术实践 中的运用。 （三）选答论述题：（2 选 1 作答，全部作答只计第 1 题分数） 1.结合实例论述雅乐舞蹈的功能及其演进 2.结合实例分析原始时期舞蹈的特征
华南理工大学2018年《884中外音乐史》考研专业课真题试卷
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华南理工大学 2018 年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回） 科目名称：中外音乐史 适用专业：音乐与舞蹈学 共 西方音乐史 一、名词解释（每题 5 分，共 40 分） 1、有量记谱法 2、托卡塔 3、威尼斯乐派 4、勃拉姆斯 5、 《波莱罗》 6、柯达伊 7、 《图画展览会》 8、简约主义 二、简答题（每题 10 分，共 20 分） 1、莫扎特对钢琴协奏曲的贡献。 2、梅西安的音乐创作及艺术成就。 三、论述题（共 15 分） 1、综合论述 19 世纪意大利歌剧的发展。 2 页
中国音乐史 一、名词解释（每题 5 分、唱赚 4、 《海韵》 5、曾志忞 6、 《台湾舞曲》 7、江南丝竹 8、 《梅花三弄》 二、简答题（每题 10 分，共 20 分） 1、黄自的音乐创作及艺术成就。 2、周代的礼乐制度和音乐教育。 三、论述题（共 15 分） 1、综合论述昆曲的形成及发展。
东华理工大学843中外音乐史2018年考研初试真题
二、简答题：（共 4 小题，每小题 10 分，共 40 分） 1，简述杂剧和南戏的区别 2，简述大同乐会的主要任务 3，简述格鲁克歌剧改革的内容 4，简述奥地利圆舞曲的结构特点
三、论述题：（共 3 小题，每小题 20 分，共 60 分） 1，论述国立音乐院的创办过程及其历史意义 2，论述巴赫的音乐创作 3，论述 19 世纪下半叶民族乐派音乐创作的民族性
东华理工大学
考研专业课初试真题
硕士研究生入学考Βιβλιοθήκη 专业课初试真题注意：答案请做在答题纸上，做在试卷上无效
东华理工大学 2018 年硕士生入学考试初试试题 科目代码： 843 ; 科目名称：《中外音乐史》；（ A 卷） 适用专业（领域）名称： 045111 学科教学（音乐）
一、名词解释：（共 10 小题，每小题 5 分，共 50 分） 《说唱货郎儿》、《鼓子词》、《儿童歌舞剧》、《沈心工》、《新音乐》、 《亨德尔》、《古奏鸣曲》、《艺术歌曲》、《狂想曲》、《李斯特》
2018年华南理工大学研究生入学考试专业课真题870_英语语言文学综合
870华南理工大学2018 年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：英语语言文学综合适用专业：外国语言文学共 6 页Part OneFundamentals of Linguistics and Literature (外国语言学及应用语言学和英语语言文学考生共答部分)I.Define the following terms in your own words（20 points）1.Turn-taking2.Validity3.Modernism4.IronyII．Answer the following questions（40 points）1.The Australian linguist Halliday considers language as having three main functions.Please specify these three functions.2.What are homophones? Please give two pairs of examples.3.What is narration? Can you support your answer with examples?4.What is stream of consciousness? Please explain it with an example from a literarytext you’ve read.Part TwoTest for Students of Linguistics and Applied Linguistics(外国语言学及应用语言学考生必答部分)I．Discuss and comment on the following topics（40 points）petence and performance2.Error and mistake3.The relationship between pragmatics and semantics4.In Hymes’ view, learning language is learning to perform certain functions.II．Analyze the language data according to the requirements（50 points）1.Read the following two passages, and analyze the varieties of language use and thedifferent perspectives on language in an essay of about 250 words. Please back up your idea with the related linguistic theories. (25 points)Passage A：A living language is continually changing, even in a small community. Usually, linguistic changes take place so slowly that it is only by looking back over at least several decades that one can detect changes. The most obvious changes in the language of a large, sophisticated community occur in the field of vocabulary, for in such a community new words are constantly being created and old words discarded.(D. Ward, The Russian Language Today)Passage B：Hampshire: Am I right in thinking − you must correct me if I’m wrong − that your studies of language have led you to the conclusion that there are certain …common … underlying structures common to all languages which constitute something like a universal grammar?Chomsky: Yes. It seems to me that the evidence available to us suggests that there must be some very deep … inborn principles, probably of a highly restrictive nature that determine how knowledge of a language emerges in an individual given the very scattered and degenerate data available to him.Hampshire: Your evidence is derived really from learning, the study of learning language?Chomsky: It seems to me that if you want to study learning in a serious way, what one really has to do is to study a sort of input-output situation. We have an organism of which we know nothing; we know what kind of data is available to it; we can discover that; and the first question we must then try to answer is: what kind of a mental structure does the organism develop when that evidence is presented to it?2.Read and compare the following two passages, and analyze the linguistic structuresand styles in an essay of about 250 words. (25 points)Passage C：We, the peoples of the U. N., determined to save succeeding generations from the scourge of war, which twice in our lifetime has brought untold suffering to mankind, and to reaffirm faith in fundamental rights, in the dignity and worth of the humanperson, in the equal rights of men and women and of nations large and small, and to establish conditions under which justice and respect for the obligations arising from treaties and other sources of international law can be maintained, and to promote social progress and better standards of life in larger freedom, and for these ends, to practice tolerance and live together in peace with one another as good neighbors, and to unite our strength to maintain international peace and security, and to ensure, by the acceptance of principles and the institution of methods, that armed force shall not be used, save in the common interest, and to employ international machinery for the promotion of economic and social advancement of all peoples, have resolved to combine our efforts to accomplish these aims.（The Charter of the United Nations）Passage D：He stepped into the stream. It was a shock. His trousers clung tight to his legs. His shoes felt the gravel. The water was a rising cold shock.…His mouth dry, his heart down, Nick reeled in. He had never seen so big a trout. There was a heaviness, a power not to be held, and then the bulk of him, as he jumped. He looked as broad as a salmon.Nick’s hand was shaky. He reeled in slowly. The thrill had been too much. He felt, vaguely, a little sick, as though it would be better to sit down.(Ernest Hemingway, Big Two-Hearted River)Part ThreeTest for Students of English Language and Literature(英语语言文学考生必答部分)I．Discuss and comment on the following topics（40 points）ment on Hemingway (Code) Heroes.ment on Oedipal Complex in literature.ment on the importance of interior monologue in any literary text written by afemale writer.ment on realism and its significance in literary history.II．Analysis and appreciation（50 points）1.Analyze the following passage from Moby Dick (1851), written by Herman Melville (1819-1891), in an essay of no less than 250 words. (25 points)Now, when I say that I am in the habit of going to sea whenever I begin to grow hazy about the eyes, and begin to be over conscious of my lungs, I do not mean to have it inferred that I ever go to sea as a passenger. For to go as a passenger you must need to have a purse, and a purse is but a rag unless you have something in it. Besides, passengers get sea-sick- grow quarrelsome- don't sleep of nights- do not enjoy themselves much, as a general thing;- no, I never go as a passenger; nor, though I am something of a salt, do I ever go to sea as a Commodore, or a Captain, or a Cook. I abandon the glory and distinction of such offices to those who like them. For my part, I abominate all honorable respectable toils, trials, and tribulations of every kind whatsoever. It is quite as much as I can do to take care of myself, without taking care of ships, barques, brigs, schooners, and what not. And as for going as cook,- though I confess there is considerable glory in that, a cook being a sort of officer on ship-board- yet, somehow, I never fancied broiling fowls;- though once broiled, judiciously buttered, and judgmatically salted and peppered, there is no one who will speak more respectfully, not to say reverentially, of a broiled fowl than I will. It is out of the idolatrous dotings of the old Egyptians upon broiled ibis and roasted river horse, that you see the mummies of those creatures in their huge bake-houses the pyramids.No, when I go to sea, I go as a simple sailor, right before the mast, plumb down into the fore-castle, aloft there to the royal mast-head. True, they rather order me about some, and make me jump from spar to spar, like a grasshopper in a May meadow. And at first, this sort of thing is unpleasant enough. It touches one's sense of honor, particularly if you come of an old established family in the land, the Van Rensselaers, or Randolphs, or Hardicanutes. And more than all, if just previous to putting your hand into the tar-pot, you have been lording it as a country schoolmaster, making the tallest boys stand in awe of you. The transition is a keen one, I assure you, from a schoolmaster to a sailor, and requires a strong decoction of Seneca and the Stoics to enable you to grin and bear it. But even this wears off in time.What of it, if some old hunks of a sea-captain orders me to get a broom and sweep down the decks? What does that indignity amount to, weighed, I mean, in the scales of the New Testament? Do you think the archangel Gabriel thinks anything the less of me, because I promptly and respectfully obey that old hunks in that particular instance? Who ain't a slave? Tell me that. Well, then, however the old sea-captains may order me about- however they may thump and punch me about, I have the satisfaction ofknowing that it is all right; that everybody else is one way or other served in much the same way- either in a physical or metaphysical point of view, that is; and so the universal thump is passed round, and all hands should rub each other's shoulder-blades, and be content.Again, I always go to sea as a sailor, because they make a point of paying me for my trouble, whereas they never pay passengers a single penny that I ever heard of. On the contrary, passengers themselves must pay. And there is all the difference in the world between paying and being paid. The act of paying is perhaps the most uncomfortable infliction that the two orchard thieves entailed upon us. But being paid, - what will compare with it? The urbane activity with which a man receives money is really marvelous, considering that we so earnestly believe money to be the root of all earthly ills, and that on no account can a monied man enter heaven. Ah! how cheerfully we consign ourselves to perdition!Finally, I always go to sea as a sailor, because of the wholesome exercise and pure air of the fore-castle deck. For as in this world, head winds are far more prevalent than winds from astern (that is, if you never violate the Pythagorean maxim), so for the most part the Commodore on the quarter-deck gets his atmosphere at second hand from the sailors on the forecastle. He thinks he breathes it first; but not so. In much the same way do the commonalty lead their leaders in many other things, at the same time that the leaders little suspect it. But wherefore it was that after having repeatedly smelt the sea as a merchant sailor, I should now take it into my head to go on a whaling voyage; this the invisible police officer of the Fates, who has the constant surveillance of me, and secretly dogs me, and influences me in some unaccountable way- he can better answer than anyone else. And, doubtless, my going on this whaling voyage, formed part of the grand programme of Providence that was drawn up a long time ago. It came in as a sort of brief interlude and solo between more extensive performances. I take it that this part of the bill must have run something like this:"Grand Contested Election for the Presidency of the United States."WHALING VOYAGE BY ONE ISHMAEL.""BLOODY BATTLE IN AFFGHANISTAN."Though I cannot tell why it was exactly that those stage managers, the Fates, put me down for this shabby part of a whaling voyage, when others were set down for magnificent parts in high tragedies, and short and easy parts in genteel comedies, and jolly parts in farces- though I cannot tell why this was exactly; yet, now that I recall all the circumstances, I think I can see a little into the springs and motives which being cunningly presented to me under various disguises, induced me to set about performing the part I did, besides cajoling me into the delusion that it was a choice resulting from my own unbiased freewill and discriminating judgment.Chief among these motives was the overwhelming idea of the great whale himself. Such a portentous and mysterious monster roused all my curiosity. Then the wild and distant seas where he rolled his island bulk; the undeliverable, nameless perils of the whale; these, with all the attending marvels of a thousand Patagonian sights and sounds, helped to sway me to my wish. With other men, perhaps, such things would not have been inducements; but as for me, I am tormented with an everlasting itch for things remote. I love to sail forbidden seas, and land on barbarous coasts. Not ignoring what is good, I am quick to perceive a horror, and could still be social with it- would they let me- since it is but well to be on friendly terms with all the inmates of the place one lodges in.By reason of these things, then, the whaling voyage was welcome; the great flood-gates of the wonder-world swung open, and in the wild conceits that swayed me to my purpose, two and two there floated into my inmost soul, endless processions of the whale, and, mid most of them all, one grand hooded phantom, like a snow hill in the air.2.Read the following Sonnet by William Shakespeare (1564-1616), and write an analytical essay in about 250 words. (25 points)Shall I compare thee to a summer's day?Thou art more lovely and more temperate:Rough winds do shake the darling buds of May,And Summer's lease hath all too short a date:Sometime too hot the eye of heaven shines,And often is his gold complexion dimm'd;And every fair from fair sometime declines,By chance, or nature's changing course, untrimm'd:But thy eternal summer shall not fadeNor lose possession of that fair thou owest;Nor shall death brag thou wander'st in his shadeWhen in eternal lines to time thou growest:So long as men can breathe or eyes can see,So long lives this and this gives life to thee.。
2018年华南理工大学研究生入学考试专业课真题641_设计艺术理论
641华南理工大学2018 年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：设计艺术理论适用专业：设计学共 2 页一、填空（20 分，每题2 分）1.1920 年代一个传统建筑研究的学术团体为（），其中成员有梁思成、刘敦桢等人，发掘保护了许多传统建筑文化遗产。
2.皇帝的妻子（）以养蚕纺丝，采葛织布而著名四方。
3.（）是北方游牧民族从西域传入中原的坐具，形如马扎，携带方便。
4.宋代服装是宋代男女通服，（）的形制是前襟无纽，平行下垂，衣襟长过膝下。
5.景德镇窑在宋代瓷窑中烧制的瓷器最富特色，其瓷器品种多，产量大，质量好，因此元初在此设立监督税收的机构——（）6.1851 年在（）举办的伦敦世界博览会从另一个角度促进了设计的发展，那就是现代工业产品设计的开始。
7.（）是美国“式样主义”风格的一个最为典型的代表，它是继“装饰主义”运动风格之后形成的另一种美学风格。
8.曾是苹果公司前首席执行官兼创办人之一，在他领导下开发了iPhone、iPad 等产品，带来苹果公司辉煌的人是（）。
9.宾夕法尼亚大学风景园林设计及区域规划系创始人、系主任伊恩·伦诺克斯·麦克哈格在他的1969 年出版的代表作（）一书中，阐述了人与自然环境之间不可分割的依赖关系、大自然演进的规律和人类认识的深化，提出了以生态原理进行规划操作和分析的方法。
10.阿房宫是（）王朝宫殿建筑的重要代表。
二、名词解释（30 分，每题5 分）1. 环境设计2. 德意志制造同盟（Deutscher Werkbund）3. 装饰艺术运动4.“新建筑”运动5. 《长物志》6. 斗彩三、简述题（40 分，每题20 分） 1.人体工程学的研究包括生理性人体工程学、认知性人体工程学和环境性人体工程学等几个范畴。
结合专业，试从以上几个方面简述人体工程学在设计中如何运用？2.什么是体验设计？在对这一概念内涵进行解释的基础上结合你所学的设计专业举例说明。
2018年华南理工大学研究生入学考试专业课真题626_英语综合水平测试
626华南理工大学2018 年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：英语综合水平测试适用专业：外国语言文学performances. Rather than playing tricks with alternatives presented to participants, we secretly altered the outcomes of their choices, and recorded how they react. For example, in an early study we showed our volunteers pairs of pictures of faces and asked them to choose the most attractive. In some trials, immediately after they made their choice, we asked people to explain the reasons behind their choices.Unknown to them, we sometimes used a double-card magic trick to secretly exchange one face for the other so they ended up with the face they did not choose. Common sense dictates that all of us would notice such a big change in the outcome of a choice. But the result showed that in 75 per cent of the trials our participants were blind to the mismatch, even offering “reasons” for their“choice”.We called this effect “choice blindness”, echoing change blindness,the phenomenon identified by psychologists where a remarkably large number of people fail to spot a major change in their environment. Recall the famous experiments where X asks Y for directions; while Y is struggling to help, X is switched for Z - and. Y fails to notice. Researchers are still pondering the full implications, but it does show how little information we use in daily life, and undermines the idea that we know what is going on around us.When we set out, we aimed to weigh in on the enduring, complicated debate about self-knowledge and intentionality. For all the intimate familiarity we feel we have with decision making, it is very difficult to know about it from the “inside”: one of the great barriers for scientific research is the nature of s ubjectivity.As anyone who has ever been in a verbal disagreement can prove, people tend to give elaborate justifications for their decisions, which we have every reason to believe are nothing more than rationalizations after the event. To prove such people wrong, though, or even provide enough evidence to change their mind, is an entirely different matter: who are you to say what my reasons are?But with choice blindness we drive a large wedge between intentions and actions in the mind. As our participants give us verbal explanations about choices they never made, we can show them beyond doubt - and prove it - that what they say cannot be true. So our experiments offer a unique window into confabulation (the story-telling we do to justify things after the fact) that is otherwise very difficult to come by. We can compare everyday explanations with those under lab conditions, looking for such things as the amount of detail in descriptions, how coherent the narrative is, the emotional tone, or even the timing or flow of the speech. Then we can create a theoretical framework to analyse any kind of exchange.This framework could provide a clinical use for choice blindness: for example, two of our ongoing studies examine how malingering might develop into truesymptoms, and how confabulation might play a role in obsessive-compulsive disorder.Importantly, the effects of choice blindness go beyond snap judgments. Depending on what our volunteers say in response to the mismatched outcomes of choices (whether they give short or long explanations, give numerical rating or labeling, and so on) we found this interaction could change their future preferences to the extent that they come to prefer the previously rejected alternative. This gives us a rare glimpse into the complicated dynamics of self-feedback (“I chose this, I publicly said so, therefore I must like it”), which we suspect lies behind the formation of many everyday preferences.We also want to explore the boundaries of choice blindness. Of course, it will be limited by choices we know to be of great importance in everyday life. Which bride or bridegroom would fail to notice if someone switched their partner at the altar through amazing sleight of hand? Yet there is ample territory between the absurd idea of spouse-swapping, and the results of our early face experiments.For example, in one recent study we invited supermarket customers to choose between two paired varieties of jam and tea. In order to switch each participant’s choice without them noticing, we created two sets of “magical” jars, with lids at both ends and a divider inside. The jars looked normal, but were designed to hold one variety of jam or tea at each end, and could easily be flipped over.Immediately after the participants chose, we asked them to taste their choice again and tell us verbally why they made that choice. Before they did, we turned over the sample containers, so the tasters were given the opposite of what they had intended in their selection. Strikingly, people detected no more than a third of all these trick trials. Even when we switched such remarkably different flavors as spicy cinnamon and apple for bitter grapefruit jam, the participants spotted less than half of all s witches.We have also documented this kind of effect when we simulate online shopping for consumer products such as laptops or cell phones, and even apartments. Our latest tests are exploring moral and political decisions, a domain where reflection and deliberation are supposed to play a central role, but which we believe is perfectly suited to investigating using choice blindness.Throughout our experiments, as well as registering whether our volunteers noticed that they had been presented with the alternative they did not choose, we also quizzed them about their beliefs about their decision processes. How did they think they would feel if they had been exposed to a study like ours? Did they think they would have noticed the switches? Consistently, between 80 and 90 per cent of people said that they believed they would have noticed something was wrong.Gervais, discovers a thing called “lying” and what it can get him. Within days, M ark is rich, famous, and courting the girl of his dreams. And because nobody knows what “lying” is? he goes on, happily living what has become a complete and utter farce.It’s meant to be funny, but it’s also a more serious commentary on us all. As Americans, we like to think we value the truth. Time and time again, public-opinion polls show that honesty is among the top five characteristics we want in a leader, friend, or lover; the world is full of sad stories about the tragic consequences of betrayal. At the same time, deception is all around us. We are lied to by government officials and public figures to a disturbing degree; many of our social relationships are based on little white lies we tell each other. We deceive our children, only to be deceived by them in return. And the average person, says psychologist Robert Feldman, the author of a new book on lying, tells at least three lies in the first 10 minutes of a conversation. “There’s always been a lot of lying,” says Feldman，whose new book, The Liar in Your Life, came out this month. “But I do think we’re seeing a kind of cultural shift where we’re lying more, it’s easier to lie, and in some ways it’s almost more acceptable.”As Paul Ekman, one of Feldman’s longtime lying colleagues and the inspiration behind the Fox IV series “Lie To Me” defines it，a liar is a person who “intends to mislead,”“deliberately,” without being asked to do so by the target of the lie. Which doesn’t mean that all lies are equally toxic: some are simply habitual –“My pleasure!”-- while others might be well-meaning white lies. But each, Feldman argues, is harmful, because of the standard it creates. And the more lies we tell, even if th ey’re little white lies, the more deceptive we and society become.We are a culture of liars, to put it bluntly, with deceit so deeply ingrained in our mind that we hardly even notice we’re engaging in it. Junk e-mail, deceptive advertising, the everyday p leasantries we don’t really mean –“It’s so great to meet you! I love that dress”– have, as Feldman puts it, become “a white noise we’ve learned to neglect.” And Feldman also argues that cheating is more common today than ever. The Josephson Institute, a nonprofit focused on youth ethics, concluded in a 2008 survey of nearly 30,000 high school students that “cheating in school continues to be rampant, and it’s getting worse.” In that survey, 64 percent of students said they’d cheated on a test during the past year, up from 60 percent in 2006. Another recent survey, by Junior Achievement, revealed that more than a third of teens believe lying, cheating, or plagiarizing can be necessary to succeed, while a brand-new study, commissioned by the publishers of Feldman’s book, shows that 18-to 34-year-olds--- those of us fully reared in this lying culture --- deceive more frequently than the general population.Teaching us to lie is not the purpose of Feldman’s book. His subtitle, in fact, is “the way to truthful relationships.” But if his book teaches us anything, it’s that we should sharpen our skills — and use them with abandon.Liars get what they want. They avoid punishment, and they win others’ affection. Liars make themselves sound smart and intelligent, they attain power over those of us who believe them, and they often use their lies to rise up in the professional world. Many liars have fun doing it. And many more take pride in getting away with it.As Feldman notes, there is an evolutionary basis for deception: in the wild, animals use deception to “play dead” when threatened. But in the modem world, the motives of our lying are more selfish. Research has linked socially successful people to those who are good liars. Students who succeed academically get picked for the best colleges, despite the fact that, as one recent Duke University study found, as many as 90 percent of high-schoolers admit to cheating. Even lying adolescents are more popular among their peers.And all it takes is a quick flip of the remote to see how our public figures fare when they get caught in a lie: Clinton keeps his wife and goes on to become a national hero. Fabricating author James Frey gets a million-dollar book deal. Eliot Spitzer’s wife stands by his side, while “Appalachian hiker” Mark Sanford still gets to keep his post. If everyone else is being rewarded for lying，don’t we need to lie, too, just to keep up?But what’s funny is that even as we admit to being liars, study after study shows that most of us believe we can tell when others are lying to us. And while lying may be easy, spotting a liar is far from it. A nervous sweat or shifty eyes can certainly mean a person’s uncomfortable, but it doesn’t necessarily mean they’re lying. Gaze aversion, meanwhile, has more to do with shyness than actual deception. Even polygraph machines are unreliable. And according to one study, by researcher Bella DePaulo, we’re only able to differentiate a lie from truth only 47 percent of the time, less than if we guessed randomly. “Basically everything we’ve heard about catching a liar is wrong,” says Feldman, who heads the College of Social and Behavioral Sciences at the University of Massachusetts, Amherst.Ekman, meanwhile, has spent decades studying micro-facial expressions of liars: the split-second eyebrow arch that shows surprise when a spouse asks who was on the phone; the furrowed nose that gives away a hint of disgust when a person says “I love you.” He’s trained everyone from the Secret Service to the TSA, and believes that with close study, it’s possible to identify those tiny emotions. The hard part, of course, is proving them. “A lot of times, it’s easier to believe,” says Feldman. “It takes a lot ofThere were, however, different explanations of this unhappy fact. Sean Pidgeon put the blame on “humanities departments who are responsible for the leftist politics that still turn people off.” Kedar Kulkarni blamed “the absence of a culture that privileges Learning to improve oneself as a human being.” Bethany blamed universities, which because they are obsessed with “maintaining funding” default on th e obligation to produce “well rounded citizens.” Matthew blamed no one，because i n his view the report’s priorities are just what they should be: “When a poet creates a vaccine or a tangible good that can be produced by a Fortune 500 company, I’ll rescind my comment.”Although none of these commentators uses the word, the issue they implicitly raise is justification. How does one justify funding the arts and humanities? It is clear which justifications are not available. You cannot argue that the arts and humanities are able to support themselves through grants and private donations. You cannot argue that a state’s economy will benefit by a new reading of “Hamlet.” You can’t argue -- well you can, but it won’t fly -- that a graduate who is well-versed in the history of Byzantine art will be attractive to employers (unless the employer is a museum). You can talk as Bethany does about “well rounded citizens,” but that ideal belongs to an earlier period, when the ability to refer knowledgeably to Shakespeare or Gibbon or the Thirty Years War had some cash value (the sociologists call it cultural capital). Nowadays, larding your conversations with small bits of erudition is more likely to irritate than to win friends and influence people.At one time justification of the arts and humanities was unnecessary because, as Anthony Kronman puts it in a new book, “Education’s End: Why Our Colleges and Universities Have Given Up on the Meaning of Life，” it was assumed that “a college was above all a place for the training of character, for the nurturing of those intellectual and moral habits that together from the basis for living the best life one can.”It followed that the realization of this goal required an immersion in the great texts of literature, philosophy and history even to the extent of memorizing them, for “to acquire a text by memory is to fix in one’s mind the image and example of the author and his subject.”It is to a version of this old ideal that Kronman would have us return, not because of a professional investment in the humanities (he is a professor of law and a former dean of the Yale Law School), but because he believes that only the humanities can address “the crisis of spirit we now confront” and “restore the wonder which those who have glimpsed the human condition have always felt, and which our scientific civilization, with its gadgets and discoveries, obscures.”As this last quotation makes clear, Kronman is not so much mounting a defense ofthe humanities as he is mounting an attack on everything else. Other spokespersons for the humanities argue for their utility by connecting them (in largely unconvincing ways) to the goals of science, technology and the building of careers. Kronman, however, identifies science, technology and careerism as impediments to living a life with meaning. The real enemies, he declares，are “the careerism that distracts from life as a whole” and “the blind acceptance of science and technology that disguise and deny our human condition.” These false idols，he says，block the way to understanding. We must turn to the humanities if we are to “meet the need for meaning in an age of vast but pointless powers,”for only the humanities can help us recover the urgency of “the question of what living is for.”The humanities do this, Kronman explains, by exposing students to “a range of texts that express with matchless power a number of competing answers to this question.” In the course of this program —Kronman calls it “secular humanism”—students will be moved “to consider which alternatives lie closest to their own evolving sense of self?” As they survey “the different ways of living that have been held up by different authors,” they will be encouraged “to enter as deeply as they can into the experiences, ideas, and values that give each its permanent appeal.” And not only would such a “revitalized humanism” contribute to the growth of the self,it “would put the conventional pieties of our moral and political world in question” and “bring what is hidden into the open — the highest goal of the humanities and the first responsibility of every teache r.”Here then is a justification of the humanities that is neither strained (reading poetry contributes to the state’s bottom line) nor crassly careerist. It is a stirring vision that promises the highest reward to those who respond to it. Entering into a conversation with the great authors of the western tradition holds out the prospect of experiencing “a kind of immortality” and achieving “a position immune to the corrupting powers of time.”Sounds great, but I have my doubts. Does it really work that way? Do the humanities ennoble? And for that matter, is it the business of the humanities, or of any other area of academic study, to save us?The answer in both cases, I think, is no. The premise of secular humanism (or of just old-fashioned humanism) is that the examples of action and thought portrayed in the enduring works of literature, philosophy and history can create in readers the desire to emulate them. Philip Sydney put it as well as anyone ever has when he asks (in “The Defense of Poesy” 1595), “Who reads Aeneas carrying old Anchises on his back that wishes not it was his fortune to perform such an excellent act?” Thrill to this picture of42.What does Anthony Kronman oppose in the process to strive for meaningful life?A.Secular humanism.B. Careerism.C. Revitalized humanismD. Cultural capital.43.Which of the following is NOT mentioned in this article?A.Sidney Carton killed himself.B.A new reading of Hamlet may not benefit economy.C.Faust was not willing to sell his soul.D.Philip Sydney wrote The Defense of Poesy.44.Which is NOT true about the author?A.At the time of writing, he has been in the field of the humanities for 45 years.B.He thinks the humanities are supposed to save at least those who study them.C.He thinks teachers and students of the humanities just learn how to analyze literary effects and to distinguish between different accounts of the foundations of knowledge.D.He thin ks Kronman’s remarks compromise the object its supposed praise.45.Which statement could best summarize this article?A.The arts and humanities fail to produce well-rounded citizens.B.The humanities won’t save us because humanities departments are too leftist.C.The humanities are expected to train character and nurture those intellectual andmoral habits for living a life with meaning.D.The humanities don’t bring about effects in the world but just give pleasure to those who enjoy them.Passage fourJust over a decade into the 21st century, women’s progress can be celebrated across a range of fields. They hold the highest political offices from Thailand to Brazil, Costa Rica to Australia. A woman holds the top spot at the International Monetary Fund; another won the Nobel Prize in economics. Self-made billionaires in Beijing, tech innovators in Silicon Valley, pioneering justices in Ghana—in these and countless other areas, women are leaving their mark.But hold the applause. In Saudi Arabia, women aren’t allowed to drive. In Pakistan, 1,000 women die in honor killings every year. In the developed world, women lag behind men in pay and political power. The poverty rate among women in the U.S. rose to 14.5% last year.To measure the state of women’s progress. Newsweek ranked 165countries, looking at five areas that affect women’s lives; treatment under the law, workforce participation, political power, and access to education and health care. Analyzing datafrom the United Nations and the World Economic Forum, among others, and consulting with experts and academics, we measured 28 factors to come up with our rankings.Countries with the highest scores tend to be clustered in the West, where gender discrimination is against the law, and equal rights are constitutionally enshrined. But there were some surprises. Some otherwise high-ranking countries had relatively low scores for political representation. Canada ranked third overall but 26th in power, behind countries such as Cuba and Burundi. Does this suggest that a woman in a nation’s top office translates to better lives for women in general? Not exactly.“Trying to quantify or measure the impact of women in politics is hard because in very few countries have there been enough women in politics to make a difference,” says Anne-Marie Goetz, peace and security adviser for U.N. Women.Of course, no index can account for everything. Declaring that one country is better than another in the way that it treats more than half its citizens means relying on broad strokes and generalities. Some things simply can’t be measured.And cross-cultural comparisons can t account for difference of opinion.Certain conclusions are nonetheless clear. For one thing, our index backs up a simple but profound statement made by Hillary Clinton at the recent Asia-Pacific Economic Cooperation summit. “When we liberate the economic potential of women, we elevate the economic performance of communities, nations, and the world,”she said. “There’s a simulative effect that kicks in when women have greater access to jobs and the economic lives of our countries: Greater political stability. Fewer military conflicts. More food. More educational opportunity for children. By harnessing the economic potential of all women, we boost opportunity for all people.”46.What does the author think about women’s progress so far?A.It still leaves much to be desired.B.It is too remarkable to be measured.C.It has greatly changed women's fate.D.It is achieved through hard struggle.47.In what countries have women made the greatest progress?A.Where women hold key posts in government.B.Where women’s rights are protected by law.C.Where women’s participation in management is high.D.Where women enjoy better education and health care.48.What do Newsweek rankings reveal about women in Canada?A.They care little about political participation.B.They are generally treated as equals by men.C.They have a surprisingly low social status.D.They are underrepresented in politics.49.What does Anne-Marie Goetz think of a woman being in a nation's top office?A.It does not necessarily raise women's political awareness.B.It does not guarantee a better life for the nation's women.C.It enhances women's status.D.It boosts women's confidence.50.What does Hillary Clinton suggest we do to make the world a better place?A.Give women more political power.B.Stimulate women's creativity.C.Allow women access to education.D.Tap women's economic potential.Passage fiveThe idea that government should regulate intellectual property through copyrights and patents is relatively recent in human history, and the precise details of what intellectual property is protected for how long vary across nations and occasionally change. There are two standard sociological justifications for patents or copyrights: They reward creators for their labor, and they encourage greater creativity. Both of these are empirical claims that can be tested scientifically and could be false in some realms.Consider music. Star performers existed before the 20th century, such as Franz Liszt and Niccolo Paganini, but mass media produced a celebrity system promoting a few stars whose music was not necessarily the best or most diverse. Copyright provides protection for distribution companies and for a few celebrities, thereby helping to support the industry as currently defined, but it may actually harm the majority of performers. This is comparable to Anatole France's famous irony, "The law, in its majestic equality, forbids the rich as well as the poor to sleep under bridges." In theory, copyright covers the creations of celebrities and obscurities equally, but only major distribution companies have the resources to defend their property rights in court. In a sense, this is quite fair, because nobody wants to steal unpopular music, but by supporting the property rights of celebrities, copyright strengthens them as a class in contrast to anonymous musicians.Internet music file sharing has become a significant factor in the social lives of children, who download bootleg music tracks for their own use and to give as gifts to friends. If we are to believe one recent poll done by a marketing firm rather than social。
华南理工大学2013年《886中外舞蹈史》考研专业课真题试卷
815
华南理工大学
2013年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：中外舞蹈史
适用专业：音乐与舞蹈学，舞蹈(专硕)
共1页
一、概念题：（每题5分，共30分）
1、《舞队》
2、《十部乐》
3、《大章》
4、古埃及舞蹈及分类
5、万舞翼翼
6、“古人”时期的舞蹈
二、简答题：（每题10分，共50分）
1、芭蕾诞生在何时，其代表作品是什么？
2、吠陀与史诗的关系如何？
3、中国古代舞蹈产生与发展受到巫舞的哪些影响？
4、史前舞蹈有哪些艺术特征？
5、古埃及舞蹈有哪些艺术表现特征？
三、论述题：（每题35分，共70分）
1、试论中国戏曲舞蹈的审美特征。
2、诺维尔提出了哪些使芭蕾舞剧发生彻底改变的革新理论？
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华南理工大学考研试题2016年-2018年886中外舞蹈史
华南理工大学
2016年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：中外舞蹈史
适用专业：音乐与舞蹈学
华南理工大学
2017年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：中外舞蹈史
适用专业：音乐与舞蹈学
华南理工大学
2018年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：中外舞蹈史
适用专业：音乐与舞蹈学。
华南理工大学考研专业课历年真题汇编之和声与作品分析2008--2012,2014--2015年考研真题
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华南理工大学艺术学院 2009 年攻读硕士研究生 曲式分析试卷（表演及音乐学专业）
（时间 90 分钟） 得 分 评 卷 人
请分析肖邦马祖卡舞曲的曲式结构类型，包括各曲式部分的调式、调性布 局及主要主题的陈述手法。请用图式表示并加以必要的文字说明 。 （本题 75 分）
（请直接在试卷上做答） 科目名称：和声与作品分析 适用专业：音乐与舞蹈学 共7页
一、 和声分析部分(共 75 分，考试时间 90 分钟)
1、分析下列四部和声，按要求标记出和声进行中的调式、调性、和声功能。 （本题 25 分）
2、分析下列钢琴谱例，按要求标记出和声进行中的调式、调性及和声功能。 （本题共 50 分。第 1 小题 25 分，第 2 小题 25 分） 第 1 小题： （25 分）
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第 2 小题： （25 分）
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二、 作品分析部分(共 75 分，考试时间 90 分钟)
请分析德沃夏克《幽默曲》的曲式结构类型，包括各曲式部分的调式、调性布局及主要主题的陈述手法。 用图示表示并加以文字说明。 （谱例另附）
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2018年华南理工大学研究生入学考试专业课真题448_汉语写作与百科知识
A.“重神似不重形似；译文必须为纯粹之中文
B.“翻译于用之外，还有美一方面须兼顾的，理想的翻译家应当将其作为一种艺术
C.译笔要求“行文流畅，用字丰富，色彩变化”
D.强调译者本身的条件、气质对于原作的“适应力”
14.在“四大发明”中，是最早流行到国外的。
A.造纸术B.活字印刷C.指南针D.火药
15.在他的译文集《点滴》中说，它的这几篇译作有“两件特别的地方”，其中一件便是“直译的文体”。
A.鲁迅B.周作人C.林纾D.梁实秋
16.道安在中，提出了著名的“五失本”、“三不易”的理论。
A.《般若经》B.《摩诃钵罗若波罗蜜经钞序》
C.《出三藏记集》D.《鞞婆沙序》
17.先将梵文口译成汉语，讲出义旨，并拿出旧译本来对照，经过详细讨论，写成初稿，还要以“论”证“经”，再作修改。此译经过程讲的是：。
A.支谦B.玄奘C.鸠摩罗什D.道安
18.巴斯内特提出的翻译学基本内容不包括：。
A.翻译史研究B.目的语文化中的翻译研究
C.翻译与文艺学研究D.翻译与诗学研究
19.多元系统理论的来源不包括：。
10.《译者的隐身》作者是。
A.韦努蒂B.巴巴C.赛义德D.弗洛托
11.佛经翻译在“文”、“质”之争外，还进而讨论了译名（名实）问题。其代表论争者是。
A.僧睿B.佛图澄C.释道安D.慧远
12.30年代中，林语堂对翻译理论作出了极大的贡献，关于翻译的“忠实标准”，以下哪一选项不是他的观点？。
A.须通顺B.须传神C.非字译D.非绝对
A.赫曼斯的操纵理论B.俄国形式主义文学理论
C.索绪尔的结构语言理论D.列维、米科等捷克学者的理论
中外音乐史华南理工大学2009 年攻读硕士学位研究生入学考试试卷
884华南理工大学2009年攻读硕士学位研究生入学考试试卷（请在答题纸上做答，试卷上做答无效，试后本卷必须与答题纸一同交回）科目名称：中外音乐史适用专业：音乐学共页（本卷满分150分）西方音乐史一、填空题（每题2分，共10分）1、西方第一个以理论方式来说明和解释音乐现象的是 。
2、产生于公元8世纪的简单的符号谱也称为 。
3、李斯特最受欢迎的钢琴作品，是19首 。
4、《地狱中的奥尔菲》《美丽的海论》等轻歌剧的作曲家是 。
5、作为俄罗斯“五人强力集团”的作曲家，鲍罗廷写有一部史诗性的歌剧，是。
二、名词解释（每题4分，共40分）1、复调孔杜克图斯2、弥撒3、返始咏叹调4、三重奏鸣曲5、前古典时期的“洛可可风格”6、法国“拯救歌剧”7、标题性序曲8、《沃采克》9、利盖蒂10、法国“六人团”三、简述题（每题8分，共16分）1、多声复调音乐产生的意义。
2、沃尔夫艺术歌曲的特点。
四、论述题（每题12分，共24分）1、试论通奏低音及其在音乐发展史上的意义。
2、韦伯恩的音乐语言及其对20世纪新音乐发展的影响。
中国音乐史一、名词解释（每题4分，共20分）1、京房2、南北朝“歌舞戏”3、减字谱4、丰子恺5、郑志声二、简述题（每题8分，共16分）1、简述河南舞阳贾湖骨笛，它的挖掘及其历史意义。
2、简述《秋子》在中国歌剧发展中的影响。
三、论述题（每题12分，共24分）1、试论隋唐的“宫廷燕乐”。
2、试论维吾尔族《木卡姆》的成因、地域分布及其音乐特征。
东华理工大学844中外舞蹈史2018年考研专业课真题试卷
注意：答案请做在答题纸上，做在试卷上无效
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东华理工大学2018年硕士生入学考试初试试题
科目代码：844;科目名称：《中外舞蹈史》；（A 卷）适用专业（领域）名称：045111学科教学（音乐）
一、名词解释：（共10小题，每小题
5分，共50分）1、踏歌2、清商乐舞3、百戏4、六大舞
5、胡旋舞
6、霓裳羽衣舞
7、破阵乐
8、泰德·肖恩
9、玛莎·格莱姆10、巴兰钦
二、论述题：（共
3小题，其中第1为必答题，第2和第3题中任选一题作答，每小题50分，共100分）
1、试论述汉代舞蹈的艺术特征。
2、论述浪漫芭蕾的代表人物、代表作品及其艺术特色。
3、试论述伊莎多拉·邓肯对现代舞的贡献。
东华理工大学2018年考研专业课初试真题精都考研（）——全国100000考研学子的选择。
2018年华南理工大学研究生入学考试专业课真题860_普通物理(含力、热、电、光学)
-m2 V 1 .线温等为CG线 虚 中图’hu la－'P Lw h －G R 俨l i l －－L rn Ef $4过Ch ！－OL W ’r E’1程 判是Md 川热吸 口玉 咄L 还’过 体－ 线热气 ，肉强 吸 阳山 l 姥 色 刷 拙J ：i线 柑川 机川川执…M热勾 虚 两 这 断 · 队 放 但 吸 F F 吸 程中 惆 热程 程 放 叩2阳－1 ．860华南理工大学2018 年攻读硕士学位研究生入学考试试卷（ 试卷上做答无效 ，请在答题纸上做答 ，试后本卷必须与答题纸一同交回〉 。
d科目名称 ：普通物理（含力 、热、电、光学） 适用专业 ：理论物理：凝聚态物理 ：声学：光学；材料科学与工程 ：物理电子学 ：共 f 页 。
;7' v材料工程（专硕）一、选择题 （共 48 分，每题 4 分〉l 、几个不同倾角的光滑斜面 ，有共同的底边 ，顶点也在同一坚直面上 ．若使一物倒（ 视为质点） 从斜面上端由静止滑到下端的时间最短 ，则斜面的倾角应选(A) 60。
. (B) 45° . (C) 30。
.(D) 15。
．［］2、某物体的运动规律为 d v / d t = -k v 勺 ，式中的 k 为大于零的常量 ．当t = O 时，初速为 Vo ，则速度 U 与时间 t 的函数关系是(D) abc 过程和 def 过程都放热． ［］6、一定量的理想气体经历 二cb 过程时吸热500 J. 则经历 cbda 过程时 ，吸热为(A ） 马200 J. (B ） 一700 J.p （×105 Pa)(A) v=kt 2 叫(C) -400 J .(D) 700 J.。
V （ 10-3 m3)1 kt2 1(C) 一＝－－：：－－ ＋一’ ， U 二L Vo3、一质量为 m 的质点，在半径为 R 的半球形容器中 ，由静止开始自边缘上的 A 点滑 下，到达最低点 B 时，它对容器的正压力为N. 则质点自 A℃!57［ ］47、一铜板厚度为 D= l .OO mm ，放罩在磁感强度为 B= 1.35 T 的匀强磁场中，磁场方｜向垂直于导体的侧表面 ，如图所示 ，现测得铜板上下两面电势差为 V=1.10×10 5 v ，己B 知铜板中自 由电子数密度 n =4.20 ×102s m 3, 滑到 B 的过程中，摩擦力对其作的功为A(A） 护（N 训 电子电荷 e=l.60 ×10-19 c，则此铜板中的电 歹争叶阳一mg ) .(D)i R( N 切）［］8、如图所示 ．一电荷为 q 的点电荷，以匀角速度ω作圆周 运动 ，圆周的半径为 R. 设 t = O 时 q 所在点的坐标为 xo = R , 4、如图，两木块质量为 m1 和 叫，由一轻弹簧连接，放在光滑水平桌面上 ，先使网木块靠近而将弹簧压紧 ，然后由静止释放 ．若在弹簧伸长到原长时，m1 的速率为 V1,则弹簧原来在压缩状态时所具有的势能是o = O ，以T , ］ 分别表示 x 轴和 y 轴上的单位矢景 ，则圆心处 点的位移电流密度为 ：1 m1 + m2 2总 二点点达-2.口._L 二sm w t Iqw『x(i )(A) 一m 1V12(B) (A)(B)一一一τcos mt J2 m1 4 π R 24πRqw -qw-1 m1 + m2 z(C)一一k(D)一 丁（sin wti - c os mtj) (C)三（m1 + m2 ) V 1 .(D ) -m1V 1 . 4πR 22 m24πR第页第 2 页\Y i u )－E Er 饨A ～「， D G的一市民川r E F图nu 品UF 历经。
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华南理工大学2018年考研专业课真题试卷（原版）
3、唱赚 4、《海韵》 5、曾志忞 6、《台湾舞曲》 7、江南丝竹 8、《梅花三弄》 二、简答题（每题 10 分，共 20 分） 1、黄自的音乐创作及艺术成就。 2、周代的礼乐制度和音乐教育。 三、论述题（共 15 分） 1、综合论述昆曲的形成及发展。
华南理工大学2018年考研专业课真题试卷（原版）
884 华南理工大学
2018 年攻读硕士学位研究生入学考试试卷
Байду номын сангаас
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：中外音乐史 适用专业：音乐与舞蹈学
西方音乐史
共2 页
一、名词解释（每题 5 分，共 40 分）
1、有量记谱法
2、托卡塔
第2页
3、威尼斯乐派
4、勃拉姆斯
5、《波莱罗》
6、柯达伊
7、《图画展览会》
8、简约主义
二、简答题（每题 10 分，共 20 分）
1、莫扎特对钢琴协奏曲的贡献。
2、梅西安的音乐创作及艺术成就。
三、论述题（共 15 分）
1、综合论述 19 世纪意大利歌剧的发展。
中国音乐史 一、名词解释（每题 5 分，共 40 分） 1、相和歌 2、何承天新律