有關(guān)舞蹈的英語(yǔ)演講稿2020
舞蹈是一種用身體來(lái)完成各種優(yōu)雅或高難度動(dòng)作的表演藝術(shù)，為八大藝術(shù)之一。一起來(lái)看看有關(guān)舞蹈的英語(yǔ)演講稿2020，歡迎查閱!
有關(guān)舞蹈的英語(yǔ)演講稿1
Do you like dancing?
One of my classmates likes dancing very much. She has been studying dance for ten years, she has studied national dance and ballet, and dance has made her an elegant girl. She had a teacher who taught her to dance because she wanted to go to college by dancing. I like dancing, too, but I like street dance. I like watching street dance shows very much, such as "this is street dance", I think street dance is very cool, can make a person very attractive, and street dance spread love and peace, which is very meaningful.
有關(guān)舞蹈的英語(yǔ)演講稿2
In the summer recess between freshman and sophomore years in college, I was invited to be an instructor at a high school leadership camp hosted by a college in Michigan. I was already highly involved in most campus activities, and I jumped at the opportunity.
About an hour into the first day of camp, amid the frenzy of icebreakers and forced interactions, I first noticed the boy under the tree. He was small and skinny, and his obvious discomfort and shyness made him appear frail and fragile. Only 50 feet away, 200 eager campers were bumping bodies, playing, joking and meeting each other, but the boy under the tree seemed to want to be anywhere other than where he was. The desperate loneliness he radiated almost stopped me from approaching him, but I remembered the instructions from the senior staff to stay alert for campers who might feel left out.
As I walked toward him I said, “Hi, my name is Kevin and I’m one of the counselors. It’s nice to meet you. How are you?”
In a shaky, sheepish voice he reluctantly answered, “Okay, I guess.”
I calmly asked him if he wanted to join the activities and meet some new people. He quietly replied, “No, this is not really my thing.”
I could sense that he was in a new world, that this whole experience was foreign to him. But I somehow knew it wouldn’t be right to push him, either. He didn’t need a pep talk, he needed a friend. After several silent moments, my first interaction with the boy under the tree was over.
At lunch the next day, I found myself leading camp songs at the top of my lungs for 200 of my new friends. The campers were eagerly participated. My gaze wandered over the mass of noise and movement and was caught by the image of the boy from under the tree, sitting alone, staring out the window. I nearly forgot the words to the song I was supposed to be leading. At my first opportunity, I tried again, with the same questions as before: “How are you doing? Are you okay?”
To which he again replied, “Yeah, I’m all right. I just don’t really get into this stuff. ”
As I left the cafeteria, I too realized this was going to take more time and effort than I had thought — if it was even possible to get through to him at all.
That evening at our nightly staff meeting, I made my concerns about him known. I explained to my fellow staff members my impression of him and asked them to pay special attention and spend time with him when they could.
The days I spend at camp each year fly by faster than any others I have known. Thus, before I knew it, mid-week had dissolved into the final night of camp and I was chaperoning the “l(fā)ast dance”. The students were doing all they could to savor every last moment with their new “best friends” — friends they would probably never see again.
As I watched the campers share their parting moments, I suddenly saw what would be one of the most vivid memories of my life. The boy from under the tree, who stared blankly out the kitchen window, was now a shirtless dancing wonder. He owned the dance floor as he and two girls proceeded to cut up a rug. I watched as he shared meaningful, intimate time with people at whom he couldn’t even look just days earlier. I couldn’t believe it was him. In October of my sophomore year, a late-night phone call pulled me away from my chemistry book. A soft-spoken, unfamiliar voice asked politely, “Is Kevin there?”
“You’re talking to him. Who’s this?”
“This is Tom Johnson’s mom. Do you remember Tommy from leadership camp? ”
The boy under the tree. How could I not remember? “Yes, I do”, I said. “He’s a very nice young man. How is he?”
An abnormally long pause followed, then Mrs. Johnson said, “My Tommy was walking home from school this week when he was hit by a car and killed.” Shocked, I offered my condolences.
“I just wanted to call you”, she said, “because Tommy mentioned you so many times. I wanted you to know that he went back to school this fall with confidence. He made new friends. His grades went up. And he even went out on a few dates. I just wanted to thank you for making a difference for Tom. The last few months were the best few months of his life.”
In that instant, I realized how easy it is to give a bit of yourself every day. You may never know how much each gesture may mean to someone else. I tell this story as often as I can, and when I do, I urge others to look out for their own “boy under the tree.”
在大一到大二之間的那個(gè)暑假，密歇根的一所大學(xué)主辦一次中學(xué)學(xué)生干部夏令營(yíng)，邀我擔(dān)任輔導(dǎo)員。對(duì)于校園的多數(shù)活動(dòng)，我都持贊同態(tài)度并積極參與，那次我同樣欣然接受了。
頭一天活動(dòng)進(jìn)行大約一個(gè)鐘頭，我注意到，開(kāi)始活躍的營(yíng)員們興致濃厚，不太自然地互動(dòng)起來(lái)，而樹(shù)下卻有一個(gè)孤零零的男孩。他身材矮小，瘦弱不堪，那明顯的不安和羞怯使他顯得不堪一擊。在只有五十英尺遠(yuǎn)的地方，二百名充滿激情的營(yíng)員正在玩耍、開(kāi)玩笑并互作介紹，而樹(shù)下的男孩似乎除了想呆在原地，不想去任何地方。他流露出的極度孤獨(dú)令我?guī)缀蹼y以靠近，但我沒(méi)忘記資深輔導(dǎo)員們的提示：對(duì)可能感覺(jué)受到冷落的營(yíng)員要保持警惕。
我走向那個(gè)男孩，對(duì)他說(shuō)：“嗨!我叫凱文，是你們的輔導(dǎo)員。很高興認(rèn)識(shí)你，你好嗎?”
帶著顫抖的怯生生的聲音，他勉強(qiáng)答道：“我想——還好吧?！?/p>
我平靜地問(wèn)他想不想投入到那些活動(dòng)從而結(jié)識(shí)一些人，他輕聲回答：“不，那不關(guān)我的事?！?/p>
我能感覺(jué)到他在面對(duì)一個(gè)新的環(huán)境，這種體驗(yàn)對(duì)他來(lái)說(shuō)是全然陌生的。也不知為什么,我覺(jué)得強(qiáng)迫他加入也不妥當(dāng)。他不需要鼓勵(lì)性的講，他需要的是朋友。幾次沉默之后，我和樹(shù)下男孩的接觸就此結(jié)束。
第二天吃午飯的時(shí)候，我扯開(kāi)嗓門(mén)，領(lǐng)著二百名剛認(rèn)識(shí)的新朋友唱起了營(yíng)歌。營(yíng)員們都熱情參與，我的目光游移于這群人，忽然那個(gè)“樹(shù)下男孩”的樣子吸引了我的注意：他孤零零地坐著，眼瞅著窗外。我?guī)缀跬浟祟I(lǐng)唱的歌詞。只要一有機(jī)會(huì)，我就會(huì)照舊用那些話問(wèn)他：“你怎么樣? 你好嗎?”
他的回答依然是：“嗯，我很好。我真地不想?yún)⑴c那種事兒?！?/p>
我離開(kāi)自助餐廳的時(shí)候充分認(rèn)識(shí)到，扭轉(zhuǎn)這種狀況所需的時(shí)間和所做的努力要比我想像的要多——即便是在能讓他徹底“迷途知返”的情況下。
在當(dāng)晚的全體工作人員會(huì)議上，我告訴了他們我對(duì)他的擔(dān)憂。我向同事們說(shuō)明他給我留下的印象，請(qǐng)求他們對(duì)他給以特別的關(guān)注，并盡可能花時(shí)間和他在一起。
每年我在營(yíng)地度過(guò)的日子總是一晃而過(guò)，感覺(jué)比其它時(shí)間過(guò)得快。這次同樣如此。我還沒(méi)明白過(guò)來(lái)，星期三已成過(guò)去，露營(yíng)的最后一晚來(lái)到了。我伴隨營(yíng)員們跳起“最后的舞蹈”。學(xué)生們都在竭力品味跟新“摯友”在一起的最后每一刻——他們或許以后再也見(jiàn)不到面了。
營(yíng)員們共度這難忘的分別時(shí)刻，這時(shí)我突然目睹了我一生都記憶最清晰的一幕：那個(gè)曾透過(guò)廚房窗戶(hù)茫然盯著外面的樹(shù)下男孩，此時(shí)卻成了不穿襯衫的跳舞奇才。他和兩個(gè)女孩跳著搖擺舞，在舞池里到處舞動(dòng)。我注視著他跟大家共享這親密無(wú)間又意義深長(zhǎng)的時(shí)刻，而僅僅幾天前他卻對(duì)他們連瞧也不瞧一眼。判若兩人，讓我無(wú)法相信。
我大二那年的十月，深夜的一個(gè)電話讓我放下化學(xué)課本，一個(gè)柔和卻生疏的聲音彬彬有禮地問(wèn)道：
“凱文在嗎?”
“我就是，您是哪位?”
“我是湯姆?約翰遜的母親，您還記得那個(gè)參加夏令營(yíng)的湯米嗎?”
樹(shù)下的那個(gè)男孩，我怎么會(huì)不記得呢?
“我記得?！蔽艺f(shuō)，“他是個(gè)很不錯(cuò)的小伙子，他現(xiàn)在情況怎么樣?”
長(zhǎng)長(zhǎng)的反常沉默過(guò)后，約翰遜夫人又說(shuō)道：“湯米這個(gè)星期從學(xué)?；丶业臅r(shí)候，一輛汽車(chē)撞了他使他辭別人世。”我感到震驚，向她表示我的哀悼。
“我給您打電話，”她說(shuō)，“只因?yàn)闇缀枚啻握f(shuō)起過(guò)您。我想讓您知道，他今年秋季返校時(shí)有了自信心，交了新朋友，學(xué)習(xí)成績(jī)提高了，甚至還出去約會(huì)過(guò)幾次。我只想表達(dá)我的感激之情，因?yàn)槭悄淖兞怂?。最后的這幾個(gè)月是他度過(guò)的生命中最美好的時(shí)光?！?/p>
在那一刻，我意識(shí)到，你每天奉獻(xiàn)出一點(diǎn)點(diǎn)還是容易得很，你可能永遠(yuǎn)都不知道你的舉動(dòng)對(duì)他人的影響有多大。我常常講起這個(gè)故事，每當(dāng)講起的時(shí)候，我總是力勸別人也注意一下他們自己的“樹(shù)下男孩”。
有關(guān)舞蹈的英語(yǔ)演講稿3
I believe it is in my nature to dance by virtue of the beat of my heart, the pulse of my blood and the music in my mind. So I dance daily.
The seldom-used dining room of my house is now an often-used ballroom — an open space with a hardwood floor, stereo, and a disco ball. The CD-changer has six discs at the ready: waltz, swing, country, rock-and-roll, salsa, and tango.
Each morning when I walk through the house on the way to make coffee, I turn on the music, hit the "shuffle" button, and it's Dance Time! I dance alone to whatever is playing. It's a form of existential aerobics, a moving meditation.
Tango is a recent enthusiasm. It's a complex and difficult dance, so I'm up to three lessons a week, three nights out dancing, and I'm off to Buenos Aires for three months of immersion in tango culture.
The first time I went tango dancing I was too intimidated to get out on the floor. I remembered another time I had stayed on the sidelines, when the dancing began after a village wedding on the Greek island of Crete. The fancy footwork confused me. "Don't make a fool of yourself," I thought. "Just watch."
Reading my mind, an older woman dropped out of the dance, sat down beside me, and said, "If you join the dancing, you will feel foolish. If you do not, you will also feel foolish. So, why not dance?"
And, she said she had a secret for me. She whispered, "If you do not dance, we will know you are a fool. But if you dance, we will think well of you for trying."
Recalling her wise words, I took up the challenge of tango.
A friend asked me if my tango-mania wasn't a little ambitious. "Tango? At your age? You must be out of your mind!"
On the contrary: It's a deeply pondered decision. My passion for tango disguises a fearfulness. I fear the shrinking of life that goes with aging. I fear the boredom that comes with not learning and not taking chances. I fear the dying that goes on inside you when you leave the game of life to wait in the final checkout line.
I seek the sharp, scary pleasure that comes from beginning something new — that calls on all my resources and challenges my mind, my body, and my spirit, all at once.
My goal now is to dance all the dances as long as I can, and then to sit down contented after the last elegant tango some sweet night and pass on because there wasn't another dance left in me.
So, when people say, "Tango? At your age? Have lost your mind?" I answer, "No, and I don't intend to."
Robert Fulghum has written seven bestsellers including "All I Really Need to Know I Learned in Kindergarten." A native of Waco, Texas, he was a Unitarian minister for 22 years and taught painting and philosophy. Fulghum lives in Seattle and Crete.
Independently produced for NPR by Jay Allison and Dan Gediman with John Gregory and Viki Merrick. Photo by Miro Svolik.
我相信，隨著心跳、脈搏以及心中的音樂(lè)去跳舞是我的天性。所以我每天都跳。
我屋子里那個(gè)很少使用的餐廳，現(xiàn)在經(jīng)常被用來(lái)作“舞廳”——一個(gè)鋪著硬木地板、配有立體音響裝置的迪廳。我的換片箱里備好了6張碟片：華爾茲、搖擺、鄉(xiāng)村、搖滾、薩爾薩和探戈。
每天早上，在去煮咖啡的路上，我都把音樂(lè)打開(kāi)，并摁下“隨機(jī)”鍵。跳舞的時(shí)間到了!不管放的是什么曲子，我都會(huì)隨著曲子獨(dú)自起舞。這是一種關(guān)乎存在的增氧運(yùn)動(dòng)，一種動(dòng)起來(lái)的沉思。
探戈最近很火爆。這是一種很復(fù)雜的比較難跳的舞，所以我一周要上三次課，花三個(gè)晚上出去跳舞，我還打算去布宜諾斯艾利斯待三個(gè)月，接受探戈文化的浸禮。
第一次去上探戈舞蹈課的時(shí)候，我非常害怕，都不敢到地板上去。我還記得，有一次，在希臘克里特島上，一場(chǎng)鄉(xiāng)村婚禮之后，舞會(huì)開(kāi)始了，而我卻一直待在旁邊不敢跳。那高超的步法讓我眼花繚亂?！皠e做傻事了，”我想，“就看看吧?！?/p>
一位年齡比我還大的女士看出了我的想法，她從舞場(chǎng)中退出來(lái)，坐在我旁邊說(shuō)，“如果加入這場(chǎng)舞會(huì)，你會(huì)覺(jué)得很傻。如果你不加入，你一樣會(huì)覺(jué)得很傻。既然這樣，干嗎不跳?”
然后，她說(shuō)她要告訴我一個(gè)秘密。她低聲說(shuō)道：“如果你不跳，我們就會(huì)知道你是個(gè)傻瓜?？墒侨绻闾?，我們就會(huì)因?yàn)槟愕膰L試而覺(jué)得你很棒?！?/p>
聽(tīng)了這席話，我接受了探戈的挑戰(zhàn)。
一個(gè)朋友問(wèn)我，我對(duì)探戈的嗜好是不是有點(diǎn)兒太狂野了?！疤礁?你這個(gè)年齡?你一定是精神不正常了!”
恰恰相反：這是我深思熟慮之后的決定。我對(duì)探戈的熱情掩蓋了一種害怕。我害怕生命隨著年齡的增長(zhǎng)而縮短。我害怕因?yàn)椴辉賹W(xué)習(xí)、不再冒險(xiǎn)而產(chǎn)生的無(wú)聊。我害怕在退出生命之局而等著末日審判的過(guò)程中，你體內(nèi)發(fā)生的死亡。
我追尋那種隨著新事物而產(chǎn)生的，尖銳而略帶驚嚇的喜悅——這就要求我全身心投入，對(duì)我的心智、身體和勇氣同時(shí)進(jìn)行挑戰(zhàn)。
我現(xiàn)在的目標(biāo)就是：跳完所有我能跳的舞蹈，然后，在某個(gè)甜蜜的夜晚，跳完最后一支優(yōu)雅的探戈后，滿意地坐下來(lái)，離開(kāi)世界——因?yàn)槲殷w內(nèi)沒(méi)有一支沒(méi)有跳過(guò)的舞了。
所以，當(dāng)人們說(shuō)，“探戈?你這個(gè)年齡?精神不正常吧?”我便回答：“沒(méi)有啊，我可不想不正常?！?/p>
有關(guān)舞蹈的英語(yǔ)演講稿4
Have you ever watched kids on a merry-go-round
你曾否看過(guò)孩子們騎旋轉(zhuǎn)木馬
Or listened to the rain slapping on the ground?
或聽(tīng)過(guò)雨水拍打地面的聲音呢?
Ever followed a butterfly's erratic flight
你曾否追逐過(guò)飄忽不定的蝴蝶
Or gazed at the sun into the fading night?
或看著夕陽(yáng)消失于地平線呢?
You better slow down,
放慢你的舞步
Don't dance so fast.
不要匆匆忙忙
Time is short,
人生苦短
The music won't last.
音樂(lè)不會(huì)永遠(yuǎn)奏下去
Do you run through each day on the fly
你是否每天忙個(gè)不停
When you ask "How are you?", do you hear the reply?
當(dāng)問(wèn)候別人時(shí)，你真的在意他們的回答嗎?
When the day is done, do you lie in your bed
每晚就寢時(shí)
With the next hundred chores running through your head?
你是否仍在腦海中念叨著無(wú)數(shù)的雜事呢?
You'd better slow down
放慢你的舞步
Don't dance so fast
不要匆匆忙忙
Time is short
人生苦短
The music won't last
音樂(lè)不會(huì)永遠(yuǎn)奏下去。
Ever told your child, we'll do it tomorrow.
你是否告訴過(guò)孩子們，我們可以把事情放到明天
And in your haste, not see his sorrow?
而由于你的倉(cāng)促，卻沒(méi)注意到他的憂傷?
Ever lost touch, and let a good friendship die’Cause you never had time to call and say “ Hi ” ?
珍貴的朋友也由于你太忙碌， 無(wú)暇問(wèn)候彼此而失去了聯(lián)系，
You’d better slow down.
放慢你的舞步
Don’t dance so fast
不要大匆忙
Time is short
人生苦短
The music won’t last...
音樂(lè)不會(huì)永遠(yuǎn)演奏下去。
When you run so fast to get somewhere,
當(dāng)你匆忙趕到目的地時(shí)，
you miss half the fun of getting there.
也就錯(cuò)過(guò)了旅途中一半的樂(lè)趣。
When you worry and hurry through your day, it is like an unopened gift ... Thrown away...
當(dāng)你終日憂心忡忡并馬不停蹄時(shí)，就像一份禮物還沒(méi)被拆開(kāi)… 就已丟棄…
Life is not a race.
人生不是一場(chǎng)競(jìng)賽。
Do take it slower
放慢你的腳步，
Hear the music Before the song is over.
在音樂(lè)還沒(méi)結(jié)束以前，傾聽(tīng)沿途的音符。
有關(guān)舞蹈的英語(yǔ)演講稿5
My dream is to become a dancer, one day, I will stand in the center of the stage, in the colorful lights, listening to beautiful music, dance the dance of the swans. My dream and a big dance room, teach children beautiful dance.
Every time I dance class time, carefully listening to every word the teacher, to see the teacher put every movement and dance. After returning home, I am not afraid of tired, not afraid of hardship, and practice again and again, just for my dance more beautiful, to make my movements more standard, make me dance full of soul, like a puppet with life. I am not proud, I will refine on, make me become a good dancer.
I hope that one day, my dream will come true.
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