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歷史淵源

常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)吟(yin)(yin)(yin)(yin)誦(song)(song)迄今為止，已有(you)三千年以上的(de)(de)(de)(de)(de)傳(chuan)承歷史。考察(cha)其源(yuan)流(liu)，最(zui)早可以追溯(su)到先(xian)秦時期(qi)的(de)(de)(de)(de)(de)吳(wu)(wu)(wu)(wu)地(di)(di)吟(yin)(yin)(yin)(yin)唱(chang)（吳(wu)(wu)(wu)(wu)吟(yin)(yin)(yin)(yin)），肇(zhao)始于(yu)戰國(guo)(guo)時代(dai)(dai)，經唐宋(song)發展，明(ming)清(qing)走向繁盛。常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)古屬吳(wu)(wu)(wu)(wu)地(di)(di)，吳(wu)(wu)(wu)(wu)地(di)(di)的(de)(de)(de)(de)(de)概念最(zui)先(xian)源(yuan)于(yu)春(chun)(chun)秋(qiu)后(hou)期(qi)五霸(ba)之一(yi)(yi)(yi)的(de)(de)(de)(de)(de)吳(wu)(wu)(wu)(wu)國(guo)(guo)，當時吳(wu)(wu)(wu)(wu)國(guo)(guo)的(de)(de)(de)(de)(de)疆域(yu)大(da)(da)致在(zai)(zai)今天的(de)(de)(de)(de)(de)蘇(su)(su)南太湖流(liu)域(yu)、浙北(bei)地(di)(di)區和皖東地(di)(di)區，狹義上的(de)(de)(de)(de)(de)吳(wu)(wu)(wu)(wu)地(di)(di)一(yi)(yi)(yi)般就是指的(de)(de)(de)(de)(de)蘇(su)(su)南地(di)(di)區（蘇(su)(su)錫常(chang)(chang)）。關于(yu)吳(wu)(wu)(wu)(wu)吟(yin)(yin)(yin)(yin)有(you)許多記(ji)載，最(zui)早出(chu)現在(zai)(zai)《戰國(guo)(guo)策(ce)·秦策(ce)二》：“臣不(bu)(bu)知其思(si)與不(bu)(bu)思(si)。誠思(si)則將(jiang)(jiang)吳(wu)(wu)(wu)(wu)吟(yin)(yin)(yin)(yin)，今軫將(jiang)(jiang)為王吳(wu)(wu)(wu)(wu)吟(yin)(yin)(yin)(yin)。”吳(wu)(wu)(wu)(wu)地(di)(di)獨特的(de)(de)(de)(de)(de)方(fang)言和人(ren)(ren)文(wen)地(di)(di)理(li)，也(ye)造就了(le)(le)(le)吳(wu)(wu)(wu)(wu)地(di)(di)獨特的(de)(de)(de)(de)(de)音樂、語言和文(wen)學藝術，吳(wu)(wu)(wu)(wu)吟(yin)(yin)(yin)(yin)基(ji)于(yu)吳(wu)(wu)(wu)(wu)地(di)(di)方(fang)言，有(you)獨特的(de)(de)(de)(de)(de)音調(diao)，李白(bai)在(zai)(zai)他的(de)(de)(de)(de)(de)詩(shi)文(wen)中(zhong)多次提到“吳(wu)(wu)(wu)(wu)吟(yin)(yin)(yin)(yin)(吳(wu)(wu)(wu)(wu)歌)”，“我(wo)有(you)吳(wu)(wu)(wu)(wu)趨曲,無人(ren)(ren)知此音”(《贈(zeng)薛校書》)、“試發清(qing)秋(qiu)興,因為吳(wu)(wu)(wu)(wu)會吟(yin)(yin)(yin)(yin)”(《送麹十少府(fu)》)、“昨(zuo)夜誰為吳(wu)(wu)(wu)(wu)會吟(yin)(yin)(yin)(yin)?風生(sheng)(sheng)萬壑振空(kong)林”(《夜泊黃山聞殷十四吳(wu)(wu)(wu)(wu)吟(yin)(yin)(yin)(yin)》)等(deng)。所以，后(hou)人(ren)(ren)說“平頭(tou)均楚制，長耳嗣吳(wu)(wu)(wu)(wu)吟(yin)(yin)(yin)(yin)”。 常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)吟(yin)(yin)(yin)(yin)誦(song)(song)與江南吳(wu)(wu)(wu)(wu)地(di)(di)先(xian)民的(de)(de)(de)(de)(de)生(sheng)(sheng)產生(sheng)(sheng)活(huo)方(fang)式密不(bu)(bu)可分，既(ji)凝聚了(le)(le)(le)常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)的(de)(de)(de)(de)(de)人(ren)(ren)文(wen)歷史，又飽含著(zhu)先(xian)輩(bei)們的(de)(de)(de)(de)(de)文(wen)化基(ji)因。據載，盛唐時常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)有(you)著(zhu)名的(de)(de)(de)(de)(de)“茶(cha)山境(jing)會”，宋(song)代(dai)(dai)時常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)每年春(chun)(chun)季(ji)借“勸農”之機舉(ju)行“春(chun)(chun)游詩(shi)酒(jiu)會”，明(ming)代(dai)(dai)的(de)(de)(de)(de)(de)時候常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)亦有(you)“詩(shi)酒(jiu)藝會”。但隨著(zhu)科(ke)舉(ju)制和私塾的(de)(de)(de)(de)(de)消亡，傳(chuan)統的(de)(de)(de)(de)(de)吟(yin)(yin)(yin)(yin)誦(song)(song)為西(xi)方(fang)的(de)(de)(de)(de)(de)朗(lang)誦(song)(song)取(qu)代(dai)(dai)，漸趨沉寂(ji)。有(you)幸的(de)(de)(de)(de)(de)是，在(zai)(zai)上世紀20年代(dai)(dai)國(guo)(guo)學大(da)(da)師趙元任先(xian)生(sheng)(sheng)首次研究(jiu)吟(yin)(yin)(yin)(yin)誦(song)(song)，1971年趙元任先(xian)生(sheng)(sheng)在(zai)(zai)美國(guo)(guo)康奈爾大(da)(da)學舉(ju)行的(de)(de)(de)(de)(de)“中(zhong)國(guo)(guo)演唱(chang)文(wen)藝研究(jiu)會”活(huo)動中(zhong)，主講《各(ge)種(zhong)(zhong)不(bu)(bu)同(tong)形式的(de)(de)(de)(de)(de)吟(yin)(yin)(yin)(yin)誦(song)(song)》，并用常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)方(fang)言示范吟(yin)(yin)(yin)(yin)誦(song)(song)了(le)(le)(le)多種(zhong)(zhong)不(bu)(bu)同(tong)形式的(de)(de)(de)(de)(de)古詩(shi)文(wen)，并錄(lu)唱(chang)片(pian)，為后(hou)來(lai)的(de)(de)(de)(de)(de)常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)吟(yin)(yin)(yin)(yin)誦(song)(song)再(zai)次興起留下了(le)(le)(le)火種(zhong)(zhong)。近(jin)現代(dai)(dai)以來(lai)，“常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)吟(yin)(yin)(yin)(yin)誦(song)(song)”領域(yu)擁有(you)諸多的(de)(de)(de)(de)(de)吟(yin)(yin)(yin)(yin)誦(song)(song)名家(jia)，先(xian)后(hou)出(chu)現了(le)(le)(le)趙元任、周有(you)光、鄒(zou)宗浩、丁彥士、吳(wu)(wu)(wu)(wu)玉良(liang)、史肇(zhao)美、何祖述、陸汝挺、屠岸(an)、羊淇、史曼倩(qian)、錢璱之、鄒(zou)醒(xing)國(guo)(guo)、惲正平、羊漢等(deng)一(yi)(yi)(yi)批代(dai)(dai)表性人(ren)(ren)物，其影響(xiang)遍及海內(nei)外華(hua)人(ren)(ren)界與深受中(zhong)華(hua)文(wen)化影響(xiang)的(de)(de)(de)(de)(de)日本(ben)、韓(han)國(guo)(guo)及東南亞地(di)(di)區。近(jin)年來(lai)，常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)加大(da)(da)了(le)(le)(le)非物質文(wen)化遺產保護的(de)(de)(de)(de)(de)力度，成立了(le)(le)(le)常(chang)(chang)州(zhou)(zhou)(zhou)(zhou)吟(yin)(yin)(yin)(yin)誦(song)(song)藝術協會，促進了(le)(le)(le)研究(jiu)和傳(chuan)承工作的(de)(de)(de)(de)(de)深入。

藝術特色

東(dong)(dong)漢(han)以(yi)前有(you)(you)(you)歌(ge)有(you)(you)(you)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)，是(shi)否(fou)有(you)(you)(you)吟(yin)(yin)(yin)(yin)(yin)(yin)尚不(bu)明(ming)。盡管(guan)有(you)(you)(you)個別文(wen)(wen)獻(xian)提到了(le)吟(yin)(yin)(yin)(yin)(yin)(yin)，但(dan)是(shi)語(yu)(yu)焉不(bu)詳。東(dong)(dong)漢(han)以(yi)后有(you)(you)(you)歌(ge)有(you)(you)(you)吟(yin)(yin)(yin)(yin)(yin)(yin)有(you)(you)(you)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)。凡詩(shi)(shi)文(wen)(wen)皆(jie)可吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)，歷代(dai)(dai)的(de)(de)(de)歌(ge)詩(shi)(shi)(詩(shi)(shi)、騷、樂(le)(le)府(fu)、詞(ci)、曲等)在不(bu)能歌(ge)之后，亦(yi)用吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)之法(fa)傳(chuan)(chuan)承。凡文(wen)(wen)人皆(jie)會吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)，唱(chang)和酬答，教育學(xue)(xue)(xue)習，皆(jie)用吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)。歷史上(shang)有(you)(you)(you)很多(duo)吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)名(ming)家，如謝安(an)、王陽(yang)明(ming)等。明(ming)清(qing)兩朝，吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)尤為(wei)(wei)發達，更(geng)為(wei)(wei)學(xue)(xue)(xue)習詩(shi)(shi)詞(ci)文(wen)(wen)賦和八股文(wen)(wen)的(de)(de)(de)方法(fa)。桐城(cheng)派創其(qi)獨特的(de)(de)(de)古(gu)文(wen)(wen)吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)法(fa)，倡(chang)導“因(yin)聲求氣”，其(qi)法(fa)流傳(chuan)(chuan)至今(jin)。吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)主要通過(guo)古(gu)代(dai)(dai)的(de)(de)(de)教育系統(私塾和公學(xue)(xue)(xue)，前者為(wei)(wei)主)傳(chuan)(chuan)承。老師把對(dui)詩(shi)(shi)文(wen)(wen)的(de)(de)(de)理解(jie)，灌注(zhu)在吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)之中，整個兒(er)傳(chuan)(chuan)給學(xue)(xue)(xue)生。所謂讀書聲，即吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)聲。一(yi)(yi)般有(you)(you)(you)吟(yin)(yin)(yin)(yin)(yin)(yin)有(you)(you)(you)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)，詩(shi)(shi)詞(ci)多(duo)吟(yin)(yin)(yin)(yin)(yin)(yin)而文(wen)(wen)賦多(duo)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)。吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)在古(gu)代(dai)(dai)，是(shi)如同識字、寫字一(yi)(yi)樣，是(shi)文(wen)(wen)人的(de)(de)(de)基本技能，只要上(shang)過(guo)幾年私塾，就會吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)。因(yin)此(ci)，幾乎沒有(you)(you)(you)人專門研究吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)，幾乎沒有(you)(you)(you)關于吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)的(de)(de)(de)專門論述。我們對(dui)古(gu)代(dai)(dai)教育普(pu)及程度的(de)(de)(de)印象也有(you)(you)(you)偏差。在古(gu)代(dai)(dai)，農村(cun)(cun)普(pu)遍有(you)(you)(you)族館村(cun)(cun)學(xue)(xue)(xue)，一(yi)(yi)般為(wei)(wei)三(san)年義務教育制(zhi)，所以(yi)一(yi)(yi)些農民也會吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)。鄉鎮以(yi)上(shang)的(de)(de)(de)地方，婦女也多(duo)可讀家館。文(wen)(wen)盲率竄(cuan)升，乃(nai)近代(dai)(dai)以(yi)后之事，實(shi)是(shi)新學(xue)(xue)(xue)堂(tang)勃興之后，師資(zi)不(bu)繼，而私塾消(xiao)亡，所造成的(de)(de)(de)惡(e)果(guo)。吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)是(shi)完全(quan)口傳(chuan)(chuan)心授，純(chun)粹的(de)(de)(de)口頭非物質文(wen)(wen)化。因(yin)此(ci)吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)也無(wu)定調(diao)(diao)，也無(wu)曲譜。日本、朝鮮(xian)、越南等國(guo)，皆(jie)有(you)(you)(you)漢(han)詩(shi)(shi)文(wen)(wen)吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)，傳(chuan)(chuan)承達千年以(yi)上(shang)。有(you)(you)(you)用轉讀音吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)的(de)(de)(de)，有(you)(you)(you)用漢(han)語(yu)(yu)吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)的(de)(de)(de)，有(you)(you)(you)用本國(guo)語(yu)(yu)吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)的(de)(de)(de)，各分流派。其(qi)吟(yin)(yin)(yin)(yin)(yin)(yin)誦(song)(song)(song)(song)(song)(song)(song)(song)(song)調(diao)(diao)也有(you)(you)(you)雅俗樂(le)(le)之別。

同時，吟(yin)誦也是(shi)一(yi)種語言形式(shi)，吟(yin)誦其實是(shi)吟(yin)和(he)誦的(de)合稱，吟(yin)，即吟(yin)詠；誦，即誦讀。古代詩詞文賦(fu)大部分是(shi)使用吟(yin)誦方式(shi)創作，作為文化的(de)有聲傳承(cheng)方式(shi)，吟(yin)誦既不同于(yu)朗(lang)誦，又(you)不同于(yu)一(yi)般的(de)歌唱。

代表作品

趙元(yuan)任首開以(yi)音樂(le)為視角對吟(yin)誦(song)(song)進(jin)行(xing)理論研究(jiu)的先河，親(qin)自進(jin)行(xing)吟(yin)誦(song)(song)錄(lu)音，記寫《靜夜思(si)》、《楓橋夜泊》、《長恨歌》、《江城子》等著名詩詞名篇的吟(yin)誦(song)(song)樂(le)譜，并頗具匠心地運用(yong)吟(yin)誦(song)(song)音調創作了《瓶花》、《聽(ting)雨》等歌曲。

傳承意義

吟(yin)(yin)誦是(shi)中(zhong)國優(you)秀(xiu)的(de)非物質文化遺產(chan)代(dai)表作(zuo)，是(shi)公認的(de)中(zhong)國文化獨特魅力之(zhi)一(yi)，在國際上(shang)享有(you)很高的(de)聲(sheng)譽(yu)。不僅華人吟(yin)(yin)誦，在日(ri)本、韓國、越南等很多國家中(zhong)，吟(yin)(yin)誦漢(han)詩(shi)的(de)傳(chuan)(chuan)統也一(yi)直流傳(chuan)(chuan)不衰。但(dan)是(shi)，作(zuo)為(wei)吟(yin)(yin)誦之(zhi)根，遠為(wei)豐厚璀璨的(de)中(zhong)華吟(yin)(yin)誦卻幾乎(hu)沒有(you)了傳(chuan)(chuan)承。

吟誦(song)(song)通過私(si)塾和(he)官學(xue)(xue)教育體系口傳(chuan)心授，流(liu)傳(chuan)至今。吟誦(song)(song)的(de)(de)(de)內(nei)容是(shi)經典和(he)詩文(wen)，吟誦(song)(song)的(de)(de)(de)形式是(shi)依照漢語的(de)(de)(de)特點(dian)和(he)詩詞(ci)格律而進(jin)行，從內(nei)到外，都(dou)是(shi)中華文(wen)明精神的(de)(de)(de)結(jie)晶，體現(xian)著大雅(ya)君子風范。它(ta)是(shi)中國傳(chuan)統文(wen)化尤其是(shi)儒(ru)家(jia)禮樂文(wen)化的(de)(de)(de)重要組成部分。常州吟誦(song)(song)作為一項(xiang)國家(jia)級非物(wu)質文(wen)化遺產，是(shi)一種集(ji)詩詞(ci)、音樂、語言(yan)于一體的(de)(de)(de)藝術(shu)形式，具有(you)跨學(xue)(xue)科的(de)(de)(de)研究價(jia)(jia)值(zhi)和(he)傳(chuan)承性的(de)(de)(de)保(bao)護價(jia)(jia)值(zhi)。