Kodály Association of Southern California
Folk Songs From Around the World : Workshop #2
November 5th, 2016, 9:30 - 3:00 p.m.
St. Paul’s First Lutheran Church, North Hollywood
FRENCH SONGS
FOR US CLASSES
Presented by
Anaïs de la Morandais
[email protected]
1
FRENCH SONGS FOR US CLASSES
French Folk Music
As Europe experienced a wave of roots revivals in the mid-twentieth century, France found its
regional culture reviving traditional music.
Traditional styles of music had survived most in remote areas, such as the island of Corsica
and mountainous Auvergne, as well as the more nationalist lands of the Basques and
Bretons.
France as a country does not have its own singular style of folk music. Folk music really
changes depending on which part of the country in which you reside. It is much regionalized.
In Provence’s French folk music, many aspects of Italian musical influence are seen. There
are many other regions in France with their own histories and their own folk music styles.
Each are distinctly unique, as was each province of France until very recent times, and it
shows just the variety in traditions and culture that can occur in a country which fits nearly 15
times in the United States.1
Breton Music
Brittany was an
independent
country until 1532
when the Duchy
was united to the
French crown.
La Bretagne: Small Brittany2
Brittany is located northwest of France. It is the third touristic region of
France after Paris and South of France.
In Brittany, there are beautiful cities and countryside with old houses
and churches can go back to the Middle Age. There are also plenty of
Stone Age construction,s witnesses of Brittany’s exciting past. Celts
gave the name Armorica (Sea country) to this area around the 6th century B.C., because it is
surrounded by the Atlantic Ocean on three sides.
Breton is a Celtic language that has nothing to do with the French. This is a minority language
spoken by about 260,000 people. The Breton language almost disappeared along with other
French dialects due to the repressive politics of the French government to unify the French
language all over the country. Thanks to a strong-headed minority, the language and
traditions were saved and are now preserved as a part of France’s folk diversity, and taught in
classes at all levels, pre-school - university.
Breton folklore is very diverse due to its geographical attributes. Each population was
identified through language, dress, dances and songs. We find all these fashions, whether
separated by mountains or through forests or by rivers. Each group’s capital city is still the
site of an important Farmer’s market.
Fest-Noz (Night Party) is still a very popular traditional event where people dance to the
rhythm of folk songs.
1
http://www.music-folk.com/french-folk-music/
2
Check the beautiful pictures of „Bretagne” on http://www.louisbourdon.com
2
Some Brittany’s specialities are the famous crêpes and galettes (made of buckwheat), sea
products, pig delicatessen and butter biscuits!
Breton Folk music
Breton music can be divided in the following categories:
• Dance music: instrumental music & Kan ha diskan (call and response songs)
• Sailing and labor music: Chants de marins, chants de labour
• Religious hymns: Kantikoù
• Laments and ballads: Gwerzioù and sonioù (descriptive songs)
The chest voice is used for folk songs with the women singing low and
the men high so they sing on the same octave.
Traditional instruments are bombarde (oboe type instrument), Biniou
(bag pipe), Irish flute, Celtic harp, violin and diatonic accordion.
The structure of the song is usually AA BB and invite you to enter into a
sort of trance by its repetitive character. Often the A part is sang by a
solo or small group and it is repeated by another group. Dances often
start with a slow part to invite dancers to join and to prepare. You can
hear them also cheer. It is a way to thank and encourage the
musicians.
Listen to the following link to discover more about the style of Breton
music. This playlist has been specially created for KASC: Discover
Breton Music for KASC Workshop or for more vidéos choices, also check out the playlist
created by KBBZH.
3
Songs and materials
Kids are not scared like adults to sing in a foreign language. They are actually very curious
and remember the songs learned in a young age much better than we think! So go for it!
The songs below have proven their efficiency with groups of non-speakers. The grade is just
an indication, but I believe those songs can be done by all ages.
I - ROUNDS
In this section, I don’t spend too much time explaining what the song means so the children
learn the song by imitation: Rote learning is a memorization technique based on repetition.
The idea is that one will be able to quickly recall the meaning of the material the more one
repeats it.
Children are able to understand foreign words by riddle or acting. That develops their
creativity, acting and interpretation skills.
Here is a few rounds that are easy to use in class:
Ma doudou m’a dit - 2th grade and up
Pluie et soleil - 4th grade and up
N.O.Ë.L - 1st grade and up
Vent Frais - 2d grade and up
Ce sont les cloches du grand manoir - 3d grade and up
II - DANSES
Singing dances require to learn coordination between hands, feet and voice. These are
excellent skills to develop brain activity and the art of multitasking.
I encourage here to learn as we learn the dances in Brittany. We just jump into the dance and
your neighbors teach you. You learn by doing it.
Two of the following dances are from Brittany *, the Celtic region from France. The other two**
are Traditional Children Songs:
J’ai 3 ou 4 moutons - 5th grade and up *
Dañs Klam - 1st grade and up *
J’ai un pied qui remue - 3th grade and up **
La petite hirondelle - 4th grade and up
**
III - GAMES
French children are going to school from 8:30am to 4:30pm.
They usually have an hour and half break for lunch at the school restaurant where they are
served a full balanced meal including: an appetizer (une entrée), a main dish (un plat
principal), a milk product (usually cheese) and a dessert.
On the playground, a lot of games are played like chasing games, jumping rope, marbles,
soccer…
Here are a few singing games that are sometimes played at school:
• Le facteur n’est pas passé - 2d grade and up
• Il court, Il court le furet - 3d grade and up
4
• 1, 2, 3, Soleil - 1st grade and up
Here is a helpful chart to understand French school system versus the US school system:
IV - SEASONAL
In this section, I would like to give you some seasonal song ideas to enhance your school
concert with French songs, far from the famous three: „Frère Jacques”, „Le Coq est mort” and
„Sur le pont d’Avignon”!
Autumn:
Berceuse pour une pomme (Apple Lullaby)
L’automne (Autumn)
Winter:
C’est la cloche du vieux manoir (Hallowe’enn)
chocolat chaud (Bossa Nova)
N.O.Ë.L (Christmas)
Spring:
Pluie et Soleil (Rain, Sun, Rainbow)
La petite hirondelle (Swallow)
Belle lune (Moon song)
Summer:
Soleil d’Afrique (African Sun)
5
J’ai perdu le Do (March)
V - Q/A
How can I teach French songs if I don’t speak French?
The best way to teach any song is that you know it so well you can sing it yourself by heart
with passion! Children will notice if you struggle with and will mirror your reactions. I like to
mix different learning styles (visual, auditory, or kinesthetic learning) so every student gets the
most of it and can remember it the best.
Here are a few tips that can help the students:
• For Visual Learning: Bring images or draw the story on the board. Children can understand
a lot without any translation, plus it is a fun riddle game.
• For Kinesthetic Learning: Interpret the song. Act or mime the important words. Have them
mirror you.
• For Auditory Learning: Break it down: Practice with the student the same way you do for
you. Dissociate the difficulties: speak it slowly, speak it in rhythm and accelerate, sing it
without the text, sing with the text etc… Don’t be afraid to exaggerate the language
differences so they come as close as possible to the real deal.
French has a few differences from English. You can isolate a few specifically and work on it in
a warm-up. Taking some time on this really helps students to understand cultural differences
and open their mind to other ways of doing.
Some examples:
• Prepare the French R. Watch this video3 to get it!
• Practice the 3 nasals: Ã, Õ and ε̃ by pinching your nose! Feel the vibration!
• Make the Ü sound: It is similar to the German ü. E position of the tongue with lips in front
like a kiss. xoxo!
• Experiment the 5 different ways to say E in French! ε é ə ø œ
• Open or closed vowel:
o to ‫כ‬
é to ε
ø to œ
3
https://www.youtube.com/watch?v=YCw_lEb1qXk
6
Annexe I - Bretagne
The new Breton flag (named the
Gwen ha du-White and black) was
created in 1923 by Morvan Marchal.
He used as his inspiration the flags
of the United States and Greece as
these two countries were seen at
that time as the respective symbols
of liberty and democracy.
Annexe II - Materials
There are plenty of French books and music games available but sadly, they are mostly in
French so they can be hard to find for a non-speaker. Here are a few I like:
Kindergarten through 6th grade
100 comptines & jeux de doigts (1 book, 2 CD’s and an application) - Éditions Formulette,
2014
Password for the application. They will ask one of the 8 following words written in the song
„chanson de mes petits mains”: 1. magicien, 2. chapeau, 3. bisous, 4. bateau, 5. vagues, 6.
genoux, 7. bambous, 8. bravo.
Website: Dessine-moi une histoire4 offers a great selections of French rimes and songs
organized by catégories.
Books:100 comptines & jeux dansés (1 book, 2 CD’s and a application) - Éditions
Formulette, 2015
Website: Mama Lisa 5 is an amazing mine of musical treasures. It gathered not only a great
variety of French songs but also from all over the world. The website is translated in French,
Spanish and English.
4
http://dessinemoiunehistoire.net/chansons-comptines/
5
http://www.mamalisa.com/?t=hubeh
7
PDF: download 6 this booklet gathering 53 traditional French songs.
Website: Partition de la chanson7 is a great website created by Jean-Baptiste Voinet which
collect an incredible amount of music sheet from France and over the World. A lot of them
are free but if you wish a 2 or 3 voices version you might have to buy credits to access to it.
Check also is page Chorale8 or Thèmes9 that gathered a lot of choir repertoire pieces.
Website: Mes petits bonheurs has an article on 6 games, circle danses and/or mime songs
for kids from 3 to 7 years old.
Website: Club-tralalere10 sells a good selections of French musical CD’s, DVD’s, books.
Website: Musique-école11 offers a variety of songs for musique activities for school
teachers. If you click on CP it is 1st grade, CE is 2d and 3d grade whereas CM is 4th and
5th grade.
Composer in French for Children: Steve Warring (French-Canadian artist), Muriel & Olivier
Vonderscher, Isabelle Aboulker…
Extras
Website: Learning Music Games for Kids 12 gather several websites that might be handy to
create a music activity.
Website: Song Library. Not necessary french songs but can be handy if you look for
repertoire.
Annexe III - French Pronunciation - Basics
A – Vowels
a) simple vowel13
Pronunciation
Spelling
Exemples
[a] like in „apple”
a, à, â
papa, là, âme
[ε] like in „bed”
è, ê, ë, ai, père, pêche, noël, maire, treize, belle,
ei, e, et
ouvert, poulet
[e] as “a” in “jail”
é, er, ez, et
bébé, fermé, parler, avez, Algérie, et
[i] like in „bee”
i, ï, î, y
Autriche, maïs, île, Kabylie
6
https://www.docdroid.net/Uf691H2/53-chansons-traditionnelles.pdf.html
7
http://www.partitionsdechansons.com/toutes-les-partitions.php
8
http://www.partitionsdechansons.com/chorale/partitions-pour-chorales.php
9
http://www.partitionsdechansons.com/partitions-classees-par-themes.php
10
http://www.club-tralalere.com/ages.html
11
http://musique-ecole.com
12
http://www.zzounds.com/edu--musicgamesforkids
13
https://jakubmarian.com/french-e-e-e-e-e-whats-the-difference/
8
[y] „ee” position of the u
rue, tu, minuscule,
tongue with lips in front like
a kiss, similar to the german
ü.
[u] like in „food”
ou
vous, nous, amour
[œ] (open) similar to „Away”
eu, œu,
œuf, œil, chœur, cœur, chanteur,
[ə] (closed) like in „Away”
[ø] (closed) same position as e
„Away” but with the lips in
front like a kiss.
eu, œu
Cheval, demain, me, ce, le
vieux, bleu, œufs, monsieur,
[o] like in „hotel”
o , ô , a u , rose, hôpital, Autriche, bateau, eau
eau,
[‫ ]כ‬like in „call”
o, oo, u
porte, alcool, maximum
b) les nasales
Prononciation
Orthographe
Exemples
[ã] nasal from A
an, am, en, em
plante, champignon, enfant, temps
[õ] nasal form O on, om
[ε̃] nasal from E
champion, nom, menton, rond
in, im, un, um, ain, fin, simple, un, parfum, pain, faim, plein,
aim, ein
c) les diphtongues
Prononciation
Orthographe
Exemples
[wε̃]
oin
loin, foin
[wa] like „what”
oi
trois, droit, loi, chinois, quoi, doigt
[jõ]
ion
attention, mission
[jε̃]
ien
autrichien, bien, rien, mien
[jã]
ien, ian
patient, client, science, riant, priant
[ij] like in „Yes”
ille
fille, bille, quille
[j]
voyelle + ille/il
bataille, travailler, abeille, feuille, pareil
[il] / [εl]
ille, il / elle
mille, ville, vil, elle, voyelle
9
[j] + voyelle
i/y + voyelle
hier, vieux, payer, voyage, voyelle
[y] + voyelle
u + voyelle
nuage, nuit, puer, muet, lui
[w] + voyelle
ou/w + voyelle
jouer, oui, week-end, web
B – Consonants14
prononciation
orthographe
exemples
[b] like „lab”
b
boire, bien, abbaye
[p] like „pet”
p
poire, pomme, appartement
[d] like „dog”
d
devoir, demi, dynamite
[t] like „tea”
t
toi, tram, habiter
[f] like „fog”
f, ff, ph
Photo, Philippe, affreux, Fanny
[v] like „voice”
v
voiture, vélo, volley, vin
[g] like „goat”
g+a, g+ u, g+o c,
gamin, dogue, gogo, seconde
[k] like „cat”
c+ a, c+o, c+u, qu, Carine, cou, cuit, que, képi, sacoche
k,
[l] like „leg”
l, ll
lire, alto, malle, ville
[n] like „nut”
n
âne, navet, nature
[m] like „man”
m
maman, femme, mari
[ r ] f r e n c h r, rr
speciality… Cf.
foot note 13.
renard, roi, barre, finir
[s] like „sun”
s, ss, c+e, c+i, ç
silence, passer, cela, ciboulette, ça, garçon
[Z] like „zoo”
s (zwi. 2 Vokal), z
rose, maison, zèbre
[∫] like „she”
Ch, sh
chat, chapeau, charmer, choix, shérif
[ʒ] like „vision”
g+ e, g+i, j
âge, gel, gitanne, jour, jardin, jus
[ ‫ ] ק‬l i k e t h e gn
Italian gnocchi.
ignoble, digne
And remember the French never (or almost never) pronounce the last consonant.
Les amis → lε.z‿ami
ils vendent → il vɑ̃d
Tu dis → tü di
14
How to pronounce the french„R” https://www.youtube.com/watch?v=YCw_lEb1qXk
10
C ) LES LIAISONS
Liaison is the pronunciation of a latent word-final consonant immediately before a following
vowel sound.
final s, z, x are pronounced /[Z]/
les_amis ("the friends")= /lε.z‿ami/
venez ici ("come here") = /və.ne.z‿i.si
aux amis ("false friends") = /fo.z‿a.mi/
final t, d are pronounced /t/
grand homme ("great man") = /ɡʁɑ̃.t‿ɔm/
tout homme ("every man") = /tu.t‿ɔm/
final n are pronounced /n/
un ami ("a friend") = /œ̃ .n‿a.mi/
Never do a liaison:
after the word "et" (and)………………. il_est jeune et élégant
after a name .........................Jean est parti
Merci pour votre participation !
11
MaMa
doudou
m’a
doudou m'a
dit dit
Creole FolkCréole
song
3 voices canon
Confortable starting Pitch: F
Staff Notation - Tempo: around 66
& b 24
1
Ï
Ï.
Ma
dou
2
-
"Mais
dis
& b Ï.
dou
m'a
bas
Ï
Ï
pas
Ï
Ï.
haut
pas
Ï
t'es
bas
haut
Ï
Ï
"T'es
Ï.
tu
haut
Ï
dit:
Ï
Ï
Ï
Haut
Ï.
Ï
donc
3
5
Ï
Ï
Ï
& b Ï.
3
Edition: Anaïs Austria
re
Ï
bas
dou
Ï
-
gar
Ï
bas
-
Ï
-
é!"
Ï
dé!"
Ï
haut.
..
_
Stick Notation - Tempo: around 108
d
r
m
f
d
s
m
s
d
d
r
d t
m
f
m r
d
s
d
Translation
French
Ma doudou m’a dit: „T’es pas doué!”
„Mais dis-donc tu t’es pas regardé!”
Haut bas, haut haut bas, haut bas bas haut.
s
r
f
d
m
s
d
English
My darling told me: „You are not gifted!”
„But hey, you did not watch yourself!”
High low, high high low, high low low high.
12
Pronunciation (see footnotes)
Ma doo-doo ma dee: „tε15 pa doo-é16 !”
„Mε dee dõ tü tε pa rə17-gar18-dé!”
O BA O O BA O BA BA O
Lesson plan
Analysis
Pedagogical Use
Tone set: s, t, d r m f s
Major
Rational:
Rhythm:
(or
)
d-s interval, m-d/ s-m interval and t-r/r-f
intervals
dotted quarter note preparation and
practice.
Melodic form: A A1 B
Rhythm form: A A A
Game: Question-Answer game
1. Have the children divided in two groups
2. First group sings and acts the first
sentence.
3. Second group reply and act the second
sentence.
4. Third sentence can be sung all together
showing the melody’s pitch with their
hands and/or body. Optional: have the
first group sing only the O’s and the
second group the BA’s as in a contest
song.
Connections to curriculum areas:
Acting and Staging
Creole music & history
Other:
Other:
Once the group knows the song very well,
Add Percussion accompaniment
divide the group into three groups, each
group performing one sentence that can be
layered on top of each other or have them
sing the three voices as a round.
15
„ε” like in „bed”.
16
„é” as “a” in “jail”.
17
„ə” like in „a” from „Away”.
18
„r” like the english r since it is a creole song.
13
Pluie et soleil
Score
en ciel
Confortable starting Pitch: A - 4 voicesL'arc
round
Staff Notation
canon
tranquille q = 120
3
&4 œ
F Maj7
Soprano
œ
Pluie
&˙
S
et
œ
5
Nous
des
9
S
& œ
en
-
sol
-
tre
&˙
les
œ
cou - leurs
œ
œ
leil
de
mê
˙
à
l'ho
œ
mer
œ
la
œ
˙
œ
œ
dans
sinent
la
˙
-
Vanderscher
F Maj7
˙
œ
œ
B b7Maj
œ
13
S
Muriel and Olivier Vonderscher
l'arc
œ
me
mai
œ
ri
-
-
˙.
le
-
en
-
˙.
ciel.
son.
zon
ciel
..
˙
fin
œ
˙.
˙.
˙.
et
˙
-
-
œ
B bMaj7
L'arc
-
œ
en
U
˙.
ciel.
Stick Notation
14
Translation
French
Pluie et soleil, dans la même maison,
Nous dessines à l’horizon
Entre la mer et le ciel
Les couleurs de l’arc-en-ciel.
English
Rain and sun, in the same house,
Draw us on the horizon
Between sea and sky
Colors of the rainbow.
Pronunciation (see footnotes)
Plüi é19 so-lεy20 dã21 la mε-mə22 mε-sõ23
Noo dé-si-na lo-ri-zõ
ã-trə la mε-ré lə si-εl
Lε coo-lər də lar-kã si-εl
Lesson plan
Analysis
Pedagogical Use
Tone set: d r m f s l
Modal scale: Dorian
Rhythm:
Rational:
r-t interval, m-d interval, same note movement
dotted half note preparation and practice
Melodic form: A B C D
Game: Recognize and translate a foreign langage
with the help of images.
1. Print and prepare the image set for the song.
2. Have the children organize the images and find
the translation in English for each word while the
teacher sings several times the song.
3. Sing the song with gestures.
Other:
Connections to curriculum areas:
Combine with Poetry
Create Drawings/decor
French class
Spring theme
Other:
Compose a percussion introduction: rain, rain storm,
sun…
Add an ostinato with Orff instruments (Fmaj7 /
Bbmaj7 chords or hexachord C, D, E, F, G, A)
19
„é” as “a” in “jail”.
20
„εy” combinaison of „E” from bed + „Y” from „Yes”.
21
A nasal
22
[ə] (closed) like in „Away”
23
O nasal
15
N.O.Ë.L
5 voices round
Anny et Jean-Marc Versini
Confortable starting Pitch: D
Staff Notation - Tempo: around 100
Stick Notation
d
d
d
r
r
t
s
d
m
m
m
f
f
r
t
m
s
s
s
l
l
s
f
s
m
m
m
f
f
r
t
d
m d
m
f
d
m
d m
m
d
r
d
m
f
r
d
16
Translation
French
English
N, N, Voici venir les rennes.
O, O, Nous aurons des cadeaux.
E, E, Les enfants sont joyeux.
L, L, C’est le soir de Noël.
Noël, Noël, N.O.E.L
N, N, Here come the reindeers.
O, O, We will get presents.
E, E, Children are happy.
L, L, It is Christmas’ Eve
Noel, Noel, N.O.E.L
Pronunciation (see footnotes)
N, N, vua-see və24 -nir lε25 rεn.
O, O, noo_zo-rõ dε ka-do
E, E26 , lε_zã-fã sõ ʒ27wa-iø28
L, L, sε lə suar də No-εl
No-εl, No-εl, N. O. ə. L
Lesson plan
Analysis
Pedagogical Use
Tone set: s, t, d r m f s l
Major
Rational:
Rhythm:
%
%
%
r-t/s-d interval, f-r/ t-m interval and t-d
interval/ m-d interval
%
%
Practice for quarter- and eighth-rest
Game:
Connections to curriculum areas:
Christmas theme
Alphabet
Rhymes
Other:
Other:
Melodic form: A B C D EE
Rhythmic form: AAAA BB
- play
instead of
- add percussion accompaniment
24
[ə] (closed) like in „Away”
25
„ε” like in „bed”.
26
„e” like in „a” from „Away”.
27
„ʒ” like „vision”
28
[ø] (closed) same position as „Away” but with the lips in front like a kiss.
17
C’est la cloche
Traditional French round
Confortable starting Pitch: F
Staff Notation
Translation
French
English
C’est la cloche du vieux manoir.
Qui sonne le retour du soir.
Ding Deng Dong
It is the old manor’s bell.
that rings the return of the evening.
Ding Deng Dong
Pronunciation (see footnotes)
Sε29 la cl‫כ‬30 -shə31 dü viø32 ma-nuar
kee s‫כ‬-nə lə rə-tur dü suar
Ding Deng Dong
29
[ε] like in „bed”
30
[‫ ]כ‬like in „call”
31
[ə] (closed) like in „Away”
32
[ø] (closed) same position as „Away” but with the lips in front like a kiss.
18
Lesson plan
Analysis
Pedagogical Use
Tone set: s, d r m f s l
Ext. D Hexachord
Rational:
Rhythm:
Compound meter practice.
Melodic form: A A1 B
Connections to curriculum areas:
Halloween
Acoustic: Bell harmonics
Game:
Other:
Other:
Add Bell accompaniment
Compose an ostinato using F C G Bb
19
Vent Frais
Traditional French round
Confortable starting Pitch: E
Staff Notation
Translation
French
English
Vent Frais, Vent du matin,
Vent qui souffle au sommet des grands pins.
Joie du vent qui souffle, allons dans les grands…
Fresh wind, Morning wind,
Wind blowing on big pine tree’s top.
Joy of the wind blowing, let’s join the…
Pronunciation (see footnotes)
Vã frε33, vã dü ma-tε̃,
Vã kee soo-flo so-mε dε grã pε̃.
ʒ34wua dü vã kee soo-fla-lõ dã lε grã…
33
„ε” like in „bed”.
34
„ʒ” like s in „vision”
20
Lesson plan
Analysis
Pedagogical Use
Tone set: m, s, l t d r m
Minor
Rational:
Rhythm:
interval: second
dotted quarter- and eighth- note
preparation and practice.
Melodic form: A B C
Game:
Other:
Connections to curriculum areas:
Weather
Other:
Add Percussion accompaniment
Create a wind storm
Compose an ostinato
Use Orff instrument
21
J’ai 3 ou 4 moutons
Traditional Breton dance
Song style: Kan ha Diskan
Dance name: An dro retourné
The song then continues with 2 or 3 moutons, 1 or 2 and finally no more moutons!
Translation
French
English
J’ai trois ou quatre moutons dans mon village en haut.
J’ai trois ou quatre moutons dans mon village en bas.
Dans mon village en haut / Dans mon village en bas.
Chañjet-tu Madeline Madeleine
Chañjet-tu Madeline diouztu!
I have 3 or 4 moutons in my upper village.
I have 3 or 4 moutons in my lower village.
In my upper village / In my lower village.
Switch direction, Madeline Madeleine,
Switch direction Madeline, right now!
Pronunciation
ʒε trua oo cat moo-tõ dã mõ vi-la-ʒã O
ʒε trua oo cat moo-tõ dã mõ vi-la-ʒã ba
dã mõ vi-la-ʒã O, dã mõ vi-la-ʒã ba
Shã-ʒε-tü Ma-də-li-nə Ma-də-lε-nə
Shã-ʒε-tü Ma-də-li-nə Dior-tü
0 = ʒø nε plü də moo-tõ…
1 = ε̃
2 = dø
3 = trua
4 = cat
22
How to sing the song?
Kan ha Diskan35 is probably the most common type of traditional music of Brittany. It is a
vocal tradition and means call and response singing. This style is the most commonly used to
accompany dances. The structure of this song is as follow: A A B C C
A leading group (KANER) sings section A and the responding group (DISKANER) repeats
the same A section. The same happened in the section C.
This song has a specificity not often found in Kan ha Diskan’s songs. The B section is not
repeated. It is sang only by the solo group. It is a call for the dancers to prepare for the
directional switch of the section C.
With experience, the KANER can slightly change in each execution a melodic variation,
whereas the DISKANER always sing the original melody.
How to dance the song?
You can check this video on youtube36 . The dancer are also wearing traditional costumes.
Start:
Everyone is in a circle and hold each others’ pinkie finger.
On section A and B:
Feet do a side motion Left - Right - Left (TI-TI TA) and back Right - Left - Right (TI-TI TA).
Arms do a circle motion up (TA-TA) and back circle motion down (TA-TA).
On section C:
Dancers separate their hands.
Feet move forward the center Left - Right - Left (TI-TI TA). Hands clap on TA, second beat (on
the word „tu”). and continue the back move, Right - Left - Right (TI-TI TA), Dancers turn 180°.
Then again, Feet move forward back to their place Left - Right - Left (TI-TI TA). Hands clap on
TA, second beat (on the word „tu”). and continue the back move, Right - Left - Right (TI-TI
TA), Dancers turn 180°.
Dancers give back their pinkies to their neighbors.
Lesson plan
Analysis
Tone set: s, t, d r m f s - Major
Pedagogical Use
Rational:
Rhythm:
Melodic form: A A B CC
Game:
Connections to curriculum areas:
French Celtic culture
Dance
Coordination
35
Kan ha diskan can be songs about any subject, but must meet one of a number of a meters used in
folk dances, mostly line or round. Vocables, or nonsense syllables (typically tra la la la leh no), are
sometimes used to drag out lines. Usually a kan ha diskan lasts from 5 to 20 minutes.
36
https://www.youtube.com/watch?
v=_XR2r_dOQLA&list=PLnzHIefDNTGfWGTu5atUSalAltVWuddh5&index=19
23
Dañs Klam
Traditional Breton dance
Dance name: Hanter dro Klam
How is the structure the song?
Very often dance music is played only by instruments. Dañs Klam can be sung or played and
it is one of those game dances (Dañs c’hoari) where dancers really have to listen to the
musicians playing to know when to jump.
Once you know the basic structure, it is easier to follow (but musicians can trick you by
repeating a sentence you didn’t expect!).
The structure of the Hanter-Dro Klam is as follows: A A B B. You can check this video on
youtube37 and try to recognize the structure. Say „Klam” on the jump.
How to dance the song?
There is 2 links to a hanter-dro klam song in our youtube playlist you can use for the class.
Start:
Everyone is in a circle, holding hands and elbows tight.
On section A:
Feet do a side motion Left - Right - Left - Right (TI-TI TA TA).
On section B:
Dancers keep the same feet motion but on „Klam” or „Yoo” they jump down (bend their knee
low) and come back. This section is repeated so be ready for the second jump! *That’s where
musicians can trick you and repeat the B section on more time.
Here is a demo38 of the original dance. For younger dancers here39 is a simplified version of
the dance: Section A - walk and turn clockwise in tempo. Section B - stop walking and rock
arms back and fourth, jump down on „Klam”.
Lesson plan
Analysis
Ton set:
Rhythm:
Pedagogical Use
Rational:
Melodic form: AA BB
Connections to curriculum areas:
Pattern recognition
Game:
French Celtic culture
Recognize the pattern/structure of the song Dance
Say „Klam” on the jump
Coordination
37
https://www.youtube.com/watch?v=YPUgXLKFpDM
38
https://www.youtube.com/watch?
v=MTLyWn16txk&list=PLnzHIefDNTGfWGTu5atUSalAltVWuddh5&index=26
39
https://www.youtube.com/watch?v=fOP4OqRUOYs
24
J’ai un pied qui remue
Children danced song
Confortable starting Pitch: Eb - Tempo
= 120
The song then continues with other body parts:
1. J’ai un pied…
2. J’ai une jambe…
3. J’ai une main…
4. J’ai un bras…
5. J’ai un oeil…
Translation
French
English
J’ai un pied qui remue et l’autre qui ne va guère.
J’ai un pied qui remue et l’autre qui ne va plus.
La La La…
I have a wagging foot and the other won’t go either.
I have a wagging foot and the other won’t go.
La La La…
25
Pronunciation (cf. footnotes)
ʒ40ε41 ε̃ pié ki rmü é42 lo-trə43 ki nə va gε-rə.
ʒε ε̃ pié ki rmü é lo-trə ki nə va plü.
La La La…
Un pied (foot)= ε̃ pié
Une jambe (Leg)= ünə ʒãbə
Une main (Hand)= ünə mε̃
Un bras (Arm)= ε̃ bra
Un oeil (Eye)= ε̃ nəi
How to dance the song?
Start:
Everyone is in a circle holding hands.
On section A:
During this section, dancers move the wagging body part that is mentioned: Foot, Leg, Hand,
Arm, Eye… 2 bars the right foot then 2 bars the left foot. Then again 2 bars right foot, 2 bars
left foot. On the word „plus”, everybody stomp.
On section B:
Dancers place their right hands in the middle and turn clockwise during 4 bars.
Then they place their left hands in the middle and turn counter-clockwise during 4 bars.
Before coming back to section A, they hold hands again.
Lesson plan
Analysis
Tone set: s, l, t, d r m f s
Pedagogical Use
Major
Rational:
Rhythm:
Intervals: s-d, m-d, d-s
Anakrusis: an unstressed note (or notes)
before the first strong beat of a phrase.
Melodic form: AA’ BB
Game:
Connections to curriculum areas:
Dance
Coordination
On youtube44 you can find the melody in a nice arrangement the B section isn’t the same but
we can sing „La La La…” on top of it. During the instrumental interlude, dancers can turn
holding hands.
40
[ʒ] like „vision”
41
[ε] like in „bed”
42
[é] as “a” in “jail”
43
[ə] like in „Away”
44
https://www.youtube.com/watch?v=qFEPrLgNVQw
26
La petite hirondelle
Traditional French children dance
Confortable starting Pitch: D
Staff notation - tempo 112
Translation
French
English
Qu’est ce qu’elle a donc fait,
la petite hirondelle?
Elle nous a volé 3 petits sacs de blé.
Passe, Passe, Passera
La dernière, la dernière
Passe, Passe, Passera
La dernière restera.
What did she do,
the little swallow?
She stole us three little wheat bags.
Go, Go, Will Go
The last one, the last one
Go, Go, Will Go
The last one will stay.
Pronunciation (see footnotes)
Kεs kε la dõk fε, la pti ti-rõ-dε-lə?
εl nu za vo-lé trua pti sak də blé.
Pas, pas, pas-ə-ra, la dεr-niε-rə, la dεr-niε-rə.
Pas, pas, pas-ə-ra, la dεr-niε-rə rε-stə-ra.
27
How to dance the song?
Start:
Children are set in couple facing each other.
On section A:
4 bars - They come towards each other.
4 bars - They back up.
On section B:
8 bars - First couple of the line join hands and walk down side-by-side to take the last place of
the line. Other couples clap and walk up to take their new spot.
Lesson plan
Analysis
Pedagogical Use
Tone set: l, t d r m f
Major and minor
Rational:
Rhythm:
Minor - Major scale
intervals: l-m, t-r, d-l, m-t, m-d, r-l
Anakrusis: an unstressed note (or notes)
before the first strong beat of a phrase.
Melodic form: AA BB
Game:
Connections to curriculum areas:
French Celtic culture
Dance
Coordination
28
Le facteur n’est pas passé
French singing game
Confortable starting Pitch: F
Stick Notation
s
s m m s
s
m
Le fac-teur n’est pas pas-sé.
s
Lun -
s
s m m s s m
Il ne pas-se-ra ja- mais.
m
di,
s
Mar -
m
di,
s s
m
Mer - cre- di,
s
m
Ven-dre - di,
s
Same -
m
di,
Di
s
Jeu -
m
di
- manche!
Translation
French
English
Le facteur n’est passé.
Il ne passera jamais.
Lundi, Mardi, Mercredi, Jeudi,
Vendredi, Samedi, Dimanche !
The Postman didn’t come.
He will never come.
Monday, Tuesday, Wednesday, Thursday
Friday, Saturday, Sunday!
Pronunciation (see footnotes)
Lə45 fac-tœ46r nε47 pa pas-sé48
il nə pas-sə-ra ʒ49 a-mε.
Lε̃-di, Mar-di, Mεr-crə-di, ʒə-di
Vã-drə-di, Sam-di, Di-mãshe!
45
„ə” like in „a” from „Away”.
46
[œ] (open) similar to „Away”
47
„ε” like in „bed”.
48
„é” as “a” in “jail”.
49
[ʒ] like „vision”
29
Lesson plan
Analysis
Tone set: s m - Bitone
Rhythm:
Pedagogical Use
Rational:
interval: s-m
eighth- and quarter-note preparation and
practice.
Melodic form: AA B
Game: chasing game
1. Have the children sit in circle
2. One is the postman and has a letter in
his hand.
3. The group close their eyes and start
singing „Le facteur…”
4. The postman turn around the circle and
decided to give the letter to one of his
pier at any time.
5. On „Dimanche”, everyone open their
eyes and check if they receive the
letter. If yes, the person chase the
postman clockwise and try to catch him
before he takes his sit.
6. The group close their eyes and start
again singing while the new postman
deliver his letter.
Connections to curriculum areas:
Circle game
The week
30
Il court, il court le furet
French singing game
18th century
Tempo 120
Translation
French
English
Il court, il court le furet.
Le furet du bois Mesdames.
Il court, il court le furet.
Le furet du bois joli.
Il est passé par ici.
Le furet du bois Mesdames.
Il est passé par ici.
Le furet du bois joli.
He runs, he runs the ferret.
The ferret from the woods, Ladies.
He runs, he runs the ferret.
The ferret from the pretty woods.
He passed here.
The ferret from the woods, Ladies.
He passed here.
The ferret from the pretty woods.
Pronunciation
il cur, il cur lə fü-rε. lə fü-rε dü bwa mε-da-m
il cur, il cur, lə fü-rε. lə fü-rε dü bwa ʒo-li
il ε pa-sé par i-si. lə fü-rε dü bwa mε-da-m
il ε pa-sé par i-si. lə fü-rε dü bwa ʒo-li
31
Lesson plan
Analysis
Tone set : s, l, t, d r m
Pedagogical Use
Hexatone
Rational:
Rhythm:
interval: s-d, r-l, l-d
upward and downward movement: so-la-tido / do-ti-la-so
Anakrusis: an unstressed note (or notes)
before the first strong beat of a phrase.
Melodic form: AA BB
Game: Circle game
1. Players form a circle.
2. They hold a rope behind their back
where one ring „the ferret” is attached.
3. The children pass discreetly the ring to
one another behind their back.
4. One child in the middle tries to find in
which hand the ring is.
5. If he succeeded, he won and switch
with person having the ring.
6. The game continues as many times as
desired to the sound of the song.
Connections to curriculum areas:
Circle game
the ferret
Louis XIV and Louis XV - 18th century.
Some „Ferret” Facts
We play the Ferret game in France since a long time. It is even said that Louis XIV and Louis
XV liked to play it in their youth.
The ferret no longer exists in the wild, it has been domesticated for over 2,000 years. Human
used it first for hunting: he sneaked into burrows and made the prey escape. Around the 18th
century, it was used on ships to hunt rats. Nowadays, it is considered a pet just like dogs or
cats.
Ferrets are carnivores; they eat live or dead prey (rodents or frogs) but also the cat food.
They also love fruits and yogurt.
It is a curious and mischievous animal that explores everywhere. There is even a verb in
French that comes from his name: „fureter” which means „snooping”.
32
1, 2, 3, soleil!
French singing game
Confortable starting Pitch: C
Stick Notation
d
Un,
d
r
Deux, Trois,
s
So
-
d
leil !
Translation
French
English
Un, Deux, Trois, Soleil !
One, Two, Three, Sun !
Pronunciation (see footnotes)
ε̃, də50 , trua, So-lεi
Lesson plan
Analysis
Tone set: d r s
Pedagogical Use
DO Tritone
Rhythm:
Rational:
interval: d-r, s-d
dotted quarter-note/eighth-note preparation
and practice.
Melodic form: A
Game: line game
1. Players are lined up on a starting line.
2. One player is facing the opposite wall
with his back to the players. He starts
singing „1,2,3 Soleil!”. Players move
forward to him. On „Soleil”, everyone
freezes and the solo player turns
quickly to see if someone is moving.
3. If he sees someone moving, this person
has to go back to the starting line. If not,
he starts again singing facing the wall.
4. A player wins when he is able to reach
the wall before being noticed.
50
Connections to curriculum areas:
Freeze, acceleration, slowing down.
„ə” like in „a” from „Away”.
33
{t
L’automne rouge et
r or
Annick Retif & Jo Akepsimas
Confortable starting Pitch: D
1.
L'au
-
tom
?. L'au - tonrnc
4. L'au J. L'au
tom
torn
-nc
SUI
au
fil
-nc
-ne
prcnd
roug'
mcs pas
dcs rLlcs
fail
plcu
voir dcs
tissc
unc
son
tcmps
pour
dés
or
rnet
1e
char-pc dc
ha - bil - lcr les
lèu à son do
et
A
Dm
rou
bran
mai
- ges
-te
- ches
_
lte
dès
qu un
au
nez
quand
leurs
qu'on
Pout'
ar dc:
bras
ne
bre bou - ge sous
lè - rtê - lrcs qui
se pen - chent lri
lui pren - ne tous
lèui1 - lcs
é-
Dm
n.r
le
venl
n'oLt - vrent
leu
ses
-
se
tré
-
fi'oid.
plus !
ment I
sot's
I
Refrain en canon
rtrDm
t+/
Dm
G
0
Translation
French
L’automne sur mes pas
fait pleuvoir des feuilles rouges
dès qu’un arbre bouge sous le vent froid.
English
Autumn under my feet
makes a red leaves rain
as soon as a tree move under the cold wind.
L’automne au fil des rues
tisse une écharpe de fête
au nez des fenêtres qui n’ouvrent plus.
Autumn along the streets
nits a festive scarf
under the windows’ nose that won’t open.
L’automne prend son temps
pour déshabiller les branches
quand leurs bras se penchent frileusement.
Autumn takes his time
to undress the branches
when their chilly arms lean.
L’automne roug’ et or
met le feu à son domaine
Pour qu’on ne lui prenne tous ses trésors.
Autumn Red and Gold
sets on fire his domain
so that no one can still his treasures.
34
Pronunciation (cf. footnotes)
Lo-t ‫כ‬51 -nə52 sür mε53 pa
fε plə-vuar dε fə-iə ru-ʒ54 ə
dε kε̃ nar-brə bu-ʒə su lə vã frua.
Lo-t ‫כ‬-no fil dε rü
ti-sü-né55-shar-pə də fε-tə
o né dε fə-nε-trə ki nu-vrə plü.
Lo-t ‫כ‬-nə prã sõ tã
pur dé-za-bi-ié lε brã-she
kã lœ56 r bra sə pã-shə fri-lə-ze-mã.
ã = A nasal
õ = O nasal
ε̃ = ε nasal
Lo-t ‫כ‬-nə ru-ʒə é ‫כ‬r
mε lə fə a sõ do-mε-nə
pur kõ nə lüi prε-nə tu sε tré-s‫כ‬r.
Note:
The chorus can be sung in a round.
This beautiful song was composed by Annick Retif and Jo Akepsimas for first graders in
France.
51
[‫ ]כ‬like in „call”
2 [ə] (closed) like in „Away”
53
[ε] like in „bed”
54
[ʒ] like „vision”
55
[e] as “a” in “jail”
56
[œ] (open) similar to „Away”
35
La berceuse d’une pomme
Anne Silvestre
French children song performer
Confortable starting Pitch: D
Staff Notation - Tempo: around 66
Translation
French
Pomme, Pomme, dormez-vous?
Pomme rouge, rien ne bouge.
Pomme d’api, n’y a plus de bruit.
English
Apple, apple, are you sleeping?
Red apple, nothing move.
Api apple, there is no more noise.
Pomme, Pomme, rêvez-vous?
Apple, apple, are you dreaming?
Pomme blanche, c’est Dimanche.
White apple, it is Sunday.
Pomme d’api, n’y a plus de bruit.
Api apple, there is no more noise.
Pronunciation (cf. footnotes)
P‫כ‬57 -mə58, P‫כ‬-mə, dor-mé59 -voo?
P‫כ‬-mə ru-ʒ60ə, riε̃ nə bu-ʒə
P‫כ‬-mə da-pi, ni a plü də brüi
P‫כ‬-mə, p‫כ‬-mə, dor-mé-voo?
P‫כ‬-mə blã-shə, sε61 di-mã-shə
P‫כ‬-mə da-pi, ni a plü də brüi
57
[‫ ]כ‬like in „call”
58
„ə” like in „a” from „Away”.
59
„é” as “a” in “jail”.
60
[ʒ] like „vision”
61
[ε] like in „bed”
36
Chocolat chaud
Roland Lemêtre62
Translation
French
Chocolat chaud
62
English
Hot chocolate
Pronunciation
Sho-ko-la sho
Roland Lemêtre composed many rhythmical fun songs for children.
37
Belle Lune
Pierre G. AMIOT
Berceuse
38
Translation
French
English
Pronunciation
Belle lune, belle,
Où vas-tu là-bas ?
Belle lune, belle,
Que cherches-tu là?
Je cherche un nuage
pour passer la nuit,
je cherche un nuage
pour me faire un lit.
Pretty moon, pretty
Where are you going?
Pretty moon, pretty
What are you looking for?
I look for a cloud
to go through the night.
I look for a cloud
to make me a bed.
Bε63 -lə64 lü-nə bε-lə
oo va tü la ba
Bε-lə lü-nə bε-lə
Kə shεr-shə tü la
ʒ65 ə shεr-shε̃ nü-a-ʒə
pur pa-sé66 la nüi
ʒə shεr-shε̃ nü-a-ʒə
pur mə fεr ε̃ li
Belle lune, belle,
que regardes-tu ?
Belle lune, belle,
à qui souris-tu ?
Je vois dans un rêve,
en pyjama bleu,
l'enfant de la terre
qui ferme les yeux.
Pretty moon, pretty
What are you looking?
Pretty moon, pretty
Whom are you smiling?
I see in a dream
in a blue pijama
the Earth child
closing his eyes.
Bε-lə lü-nə bε-lə
Kə rə-gar-də tü
Bε-lə lü-nə bε-lə
A ki su-ri tü
ʒə vua dã ε̃ rε-və
ã pi-ʒa-ma blə
lã-fã də la tε-rə
ki fε-mə lε-ziə
Bonne nuit, la lune
sur ton « nuage-lit »;
bonne nuit la lune
et à moi aussi.
Si tu te réveilles,
ne fais pas de pluie,
car c'est ton nuage
qui me sert d'abri.
Good night, moon
On your „cloud-bed”
Good night moon
and to me too.
If you wake up
Don’t make rain,
Because your cloud
is my shelter.
B‫כ‬67 -nə nüi la lü-nə
sur tõ nü-aʒə li
B‫כ‬-nə nüi la lü-nə
é a mua o-si
si tü mə ré-vε-iə
nə fε pa də plüi
car cε tõ nü-a-ʒə
ki mə sεr da-bri
63
[ε] like in „bed”
64
[ə] (closed) like in „Away”
65
[ʒ] like „vision”
66
[e] as “a” in “jail”
67
[‫ ]כ‬like in „call”
ã = A nasal
õ = O nasal
ε̃ = ε nasal
39
Soleil D’Afrique
Swing Mômes
les canons qui balancent
This song can be sung as a song: Voice: 1 melody, Voice 2 chorus and Voice 3 ostinato or as
a round. Echoing the voices gives a nice twist to the song.
There is plenty of possibility for superimposing percussions, creating new voices and add a
choreography to stage this song.
40
Translation
French
English
Soleil d’Afrique, tu cognes fort
par dessus la savane
Et même les plus grand sorciers
s’endorment dans leur cabane
African sun, you hit hard
over the Savannah.
And even the greatest wizards
fall asleep in their hut.
Oh-ah Oh-ah-é
wanda wanda oh-ah-é
oh-ah oh-ah-é
wanda wanda oh-é.
Pronunciation
So-lε68i da-frik tü c‫כ‬69 -ə‫ק‬70 ə f‫כ‬r
par də-sü la sa-va-nə
ε̃ mε-mə lε plü grã s‫כ‬r-cié71
sã-d‫כ‬r-mə dã l72 œr ka-ba-nə
oaoaé
wan-da wan-da o a é
oaoaé
wan-da wan-da o é
Questions
Voice 1
• How is it built? A period consists of two phrases, antecedent and consequent, each of which
begins with the same basic motif.
• What do we talk about in this song? Africa, heat, wizards, Savannah, huts.
Gestures ideas:
Soleil d’Afrique tu cognes fort: (every half note) Left Arm on the forehead the Right Arm.
Par dessus la savane: Draw an arc with finger or hand.
Et même les plus grands sorciers: pointed hat over the head.
S’endorment dans leur cabane: hands in sleeping position.
Oh Ah é wanda wanda oh ah é: Side steps to the right, clap on 2 and 4.
Oh Ah é wanda wanda oh é: Side steps to the left, clap on 2 and 4.
Wanda Wanda…:
In a line: following each other walking forward, right foot-snap, left foot-snap.
or this part can be also modified with wooden sticks: in a line students hit their neighbors’
sticks down on beat 1 and in front of them on beat 2. Then on beat 3, they hit their neighbors’
sticks up and in front of them on beat 3.
You can hear a version here73 .
ã = A nasal
õ = O nasal
ε̃ = ε nasal
68
[ε] like in „bed”
69
[‫ ]כ‬like in „call”
70
[‫ ]ק‬like the Italian gnocchi.
71
[é] as “a” in “jail”
72
[œ] (open) similar to „Away”
73
http://www.servicejeunesse.asso.fr/Ressources/Chants/MP3/2007/Soleil_d_Afrique.mp3
41
J'AI PERDU LE DO DE MA CLARINETTE
Chanson traditionnelle française
J’ai perdu le DO
French children song
Confortable starting Pitch: D
## 4
& 4 œ œ œ œ œ
D
J'ai per - du
&
##
&
##
&
##
&
##
œ.
le
j
œ œ œ
cla - ri - net - te.
D
œ
ça,
œ
pas,
de
œ.
j
œ œ œ œ œ
Ah
ca - ma - rade,
au
-
pa - pa sa - vait
ça,
œ
pas,
ca - ma - rade,
Ah
Au
si
j
œ œ
Il
do
œ œ
de
di - rait
B7
pa - pa sa - vait
œ
œ œ
O - hé !
Au
j
œ
Em
œ œ œ œ œ.
pas,
ma
j
œ œ œ œ œ
œ.
œ.
œ
le
A7
tra la la
O - hé !
œ œ œ
j'ai per - du
œ œ. œ ˙
j
œ œ
œ œ
di - rait
œ œ œ œ œ
œ
ri - net - te,
Em
Il
œ
cla
j
œ œ
B7
œ.
la la
œ œ œ
si
ma
œ.
do
œ. œ ˙
tra
œ œ
au
pas,
au
pas,
Au
j
œ
œ
œ œ œ œ.
œ œ œ œ œ œ œ œ œ œ
œ œ œ œ œ œ œ œ œ œ
A7
D
pas, ca-ma-rade, au pas, ca-ma-rade, Au pas, au pas, au pas, Au pas, ca-ma-rade, au pas, ca-ma-rade, Au
## œ
œ œ œ œ . œj œ œ œ œ œ œ œ œ œ
&
B7
Em
pas, au pas, au pas,
A7
D
œ œ œ œ œ ˙
Au pas, ca - ma - rade, au pas, ca - ma - rade, Au
pas, au pas, au pas,
Traduction
J'ai perdu
French
J'ai
perdu
„J'ai perdu le do de ma
clarinette
Ah! Si papa savait ça,J'ai
tra laperdu
la”
Il dirait: „Ohé”!
J'ai perdu
Au pas, camarade (bis)
J'ai perdu
Au pas, au pas, au pas
le do, le ré de ma
clarinette...
English
le do, le ré, le mi...
„I lost the C of my clarinet
Ah!leIf fa...
daddy knew it, tra la la”
le do, le ré, le mi,
He
would
say:
„Ohé!”
le do, le ré, le mi, le fa, le
sol...
Let’s walk, comrade
le do, le ré, le mi,
le fa,
lelet’s
sol,walk,
le la...
Let’s
walk,
let’s walk
J'ai perdu le do, le ré, le mi, le fa, le sol, le la, le si...
www.partitionsdechansons.com
42
Pronunciation (see footnotes)
ʒ74ε75 perdü lə76 DO də ma cla-ri-nεt
A! See pa-pa sa-vε sa, tra-la-la
il di-rε: „O-wé!”
O pa, ka-ma-rad
O pa, o pa, o pa
The song continues with the accumulation of lost music notes:
J’ai perdu le Do, le Ré…
J’ai perdu le Do, le Ré, le Mi…
…
J’ai perdu le Do, le Ré, le Mi, le Fa, le Sol, le La, le Si, le Do.
Lesson plan
Analysis
Tone set: d r m f s l t d’
Pedagogical Use
Major
Rhythm:
Rational:
Intervals: d-s, m-d, m-d-s, s-m, f-r
Major Scale practice
Melodic form: AA’ BB’ CC DD’
Game: Accumulation song
1. Have the players form 2 lines with their
recorder aka clarinets.
2. A section: First line sings and the second line
plays the D on Do.
3. B section: both groups sing and mime a
gesture on „Si papa” (If Daddy knew it!).
4. C section: both group sing and raise their
hands on „ohé!”
5. D section: Both groups sing and march in line
following the line leader.
6. The song starts again but this time the second
line sings and the first line plays the missing
notes: „le Do, le Re”. D and E.
Connections to curriculum areas:
Pattern recognition
Pattern transposition
Recorder song in C or D major
Choreography
Note: This song can be played without instruments as well. Students use their hand signs
instead of the recorder: Do, Re, Mi…
74
[ʒ] like „vision”
75
[ε] like in „bed”
76
[ə] like in „Away”
43