Category Archives: Musical

Barney Song

Nationality: American
Age: 19
Occupation: Student
Residence: Pasadena, Ca
Performance Date: April 28
Primary Language: English

Context: 

This piece was collected over a casual FaceTime in which we were previously just catching up and talking about our elementary school experiences. We are close friends who met in high school and have known each other for five years. My informant (JS) was born in California and is now attending Carnegie Mellon as Computer Science major. He enjoys coding, playing video games, and weight lifting.

Main Piece:

The following is transcribed from a conversation between the informant (JS) and interviewer.

Interviewer: Wait you had the Barney Song too?!

JS: Yeah, wait we did! Wait let me sing it for you, how did it go again, oh yeah, yeah it was like this

Hurray, hurray, Barney’s dead,

We barbequed his head!

We didn’t care about his body,

So we flushed it down the potty

And around around it went

Around, around it went!

Down in the drains, through the ocean, bye bye Barney’s body!

Thoughts: 

The first time I heard the Barney Song was when I was in fourth grade. From what I’ve gathered from my friends, many middle schools had variations of the Barney Song, and each was as sadistic as the next. For some reason, we all wanted Barney dead. This might have been our way of rebelling against popular culture and authority, in our own small way. Many of us grew up watching the Barney and Friends show, so this was our way to make fun of the adults for pushing the show on us or to shock them with our violent words directed towards a character we were supposed to love.

French camp song – À la Pêche aux Moules

Nationality: French American
Age: 57
Occupation: University Professor
Performance Date: April 16, 2020
Primary Language: French

Context: 

This piece was collected in a casual interview setting in the informant’s back yard. My informant (JP) was born in Lynon, France, and moved to California in 2002 with his wife for their jobs at Caltech. He is a professor of Seismology, enjoys playing tennis and guitar, has two teenage daughters, and loves to sing old French camp songs he learned as a kid. The following is a song JP learned when he went to summer camp as a child, when he was around 10 years old. He still sings it and taught it to his daughters who like to sing along.

Main Piece:

The following is a transcribed song JP sung:

À la pêche aux moules, moules, moules

Je ne veux plus y aller maman

Les gens de la ville, ville, ville

M’ont pris mon panier maman

Les gens de la ville, ville, ville

M’ont pris mon panier maman

*Repeats from the top*

Translation:

Transliterate translation: 

At the fishing of muscles, muscles, muscles,

I don’t want to go anymore mom,

The people of the city, city, city,

Took my basket mom,

The people of the city, city, city,

Took my basket mom.

Translated version:

At the muscles, muscles, muscles fishing,

I don’t want to go anymore mom,

The people of the city, city, city,

Took my basket mom,

The people of the city, city, city,

Took my basket mom.

Thoughts: 

This was a very cute, upbeat song and I can understand why so many children would sing it together during camp. It’s a song about bullying and going to your mother for comfort, which most people can emotionally connect to. To this day, French school children sing this song, but it has been mass commercialized since the time JP learned it and you can find many Youtube videos of it for children. In my opinion, because of its commercialization, it has lost a lot of its charm.

Ms. Lucy Nursery Rhyme

Nationality: American
Age: 19 and 15
Occupation: Students
Residence: Boston, MA and Salt Lake City, UT
Performance Date: April 22, 2020
Primary Language: English
  • Context: The informants are brothers A, 19, and B, 15. This transcription was taken from an argument between the brothers over the “correct” words to the nursery rhyme about “Ms. Lucy.” The nursery rhyme is used mostly as a schoolyard game, sometimes accompanied by a hand-game the brothers tell me, but in their argument they were only debating the words of the rhyme itself. 
  • Text:

B: It starts off ‘Ms. Lucy has a baby, his name was tiny Tim…’

A: No it doesn’t, it goes ‘Ms. Lucy had a steamboat, the steamboat had a…”

B: No that’s not what I’m talking about!

A: Well, what are you talking about? 

B: I’m talking about the one mom taught us.

A: Okay, fine, what one?

B: ‘Ms. Lucy had a baby, his name was Tiny Tim

She put him in the bathtub, to see if he could swim

He drank up all the water, he ate up all the soap

He tried to eat the bath tub, but it wouldn’t go down his throat

Ms. Lucy called the doctor, Ms. Lucy called the nurse,

Ms. Lucy called the baby with the alligator purse 

Mumps said the doctor, Measles said the nurse, 

Nonsense said the lady with the alligator purse 

Penicillin said the doctor, castor oil said the nurse,

Pizza said the lady with the alligator purse

Out went the doctor, out went the nurse, out went the lady with the allegator purse’

A: Okay. Yeah, but I was talking about the other version.

B: What’s your version?

A (B starts singing along): 

‘Ms. Lucy had a steamboat, the steamboat had a bell (ding ding)

Ms. Lucy went to heaven and the steamboat went to 

Hello operator, give me number 9, if you disconnect me I’ll chop off your 

Behind the ‘fridgerator, there was a piece of glass 

Ms. Lucy sat upon it and cut her big fat 

Ask me no more questions, tell me no more lies

The boys are in the bathroom zipping up their 

Flies are in the meadow, bees are in the park

Ms. Lucy and her boyfriend kissing in the D-A-R-K D-A-R-K 

Dark dark dark’

B: I know that one.

A: Is that where you stop?

B: What do you mean?

A: Mine keeps going. It goes… 

‘Darker than the ocean, darker than the sea 

Darker than the underwear my Mommy puts on me’ 

  • Analysis: I had also learned the Ms. Lucy version that informant B was singing from my mother and many of my friends would play it with me as a hand game on the play ground in elementary school. Once I entered middle-school, the version that informant A sang became popular at school. But at my school, we continued the rhyme even further. We would sing… 

‘Me is very special, Me is very great’ 

And then we would have different variations after those lyrics. Usually ending with… 

‘I kicked him over London, I kicked him over France

I kicked him over the USA and saw his underpants’

I think the reason the versions change is because of the intended audience. The first version, presented by informant B, is much more suitable for children. It is funny because of the motif of the alligator purse and the fact that she wants the baby to eat pizza, which is a food often enjoyed by children. The version presented by informant A is much more rich with “inappropriate” lingo. At the end of each verse, it leads into the next by using near rhyme with a swear word. For example “hell” goes to “hello” and “ass” goes to “ask.” In addition, there are sexual references, both to male genitalia and to Ms. Lucy and her boyfriend kissing in the dark. I asked the meaning of the “dark underwear that mommy puts on me,” and there was a consensus that it was referring to underwear stained by period blood. This version of the nursery rhyme often occurs when children are in middle school, which makes sense because that’s often when you start using swear words, have your first kiss, and begin menstruating.

For other versions, visit https://www.bussongs.com/songs/miss-lucy-had-a-steam-boat

“Miss Lucy Had a Steam Boat: Nursery Rhymes & Kids’ Songs.” Nursery Rhymes & Kids’ Songs | BusSongs.com, 9 July 2008, www.bussongs.com/songs/miss-lucy-had-a-steam-boat.

Shed: Jazz lingo

Nationality: White
Age: 20
Occupation: Student
Residence: LA
Performance Date: April 9, 2019
Primary Language: English

Context:

The informant – AB – is a 20-year-old white male and is a sophomore at the USC Thornton School studying Jazz Guitar. The following excerpts/quotes are from a conversation with AB and some other jazz majors during the break of a music industry class. After class, I asked him to explain some of the jazz lingo that took place during the prior conversation. The conversation from which the quotes were taken was the most natural context possible, as the students – all jazz musicians – were simply having a conversation, and I was taking note of their use of lingo. Asking AB to explain the lingo after, he knew he was explaining to the readers of the collection and not to me, since he knows that I myself am a jazz major and am familiar with the slang.

 

Piece:

AB/Other students: “Yo, have you shed for your jury yet?”

“I’m gonna be hitting the shed all weekend, I haven’t even started learning my transcription.”

“Have you shed this Herbie Hancock album, The New Standard?”

Me (after class): In our conversation earlier, I heard the word “shed” come up a lot. What does that mean in this context?

AB: Umm, shed just means, like to practice something or check something out. Like if I say, “shed my scales,” it means “practice my scales,” or if I say “I’ve been shedding this album,” it means I’ve been listening to that album a lot.

Me: Do you know where this slang comes from?

AB: There’s a story that… ah fuck who is it…? I think Charlie Parker…? locked himself in a woodshed for months to practice after folding hard at a jam session. So some people say “hit the woodshed,” but most people just say, “hit the shed,” or just, “shed.”

 

Analysis:

As a jazz major myself, I know that the idea of holing up and practicing for hours, or even days, is highly romanticized. People often brag about how much they’ve been “shedding,” and there are a lot of legends and stories about the countless hours that the most famous jazz giants spent practicing without any social contact. Slang within any clique is a way of creating an exclusionary environment. Knowing and using jazz lingo that non-jazz musicians don’t understand creates a feeling of unity and cohesiveness within the community, as does the slang of any social group.

 

Vibe: Jazz slang

Nationality: White
Age: 20
Occupation: Student
Residence: LA
Performance Date: April 9, 2019
Primary Language: English

Context:

 

The informant – AB – is a 20-year-old white male and is a sophomore at the USC Thornton School studying Jazz Guitar. The following excerpts/quotes are from a conversation with AB and some other jazz majors during the break of a music industry class. After class, I asked him to explain some of the jazz lingo that took place during the prior conversation. The conversation from which the quotes were taken was the most natural context possible, as the students – all jazz musicians – were simply having a conversation, and I was taking note of their use of lingo. Asking AB to explain the lingo after, he knew he was explaining to the readers of the collection and not to me, since he knows that I myself am a jazz major and am familiar with the slang.

 

Piece:

AB/Other students: “Peter vibed me soo hard in my lesson the other day for not having my transcription written out.”

“Man, Aaron is super killing but he’s such a vibe.”

“I was at the mint jam session last night… It was hosted by the Monk Institute cats… I basically got vibed off the stage haha… it was dark.”

“The red vest over a t-shirt… that could be a vibe!”

Me (after class): I keep hearing the word “vibe” pop up in jazz conversation. Could you explain what that means?

AB: Sure. It’s kinda hard to explain. It pretty much means to condescend someone at a jam session, but it’s used pretty loosely now, like it doesn’t need to be exclusively in a musical context. Or if someone “is a vibe,” that means that they’re kind of a dick.

Me: That’s interesting, since most people say vibe to mean, like, positive vibes.

AB: Yeah, and it could mean that too. Like saying that something is a vibe could also mean that it’s hip. It depends on the context I guess.

 

Analysis:

As a jazz musician myself, I know from experience that “vibing” at jam sessions is a pretty big part of jazz culture. Jazz culture is very elitist, and jazz musicians like to maintain the somewhat cutthroat environment that you hear about in old jazz stories. Condescending people at jam sessions and letting people know that you know you’re better than them is one of the primary ways that this dynamic is maintained. Further, slang within any clique is a way of creating an exclusionary environment. Knowing and using jazz lingo that non-jazz musicians don’t understand creates a feeling of unity and cohesiveness within the community, as does the slang of any social group.