Category Archives: Musical

There Was A Great Big Moose

Nationality: American
Age: 12
Occupation: Student
Residence: Studio City
Performance Date: 19 April 2019
Primary Language: English

Text

Informant: This is called “There was a Great Big Moose.”

There was a great big moose

(There was a great big moose)

Who liked to drink a lot of juice

(Who liked to drink a lot of juice)

There was a great big moose!

(There was a great big moose!)

Who liked to drink a lot of juice

He went “woah-oh”

(he went “woah-oh”)

“Way-oh, way-oh, way-oh, way-oh”

(Way-oh, way-oh, way-oh, way-oh)

“Way-oh, Way-oh”

(Way-oh, way-oh)

“Way-oh, way-oh, way-oh, way-oh”

(Way-oh, way-oh, way-oh, way-oh)

 

Context– The informant is my twelve-year old sister. She learned these songs while going to various summer camps over the years and has often taught them to her friends so that they could sing them together for fun.

 

Analysis– This song is amusing mainly because of the absurd rhymes. The lyrics of the song make no logical sense and instead focus on making lines rhyme. This focus on rhyming is probably what makes the song amusing to young children, as young children like to rhyme. The song also as the added element of having a leader sing the lyrics initially and followers repeating those lyrics, which makes the song sort of a game that can be played by the children singing.

Napoleon Rhyme

Nationality: African-American
Age: 15
Occupation: N/A
Residence: Washington, D.C.
Performance Date: 03/11/2019
Primary Language: English
Language: Amharic, French

INFORMANT: The informant is my fifteen-year-old sister, who lives in Washington, D.C. We both attended a french-language school until 2014, and this is one of the songs we used to sing as children.

CONTEXT: The informant heard this rhyme from one of her friends in the fourth grade when they started covering Napoleon in their class curriculum. According to her, this is a common rhyme taught to kids by other kids.

——————–

MAIN PIECE:

Original: “Napoléon est mort à Sainte-Hélène/Son fils Léon lui a crevé l’bidon/On l’a retrouvé assis sur une baleine/En train d’sucer des arêtes de poisson”

Translation: “Napoleon died at Sainte-Helene/His son Leon gutted his belly [informal]/They found him sitting on a whale/Sucking on fish bones”

——————–

I think this rhyme is a really interesting example of children’s lore. In general, kids seem to have the instinct to rebel against authority, and this often takes the form of mocking authority figures. In French classrooms, Napoleon is presented to children as somewhat of a legendary figure, so it would make sense that kids would create rhymes about Napoleon, given how venerated he is in French history. As someone who is seen as kind of a silly historical figure outside of France, Napoleon is also a fairly easy target for mockery (he inspired the term “Napoleon Complex,” used to describe people who try to compensate for their short height with overconfidence and ego). I think it also is interesting to observe the difference between what kids’ games and rhymes they learn from adults and what they teach each other; nursery rhymes and tales told and taught to children by adults tend to be more tame, while the things children pass down to other children usually to contain counter-hegemonic themes and seem to be more risqué or vulgar. This is somewhat reflected in the grammar of the rhyme as well. Grammar is an extremely important part of the French curriculum, and is constantly emphasized throughout both primary and secondary school. The use of contractions in the rhyme is another way that it is rebellious.

For another version of this rhyme, see “Napoleon” from Momes.net (http://www.momes.net/Comptines/Comptines-pour-rire/Napoleon)

Happy Llama

Text

Happy llama

Sad llama

Mentally disturbed llama

Super llama

Drama llama

Big fat mama llama

Llama llama llama llama

Duck

Coyote

Giraffe

Elephant

 

Background

The informant learned this song while attending an elementary school in the orange county area. She said that she and her friends would sing the song to a handshake similar to patty cake followed by hand gestures that represented the animals they chanted at the end. They would also occasionally sing it while playing jump rope.

 

Context

The informant goes to college in Southern California and grew up in Orange County. She attended a reputable public school in the orange county area.

 

Thoughts

The song itself is not particularly significant and was most likely just used as a form of entertainment on the playground. However, as the informant was sharing the song with me, several of her friends who were in the room chimed in, saying that they also knew the song but knew different versions of it. All of the girls grew up in very different areas across the country, so it is interesting that this song was able to be passed along such vast distances. Additionally, the version of the song that a  person knows might be a way of indicating what school he or she went to or where he or she grew up. In this way, the version song is a representation of the specific culture it is performed at. Upon doing further research, I found a version that replaced “mentally disturbed llama” with “totally rad llama.” The concept of being “mentally disturbed” is a little dark for a children’s rhyme and it could have been edited out of other cultures’ versions for this reason. If this is true, it would say something about what that culture deems acceptable and unacceptable for children.

 

For another version of the song, please go to: https://campsongs.wordpress.com/2012/05/04/llama-song-the-one-with-actions/

Other version:

Happy llama / upright llama

Sad llama / point llama down

Totally rad llama / turn llamas on their side towards each other and shake up and down

Super llama / scoop llamas upward

Drama llama / make llamas kiss

Big fat momma llama / join llamas together by by putting two pointer fingers down

Baby llama / place llamas on dimples

Crazy llama / circle llamas around your ears

Don’t forget Barack Ollama / scoop llamas upward

Fish, fish, more fish / place right hand out, palm down, then left hand on top, roll hands around each other on “more” and return them to original position on last “fish”

Turtle / Hands together, palms down

UH! / pull turtle into stomach

Unicorn / make horn on head

Peacock! / put arms out to side with fingers spread like feathers

 

Cinderella Jump rope rhyme

Nationality: American
Age: 20
Occupation: student
Residence: California
Performance Date: 03/23/2019
Primary Language: English

Cinderella Jump rope rhyme

 

Text

Cinderella dressed in yella

Went downstairs to kiss a fella

By mistake she kissed a snake

How many doctors did it take

One!

Two!

Three!

(Etc.)

 

Background

The informant use to sing this song while playing double dutch jump rope with her girl friends at recess. She said she originally learned the song from her mother but her friends had already heard of it before she brought it up to them. They would sing the song and then count how many times the girl playing double dutch could jump over the rope.

 

Context

The informant is a student in Southern California and grew up Laguna Beach where she attended a public school in a nice area.

 

Thoughts

At first glance, this song seems like a catchy jingle to play jump rope to, but this rhyme has  much deeper historical, misogynistic roots. The jingle was originally created to discourage young girls from being sexually promiscuous. Because Cinderella “kissed a fella,” she was attacked by a snake. Additionally, the song embodies this underlying concept that people may not always be what they seem. When Cinderella thought she was kissing a man, she was actually kissing a snake. Snakes are typically representative of a deceptive trickster in folklore. In the Judeo-Christian faith, for example, the snake tricked Eve into eating the forbidden fruit.

 

Lemonade Crunchy Ice

Text

Lemonade

Crunchy ice

Squeeze it once

Squeeze it twice

Lemonade

Crunchy ice

Squeeze it once

Squeeze it twice

Turn around

Touch the ground

Kick your boyfriend out of town

Freeze

 

Background

When the informant was younger she would do it with her close friends as an activity to do at church. She first learned it from her friend when she was about 8 years old. This version is specific to her region (San Diego) and has found that her friends who grew up in different cities do it differently. She says that it kept her entertained enough to want to go back to church and that she may have found church boring otherwise. It also made her interact with other kids at church- formed a little community. She says that the adults at church encouraged the song even though it had nothing to do with religion. She later shared this song with her friends at school.

 

Context

The informant goes to college in Southern California and grew up in the San Diego area where she attended both a Christian private school and church every sunday. She also attended weekly bible study where she learned this song.

 

Thoughts

This song was definitely used as a form of entertainment but it was also used as a way to socialize and form new relationships. The informant used this song as an icebreaker to make new friends. Additionally, knowing this song gave her some sense of being apart of a group because all of her friends also knew the song, and if she wanted to be friends with someone new, she would teach her the song. She also noted that she refused to ever teach the song to boys because she was still at an age when she didn’t like boys. Having a secret song with her girl friends made her feel like she was apart of the superior gender, in a way.

 

For another version of this song, go to: http://funclapping.com/song-list/lemonade-crunchy-ice/

 

Alternate version:

Lemonade, crunchy ice

Beat it once, beat it twice.

Lemonade, crunchy ice

Beat it once, beat it twice.

Turn around, touch the ground, FREEZE.”Lemonade” is a clapping game that can be played traditionally with 2 children or with several kids all together. To play in a group the children will clap three times after these words – lemonade, crunchy ice, beat it once, beat it twice. After that the lines are repeated except you don’t need to clap three times at the end. The game ends by turning around, touching the ground and then freezing. The first one to move is out.