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Per Spelmann

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Nationality: American
Age: 52
Occupation: General Contractor
Residence: Cloverdale, California
Performance Date: May 3, 2021
Primary Language: English

Background:

My informant for this piece is an American of Scandinavian descent. He lived in Norway for a time during high school and learned the language while he was there. He also still keeps in contact with his host family from his time living there, and his son recently spent a year abroad there as well. he recalls this song fondly because “we used to sing [it] when our daughter was upset or crying, and it was the only thing that could get her to sleep.”

Context:

Per is a common older name in Norway, and Spelmann is a name too but it literally means “player.” In Norway, a classical or folk musician is called a spelmann. My informant learned the song living Norway in high school when he was learning folk dance, and when they were done dancing he’d “jump up and kick the hat off the stick!” To understand this song, it’s important to know that it is about a musician who had to trade his violin in order to feed his family. Here, he gets it back:

Main Piece

“Per Spellmann han hadde ei einaste ku, Per Spellmann han hadde ei einaste ku,

Per Spellmann (Player) had only one cow, (repeat)

Han bytte bort kua fekk fela igjen, han bytte bort kua fekk fela igjen,

He traded away the cow to get the fiddle back, (repeat)

Det gode, de gamle, fiolin, det fiolin, det fela mi!

The good, the old, violin, violin, that fiddle of mine, (repeat)

Per Spellmann han spelta aa fela hu laat, (repeat)

Per Spellmann played and the fiddle laughed

Saa gutterne dansa, aa jenterne graat, (repeat)

The boys danced and the girls cried.

Det gode, de gamle fiolin, det fiolin, det fela mi!”

Analysis:

This old Norwegian folk song tells us a great deal about the culture and beliefs of Norway’s people. Its basic concept–a man trading his violin to support his family and trading it back for his last cow–is not hard to understand, but it’s very valuable. It might seem that the man simply doesn’t love his family very much, but this isn’t the case. At first, he does trade away his instrument for them, showing how much he cares. But in the end, he trades his last possession of value–his only cow–to get his fiddle back. Although it’s sad for his family, the song shows that this culture values happiness over everything because life is nothing without it. This cultural value is still reflected in Norway’s present-day laws, which factor citizens’ happiness into other national measures of success, ensuring that the people are well taken care of.

Viola Joke

Nationality: American
Age: 18
Occupation: Student
Residence: Long Beach, California
Performance Date: 4/20/2020
Primary Language: English

Main Text:

“What’s the difference between the first and last stand of the viola section? About half a bar.”

Background: The informant who told me the joke is a man in his early 20s. He grew up in childhood in Southern California and now attends school at the New England Conservatory of music. He is currently earning a bachelor’s degree in viola performance.

Context: The informant says these jokes mostly come up in orchestral contexts and are typically told by people who play other instruments in a well-meaning but mocking manner. Of course, there are exceptions to that rule, as shown between me and the informant, who told viola jokes back and forth for a while despite both playing it as an instrument. He recalls a particular conductor who, when waiting or stalling for time, would prompt the entire orchestra for good jokes (the majority of which, of course, were directed at the viola section). When asked why violas are such a popular target for humor, the informant speculated that it’s just an awkward instrument, and that violist have a history of being worse than violinists. My informant finds viola jokes funny, yet somewhat annoying because they’re such an overused format amongst musicians. He cannot recall where he learned this particular joke from the first time around, but it’s been retold on many occasions across several different orchestras he’s played in.

Thoughts: I would agree with the informant’s assertion that violists are more awkward—though not universally true, the types of personalities that gravitate towards playing viola tend to be more laid back and less competitive in comparison to violinists. In addition, the viola covers a lower range, and in classical music, is often given background parts where the cello or violins will get the melody. As a result, the standard musical repertoire tends to be less challenging.

The actual nature of the joke is rooted in music terminology—the first stand, seating-wise, is considered to be the leaders of the section, and they are located in the first row, directly in front of the conductor. In comparison, the back row will be further away and behind, usually directly in front of the winds and brass. A bar, or a measure, marks phrases in a piece, and each one has the same number of notes as the time signature. Essentially, this joke is saying that the back stand does not play in time with the front one, and this is evidence that violists are bad musicians.

Clamming

Nationality: American
Age: 21
Occupation: Student
Residence: Tacoma, Washington
Performance Date: Student
Primary Language: English

Main Text:

“Like when you fuck up a note, you, like, clammed it. You say “That was a clam.” It’s probably for when you should know better, not sight-reading. I feel like it’s like “damn…I practiced this so much but I still clammed it.” I think it’s for when you play the wrong note, not when it’s out of tune. That’s how I use it.”

Background Info: The informant is a man in his early twenties who is minoring in violin performance at a university in Washington State. He spent his entire childhood in Long Beach, California and has performed in various orchestral groups. In addition, he also played tenor saxophone in his high school marching band and jazz band. He is currently a working gig musician.

Context: The concept of “clamming” is typically found in a musical context, usually jazz or orchestral. Clamming is a term that the informant actively uses, and has encountered in just about every orchestral setting he’s played in. It usually comes up during rehearsal when he is playing a piece he already knows (as opposed to sight-reading, where the musician plays through a piece they’ve never seen or practiced before). The clammed note is not simply out of tune—it’s a completely different note than the one written on the page. Sometimes, whole passages or phrases of music can be clammed, but it’s usually used in reference to a specific note. It’s typically said in a self-deprecating, humorous manner, but the informant notes that it sounds so natural he barely even notices it’s a unique word—he only realized it was something specific to musicians when I asked him to elaborate on what he meant when he said it.

Thoughts: The origins of the phrase are not particularly clear—some have asserted that “clamming” comes from the phrase “to clam up” or to shut down or get quiet when pressure is put on you. Other people assert that “clamming” has origins with specific orchestras or stage bands from the middle of the century, and from there the term spread to other music groups. No matter what the basis is, it seems to be a pretty widespread term, based on my informant’s geographic history. Musicians tend to have a lot of inside jargon, just like any other specialized profession or folklore, but what makes this different from music theory or Italian terminology is its informality and unofficial, yet commonly known definition. The use of “clamming” as a term offers a way for musicians to ease the tension—in a form of art so demanding of perfection, saying you clammed a note is a way to acknowledge a mistake that never should have occurred while also moving on from it. In essence, it’s the equivalent of “my bad.” Everybody shrugs and moves on, usually to start the section or piece over again without any more missed notes.

Preparing for Performances

Nationality: Native American
Age: 12
Occupation: student
Residence: Franklin, Tennessee
Performance Date: 4-25-2020
Primary Language: English

Main Piece:

Informant: We played with xylophone for a couple of years before percussion. And once we were able to be in percussion, you got to use it a lot more. So it’s basically for the kids that wanted to have more time playing on it and making music with it and going more into depth with the instrument. That was for those students who wanted to.

Something we did, we would go around the carpet playing different instruments. So we would say like. . . like we had this certain beat that we would do on every single one. And to prepare for all of our performances, we would do a thing called “Rock your mallets to the top.” So we would say “Rock your mallets to the top.” Then you’d go to the bottom and say, “to the bottom do not stop. Hit them in the middle please. Hit them on your long tong C’s.” And then we’d change to D’s and then we’d change to minors.

Interviewer: Do you think you could do the whole thing for me?

Informant: It’s not very long. It’s . .  *laughs,  “Rock your mallets to the top. Boom boom boom boom boom boom boom. To the bottom do not stop. Boom boom boom boom boom boom boom. Tap them in the middle please, doo doo loo doo doo loo. Hit them on your long tong c’s. Boom boom boom boom boom boom boom.

So we basically would do that and then we’d switch instruments. And then she would say, uh, she would just count to 3 and, or we would do certain, different like patterns and she, our music teacher, would do it and we would repeat them back. And sometimes she would say, we’d put it in different, um, you could take certain bars off. We would do C pentatonic a lot, where you take off your F’s and B’s and so there would be groups of 2 and groups of 3 and then she would ask us to do a certain thing on a group of 3 and a certain thing on a group of 2. And that’s kinda how we prepared for every single one of our performances.

Background:

The informant is a twelve-year-old Native American girl from the Choctaw, Blackfoot, and Lakota Nations. She was born and raised in Tennessee and frequently travels out west to visit family and friends. She is in sixth grade.

Context:

During the Covid-19 Pandemic I flew back home to Tennessee to stay with my family. The informant is my younger sister. I was asking her about groups she was a part of at school.

Thoughts:

She emphasized that this was a musical group for those who wanted to dive deeper into the subject, in this case, spend more time learning the instrument. It was fun to hear the rituals and chants the students would use during practice and before a performance. Ritual is a creative process, key in attaining a certain frame of mind and promoting active engagement. It is also a picture of the beauty that can come out of community and teamwork. It is not solely about the individual. Rather, individuals in a group working together as a cohesive unit. 

Pre-Choir Performance Ritual

Nationality: Native American
Age: 14
Occupation: student
Residence: Franklin, Tennessee
Performance Date: 4-26-2020
Primary Language: English
Language: Blackfoot, Spanish

Main Piece:

Interviewer: You’re in choir, right?

Informant: Uh huh.

Interviewer: Is there any kind of rituals you guys do. Like anything before you guys start?

Informant: Well, one of our teachers, right before we are about to go into a concert, she’ll have us sit in a room and turn off the lights. Then she’ll close the blinds so we are sitting in a dark room. She has us sit criss cross applesauce and close our eyes and doing breathing things. And then she has us think of different places or different things, like, think you’re at the beach and you hear the waves and how at first they are very soft. Then the waves crash, then they go back to soft. Then she compares that to our voices. Then she goes, like, wind on the tall grass or in the trees or something and how you can hear it. But it wasn’t like one thing was way louder than anything else. It was like it all blended together. That’s how she had us get ready for a concert, so we had a calm mindset. We also had, like, a synchronous mindset, where we are all in beat with one another. But it wasn’t like a stressful, like we have to be in beat. It’s like a ‘can we be like nature,’ where we all move together’. And eventually when we move together it will all sound pretty.

Interviewer: Wow, that’s beautiful? Is there anything after the recital that you guys do?

Informant: Not really. I can’t think of anything we do afterwards.

Interviewer: What kind of breathing exercise?

Informant: Well, at first, she has us hold our breath for like 10 seconds, or something. And then breath in and out and in and out. But then our breath has to be in sync with the others, so it’s not like we’re going “huh, huh.” (Breathing hard and erratic.) And how you’d hear like different layers of it from everybody. It’s like “in sync” breathing. So we’ll go “in 1, 2, 3, out 1, 2, 3, in . . .” It’s like different kinda like counting.

Background:

The informant is a fourteen-year-old Native American girl from the Choctaw, Blackfoot, and Lakota Nations. She was born and raised in Tennessee and frequently travels out west to visit family and friends. She is in eighth grade.

Context:

During the Covid-19 Pandemic I flew back home to Tennessee to stay with my family. The informant is my younger sister. We were in the kitchen and I asked her about different groups she was a part of at school.

Thoughts:

Not only was the choir a place to find community, it was a place of ritual, harmony and synchronization. Pre-recital was spent in meditation, softly centering the mind in balance with nature. I enjoyed hearing her explain their choir’s pre-performance routine. It was also a picture of the beauty that can come out of community and teamwork. It is not solely about the individual. Rather, individuals in a group working together as a cohesive unit. Ritual is a creative process, key in attaining a certain frame of mind and promoting active engagement.