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Collections: A la rueda, rueda Pre K-6 A la rueda, rueda Traditional Latin American Folk Songs for Children Collected/Edited by Mirna Y. Cabrera and Martha E. Esquenazi Singing songs and playing games are a fundamental part of a child’s life, no matter where we live or what language we speak. Experience Hispanic-American heritage and traditions with this well-crafted collection of children’s folksongs. Playfully illustrated with original Uruguayan art, this collection for early childhood through the elementary grades features page-afterpage of singable melodies and game instructions, with their cultural background. Both authors are of Cuban origin and have collected songs that will appeal to a wide audience, whether or not you can read music, speak Spanish, or in the case of small children, read at all. English translations, a pronunciation guide, and curricular indices are also included. The enclosed CD provides quality demonstration recordings of children singing the songs unaccompanied, as they are traditionally performed. Perfect for school or home, this collection provides parents and teachers with all the necessary tools for teaching the basic elements of music and Hispanic culture, which will be fun for children today and for generations to come. 34 songs including: Patito patito, Manola, Los pollitos, Si este niño se durmiera, Cucú cantaba la rana, Estaba la caravela, A la rueda rueda, Juan Pirulero, and many more! 09971338 Book/CD ..............................................................................................................................$29.99 17 reproducible melody sheets About the Song d lsfm d Use: s-d , P4 & 8 6 Cucú, cantaba la rana (Cucu, Sang the Frog) The opening lines imitate the call of a frog. The frog’s call, known as sun, sun in eastern Cuba, is usually sung to a lilting meter. A branch of the Mediterranean herb romero, or rosemary, is at the center of this song, which is sung in much of the Hispanic world. Rosemary is traditionally used in beautification remedies, for healing, to cast a spell on a desired partner, or to flavor the meat of a young lamb or goat. Above all, it is associated with youthfulness. It stays green even during the wilting heat of midsummer. The young girl in this variant asks a sailor selling the herb to give her a small branch. She breaks out crying when he refuses. Canción (q = ca. 84) j œ Cu & œ j œ œ j œ & œ j œ œ j œ œ œ œ œ œ - cú, cu - cú, can - ta - ba la ra - na, cu- , œ œ œ œ œ cú, cu - cú de - ba - jo del a - gua, cu - cú, cu - cú pa- , j œ œ œ œ œ œ œ j œ œ j œ j œ œ , j œ j œ œ j œ , j œ œ œ œ œ œ sóIun ma - ri - ne - ro, cu - cú, cu - cú ven - dien - do ro - me - ro, cu- & œ j œ œ j œ & , j œ œ œ œ œ œ cú, cu - cú le pe - díIun ra - mi - to, cu - cú, cu - cú no , j œ œ œ œ œ œ œ j œ œ j œ Traditional Variant from La Habana, Cuba, 2005; used by permission. œ œ œ œ j œ œ j œ me qui - so dar, cu - cú, cu - cú meIe - ché a llo - rar. œ 25 A L A R u e dA , R u e dA 28 A L A R u e dA , R u e dA 20 Calle de calles (Street of Streets) song history sfmrdt l s tRAnSLAtIon In this humorous song, also known as Las escaleras, the singer announces her home address, possibly to tell her love where she can be found. The staircases leading up to her home are in two contrasting states: slippery with tomatoes, or paved with ivory. The boy Pepe could be her suitor, and she might be warning him whether or not it is safe to pay her a visit. If the stairs are covered with tomatoes, she may be telling him in code language not to come up; if the stairs are covered with ivory, he is welcome to come in. In a Spanish variant, Pepe, her true love, is asked to go up the nice stairs, while Paco, a pretender, is asked to go up the slippery stairs where he will wipe out. In traditional Hispanic families rich enough to have a two-story house, eligible women were often kept upstairs to protect the family’s honor. & # (q = ca. 104) 2Canción 4 œ œ œ œ & # . ‰ j œ œ œ Ca - lle de ca - lles, pi - so se - gun - do nú - me-ro u - no, las es - ca las es - ca - - œ le le Street of streets, first floor, number one, the stairs are made of tomatoes so that Pepe can go up and fall down on his bottom. The stairs are made of ivory so that Pepe could go up, could go up. œ œ ras ras œ œ œ ‰ œ œ œ J œ son de son de to - mar - & # 1 ‰ œ œ œ J œ œ œ œ . Pe Pe - - pe pe - - su - baIy se ma - te. pue - da su - œ œ œ œ œ˙ œ ‰ j œ œ œ ma fil, Traditional Variant from La Habana, Cuba, 2005; used by permission. œ - te, pa - ra pa - ra 2 œ œ œ œ ˙ bir, pue - da su - bir. œ que que 30 A L A R u e dA , R u e dA tRAnSLAtIon Cucu, cucu sang the frog Cucu, cucu under the water. Cucu, cucu a sailor passed Cucu, cucu selling rosemary. Cucu, cucu I asked him for a small branch Cucu, cucu he did not want to give me one. Cucu, cucu I began to cry. The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other is strictly prohibited. Copyright © 2010 by HAL LEONARD CORPORATION International Copyright Secured All Rights Reserved The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other use is strictly prohibited. 22 Alegre canta el burro About the Song sfmrd s Use: part singing Copyright © 2010 by HAL LEONARD CORPOATION International Copyright Secured All Rights Reserved (Happily Sings the donkey) In this 1970s variant of El burro from Holguín, Cuba, the donkey sings to make the hard work pass quickly. In another Cuban variant, the donkey sweetly sings “ji-jó” when asking for food. This two-part canon has all the technical musical elements of traditional Western folk rounds, particularly in its harmonic structure. Round (q = ca. 138) & b 4 I j œ œ œ œ œ œ œ œ A & b œ œ œ œ œ œ œ œ œ œ œ œ ‰ j œ - le - gre can-taIel bu - rro el dí - a del pe - sar, mien- œ œ œ œ œ ‰ tras se po-neIa-le - gre se po-neIa re - buz-nar, i - jú, i - jú, i- & b œ œ œ œ œ . J œ œ . J œ œ . II œ J œ . J œ œ . jú, i - jú, i - jú. I - jú, i - jú, i - jú i - jú i - jú. J œ Traditional Variant from Holguín, Cuba, 1976; used by permission. œ œ œ œ œ ‰ J œ tRAnSLAtIon Happily sings the donkey on a heavy day. When he is happy, he starts to bay, Yee-haw! 12 The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other is strictly prohibited. Copyright © 2010 by HAL LEONARD CORPORATION International Copyright Secured All Rights Reserved The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other is strictly prohibited. The original purchaser of this book has permission to Copyright reproduce © this 2010 song by for HAL educational LEONARD use CORPORATION in one school only. Any other use is strictly prohibited. International Copyright Secured All Rights Reserved
42 A L A R u e dA , R u e dA 28 About the Song sfmrd Use: s-f-m-r-d & # # & # # & # # tRAnSLAtIon & # # 4 2 A la rueda, rueda (To the Ring, Ring) This Cuban children’s ronda is also popular in a number of versions in Spain and its former colonies in the Americas. It is sung by children while moving in a rueda, or singing circle. In a Spanish variant, the child is told to take two cuartos (small copper coins) to school or go back to bed. The children always end the song by pretending to sleep. Another variant A la rueda la patata (Ring around the Potato), similar to Ring around the Rosie, focuses on a disaster, in this case a famine: The singers will have nothing to eat but salad, while the lords—who usually eat meat—will have to do with limes and potatoes. Another more humorous variant from Argentina tells the child to drink wine before going to school. Singing circle, rueda (q = ca. 112) œ œ œ œ To the ring, to the ring of cinnamon bread, kiss me goodbye and go on to school. And if you don’t want to go, then go back to sleep, in the mint and lemonbalm pads! œ œ œ œ œ œ A la rue - da, rue - da de pan y ca - ne - la, œ œ œ Dá - meIun be - si - to y ve - te pa' laIes - cue - œ y j œ œ œ œ si no quie - res œ œ œ œ en la hier - ba - bue œ œ œ game instructions œ œ œ œ œ œ ‰ j œ œ œ œ œ ir, ¡a - œ œ œ œ œ - na cués - ta - teIa dor - mir!; yIen el to - ron - jil. Traditional Variant from Holguín, Cuba, 1970s; used by permission. Activity I: “Rueda” (moving circle formation) Children sing as they move in a circle. ActIvIty Some typical ways of doing a “rueda” are to change speed or direction at phrase endings (or both). Activity II: Spiral formation & moving circle Sing once through with joined hands in a moving circle formation (as in Activity I). At the end of the song, sing again continually as two players break the wheel and one leads the line into a tight spiral formation, like a cinnamon roll. The spiral’s “tail”, or the last child in the group, peels the “roll” by walking away from the spiral in an “S” shape. All players should end facing the inside of the circle. Repeat. œ œ œ œ Œ œ Œ j œ la, 32 About the Song d tlsfmrd & j œ & 4 tRAnSLAtIon AnD eXtRA veRSeS don Pirulí (Mr. Pirulí) This variant from the U.S.-Mexico borderlands is known in other Spanish-speaking regions by a variety of names: San Severino or San Serafín in Cuba, San Serenín de la buena vida in Spain, or just San Selerín in Costa Rica. It usually incorporates a long list of trades acted out by the players each time the verse is repeated. Some may no longer be a common part of modern life: los escribientes (the scribes), los campaneros (the bell ringers), las tejedoras (weavers), and the like. œ œ œ œ . œ œ 4Singing circle, rueda (q = ca. 144) 1. Don Pi - ru - lí, a la bue-na, bue - na, bue - na A - sí, a - sí, a - sí. œ œ œ œ œ j œ j œ 1. Don Piruli, speak to us in a nice way, like so, like so, like so. Like so to the ironing ladies. Like so, like so we like it better. 2. … las barrenderas … sweepers 3. … las tejedoras … weavers 4. … los carpinteros … carpenters 5. … los pescadores … fishermen 6. … las cocineras … cooks 7. … los carniceros … the butchers œ œ œ œ œ j œ œ œ œ œ œ . A - síIa las plan - cha - do - ras. A - sí, a - sí, a - sí, A - original uruguayan art Traditional Variant from Rio Grande Valley, Brownsville, Texas; used by permission. ActIvIty j œ j œ œ œ œ œ . œ œ œ œ œ œ sí nos gus-ta más. The “game” to this song consists of thinking up different occupations and acting them out. On the first line of the song, the children can clap the beat, or walk around in a circle. On the second line, one child in the center acts out the occupation of his/her choice. See Translation for some occupation ideas. Œ 47 A L A R u e dA , R u e dA This game variant was shared by Julio Eloy Mesa of Fomento, Sancti Spiritus, Cuba. The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other is strictly prohibited. Copyright © 2010 by HAL LEONARD CORPORATION International Copyright Secured All Rights Reserved Spanish “reads as it writes.” It only contains five monophthong vowel sounds that remain constant no matter the context. Diphthongs are always spelled out. Consonants may change according to region; some common variations are listed in the table below. This guide applies to general Latin American pronunciations, which are different in some Copyright © 2010 by HAL LEONARD CORPOATION International Copyright Secured All Rights Reserved ways from Spain. The most pronounced difference between Latin American and Castilian Spanish has to do with the z and soft c, which are “lisped” [θ] by Castilians and “whistled” [s] by Latin Americans. Even though regional variation in pronunciation exists in Latin America, standard Spanish diction is understood everywhere. LeTTeR The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other use is strictly prohibited. IPA SYMBOL eXPLANATION eNGLISH eXAMPLe SPANISH eXAMPLe A [A] ah father ala, mama, amada B [b] Softer sound than in English bubble boca, acabar C [k] hard Used with vowels a, o, u, unaspirated coke casa, coco, cuna C [s] soft, Latin Used with vowels i, e city, Cecilia cielo, centavo, cinco America Ch [tS] Same as English ch cheese, church chico, Chucho, cartucho D [d] Sounds somewhere between the English d and th; not as hard as the English d. the, that E [E] eh well, met, bet, elephant dedo, universidad este, de, mente, elefante F [f] Same as English Frank feo, café G [g] hard With vowels a, o, u gate, goat gato, goloso, gustoso, agachar G [h] or [x] soft With vowels e, i. Varies by regions. See j. humid gente, ginebra Gue, Gui [g] With vowels e, i, and where the u is silent. See ü for exceptions. guitar, guess guerrilla, guiso H silent Always silent, except in the digraph ch. hour hora, hola, alcohol Words or syllables beginning with this consonant will sound out the vowel that follows it. See ch above. I [i] ee bee, me, Mimi isla, mi, si, piano J [h] or [x] Like English h, with regional variations in Latin America, ranging from the English h to the strong German ch as in Bach. holly, hotel jota, jocoso, majá K [k] Part of the Spanish alphabet, but only used in non-Spanish words and names. L [l] Alveolar l, not the dark English sound for l. Same as Italian l. kilogram whiskey kilo (or quilo) wisky lago, Lola 60 55 A L A R u e dA , R u e dA A L A R u e dA , R u e dA The original purchaser of this book has permission to reproduce this song for educational use in one school only. Any other is strictly prohibited. Copyright © 2010 by HAL LEONARD CORPORATION The original purchaser of this book has permission to reproduce International this song Copyright for educational Secured All use Rights in one Reserved school only. Any other use is strictly prohibited. Authors Micheal Houlahan and Philip Tacka recommend the following repertoire in A la rueda, rueda be used in the objectives Copyright © 2010 by HAL LEONARD CORPOATION listed below, as per their pedagogical publication Kodály International Today: Copyright A Cognitive Secured All Approach Rights Reserved to Elementary Music Education (Oxford University Press, 2008). These objectives are used by permission from the authors and Oxford University Press. Grade 1 Teaching Strategies In Grade 1, we suggest teaching the following five concepts. The order of concepts alternates between rhythmic and melodic concepts. 1) Teaching Strategy for Beat 4 2 • Aserrín, aserrán • Dale a la mocita • La calabacita • Mueve la pata • Los cinco deditos 8 6 • Patito, patito • Cucú, cantaba la rana 2) Teaching Strategy for Melodic Contour – high/low • Aserrín, aserrán • El perrito goloso 3) Teaching Strategy for Quarter and Eighth Notes • Dale a la mocita • El conejo • Calle de calles 4) Teaching Strategy for a Two-Note Child’s Chant s – m • Aserrín, aserrán • ¡Que llueva! 5) Teaching Strategy for Rest • El conejo 6) Teaching Strategy for a Three-Note Child’s Chant l – s – m • Dale a la mocita • El perrito goloso 7) Teaching Strategy for Two-Beat Meter • Aserrín, aserrán (with anacrusis) Grade 2 Teaching Strategies In Grade 2, we deal with six musical concepts. When teaching them, we alternate between rhythmic concepts and melodic concepts. 1) Teaching Strategy for Introducing the Tonic Note of the Major Pentatonic Scale d • Juan Pirulero • El conejo 2) Teaching Strategy for <strong>Hal</strong>f Note • Duérmete mi niño 3) Teaching Strategy for Introducing the Second Degree of the Major Pentatonic Scale r • Los pollitos • Juan Pirulero – do trichord 4) Teaching Strategy for Introducing the Sixteenth Notes • Rau, rau, rau 5) Teaching Strategy for the Major Pentatonic Scale • Juan Pirulero 6) Teaching Strategy for Four Beat Meter • Dale a la mocita • Don Pirulí 13
Page 1 and 2: This Booklet Copyright © 2010 by H
Page 3 and 4: MUSICALS: North Pole Musical & b b
Page 5 and 6: & 4 4 J ¿ WE’RE > ¿ > ¿ Ó Ó
Page 7 and 8: MUSICALS: Joust! Joust! A Mighty Me
Page 9 and 10: & b 4 4 œ œ œ œ œ œ œ œ œ
Page 11: Musical Story: Walk With Me, Tulith
Page 15 and 16: 3 / 12 Recording has 4 clicks, then
Page 17 and 18: Collections: Let’s All Sing Songs
Page 19 and 20: Collections: Let’s All Sing Songs
Page 21 and 22: & 5 & 9 & 13 & 17 & b b 3 & b b . 6
Page 23 and 24: Here Comes Mrs. Macaroni Singing Ga
Page 25 and 26: Partner 1 Partner 2 & b b œ. & b b
Page 27 and 28: 6/16 up on the housetop with old St
Page 29 and 30: Say Hello Wherever You Go Lesson Pl
Page 31 and 32: RABBIT glockenspiels (or resonator
Page 33 and 34: & b b 7 10 With spirit (q = 120) &
Page 35 and 36: RESOURCES: Sight-Sing a Song 2 repr
Page 37 and 38: 4 Piano Part I Part II With Energy
Page 39 and 40: New from Broadway Junior • MTI ki

musicals - Hal Leonard

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