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• W2030745 abstract "Clapping games are an important part of the play repertoire of primary-school-age girls. The games give the appearance of great complexity when performed by skilled practitioners. A closer examination of the movements and music shows that children use a relatively small number of movements and tunes to devise a remarkable number of games. Examined here is the most popular of the melodies and the ways in which children utilize it. ********** During the last decade I have conducted several surveys of children's playground activities in Keighley, West Yorkshire. The original one, in 1992-93, explored children's oral tradition in nine schools in Keighley and one (a pilot study) in Shipley, which is some five miles further east in the Aire valley. The schools were paired according to the social background of the pupils and included two where almost all the children were of Pakistani or Bangladeshi origin. (1) At that time there was a mixture of both first schools, taking children aged from five to nine years, and primary schools, taking children from five to eleven years of age. I therefore concentrated my attention on the eight-year-olds, an age which was common to all the schools. Studying this group of children has the advantage that by this age they have absorbed the culture of the playground. They have watched older children and have practised the games and rhymes which form an integral part of their oral tradition, and so have an extensive repertoire. In the year 2000, the education system was re-organized, first schools becoming primary schools. I have returned in subsequent years to two of the schools in the original study: in 1999, 2000 and 2001 to the school labelled School G in the Appendix, and in 2001 to School C. High in popularity among the girls, in every school visited, have been a number of hand-clapping games. These were known and played not only by girls whose first language was English but also by children whose mother tongue was Bangla or Punjabi. These girls knew clapping games not only in English but also in Punjabi, though none were collected in Bangla. In my original survey I found a total of thirty-four clapping rhymes, fourteen chanted and twenty with a melody. (2) They consist of a variety of rhymes set to tunes which accompany regular hand-clapping routines. The clapping acts as a rigid percussive timekeeping device and the words and melodies fit in around this rhythm. Young girls begin to practise the clapping routine as soon as they start primary school, but it is only by the age of about eight that they have acquired the skill to perform the games at speed. Boys of the same age know some of the more popular rhymes but do not join in the games, though younger boys are occasionally co-opted as demonstration partners, if no suitable girl is around. Marsh (3) has underlined the importance of the friendship group in providing psychological safety for the performance of musical games. These games are used by girls to reinforce the solidarity of the group. They are inclusive within the friendship group but sometimes cruel in their exclusivity. Ong (4) has pointed out that material passed on orally must, by its nature, be memorable, and cites the use of gory scenes of battle in oral composition as one feature of oral narrative. (5) Naturally, material collected from children does not contain battle scenes, but it does have a great deal of scatology and sexual references, which may serve the same purpose. Clapping rhymes are no exception. While scatological references are rare, sexual references are many. Factor has drawn attention to the mockery and subversive nature of one rhyme in particular, 'When Susie was a baby', but her comments could equally well refer to much of the genre. (6) When questioned about where they have acquired these games, children occasionally say 'We made them up', but on further reflection usually explain that they learned the game from a cousin, or friend, either older or the same age as themselves. …" @default.
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• W2030745 title "A Sailor Went to Sea: Theme and Variations" @default.
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