Siooarulrr SCHOOL Omiaolom T O Mpisnaurm
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SOME OOVTBIBUTIOBS OF FQHEIO* FOLKLORE to t o siooaruLRr school omiaoLOM DLaaartatioa f b b p i t b p nr f&BXUL fo itllu b v t of t o m pisnaurm FQS T O HOBDC DOCTOR OF FHHOSOPHT ZH THE OBADBA1K SCHOOL OF THE OHIO STATS tm nsR siTz Edward D avid A lla n , B«A»» IU U Tha Ohio Stata UnlTaral1|r 1 9 A tpp»i«d tgri AcnDHLEDoemrs X With to ixpm i agr top pratltada to Pi«f«ton Oh m Im OraiMjr, YiilMt&M S»MW| u d T am a da Baaorlasa a f Maatalalr ttota Taaahara Call#** far laat&lUat la «a a laaa aad appiaalatlaa af Fraadh aad Ipaaiih fdlklara* All tha aaatrltetlans af hlgtootol aad aallaps taaohars, aba pin aa paaaiaaaly af toair tlaa aad aaargr, aza haralqr ra* apaetffcllj aakaaaXadpsd* fa tha aaabara af ^r adrlaaty eo*lttaa — Frofaaaara lari Aadaraaa aad Gharlaa Maadaahall — X affar agr alaaaia trlb* ota« Aban all* X aa piafdaadly ladafctad to tha lamalaahla assia* taaaa af agr adrlssr* Profasaor Jaaaa B» Harp* aha aaa alaapa allllac to daaata leaf parlada af tlaa to aid aa la this dlasar- totiaa* Mtfeaat his giaalaaa halp aad p tlM it this study aoald aat haaa haaa paaalhla* 1 TABLE OF CONTENTS Introduction Page Rea3ong for Undertaking This Study •••••• 1 The Setting of the Study, • ••••••• 3 D efinition of Terms • •••«••••• 5 Organization of the Study • •••.••» 6 Lim itations of the Study. •••••••• 7 C h a p te r I THE VALTES OF FOREIGN FOLKLORE STUDY IN THE SECONDARY SCHOCL..............................................................................................................................................9 I I THE PRESENT STATUS CF FOLKLORE STUDY IN AIERICAN SECONDARY SCHOOLS AND COLLEGES I. Folklore Study in Higher Education • • • • • 28 II. Folklore StixJy in Secondary Schools • • • • • 40 I I I Eft ITT ANY — A RESOURCE U N I T ................................................................................48 IV ALSACE AID BURGUNDY — A RESOURCE UNIT......................................................... I l l V SAVOY AID TIE BASQUE COUNTRY — A RESOURCE UNIT . 174 V I M3XICO — A RESOURCE U N IT .......................................................................................237 V II THE UNDERLYING CONCEPTS OF FOLKLORE STUDY AND RECCMMSNDATIONS FOR THEIR FUTURE U S E .......................................................... 300 Negative Elements in the Folk Festivals at University S c h o o l ............. 322 Suggestions for Preventing These Negative Consequences • 324 Reoonmendations for Future Use of Folklore Study. • • 328 APPENDIX A ......................................................................................................................330 BIBLIOGRAPHY......................................................................................................................331 AUTOBIOGRAPHY......................................................................................................................334 i i TABLE OF ILLUSTRATIONS Photographa Par® I. Lfl Han«i daa Bargera - Grade I I ........................................................... 94 II* La Danse den Baguettes - Grade 11 ........................................................... 96 III* V* - Grade II* •••••••• 106 IV. Una Alaaclsnne - Grade 10. .....*• 148 V. rmn-r Braesanae - Grade II .............................................................................148 VI. Le Ha Ire e+ *e Pe— - Grade 1 0 ........................................................ 148 VII. Plantone la Vlgna - Grade 1 0 ...................................................................166 VIII. Le Chibrell - Grade 1 0 .............................................................................166 IX. Le Jan du Chauaaon (The Slipper Game). • • . • 168 X* La Mazurka Alaacienne - Gradea 1 0 - 1 2 .................................. 1 7 1 X I. I«fl Fftllffl ftflfllM - Grade 1 1 ...................................................... 171 H I . V m SflYgyarflg - Grade 1 1 ................................................................. 215 XIII* La Corrida de Toros - Gradea 1 0 - 1 2 .............................................. 28 4 XIV. Pn Balle Mexlcano - Gradea 11 & 1 2 ................................................. 289 XV. La Zandunga - Grade 1 2 .............................................................................292 XVI. a Jarata IflM tfe - Grade 1 1 .................................................................. 29 6 XVII. Jack and the Beanat&lk - Gradea 11 & 12 . • • 296 D ia g ra m I. The Positions in the Pen— dee Groa Batons . 230 M u sic I I * Danes dee Bargers.................................... 91 ill TABLE OF ILL USTTLATI CtJS M uoic P age III. Danaa daa B am iettea .........................................................................................95 IV. Pller - Lann .......................................... ....................................................... IOO V . T-»» ** P o n t - A v a n ................................................................................101 VI. Li ftfrflftg ....................................................................................................... 102 V I I . L a V a la e A l a a c i e n n e ......................................................................................152 VIII. Polfai Alaaeianna (Alaatian Polka^ .........................................................155 IX. flfiggflKBg............................................................................................................1 5 8 X. f to r tg M 1ft VlfflW..........................................................................................159 XI. Le Rleodcm Bourfrul^non.........................................................................161 XII. La Chlbrall - Folk Dance of B re sa e ..............................................164 X I I I . La Schottlache Savoyarde .................................................................. 218 XIV. fcg jUfigflga.SggfflCMZd......................................................................................221 XV. L'Aamga^g 2 2 3 XVI. Jqf1 * T^wHmrr (Handsome Drtaaaar Boy) - A Dramatized F o lk s o n g ..••••••»••• 225 XVII. La Danaa dea Groa Bttona - Makil Dantza (Dance of the Heavy Clubs) . « » ........ 228 XVIII. ^ (Fish Stew) - A Danoe from St. Jean de L uz 232 x x . 290 I t INTRODOCTIOT Reasons for Undertaking this Study There exists a large reservoir of valuable learning experiencea In the field of foreign folklore which has remained virtually untapped because most school a and colleges are either unaware of the potenti alities of this specialty or lack the technlouee for Its Implementa tion. One of the most Important tanks of present day education is to develop within each child a genuine interest In and a deep appreciation of foreign peoples and their cultures. Recently, Dean Hollis L. Caswell wrote* We should greatly extend and deepen our understanding and appreciation of other cultures and people. Ve are ill pre pared to fill the world r&le In which Tate has cast us. Host of us are extremely provincial. Study of foreign languages may be made to contribute greatly to the understanding of other cultures, but In few schools Is this achieved. An educational program is needed for teachers In servlcs and In preparation that provides first-hand experlsnce with foreign cultures and an opportunity to achieve functional command of the language. All of these steps would foster international understanding, a fundamental for American sc h o o ls.1 The expression "first hand experience*" implies that schools ^Hollis L. Caswell, "Tundamentals for Tomorrow 1 s Schools," The Educational Torum. XT It (January, 1953)* PP« 136-137• 1 should provide opportunities for youth to meet foreign people, to communicate with then, and to engage In some of their activities* However, a pre-requisite to understanding foreign people Is a knowl edge and appreciation of their background* The customary way of resolving this problem is to read the history of the country being studied* History Is inadequate because It dealB principally with rulers and military leaders and not with the daily Ilfs of the comnon man: th e farm er, th e m ille r , the blacksm ith, and the r iv e r boatman* The study of folklore provides the most effective means of gaining Insights into the thoughts and feelings of people - both past and present* By reproducing the ceremonies and festivals of a foreign co u n try , American stu d en ts can c re a te a bond o f conmon experiences with the foreign people* The activities which grow out of these folk festivals are particularly suitable to meet the needs, problems, and Interests of high school youth* A study of folklore should be an Integral part of every foreign language class, but many language clashes today are still devoting all their time to conjugations, declensions, and other equally meaningless activities* In the oast, to the knowledge of the writer, only one study of this nature has been reported* It was a master's thesis entitled, Aa Inquiry on the Place of Tolk Dancing in the Program of Phrwlcal Education for American Homontarv and Secondary Schools, by Nary 1* Shambaugh, at the Th&lverslty of Southern California, in 1929* The limitations of this thesis arot ( 1 ) It was limited to >nly one 3 phase of folklore - folk dancing; ( 2 ) twenty-five years hare elapsed since the study was produced* The purposes of this dissertation are: (l) to analyse the values of a study of foreign folklore in the secondary schools; ( 2 ) to make a brief surrey of the present use of folklore in American secondary schools and colleges; ( 3 ) to present