Nursery Rhymes – Literacy, Imagination and Identity

Nursery rhymes are traditional poems sung to small children. They often contain historical references and fantastical characters, and many have been rumoured to have hidden meanings.

The earliest nursery rhymes documented include a 13th century French poem numbering the days of the month. From the mid 16th century children’s songs can be found recorded in English plays. Pat-a-cake, pat-a-cake, baker’s man is one of the oldest surviving English nursery rhymes, first appearing in The Campaigners, a play written in 1698 by Thomas d’Urfey (1653 -1723). Interestingly, D’Urfey, active as a writer in the days when the term ‘wit’ was held almost as a career epithet, also composed songs and poetry and was instrumental to the evolution of the Ballad opera.

The first English collections of nursery rhymes were published before 1744.  Tommy Thumb’s Song Book and Tommy Thumb’s Pretty Song Book included rhymes including London Bridge is Falling Down, Hickory Dickory Dock, Mary, Mary, Quite Contrary and Baa Baa Black Sheep; the very same songs popular today, nearly 300 years after they were first published. In fact they were probably sung for many years before publication, passed down in the oral tradition.

There is a lot of speculation about the words of these rhymes with suggestions that they refer covertly to insalubrious or violent topics. It is commonly believed that Ring a Ring o Roses is about the black plague that hit London in 1655, with the ‘rosie’ thought to refer to the rash that developed and ‘we all fall down’ (dead) being the result, but although this theory fits with the illustrative lyrics, there is actually no evidence to support this.

John Newbery’s collection of English Rhymes, Mother Goose’s Melody (or Sonnets for the Cradle) was published in 1765. This is the first record of many of today’s classic nursery rhymes. Newberry’s compilation seems to come from a variety of sources including drinking songs, historical events, traditional riddles, proverbs, ballads, lines of Mummers’ plays and even ancient pagan rituals.

The name Mother Goose is associated with Maurice Ravel’s piano suite (Ma Mère l’Oye) which was originally written for two children of Ravel’s acquaintance and subsequently orchestrated for ballet. The movements of Ravel’s suite relate more to fairytale characters such as Sleeping Beauty and Tom Thumb than to the nursery rhymes of Newberry’s publication.

There are rumours that Mozart wrote Twinkle Twinkle Little Star. He didn’t. But he did write variations on a French children’s song, Ah! vous dirai-je, maman, originally an anonymous pastoral song dating from 1740. The words to the popular English lullaby are from an early 19th-century English poem by Jane Taylor, The Star. The tune has been used for other songs too, including Baa Baa Black Sheep.

Despite, or maybe because of, the lack of real historical clarity, nursery rhymes and their weird and wonderful characters continue to entertain. History and the role of music in society are undoubtedly interwoven in a fascinating way into the sometimes seemingly nonsensical words of the songs. Pop Goes the Weasel is a nursery rhyme and singing game, first found in a manuscript of 1853, which not only references a pub that still exists, The Eagle on City Road, London, the words were added to an already existing dance tune.

Considering elements such as the incorporation of a pub into this song, it does seem likely that many nursery rhymes were not actually written for children. According to Kay Vandergrift, Professor Emerita of Children’s Literature at Rutgers University, most of them were part of an oral-based society that relayed news, spread coded rumours about authority figures, and worked out its moral dilemmas in rhyme and song. Existing nonsense rhymes would be adapted to make references to current events. It was not until the 19th century and the Victorian romanticising of childhood the past that nursery rhymes were written down and presented in collections for small children.

The poems are inhabited by kings and queens, peasants and drunkards, historical and mythical characters from a wild, often rural past. They predate many of our modern preferences, yet they are still relevant to today’s children and parents.

The world that spawned the rhymes seems far away from our modern lives, but the reasons people sang nursery rhymes are still the same.

Why Nursery Rhymes are Important

The dish ran away with the spoon…

Adults instinctively converse with babies using a sing- song voice with short, repetitive phrases and long pauses for the baby to respond.

This ‘dialect’ can be described as musical in its characteristics of rhythm, timing and rising and falling pitch. The qualities for relating well to babies and toddlers are also the basis of music, a nice synchronicity, since music is a means for bringing people together.

The way in which parents interact with their baby is vital to the baby’s development. It has been found that mothers who are having difficulty relating or who are suffering from depression can be helped if they are encouraged to sing and play musical games with their children. The singing provides a framework to support the mother to baby interaction.

Nursery rhymes fall into two categories:

  • Lullabies – designed to lull a baby to sleep or soothe a fretful toddler, lullabies are an age-old part of childcare in all cultures.
  • One-to-one songs/play songs – more appropriate for older babies and toddlers, these songs. They are sung and played on laps, often featuring actions such as knee joggling, tickling and surprise dips and spills. They are mini dramatic stories full of language, excitement, anticipation and rhythmic movement.

They help infant development and family relationships:

They are good for the brain. The repetition of rhymes and stories teaches language and builds memory. Nursery rhymes also often represent a child’s first experience of literacy. Before a child learns to read, they can see how a book works.

Nursery rhymes preserve generations’ worth of history and culture. Familiar rhymes provide common ground between parents, grandparents and children, and between people who don’t know each other.

Singing is a great group activity. Singing nursery rhymes allows children to feel confident about singing and dancing, engaging them with music and building self esteem.

The moralistic lessons in some rhymes might seem important, but the main message of nursery rhymes is that they are fun to learn and sing. The supposed meanings of the songs and their obscure origins do not detract from their value – the words just sound good and help children discover a shared language, shared experience and a sense of a shared past.

Resource:

http://www.mamalisa.com has lots of great songs and nursery rhymes from around the world. Here’s one we use in our workshops – a Turkish version of Old MacDonald Had a Farm


Contact the Music Workshop Company today!

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