37
By repeating the same material with small variations, Larsen is mirroring the way
the original song would be performed. The melodies of the A and B sections are made up
ofborrowed material, but a short C section added midway through the piece contains all
original material. This short melody was created as a “classical answer”65 to the
Gringalet tune, added by the composer for variation in the later part of the piece.
Second Movement: French Blues
Larsen chose a song titled French Blues as the source material for the second
movement of Cajun Set. She notes that this song “is a slow, sensuous tune, preferably
performed a cappella in the parlando style.”66 The only information that Whitfield
provides with her transcription is that her source was an Alan Lomax recording.67 The
song itself is quite simple: it is sixteen measures long, in d dorian, and in triple meter.
The fourth line repeats the melody of the third.
Example 1.7: French Blues
Andantino.
⅜» √b√ I j Ju-j jυ∣ ^∙j j I j Λ≠ι J J JI ш IJ j⅜ι
Je m'en - dors, je mjen ∙ dors, et j'ai soif et j'ai faim. Le so - Ieil est cou - ché tu viens loin déjà mai-
⅜ j Д..М J j I M-M J j jl j J J jU -M J j jl j Ii
son. Qu'a-vez - vous, oui, belle blonde? Qu'a-vez • vous, oui, belle brune? Cest tout pour la blonde et rien pour la brune.
Libby Larsen, interview with the author, phone transcript, 3 December 2009.
66 Larsen, Cajun Set, preface.
67
Ethnomusicologists Alan Lomax (1915-2002) and his father, John (1867-1948)
collected, transcribed, and recorded American folk songs. Their work aided and inspired
Whitfield’s study OfLouisiana French Folk Songs.
More intriguing information
1. Tariff Escalation and Invasive Species Risk2. The open method of co-ordination: Some remarks regarding old-age security within an enlarged European Union
3. The name is absent
4. Who’s afraid of critical race theory in education? a reply to Mike Cole’s ‘The color-line and the class struggle’
5. Individual tradable permit market and traffic congestion: An experimental study
6. Modeling industrial location decisions in U.S. counties
7. Flatliners: Ideology and Rational Learning in the Diffusion of the Flat Tax
8. Herman Melville and the Problem of Evil
9. Land Police in Mozambique: Future Perspectives
10. The name is absent