The name is absent



38

A general translation of the first verse is as follows:68

I'm going to sleep, I'm going to sleep, and Γm thirsty and Γm hungry.

The sun has set; you come far from the house.

What do you have, beautiful blonde? What do you have, beautiful brunette?

It's all for the blonde and none for the brunette.

In many ways this movement is much simpler than the outer movements. There are
no contrasting sections, and aside from periodic rubato, this movement maintains a
consistent tempo. Similar to the previous movement, Larsen begins with an extended solo
statement of the Cajun song, but in this movement each instrument takes a turn at the
solo. The cello begins, instructed to play
freely, flowing, breathing, and presents the
melody in its entirety with simple open fifth chordal embellishments. In the fourth line
there is one change in pitch from the original folk song melody, as indicated in Example
1.8, but otherwise it is an exact transcription.

Example 1.8: Cajun Set, Second mvt., mm. 13-16

Unlike the previous movement, which alternated between an A and B section, a
short simple bridge consisting solely of the pitch A connects the cello solo to the next
entrance of the melody. In this bridge, the cello sustains a low A, and the guitar alternates
between its open and harmonic A. This pattern continues as an ostinato for the duration
of the next statement of the
French Blues tune. In this second stanza the viola has a much
simpler version of the melody without double stops and an octave higher than the cello.
Again, there is a subtle variation of pitch content in the last line, shown in Example 1.9.

68 Translation by Daphne Gerling.



More intriguing information

1. Regional science policy and the growth of knowledge megacentres in bioscience clusters
2. Structural Breakpoints in Volatility in International Markets
3. The name is absent
4. Comparison of Optimal Control Solutions in a Labor Market Model
5. THE UNCERTAIN FUTURE OF THE MEXICAN MARKET FOR U.S. COTTON: IMPACT OF THE ELIMINATION OF TEXTILE AND CLOTHING QUOTAS
6. The name is absent
7. What should educational research do, and how should it do it? A response to “Will a clinical approach make educational research more relevant to practice” by Jacquelien Bulterman-Bos
8. Work Rich, Time Poor? Time-Use of Women and Men in Ireland
9. The name is absent
10. The duration of fixed exchange rate regimes