La linguistique de la chanson française, - University of Florida

La linguistique de la chanson française, Benjamin Hebblethwaite, Fall 2011 FRE 4930/6735, 3 CREDITS, TUE (7) & THUR (7-8), MAT 0006.

Languages, Literatures and Cultures at UF Instructors: Office location: Office hours: Contact information: Class website:

Ben Hebblethwaite, Ph.D. Office: 363 Dauer Hall [Department: 301 Pugh Hall] 4th period, Monday, Wednesday, and Friday [email protected] 352-273-3762 http://web.clas.ufl.edu/users/hebble/

Les axes du cours :  Tous les genres musicaux : la chanson folklorique, le musette, l’opéra, le rock, le pop, le soul, le rap, le punk, le funk, le blues, la musique électronique, le reggae, les chansons en langues régionales, etc…  Explorez comment les chansons enrichissent le lexique français.  Ecoutez la chanson, discutez de son sens, et faites l’analyse linguistique des paroles.  Approches syntaxiques, sémantiques, morphologiques, lexicales, phonologiques et phonétiques, sociolinguistiques, dialectales, le changement linguistique et le bilinguisme.  Approche pédagogique : les étudiants viennent en classe pour pratiquer le français parlé et pour maitriser les méthodes d’analyse linguistique. La description du cours La linguistique de la chanson française utilise les chansons françaises comme une base de données pour les explorations linguistiques. L’usage des chansons comme matière d’étude linguistique s’impose parce que les chansons sont écrites, enregistrées et, de nos jours, filmées. La lecture, l’écoute et l’audiovisuel des textes offrent une méthode multidimensionnelle à l’étude du français. Les paroles des chansons offrent un riche corpus pour l’analyse linguistique et l’instruction des méthodes linguistiques. Le cours utilisera une variété de genres : la chanson traditionnelle et folklorique, la chanson française, le musette, l’opéra, le rock, le pop, le soul, le rap, le punk, le funk, le blues, la musique électronique (« le French touch »), le reggae, le dancehall, et les chansons en langues régionales, parmi d’autres. Nous analyserons ces textes chantés pour leurs propriétés syntaxiques, sémantiques, morphologiques, lexicales, phonologiques et phonétiques, sociolinguistiques et dialectales. Puisque la musique française est souvent un carrefour culturel et linguistique, nous explorerons le contact des langues, les emprunts, l’alternance codique, le changement linguistique, le bilinguisme et le multilinguisme comme ils sont reflétés dans les textes. Nous allons également investiguer le rôle de la chanson en ce qui concerne la dissémination des expressions nouvelles et l’enrichissement du lexique français. En tant que textes enregistrés et médiatisés, les chansons françaises donnent à l’élève 1

l’opportunité de lire, d’écouter et de voir la langue française sur une base musicale. Ce corpus dynamique offrira aux élèves un matériau unique pour l’analyse linguistique. Dans le cours, les élèves vont s’engager dans la répétition collective de ces chansons, dans l’interprétation de leurs sens en groupes, et dans l’analyse linguistique. Le cours, La linguistique de la chanson française, sera enseignée par une méthode interactive et elle se centrera autour de l’élève en visant son amélioration expressive en français et sa maitrise des principes fondamentaux en linguistique. Les livres du cours Calvet, Louis-Jean. 2009. La sociolinguistique. Paris : PUF. LIBRARY WEST Reserve

P40 .C341 2011

Léon, Pierre. 2009. Phonétisme et prononciations du français. Paris : Armand Colin. Perrier, Jean-Claude. (2010). Le rap français : Dix ans après. Paris: Editions de La Table Ronde. LIBRARY WEST Reserve

ML3531 .R36 2010

Saka, Pierre. 2001. La Grande anthologie de la chanson française. Paris. LGF – Livre de Poche. LIBRARY WEST Reserve

PQ1189 .S35 2001

Pinker, Steven. 2008 [1994]. L’instinct de langage. Paris : Odile Jacop. [ LIBRARY WEST Reserve

P106 .P5614 2008

N.B. Tous les livres devront être commandés de www.amazon.fr -----------------------------------------------------------------------------------------------------Grade distribution. (1) 10% = 1 Class presentation: present the linguistic aspects of a song in the syllabus. 15 minutes long. Graded for clarity; organization; preparation; effectiveness of your communication (Are you connecting with us? Are we convinced? Are you well prepared?); insight of your analysis. Eye-contact with the class is important. Practice prior to the presentation is essential and avoid simply reading. MS Powerpoint presentation is required. (2) 20% = 6 page paper for undergraduates and 8 page paper for graduates plus one page of references (essay topic and paper). The 1 page outline is due October 11 and is worth 10%. The full paper is due on November 15 and is worth 70%. Corrected version is due December 8 and is worth 20%. See grading criteria below. Please check your French spelling with Microsoft Word spell-check. (3) 10% = As many as 5 quizzes (most are pop-quizzes). NO MAKE UP QUIZZES. Quizzes cannot be made up for any reason but they can be excused with an appropriate note.

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(4) 15% = Homework (HMWK). 4 DEVOIRS. LATE WORK ACCEPTED with a 5% “late fee assessment.” If it is more than one week late, there is a 10% “late fee assessment.” HOMEWORK IS NOT LATE IF A MEDICAL OR EMERGENCY DOCUMENT (INCLUDING PHONE NUMBER) IS STAPLED TO THE WORK SUBMITTED. Devoir 1: 300 words Devoir 2: 325 words Devoir 3: 350 words Devoir 4: 400 words [word count must be displayed or you will be assessed a late fee] (5) 15% = Participation; attendance; punctuality, courtesy, attentiveness; respect for learning environment; etiquette; insights (please, no phones, newspapers and inappropriate work); use of French with your partner. Avoiding English. (6) 30% = 2 Exams (15% each) Attendance policy Students are expected to attend class daily. All unexcused absences have a negative impact on the participation score. Missing class seriously impacts a student’s ability to perform in other categories of the syllabus as well (such as missed quizzes). Medical treatment or a personal or a family crisis are grounds for an excused absence; a note including a contact phone number & email is required. Examinations Class quizzes and exams are based upon readings, lectures, and presentations. Students are expected to review their notes and readings prior to these evaluations. Paper requirements & grading criteria Students are expected to write a research paper in French, 6 pages for undergraduates and 8 pages for graduates + bibliography. The paper must use .12 Times New Roman font and be double-spaced with 1 inch columns on all sides. The paper must be written in French. Students are expected to use Microsoft Word’s French spell-checker before submitting work. All work must original. The 1 page proposal outline is due Tuesday, October 11. Include at least 5 refereed sources (i.e. books or articles; UF online database books and articles are OK; the open access websites may be used in addition to the 5 refereed sources). 3 of your 5 sources must also be from the required readings in this class. The required readings must serve as guidance and form a foundation for your paper topic.

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What is an outline? Title of paper 1. Introduction

(Creative & concise) Thesis statement a. Discussion of Section 2 b. Discussion of Section 3 c. Dicussion of Section 4

2. Title of section a. Argument/discussion 1. Sub-argument 2. Sub-argument b. Argument/discussion c. Argument/discussion 3. Title of section a. Argument/discussion b. Argument/discussion c. Argument/discussion 4. Title of section

5. Conclusion

Bibliography

a. Argument/discussion b. Argument/discussion 1. Sub-argument 2. Sub-argument c. Argument/discussion Re-worded thesis statement a. Concluding observation b. Concluding observation c. Concluding observation 5 paper sources + internet

Citations must be accompanied by appropriate bibliographical references. Your paper will be graded on the basis of the originality of the ideas, on the clarity and concision of the writing and editing, and the overall coherence, creativity and investment of time. You should show that you have carefully read the books and found, read, synthesized and critiqued additional sources. You should develop your own unique interpretations, arguments, analyses, and insights. Aim to write a scholarly paper in which you strive to produce an objective, accurate, and unique analysis of your topic. Avoid advancing personal ideological preferences and try to take a scholarly approach in which the facts are considered. Write an outline as you piece together your study. Organize and link paragraphs and sections together using transitional sentences and words. Your paper should have various sections with numbered section headings/titles. You need an interesting and revealing title. You need to read and re-read your writing several times in order to improve it; failure to do so inevitably results in a weak essay!

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Reference and Bibliography Guidelines (an example). In the text: (a) Zéphir (1997: 223) advocates the instruction of Haitian Creole in the United States’ secondary education system. (b)

Misclassifying Creole-speakers as African Americans fails to properly account for linguistic and cultural differences (Zéphir 1997: 223).

In the bibliography: Zéphir, Flore. 1997. Haitian Creole Language and Bilingual Education in the United States: Problem, Right or Resourse? Article in Journal of Multilingual and Multicultural Development, Vol. 18, No. 3, pp. 223-37 a. Book: Author. Year of publication. Title of book. City of publisher: Publisher. b. Article in journal, magazine, etc.: Author. Year of publication. Title of article. Article in Name of source, Volume/number of issue, page numbers. See the bibliography for further examples. Academic Honesty Guidelines Academic honesty and integrity are fundamental values of the University community. An academic honesty offense is defined as the act of lying, cheating, or stealing academic information so that one gains academic advantage. Any individual who becomes aware of a violation of the Honor Code is bound by honor to take corrective action. Violations of the Academic Honesty Guidelines include but are not limited to: Cheating. The improper taking or tendering of any information or material which shall be used to determine academic credit. Taking of information includes copying graded homework assignments from another student; working with another individual(s) on graded assignments or homework; looking or attempting to look at notes, a text, or another student's paper during an exam. Plagiarism. The attempt to represent the work of another as the product of one's own thought, whether the other's work is oral or written (including electronic), published or unpublished. Plagiarism includes, but is not limited to, quoting oral or written materials without citation on written materials or in oral presentations; submitting work produced by an on-line translation service or the translation feature of an on-line dictionary as your own. 5

Misrepresentation. Any act or omission with intent to deceive a teacher for academic advantage. Misrepresentation includes lying to a teacher to increase your grade; lying or misrepresenting facts when confronted with an allegation of academic honesty. Bribery, Conspiracy, Fabrication. For details see below. The UF Honor Code states: "We, the members of the University of Florida community, pledge to hold ourselves andour peers to the highest standards of honesty and integrity." On all work submitted for credit the following pledge is either required or implied: "On my honor I have neither given nor received unauthorized aid in doing this assignment.” Violations of this policy will result in disciplinary action according to the judicial process. For more details go to: http://www.dso.ufl.edu/judicial/academic.htm Students with disabilities Students with disabilities must register with the Dean of Students office. Contact the Assistant Dean of Students/Director of the Disability Resources Program at: P202 Peabody Hall Gainesville, FL 32611-5055 Phone (352) 392-1261 (V), 392-3008 (TDD) For stress, emotional and psychological support, please contact the Counseling Center at: 301 Peabody Hall Phone (352) 392-1575 Or: www.cousel.ufl.edu If you need this syllabus in an alternate format, please speak to Ben.

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La linguistique de la chanson française Benjamin Hebblethwaite, Languages, Literatures and Cultures FOR PRESENTATIONS : WRITE YOU NAME AND THE SONG YOU WILL PRESENT ! 1 Tuesday 23 August Thursday 25 August

Léon, 33-45 (ch. 2); Aubret, C’est beau la vie & La Fanette Pinker, 13-22; Belle, La Parisienne; Brel, Amsterdam; Bruel, Casser la voix & Place des grands hommes

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Tuesday 30 August Thursday 1 September

3 Tuesday 6 September

Léon, 93-108 (ch. 6); Barbara, Göttingen & Dis quand reviendrastu? PRESENTATION: ________________________________ Pinker, 22-38; Cabrel, Je l’aime à mourir & L’encre de tes yeux; Dalida, Il venait d’avoir dix-huit ans; Cordy, Fleur de papillon PRESENTATION: ________________________________ Pinker, 38-52; RAP: MC Solaar, Paradisiaque & Diam’s, Ma France à moi ; ESSAI 1 : Une approche linguistique à Diam’s Ma France à moi

Thursday 8 September

PRESENTATION: ________________________________ Pinker, 81-99; Dassin, Le chemin de papa; Dave, Du côté de chez Swann; Dion, Mon ami m’a quittée; RAP: Disez la Peste, J’pète les plombs

PRESENTATION: ________________________________ 4

Tuesday 13 September


Léon, 111-127 (ch. 7); Doc Gyneco, Nirvana; Dranem, Les p’tits pois! PRESENTATION: ________________________________ Pinker, 100-114; Calvet; Dubas, Mon légionnaire; Dudan, Clopinclopant; Dulac, Lorsqu’on est heureux; Dumont, Ta cigarette après l’amour ESSAI 2 : Une approche linguistique à une chanson de votre choix

PRESENTATION: ________________________________ 5



Calvet, 5-16; Duteil, Quand les bateaux reviennent & La langue de chez nous PRESENTATION: ________________________________ Pinker, 114-121; Calvet, 17-29; Duteil, Prendre un enfant par la main & Les Batignoles ; RAP : Medine, Du Panjshir à Harlem, ESSAI 3 : Une approche linguistique à une chanson de votre choix

PRESENTATION: ________________________________ 6


Léon, 131-145; Ferré, Ni Dieu ni maître; François, Mademoiselle de Paris; PRESENTATION: ________________________________

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Pinker, 123-138; Gainesbourg, Je t’aime moi non plus; Gall, Poupée de cire poupée de son; Goldman, Quand la musique est bonne & Elle a fait un bébé toute seule; PRESENTATION: ________________________________

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Tuesday 4 October Thursday 6 October

MIDTERM EXAM = Hallyday, Ma gueule & Cheveux longs et idées courtes Pinker, 138-155; Hardy, Tous les garçons et les filles & Le premier bonheur du jour; IAM, Je danse le Mia; Laforet, Ivan, Boris et moi PRESENTATION: ________________________________

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Tuesday 11 October

Thursday 13 October

Léon, 149-158; Calvet, 29-41 Lama, Les p’tites femmes de Pigalle & Je suis malade; Essay outline (Intro; 3-5 sections each with 3-5 issues/arguments; conclusion) PRESENTATION: ________________________________ Pinker, 229-245; Lavilliers, Stand the ghetto & Pigalle la blanche; RAP: Medine, Jihad – Le plus grand combat est contre soi-même PRESENTATION: ________________________________

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Tuesday 18 October

Thursday 20 October

Léon, 159-168; Lemay, Les souliers verts & Ceux que l’on met au monde PRESENTATION: ________________________________ Pinker, 245-259; Margy, Voulez-vous danser grand-mère; Mouskouri, Plaisir d’amour & Rose blanches de Corfou & L’enfant au tambour ; Essai 4: Pour vous, quel est l’argument le plus convainquant de Pinker que le langage est un instinct? PRESENTATION: ________________________________

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Tuesday 25 October

Thursday 27 October

Léon, 211-219; Calvet, 42-48; Nicoletta, Il est mort le soleil & Mamy Blue; PRESENTATION: ________________________________ Pinker, 261-275; Sanson, Amoureuse & Comme je l’imagine; Sardou, Les Ricain & La maladie d’amour PRESENTATION: ________________________________

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Tuesday 1 November

Léon, 223-234; Calvet; Sheller, Rock’n’dollars; RAP: Youssoupha, Eternel recommencement

Thursday 3 November

PRESENTATION: ________________________________ Pinker, 275-281; Souchon, Allô maman bobo & Foule sentimentale & Rive Gauche; Vian, J’suis snob PRESENTATION: ________________________________

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Tuesday 8 November Thursday 10 November

Calvet, 48-60; Voulzy, Le coeur grenadine; Piaf, Hymne à l’amour PRESENTATION: ________________________________ Pinker, 281-288; Calvet, 77-86; Piaf, Padam...padam... & La vie en rose; RAP: Keny Arkana TBA PRESENTATION: ________________________________ 8

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Tuesday 15 November

Thursday 17 November

First version of your essay due; Pinker 288-294; François, Les lavandières du Portugal; Birkin, Ex-fan des sixties PRESENTATION: ________________________________ Pinker, 369-383; RAP: Scred Connexion, Le Bonheur ; Diam’s, La boulette (génération nan nan)

PRESENTATION: ________________________________ 14

Tuesday 22 November

Pinker, 383-403; RAP: Booba, Ma définition & Le bitume avec une Plume

Thursday 24 November

PRESENTATION: ________________________________ THANKSGIVING (NO CLASS)

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Tuesday 29 November Thursday 1 December

Pinker, 405-420; RAP: Fonky Family, La résistance & Art de rue PRESENTATION: ________________________________ Pinker, 420-431; Aufray, Adieu monsieur le professeur; Diam’s Lili (not found in textbooks); Baker, La petite Tonkinoise; Dion, D’amour ou d’amitié PRESENTATION: ________________________________

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Tuesday 6 December Thursday 8 December

FINAL EXAM & END OF CLASS Final version of essay due 12 noon (boldface corrections & improvements); Turn in at Dauer 363 (under the door)

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