Navajo Music for Classroom Enrichment by Dollie L. Yazzie

Navajo Music for Classroom Enrichment Volume INavajo Music for Classroom Enrichment Volume INavajo Music for Classroom Enrichment Volume INavajo Music for Classroom Enrichment Volume INavajo Music for Classroom Enrichment Volume I Cantos Para Todos Volume XVIII Page 1 Page 1 Page 1 Page 1 Page 1

Navajo Music for Classroom Enrichment Dollie L. Yazzie ©2003

Dollie L. Yazzie©2003

Originally published in 1970 by theNavajo Curriculum Center

Rough Rock Demonstration School

TEACHER GUIDE

Cover Design by Andy Tsinajinnie, 1970


Page 2Page 2Page 2Page 2Page 2 Navajo Music for Classroom Enrichment Volume INavajo Music for Classroom Enrichment Volume INavajo Music for Classroom Enrichment Volume INavajo Music for Classroom Enrichment Volume INavajo Music for Classroom Enrichment Volume I

Navajo Musicfor Classroom Enrichment

by Dollie L. Yazzie

with Lynda Dick-Teller

Cantos Para Todos Volume XVIIIhttp://www.cantos.org

Published and Distributed byCantos Para Todos, P.O. Box 2352, Gallup, NM 87305



INTRODUCTION

In 1970, Dollie L Yazzie conducted a workshop for Navajo classroom music, recorded thesongs, and published a book for teachers. Since then, most schools and teachers with Navajo stu-dents have used copies of copies of copies of these materials. The original songs and lesson plansare in even more demand in the 21st Century than ever before. Fortunately, Dollie L. Yazzie, aNavajo language and culture teacher at Tohatchi Elementary School, has recorded a new version ofthese popular songs, and published a new book containing the original lesson ideas plus new mate-rial, including musical transcriptions of the songs.

With this new publication, Dollie Yazzie reasserts her right to this body of work, includingthe publication of the teacher materials, the transcriptions, and the accompanying recording. It isrecognized that, given the uncontrolled use of these songs for over 30 years, they have become partof the public domain even though many are original songs of the workshop participants and DollieYazzie herself. However, this book and the accompanying recordings are not to be duplicated,reproduced, or copied in any way. If you need copies of these items, please contact the publisher.Please encourage entrepeneurship by the traditional artists by respecting the copyright laws.

Since 1970 we have become aware of people taking the tunes and some of the lyrics to recordon their own. In many cases people have changed only one word, keeping the rest intact, thenrecording it and copyrighting it as their own! The people involved in the creation of these songsdeserve credit where credit is due! Thank you for heeding our concerns for fairness.

Whereas Dollie L. Yazzie has organized this volume, arranged the songs, written the lessonplans, and directed the project, she has many collaborators. Lynda Dick-Teller edited the Navajolanguage writing in 1970 and was the main assistant in the original recording. Fortunately, Lynda isstill a Navajo language and culture teacher, and has returned to sing for the recording of the 2003version.

Dr. Roy E. Howard of the Western New Mexico University bilingual education teacherdevelopment program, has also assisted Dollie. He typed the book, transcribed the songs, and evenplayed Dollie’s drum on all the songs in the recording. He also served as recording and post produc-tion engineer, produced the CD, and published the book. He started transcribing Navajo songs forchildren when a teacher at Dzi¬ Ná’oodi¬ii Community School in 1982.

We are grateful to the Rough Rock School and Diné Bi’Olta’ Association for sponsoring theinitial project that inspired this work, and for conceding to Dollie L. Yazzie the rights to futurepublication of this body of work. Navajo Music For Classroom Enrichment (teacher manual, studentworkbook, recording of songs and accompanying materials and video) is copyrighted by Dollie L.Yazzie. The individual songs are not copyrighted, though permission to use them is contingent uponacknowledging the composers. If you need copies of the songs, words, recordings, or any otherportion of this work, please order from the publisher or an authorized distributor.

Supplementary materials to aid teaching and learning: The student workbook contains thewords only. The CD is the authorized model for the pronunciation and style of singing. The DVD isan aid for learning the songs.



NAVAJO CURRICULUM CENTER, ROUGH ROCK DEMONSTRATION SCHOOLCHINLE, ARIZONAThe Navajo Curriculum Center published the original version of this collection in 1970. Since then, the Center has given all permis-

sions regarding this collection to Dollie L. Yazzie. The following is part of the introduction in an early version of this collection.

Having for so long heard of the need for Indian people to take the initiative in solving prob-lems in Indian education, and having for an equal period of time seen the remarkable lack of oppor-tunity in this vital area, the Diné Bi’olta’ Association was formed as a non-profit corporation underthe laws of the State of Arizona to provide a vehicle through which Navajo people could, in fact,improve Indian Education.

The Diné Bi’olta’ Association (interpreted from the Navajo language the name means: TheNavajo Education Association) was formed in December, 1969 when a group of Navajo educators,and other tribal members particularly interested in education, came together and incorporated inArizona. We are ever grateful to Dillon Platero, Anita Pfeiffer, and all those who encouraged thisseminal work in Navajo classroom music.

The Diné Bi’olta’ Association has conceded rights to Navajo Music for Classroom Enrich-ment to the music workshop director, Dollie L. Yazzie, who has published the volume in 2003 sothat teachers may once again order copies of this popular resource.

Notes on The Navajo Music in this Collection

The 1970 workshop encouraged teachers to remember traditional songs that might be appro-priate for schools, and to adapt well known English melodies into Navajo singing style. These arenot translations of the English, but Navajo song form based on children’s melodies. In historicaltradition, the Navajo singer was specialized for ceremonial and adult singing. Pueblos and otherswho live in villages developed economic and social specialties very distinct from the roamingpeople. In history, the Navajo specialties were warrior, hunter, and singer (hataa¬ii). However, thesinger specialized in healing, or bringing the individual back into harmony (hºzh–) with instruction,medicine, and song. Each song had specific purpose in a ceremony, and many were restricted to thatpurpose and even saved for certain times of the year, (winter ends when the thunder is heard, andbegins with the time of snow). The development of a body of music for children that can be sunganytime in any group is a relatively new goal accomplished by this volume. Dollie has made theextra effort to adapt the traditional songs for children and the songs from other traditions to theNavajo musical form and style of singing.

Transcribing the music has been a challenge. It is like trying to put on paper the nuance of astoryteller, or to capture a rainbow. The traditional singer, like the storyteller or jazz singer, is free tobreathe when breath is needed, to add words and syllables that enhance the meaning, to bend andstretch the notes to promote musical understanding. Music teachers trained in the theories of “West-ern” music may be surprised that Navajo musical phrasing is flexible according to the text, andbreathing takes a precedence over the form of measures. The transcription of longer songs does notinclude the phrasing of every verse, so teachers will have to listen carefully to the singers and followthe voices, not the written page, when there is a difference.

Instruments include Dollie’s drum (sounding like the beating of the heart), one or two sing-ers, and an occasional sound effect such as an animal, or a sheep bell. In the last song you hear thebeating of a stick on a wedding basket, and the scraping of mano on metate as the corn is ground.



Prologue

It is with extreme pride that we make available once again after over 30 years ofcontinuous popularity, these Navajo songs for lesson enrichment, pride building, andpure enjoyment for our younger Navajo pupils.

Here are thirty-seven songs that teachers can use in their classrooms for enrich-ment purposes. The songs are both humorous and informational. They include tonguetwisters, occupational activities, historical references, rhymes, those with a moral andthose for just plain enjoyment. All refer to, and enumerate, as well as relate to, Navajolife, thus giving children familiarity and pride in their heritage. The lessons in theplans are merely suggestions; each teacher will find many areas where these songs canbe used.

Participants in the workshop which produced this collection were asked to useeither traditional Navajo tunes or common English tunes and write lyrics for thesetunes appropriate for young children. The results were most gratifying. All the creditgoes to the participants who took on the assignment with zest and determination.

Among the songs on this CD are traditional nidáá’sin (formerly called squawdance songs) which can be correlated with lessons on the nidáá’. You will also hearall seven stanzas of the “Corn Grinding Song”. There are many songs where othernames of children, names of clans, and specific colors can be substituted to fit thesituation at hand.

The response to this collection has been rewarding and usefulness has not beenconfined to any one age group. Also, many parents enjoyed hearing the songs. Wehope that you and your students will enjoy the CDs, videos, teacher materials, andstudent manuals associated with this new version of a popular collection.

HAPPY SINGING !Dollie L. Yazzie

Instructor of Navajo MusicDiné Bi’olta’ Association Workshop, Hunters Point, Arizona

June 15 to July 25, 1970

Reissued for the Regional Indigenous Bilingual Education Conference in GallupNovember, 2003



NAVAJO SONG CLASSIFICATIONSA proposed classification by Dollie Yazzie

These classifications were outlined after careful analysis of the various types of songs we came intocontact with at the summer workshop. In referring to this outline one should keep in mind that this is

one person’s efforts and it is by no means the only possible way to classify Navajo songs.

1. Nidáá’sin Nidáá’sin Nidáá’sin Nidáá’sin Nidáá’sin (formerly known as songs of the squaw dance)

a. Sway Songs (yik’aash)b. Teasing or Gift Songs (í’díl’a’)c. Round Dance (názhnoodahí)d. Face to Face Dance (ahidii’á’hí)e. Spinning Dance (iich’oshí)f. Social Dance (bee azhishí)

(1) Two Step(2) Walking

2. Adapted SongsAdapted SongsAdapted SongsAdapted SongsAdapted Songs (English tunes adapted to Navajo form and melodic style)

3. Occupational Activity SongsOccupational Activity SongsOccupational Activity SongsOccupational Activity SongsOccupational Activity Songs

4. Children’s SongsChildren’s SongsChildren’s SongsChildren’s SongsChildren’s Songsa. Humorousb. Nurseryc. Moral

5. Religious Ceremonial SongsReligious Ceremonial SongsReligious Ceremonial SongsReligious Ceremonial SongsReligious Ceremonial Songsa. Na’akai (yé’iibichei)b. Fire Dance (ízhniidááh)

(1) Feather Dance (álííl)(2) Fire Dance Songs (restricted)

c. Ndáá’ Yázhíd. Hatáá¬ Sin (very restricted)

6. ChantsChantsChantsChantsChants

7. Social Songs Social Songs Social Songs Social Songs Social Songs (merely for pleasure)

8. Patriotic SongsPatriotic SongsPatriotic SongsPatriotic SongsPatriotic Songs



SEASONAL APPLICATIONS OF NAVAJO SONGS

1. Spring and Summera. Sway Songs (yik’aash)b. Teasing or Gift Songs (í’díl’a’a)c. Round Dance Songs (názhnoodahí)d. Face to Face Dance Songs (ahidii’áhí)e. Spinning Dance Songs (íích’ooshí)f. Social Dance Songs (bee azhishí)g. Adapted Songsh. Occupational Activityi. Children’s Songsj. Patriotic Songs

2. Fall and Wintera. Fire Dance Songs

(1) Feather Dance (álííl)(2) Religious Songs (restricted in use)

b. Ndáá’ Yázhí (only in case of emergency)c. Na’akai (yé’iibichei)d. Shoe Game Songs

3. Year Rounda. Childrens’ Songsb. Occupational Songsc. Adapted Songsd. Nidáá’sin (songs only)e. Chantsf. Social Songsg. Patriotic Songs



TABLE OF CONTENTS

The 1970 recording began as a group effort that resulted in two LP 33 1/3 rpm records. DollieYazzie was joined in some songs by Lynda A. Dick. Several songs added traditional singers ShirleyBegay and Laura Wallace. Sound effects on the original recording were done by: Martin Hoffman,Harrison Henry, Laura Wallace, Dollie Yazzie, Shirley B., Andy T., Galena D., Joe Y. and LyndaDick. The 2003 recording is designed and directed by Dollie, joined by Lynda Dick Teller, with

technical assistance by Dr. Roy E. Howard.

INTRODUCTION 3NAVAJO CURRICULUM CENTER 4NOTES ON THE NAVAJO MUSIC IN THIS COLLECTION 4PROLOGUE 5NAVAJO SONG CLASSIFICATIONS 6SEASONAL APPLICATIONS OF NAVAJO SONGS 7

CD #CD #CD #CD #CD # TitleTitleTitleTitleTitle Page Page Page Page Page1 Tééldzíbahí (Donkey Song) Children’s Song 102 Ayéhé Bisóodi Halªª’ (The Pet Pig) Children’s Song 133 Bilagáana Nímasiitsoh K’íidíílá Children’s Song

(The White Man’s Potatoes) 174 Ndáá’ T’éí Haniná (Nidáá’sin) Joo’ashí 205 Chidí Náat’aí Aní (The Airplane) 236 Hayíí¬k£™néego Naa’ahóóhai Aní Children’s Song

(The Rooster at the Break of Dawn) 267 Hast••sht¬izhii (Tongue Twister) Children’s Song 288 Yahaná’ni¬kaad (Feeding the Lambs) Occupational Activity 319 Shibéhé (My Pet Lamb) Children’s Nursery Song 3410 Ch’ishiibeezhii (The Chickadee) Children’s Song Humorous 3711 Ashkii Aniid Níyá (Welcome Song) Children’s Song 4012 At¬’ó Bí’díla’ (Rug Weaving Song) Occupational Activity 4413 Ch’ishiibeezhii T’óó Nizhóníyee Occupational Activity

(Happy Bird Counting Song) 4714 Haadóone’í Nílª (The Clan Song) Children’s Song 5115 Shinanita’í Da Nilªª Doolee¬

(The Education Song) Children’s Song 54



CD #CD #CD #CD #CD # TitleTitleTitleTitleTitle Page Page Page Page Page16 She’iich’oshí (Social Dance Song) Joo’ashí 5717 Ayéhé Ch’íno¬te’ (Social Dance Song) Joo’ashí 6018 Doodeegháni Hwinisáago (Social Dance Song) Joo’ashí 6319 Hálázhoozh Bi’díl’a’ (Finger Counting Song) Children’s Song 6620 Á¬chíní Nohjeeh (Chores Rhyming Song) Children’s Song 6921 Òªª¬gai (Horse Song) Children’s Song 7222 Tsªª¬go Aad§§’ Chídí¬ts’oí Yilwo¬

(Indian Time Song) Children’s Song 7623 Awéé’ Ni¬hod (The Cradle Board Song) Children’s Song 7924 Shiwoo’ y§§ (The Sweet Tooth Song) Children’s Moral Song 8225 Ó¬ta’góó Diit’ash (Going to School Song) Children’s Song 8526 Shilªª’ Ba’n£’¡stso’ (Farm Song) Children’s Nursery Song 8927 Danohzhóníyee’ (Cleanliness Song) Children’s Song 9328 Dibé Yóó’ííyá (The stray sheep) Children’s Nursery Song 9629 Tsídii Yázhí Hataa¬ (The little singing bird) Children’s Song 9930 Á¬chíní Bit¬’ízí (The Child’s Goat) Children’s Nursery Song 10231 Hwééldi Di Beenihoot’£n§∞

(Returning from Fort Sumner) Historical 10532 Shilééch£™ Yázhí (The Little Dog) Children’s Nursery Song 10833 Sammie Nidei’né (Sammie, Come Play) Children’s Song 11134 Jerry, Jerry (Go to School Song) Children’s Moral Song 11435 Deenists’aa’ Bee Na’nishkaad

(Herding Sheep) Children’s Song 11736 Náázbah Bidibé (Naazbah’s Sheep) Children’s Nursery Song 12037 Ak’á Biyiin (Corn Grinding Song) Occupational 123

PRONUNCIATION GUIDE FOR NAVAJO SINGING 135



TééldzíbáhíTééldzíbáhíTééldzíbáhíTééldzíbáhíTééldzíbáhí(Donkey Song)

Classification: Children’s Song Tune: Traditional

Lesson: 1. Animals Used for Transportation2. Farm Animals3. Beasts of Burden

Lyrics: Tééldzíbáhí shí¬ nooltªª¬ ¬ehTééldzíbáhí shí¬ nooltªª¬ ¬ehNaasiláhí shí¬ danaadee¬goga’Shitágí nibéhé

Vocabulary: tééldzíbáhí donkeynooltªª¬ gallopingnaasiláhí saddle, possibly the one known as McClellan’s saddlenibéhé waving; flying as in the wind

Background:Families financially unable to own horses would use the donkey for transporta-

tion. At the present time this is not likely to be the case. A donkey can be trained tostay with a herd of sheep. On his back will be sleeping bags, cooking utensils, an ax, acouple of water bags, and other camping equipment. Tééldzíbáhí is left to roam freeto feed with the herd, but can be approached and brought to the camp site to unload orrepack, In fact it has been known to be so well-trained that whether he is being used ornot will continually stay with the herd and prefers this to being among horses or otherdonkeys.

Song # 1

Dollie L. Yazzie taught Navajo studentsfor 45 years since her graduation fromArizona State University in 1958.



TééldzíbahíTééldzíbahíTééldzíbahíTééldzíbahíTééldzíbahíTraditional

Adapted by Dollie L. Yazzie

Hei yei y™™ngaa

Yo e-ne y¡¡ng-aaYo e-ne y™™ng-aa, Yo e-ne y™™

Ya wei-ya hei neiya.Yo e-ne y¡¡ng-aa

Yo e-ne y™™ng-aa, Yo e-ne y™™Ya wei-ya hei neiya.

T¢¢l-dzí-bá-hí shi¬ nool-tªª¬ ¬ehT¢¢l-dzí-bá-hí shi¬ nool-tªª¬ ¬eh

Naa si-la-hi shi¬ da-naa-dee¬ go-ga'.Shi-tá-gí ni-bé-héEi-ya hei nei yaa

Yo e-ne y™™ng-aa, Yo e-ne y™™ng-aaYo e-ne y™™ ya ei-ya hei nei yaa.

T¢¢l-dzí-bá-hí shi¬ nool-tªª¬ ¬ehT¢¢l-dzí-bá-hí shi¬ nool-tªª¬ ¬eh

Naa si-la-hi shi¬ da-naa-dee¬ go-ga'.Shi-tá-gí ni-bé-héEi-ya hei nei yaa

Yo e-ne y™™ng-aa, Yo e-ne y™™ng-aaYo e-ne y™™ ya ei-ya hei nei y™™ngaa.



&###45 c∑

œHei

˙ œœœ œ œyo e - ne y¡¡ng - aa

˙ œœœ œ œYo e - ne y™™ng - aa

###c 454

˙ œœ œ .œ œYo e - ne y™™ A

œ .œ œ œ œwei - ya hei ™™ng - aa

###45 .. c6

.œ œœ .œ œ .œ œ œT¢¢l - dzí - bá - hí shi¬ nool - tªª¬ ¬eh

.œ œœ .œ œ .œ œ œT¢¢l - dzí - bá - hí shi¬ nool - tªª¬ ¬eh

###c 43 c 458

.œœœ.œœœœ .œœNaa si -la - hi shi¬ da - naa -dee¬ go -.œœœœœœ .œ

ga'. Shi - tá -gí ni - bé -hé

œ .œœ œ œEi- ya hei nei yaa

###45 c11

˙ œœ œ œ œYo e - ne y™™ng - aa

˙ œœ œ œ œYo e - ne y™™ng - aa

###c ..13

˙ œœœ .œ œYo e - ne y™™ ya

œ .œ œ œ œei- ya hei nei yaa.

fin

œ .œ œ œ œei -ya hei nei yaa.

Tééldz¶b¡híTraditional NavajoTranscribed by Roy E. Howard

As sung by Dollie L. Yazzie



Ayéhé Bisóodi Halªª’Ayéhé Bisóodi Halªª’Ayéhé Bisóodi Halªª’Ayéhé Bisóodi Halªª’Ayéhé Bisóodi Halªª’(The Pet Pig)


Lesson: 1. Domestic animals2. Farm animals3. Animals used for food4. Raising of pigs for commercial purposes

Lyrics: Ayéhé bisóodi halªª’Ayéhé bisóodi halªª’

Házh£nee’§, házh£nee’§ ak’ah halªª’Házh£nee’§, házh£nee’§ ak’ah halªª’

Ayéhé bisóodi halªª’Házh£nee’§, házh£nee’§ ak’ah halªª’

Házh£nee’§, házh£nee’§ halªª’ bichªªh názb™sHázh£nee’§, házh£nee’§ halªª’ bitsee nástasHázh£nee’§, házh£nee’§ halªª’ bibid hasht¬’ish.

Vocabulary: ayéhé - in-lawak’ah - tallowhalªª’ - a pet of the farm stock

Background: Among the Navajo it is an accepted social behavior to teaseinlaws of the family. Other relatives and neighbors will tease an inlaw and the imme-diate family members will defend him. Often, the individual doing the the teasing hasto pay for his verbal and often harsh teasing. The payment usually in in terms of anitem from a shirt to an expensive item like a piece of jewelry, removed from his per-son, against his will.

Song # 2



Ayéhé Bisóodi Halªª’Ayéhé Bisóodi Halªª’Ayéhé Bisóodi Halªª’Ayéhé Bisóodi Halªª’Ayéhé Bisóodi Halªª’Traditional


Hei yei y™™ng-aaA-y¢-h¢ bi-sºo-di h¡ lªª' ya ya hei nei ya.A-y¢-h¢ bi-sºo-di h¡ lªª' ya ya hei nei ya.H¡-zh¡-nee' § h¡-zh¡-nee' § ak 'ah ha-lªª'

ya ya hei yei y™™ng-aaH¡-zh¡-nee' § h¡-zh¡-nee' § ak 'ah ha-lªª'

ya ya hei yei y™™ng-aa.

A y¢-h¢ bi-sºo-di ha-lªª' ya ya hei nei ya.Ha-zh¡-nee' § Ha-zh¡-nee' § ak 'ah ha-lªª'

ya ya hei yei y™™ng-aa.

Hazh¡-nee '§ ha-zh¡-nee '§ ha-lªª' bi-chªªh n¡z-basya ya hei yei y™™ng-aa.

H¡-zh¡-nee' § h¡-zh¡-nee' § ha-lªª' bit-see' n¡s-tasya ya hei yei y™™ng-aa.

H¡-zh¡-nee' § h¡-zh¡-nee-'§ ha-lªª' bibid hasht¬'ishya ya hei yei y™™ng-aa.

A-y¢- h¢ bi-sºo-di ha-lªª' ya ya hei nei yaH¡-zh¡-nee-'§ h¡-zh¡-nee-'§

ha-lªª' bi-bid hash-t¬ishya-ya-hei yei y™™ng-aa.



& 43 ..Œ Œ œHei

œ œ .œ œyei y™™ng - aa 1.A -

˙ .œ œy¢ - - - h¢ -

œ .œ .œ œœbi - sºo - di - h¡ lªª'

.. ..5

œ œ œya ya hei

1.

œ œ‰. r

œnei ya. A -

2.

œ œ‰. r

œnei ya 2.H¡ -

œ .œ .œ œœ .œzh¡ -nee' § h¡ - zh¡ -nee'

..9

.œ œ .œ œœ§ ak 'ah ha - lªª'

œ œ œya ya hei

1.

œ œ .œœyei y™™ng - aa Ha -

2.

œ œ .œ œyei y™™ng - aa A

˙ .œ œy¢ - h¢

14

œ .œ .œ œœbi - sºo - di ha - lªª'

œ œ œya ya hei

œ œ‰. r

œnei ya. Ha -

œ .œ .œ œœ .œzh¡ -nee' § Ha - zh¡- nee'

c18

.œ œ .œ œœ§ ak 'ah ha -lªª'

œ œ œya ya hei

œ œ .œ œyei y™™ng - aa Ha -

œ .œ .œ œœ .œzh¡ -nee '§ ha - zh¡ -nee

c 4322

.œ œ .œ œ .œ œœ'§ ha - lªª' bi -chªªh n¡z -bas

œ œ œya ya hei

œ œ .œ œyei y™™ng - aa. H¡ -

c 4325

œ .œ .œ œœ .œzh¡ -nee' § h¡ - zh¡ -nee'

.œ œ .œ œ .œ œ œ§ ha - lªª' bit - see' n¡s - tas

œ œ œya ya hei

Ay¢h¢ Bisºodi Halªª'Traditional NavajoTranscribed byRoy E. Howard



& c 4328

œ œ .œ œyei y™™ng - aa. H¡ -

œ .œ .œ œœ .œzh¡ -nee' § h¡ - zh¡ - nee -

.œ œ .œ œ .œ œ œ'§ ha - lªª' bi - bid hash -t¬'ish

4331

œ œ œya ya hei

œ œ .œœyei y™™ng - aa. A -

˙ .œ œy¢ - h¢

œ .œ .œ œœbi -sºo - di ha - lªª'

œ œ œya ya hei

c 4336

œ œ‰. r

œnei ya H¡ -

œ .œ .œ œœ .œzh¡- nee - '§ h¡ - zh¡- nee -

.œ œ .œ œ .œ œ œ'§ ha - lªª' bi - bid hash- t¬ish

4339

œ œ œya - - - ya - - hei

œ œ œyei y™™ng - aa.

The drum Dollie has used for many years is alarge, lightweight, perfectly round masterpiece withheavy leather heads on each side. They are tuned justslightly differently, and each portion of each head acti-vates a different set of harmonic partials, creating arichness of tone, like the voice of Dollie herself. Eachhead is carefully painted in rich tones of black/white,red/yellow, and blue/orange, representing the sands ofthe Ch’ooshgai Mountains that inspire these songs.



Bilagáana Nímasiitsoh K’íidííláBilagáana Nímasiitsoh K’íidííláBilagáana Nímasiitsoh K’íidííláBilagáana Nímasiitsoh K’íidííláBilagáana Nímasiitsoh K’íidíílá(The White Man’s Potatoes)


Lesson: 1. Planting2. Potato plants

Lyrics: Bilagáana nímasiitsoh k’íidííláagoBíláatah’iigaigo, hállo jaaní niigo ya nádzá.

Vocabulary: k’íidííláago - he plantedjaaní - slang word for Navajo

Background: This is a song that makes fun of the White man in a friendlymanner. The lyrics simply state that a White man planted some potatoes. When hereturned, the white blossoms were in bloom and he remarked, “Hello jaan”.

Song # 3

Dollie L. Yazzie was the first Navajowoman to graduate from the Arizona StateUniversity School of Education in 1958.She returned for a Masters in Education.



Bilagáana Nímasiitsoh K’íidííláagoBilagáana Nímasiitsoh K’íidííláagoBilagáana Nímasiitsoh K’íidííláagoBilagáana Nímasiitsoh K’íidííláagoBilagáana Nímasiitsoh K’íidííláagoTraditional


Hei yei y™™ng-aa.Hei yo nei hei yo neiHei yo nei hei yo nei

he ya na o hei yaHei yei y™™ng-aa.

Hál-lo nei Hel-lo nei H¡l-lo nei hel-lo neihei ya na o hei ya. Hei yei y™™ng-aa.

Bi-la-g¡a-na ni-ma-sii-tsoh k'¶i-d¶¶-l¡a-goB¶l¡a-tah 'ii-gai-go, h¡l-lo jaa-n¶ nii-go yaa n¡-dz¡.

Hei-yo Hei-aa.Hei-ya hei y™™ng-aa.

Hál-lo nei Hel-lo nei H¡l-lo nei hel-lo neihei ya na o hei ya Hei yei y™™ng-aa.

Vocables.Vocables.Vocables.Vocables.Vocables. Each song begins and ends with, and each phrase is en-hanced by a series of vocables, such as yo ‘e ‘o, ‘a wi’ yahei yoo Thesesyllables are similar to the dooby dowa of a jazz singer, or the wack dither aweigh of the Irish, or the ay ay ay ay of the Mexican. They are the vocaliza-tions that fill in the music as instruments do. They are critical to this musicsounding like traditional Navajo. Many principle phrases are introduced withhei yei y™™ngaa, with no break or breath before the words of the verse.



& c 43œ œ œ .œœ

Hei yei y™™ng - aa. Hei

Slow fiœ œ .œ œyo nei hei

œ œ .œœ

yo nei Hei

œ œ .œ œyo nei hei

c 43 ..5

œ œ .œ œyo nei he

œ .œ .œ œœya na o hei ya

Fine

œ œ œ .œœ

Hei yei y™™ng - aa. Hál -

œ œ .œ œlo nei Hel -

c9

œ œ .œœ

lo nei H¡l -

œ œ .œ œlo nei hel -

œ œ .œ œlo nei hei

œ .œ .œ œœya na o hei ya

c 4313 1.2. Go on to next verse.

œ œ œ œHei yei y™™ng - aa.

3. Return to coda

fi

œ œ œ .œœ

Hei yei y™™ng - aa. Hei - - - - -

œ .œ œ .œ œBi - la - g¡a - na ni -

16

œ .œ œ .œ œma - sii - tsoh k'¶i - d¶¶ -

œ .œ ˙l¡a - go

œ .œ œ .œ œ .œB¶ - láa - tah 'ii - gai -go,

c19

œ .œ .œ œ œ .œh¡l - lo jaa - n¶ nii - go

.œ œ œ .œ .œ œyaa n¡ - dz¡. Hei - yo - Hei -

c ..21

œ œ œ .œœ

ya hei y™™ng - - - aa. - - - H¡l -

Bilag¡ana N¶masiitsoh K'¶id¶¶l¡agoTraditional NavajoTranscribed byRoy E. Howard




Nidáá’ T’éí HanináNidáá’ T’éí HanináNidáá’ T’éí HanináNidáá’ T’éí HanináNidáá’ T’éí Haniná(Nidáá’sin)

Classification: Nidáá’sin (Joo’ashí) Tune: Traditional

Lesson: 1. Types of dances2. Kinds of songs3. Religious significance4. Length (time of duration of the Joo’ashí)5. Social implications

Lyrics: Daash díílíí¬go nidáá’ t’éí hanináÁ¬t™™ga’, Á¬t’™™ga’, nináhídááhgo baaga’ yíníí¬ naniná

Vocabulary:

daash díílíí¬go - why do you...?á¬t’™™ga’ - as a resultyíníí¬ naniná - you wonder in sorrow, you regret it, you are sorry

Background:

In the early days the young maidens and young braves had the opportu-nity to socialize at a squaw dance in a moderate fashion. Here at the joo’ashí theydanced to the songs performed by two groups of men singing in turns. The parentswere able to scrutinize and observe the girls and this often resulted in a marriage ar-rangement between families.

Song # 4



Nidáá’ T’éí HanináNidáá’ T’éí HanináNidáá’ T’éí HanináNidáá’ T’éí HanináNidáá’ T’éí HanináTraditional


Hei nei yei yei yei y™™ng-aawi-ya a' a' hoo woo

Wei-ya a' a' hoo wooWei-ya' a' a' hei yei hei yei yei ye y™™ng-aa

Daash d¶¶-l¶¶¬-go ni d¡¡' t'¢¶ ha-ni-n¡ Wei-ya' a' a' hei yei ya.Á¬-t'™™-ga', Á¬-t'™™-ga',

ni-n¡-h¶-d¡¡h-go baa-ga' y¶-n¶¶¬ na-ni-n¡wei-ya' a' a' hei-ya.

Dollie L. Yazzie was inducted intothe Phoenix Indian School’s Hallof fame on October 13, 1978.



& c 42 cœ œ œ œHei nei yei yei

œ œy™™ng - aa

œ œ œ œ œ œ œwi - ya a' a' hoo woo

.. 42 c 434

œœœœœ œ œWei - ya a' a' hoo woo

œ œ œ œWei - ya' a' a'

œœœœ œœŒ

hei yei yei ye y™™ng -aa

437

œ œ œ œœœ œDaash d¶¶ - l¶¶¬ - go - ni d¡¡' t'¢¶

œ œ ˙ha - ni - n¡ -

œ œ œ œ œ œWei - ya' a' a' hei yei

c10

.œœœ œœœ œœ

ya. Á¬ -t'™™ - ga', Á¬- t'™™ - ga', ni -

œœœ œn¡ - h¶ - d¡¡h - go

œ œ œ œ œœœbaa - ga' y¶ - n¶¶¬ na -ni -n¡

..13

œ œ œ œ œ œwei - ya' a' a' hei - - - ya.

Nidáá' T'éí HanináTraditional NavajoTranscribed byRoy E. Howard




Chidí Náat’a’í ÁnªChidí Náat’a’í ÁnªChidí Náat’a’í ÁnªChidí Náat’a’í ÁnªChidí Náat’a’í Ánª(The Airplane)


Lesson: 1. Transportation2. Industry3. Space Travel

Lyrics: Déigó díní’ªªChidí náat’á’íga’ ání

Vocabulary:

Déigó -díní’ªª -Chidí náat’á’íga’ ání -

Background:

The Navajo language is so complete and easily adapted that you will findvery few borrowed words. He will either give a descriptive term for naming a newobject or will relate the new object to another having similar likenesses. In the case ofan airplane he merely refers to it as the “flying car”.

Song # 5



Chidí Náat’a’í ÁnªChidí Náat’a’í ÁnªChidí Náat’a’í ÁnªChidí Náat’a’í ÁnªChidí Náat’a’í ÁnªTraditional Tune


Hei yei yei yei y™™ngaa.Eiyo hane ya hei yo hei yei yei yei

Eiyo hane ya hei yo ene ha ena.

Ene ya hei yo ene ha enaEne ya hei yo ene ha ena

Déi-gó d¶-n¶' ªª' yei yei yei Chi-dí náa-t'¡'-¶-ga' á-n¶.

Ya hei yei y™™ngaa.

Ene ya hei yo ene ha enaEne ya hei yo ene ha ena

Déi-gó d¶-n¶' ªª' yei yei yei Chi-dí náa-t'¡'-¶-ga' á-n¶.

Ya hei yei y™™nga.

Eiyo hane ya hei yo hei yei yei yeiEiyo hane ya hei yo ene ha ena.

Hei yei yei yei yaa heiya.



&#c 43 c

œ œ œ œHei yei yei yei

œ œœœ

y™™ng - aa. Ei - yo

œ œ œœœ

ha - ne ya hei yo

#43 c 46

4

˙ ˙hei yei

œ œ œ œyei yei. Ei - yo

œ œ œ œ œ œha - ne ya hei yo

#46 c .. 46 c

7

œ œ œ œ ˙e - ne ha e - na.

œ œ œœœœE - ne ya hei yo


#c 46 c10

œ œ œœœœE - ne ya hei yo


œœœœœ œDéi -go dí - ní' - ªª'

#46 c .. 45

13

œ œ ˙yei yei yei.

œœœ œœœœœ œChi - dí náa - t'á - í - ga' á ní. Ya

œ œ œ œhei yei y™™ng - aa.

#45 c 43

16 2.

œ œ œ œœœ

hei yei y™™ng - aa. Ei - yo

œ œ œœœ

ha - ne ya hei yo

˙ ˙hei yei

#43 46 c

19

œ œ œœyei yei. Ei - yo

œ œ œœœœœ œha - ne ya hei yo e - na.


&#22

œ œ œŒ

yaa hei - - - - ya.

Chidí Náat'a'í ÁnªNavajo Traditional MelodyTranscribed by Roy E. Howard

Lyrics byDollie L. Yazzie



Hayí¶¬k£™néego Na’ahººhai ÁníHayí¶¬k£™néego Na’ahººhai ÁníHayí¶¬k£™néego Na’ahººhai ÁníHayí¶¬k£™néego Na’ahººhai ÁníHayí¶¬k£™néego Na’ahººhai Ání(The Rooster at the Break of Dawn)

Classification: Children’s Nursery Song Tune: Traditional

Lesson: 1. Farm Animals2. The rooster and its habits3. Domestic animals4. Pets

Lyrics: 1. Nahd§§’ hayªª¬k£™ (née) goNa’ahóóhai (yee) aníigoBidaa’ga’ deigo yaa’á

2. Nahd§§’ hayªª¬k£™ (nee) goNa’ahóóhai (yee) aníigoBitsee’ga’ yaanáá’á

Vocabulary:

hayªª¬k£™go - at the break of dawndeigo yaa’á - pointing upyaanáá’á - pointing down

Background:

Navajos say that one should be up long before the rooster crows. If yourise with the dawn, all good things come your way along with a long and healthful life.An early riser signifies an ambitious, healthy person.

Song # 6



Hay¶¶¬k£™néego Na’ahóóhai ÁníHay¶¶¬k£™néego Na’ahóóhai ÁníHay¶¶¬k£™néego Na’ahóóhai ÁníHay¶¶¬k£™néego Na’ahóóhai ÁníHay¶¶¬k£™néego Na’ahóóhai ÁníTraditional Tune


Hei yei yei yei y™™ngaa.

Oho ho, ei hei hei yeiHeiyo aweiya na ei y™™ngaa a weiya

hei yei y™™ngaa.Oho ho, ei hei hei yei

Heiyo aweiya na ei y™™ngaa aweiyahei yei y™™ngaa.

Nahd§§’ hayªª¬k£™néegoNa’ahóóhai yee aníigoBidaa’ga’ deigo yaa’á.

hei yei y™™ngaa.Oho ho, ei hei hei yei

Heiyo aweiya na ei y™™ngaa aweiyaHei yei y™™ngaa.

Nahd§§’ hayªª¬k£™neegoNa’ahóóhai yee aníigoBitsee’ga’ yaanáá’á.

Hei yei y™™ngaa.Oho ho, ei hei hei yei

Heiyo aweiya na ei y™™ngaa aweiyahei yei yei yei y™™ hei y™™.



Hast••sht¬izhiiHast••sht¬izhiiHast••sht¬izhiiHast••sht¬izhiiHast••sht¬izhii(Tongue Twister)

Classification: Children’s Song Words and Music by Dollie L. Yazzie

Lesson: 1. Rhyming2. Enunciation3. Pronunciation4. Individual names and their significance

Lyrics: Hast••sht¬izhii dzi¬ yisht¬izhiid§§’ naagháÒªªsht¬ishzhii bi¬ deezht¬izhgo adah íít¬izhNikídeezht¬ishgo bigod yisht¬ish jiní

Vocabulary: níkídeezht¬ishgo he fell to the groundyisht¬ish bruised, resulting in a blue spot

Background:(Fictitious story) There was this elderly man who lived near a mountain named

“dzi¬yísht¬izhii”. He also had a spotted horse (¬ªªsht¬izhii) and as a result the manbecame known as “hastiisht¬izhi”.

Among Navajo people and Indians in general, the name an individual gets maybe a result of a deed he has performed, an area he lives in, or the clan he belongs to.

Song # 7

Special Thanks to 1970Music Consultants:Howard Gorman

Carl GormanChabah Watson



Hast••sht¬izhiiDollie L. Yazzie

Hei yei yah.

Hei yo-o-o. Hei yo-o-oHei yo-o-o-o ah.

Hei yo-o-o-o-wei-ya ah.Hei yei y™™ng-aa. aa.

Hei yo-o-o. Hei yo-o-oHei yo-o-o-o ah.

Hei yo-o-o-o-wei-ya ah.Hei yei y™™ng-aa.

Has-t••sh-t¬izh-ii dzi¬ yish-t¬ish-ii d§§' naa-ghá yo-ha.Lªª’ yish-t¬izh-ii bi¬ deezh-t¬izh-go a-dah íí t¬izh yo ha.

Ní-kí-deezh-t¬ish-go bi-god yish-t¬ish ji-ní yo ha.

Hei yo-o-o-hei yo-o-o hei yo-o o-o ah.Hei yo-o-o-o wei-ya ah.

Hei yei y™™ng-aa.



& 43 c ..q»§º

œ œ .œ œHei yei yah. Hei

.œ œ .œ œ .œ œ .œ œyo - o - o Hei yo - o - o Hei

.œ œ .œb œ .œ jœyo - o - o ah Hei

&4

.œœ .œb œœ .œœyo - o - o - o wei - ya aa.

œœ œ .œœHei yei y™™ng - aa. Hei

.œœ.œœ .œœ.œœyo - o - o - hei yo - o - o hei

.œœ .œb œ .œj

œyo - o o - o ah. Hei

&8

.œœ .œb œœ .œœyo -o - o - o wei - ya ah.

œœ œ œHei yei y™™ng -aa.

œ .œ œ .œœ .œœ .œHas- tªªsh- t¬izh - ii dzi¬ yish -t¬i - shii -

.œœ .œb œ˙d§§' naa - ghá yo -ha.

& 4312

.œ œ œ .œ .œ œ œ .œLªª yish- t¬izh - ii bi¬ deezh- t¬izhgo^a -

.œœ .œb œ .œ jœdah íí t¬izh yo ha. Ní -

œ .œ œœœ .œ œkí - deezh - t¬ish - go bi - god yish -

& .. c15 1.

.œœ .œb œ .œœt¬ish ji - ní yo ha. Hei

2.

.œœ.œœ .œœ.œœyo - o- o Hei yo - o - o Hei

.œœ .œb œ .œj

œyo - o - o - o ah. Hei

.œœb .œœœ .œœyo - o - o - o -wei - ya ah.

&19

œ œ œ œHei yei y™™ng - - - - aa.

HHHHaaaasssstttt••••••••sssshhhhtttt¬¬¬¬iiiizzzzhhhhiiiiiiiiDollie L. Yazzie



Yah Aná’ní¬kaadYah Aná’ní¬kaadYah Aná’ní¬kaadYah Aná’ní¬kaadYah Aná’ní¬kaad(Feeding the Lambs)

Classification: Occupational Activity Tune: Based on “Buffalo Gals”Adapted to Navajo

by Dollie L. Yazzie

Lesson: 1. Orphans of a herd2. Pets3. A herder’s chores

Lyrics: Nahd§§’ yah aná’ní¬kaaddá’diní¬jeeh, á’ii¬tsóódáádóó adííyªª¬, dºº iid¶¶¬hoshyisk£™go n¡¡di’n¶n¶¬kaad

Vocabulary: ¡’ii¬tsººd - the act of holding a nanny goat so that the orphanedlambs and kids may nurse.

d¡’din¶¬jeeh - closing off the corral entrance to prevent the herdfrom getting out. The suffix “jeeh” usually refers to the use of logs, rather than a gateto close up the entrance.

Background:During the summer months, children return home and help their parents with

herding sheep. After returning home in the evening, some of the chores a herder doesis enumerated in the song.

When one handles a new born lamb or kid too much immediately after birth, thehuman odor left on the newborn results in the mother abandoning or disowning heryoung, so an orphan results. Also a mother may die in giving birth, thus another rea-son for an orphan. These orphans become very tame and often are personal pets of thechildren. They usually respond and come to the call of “béhé” (lamb) or “t¬’iis” (kid).The herder or the children will see that these orphans get milk in the morning and inthe evening. This is accomplished by holding a nanny goat or a mother ewe while thelamb or kid feed on the milk.

Song 8



Yah Aná’ní¬kaadYah Aná’ní¬kaadYah Aná’ní¬kaadYah Aná’ní¬kaadYah Aná’ní¬kaad Lyrics by Dollie L. YazzieAdapted from Buffalo Gals

Hei yei yei yei y™™ng-aa.

E-ne ya-hei ya ei-o haE-ne yo ya ei-o-ha.

E-ne ya hei ya ei-o ha.Hei ya na ei-o ha a wei-ya

Hei yei y™™ng-aa.

Nah-d§§' yah a-ná'-ni¬-kaaddá'-di-ni¬-jeeh, á'-ii¬-tsóód

áá-dóó a-díí-yªª¬, dóó ii díí¬ hoshyis k£™-go náá-di' ní¬ kaad.

E-ne-ya hei ya hei o haE-ne ya ei yo wei

E-ne ya hei ya ei o haE-ne ya ei yo.

E-ne ya hei ya ei-yo haE-ne yo e-ne yo.

E-ne ya hei ya ei-yo haHei ya na wei-yo hei.

A-wei-ya hei yei yei yei y™™.



&#####43 cœœœœ œ œ

Hei yei yei yei y™™ng -aa.œœœœœœœœE - ne ya - hei ya ei - o ha

œœœœœœœE - ne yo ya ei - o- ha.

&##### 42 46

4

œœœœœœœ .œ œE - ne ya hei ya ei - o ha. Hei

œœœœœ .œ œœœya na ei - yo ha a wei - ya.


&#####46 .. c

7

œœœœœœœ ÓNah- d§§' yah a - - - - - - - - - - -ná' - ni¬ - kaad

œ œœœ œœ œ œdá' - di - ni¬ - jeeh, á' - ii¬ - tsóód áá -

&##### 42 c

9

œœœœœœœ .œ œdóó a - díí - yªª¬, dóó ii díí¬ hosh yis

œœœœœ .œœœœk£™ - go náá - di' ní¬ kaad a -wei - ya

œœ œ œhei yei y™™ngaa.

&#####c

12

œœœœœœœœE - ne - ya hei ya hei o ha

œœœœœ œE - ne ya hei yo wei

œœœœœœœœE - ne ya hei ya hei o ha

&##### 42

15

œœœœœœE - ne ya hei yo wei.

œœœœE - ne ya hei

œœœœya ei - yo ha

œœœE -ne yo

œœœœya ei -yo ha

œœœœE - ne ya yei

&##### ..

21

œ œœ .œ œya ei - yo ha Hei

œ œ œœœya na wei - yo

.œ œœ œha. A -wei - ya


YYYYaaaahhhh AAAAnnnnáááá''''nnnníííí¬¬¬¬kkkkaaaaaaaaddddLyrics by Dollie L. Yazzie

Tune adapted from Buffalo Gals

Transcribed byRoy E. Howard



ShibéhéShibéhéShibéhéShibéhéShibéhé(My Pet Lamb)

As sung by Lynda Dick-Teller

Classification: Children’s Nursery Song Tune: Traditional Navajo Goat SongLyrics: adapted by Lorene Begay

Lesson: 1. Pets2. Orphans of the herd

Lyrics: Shibéhéga hazlªª’go. Shibéhéga hazlªªgo.Béhé bidishníigo. Shikéé' naagháadoo.

Shibéhé bi¬ hózh≠–go. Shibéhé bi¬ hózh≠–go.Béhé bidishníigo. Shikéé' naalgeeddoo.

Béhé dichin lª•go. Béhé dichin lª•go.Béhé bidishníigo. Baníná'iistso' doo.

Vocabulary: hazlªª’go - When I acquire one (in this song, a lamb).baníná'iistso' doo - I will hold a nanny goat or a ewe, so that the

lamb will feed on the milk.dichin lª•go - when it (she, he) is hungry

Background:It is a great delight to own an orphaned lamb or kid. In this song, the boy is

outlining plans for the lamb he wishes to acquire.

Song 9



ShibéhéLyrics by Lorene Begay

(Melody: Navajo Traditional Goat Song)Adapted by Lynda Dick-Teller

Hei yei yei yei ya.Yo-e 'o ha wi ya hei yoYo-'e 'o ha wi ya hei yo

Wi ya hei yo 'o ha wei yahei yei yei eyi ya.

1. Shi-bé-hé-ga haz-lªª’-go.Shi-bé-hé-ga haz-lªª’-go.

Bé-hé bi-dish-níi-go.Shi-kéé' naa-gháa-doo

a-wei-ya hei yei yei yei ya.

2. Shi-bé-hé bi¬ hó-zh≠–-go.Shi-bé-hé bi¬ hó-zh≠–-go.

Bé-hé bi-dish-níi-go.Shi-kéé' naal-geed-doo

a wei-ya hei yei yei yei ya.

3. Bé-hé di-chin lª•-go.Bé-hé di-chin lª•-go.Bé-hé bi-dish-níi-go.Ba-ní-ná'-iis-tso' doo

a wei-ya hei yei yei yei ya.



& 43 cœ œ œ œ œ œ

Hei yei yei yei y™™ng - aa.

c .. 432

œœ .œ œœœœœœœYo - e 'o a wi ya hei yo

œ œ .œ œœ œœœœœ

Yo - 'e 'o a wi ya hei yo

43 424

œœœœ œ œœœœWi ya hei y™™ng - aa a wei ya

1.2.3.

œœœœ œ œœhei yei yei eyi y™™ng - aa. 1.Shi - - - -

2.Shi - - - -3. - - - - -

4.

œœœŒ

ya. Hei - ya!

427

œ œ œ œ œ œ œ œbé -bé -Bé -

hé -héhé

gabi¬di -

haz -hó -

chin

lªª - - -zh≠– - - -

lª• - - -

go.go.go.

Shi -Shi -

8

œ œ œ œ œ œ œbé -bé -Bé -

hé -héhé

gabi¬di -

haz -hó -

chin

lªª -zh≠– -

lª• -

go.go.go.

œ œ œ œ œ œ œ œBé -Bé -Bé -

héhéhé

bi -bi -bi -

dish -dish -dish -

níi -níi -níi -

go.go.go.

Shi -Shi -

..10

œ œ œ œ œ œ œkéé'kéé'B a - ní -

naa -naal -ná' - iis -

gháa -geed -tso '

doodoodoo

a -aa

œ œ œ œwei -wei -wei -

yayaya

heiheihei

yeiyeiyei

œ œ œ œyeiyeiyei

yeiyeiyei y™™ng -

y™™ng -y™™ng -

aa.

aa.aa.

ShibéhéLy rics by Dollie L. Yazzie

based on a Navajo Traditional Melody

Transcribed by Roy E. Howard



Ch’íshiibeezhiiCh’íshiibeezhiiCh’íshiibeezhiiCh’íshiibeezhiiCh’íshiibeezhii(The Chickadee)

As sung by Dollie L. Yazzie and Lynda Dick -Teller

Classification: Children’s Song (Humorous) Tune: William ClayLyrics: Grace McNeley

Lesson: 1. Enunciation2. Rhyming3. Speech rhythm

Lyrics: Ch’íshiibeezhiiga’, hakéts’iin ch’ízh§∞ne’habízhí a¬béézhy§∞ne’ biihjoot’a’goga’hakéts’iin ch’ízhy§∞ne’ ch’¶¶zh, ch¶¶zhyiits’a’go yib¢¢zh jin¶.

Ch’íshiibeezhiiga’, hakéts’iin ch’ízh§∞ne’habízhí a¬béézhy§∞ne’ biihjoot’a’goga’hakéts’iin ch’ízhy§∞ne’ ch’¶¶zh, ch¶¶zhyiits’a’go yib¢¢zh jin¶.

Vocabulary:Ch’íshiibeezhii - chickadeehakéts’iin - outer ankle.ch’ízhígo - chapped.habízhí - paternal aunta¬béézhy§∞ - where she was stewing food

Background:This provides an opportunity to practice the ch’, zh, ts’, and sh sounds and

improve enunciation.

Song 10



Ch’íshiibeezhiiCh’íshiibeezhiiCh’íshiibeezhiiCh’íshiibeezhiiCh’íshiibeezhiiAdapted by Dollie L. Yazzie

Hei yei yei yei y™™ngaaYo e o a-wei o hei yei yei yei y™™Yo e o a-wei o hei yei yei yei y™™

A-wei ya a-wei o a hei yei yei yei y™™ng-aa.A-wei-ya a-wei o hei yei yei yei y™™.

Ch’íshiibeezhiiga’, hakéts’iin ch’ízh§∞ne’habízhí a¬béézhy§∞ne’ biihjoot’a’goga’

hakéts’iin ch’ízhy§∞ne’ch’¶¶zh, ch¶¶zh yiits’a’go yib¢¢zh jin¶.

A-wei-ya hei yei yei yei y™™ng-aa.

Yo e o a-wei o hei yei yei yei y™™Yo e o a-wei o hei yei yei yei y™™


Ch’íshiibeezhiiga’, hakéts’iin ch’ízh§∞ne’habízhí a¬béézhy§∞ne’ biihjoot’a’goga’

hakéts’iin ch’ízhy§∞ne’ch’¶¶zh, ch¶¶zh

yiits’a’go yib¢¢zh jin¶.

A-wei-ya hei yei yei yei y™™ng-aa.

Yo e o a-wei o hei yei yei yei y™™Yo e o a-wei o hei yei yei yei y™™




& 43 ..œ œ œ œ œ œHei yei yei yei y™™ng - aa.

œ œœ.œ œœœœYo e o a - wei o

œœ œ œ œhei yei yei yei y™™

454

œ œ œ .œ œ œ œ œYo e o a - wei o

œ œ œ œ .œ œhei yei yei yei y™™. A -

45 436

œ œœœœ œœœœœœ œ .œœwei ya a - wei o hei yei yei yei y™™ng -aa. A -

œ œœœœœœœœœœœwei ya a -wei o Hei yei yei yei y™™.

43 c 438

œ œ œ œœCh'í - shii -beezh - ii - ga'

œœœ œœ œ jœ≈

ha - ké - ts'iin ch'í -zh§∞ - ne' ha -

œœœœœœœbí - zhí a¬ -béézh - y§∞- ne'

c 4611

œ œ œ œ œbiih - joo - t'a' - go - ga'

œ œ œ œ œ œ œ‰

ha - ké - ts'iin ch'ízh y§∞ - ne'

46 c13

œ .œ œœ œœ œ œœ‰ j

œCh'íízh, ch'íízh yii - ts'a' - go yi - bééah ji - ní. A -

œœ œœœ œ œ œwei - ya. Hei yei yei yei y™™ngaa.

Ch'íshiibeezhiiTune developed by William ClaayTranscribed byRoy E. Howard

Lyrics developed byGrace McNeley




Ashkii Áneed NíyáAshkii Áneed NíyáAshkii Áneed NíyáAshkii Áneed NíyáAshkii Áneed Níyá(Welcome Song)

Classification: Children’s Song Tune: Traditional NavajoLyrics: Marie Arviso


Lesson: 1. Welcoming a new student2. Praising a new student’s working habit

Lyrics: Ashkii níyá, ániid níyá, ániid níyáAshkii níyá, ániid níyá, ániid níyá

T’aa ákónéehee ájiidzaaT’aa ákónéehee ájiidzaa

T’óó nizhónígo ó¬ta’Ániid níyá, ániid níyá.

Vocabulary: ákónéehee - it’s a good thing.ániid - recently.níyá - he came

Background:Due to the difficulty some students have in adjusting to a new school, a song

similar to this would put them at ease.

Song 11



Ashkii Áneed NíyáAshkii Áneed NíyáAshkii Áneed NíyáAshkii Áneed NíyáAshkii Áneed NíyáTraditional Navajo

Lyrics: Marie ArvisoAdapted by Dollie L. Yazzie

Hei yei y™™ngaaAnei’e yo anei’e y™™ngaaAnei’e yo anei’e y™™ngaa

Anei’e y™™ngaa, anei’e y™™Hei yei y™™ngaa.

Ashkii níyá, ániid níy™™ngaa, ániid níyáHei yei y™™ngaa



T’óó nizhónígo ó¬ta’Ániid níy™™ngaa, ániid níyá

Hei yei y™™ngaa

Anei’e yo anei’e y™™ngaaAnei’e yo anei’e y™™ngaa





T’óó nizhónígo ó¬ta’Ániid níy™™ngaa, ániid níyá

Hei yei y™™ngaa

Anei’e yo anei’e y™™ngaaAnei’e yo anei’e y™™ngaa




& 45 c 43œ œ œ .œ œ .œ œHei yei y™™ng - aa A -nei - 'e

˙ .œ œ .œ œyo a -nei - 'e

œ .œ œ .œ œy™™ng - aa A -nei - 'e

c 434

.œ jœ .œ œ

yo a - nei - 'e

œ .œ œ .œ œy™™ng - aa A -nei - 'e

œ .œ œ .œ œœy™™ng - aa a - nei - 'e yaa

43 42 c ..7

œ œ œHei yei y™£ng -

.œ œ .œ œaa. Ash- kii - ní -

˙ .œœ .œœyá á - niid ní -

45 c10

œ .œ œ .œ œœy™™ng - aa, á - niid ní -yá.

œ œ œ .œ œ .œ œHei - yei y™™ng - aa. Ash -kii ní - - - - -

˙ .œ œ .œ œyá á- niid ní -

4513

œ .œ œ .œ œœy™™ng - aa, á- niid ní - yá.

œ œ œ œHei - yei y™™ng - aa.

.œ œœ .œ œ.œ ˙T'aa'á - kó - née -hee á - jii - dzaa.

43 4516

.œ œœ .œ œ .œ ˙T'aa'á - kó - née -hee á - jii - dzaa.

.œ œ .œ jœ

T'óó ní -zhó - ní -

.œ œ .œj

œgo ó¬ -ta' Á -

45 c19

.œ œœ .œ œ .œ œœniid ní - y™™ng - aa, á - niid ní - yá

œ œ œ .œ œ .œ œHei yei y™™ng - aa. A -nei - 'e

Ashkii Áneed NíyáTraditional NavajoTranscribed byRoy E. Howard




& c 4321

˙ .œ œ.œ œyo a-nei - 'e

œ .œ œ.œ œy™™ng - aa A-nei - 'e

œ œ œ .œ œyo a - nei - 'e

c 4524

œ .œ œ .œ œy™™ng - aa A - nei - 'e

œ .œ œ .œ œœy™™ng - aa a - nei - 'e yaa

45 ..26

œ œ œ .œ œ .œ œHei yei y™£ng - - - aa. 2.Ash - kii - ní -

Dollie L. Yazzie received theArizona State University NativeAmerican Alumni of the Yearaward on October 13, 2001.



At¬’ó Bí’díl’a’At¬’ó Bí’díl’a’At¬’ó Bí’díl’a’At¬’ó Bí’díl’a’At¬’ó Bí’díl’a’(Rug Weaving Song)

As sung by Dollie L. Yazzie and Lynda Dick-Teller

Classification: Occupational Activity Tune: Traditional NavajoLyrics: Lorinda Sells

Lesson: 1. Rug weaving2. Steps in rug weaving3. Commercial weaving4. Weaving for livelihood

Lyrics: Shoo at’ééd, Shoo at’éédT’óó nizhónigo hanáá’ni¬chaadgosínídáago baahózh≠

Shoo at’ééd, Shoo at’éédT’óó nizhónigo náá’ídizgosínídáago baahózh≠

Shoo at’ééd, Shoo at’éédT’óó nizhónigo náá’ít¬’óogosínídáago baahózh≠

Shoo at’ééd, Shoo at’éédT•’ diyogí k••hdooltsosgo nahidoonihgobaahózh≠ doo.

Vocabulary: kªªhdooltsosgo - will sell it at the store.

Background:In the early days, weaving was for utility, to meet family needs for clothing and

bedding. Then there was a period when the majority of weaving was done for liveli-hood. Then when more jobs became available rugs declined. Now, through culturalteachings in schools and a new public demand for rugs they are again being woven.Rugs are better and weavers are demanding a price that reflects the superior quality ofthe rugs.

Song 12



At¬’ó Bí’díl’a’At¬’ó Bí’díl’a’At¬’ó Bí’díl’a’At¬’ó Bí’díl’a’At¬’ó Bí’díl’a’Traditional Navajo

Lyrics: Lorinda SellsAdapted by Dollie L. Yazzie

Hei yei y™™ngaaEiyo wei nah™™ngaa, Eiyo wei nah™™ngaaEiyo wei nah™™ngaa, Eiyo wei nah™™ngaa

Eiyo wei na ‘oho ‘o eiya heiya, hei yei y™™ngaa.

1.

Shoo at’ééd yoh™™ngaa, Shoo at’ééd yoh™™ngaaT’óó nizhónigo hanáá’ni¬chaadgo sínídáago baahózh≠

Weiya eiya, hei yei y™™ngaa.Eiyo wei nah™™ngaa, Eiyo wei nah™™ngaa

Eiyo wei na ‘oho ‘oweiya heiya hei yei y™™ngaa.

2.

Shoo at’ééd yoh™™ngaa, Shoo at’ééd yoh™™ngaaT’óó nizhónigo náá’ídizgo sínídáago baahózh≠


Eiyo wei na ‘oho ‘oweiya eiya hei yei y™™ngaa.

3.

Shoo at’ééd yoh™™ngaa, Shoo at’ééd yoh™™ngaaT’óó nizhónigo náá’ít¬’óogo sínídáago baahózh≠



4.

Shoo at’ééd yoh™™ngaa, Shoo at’ééd yoh™™ngaaT•’ diyogí k••hdooltsosgo nahidoonihgo baahózh≠ doo.





& cœ œ œ œ

Hei yei y™™ng - aa

.œ œ .œ œ œ œEi - yo - wei - na -h™™ng - aa

.œ œ .œ œ œ œEi - yo - wei - na - h™™ng - aa

.. 43 c4

.œ œ .œ œ œ œEi - yo - wei - na -h™™ng - aa

.œ œ .œ œ œ œEi - yo -wei - na - h™™ng - aa

.œ œ .œ œ .œ œEi - yo wei - na 'o - ho -

c7

.œ œœ.œ œ.œ œo ei - ya hei - ya,


.œ œ .œ œœ œ1.Shoo a - t'ééd yo h™™ng - aa

See the book for the four verses10

.œ œ .œ œ œ œShoo a -t'ééd yo h™™ng - aa.

.œ œ .œ œ .œ œ .œ œT'óó ni -zhó - ni -go ha -náá' - ni¬ -

.œ œ .œ œ .œ œ .œ œchaad - go - sí - ní -dáa - go baa - hó -

..13

.œ œœ .œ œ .œ œzh≠ Wei - ya ei - ya

œ œ œ œHei - yei - y££ng - aa.

At¬’ó Bí’díl’a’Traditional NavajoLyrics: Lorinda SellsTranscribed byRoy E. Howard




Chíshiibeezhii T’óó Nizhóniyee’Chíshiibeezhii T’óó Nizhóniyee’Chíshiibeezhii T’óó Nizhóniyee’Chíshiibeezhii T’óó Nizhóniyee’Chíshiibeezhii T’óó Nizhóniyee’(Happy Bird Counting Song)


Classification: Occupational ActivityTune: Adapted from Chickadee, Chickadee, Happy As Can Be

Lyrics: Grace McNeley

Lesson: 1. Chores2. Navajo verbs3. Building vocabulary

Lyrics: (10 verses)Ch’íshiibeezhi, Ch’íshiibeezhii t’óó nizhóníyee’Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó ndaaht’a’Neeznáá ch’íshiibeezhii t’iis yii’ nidahaltsaad,¬a’ adahooltsaadgoga’ náhást’éí silªª’.

Vocabulary: adah’i’íí¬haazh - the act of falling off while sleeping.ninícha - stopped cryingch’íshiibeezhii - chickadeendaaht’a’ - go fly aroundadahooltsaad - sat off the edgeaneesna’ - choked on its foodch’ééh deeyá - he (she) tired outahiníl’ª - looking at each othernídzísdzííd - became frightenedT’áá¬á’í - one Naaki - two T¡¡’ - threeDii’ - four Ashdla’ - five Hast££ - sixTsosts’id - seven Tseebíí - eight Náhást’éí - nineNeeznáá - ten

Background: This fun song is for counting while working.

Song 13



Ch’íshiibeezhii T’óó Nizhóniyee’Ch’íshiibeezhii T’óó Nizhóniyee’Ch’íshiibeezhii T’óó Nizhóniyee’Ch’íshiibeezhii T’óó Nizhóniyee’Ch’íshiibeezhii T’óó Nizhóniyee’Adapted from Chickadee, Chickadee, Happy As Can Be

Lyrics: Grace McNeley


Yo ho ene, yo ho ene, ya hei yoYo ho ene, yo ho ene, ya hei yo

1.Ch’íshiibeezhi, Ch’íshiibeezhii t’óó nizhóníyee’

Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’Neeznáá ch’íshiibeezhii t’iis yii’ nidahaltsaad,

¬a’ adahooltsaadgoga’ náhást’éí silªª’.


Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’Náhást’éí ch’íshiibeezhii t’iis yii’ nidaháazt£,

¬a’ nahgóódahdiit’a’goga’ tseebíí silªª’.


Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’Tseebíí ch’íshiibeezhii t’iis yii’ da’a¬hosh,

¬a’ adah’i’íí¬haazhgoga’ tsosts’id silªª’.


Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’Tsosts’id ch’íshiibeezhii t’iis yii’ nidaané,

¬a’ nideestªª’goga’ hast££ silªª’.


Navajo Music for Classroom Enrichment Dollie L. Yazzie ©20035.

Ch’íshiibeezhi, Ch’íshiibeezhii t’óó nizhóníyee’Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’

Hast££ ch’íshiibeezhii t’iis yii’ da’ay£¬a’ aneesna’goga’ t’áa ashdla’í silªª’.


Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’Ashdla’ ch’íshiibeezhii t’iis yii’ dahataa¬,

¬a’ bizhí ásdªªdgoga’ t’áa dª’ª silªª’.


Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’Dii’ ch’íshiibeezhii t’iis yii’ daacha,

¬a’ niníchagoga’ t’áa t’á’í silªª’.


Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’T¡¡’ ch’íshiibeezhii t’iis yii’ nidaalnish,¬a’ ch’ééh deeyáagoga’ t’áa naaki silªª’.


Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’Naaki ch’íshiibeezhii t’iis yii’ ahiníl’ª

¬a’ dahiite’goga’ t’áa¬¡’í silªª’.


Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’T’áá¬á’í ch’íshiibeezhii t’iis bii’ yajii’áh,t’óó nídzísdzíídgoga’ akéé’ dashdiit’a’.

Ch’íshiibeezhi, Ch’íshiibeezhii t’óó nizhóníyee’Ch’íshiibeezhi, Ch’íshiibeezhii nahgóó nidaaht’a’

Yo ho ene, yo ho ene, ya hei yoYo ho ene, yo ho ene, ya hei yo



& bbbc Ó Œœœ

Yo ho

œœœœ

œœœœ

e - ne, yo ho e - ne, ya hei

.˙ œœyo. Yo ho

bbb 43 c .. 454

œœœœœœœœe - ne yo ho e - ne, ya hei

.˙yo.

œ œœ œœœ œœCh'í - shii bee - zhi, Ch'í - shii - bee - zhii

bbb45 c 457

œ œœ œ ˙ Œ

t'óó ni - zhó - ní - yee'œ œ œ œ œ œ œ œ

Ch'í - shii - bee - zhii Ch'í - shii - bee - zhii

bbb45 c 459

œ œ œ œ ˙ Œnah - góó ni - daah - t'a'

œ œ œ œ œ œ1.Neez - náá ch'í - shii - bee - zhii

bbb45 c ..11

œ œ œœ ˙t'iis yii' n i - dahal -tsaad,

œœœœ œœœ¬a' a - da -hool -tsaad - go - ga'

œœœœ˙ná - hás- t'éí si - lªª'.

bbb14

Ó Œœœ

Yo ho

œœœœ

œœœœ

e - ne, yo ho e - ne, ya hei

.˙ œœyo. Yo ho

œœœœœœœœe - ne yo ho e - ne, ya hei

bbb18

.˙yo.

Ch'íshii beezhii T'óó Nizhóníyee'Traditional NavajoTranscribed byRoy E. Howard


See book for additinal verses



Haadóone’ª NílªHaadóone’ª NílªHaadóone’ª NílªHaadóone’ª NílªHaadóone’ª Nílª(The Clan Song)


Classification: Children’s SongTune: Adapted from Oats, Peas, Beans, and Barley Grows

Lyrics: Marie Arviso

Lesson: 1. Learning one’s clan, mother’s and father’s clan2. Introduce the two different clans of the child and you as a teacher3. Knowledge of different clans

Lyrics: Haado ne'e sh™ nil•ha' at' iish ei baashiin chiinKiiya’áanii éí nish¬ª dóóTsi'naajiní baashiishchiin.

Vocabulary: yinishyé - my name isnishlª - I ambaashiishchiin - born for

Background:

When introducing yourself, be sure to include at least your name(______yinishyé), maternal clan (____nishlª), and your paternal clan(______baashiishchiin)

Song 14



Haadóone'ª NílªHaadóone'ª NílªHaadóone'ª NílªHaadóone'ª NílªHaadóone'ª NílªLyrics by Marie Arviso

From Oats, Peas, Beans, and Barley Grows


E-ne, e-ne, ya hei yo.E-ne, e-ne, ya hei yo.E-ne, e-ne, ya hei yo.E-ne, e-ne ya-hei yo.

Ha doo ne'e sh™ ni-l•ha' at' iish ei baa-shiin chiinKii-ya-áa-nii éí nish-lª dóó

Tsi' naa-ji-ní baa-shiish-chiin.

E-ne, e-ne, ya hei yo.E-ne, e-ne, ya hei yo.E-ne, e-ne, ya hei yo.E-ne, e-ne ya-hei yo.

Ha doo ne'e sh™ ni-l•ha' at' iish ei baa-shiil chiin

Di-bé-¬i-zhi-nii éí nish-lª dóºTa nees zah-nii baa-shiish chiin.

Be sure tosubstitutewith youractual clan



&###44Voice

œœœœœœœE - ne, e - ne, ya hei yo.

œœœœœœœ

E - ne, e - ne, ya hei yo.

œœœœœœœ œ

E - ne, e - ne, ya hei yo.

&###

4

œœœœœœœE - ne, e - ne ya - hei yo.

œœœœœœœHaa- dóo - ne' - ª sh™ ní - l•

œœœœœœœœ œha' at' iish ei ba - shí - níl -chíín

Di -

&###

7

œ œ œ œ œ œ œ œ

Ki -bé -

ya -¬i - zhi -

á - ní´ˆní

éíéí

nish -nish -

lªlª

dóódóº

œ œ œ œ œ œ œTsi' -Ta'

naa -nees -

ji -zah -

niinii

bá -bá -

shísh -shísh -

chíín.chíín.

Haadóone'ª NílªLyrics by Marie Arviso

Transcribed byRoy E. Howard

©2003 Cantos Para Todos

From: Oats, Peas, Beans, and Barley GrowsAdapted by

Dollie L. Yazzie

A special thanks to the leadersand staff of Rough RockSchool for encouraging thework of Dollie L. Yazzie inNavajo language and music.



Shinanit’a’í Da Nílªª DooShinanit’a’í Da Nílªª DooShinanit’a’í Da Nílªª DooShinanit’a’í Da Nílªª DooShinanit’a’í Da Nílªª Doo(The Education Song)


Classification: Children’s SongTune: Traditional

Lyrics: Carolyn Joe

Lesson: 1. The possibilities of a good education2. Encouraging a good education

Lyrics: Hozho’ó iiní¬ta’ náásgóó shinanit’a’í da nílªª doolee¬.T’óóga’ nizhónígo nílªª doolee¬.T’óóga’ nizhónígo nílªª doolee¬.Hozho’ó iiní¬ta’ náásgóó shinanit’a’í da nílªª doolee¬.

Vocabulary: náásgóó - in the futureShinanit’a’í - my leader, my chairmanda nílªª doo - you may become

Background:

Intelligent, sensible leadership needs to be supplied by the Navajopeople for themselves. Some of our leaders, although they may have had no formalschooling, have adjusted to the modern way of planning, and those with a good educa-tion need to serve their people. Each year brings out more professional Navajos andeach year more and more are going to college. With the tribal scholarship programmany capable individuals are given the opportunity to obtain a college education.

Song 15



Shinanit'a'í da Nílªª DooShinanit'a'í da Nílªª DooShinanit'a'í da Nílªª DooShinanit'a'í da Nílªª DooShinanit'a'í da Nílªª DooLyrics by Carolyn Joe

Traditional Navajo Song


Hei yei yei yei y™™ngaaEne ya e yo

Ene ya e o ene ha enaEne ya e o ene ha enaEne ya e o ene ha ena

Hozho’ó iiní¬ta’ náásgóó shinanit’a’í da nílªª doolee¬.T’óóga’ nizhónígo nílªª doolee¬.T’óóga’ nizhónígo nílªª doolee¬.

Hozho’ó iiní¬ta’ náásgóó shinanit’a’í da nílªª doolee¬.

Ene ya e yoEne ya e o ene ha enaEne ya e o ene ha enaEne ya e o ene ha ena

Hozho’ó iiní¬ta’ náásgóó shinanit’a’í da nílªª doolee¬.T’óóga’ nizhónígo nílªª doolee¬.T’óóga’ nizhónígo nílªª doolee¬.

Hozho’ó iiní¬ta’ náásgóó shinanit’a’í da nílªª doolee¬.

Ene ya e yoEne ya e o ene na

Hei yei yei ya hei ya.



& 46 c ..œ œ œ œ œ œHei yei yei yei y™™ng - aa

œ œ œ œE - ne ya e

œœœœœ œo - - - -

46 c 464

œ œ œœœœE - ne ya e o



46 c 467

œ œ œ œ ˙e - ne ha e - na


œ œ œ œ ˙e - ne - ha e - na.

45 c10

œœ œœœœœ œ

Da'Ho - ííshzho - ko - - - -'o ii - ní¬ -ta'

œ œœœœœœœœnáás - góó shi - na - ni - t'a - 'i da ní -

œ œ ˙Œ

lªª doo - lee¬.

c 45 c 4513

œ œœœœœœT'óó - ga' ni - zhó - ni - go ní -

œ œ ˙Œ

lªª doo - lee¬.

œ œœœœœœT'óó - ga' ni - zhó - ni - go ní -

45 46 4516

œ œ ˙‰ j

œlªª doo - lee¬. Ho -

œ œ œ œ œ œ œ œzho - 'ó ii - ní¬ - ta'

45 ..18

œ œ œ œ œ œ œ œ œnáás - góó shi - na - ni - t'a - í da ní -

œ œ ˙Œ

nªª doo - lee¬.

Shinanit'a'í da Nílªª DooTraditional NavajoLyrics: Carolyn JoeTranscribed byRoy E. Howard




She’iich’oshíShe’iich’oshíShe’iich’oshíShe’iich’oshíShe’iich’oshí(Social Dance Song)


Classification: Nidáá’sin (Joo’ashí) (Two Step)Tune: Traditional

Lyrics: Traditional

Lesson: 1. Study of Navajo Culture2. Squaw Dance

Lyrics: She’iich’oshí t’óó a¬tsé shi¬nani’ashShe’iich’oshí t’óó a¬tsé shi¬nani’ashNikéyah nizaad ndí, nich’énahooyéé’ ndíT’óó a¬tsé shi¬nani’ashNikéyah nizaad ndí, nich’énahooyéé’ ndíT’óó a¬tsé shi¬nani’ash

Vocabulary: shee’iich’oshí - his (her) dance partnernikéyah - your farm or your country, your landnizaad - farnich’enahooyéé’ ndí although we will meet with hardships and

obstacles

Background: In early days the extent of courting was at the various religiousceremonial gatherings. The squaw dance was the most poular of these. Here youngbraves and young maidens socialized in a moderate fashion. This relationship oftenresulted in marriage. In the song the lyrics express the disadvantages of such a court-ship and trying to cram enough time into these days to last them another month or so.

Song 16



She’iich’oshíShe’iich’oshíShe’iich’oshíShe’iich’oshíShe’iich’oshíTraditional Navajo Song


Hei yei y™™ngaaNei ‘eyo nei ‘ey™™ngaaNei ‘eyo nei ‘ey™™ngaa

Henei yaho ‘o ‘o nei ‘eiyaHei yei y™™ngaa

She’iich’oshí hei yei hei yei yei yei t’óó a¬tsé shi¬nani’ash hei ya hei yei y™™ngaa

She’iich’oshí hei yei hei yei yei yeit’óó a¬tsé shi¬nani’ash heiya hei yei y™™ngaa

Nikéyah o hei yei y™™ngaaNi’eiyo ‘o nei ‘ei y™™ngaaHenei yaho ‘o ‘o nei ‘ei ya

Hei yei y™™ngaa

Yo ho na nizaad ndí, nich’énahooyéé’ ndíT’óó a¬tsé shi¬nani’ash heiya hei yei y™™ngaa

Nikéyah nizaad ndí, nich’énahooyéé’ ndíT’óó a¬tsé shi¬nani’ash heiya hei yei y™™ngaa

Nei ‘eyo nei ‘ey™™ngaaNei ‘eyo nei ‘ey™™ngaa

Henei yaho ‘o ‘o nei ‘e yaHei yei y™™ngaa



& 45 43 ..œ œ œ œ .œœHei yei y™™ng - aa Nei

Ni -

'e -

ké -

˙ .œ œyo

yah

nei

hei

'e -

yei

œ œ .œ œy™™ng -

y™™ng -

aa

aa

Nei

Ni -

'e -

'e -

˙ .œ œyo

yo

nei

nei

'e -

'ei

c 435

œ œ œ .œy™™ng -

y™™ng -

aa

aa

He -

He -

nei

nei

œ .œ .œ œ .œ œœya -

ya -

ho

ho

'o -

'o -

'o

'o

nei

nei

ei

ei

ya

ya

œ œ œ œHei

Hei

yei

ye

y™™ng -

y™™ng -

aa.

aa.

43 c 458

.œ œœ .œ .œ œShe -

Yoho

'ii -

no

ch'o -

ni

shí

zaadn - dí

hei

Ni -

.œ œ .œ œ œyei

ch'é

hei

na -

yei

hoo -

yei

yéé'n -

yei

dí

.œœ .œ œ .œ œ .œ œT'óó

T'óó

a¬ -

a¬ -

tsé

tsé

shi¬

shi¬

na -

na -

ni -

ni -

'ash

'ash

hei

hei

45 43 c11

œ œ œ œ œya

ya

hei

hei

yei

yei

y™™ng -

y™™ng -

aa.

aa.

.œ œœ .œ .œ œShe -

Yoho

'ii -

no

ch'o -

ni -

shí

zaadn - di

hei

Ni -

.œ œ .œ œœyei

ch'é

hei

na -

yei

hoo -

yei

yéén -

yei

dí

c 45 ..14

.œ œ .œ œ .œ œ .œ œT'óóT'óó

a¬ -a¬ -

tsétsé

shi¬shi¬

na -na -

ni -ni -

'ash'ash

heihei

œ œ œ œ œyaya

heihei

yeiyei

y™™ng -y™™ng -

aa.aa.

She’iich’oshíTraditional NavajoTranscribed byRoy E. Howard




Ayéhé Ch’ínó¬t’e’Ayéhé Ch’ínó¬t’e’Ayéhé Ch’ínó¬t’e’Ayéhé Ch’ínó¬t’e’Ayéhé Ch’ínó¬t’e’(Social Dance Song)


Classification: Squaw Dance Song (Two Step)Tune: Traditional

Lyrics: Elouise JacksonLesson: 1. Teasing or Gift Giving

2. Navajo sense of Humor3. Squaw Dance

Lyrics: Ayéhé ch’ínó¬t’e’, ch’ínó¬t’e’, ch’ínó¬t’e’Shígo shí’dó¬’a’Ayéhé ch’ínó¬t’e’, ch’ínó¬t’e’, ch’ínó¬t’e’Shígo shí’dó¬’a’

Vocabulary: ch’ínó¬t’e’ - push him (her, it) out the doorshí’do¬’a’ - serenade me

Background: The morning following the first night of the squaw dance thepatient’s clan members, family members and relations gather in front of the hogan ofthe people receiving the prayer stick. As they stand before the hogan they sing teasingsongs and the people from inside the hogan begin throwing out items such as candy,cigarettes, fruits of all kinds, cracker jacks, etc. The man receiving the prayer stickwill often give the patient valuable items. Other members in his family will give giftsto members in the crowd. The people receiving gifts must repay the gift giver withgifts equivalent in value the last morning of the Squaw dance.

Song 17



Ayéhé Ch’ínó¬t’e’Ayéhé Ch’ínó¬t’e’Ayéhé Ch’ínó¬t’e’Ayéhé Ch’ínó¬t’e’Ayéhé Ch’ínó¬t’e’Traditional Navajo Song

Courtesy of Elouise Jackson


Hei yei yei yei y™™ngaa Eiya hane ya ei yo ei ya eina

Weiya hane ya ei yo ei ya einaAyéhé ch’ínó¬t’e’, ch’ínó¬t’e’, ch’ínó¬t’e’

Shígo shí’dó¬’a’ ei eiyanaHei yei yei yei y™™ngaa

Weiya hane ya ei yo ei ya einaWeiya hane ya ei yo ei ya eina

Ayéhé ch’ínó¬t’e’, ch’ínó¬t’e’, ch’ínó¬t’e’Shígo shí’dó¬’a’ ei eiyana

Hei yei yei yei yoi.



& 46 c ..œ œ œ œ œ œHei yei yei yei y™™ng - aa

œ œ œ œEi - ya ha - ne

jœœ jœœ œ

ya - ei yo ei

4

œ œ ˙ya ei - na.

œ œ œ œWei - ya ha - ne

jœ

œ jœœ œ

ya - ei yo ei

œ œ .œj

œya ei - na. A -

468

œœœœœœœœyé - hé ch'í -nó¬ -t'e', ch'í -nó¬ -

œœœœ˙t'é' ch'í - nó¬ -t'é'

œœœœœ œœœ œShí - go shí' -dó¬' - a' ei ei - ya - na

11

œ œ œ œ œ œHeiHei

yeiyei

yeiyei

yeiye

y™™ng -yoi.

aa.

Ayéhé Ch’ínó¬t’e’Traditional NavajoCourtesy of Elouise JacksonTranscribed byRoy E. Howard




Doodeeghándí HónísáagoDoodeeghándí HónísáagoDoodeeghándí HónísáagoDoodeeghándí HónísáagoDoodeeghándí Hónísáago(Social Dance Song)


Classification: Squaw Dance SongTune: Traditional

Lyrics: Elouise Jackson

Lesson: 1. Squaw Dance2. The ceremony of giving gifts

Lyrics: Doodeeghándi hónísáago, aháláane’∞∞’Doodeeghándi hónísáago, aháláane’∞∞’

Vocabulary: doodeeghándi - far offhónísáago - I caught up with her (him)aháláane’∞∞’ - dearest one

Background: Songs like these are sung the first and last mornings of the squawdance. As they sing, items are thrown out of the hogan and the singers catch as manyas they can. Space doesn’t permit a full explanation here, but interested teachers willfind sources whereby they could have this phase of the squaw dance fully explained.

Song 18



Doodeeghándí HónísáagoDoodeeghándí HónísáagoDoodeeghándí HónísáagoDoodeeghándí HónísáagoDoodeeghándí HónísáagoTraditional Navajo Song

Courtesy of Elouise Jackson


Hei yei yei yei y™™ngaaEiya hane ya ei yo ei na

Weiya hane ya ei ya ei naDoodeeghándi hei yei

hónísáago, aháláane’∞∞’yanaHei yei yei yei y™™ngaa

Heiya hane ya ei yo ei naWeiya hane ya ei ya ei na

Doodeeghándi hei yeihónísáago, aháláane’∞∞’yana

Hei yei yei yei o



& bb46 .. cœ œ œ œ œ œ

Hei nei yei yei y™™ng - aa.

œ œ œ œ jœœ jœ

Ei - ya ha - ne ya ei

bbc 46 c3

œ œ ˙yo ei na

œ œ œ œj

œœ j

œWei - ya ha - ne ya ei

œ œ ˙ya ei na.

bb 466

œ œ œ œ

Doo - dee - ghán - di

œ œ œ œœhei ye hó - ní -

œ œ œœœsáa - go a - há -láa -

œ‰œ jœœ

ne' ∞∞' ya - na

bb4610

œ œ œ œ œ œHeiHei

yeiyei

yeiyei

yeiyei

y™™ng -o.

aa.

Doodeeghándí HónísáagoTraditional NavajoCourtesy of Elouise JacksonTranscribed byRoy E. Howard




Hálázhoozh Bi’díl’a’Hálázhoozh Bi’díl’a’Hálázhoozh Bi’díl’a’Hálázhoozh Bi’díl’a’Hálázhoozh Bi’díl’a’(Finger Counting Song)

Classification: Children’s SongTune: Eency Weency Spider

Lyrics: Lynda Dick TellerAs sung by Lynda Dick Teller

Lesson: 1. Count in Navajo, counting with the fingers2. Right and left hand terms in Navajo

Lyrics: T’áá¬a’í, naaki, táá’, dªª’, ashdla’ níla’béé na’ízoh dóó béé na’ích’™™nishnáají ashdla’ dóó nisht¬’ají dó’ ashdla’díí baa ahéé nínízingo yá’át’ééht’áá¬a’í naaki, táá’ dªª’, ashdla’ a¬ch’ishjí níla

Vocabulary: nishnáají - right handnisht¬’ají - left handahéé - thankfula¬ch’ishjí - both hands (left and right)

Background: Navajo parents or grandparents often encourage their youngsters towork with their hands to make them tough and limber.

Song 19



Hálázhoozh Bi’díl’a’Hálázhoozh Bi’díl’a’Hálázhoozh Bi’díl’a’Hálázhoozh Bi’díl’a’Hálázhoozh Bi’díl’a’Lynda Dick Teller

Adapted by Lynda Dick-Teller

Weiya na eiyo weiya na eiyoT’áá¬a’í, naaki, táá’, dªª’, ashdla’ níla’

béé na’ízoh dóó béé na’ích’™™nishnáají ashdla’ dóó nisht¬’ají dó’ ashdla’

díí baa ahéé nínízingo yá’át’ééht’áá¬a’í naaki, táá’ dªª’, ashdla’ a¬ch’ishjí níla

Weiya na eiyo weiya na eiyo

From 1958 to 2004, Dollie L. Yazzietaught at Tuba City, Window Rock,Chinle, Rough Rock, Dilkon,Tohatchi Boarding School, andTohatchi Elementary School.



& 812 œ jœ œj

œ .˙Wei ya na ei yo

œ jœ œj

œ .˙wei - ya na ei - yo

3

œœœœjœ .œ œ j

œT'áá - ¬a - 'í, naa - ki, táá', dªª', ash -

œj

œ .˙Œ ‰

dla' ní - la'.

.œ œj

œ .œ .œBéé na - 'í - zoh dóó

6

.œ œj

œ .œ Œ jœ

béé na - 'i - ch'™™ Nish -

.œ œj

œ .œ œ jœnáa - jí ashdla' dóó nish -

œ jœœjœ .˙

t¬'a - jí dó' ash -dla'.

9

.œ œjœ .œ œ j

œDíí baa a - héé ní - ní -

œ jœ œ

jœ .œ Œ j

œzin - go yá - 'á - t'ééh. t'áá -

11

œj

œœj

œ .œ œ jœ

¬a - 'í naa - ki, táá' dªª', ash -

œ jœœœœ .˙

dla' a¬ - ch'ish - jí ní - la.

œj

œœj

œ .˙Wei ya na ei yo

14

œ jœ œ

jœ .˙

wei - - - ya na ei - yo

Hálázhoozh Bi’díl’a’Tune: Eency Weency SpiderLyrics: Lynda Dick TellerTranscr ibed by Roy E. Howard

Adapted byDollie L. Yazzie



A¬chíní NohjeehA¬chíní NohjeehA¬chíní NohjeehA¬chíní NohjeehA¬chíní Nohjeeh(Chores Rhyming Song)


Classification: Children’s SongTune: Ga¬báhí


Lesson: 1. Rhyming2. Enunciation3. Vocabulary building

Lyrics: Á¬chíní nohjeeh, nohjeehyisk£™goga’ ó¬ta’góó iihdoohjahÁ¬chíní nídoohjeeh, nídoohjeehNahgóóda dághádóhjeeh, dághádóhjeehÁ¬chíní dido¬jeeh, dido¬jeehÁsa’o¬jeeh, ása’o¬jeehÁ¬chíní aad§§’ga’ chidí¬tsxoí yilwo¬olta’góó iihwohjeeh, iihwohjeeh.

Vocabulary: nohjeeh - go to bed (plural)iihdoohjah - you will get into the busnídoohjeeh - get up out of beddáhgádóhjeeh - go run (for early morning exercise)ása’o¬jeeh - make stewdido¬jeeh - build a fireiihwohjeeh - get on the bus

Background: There are various chores children must help their parents with andthese are mentioned in this song. This all takes place before they leave for school inthe morning.

Song 20



A¬chíní NohjeehA¬chíní NohjeehA¬chíní NohjeehA¬chíní NohjeehA¬chíní NohjeehLyrics developed by Elouise Jackson

Tune: Ga¬báhí


Hei yei y™™ngaaÁ¬chíní nohjeeh, nohjeeh

Eiya hei yei y™™ngaaYisk£™goga’ ó¬ta’góó iihdoohjah

Eiya hei yei y™™ngaaÁ¬chíní nídoohjeeh, nídoohjeeh

Eiya hei yei y™™ngaaNahgóóda dághádóhjeeh, dághádóhjeeh

Eiya hei yei y™™ngaa.

Á¬chíní dido¬jeeh, dido¬jeehEiya hei yei y™™ngaa

Ása’o¬jeeh, ása’o¬jeehEiya hei yei y™™ngaa

Á¬chíní aad§§’ga’ chidí¬tsxoí yilwo¬Eiya hei yei y™™ngaa

Olta’góó iihwohjeeh, iihwohjeehEiya hei yei y™™ngaa.



& bbc 45œ œ œ .œ œ

Hei yei y™™ng - aa A¬ -

œ .œ .œ jœ .œ œœchí - ní noh - jeeh, noh -jeeh

bb3

œ .œ œ œ œ .œ œEi - ya hei yei y™™ng - aa. Yis -

.œ œ .œ œœ .œ œ .œ œk£™ - go - ga' º¬ - ta' gºº iih- dooh - jah

bb 43 c 455

œ .œ œ œ œ .œ œEi- ya hei yei y™™ng - aa. A¬ -

œ .œ .œ jœchí -ní - - -

œ .œ œ œ .œ œní - dooh - jeeh, ní -dooh - jeeh

bb45 46 458

œ .œ œ œ œ œEi ya hei yei y™™ng aa.

œ .œ .œ œœ .œ .œ œœ .œ œNah -góó - da dá - ghá -dóh - jeeh, dá -ghá -dóh - jeeh

bb45 43 c 4510

œ .œ œ œ œ .œ œEi ya hei yei y™™ng aa. A¬ - - - - - - - - - -

œ .œ .œ jœ

chí -ní - - -

œ .œ œ œ .œ œdi -do¬ - jeeh, di - do¬ - jeeh

bb45 c 4513

œ .œ œ œ œ .œ œEi ya hei yei y™™ng aa. Á -

œ .œ .œ œœ .œ œsa' o¬ - jeeh, ´á - sa' o¬ - jeeh

bb45 43 4515

œ .œœ œ œ .œœEi ya hei yei y™™ng aa. A¬ -

œ .œ .œ jœœœœ

chí -ní aa -d§§ -ga'

œ .œœ œœœchi - dí¬ - tsxoí yil -wo¬

A¬chíní NohjeehLyrics by Elouise JacksonTune: Ga¬báhíTranscribed byRoy E. Howard

Adapted byDollie L. Yazzie



& bb4518

œ .œ œ œ œ .œ œEi ya hei yei y™™ng aa. Ol -

œ .œ œ .œ œ œ .œ œta' góó iih- woh - jeeh, iih- woh - jeeh

bb20

œ .œ œ œ œ œEi ya hei yei y™™ng aa.



Òªª¬gáiÒªª¬gáiÒªª¬gáiÒªª¬gáiÒªª¬gái(Horse Song)


Classification: Children’s SongTune: Blue Bird

Lyrics: Carolyn Joe

Lesson: 1. Domestic animals2. Farm Animals3. Valuable livestock to the Navajo4. Name given to horses describing the color of the horse

Lyrics: Òªª¬gái, ¬ªª¬gái ¬a’ shee hól≠– doolee¬Òªª¬tsói ¬ªªtsói ¬a’ shee hól≠– doolee¬Òªªshzhiin ¬ªªshzhiin ¬a’ shee hól≠– doolee¬t´’ákwhííjª nanishkaad doolee¬

Vocabulary: Òªª¬gái - white horseÒªª¬tsoí - reddish brown horseÒªªshzhiin - black horse

Background: The wealth of an individual is determined by the size of his herd,horse and sheep. Early marriages had the boy’s family giving a bride price of severalhorses for the hand of a young maiden. Jewelry was also a part of the bride price.

Song 21



Òªª¬gáiÒªª¬gáiÒªª¬gáiÒªª¬gáiÒªª¬gáiLyrics developed by Carolyn Joe

Tune: Blue Bird


Weiyana weiyana ene yoweiyana weiyana ene yo.

Òªª¬gái, ¬ªª¬gái ¬a’ shee hól≠– doolee¬.Òªªtsói ¬ªªtsói ¬a’ shee hól≠– doolee¬.

Òªªshzhiin ¬ªªshzhiin ¬a’ shee hól≠– doolee¬.t’áá kwííjª nanishkaad doolee¬.

Weiyana weiyana ene yoweiyana weiyana ene yo.



& 46 c 46 cœœœ

œœœ

œœWei-ya - na wei -ya -na e - ne

œ .˙yo

œœœœœœœœWei -ya - na weiya - na e - ne

& c 46 c 46 c4

œ .˙yo.

œœ

œœ

œœœÒªª¬ -gái, ¬ªª¬ - gái ¬a' shee hó -

œœ˙l≠– doo -lee¬.

œœ

œœ

œœœÒªª¬ - tsoi ¬ªªt - sói ¬a' shee hº -

& c 468

œ .˙l≠– lee¬. - - - - - - - - - - - - - -

œœ

œœ

œœœÒªªsh -zhiin ¬ªªsh - zhiin ¬a' shee hó -

œœ˙l≠– doolee¬.

œœ˙ Œœœ

t'aa kwíí - jª na -nish -

& c 4612

œ œ ˙Œ Œ

kaad doo - lee¬.

œœœ œœœ œ œWei -ya - na wei - ya - na e - ne

œ .˙yo.

& 46 c15

œ œ œ œ œ œ œ œWei - ya - na wei - ya - na e - ne

œ .˙yo.

ÒÒÒÒªªªªªªªª¬¬¬¬ggggááááiiiiTune: Blue Bird

Lyrics: Carolyn Joe

As sung by Lynda Dick-TellerTranscribed by Roy E. Howard



Tsªª¬go Aad§§ Chidí¬tsoí Yilwo¬Tsªª¬go Aad§§ Chidí¬tsoí Yilwo¬Tsªª¬go Aad§§ Chidí¬tsoí Yilwo¬Tsªª¬go Aad§§ Chidí¬tsoí Yilwo¬Tsªª¬go Aad§§ Chidí¬tsoí Yilwo¬(Indian Time Song)

Classification: Children’s SongTune: She’ll Be Coming Around the Mountain

Lyrics: Amelia WatsonAs sung by Dollie L. Yazzie

Lesson: 1. Punctuality2. Learning to be Organized

Lyrics: Tsªª¬go ni’éé’ biihninááTsªª¬go nist¬ee’ biihdíl’éésTsªª¬go nikee’ be’ít¬óhTsªª¬go nitsii’ nishóóhTsªª¬go ánt’ªªga’ nidishníTsªª¬go niníí’ táánígisTsªª¬go níla’ táánígisáádóó tsªª¬go adííyªª¬Háálá aad§§’ chidí¬tsoí yilwo¬Doo tsªª¬go ántªªgóó doo adííyªª¬da.

Vocabulary: Tsªª¬go - hurry up!

Background: Since in historical tradition life worked fine without a clock, it hasbeen an adjustment the people had to make as the White men brought this innovation.“Indian Time” is a popular saying which emphasizes the indifference towards time, orthe clock. Traditionally, the day begins at dawn and ends when darkness blanketsmother earth. The long summer days provide light for the many chores that need to bedone on the ranch.

Song 22



Tsªª¬go Aad§§ Chidí¬tsoí Yilwo¬Tsªª¬go Aad§§ Chidí¬tsoí Yilwo¬Tsªª¬go Aad§§ Chidí¬tsoí Yilwo¬Tsªª¬go Aad§§ Chidí¬tsoí Yilwo¬Tsªª¬go Aad§§ Chidí¬tsoí Yilwo¬

Lyrics developed by Amelia Watson

Tune: She’ll Be Coming Around the Mountain


Ene ya hei ya hei yo ene yoEne ya hei ya hei yo ene yo

Ene ya hei ya hei yoEne ya hei ya hei yo

Ene ya hei ya hei yo ene yo.

Tsªª¬go niníí’ táánígisTsªª¬go níla’ táánígisáádóó tsªª¬go adííyªª¬

Háálá aad§§’ chidí¬tsoí yilwo¬Doo tsªª¬go ántªªgóó doo adííyªª¬da.




Tsªª¬go ni’éé’ biihninááTsªª¬go nist¬ee’ biihdíl’éés

Tsªª¬go nikee’ be’ít¬óhTsªª¬go nitsii’ nishóóh

Tsªª¬go ánt’ªªga’ nidishní.






& bbbc Ó.œœE- ne

œœœœœœœœya hei ya hei yo e - ne

.˙ œœyo E- ne

œœœœœœœœya hei ya yei yo e - ne

& bbb5

.˙ œœyo E- ne

œœœœœœœœya hei ya hei yo e - ne

œœœœœœœœya hei ya hei yo - e - ne

œœœœœœœœ

ya hei ya hei yo e - ne

& bbb 43 c 439

.˙ œ œyo. Tsªª¬ -

Tsªª¬ -

œœœ œœœgo

go

ni'

ni -

éé' -

níí;

biih -

táá -

ni -

ní

.˙ œ œnáá.

gis

Tsªª¬ -

Tsíªª¬ -

œœœ œœœgo

go

nis -

ní -

t¬ee'

la'

biih -

táá -

díl'

ní -

& bbb c13

˙ œ œéés

gis

Tsªª¬ -

áá dóó

œœœ œœ œœ œgo

tsªª¬ -

ni -

go

kee'

a - díí -

be'

yªª¬

í - t¬óh

Háá - lá

œ œœœœœ œ œTsªª¬ -

aa - d§§'

go

chi -

nit -

dí¬

sii'

tsoí

ni -

yil -

shóóh

wo¬ Doo

& bbb16

œ œ œ œœ œ œ œ

Tsªª¬ -

tsªª¬ - go

go

án -

án -

tªª -

t'ªª -

góó

ga'

doo

ni -

a -

dish -

díí -

œ ˙ Œ

ní.

yªª¬ - da.

TTTTssssªªªªªªªª¬¬¬¬ggggoooo AAAAaaaadddd§§§§§§§§ CCCChhhhiiiiddddíííí¬¬¬¬ttttssssooooíííí YYYYiiiillllwwwwoooo¬¬¬¬Lyrics developed by Amelia Watson

Tune: She’ll Be Coming Around the MountainAdapted by Dollie L. YazzieTranscribed by Roy E. Howard



Awéé’ Ni¬hodAwéé’ Ni¬hodAwéé’ Ni¬hodAwéé’ Ni¬hodAwéé’ Ni¬hod(The Cradle Board Song)


Classification: Children’s SongTune: Yoo Shéei’

Lyrics: Eleanor Begay

Lesson: 1. The Cradle Board and its advantages2. How a cradle board is made3. Comparisons between the Navajo cradle board and those of other

tribes

Lyrics: Shoo at’ééd, shoo at’éédHáálá yidzaago awéé’ yicha, awéé’ ni¬hod

Vocabulary: ni¬hod - rock, as in rocking a cradleawéé’ - babyyicha - crying

Background: The cradle board is an item of necessity for a newborn baby. Thebaby is usually very contented and secure in his cradle which serves as a protectionfrom bad falls. In many an auto accident, a baby has been known to have avoided allserious injuries, which has been atributed to the sturdy materials of the cradle boardand the ingenious way a baby is strapped in. A young sister or brother can handle thecradle board without hurting the baby, so he can rock the baby.

Song 23



Awéé’ Ni¬hodAwéé’ Ni¬hodAwéé’ Ni¬hodAwéé’ Ni¬hodAwéé’ Ni¬hod

Lyrics developed by Eleanor Begay

Tune: Yoo Shéei’

Adapted by Lynda Dick-Teller

Hei yei y™™ngaaYo shei ayo shei ayo sheiYo shei ayo shei ayo shei

Yoshina yoshina hei yei y™™ngaaShoo at’ééd, shoo at’ééd

Háálá yidzaago awéé’ yicha, awéé’ ni¬hod, heiya.


Yoshina yoshina hei yei y™™ngaaShoo at’ééd, shoo at’ééd

Háálá yidzaago awéé’ yicha, awéé’ ni¬hod, heiya.


Yoshina yoshina hei yei y™™ngaa.



& c 43 c 43œœ œ œHei yei y™™ng - aa

jœœ jœ

jœœ

jœYo shei a - yo shei a -

jœœ‰Œ

yo shei

jœœ jœ

jœœ

jœYo shei a - yo shei a -

& 43 c5

jœœ

‰.œœ

yo shei Yo - shi -

œ .œœœna yo - shi - na

Fine

œœ œ œhei yei y™™ng - aa.

.œ jœ˙

Shoo a - t'ééd

.œ jœ˙

shoo a - t'ééd

& 43 ..10

œ .œ œœ .œ œHáá - lá yi -dzaa - go a -

.œ jœ .œ

jœ

wéé' yi - cha, a -

.œ œ .œ œœwéé' ni¬ -hod, hei - ya.

AAAAwwwwéééééééé’’’’ NNNNiiii¬¬¬¬hhhhooooddddLyrics developed by Eleanor Begay

Tune: Yoo Shéei’Adapted by Lynda Dick-TellerTranscribed by Roy E. Howard



Shiwoo’ Y§§Shiwoo’ Y§§Shiwoo’ Y§§Shiwoo’ Y§§Shiwoo’ Y§§(The Sweet Tooth Song)

Classification: Children’s Moral SongTune: Traditional Navajo

Lyrics: Chabah Watson & Dollie L. YazzieAs sung by Dollie L. Yazzie

Lesson: 1. The bad effects of sweets2. Care of teeth3. Visiting the dentist

Lyrics: Dííla tódilchoshí ayóó’ át’ééláa¬tsoh shiwoo’ hayiiznil

k’ad éí t’óó azanátªhªshizéé’ hanák–sgo naasháhéíyee’

Vocabulary: azanátªhª - dentures; false teethhanák–sgo - it keeps falling out

Background: To a Navajo family a bottle of pop is a treat. On arrival at theTrading Post, a bottle of pop is first purchased. Then one takes his time in additionalpurchases. On the grocery list there always appears a case or carton of pop. AlthoughPublic Health nurses and the dentists have stressed the harm pop does to one’s teeth,they continue to use it extensively.

Song 24



Shiwoo’ Y§§Shiwoo’ Y§§Shiwoo’ Y§§Shiwoo’ Y§§Shiwoo’ Y§§Lyrics developed by Chabah Watson & Dollie L. Yazzie

Tune: Traditional Navajo


Hei yei y™™ngaaOwenei y™™ngaa, owenei y™™ngaa

Heiyana eiyo heiyana eiyoHei yei y™™ngaa

Owenei y™™ngaa, owenei y™™ngaaHeiyana eiyo heiyana eiyo

Hei yei y™™ngaa

Dííla tódilchoshí ayóó’ át’ééláa¬tsoh shiwoo’ hayiizniliiya

Eiya ei, hei yana eiyoHei yei y™™ngaa


Hei yei y™™ngaa

K’ad éí t’óó azanátªhªshizéé’ hanák–sgo naasháhéíyee’iiya

Eiya ei, hei yana eiyoHei yei y™™ngaa.


Hei yei y™™ngaa.



& c 43 cœœ œ .œœ

Hei yei y™™ng -aa O -

œ .œ œ .œœwe -nei y™™ng - aa, o -

œ .œ œ .œœwe -nei y™™ng - aa Hei -

œœœj

œœ jœya - na ei - yo hei -

& 43 c5

œœœœj

œœ jœ

ya na ei - yo

œ œ œ .œœHei yei y™™ng - aa. O -

œ .œ œ .œœwe -nei y™™ng - aa, o -

œ .œ œ .œ œwe -nei y™™ng - aa. Hei

& c 45 439

œœœj

œœ jœya - na ei - yo hei

œœœœj

œœ jœya - na ei - yo

œœ œ œHei yei y™™ng -aa

Œœ .œœ .œœ .œ‰. r

œDíí -la tó -dil -cho -shí a -

& 43 45 c13

œ .œ œ .œ .œœyóó' á - t'éé - lá a¬ -

.œ œ .œ œ .œ œœ œ

tsoh shi - woo' ha - yiiz - ni - lii ya

œ œb œœb .œ œEi - ya ei hei

& 4316

œ œœœj

œb œ jœbya - na ei - yo


‰ jœœœ œK'ad éí t'óó

‰jœœœœœa - za - ná - tª - hª -

& c20

œœœ œ œœshi - zéé' ha - nák–s- go naa -

œœœ œ

shá - héí yee'ii - ya

œ œb œœb .œ œEi - ya ei hei

œœœœjœb œ j

œbya - na ei - yo

& 43 c24


œ .œ œ .œœwe - nei y™™ng - aa, o -

œ .œ œ .œ œwe -nei y™™ng - aa. Hei

œ œœj

œœ jœ

ya - na ei - yo hei

&28

œ œœœj

œ œ jœ

ya - na ei - yo

œ œ œ œHei yei y™™ng - aa

SSSShhhhiiiiwwwwoooooooo’’’’ YYYY§§§§§§§§Lyrics developed by Chabah Watson

and Dollie L. Yazzie

Tune: Traditional Navajo

Adapted by Dollie L. YazzieTranscribed by Roy E. Howard



Ólta’góó Diit’ashÓlta’góó Diit’ashÓlta’góó Diit’ashÓlta’góó Diit’ashÓlta’góó Diit’ash(Going to School Song)


Classification: Children’s SongTune: Traditional Navajo

Lyrics: Eddie Mike

Lesson: 1. School Attendance2. Learning in School

Lyrics: Shoo at’ééd ólta’góó diit’ash, ólta’góónáádiit’ash, áadí íhwiidiil’áá¬.

Shoo at’ééd ólta’góó diit’ash, ólta’góónáádiit’ash, áadí ínááhwiidiil’áá¬.

Shoo at’ééd ólta’góó diit’ash, ólta’góónáádiit’ash, áadí A, B, C, dóó one, two, three bíhweediil’áá¬.

Shoo at’ééd ólta’góó diit’ash, ólta’góónáádiit’ash, áadí iinaahwill’™™’go t’óóga nizhóní doolee¬.

Vocabulary: íhwiidiil’áá¬ - we will learn (2 people)ínááhwiidiil’áá¬ - we will learn againbíhwiidiil’áá¬ - when we have mastered itínááhwiil’££’go - when we learn againíhwiil’££’go - when we have learned (2 people)

Background: An older brother or sister can be an important influence for theyounger children, not only as an example, but as one who can encourage them to goon and finish school.

Song 25



Ólta’góó Diit’ashÓlta’góó Diit’ashÓlta’góó Diit’ashÓlta’góó Diit’ashÓlta’góó Diit’ashLyrics developed by Eddie Mike

Tune: Traditional NavajoAdapted by Lynda Dick-Teller

Hei yei yei yei y™™ngaaWeiyana iiyo, aweiyana iiyoo

Weiyana iiyoo aweiyaHei yei yei yei y™™ngaa.

Shoo at’ééd ólta’góó diit’ash,ólta’góó náádiit’ash,

áadí íhwiidiil’áá¬ aweiyaHei yei yei yei y™™ngaa.


áadí ínááhwiidiil’áá¬ aweiyaHei yei yei yei y™™ngaa.


áadí A, B, C, dóó one, two, three bíhweediil’áá¬ aweiyaHei yei yei yei y™™ngaa.


áadí iinaahwiil’™™’go t’óóga nizhóní doolee¬ aweiyaHei yei yei yei y™™ngaa.

Weiyana iiyo, aweiyana iiyooWeiyana iiyoo aweiya

Hei yei yei yei y™™, hei y™™.



& 46 43 c 43 cœœœœ œ œ

Hei yei yei yei y™™ng -aa.

œœœœWei -ya - na ii -

.˙ œyo, a -

œœœœwei -ya - na ii -

& c 43 c 465

wyoo.

œœœ œWei- ya - na ii -

.œjœœ œ

yoo a - wei - ya.

œ œ œ œ œ œHei yei yei yei y™™ng - aa.

& 43 c 459

.œjœ .˙ ‰jœ

Shoo a - t'ééd ól -

œœœta' góó dii -

.˙‰jœ

t'ash, ól -

œœœœta' góó náá - dii -

wŒ

t'ash,

& 46 4314

œœœœ œáa - dí í - náá- hwii -

œœœœœdiil 'áá¬ a - wei - ya

œœœœ œ œHei yei yei yei y™™ng - aa.

.œj

œ .˙ ‰jœ


& 43 c 4518

œœœta' góó dii -

.˙‰jœ

t'ash, ól -

œœœœta' - góó náá - dii -

wŒ

t'ash,

œœœœœáa - dí í - náá hwii -

& 46 43 c23

œœœœœdiil - 'áá¬ a - wei - ya

œœœœ œ œHei yei yei yei y™™ng - aa.

.œj

œ .˙ ‰jœ


œœœta' - góó dii -

& c 45 4627

.˙‰j

œt'ash ól -

œ œ œ œta' - góó náá - dii -

wŒ

t'ash,

œ œ œ œ œ œáá - dí A, B, C, dóó

& c 4631

œ œ œ œ œ œone, two, three bí - hwee - diil

.œjœœ œ

'áá¬ a - wei - ya.

œ œ œ œ œ œHei yei yei yei y™™ng - aa.

ÓÓÓÓllllttttaaaa’’’’ggggóóóóóóóó DDDDiiiiiiiitttt’’’’aaaasssshhhhLyrics developed by Eddie Mike

Tune: Traditional NavajoAdapted by Lynda Dick TellerTranscribed by Roy E. Howard



& 43 c 45 4634

.œjœ .˙ ‰jœ


œœœta' - góó dii -

.˙‰jœ

t'ash, ól -

œœœœta' - góó náá - dii -

wŒ

t'ash,

& 46 45 c 4639

œ œ œ œ œ œáa - dí ii - naa - hwiil '™™' -

œ œ œœœœœgo t'óó - ga ni - zhó- ní doo -

.œj

œœ œlee¬ a - wei - ya.

& 46 43 c 43 c 4342

œœœœ œ œHei yei yei yei y™™ng -aa.

œœœœWei -ya - na ii -

.˙ œyoo - a -

œœœœwei -ya - na ii -

.˙Œ

yoo

& 43 c47

œœœ œWei - ya - na ii -

.œjœœ œ

yoo a - wei - ya


œ œ ˙y™™, hei y™™.

2



Shilªª’ Ban£’ástso’Shilªª’ Ban£’ástso’Shilªª’ Ban£’ástso’Shilªª’ Ban£’ástso’Shilªª’ Ban£’ástso’(Farm Song)

As sung by Dollie L. Yazzie and Lynda Dick-TellerClassification: Children’s Nursery Song

Tune: Sadie T. JohnLyrics: Sadie T. John

Lesson: 1. Imitating animals2. Correlating farm chores3. Responsibilities in owning pets

Lyrics: 1. Tsídii yázhí shee hól≠, tsiiyaalgi baná’áshjihgo, kójíníí ¬eh.

2. Mósí dó’ shee hól≠, tsiijaagi baná’áhkááhgo, kóshí¬níí ¬eh

3. Shilééch™™’ª dó’, hól≠, tsiiyaagi baná’áshkááhgo, kóshní¬níí ¬eh

Baashªª ho¬da józh≠–go ádajiníí ¬eh

4. Naal’eelí dó’shee hól≠, tsiiyaagi baná’áahjihgo, kójíníí ¬eh

5. Na’ahóóhai dó’ shee hól≠, tsiiyaagi baná’áshjihgo, kójíníí ¬eh

6. Bisóodi dó’ shee hól≠, tó baanáshkááhgo, kójíníí ¬eh

7. Béégashii dó’ shee hól≠, t¬’oh baanáshjo¬go, kójíníí ¬eh

Baashªª ho¬da józh≠–go ádajiníí ¬eh

Vocabulary: Tsídii - birdMósi - catShilééch™™’ª - dogBaashªª - they had a good feelingNaal’ee¬í - duckNa’ahóóhai - chickenBisóodi - pigBéégashii - cow

Background: Each morning, as on any farm, there are chores of feeding andwatering the animals. These chores are often assigned to the children in the family.

Song 26



Shilªª’ Ban£’ástso’Shilªª’ Ban£’ástso’Shilªª’ Ban£’ástso’Shilªª’ Ban£’ástso’Shilªª’ Ban£’ástso’Lyrics developed by Eddie Mike

Tune: Traditional NavajoAdapted by Lynda Dick-Teller

Hei yei y™™ngaa, hei yei y™™ngaa

1. Tsídii yázhí shee hól≠, wei nah™™ngaatsiiyaalgi baná’áshjihgo, kójíníí ¬eh hei yei y™™ngaa.

2. Mósí dó’ shee hól≠, wei nah™™ngaatsiijaagi baná’áhkááhgo, kóshí¬níí ¬eh hei yei y™™ngaa.

3. Shilééch™™’ª dó’, shee hól≠, wei nah™™ngaatsiiyaagi baná’áshkááhgo, kóshní¬níí ¬eh hei yei y™™ngaa.

Baashªª ho¬da hózh≠–go ádajiníí ¬eh hei yei y™™ngaa.

4. Naal’eelí dó’shee hól≠, wei nah™™ngaatsiiyaagi baná’áahjihgo, kójíníí ¬eh hei yei y™™ngaa.

5. Na’ahóóhai dó’ shee hól≠, wei nah™™ngaatsiiyaagi baná’áshjihgo, kójíníí ¬eh hei yei y™™ngaa.

6. Bisóodi dó’ shee hól≠, wei nah™™ngaató baanáshkááhgo, kójíníí ¬eh hei yei y™™ngaa.

7. Béégashii dó’ shee hól≠, wei nah™™ngaat¬’oh baanáshjo¬go, kójíníí ¬eh hei yei y™™ngaa.

Baashªª ho¬da józh≠–go ádajiníí ¬eh hei yei y™™ngaa.



& c 43 cœ œ œœ

Hei yei y™™ng-aa


œœœœœœ1.Tsi -dii yá - zhí shee hó -

œœœ œ œl≠, wei na -h™™ng - aa

& 45 c 43 c5

œœœœœœœtsii yaal gi ba ná 'ásh

œœœœœœjih - go, kó -jí -níí ¬eh

œ œ œ œhei yei y™™ng-aa.

œœœœœ2.Mó-sí dó’ shee hó -

& c 45 c9

œœœ œ œl≠, wei na -h™™ng - aa

œœœœœœœtsii - yaa -gi ba - ná - 'ásh -

œœœœœœkááh -go, kósh- ní¬ -níí ¬eh

œœ œ œhei yei y™™ng -aa.

& 4513

œ œ œ œ œ .œ œ3.Shi -léé - ch™™' - ª dó', shee hó -

œ .œ œ œ œl≠, wei na -h™™ng - aa.

œ œœœœœœtsii - yaa - gi ba - ná - 'ásh -

& 45 c16

œ œ œœœœkááh - go, kósh - ní¬ - níí - ¬eh


œ œœœœœBaa - shªª ho¬ - da hó- zh≠– -

œœœœœœgo - á - da - ji - níí ¬eh

& 4520

œ œ œ œhei yei y™™ngaa..

œ œœœ œœtó - baanásh - - - - - - - - - -dó shee hó -

œœœ œ œl≠, wei kó - - - - - - -níí

œ œœœœœœ¬eh hei yeiy™™ng - aa. 'áa -

& 45 c 45 c24

œ œ œœœ œjih - go, kó - jí - níí ¬eh


œœœ œ œ .œ œ5.Na' - a - hóó - hai dó' shee hó -

& c 45 c27

œ .œœ œ œl≠, wei na - h™™ng - aa

œ œœœœœœtsii yaal gi ba ná 'ásh

œœœœœœjih - go, kó - jí -níí ¬eh

œœ œ œhei yei y™™ng - aa.

SSSShhhhiiiillllªªªªªªªª’’’’ BBBBaaaannnn££££’’’’áááássssttttssssoooo’’’’Lyrics developed by Eddie Mike

Tune: Traditional NavajoAdapted by Lynda Dick TellerTranscribed by Roy E. Howard



& 43 c31

œœœ œ .œ œ6.Bi -sóo - di dó' shee hó -

œ .œœ œ œl≠, wei na -h™™ng - aaa

œ œ œ œ œtó - baa - násh- kááh - go,

œœœ œkó - jí -níí ¬eh

& c 4335


œ œœœ .œ œ7.Béé - ga - shii dó' shee hó -

œ .œœ œ œl≠, wei na -h™™ng - aa

œ œ œœœt¬oh baa - násh - jo¬ - go,

& 43 c39

.œœœœkó - jí -níí ¬eh

œœ œ œhei yei y££ngaa.

œœœœœœBaa -shªª ho¬ - da jó -h≠– -

.œœ.œœœœgo á -da - ji -níí ¬eh


2



Danohzhóníyee’Danohzhóníyee’Danohzhóníyee’Danohzhóníyee’Danohzhóníyee’(Cleanliness Song)

As sung by Lynda Dick-TellerClassification: Children’s Song

Tune: Have You Ever Seen A Lassie?Lyrics: Rena Talk

Lesson: 1. Complimenting fellow classmates2. Accepting compliments

Lyrics: Dooládó’ at’ééd nizhóní da, nizhóní da, nizhóní da

Dooládó’ at’ééd nizhóní da, bi’éé’ga’ ¬ichíí’

Dooládó ashkii baadzólníí da, baadzólníí da, baadzólníí da

Dooládó ahkii baadzólníí da bi’éé’ga’ ¬igai

Vocabulary: dooládó - emphatic prefix (how about that?)baadzólníí da - handsome

Background: Cleanliness is stressed in the home, but due to circumstances suchas transportation and water scarcity, this can’t be carried out to the fullest extent. Withthe many adverse facctors, one can’t help but be amazed at the efforts they put forth inkeeping clean.

Song 27



Danohzhóníyee’Danohzhóníyee’Danohzhóníyee’Danohzhóníyee’Danohzhóníyee’Lyrics developed by Rena Talk

Tune: based on Have You Ever Seen a Lassie?Adapted by Lynda Dick-Teller

Weiyana ei yo weiyana ei yo weiyana ei yoweiyana ei yo weiyana ei yo ei yo.

Dooládó’ at’ééd nizhóní da, nizhóní da, nizhóní daDooládó’ at’ééd nizhóní da, bi’éé’ga’ ¬ichíí’.Weiyana ei yo weiyana ei yo weiyana ei yo

weiyana ei yo weiyana ei yo ei yo.

Dooládó ashkii baadzólníí da, baadzólníí daDooládó ashkii baadzólníí da bi’éé’ga’ ¬igai.Weiyana ei yo weiyana ei yo weiyana ei yo

weiyana ei yo weiyana ei yo ei yo.



& 43 c 43.œj

œœœWei - ya -na ei

œ œ œœœœyo wei -ya - na ei

œ œ œœœœyo weiya - na ei

œ œŒ

yo

& c 43 c 435

.œj


œ œœœœœyo wei -ya - na ei

œ œœyo ei

Fine

˙Œ

yo.

.œj

œœœœœDoo - lá - dó ' a - t'ééd ni -

& 43 c 4310

œœœœzhó -ní da, ni -

œœœœzhó - ni da, ni -

œœ̇zhó -ní da

.œj

œœœœœDoo - lá - dó' a - t'ééd ni -

œœœœzhó -ní da, bi' -

& c 4315

œœœéé' ga' ¬i -

˙Œ

chíí'.

.œj



œ œ œœœœyo weiya - na ei

& 43 c 43 4520

œ œŒ

yo

.œj

œœœwei - ya -na ei


œ œ œyo ei

˙Œ

yo.

& 45 4325

.œjœœœœœœ

Doo - lá - dó ash - kii baa -dzól -

œœœœœœ

níí da, baadzólníí da.

.œjœœœœœœ

Doo - lá - d´ø ash - kii baa -dzol -

œœœníí da bi' -

&29

œ œ œéé' - - - ga' ¬i - - -

D.C. al Fine

˙Œ

gai.

DDDDaaaannnnoooohhhhzzzzhhhhóóóónnnnííííyyyyeeeeeeee’’’’Lyrics developed by Rena Talk

Tune: based on Have You Ever Seen a Lassie?Adapted by Lynda Dick TellerTranscribed by Roy E. Howard



Dibé Yóó’ííyáDibé Yóó’ííyáDibé Yóó’ííyáDibé Yóó’ííyáDibé Yóó’ííyá(The stray sheep)

As sung byLynda Dick-Teller

Classification: Children’s Nursery SongTune: Are You Sleeping?

Lyrics: Diana Mike

Lesson: 1. The sheepherder’s responsibility2. Locating a lost sheep3. Use of bells among sheep and cattle

Lyrics: Nahdi dibé, nahdi dibé, yóó’ííyá, yóó’ííyá

Háádishªª biyo’ diits’a’, háádishªª biyo’ diits’a’

Bikéé’ dílyeed, bikéé’ dílyeed

Vocabulary: nahdi - look thereyóó’ííyá - wandered astray

Background: At times one sheep from the herd may stray from the main herd. Ifit is known which particular sheep has the wandering habit, a small cow bell is hungaround its neck. This usually identifies that particular sheep as in this song. Shouldthe sheep become lost, it can be found easily by listening for the bell.

Song 28



Dibé Yóó’ííyáDibé Yóó’ííyáDibé Yóó’ííyáDibé Yóó’ííyáDibé Yóó’ííyáLyrics developed by Diana Mike

Tune based on: Are You Sleeping?Adapted by Lynda Dick-Teller

Heiyo heiyo heiyo hei yei y™™ngaa

Heiyo heiyo heiyo hei yei y™™ngaa.

Nahdi dibé, nahdi dibé, yóó’ííyá, yóó’ííyá


Bikéé’ dílyeed, bikéé’ dílyeed.

Heiyo heiyo heiyo hei yei y™™ngaa


Nahdi dibé, nahdi dibé, yóó’ííyá, yóó’ííyá


Bikéé’ dílyeed, bikéé’ dílyeed.




& 46 c 46 cœ œ œœ œ œ

Hei - yo hei - yo hei - yo


œ œ œ œœ œHei - yo hei - yo hei - yo

& c 464 Fine

œ œ œ œhei yei y™™ngaa.

œ œœ̇Nah - di di -bé,

œœœ̇nah - di - di bé,

œœ˙yóó - 'íí - yá,

œœ˙yóó - 'íí - yá.

& 46 c ..9

œœœœœœ˙Háá- di - shªª bi -yo' dii - ts'a',

œœœœœœ .œj

œháá -di - shªª bi -yo' dii - ts'a' Bi -

œœ .œj

œkéé' díl - yeed, bi -

œœ ˙kéé' díl -yeed.

DDDDiiiibbbbéééé YYYYóóóóóóóó’’’’ííííííííyyyyááááLyrics developed by Diana Mike

Tune: based on Are You Sleeping?Adapted by Lynda Dick TellerTranscribed by Roy E. Howard



Tsídii Yázhí Hataa¬Tsídii Yázhí Hataa¬Tsídii Yázhí Hataa¬Tsídii Yázhí Hataa¬Tsídii Yázhí Hataa¬(The little singing bird)

Classification: Children’s SongTune: The Farmer in the Dell

Lyrics: Sadie John and Barbara HendersonAs sung by Dollie L. Yazzie

Lesson: 1. Encourage participation in music classes2. Join music clubs3. Music appreciation

Lyrics: Tsídii yázhí hataa¬, tsídii yázhí haataa¬

T’iis yii’ sidáagoga’ nizhónigo hataa¬,

nizhónigo hataa¬, nizhónigo hataa¬

T’iis yii’ sidáagoga’ nizhónigo hataa¬,

Á¬chíní dahohtaa¬, á¬chíní dahohtaa¬

nizhónígoga’ áhi¬dahohtaa¬,

Áhi¬dahohtaa¬, áhi¬dahohtaa¬

nizhónígoga’ áhi¬dahohtaa¬.

Vocabulary: sidáago - while he is sittingáhi¬dahohtaa¬ - sing together

Background: Although parents encourage their children to sing while herdingsheep, you may find some reluctant to join in group singing in any formal situation,such as the classroom. This may help to break the ice. Singing usually kept the coy-ote from coming near you or your herd. A rider may be heard off in the distancesinging as he is riding along.

Song 29



Tsídii Yázhí Hataa¬Tsídii Yázhí Hataa¬Tsídii Yázhí Hataa¬Tsídii Yázhí Hataa¬Tsídii Yázhí Hataa¬Lyrics developed by Sadie John & Barbara Henderson

Tune based on: The Farmer in the DellAdapted by Dollie L. Yazzie

Hei yei y™™ngaa

Ene ya hei yo, ene ya hei yo,ene ya hei yo, ene ya hei yo.

Tsídii yázhí hataa¬, tsídii yázhí hataa¬T’iis yii’ sidáagoga’ nizhónigo hataa¬.

Nizhónigo hataa¬, nizhónigo hataa¬T’iis yii’ sidáagoga’ nizhónigo hataa¬.

Ene yo hei ya, ene ya hei yo,ene ya hei yo, ene ya hei yo.

Á¬chíní dahohtaa¬, á¬chíní dahohtaa¬nizhónígoga’ áhi¬dahohtaa¬,Áhi¬dahohtaa¬, áhi¬dahohtaa¬nizhónígoga’ áhi¬dahohtaa¬.

Ene ya hei yo, ene ya hei yo,ene ya hei yo, ene ya hei yo.



& bb 812 ...œ .œ .œ .œ

Hei yei y™™ng - aa.

œj

œœj

œ .˙E - ne ya hei yo,

œj

œœj

œ .˙e - ne ya hei yo.

& bb4

œ jœœj

œœ jœœj

œe - ne ya hei yo

Fine

œ jœœj

œ˙‰j

œe - ne ya hei yo.

Á¬ -

œj

œœœœ˙‰j

œTsí -chí -

diiní

yá -da -

zhí ha -hoh -

taa¬,taa¬, Á¬ -

& bb7

œj

œœœœ .˙tsí -chí -

diiní

yá -da -

zhí ha -hoh -

taa¬. -taa¬.

œj

œœjœœ j

œœj

œT'iis

ni -yii'zhó -

si -ní -

dáa -go -

go -ga'ga'

ni -á -

œj

œœj

œ˙‰j

œzhó -hi¬ -

ni - goda -

ha -hoh -

taa¬taa¬.

Ni -Á -

& bb10

œj

œœj

œ˙‰jœ

zhó -hi¬ -

ni - goda -

ha -hoh-

taa¬,taa¬,

ni -á -

œ jœœ jœ ˙ ‰‰

zhó -hi¬ -

ni - goda -

ha -hoh -

taa¬taa¬, - - - -

œ jœœj

œœ jœœj

œT'iis yii'

ni -si -

zhó -dáa -ni -

go -go -

ga'ga'

ni -á -

& bb ..13

œj

œ œj

œ .˙zhó - - -hi¬ - - - -

ni - goda - - -

ha -hoh -

taa¬.taa¬.

TTTTssssííííddddiiiiiiii YYYYáááázzzzhhhhíííí HHHHaaaattttaaaaaaaa¬¬¬¬Lyrics developed by Sadie John & Barbara Henderson

Tune: based on The Farmer in the DellAdapted by Dollie L. YazzieTranscribed by Roy E. Howard



Á¬chíní Bit¬’ízíÁ¬chíní Bit¬’ízíÁ¬chíní Bit¬’ízíÁ¬chíní Bit¬’ízíÁ¬chíní Bit¬’ízí(The Child’s Goat)

Classification: Children’s Nursery SongTune: Ayéhé Bisóodi Halªª’

Lyrics: Diana MikeAs sung by Dollie L. Yazzie

Lesson: 1. Domestic animals2. Pets3. Describing

Lyrics: Á¬chíní t¬’ízí yázhí halªª’, Á¬chíní t¬’ízí yázhí halªª’

Házhán∞∞’§, házhán∞∞’§, halªª’ neesk’ah

Házhán∞∞’§, házhán∞∞’§, halªª’ ayóo a¬t’o’

Házhán∞∞’§, házhán∞∞’§, halªª’ bijaa’ niteel

Házhán∞∞’§, házhán∞∞’§, halªª’ bitsee’ yidi¬taz

Házhán∞∞’§, házhán∞∞’§, halªª’ ni¬tólí

Á¬chíní t¬’ízí yázhí halªª’

Házhán∞∞’§, házhán∞∞’§, halªª’ ni¬tólí

Vocabulary: házhán∞∞’§ - lucky him/herni¬tólí - pure white

Background: The herd of sheep will be a combination of those individuallyowned by all family members. Each family members distinguishes his own by the earcuts, either a single cut or a combination of two types. Each ear will have a differentcut, making identification more definite. The youngest member of a family will oftenreceive a lamb for a gift. Grandparents enjoy the prerogative in giving the first lambor kid to their grandchildren.

Song 30



Á¬chíní Bit¬’ízíÁ¬chíní Bit¬’ízíÁ¬chíní Bit¬’ízíÁ¬chíní Bit¬’ízíÁ¬chíní Bit¬’ízíLyrics developed by Diana Mike

Tune based on: Ayéhé Bisóodi Halªª’Adapted by Dollie L. Yazzie

Hei yei y™™ngaa, hei yei y¡¡ngaa.Á¬chíní t¬’ízí yázhí halªª’, ya ya hei nei yaaÁ¬chíní t¬’ízí yázhí halªª’, ya ya hei nei yaa.

Házhán∞∞’§, házhán∞∞’§, halªª’ neesk’ahEiya hei yei y™™ngaa

Házhán∞∞’§, házhán∞∞’§, halªª’ ayóo a¬t’o’Eiya hei yei y™™ngaa

Házhán∞∞’§, házhán∞∞’§, halªª’ bijaa’ niteelEiya hei yei y™™ngaa

Házhán∞∞’§, házhán∞∞’§, halªª’ bitsee’ yidi¬tazEiya hei yei y™™ngaa

Házhán∞∞’§, házhán∞∞’§, halªª’ ni¬tólíEiya hei yei y™™ngaa.

Á¬chíní t¬’ízí yázhí halªª’, ya ya hei nei yaaHázhán∞∞’§, házhán∞∞’§, halªª’ ni¬tólí

Eiya hei yei y™™ngaa.



& c 43œœ œ œHei yei y™™ngaa

œœ œ .œœhei yei y™™ng - aa Á¬ -

œœ˙chí -ní

œ .œ3

œœœœt¬'í - zí yá - zhí ha - lªª',

œœœya ya hei

& 466

œ .œj

œnei yaa. Á¬ -

œœ˙chí - ní

œ .œ3

œœœœt¬'í -zí yá - zhí ha - lªª',

œ œ œya ya hei

œ .œj

œnei yaa. Há -

& 46 45 c11

œ .œ .œ œœ .œ .œ œ .œ œ œzhá -n∞∞' §, há - zhá - ∞∞' - §, ha - lªª' nees -k'ah

œ .œ œ œ œ .œ œEi -ya hei yei y™™ng - aa. Há -

& c 43 45 c13

œ .œ .œœœ .œ .œ œzhá - n∞∞' - §, há- zhá -n∞∞' - §, há -

.œœ .œœœlªª' a-yóo a¬ t'o'

œ .œœ œ œ .œœEi -ya hei yei y™™ng - aa Há -

& c 43 45 c16

œ .œ .œœœ .œ .œœzhá- n∞∞' - §, há - zhá-n∞∞' - § ha -

.œœ .œœœlªª' b i -jaa' ni - teel

œ .œœ œ œ .œœEi -ya hei yei - y™™ng - aa. Há -

& c 45 c19

œ .œ .œœœ .œ .œœzhá- n∞∞' - §, há - zhá -n∞∞' - § ha -

.œœœ œ .œœlªª' bi -tsee' yi - di¬ - taz

œ .œœ œ œ .œœEi -ya hei yei - y™™ng - aa. Há -

& c 42 45 4322

œ .œ .œœœ .œ .œœzhá- n∞∞' - §, há- zhá- n∞∞' - § ha - - - - - - - - - - -

.œœœ.œlªª' ni¬ - tó - lí

œ .œœœ œ .œœEi- ya hei yei y™™ng - aa. Á¬ -

œœ˙chí - ní

& c 42 4526

œ .œ3

œœœœt¬í - zí yá - zhí ha - lªª'

œœœya ya hei

œ .œj

œnei yaa Ha -

œ .œ .œœœ .œ .œœzhá- n∞∞' - §, há -zhá -n∞∞' -§, ha -

.œœœ.œlªª' ni¬ -tó - lí

& 4531

œ .œ œ œ œ œEi - ya hei yei y™™ng - - - aa.

ÁÁÁÁ¬¬¬¬cccchhhhíííínnnníííí BBBBiiiitttt¬¬¬¬’’’’íííízzzzííííLyrics developed by Diana Mike

Tune: based on Ayéhé Bisóodi Halªª'Adapted by Dollie L. YazzieTranscribed by Roy E. Howard



Hwééldi Beenihoot’£n§Hwééldi Beenihoot’£n§Hwééldi Beenihoot’£n§Hwééldi Beenihoot’£n§Hwééldi Beenihoot’£n§∞(Returning from Fort Sumner)As sung by Lynda Dick-Teller

Classification: HistoricalTune: Traditional Navajo

Lyrics: Lorene Begay

Lesson: 1. Navajo history2. Indian treaties3. Schools under the Bureau of Indian Affairs

Lyrics: Hwééldi, Hwééldi, Hwééldi,Hwééldi hoolyéédi nihidiné’íga’ á¬ah ályaaHwééldi, Hwééldi, HwééldiBilagáana ádadííniid, nih’ á¬chíní ga’íídoo¬tahgoÁkogo t’éí nááhkahdooÉí shªª dííshj••go beenihoot’£n§∞ be’oolnii¬,Hwééldi, Hwééldi, Hwééldi

Vocabulary: Hwééldi - Fort Sumnerá¬ah ályaa - gathered in a groupbeenihoot’£n§∞ - plans set forth in the treatybe’oolnii¬ - we are still following these plans

Background: The Treaty of 1868 asked that the Navajos send their children toschool. This was a condition of the treaty and when the Navajo agreed to the plans,they were allowed to return to their homeland. The U.S. government promised tofurnish facilities and a teacher for every 30 pupils. This is still in effect at the presenttime. After the Navajo increased in population the government had to make provi-sions for off reservation schools. For the first time in September, 1947 the Navajochildren left the reservation for schools away from their homeland.

Song 31



Hwééldi Beenihoot’£n§Hwééldi Beenihoot’£n§Hwééldi Beenihoot’£n§Hwééldi Beenihoot’£n§Hwééldi Beenihoot’£n§∞Lyrics developed by Lorene Begay

Traditional Navajo TuneAdapted by Linda Dick-Teller

Hei yei y™™ngaa, hei y™™ngaa.Hwééldi yoh™™ngaa, Hwééldi yoh™™ngaa,

Hwééldi, yohaa. Hei yei y™™ngaa.

Hwééldi hoolyéédi nihidiné’íga’ á¬ah ályaaHei yei y™™ngaa

Hwééldi yoh™™ngaa, Hwééldi yoh™™ngaa,Hwééldi, yohaa. Hei yei y™™ngaa.

Bilagáana yoh™™ngaa, ádadííniid yoh™™ngaa,nih’ á¬chíní ga’íídoo¬tahgo

Ákogo t’éí nááhkahdoo, yohaa. Hei yei y™™ngaa.

Éí shªª dííshj••go yoh™™ngaa,beenihoot’£n§∞ yoh™™ngaa,

be’oolnii¬, yohaa. Hei yei y™™ngaa.

Hwééldi yoh™™ngaa, Hwééldi yoh™™ngaa,Hwééldi, yohaa hei yei y¡¡ngaa.



&####### 812 ...œ .œ .œ .œ

Hei yei y™™ng - aa,

.œ .œ .œ .œhei yei y™™ng - aa.

.œ œ jœ .œ .œHwéél - di yo- h™™ng - aa,

&####### 89 812 815

4

.œ œ jœ .œ .œ

Hwéél - di yo -h™™ng - aa,

.œ œ jœ .œ

Hwéél - di, yo haa.

Fine

.œ .œ .œ .œHei yei y™™ng - aa.

&####### 815 818 812

7

.œ .œ .œ .œ .œHwéél - di hool - yéé - di

Œ jœœ

jœœ

jœœ

jœœ

jœ .œ

ni - hi - di - né' - í - ga á - ¬ah ál -yaa

&####### 812 89

9


.œ œ jœ .œ .œ

Hwéél - di yo- h™™ng - aa,

.œ œ jœ .œ .œ

Hwéél - di yo -h™™ng - aa,

&#######89 812 818

12

.œ œ jœ .œ

Hwéél - di, yo -haa.

.œ .œ .œ .œHei yei, y™™ng - aa.

.œ .œ .œ œ jœ .œ .œ

Bi - la - gáa - na yo- h™™ng - aa,

&####### 812 818

15

.œ .œ .œ œ jœ .œ .œá - da - díí - niid yo -h™™ng - aa,

œ jœœ j

œ .œ .œni 'á¬ - chí - ní

œ jœœ j

œ .œœj

œga - 'íí - dool - tah - go Á -

&####### 818 812 821

18

œ jœ

jœ œ

jœ œ .œ œ

jœ .œ

ko - go t'éí nááh kah - doo yo - haa.


&####### 821 812

20

.œ .œ .œ .œ œ jœ .œ .œÉí shªª díísh - j•• - go yo- h™™ng - aa,

.œ .œ .œ .œ œ jœ .œ .œ

bee - ni - hoo - t£ - n§∞ yo -h™™ng - aa,

&####### 812 ..

22

jœ œ

jœ œ œ j

œ .œbe - ool - nii¬, yo - haa.


HHHHwwwwééééééééllllddddiiii BBBBeeeeeeeennnniiiihhhhooooooootttt’’’’££££nnnn§§§§∞∞∞∞Lyrics developed by Lorene Begay

Tune: Navajo TraditionalAdapted by Linda Dick-TellerTranscribed by Roy E. Howard



Shilééch£™ YázhíShilééch£™ YázhíShilééch£™ YázhíShilééch£™ YázhíShilééch£™ Yázhí(The Little Dog)


Classification: Children’s Nursery SongTune: Blue Bird

Lyrics: Marie Arviso

Lesson: 1. Domestic Animals2. Pets3. Dogs as Sheepherders

Lyrics: Shí shilééch£™’ª “Kiizh”, wolyé.

Á¬ahj•’ ay£™go bibid neishood

Bijaa’ dahnaadee¬ dóó bitsee’ yidi¬taz

T’áá’ ákwííjª shikéé’ naaldloosh.

Vocabulary: Kiizh - spottedneishood - drags itdahnaadee¬ - floppingyidi¬tz - wagging, frisky, fast

Background: A dog can be very useful for any Navajo family with sheep. Forthe dog (or several) can be trained to stay with a herd constantly. A well trained dogwill not follow the herder, but will make the rounds at the edge of the herd. Thesedogs serve as a protection from coyotes and wild cats.

Song 32



Shilééch£™ YázhíShilééch£™ YázhíShilééch£™ YázhíShilééch£™ YázhíShilééch£™ YázhíLyrics developed by Marie Arviso

Tune: Blue BirdAdapted by Dollie L. Yazzie

Weiyana, weiyana ene yoWeiyana, weiyana ene yo

Shí shilééch™™’ª “Kiizh”, wolyé.Á¬ahj•’ ay£™go bibid neishood

Bijaa’ dahnaadee¬ dóó bitsee’ yidi¬tazT’áá’ ákwííjª shikéé’ naaldloosh.


Shí shilééch£™’ª “Kiizh”, wolyé.Á¬ahj•’ ay£™go bibid neishood

Bijaa’ dahnaadee¬ dóó bitsee’ yidi¬tazT’áá’ ákwííjª shikéé’ naaldloosh.




&#######c 46 c 46œœ

œœœ

œWei - ya - na, wei - ya - na

œœœ .˙e - ne - yo.

œœœœœœWei - ya - na, wei - ya -na

&#######46 c

4

œœœ .˙e - ne - yo.

œœœœ

œShí shi -léé -ch™™ - 'ª

œ œ .œ jœ"Kiiah", wol - yé. Á -

œœœœœœ¬ah - j•' a - y£™ -go bi -

&#######

8

œ œ .œj

œbid neishood. Bi -

œ œœœ œœjaa' da - naa -dee¬ dóó bi -

œœœ .œ jœ

tsee' yi - di¬ -taz. T'áá'

œœ .œ jœ

á - kwíí - jª shi -

&####### ..

12

œ œ ˙kéé' naal - - - dloosh.

SSSShhhhiiiilllléééééééécccchhhh™™™™™™™™ YYYYáááázzzzhhhhííííLyrics developed by Marie Arviso

Tune: Blue BirdAdapted by Dollie L. YazzieTranscribed by Roy E. Howard



Sammie Nidei’néSammie Nidei’néSammie Nidei’néSammie Nidei’néSammie Nidei’né(Sammie, Come Play)


Classification: Children’s SongTune: London Bridge is Falling Down

Lyrics: Amelia Watson

Lesson: 1. Polite commands2. Including everyone in games

Lyrics: Aad§§’ Sammie ya aninááh, ya aninááh, ya anininááh

Aad§§ Sammie ya aninááh kodóó nidaah

Aadi, Sammie, dahníljªªd, daniljªªd, dahniljªªd

Aadi, Sammie, dahníljªªd, t’áá nízaadji’

Aadi, Sammie, ch’ínílyeed, ch’ínílyeed, ch’ínílyeed

Aadi, Sammie, chínílyeed hooghangóó náálwo¬.

Vocabulary: Aad§§ - hereya aninááh - come inAadi - go and dodahníljªªd - jumpt’áá nízaadji’ - a good distance awaych’ínílyeed - exit out runninghooghangóó náálwo¬ run home

Background: Navajo parents will tell their children that too much play makesthem lazy, unskilled and shiftless. In order to prepare oneself for the hardships of life,it is never too early to begin seeing the worth of hard work versus play. What play achild does can be done only when there is not anything else to do, which is seldom, ifever. However, while herding sheep a child has plenty of time for play, but mustsuffer the consequences should he lose part of the herd.

Song 33



Sammie Nidei’néSammie Nidei’néSammie Nidei’néSammie Nidei’néSammie Nidei’néLyrics developed by Amelia Watson

Tune: London Bridge is Falling DownAdapted by Dollie L. Yazzie

Weiyana eiyo weiyana eiyoweiyana eiyo weiyana eiyo.Weiyana eiyo weiyana eiyo

weiyana eiyo, aweiya.Hei yei yei yei y™™ngaa.

Aad§§’ Sammie ya aninááh, ya aninááh, ya anininááhAad§§ Sammie ya aninááh kodóó nidaah.


weiyana eiyo, aweiya, hei yei y™™ngaa.Aadi, Sammie, dahníljªªd, dahniljªªd, dahniljªªd

Aadi, Sammie, dahníljªªd, t’áá nízaadj•’.


weiyana eiyo, aweiya, hei yei y™™ngaa.Aadi, Sammie, ch’ínílyeed, ch’ínílyeed, ch’ínílyeed

Aadi, Sammie, ch’ínílyeed hooghangóó náálwo¬.


weiyana eiyo, aweiya.Hei yei yei yei ya, heiya.



& bbc œœœœœ œWei - ya - na ei -yo

œœœœ̇wei - ya - na ei - yo

œœœœ̇wei -ya - na ei - yo

œœœœ̇wei - ya - na ei yo

& bb 42 465

œœœœœ œWei -ya - na ei yo

œœœœ˙weiya - na ei yo

œœœœ .œ jœwei -ya - na ei - yo, a -

œ œwei - ya.

& bb46 c9

Fine

œœœœ œ œHei yei yei yei y™™ng -aa.

.œjœœ œ

Aa -Aa -As -

d§§'di,di,

Sam -Sam -Sam -

miemie,mie,

œœœ˙ya

dah -ch'í -

a -níl -níl -

ni -nááh,jªªd,

yeed,

œœœ˙yadah -ch'í -

a -nil -níl -

ni - nááh,jªªd,yeed,

& bb ..13

œœœ˙yadah -ch'í -

a -nil -níl -

ni - nááh.jªªd

yeed.

.œj

œ œ œAa -Aa -Aa -

d§§'di,di,

Sam -Sam -Sam -

miemie,mie,

œœœ˙ya

dah -ch'í -

a -níl -níl -

ni -nááhjªªd,yeed

˙ ˙ko -t'áá

hooghan -

dººní -

góó

œ .˙ni -

zaad -náál -

daah.j•'.

wo¬.

SSSSaaaammmmmmmmiiiieeee NNNNiiiiddddeeeeiiii’’’’nnnnééééLyrics developed byAmelia Watson

Tune: London Bridge is Falling DownAdapted by Dollie L. YazzieTranscribed by Roy E. Howard



Jerry, JerryJerry, JerryJerry, JerryJerry, JerryJerry, Jerry(Go to School)

Classification: Children’s Moral SongTune: Run Around Sally by Toledo & Beyale

Lyrics: Jerry HendersonAs sung by Dollie L. Yazzie

Lesson: 1. Advantages of a Good Education2. Truancy

Lyrics: (Use the name of any child)

Jerry, Jerry, haash™’ yit’éégo doo shíísíní¬ts’™™’ da.

Jerry, Jerry, haash™’ yit’éégo ólta’ doonínízin da.

Jerry, Jerry, haash™’ yit’éégo daané’§ t’éí baa naniná

Vocabulary: haash™’ - why?, what?, or whom?yit’éégo - because of itshíísíní¬ts’™™’ - you don’t listen to medoo da - notdaané’§ - play gamest’éí baa naniná - always doing

Background: With the school dropout rate being over 60 percent on the reserva-tion everyone from the family to school officials must work together to encourage achild to stay in school and get as much education as possible. One of these ways is topoint out the advantages of a good education. Navajo teachers working with their owntribe is the best example and every year we find many more significant is the fact thatthey are returning to the reservation to work.

Song 34



Jerry, JerryJerry, JerryJerry, JerryJerry, JerryJerry, JerryLyrics developed by Jerry Henderson

Tune: Run Around SallyAdapted by Dollie L. Yazzie

Hei yei yei yei y™™ngaaWeiyana eiyo weiyana eiyo aweiya

hei yei yei yei y™™heiyo aweiya hei yei yei yeiheiyo aweiya hei yei yei yei

Jerry, Jerry, haash™’ yit’éégodoo shíísíní¬ts’™™’ da. Hei!Weiyana eiyo weiyana eiyo

aweiya hei yei yei yeiheiyo aweiya hei yei yei yeiheiyo aweiya hei yei yei yei.

Jerry, Jerry, haash™’ yit’éégoólta’ doonínízin da. Hei!

Weiyana eiyo weiyana eiyoaweiya hei yei yei yei

heiyo aweiya hei yei yei yeiheiyo aweiya hei yei yei yei.

Jerry, Jerry, haash™’ yit’éégodaané’§ t’éí baa naniná.

Weiyana eiyo weiyana eiyoaweiya hei yei yei yei

heiyo aweiya hei yei yei yeiheiyo aweiya hei yei yei yei ya, heiya.



& bb46 c .. 46œ œ œ œ œ œHei yei yei yei y™™ng - aa

œœ œ œœ œWei - ya - na ei - yo

& bb46 c3

œœœœœ œœœœ œwei - ya na - ei - yo a - wei - ya

œœœœ .œj

œhei yei yei yei y™™. Hei -

œœœœœ œyo a - wei - ya

& bb 456

œœœœœhei yei yei yei. Hei -

œœœœœœyo a -weiya

1. 2.3.

œœœœhei -yei yei yei

œœœœJer -Jer -Jer -

ry,ry,ry,

Jer -Jer -Jer -

ry,ry,ry,

œ œœœœhaa -haa -haa -

sh™'sh™'sh™'

yi -yi -yi -

t'éé -téé -téé -

gogogo

& bb45 c ..11

œ œ œœ œ œœdooól -daa -

shíí -ta'né' -

sí -doo -

§

ní¬ -ní -

ts'™™'ni -

baa -zin -na -

da.da.ni -

w

Hei!Hei!ná.

œœœœ

hei yei yei yei

4

œœ˙

yaa hei yaa!

JJJJeeeerrrrrrrryyyy,,,, JJJJeeeerrrrrrrryyyyLyrics developed by Jerry Henderson

Tune: Run Around SallyAdapted by Dollie L. YazzieTranscribed by Roy E. Howard



Deenists’aa’ Bee Na’nishkaadDeenists’aa’ Bee Na’nishkaadDeenists’aa’ Bee Na’nishkaadDeenists’aa’ Bee Na’nishkaadDeenists’aa’ Bee Na’nishkaad(Herding Sheep)

Classification: Children’s SongTune: Clementine

Lyrics: Joseph H. YazzieAs sung by Dollie L. Yazzie

Lesson: 1. Herding sheep2. Herding rams

Lyrics: Na’nishkaadgo ch’éédisháágo, deenísts’aa’ga’ yiistso’

Áádóó tóó shi¬ naaldlooshgo bee na’nishkaadgo é’é’áá

Ná’níshka’ go deenísts’aa’ga’ honishchingo bee shénálkah

Sh££’ yówe danidii’nííné dashi¬níígo shich’anídahashkee.

Vocabulary: na’nishkaadgo - while herding sheepch’éédisháágo - when I become tiredhonishchingo - when I smell of ram odorshénálkah - I was discoverd to have ridden the ramdanidii’nííne’ - we told you beforeshich’anídahashkee - they scold mená’níshka’go - when I bring the herd home

Background: While herding sheep, one can find ways to occupy the time whilethe sheep graze nearby. Many a Navajo child will ride a ram or a tamed billy goat ifhe should tire while herding sheep. During the summer, children will earn money byherding rams for other families, for the sheep and rams are herded separately duringthe summer. This helps in controlling the lambing season. This also prevents the riskof having lambs born during the coldest part of the winter and possibly losing new-born lambs due to exposure.

Song 35



Deenists’aa’ Bee Na’nishkaadDeenists’aa’ Bee Na’nishkaadDeenists’aa’ Bee Na’nishkaadDeenists’aa’ Bee Na’nishkaadDeenists’aa’ Bee Na’nishkaadLyrics developed by Joseph H. Yazzie

Tune: ClementineAdapted by Dollie L. Yazzie

Ene yo ene yo ene yo weiyana eiyoweiyana eiyo ene yo weiyana eiyo ene yo.

Na’nishkaadgo ch’éédisháágo, deenísts’aa’ga’ yiistso’Áádóó tóó shi¬ naaldlooshgo bee na’nishkaadgo é’é’áá.

Ná’níshka’ go deenísts’aa’ga’ honishchingo bee shénálkahSh££’ yówe danidii’nííné dashi¬níígo shich’anídahashkee.

Ene yo ene yo ene yo weiyana eiyoweiyana eiyo ene yo weiyana eiyo ene yo.

Na’nishkaadgo ch’éédisháágo, deenísts’aa’ga’ yiistso’Áádóó tóó shi¬ naaldlooshgo bee na’nishkaadgo é’é’áá.

Ná’níshka’ go deenísts’aa’ga’ honishchingo bee shénálkahSh££’ yówe danidii’nííné dashi¬níígo shich’anídahashkee.

Ene yo ene yo ene yo weiyana eiyoene yo ene yo ene yo ene yo.



& 43 .. c 43ŒŒœœE- ne

œœœœ

yo e- ne

œ œœœyo e - ne

˙ œœœœyo weiya -na ei -

.˙ œœœœyo wei -ya - na -ei -

& 43 c 436

˙ œœyo e - ne -

œ œœœœœyo weiya - na - ei -

œ œœœyo e - ne -

.˙ œœyo. Na' - nish -

œ œœœ

kaad - go ch'éé -di -

& c 4311

œ œ œœsháá - go, dee-nís -

œ œœœœts'aa' - ga' yiis -

.˙ œœtso' Áá -dóó

œœ œ œtóó shi¬ naal -dloosh -

œœœœgo bee na' -nish

& c 43 c16

œœœœœœkaad - go é' -é' -

.˙ œœáá. Ná' - nísh -

œ œœœ

ka' - go dee -nís -

œ œœœts'aa' - ga' ho -nish -

œœœœœchin- go- bee shé -nál -

& c 43 c .. 4321

.˙ œœkah. Sh££' yó -

œœœœwe da - ni -dii' -

œœœœníí -né da -shi¬ -

œœœœœœœníí- go shi -ch'a -ní da- hash -

1

.˙ œœkee. E- ne

& 43 c 4326 2

˙ œœ

kee. E - ne

œœœœ

yo e -ne

œ œœœ

yo e - ne

˙ œœœœ

yo wei - ya -na- ei - - - - - -

.˙ œœ

yo e - ne

˙ œœ

yo e - ne -

&32

œ œ œ œ

yo

œ œ œ œ

yo e - ne -

.˙ œ

yo. - - - -

DDDDeeeeeeeennnniiiissssttttssss’’’’aaaaaaaa’’’’ BBBBeeeeeeee NNNNaaaa’’’’nnnniiiisssshhhhkkkkaaaaaaaaddddLyrics developed by Joseph H. Yazzie

Tune: ClementineAdapted by Dollie L. YazzieTranscribed by Roy E. Howard



Náázbah BidibéNáázbah BidibéNáázbah BidibéNáázbah BidibéNáázbah Bidibé(Naazbah’s Sheep)


Classification: Children’s Nursery SongTune: Mary Had a Little Lamb


Lesson: 1. Pets2. Identifying lambs

Lyrics: Náázbah bidibé hól≠, dibé hºl≠, dib¢ hºl≠

Náázbah bidibé hól≠, nizhónígoga’ ¬igai

Ó¬ta’góóga’ bikéé’ yílwod, bikéé’ yílwod, bikéé’ yílwod.

Ó¬ta’góóga’ bikéé’ yílwod, doo beehaz’£™da nidi.

Á¬chíniga’ yi¬nidaazne’, yi¬nidaazne’, yi¬nidaazne’

Á¬chíniga’ yi¬nidaazne’, t’óó baadlohóós••d.

Vocabulary: bidibé hól≠ - she has a lambnizhónígoga’ ¬igai - it is a beautiful whiteÓ¬ta’góóga’ - to the schoolbikéé’ yílwod - followed herdoo beehaz’£™da nidi - against the rulesyi¬nidaazne’ - played together (3 or more)t’óó baadlohóós••d - laughing full of joy

Background: An orphaned lamb will often be given to one of the children to feedand raise. The lamb may be very tame and will often take a nap inside the hogan. Theowner may identify his personal sheep by marking the ears with cuts that will show heis the owner. Every member of the family has his own identifying set of ear cuts.

Song 36



Náázbah BidibéNáázbah BidibéNáázbah BidibéNáázbah BidibéNáázbah BidibéLyrics developed by Elouise Jackson

Tune: Mary Had a Little LambAdapted by Dollie L. Yazzie

Hei yei yei yei y™™ngaaEne ya ei ya eiyo haya eiyo ha ya eiyo haEne ya ei ya eiyo ha

Ene ya eiyo.Náázbah bidibé hól≠, dibé hºl≠, dib¢ hºl≠Náázbah bidibé hól≠, nizhónígoga’ ¬igai.

Ene ya ei ya eiyo haya eiyo ha ya eiyo haEne ya ei ya eiyo ha

Ene ya eiyo.Ó¬ta’góóga’ bikéé’ yílwod, bikéé’ yílwod, bikéé’ yílwod.

Ó¬ta’góóga’ bikéé’ yílwod, doo beehaz’£™da nidi.


Ene ya eiyo.Á¬chíniga’ yi¬nidaazne’, yi¬nidaazne’, yi¬nidaazne’

Á¬chíniga’ yi¬nidaazne’, t’óó baadlohóós••d.


Ene ya eiyo.



& bb46 cœœœœ œ œ

Hei yei yei yei y™™ng -aa.

œœœœE - ne ya ei

jœœ

jœ̇

ya ei - yo ha

jœœ jœ̇ya ei - yo ha

& bb5

jœœ jœ̇ya ei - yo ha

œœœ œE - ne ya ei

jœœ jœ̇ya - ei - yo ha

œœ œœE - ne ya ei -

Fine

.˙‰j

œyo.

Á¬ -

& bb10

œ œœœ œœNááz -Ó¬ -chí -

ta' -ní -

góó -bahga'ga'

bi -bi -yi¬

di -

œ œ .œj

œbé

kéé'ni -

hó -yíl -

daaz -

l≠,wod,ne',

di -bí -yi¬

œ œ .œj

œbé

kéé'ni -

hó -yíl -

daaz -

l≠,wod,ne',

di -bi -yi¬ -

œ œ .œ jœ

békéé'ni -

hó -yíl -

daaz -

l≠.wod.ne; Á¬ -

& bb ..14

œ œœœ œœNááz -Ó¬ -chí -

ta'ni -

góó -bahga'ga'

bi -bi -yi¬

di -

œ œ .œj

œbé

kéé'ni -

hó -yíl -

daaz -

l≠,wod,ne', -

ni -doo

œ œ œ œœzhó -bee -t'óó

ní -haz -baa -

go -'£™ -dlo -

ga'da

hoóó

¬i -ni -

wgai.di.

s¶¶d.

NNNNáááááááázzzzbbbbaaaahhhh BBBBiiiiddddiiiibbbbééééLyrics developed by Elouise Jackson

Tune: Mary Had a Little Lamb Adapted by Dollie L. YazzieTranscribed by Roy E. Howard



Ak’á BiyiinAk’á BiyiinAk’á BiyiinAk’á BiyiinAk’á Biyiin(Corn Grinding Song)


Classification: Occupational ActivityTune: Traditional Navajo

Lyrics: Traditional Navajo

Lesson: 1. Grinding using the metate and mano2. Proper use of the metate3. Traditional foods4. Puberty ceremony

Lyrics: Díí díík’áá¬go, tááhdííkáá¬go, ¬ééh díí’áá¬goDíí díík’áá¬go, tááhdííkáá¬go, ¬ééh díí’áá¬go

Awéé’ bimá, awéé’ yicha, awéé’ bimá, awéé’ yichadaashdíílíí¬go nik’á, jó’áá¬gi át’é léi’ saa¬ nihik’á

Awéé’ bimá, awéé’ yichadaashdíílíí¬go nik’á, jó’áá¬gi át’é léi’ saa¬ nihik’á

Òeeh díí’áá¬ daats’ª, shaa díí’áá¬ daats’ªÒeeh díí’áá¬ daats’ª, shaa díí’áá¬ daats’ª

Náá’diishoh, náá’diishoh. Ts’ªª¬go nik’a.

Náá’diishoh, náá’diishoh. Ts’ªª¬go nik’a.

Vocabulary: awéé’ - babybimá - her motheryicha - she is crying

Background: Grinding was at one time one of the most time consuming choresof the women. At a very early age, a young girl must learn to grind corn properlyalong with all the dos and don’ts of the activity. During the puberty ceremony a girlused to be expected to grind approxiamately 100 pounds of corn for the cake. Moremodern means are used now and some even go so far as to buy Masa Harina.

Song 37



Ak’á BiyiinAk’á BiyiinAk’á BiyiinAk’á BiyiinAk’á BiyiinTraditional Navajo Corn Grinding Song


1.Ya hei yaawei ™™ngaa ™™ngei ™™ngei

Heiyo wo wo weiyo weiyo owo wei ena owo woa wei ena ™™ngaa

Yo, ene yo ena ™™ngaa ™™ngei ™™ngeiHeiyo wo wo weiyo owo wei ena ™™ngaa

Yo, ene yo ena ™™ngaa ™™ngei ™™ngeiyo wo wo weiyo weiyo owo wei ena ™™ngaa

Yo, ene yo ena ™™ngaa ™™ngei ™™ngeiyo wo wo weiyo weiyo o awei ena owo wo

a wei ena ™™ngaa.Yo, ene yo ena ™™ngaa ™™ngei ™™ngeiyo wo wo weiyo owo wei ena ™™ngaaYo, ene yo ena ™™ngaa ™™ngei ™™ngei.

2.Aawei ™™ngaa ™™ngei ™™ngei

O, o, o, ei yei yei, o, o, o, ei yei yei, ™™ngaa a ei yeiYo, ene yo ena ™™ngaa ™™ngei ™™ngei


O, o, o, ei yei yei, ™™ngaa a ei yeiYo, ene yo ena ™™ngaa ™™ngei ™™ngei

O, o, o, ei yei yei, ™™ngaa a ei yeiYo, ene yo ena ™™ngaa ™™ngei ™™ngei




3. Eiya hei y™™ngei ™™ngaa ™™ngei ™™ngei

O, o, o, o ei yei yei, yei o, o, o, o, o, oo weiya heiEiya hei y™™ngei ™™ngaa ™™ngei ™™ngei

O, o, o, o ei yei yei, yei o, o, o, o, o, oo weiya heiEiya hei y™™ngei ™™ngaa ™™ngei ™™ngei

Díí díík’áá¬go, tááhdííkáá¬go, ¬ééh díí’áá¬goO, o, o, ei yei ei, ei, ei weiya hei

Eiya hei y™™ngei ™™ngaa ™™ngei ™™ngeiDíí díík’áá¬go, tááhdííkáá¬go, ¬ééh díí’áá¬go

O, o, o, o, o ei yei ei, ei, ei weiya heiEiya hei y™™ngei ™™ngaa ™™ngei ™™ngei

O, o, o, o ei yei yei, yei o, o, o, o, o, oo weiya heiEiya hei y™™ngei ™™ngaa ™™ngei ™™ngei.

4.Eiya hei y™™ngei ™™ngaa ™™ngei ™™ngei

O, o, oo, o, o, o, o, deya ‘a,O, o, oo, o, o, o, o, deya ‘a, anah™™ deya ‘a

anah™™ deya, a aweiya eiyo aweiya heiEiya hei y™™ngei ™™ngaa ™™ngei ™™ngei

O, o, oo, o, o, o, o, deya ‘aO, o, oo, o, o, o, o, deya ‘a anah™™ deya ‘a

anah™™ deya, a aweiya eiyo aweiya heiEiya hei y™™ngei ™™ngaa ™™ngei ™™ngei

Yawei o, owei hawei haa, ayo, owei hawei haaSiniha, siniha, a, a, ayo, o, deya, a,a, a, ayo, o, deya, a, ana ™™n deya, a

ana ™™n deya, a, aweiya eiyo aweiya heiEiya hei y™™ngei ™™ngaa ™™ngei ™™ngei



5.Awei ™™ngaa ™™ngei ™™ngei

Helo deiye awéé’ silá, helo deiye awéé’ siláawéé’ silá, awéé’ silá, helo deiye awéé’ silá

helo deiye awéé’ siláYo wei, owo ayo wei o awéé’ silá

Eiya hei y™™ngei ™™ngaa ™™ngei ™™ngei.

Helo deiye awéé’ bilá, helo deiye awéé’ siláawéé’ silá, awéé’ silá, helo deiye awéé’ silá

helo deiye awéé’ siláYo wei, owo ayo wei o awéé’ silá

Eiya hei y™™ngei ™™ngaa ™™ngei ™™ngei


Awéé’ bimá, owo awéé’ yicha, owoY™™ngei, ™™ngaa ™™ngei ™™ngei


Daashdíílíí¬go nik’á, owo, jó’áá¬gi át’é léi’ saa¬ nihik’á owoWeiya hei y™™ngei, ™™ngaa ™™ngei ™™ngei


Daashdíílíí¬go nik’á, owo, jó’áá¬gi át’é léi’ saa¬ nihik’á owoWeiya hei y™™ngei, ™™ngaa ™™ngei ™™ngei

Òeeh díí’áá¬ daats’ª, iiyeye, shaa díí’áá¬ daats’ª ii yeyeEiya hei y™™ngei, ™™ngaa ™™ngei ™™ngei

Òeeh díí’áá¬ daats’ª, iiyeye, shaa díí’áá¬ daats’ª ii yeyeEiya hei y™™ngei, ™™ngaa ™™ngei ™™ngei




Yowei o, náá’diishoh, yowei, o, náá’diishoh.Ts’ªª¬go nik’a, owo weiya hei.

Eiya hei ™™ngei, ™™ngaa ™™ngei ™™ngei.Yowei o, náá’diishoh, yowei, o, náá’diishoh.

Ts’ªª¬go nik’a, owo weiya hei.Eiya hei ™™ngei, ™™ngaa ™™ngei ™™ngei.



& bb45 c∑ ‰œœ

1.Ya - hei

œ œ œ œ œ œ œ œyaa - wei ™™ng - aa ™™ng - ei ™™ng - ei.

& bbc 433

œ .œ œœœœœœHei -yo wo wo wei - yo wei - yo

œœœœœœœœœo wo wei e-na o - wo wo a -

œœœœ œwei e - na ™™ng - aa

& bb c 436

œ œœœœœYo, e - ne yo e - na

œ œœœœœ™™ng - aa ™™ng - ei ™™ng - ei.

œœœœœœœœHei - yo wo wo wei - yo o - wo

& bb43 c 459

œœœœ œwei e - na ™™ng - aa

œ œœœœœYo, e - ne yo e -na

œ œœ œ œ œ™™ng - aa ™™ng - ei ™™ng - ei.

& bb45 4312

œœœœœœœœœœHei - yo wo wo wei - yo wei - yo.o - wo o -

œœœœœœœwei e-na o - wo wo a -

œœœœ œwei e - na ™™ng - aa.

& bb c 4315

œœœœœœYo, e -ne yo e - na

œœœœœœ™™ng - aa ™™ng - ei ™™ng - ei.

œœœœœœœYo wo wo wei - yo o -wo

œœœœ œwei e - na ™™ng - aa.

& bb 4619

œ œ œ œ œœYo, e - ne yo e - na

œ œ œ œ œ œÓ

™™ng - aa ™™ng - ei ™™ng - ei.

AAAAkkkk’’’’áááá BBBBiiiiyyyyiiiiiiiinnnnTraditional Navajo Corn Grinding Song Adapted by Dollie L. Yazzie

Transcribed by Roy E. Howard 1st verse



&#####45 c

œ œ œ œœœœœ2.Aa -wei ™™ng - aa ™™ng - ei ™™ng - ei

œœœn œœœO, o, o, ei yei yei

œœœœœœo, o, o ei yei yei,

&##### 43 c

4

œœœœœ™™ngaa a ei yei

œœœœœœYo, e - ne yo e - na

œœœœœœ™™ng - aa ™™ng - ei ™™ng - ei

œœœn œœœO, o, o, ei yei yei,

&##### 43 c

8

œœœœœœo, o, o, ei yei yei,


œœœœœœYo, e - ne yo e - na

œ œœœœœ™™ng - aa ™™ng - ei ™™ng - ei

&##### 43 c

12

œœœœœœO, o, o, ei yei yei,


œœœœœœYo, e - ne yo e -na

œœœœœœ™™ng - aa ™™ng -ei ™™ng - ei

&##### 43 c

16

œœœœœœO, o, o, ei yei yei,



œœœœœœ™™ng - aa ™™ng -ei ™™ng - ei

&##### 43 c

20

œœœn œœœO, o, o, ei yei yei

œœœœœœo, o, o ei yei yei,

œœœœœ™™ng - aa a ei yei


&#####c

24

œ œ œ œ œ œ™™ng - - - aa ™™ng - ei ™™ng - ei


Transcribed by Roy E. Howard 2nd verse



&##43 c

œœœ œ œœ3.Ei - ya hei y™™ng - ei ™™ng -

œ œ œ œ œaa ™™ng - ei ™™ng - ei.

&##c 45 43

3

œœœœœœœœO, o, o, o, ei yei yei, yei,

œœœœœ œœœo, o, o, o, oo wei -ya hei -

œœœ œ œœEi - ya hei y™™ng - ei ™™ng -

&## c 45 43

6

œœœœœaa ™™ng - ei ™™ng - ei

œœœœœœœœO, o, o, o, ei yei yei, yei

œœœœœ œœœo, o, o, o, oo weiya hei

&##43 46

9

œ œ œ œ œ œEi - ya hei y™™ng - ei ™™ng -

œ œ œ œ œaa ™™ng - gei ™™ng - ei

&##46 c 43

11

œœœœœœœœœœœœDíí díí -k'áá¬ -go, tááh - díí -káál - go, ¬ééh díí' áá¬ -go

œœœœœœœœœœœœO, o, o, ei, yei ei, ei, eiy -yo wei - ya hei

&##43 46

13

œ œœœEi - wei - ya hei -

œœ œ œ œ œEi - ya hei y™™ng - ei ™™ng -

œ œ œ œ œei - ™™ng - ei ™™ng - ei.

&##46 c 43

16

œœœœœœœœœœœœDíí díí -k'áál -go tááh - díí - káál -go, ¬ééh díí' - áá¬ - go

œœœœœœœœœœœœO, o, o, ei yei ei ei, ei -yo wei - ya hei

&##43 c 45

18

œœœœEi -wei -ya hei -

œœœ œ œœEi- ya hei y™™ng - ei ™™ng -

œœœœœei- ™™ng - ei ™™ng -ei.

œœœœœœœœO, o, o, o, ei yei yei, yei

&##45 43

22

œœœœœ œœœo, o, o, o, oo wei -ya hei

œœ œ œ œ œEi - ya hei y™™ng - ei ™™ng -

œœœœœei ™™ng - ei ™™ng - ei.


Transcribed by Roy E. Howard 3rd verse



&##43

œœœ œ œ œ4.Ei -ya hei y™™ng - ei ™™ng -

œœœœœaa ™™ng - ei ™™ng - ei

œœœœœœœ

O, o, oo o, o, o, o,

œœœœœo, o. de - ya 'a,

&## 45

5

œœœœœœœ

O, o, o, o, o, o, o,

œœœœœo, o, de - ya 'a,

œœœœœœa - na -™™ de - ya, a

œœœœœœœa - na - n™™ de - ya 'a a -

&##45 43

9

œœœœœœœwei - ya ei - yo weiya hei

œœœ œ œœEi -ya hei y™™ng - ei ™™ng -

œœœœœaa ™™ng - ei ™™ng -ei

œœœœœœœ

O, o, o, o, o, o, o,

&## 45

13

œœœœœo, o, de - ya 'a

œœœœœœœ

O, o, o, o, o, o o

œœœœœo, o, de -ya 'a

œœœœœœa- na -h™™ de - ya, a

œœœœœœœa - na -h™™ de -ya 'a a -

&##45 43 45

18

œ œœœœœœœwei - ya ei - yo a - wei - ya hei

œœœ œ œ œEi - ya hei y™™ng - aa ™™ng -

œœœœœei ™™ng - ei ™™ng - ei

&##45 43 45

21

œœœ œœœœœYa - wei o, o - we ha - wei haa,

œ œ œœœœœa - yo, o - wei ha - wei haa

œœœ œœœSi - ni - ha, si - ni - ha,

&##45 43 45

24

jœœœœœœœœœœa, a, a - yo, o de - ya a,

jœœ œœœœœœœœa, a, a - yo o de - ya, a,

œœœœœœa - na ™™n de - ya, a

&##45 43

27

œœœœœœœœ œœa - na ™™n de - ya, a, a - wei - ya ei -

œ œœœa - wei -ya hei

œœ œ œ œ œEi - ya hei y™™ng - gei ™™ng -

&##

30

œ œ œ œ œei ™™ng - - - ei ™™ng - - - ei.


Transcribed by Roy E. Howard 4th verse



&##45 ..

œ œ œ œ œ œ œ œ5.A - wei ™™ng - aa ™™ng - ei ™™ng - ei.

œœœ œœœœœHe - lo dei - ye a - wée' si - lá,

&## c 45

3

œœœ œœœœœœhe - lo dei - ye a - wéé' si - la a -

œœœœœœœw¢¢' si - l¡, a - w¢¢' - si - l¡

œœœœœœœœhe - lo dei - ye a - w¢¢' si - l¡

&## 43 c 46

6

œœœ œœœœœhe - lo dei - ye a - w¢¢' si - l¡

œœœ œœYo wei, o - wo a -

œœœœœœœyo wei o a - w¢¢' si - l¡

&##46 ..

9

œ œ œ œ œ œ œ œ œ œ œEi - ya hei y™™ng - ei ™™ng - aa ™™ng - ei ™™ng - ei.





&##45 43 45

œœœ œœœœœ6.A - wei ™™ng - aa ™™ng - ei ™™ng - ei

œœœœœœA -w¢¢' bi - m¡, o - wo

œœœœœœa -w¢¢' yi -cha, o -wo

&##45 43 45

4

œ œœ œœœœœY™™ng -ei, ™™ng - aa ™™ng - ei ™™ng - ei


œœœœœœa -w¢¢' yi - cha, o - wo

&##45 c

7

œ œ œ œ œ œ œ œY™™ng -ei, ™™ng - aa ™™ng - ei ™™ng - ei.

œ œ œ œœœ œ œ œœDaash - d¶¶ - l¶¶¬ - go ni -k'a, o - wo, jó' -¡¡¬ -

&## 43

9

œœœœœœœœgi - ¡ - t'¢ l¢i' saa¬ ni - hi - hi -

œœœ œœœ œ œk'¡ o - wo Wei - ya hei y™™ng - ei,

œ œœœœœ™™ng - aa ™™ng - ei ™™ng - ei

&##43 45 c

12


œœœœœœa -w¢¢' yi -cha, o - wo

œ œœ œœœœœY™™ngei, ™™ng - aa ™™ng - ei ™™ng - ei.

&##c 46

15

œ œ œ œœœ œ œ œœDaash - d¶¶ - l¶¶¬ - go ni - k;™, o - wo, jó'áá¬ - gi

œœœ œ œœœ œá - t'é léi saa¬ - nihi - k'á o - wo

&##46 c

17

œœœ œ œ œ œ œ œ œ œWei - ya hei y™™ng - ei, ™™ng - aa ™™ng - ei ™™ng - ei

œœœœ œœœLeehÒeeh d¶¶' - ¡¡¬ - daa - ts'ª,ts'ª.ii ii -ye ye -

&## 46 c

19

œ œœ œ œ œœshaa d¶¶' - ¡¡¬ daat - ts'ª.ii ye ye - - - - - - - - - -

œœœ œ œ œ œ œ œ œ œEi - ya hei y™™ng - ei, ™™ng - aa ™™ng - ei ™™ng - ei

&##c 46

21

œ œ œ œ œ œ œÒee d¶¶' ¡¡¬ daa - ts'ª.ii - ye - ye

œ œ œ œ œ œ œshaa d¶¶' ¡¡¬ daa - ts'ª.ii ye - ye

&##46

23

œ œ œ œ œ œ œ œ œ œ œEi - ya hei y™™ng - ei, ™™ng - aa ™™ng - ei ™™ng - ei.

AAAAkkkk’’’’áááá BBBBiiiiyyyyiiiiiiiinnnnTraditional Navajo Corn Grinding Song

©2003 D lli L Y i

Adapted by Dollie L. YazzieTranscribed by Roy E. Howard 6th verse



Lynda Dick-Teller and Dollie L. Yazzie during the recording of theCorn Grinding Song, November, 2003. To schedule workshops tolearn these songs, contact Lynda and Dollie by email:[email protected]. Website: http://www.cantos.org/Booksfolder/volxviii.html

&##45 c

œœœœœœœœ7.A - wei ™™ng - aa ™™ng - ei ™™ng - ei

œœœœœœYo -wei o, n¡¡' -dii -shoh,

œœœœœœyo- wei, o , n¡¡' dii - shoh.

&## 46 c

4

œ œœœœœœœœTs'ªª¬ - go ni - k'a, - o - wo wei - ya hei.

œœœœ œ œ œœ œœ œEi - ya hei ™™ng - ei, ™™ng - aa ™™ng - ei ™™ng - ei.

&##c 46

6

œœœ œœ œYo - wei o, n¡¡' dii -shoh,

œœœ œœ œyo - we, o, n¡¡' dii - shoh.

œ œœœœœœœœTs'ªª¬ - go ni - k'a, o -wo wei - ya hei.

&##46

9

œ œ œ œ œ œ œ œ œ œ œEi - ya hei ™™ng - ei, ™™ng - aa ™™ng - ei ™™ng - ei.





Pronunciation GuideNavajo is a tonal language. Speaking requires tones such as high (T¢¢ldzíbáhí), low (ak 'ah), falling(bisóodi)and rising as indicated by tonal marks above the vowels. Quality of the vowels is also indicated in the orthog-raphy with nasal marks below the vowels as needed in addition to the tonal marks (y™™ngaa, nooltªª¬). How-ever, singing is much easier, as the tones are indicated by the melody. Although you don’t have to pronouncethe tones, it is necessary in singing to pronounce the vowels correctly and use the nasal quality when indi-cated. In singing these songs, always differ to the model on the CD, rather than pronouncing what you see.The text and music are intended as a guide to help you listen.

Vowel Basicsa or aa like English “aw” as in claw, saw, ma, pa

Ay¢h¢ ya ak 'ah y™™ngaain speaking, the double “aa” indicates holding the ah sound longer.

e or ee like English “eh” as in pet, met, wet, set

H¡zh¡nee' § d§§' deezht¬izhgoin speaking, the double “ee” indicates holding the eh sound longer.

ei or eii this dipthong is similar to the English “ay” as in pay, weigh, stay

hei yeii like English “ih” as in pig, sit, mit, lit

shi¬ yisht¬ish jiníii like English “ee” as in meet, sweet, greet

halªª' ¬ªª’ danidii’nííné dashi¬níígoo or oo like spanish “o” as in toro, solo, todos los loros (not like the English “o” which has a dipthong)

bisºodi yówe yoha bigodin speaking, the double “oo” indicates holding the o sound longer.

Consonants unique to Navajo¬ the “slash ¬” is a palatal lateral fricative pronounced by placing the tip of the tongue in the roof of themouth and blowing out the sides.

shi¬ nooltªª¬ ¬eh bi¬zh the voiced palatal fricative is similar to the English azure

h¡zh¡nee' § t¬izhii nizhónít¬ unvoiced palatal affricative is pronounced similar to an English “k”, but with more aspiration

yisht¬ishii t¬ízídz voiced alveolar affricate

dzi¬ T¢¢ldzíbáhí ‘ the glottal stop is a consonant like the English glottal in uh oh, but unlike English, can come at the

begining or end of a syllable and between vowels

ak’ah halªª’ d§§' sh££’ léi’the glottal stop is also used to seperate consonants from vowels. To simulate this in English, say, “it

is”, but emphasize the “t”. Then it will sound like it is written (i t’iz), instead of as “i’ tiz”.át’é nihik’á yá’át’ééh

dl the Navajo letter “dl” is closely approximated in English with the blend “gl”, but is more aspirated

naaldlooshhw the Navajo letter “hw” is closely approximated in English to the “wh” as “when”

Hwééldi



Documents

Navajo Music for Classroom Enrichment by Dollie L. Yazzie