Sing “Tôt Tôt Le Mardi Gras”

• Listen to “Tôt Tôt Le Mardi Gras,” Track 6.1.

• Sing along with Marcella by practicing “Tôt Tôt Le Mardi Gras” call and response, Track 6.2.

Learn About Creole

The phrase “tôt tôt le Mardi Gras” translates to “early early the Mardi Gras” which sounds a little funny in English. This is because the original song lyrics are in Louisiana Creole. Creole is a combination of many languages and cultural influences from Europe and the Caribbean. Louisiana Creole includes many French words and phrases.

Because it is a mixture of languages, Creole phrases don’t always translate perfectly into English. The phrase “tôt tôt le Mardi Gras” is the Louisiana Creole way of saying “early on Mardi Gras day.”

Performing Call & Response

• Call & response is an important tradition in second line music because it encourages the community to sing and/or play along. Remind students that call & response is when one musician offers a phrase and a second musician(s) answers with a related answer.
• Use SG 39 to have students explore some call & response examples and make up their own examples as a class, individually or in small groups. 
• Students can practice taking turns as the caller.
• Using “Tôt Tôt Le Mardi Gras” Instrumental, Track 6.3, sing along as different students or small groups take turns as the caller.

Explore Second Line Rhythmic Layers & Syncopation

• Follow along with Victor’s demonstration video below.

• Second line music has many rhythmic layers. These rhythms come from the mix of musical traditions that were shared in New Orleans. When the rhythms come together, they can create syncopation which is when the rhythm lands “off” the beat. 
  • Let’s learn some rhythms and practice syncopation as a class.
• Students can practice each rhythm using body percussion, classroom instruments, or found objects (see SG 3).
• While practicing each layer, break the class in half or into small groups. When the class is ready to create syncopation, have the groups play together!

Layer One: Main Beat Quarter Note Rhythm

• Percussion instruments like the snare drum keep the beat of the second line band. They are the foundation to inspire the rest of the band to play the melody and improvise.

• Using Rhythm Track Layer One, Track 6.4, have students stomp/walk and speak beats 1-2-3-4.

Layer Two: 3-2 Clave Rhythm

• Now we are going to add a more complicated layer, the 3-2 clave rhythm. This layer is important for syncopation because it creates that “off” beat.

• Using Rhythm Track Layer Two, Track 6.5, have students clap the 3-2 clave rhythm. Students can also practice the clave by saying: “come, let’s catch the beat” while clapping.

Layer Three: Straight Eighth Notes

• Now we are going to add a more complicated layer, the 3-2 clave rhythm. This layer is important for syncopation because it creates that “off” beat.

• Using Rhythm Track Layer Two, Track 6.5, have students clap the 3-2 clave rhythm. Students can also practice the clave by saying: “come, let’s catch the beat” while clapping.

Layer Four: Big Beat 4

• Now we are going to add a layer that helps create the second line “feel.” This layer is called “big beat 4” and creates syncopation by emphasizing one sound.

• Using Rhythm Track Layer Four, Track 6.7, practice big beat 4.
• Go back to layer one by counting four steady beats. Next, think beats 1-2-3 in your head and make a big sound on four.
  • Who has some ideas on how we can make beat 4 sound really big? (stomp, say it loud, add a drum…)

Create Syncopation

• Now we are going to create syncopation as a group by playing our rhythmic layers at the same time.

• As a class:
  • Continue layer one (main beat) and layer four (big beat 4) in the feet.
  • Clap layer three (straight eighth notes).
  • Say “come let’s catch the beat” aloud to add layer two (3-2 clave).
• If the class has divided into groups to practice the layers, invite groups to play their rhythms at the same time. You can experiment with different combinations and/or utilize the rhythm tracks in combination with the students.
• After performing the rhythmic layers ask the students:
  • How do syncopated rhythms feel different from straight rhythms?
  • How does your body move differently? 
• Split the class in groups and layer the rhythms together to create the second line foundation. Perform along with full song, Track 6.1.

Discover Mardi Gras & Decorate a Mardi Gras Umbrella

• Use SG 40 to discover the sights, smells, and sounds of Mardi Gras.
• In French, “Mardi” means Tuesday and “Gras” means fat, so Mardi Gras means “Fat Tuesday.” This holiday is always celebrated the Tuesday before Ash Wednesday when the season of Lent begins. During the Lent season, some people abstain from eating rich foods like fats and sweets. On Mardi Gras, they have a big party with costumes, food, and music before Lent starts.
• Using SG 41 decorate a Mardi Gras umbrella using your favorite colors and shapes.

Musical Word Wall

Add Creole, rhythmic layers, second line, and syncopation to the Musical Word Wall.

See Glossary →

PDF Downloads

↓ SG 39 Create Your Own Call & Response

↓ SG 40 Discover Mardi Gras

↓ SG 41 Decorate Your Own Mardi Gras Umbrella

Audio Tracks