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Still thou art blessed, compared with me! | 0:00:00 | 0:00:03 | |
The present only toucheth thee, | 0:00:03 | 0:00:05 | |
But, oh, I backward cast my e'e | 0:00:05 | 0:00:08 | |
On prospects drear, | 0:00:08 | 0:00:09 | |
And forward, though I cannot see, | 0:00:09 | 0:00:12 | |
I guess and fear. | 0:00:12 | 0:00:13 | |
Speaking the Scots language... For some, it comes naturally. | 0:00:13 | 0:00:17 | |
For others, it's dusted down and used for a week in January. | 0:00:17 | 0:00:21 | |
For six children from all over Scotland, | 0:00:21 | 0:00:25 | |
a visit to Scots Scuil in Ayrshire gives them the opportunity to speak | 0:00:25 | 0:00:28 | |
their ain leed for a week. | 0:00:28 | 0:00:30 | |
For Thomas in Aberdeen, it's a chance to work out | 0:00:30 | 0:00:32 | |
what's Doric Scots and what's not. | 0:00:32 | 0:00:35 | |
For city dweller Nadia, it's the opportunity to learn a new language. | 0:00:35 | 0:00:40 | |
And for horse-mad Milly, it's a chance to speak | 0:00:40 | 0:00:43 | |
more like the rest of her family. | 0:00:43 | 0:00:45 | |
In Ayrshire, Iona and Sandie show off their Scots, | 0:00:45 | 0:00:48 | |
or Scottish as they call it, with confidence. | 0:00:48 | 0:00:51 | |
And for Scots language lover Cameron, | 0:00:51 | 0:00:54 | |
it's time to prove to his parents that Scots isnae slang. | 0:00:54 | 0:00:58 | |
When I speak Scots I feel different from speaking English, | 0:00:58 | 0:01:02 | |
cos it feels more like me. | 0:01:02 | 0:01:06 | |
I am Scottish, I'm not English. And that's why I'd rather speak Scots, | 0:01:06 | 0:01:12 | |
cos that's my first language. | 0:01:12 | 0:01:14 | |
My name's Iona. I'm from Muirkirk and I'm nearly 11. | 0:01:22 | 0:01:27 | |
My name's Sandie. I'm 10 and I live in Muirkirk. | 0:01:30 | 0:01:33 | |
In Muirkirk, best friends Sandie and Iona are looking ahead | 0:01:36 | 0:01:39 | |
and making some very big decisions. | 0:01:39 | 0:01:42 | |
-So what are you taking? -I'm taking my dad's fitba bag, so it's like... | 0:01:42 | 0:01:47 | |
I'm taking a suitcase, a wee mini suitcase. | 0:01:47 | 0:01:51 | |
I'm taking... I don't actually ken whit claes I'm taking yet, | 0:01:51 | 0:01:55 | |
but I'm definitely taking these. | 0:01:55 | 0:01:58 | |
-And I'm definitely taking my Converse. -Aye, aw right. | 0:01:58 | 0:02:00 | |
So whit do you actually think we'll learn at this Scots Scuil thing? | 0:02:00 | 0:02:04 | |
Mair Scottish words and like mair ways to develop them. | 0:02:04 | 0:02:09 | |
Well, the thing I really think is, the way we talk, like, | 0:02:09 | 0:02:12 | |
we know our words, and it's the words we use. | 0:02:12 | 0:02:16 | |
-And we're bilingual, whatever that is. -Aye, bilingual. | 0:02:16 | 0:02:19 | |
Then you actually just... You don't really need to learn much about Scottish if you're already Scottish. | 0:02:19 | 0:02:24 | |
I ken, but we'll learn mair. | 0:02:24 | 0:02:26 | |
I think it's important that people speak Scottish | 0:02:26 | 0:02:29 | |
because it's the way they've talked all their lives roon aboot here. | 0:02:29 | 0:02:32 | |
My language basically means everything to me. | 0:02:32 | 0:02:35 | |
-Hiya! -Hello, honey. | 0:02:35 | 0:02:37 | |
-How are you? -Fine. | 0:02:37 | 0:02:40 | |
Sandie spends a lot of time at her grandparents' home. | 0:02:40 | 0:02:43 | |
-They live a few doors down from her. -When's the school going back? | 0:02:43 | 0:02:47 | |
-When's the school going back? -Aye. -The 18th. | 0:02:47 | 0:02:51 | |
But you have to buy my shoes on the 15th. | 0:02:51 | 0:02:53 | |
Aye, you'll need to wait till the pension comes in, Princess. | 0:02:53 | 0:02:56 | |
-You want something to eat? -Mm-hm. A roll and cauld meat. | 0:02:56 | 0:02:59 | |
-A roll and cauld meat? Whit kind of cauld meat you want? -Onything. | 0:02:59 | 0:03:04 | |
Onything? | 0:03:04 | 0:03:05 | |
-Ye staying the nicht? -Aye. | 0:03:05 | 0:03:08 | |
Nae fighting, neither you nor Neil, because ony nonsense | 0:03:08 | 0:03:11 | |
and ye ken whit I tell ye - you're back up that road. | 0:03:11 | 0:03:13 | |
I'm no' putting up with it. | 0:03:13 | 0:03:15 | |
-I ken. -Aye, ye ken. -She disnae mean it. | 0:03:15 | 0:03:18 | |
-So whit are you doing the day, Papa? -Me? | 0:03:18 | 0:03:21 | |
I'm going to sort my gairden. | 0:03:21 | 0:03:24 | |
I think the kids roon here speak the way they speak | 0:03:24 | 0:03:29 | |
because it's what they've heard from mums and dads. | 0:03:29 | 0:03:33 | |
I don't actually think they know any different. | 0:03:33 | 0:03:37 | |
They speak the way they speak. | 0:03:37 | 0:03:39 | |
-Stop playing with it. You've pooked all my jumper. -Aye, because it was already. | 0:03:39 | 0:03:43 | |
-I was just pu'ing it. -It's worse pooked noo. | 0:03:43 | 0:03:45 | |
I have thought about the way my grandweans talk, | 0:03:45 | 0:03:49 | |
I've thought about what they're gonnae dae when they grow up, | 0:03:49 | 0:03:52 | |
and I have thought, "Will the way they talk haud them back?" | 0:03:52 | 0:03:56 | |
I widnae like to think so. | 0:03:56 | 0:03:59 | |
I widnae like to think that there was prejudice | 0:03:59 | 0:04:02 | |
in the way anybody speaks, in any language. | 0:04:02 | 0:04:05 | |
-Have you got raspberries? -Just an odd yin. I ate yin. | 0:04:05 | 0:04:09 | |
I've got peapods, but I ate them tae. | 0:04:09 | 0:04:11 | |
Aw right, but see when you've got mair, | 0:04:11 | 0:04:13 | |
actually keep them for me, right? | 0:04:13 | 0:04:16 | |
-Mmm, you need to be here, you need to be here. -I ken this. | 0:04:16 | 0:04:20 | |
Sandie McGraw fae up the raw, used to cry her Heid the Ba'. | 0:04:20 | 0:04:24 | |
Papa Broon fae up the toon, his belly's awfy awfy roon. | 0:04:24 | 0:04:28 | |
-Thank you, awfy guid of ye. -And jelly tae. | 0:04:28 | 0:04:30 | |
That's a cheap pair of shoes you're getting now. | 0:04:30 | 0:04:32 | |
-Aye, so it is. -Aye, you're getting a cheap pair. | 0:04:32 | 0:04:35 | |
I think my language is important to me because it's my language. | 0:04:35 | 0:04:41 | |
If I was told I widnae be able to speak Scottish, | 0:04:41 | 0:04:44 | |
I don't really ken what I'd dae. | 0:04:44 | 0:04:45 | |
I'd probably, like, speak it anyway. | 0:04:45 | 0:04:50 | |
Aye, I'd dae that. | 0:04:50 | 0:04:52 | |
Iona, have you got lost? You got it? | 0:04:52 | 0:04:55 | |
I was expecting a pair of socks. You usually forget what you're up the stair for. | 0:04:55 | 0:04:59 | |
'When I'm older I want to be a lawyer, | 0:04:59 | 0:05:01 | |
'and I widnae change the way I talk | 0:05:01 | 0:05:03 | |
'because it's my language and I widnae care if they couldnae understand me.' | 0:05:03 | 0:05:08 | |
I think it's important because it's just, it's our way of talking, | 0:05:08 | 0:05:13 | |
like, different from some folk. | 0:05:13 | 0:05:16 | |
It's different from folk in England and America and all that. | 0:05:16 | 0:05:19 | |
I always encourage Iona to be who she is and speak in her own | 0:05:19 | 0:05:22 | |
sort of tongue and her own language. | 0:05:22 | 0:05:24 | |
Sit doon a wee minute. What's the plans noo? What ye gonnae dae? | 0:05:24 | 0:05:27 | |
-Going to go to the game's hall. -What's on at the games hall? -Bouncy. -Bouncy, OK. | 0:05:27 | 0:05:31 | |
'I don't think speaking Scots'll hold Iona back, | 0:05:31 | 0:05:33 | |
'because she knows at times when to slow down a wee bit | 0:05:33 | 0:05:36 | |
'to make sure people understand what she's saying.' | 0:05:36 | 0:05:38 | |
It's important to encourage them because if we didn't, | 0:05:38 | 0:05:43 | |
eventually the Scottish language would just die out | 0:05:43 | 0:05:45 | |
and everybody would just be sort of the same. | 0:05:45 | 0:05:48 | |
For Iona and Sandie, the encouragement to speak their language is | 0:05:53 | 0:05:57 | |
reinforced at their local school. | 0:05:57 | 0:05:59 | |
In Muirkirk, Scots is their first language for the majority of the children. | 0:05:59 | 0:06:03 | |
We do have children that come in from different areas of Britain, | 0:06:03 | 0:06:07 | |
and they very quickly pick up on the Scots because it is... | 0:06:07 | 0:06:12 | |
Within the school, the children speak Scots quite a lot on their own. | 0:06:12 | 0:06:17 | |
Within the classrooms, when I first went there about four years ago, I asked a question | 0:06:17 | 0:06:21 | |
at the first assembly, and the whole place chorused back, "Aye". | 0:06:21 | 0:06:24 | |
And I thought, "Hmm, very good." So obviously you are bilingual. | 0:06:24 | 0:06:28 | |
If you speak Scots, English, you are bilingual. | 0:06:28 | 0:06:31 | |
It's like doing any other language. | 0:06:31 | 0:06:33 | |
So we have to have its place within the school as well for it. | 0:06:33 | 0:06:36 | |
I think the most important thing about Scottish language is | 0:06:36 | 0:06:41 | |
that everybody can speak English but not everybody can speak Scottish. | 0:06:41 | 0:06:46 | |
This is Scots Scuil, specially set up for one week next to the | 0:06:51 | 0:06:55 | |
cottage in Alloway where Scotland's bard spent his childhood. | 0:06:55 | 0:06:59 | |
Scots Scuil has been specially set up for these children. | 0:06:59 | 0:07:03 | |
It's here for a week. | 0:07:03 | 0:07:04 | |
What the children are learning this week is skills to do with language, | 0:07:04 | 0:07:08 | |
learning about Scots and English, the differences between them, | 0:07:08 | 0:07:11 | |
where Scots comes from, different Scots words. | 0:07:11 | 0:07:14 | |
Learning Scots, teaching people how to read, | 0:07:14 | 0:07:17 | |
write and speak Scots as articulately as possible | 0:07:17 | 0:07:20 | |
and as thoroughly as possible really is a big boost, | 0:07:20 | 0:07:23 | |
or can be a big boost to their confidence because, if you think about it, | 0:07:23 | 0:07:26 | |
if you are constantly told that your language is the language of | 0:07:26 | 0:07:29 | |
the gutter, that it's slang or bad English, you're not going to value it. | 0:07:29 | 0:07:32 | |
If, on the other hand, you are told that your language is valuable | 0:07:32 | 0:07:34 | |
and then you realise that it's got a 700-year-old literature and it's got | 0:07:34 | 0:07:38 | |
a wealth of material that is really fantastic, including | 0:07:38 | 0:07:42 | |
the poetry of Burns and all the songs and so on that Scotland has, | 0:07:42 | 0:07:46 | |
then you are going to look upon the language in a much more positive way. | 0:07:46 | 0:07:49 | |
I think that feeds into self-confidence. | 0:07:49 | 0:07:51 | |
Scott is about sharing, not excluding but about sharing language | 0:07:51 | 0:07:55 | |
and that's what Scots Scuil is all about. | 0:07:55 | 0:07:58 | |
My name's Cameron. I'm from Denny. | 0:08:03 | 0:08:06 | |
I'm 11 years old and I like playing football and golf. | 0:08:06 | 0:08:10 | |
When I speak Scots it makes me feel proud that I am Scots and that we've | 0:08:11 | 0:08:16 | |
got our ain language, cos some countries use other folk's language. | 0:08:16 | 0:08:20 | |
It's guid that we have our ain languege, eh? | 0:08:20 | 0:08:23 | |
I like using the language cos I've got into a habit of it | 0:08:23 | 0:08:27 | |
since it started. | 0:08:27 | 0:08:30 | |
And it's fluent language, eh? | 0:08:30 | 0:08:32 | |
Despite Cameron's enthusiasm, | 0:08:33 | 0:08:35 | |
speaking Scots has caused a wee bit of a stooshie in the family. | 0:08:35 | 0:08:39 | |
Cameron speaks in his own kind of language which I would say is slang. | 0:08:39 | 0:08:46 | |
I'll just sit there box here the now and we'll go. | 0:08:46 | 0:08:50 | |
I would say, "Are you going to speak properly?" | 0:08:52 | 0:08:55 | |
And he will about the house, but when you hear him | 0:08:55 | 0:08:58 | |
outside with his friends, it's a total different language. | 0:08:58 | 0:09:02 | |
And I would just say it's slang. | 0:09:04 | 0:09:07 | |
The speaking Scots, there is a time and place for it. | 0:09:07 | 0:09:13 | |
Will it further his career or will it set him back the way? | 0:09:13 | 0:09:16 | |
That's what I'm a bit frightened of. | 0:09:16 | 0:09:19 | |
When my dad tells me off for speaking Scots, I always... | 0:09:19 | 0:09:23 | |
I don't want to answer back because it's my dad, | 0:09:23 | 0:09:25 | |
but I feel angry inside cos it's my language. | 0:09:25 | 0:09:28 | |
He might be different to me, no' everybody's the same. | 0:09:28 | 0:09:32 | |
-Is everybody enjoying it, then? -Mmm! It's a lovely lunch. -Yep. | 0:09:32 | 0:09:36 | |
You won't need a dinner after this. | 0:09:36 | 0:09:39 | |
In my eyes, when I was young, words like hame I thought were slang, | 0:09:39 | 0:09:44 | |
or dinnae, words like that I defined more as a kind of slang rather | 0:09:44 | 0:09:50 | |
than using proper English. | 0:09:50 | 0:09:52 | |
I do think it is a good thing that they are teaching | 0:09:53 | 0:09:57 | |
Scots at school, making the children now more aware of the Scots | 0:09:57 | 0:10:01 | |
language, rather than the way I was brought up. | 0:10:01 | 0:10:04 | |
-Papa, what poems did you used to read? -Rabbie Burns. | 0:10:04 | 0:10:07 | |
Most of his poems. I had books on it, Cameron. | 0:10:07 | 0:10:10 | |
I was quite interested in them and what he did. | 0:10:10 | 0:10:12 | |
And there were a lot of Scots words in Burns' poems. | 0:10:12 | 0:10:15 | |
That was the thing that they spoke, | 0:10:15 | 0:10:19 | |
that was the language that they spoke then. | 0:10:19 | 0:10:21 | |
When my papa comes here or I go to his, we're always talking the Scots. | 0:10:21 | 0:10:26 | |
And then if I get told off by my gran, | 0:10:26 | 0:10:28 | |
he'll tell us it's our language. | 0:10:28 | 0:10:31 | |
And cos he understands what I'm saying, like this, | 0:10:31 | 0:10:35 | |
he doesn't hesitate in telling me to speak English. | 0:10:35 | 0:10:40 | |
It's guid. I enjoy it mair. | 0:10:40 | 0:10:42 | |
Cameron's very good at the Scots. | 0:10:43 | 0:10:46 | |
You need to use it all the time, | 0:10:46 | 0:10:47 | |
talking to people and that, you know? | 0:10:47 | 0:10:49 | |
Though he knows the Scots words, it's not ones that are used regular. | 0:10:49 | 0:10:53 | |
You won't get your sponge unless you... | 0:10:53 | 0:10:57 | |
It's not a slang, it's a proper tongue. | 0:11:00 | 0:11:02 | |
That was words that were used and they've just got forgotten | 0:11:02 | 0:11:05 | |
because people don't use them. | 0:11:05 | 0:11:07 | |
The connection between my language and Robert Burns' language is | 0:11:07 | 0:11:12 | |
some of the words are the same but when he used the big giant words, | 0:11:12 | 0:11:16 | |
I wouldn't use them, so that's when it becomes different. | 0:11:16 | 0:11:21 | |
Things have changed from then | 0:11:21 | 0:11:23 | |
and we just use the Scots that we want to use. | 0:11:23 | 0:11:26 | |
John, you cut it like that. | 0:11:26 | 0:11:28 | |
-CAMERON LAUGHS -I'm only taking a wee bit. | 0:11:28 | 0:11:31 | |
Whit are ye daein'?! | 0:11:31 | 0:11:33 | |
If Cameron was going for a job interview, I would probably, | 0:11:33 | 0:11:37 | |
in that instance, tell him to speak more proper. | 0:11:37 | 0:11:41 | |
And then my phone, we'll need that. | 0:11:41 | 0:11:43 | |
'If they speak English and not have slang words in with it,' | 0:11:43 | 0:11:48 | |
cos I think people seem to still have that kind of thing about the way people speak. | 0:11:48 | 0:11:54 | |
Scots will be useful for me, like, after I've got the job, but when I'm | 0:11:54 | 0:12:00 | |
in my interview then I need to speak mair English, cos that's the way... | 0:12:00 | 0:12:05 | |
Professionalism is English these days, eh? It's not... | 0:12:05 | 0:12:10 | |
It probably used to be that you could speak Scots and get the job, | 0:12:10 | 0:12:14 | |
but now you need to speak proper English to get the job. | 0:12:14 | 0:12:18 | |
There are that many children in this country who feel that they | 0:12:18 | 0:12:22 | |
dinnae have... That they aren't good enough to stand up in class. | 0:12:22 | 0:12:25 | |
Folk tell them off for the way they speak. | 0:12:25 | 0:12:27 | |
And that disnae develop a child's confidence, | 0:12:27 | 0:12:29 | |
it does the opposite, it diminishes their confidence. | 0:12:29 | 0:12:32 | |
I don't feel that I'm encouraged enough, because they want me | 0:12:34 | 0:12:38 | |
to speak English and every time I try to speak Scots they will correct me, | 0:12:38 | 0:12:43 | |
so it's not as if I'm getting, like, allowed to speak Scots. | 0:12:43 | 0:12:48 | |
It's annoying. | 0:12:48 | 0:12:50 | |
In Alloway, the children are arriving for their first | 0:12:52 | 0:12:55 | |
taste of Scots Scuil. | 0:12:55 | 0:12:57 | |
I'm looking forward to the rap and the songwriting and the poetry. | 0:13:01 | 0:13:07 | |
I'm looking forward to all the workshops | 0:13:07 | 0:13:10 | |
and I'm looking forward to the drama yin most. | 0:13:10 | 0:13:13 | |
I think I'll learn loads of stuff, | 0:13:17 | 0:13:19 | |
like about Burns' poems that I didnae ken, eh? | 0:13:19 | 0:13:23 | |
Cos it's like, I'm not the biggest reader of poems, | 0:13:23 | 0:13:25 | |
so if I knew mair of them it might get me into it, maybe. | 0:13:25 | 0:13:29 | |
I'm really excited about coming here, having a new experience | 0:13:35 | 0:13:40 | |
and working with other kids from other cities in Scotland. | 0:13:40 | 0:13:45 | |
Over the next four days, they will discover more about their Scots | 0:13:47 | 0:13:52 | |
language from leading experts, and use their new-found knowledge | 0:13:52 | 0:13:55 | |
to put together a performance for family and friends for the last day. | 0:13:55 | 0:14:00 | |
The word midge - boy's called midge? | 0:14:00 | 0:14:02 | |
When children get a chance to use Scots in the classroom, | 0:14:04 | 0:14:07 | |
when they hear a teacher using Scots, they see it in books | 0:14:07 | 0:14:10 | |
and it's colourful and it's modern and there's TV programmes made | 0:14:10 | 0:14:13 | |
out of Scots, it raises the status. They feel good about themselves | 0:14:13 | 0:14:16 | |
and their confidence goes through the roof. | 0:14:16 | 0:14:19 | |
What about snotterbox? THEY LAUGH | 0:14:19 | 0:14:22 | |
That's actually quite cool. | 0:14:22 | 0:14:23 | |
In Aberdeen, Thomas and his family | 0:14:23 | 0:14:27 | |
use the Doric dialect of the Scots language. | 0:14:27 | 0:14:31 | |
I'm Thomas, I'm 12 and I come fae Aberdeen, and I like fitba. | 0:14:31 | 0:14:35 | |
See, one day, I was, like, doing rock climbing | 0:14:37 | 0:14:40 | |
and it was like I got to the top and I said, "Jordan, what about noo? Are ye coming doon?" | 0:14:40 | 0:14:45 | |
He says, "Nah, I'm away o'er." As soon as he seen us, he sprinted to Mooshie, | 0:14:45 | 0:14:49 | |
and all the rope just came piling doon and I fell aboot 10 feet. | 0:14:49 | 0:14:53 | |
-Was it sair? -I hurt my bum. -Did you cry? -No. | 0:14:53 | 0:14:59 | |
'There is definitely a clear distinction between' | 0:15:01 | 0:15:04 | |
English speaking and Doric speaking because... | 0:15:04 | 0:15:09 | |
Doric speaking has got a slang to it and... | 0:15:09 | 0:15:14 | |
Proper is more clear. | 0:15:16 | 0:15:18 | |
There's a clear difference and you can tell the difference. | 0:15:18 | 0:15:22 | |
More so with young people. I can tell the difference | 0:15:22 | 0:15:25 | |
with Thomas when he's speaking it. | 0:15:25 | 0:15:27 | |
Sometimes... He's a young person, so he does stretch on it | 0:15:27 | 0:15:31 | |
and there'll be extra bits at the end | 0:15:31 | 0:15:34 | |
which is not Scottish or Doric at all. | 0:15:34 | 0:15:37 | |
It's just him being as common as he can. | 0:15:37 | 0:15:39 | |
When I was at the Isle of Skye, | 0:15:39 | 0:15:42 | |
went out to a restaurant. | 0:15:42 | 0:15:46 | |
'I think that my mum prefers me to speak English around her,' | 0:15:46 | 0:15:51 | |
more sensible language and sometimes... | 0:15:51 | 0:15:57 | |
we might not even understand words we're saying if we speak Doric. | 0:15:57 | 0:16:01 | |
All language evolves so it's not surprising | 0:16:01 | 0:16:04 | |
that the Scots we hear spoken and we speak in Scotland | 0:16:04 | 0:16:08 | |
in the 21st century | 0:16:08 | 0:16:10 | |
is substantially different from the Scots of the 18th century. | 0:16:10 | 0:16:13 | |
So I just see Scots as being on a continuum. | 0:16:13 | 0:16:15 | |
It's been around for a long, long time | 0:16:15 | 0:16:17 | |
and I have no doubt at all it'll be around for a lot longer | 0:16:17 | 0:16:20 | |
but it'll be different in the future from how it is now. | 0:16:20 | 0:16:23 | |
That's good, Andrew. Well done, Daniel. | 0:16:25 | 0:16:27 | |
Back, back. | 0:16:30 | 0:16:32 | |
For Thomas, there is confusion about what language | 0:16:33 | 0:16:37 | |
he and his friends actually speak. | 0:16:37 | 0:16:39 | |
'Me and my friends, we normally speak slang.' | 0:16:39 | 0:16:44 | |
We do speak Doric sometimes | 0:16:44 | 0:16:46 | |
but nowadays everyone says words like gadgie, | 0:16:46 | 0:16:50 | |
gadge, sound. | 0:16:50 | 0:16:53 | |
Gadgie's for "a boy"... | 0:16:53 | 0:16:56 | |
..and sound is just for "OK". | 0:16:57 | 0:16:59 | |
Do you know that gadgie is a real Scots word | 0:17:01 | 0:17:04 | |
and it's in the dictionary? What do you think about that? | 0:17:04 | 0:17:07 | |
Erm..well, I never knew that. | 0:17:07 | 0:17:10 | |
Now I know it is a Scots word. | 0:17:10 | 0:17:12 | |
There is a clear difference between slang, common speaking, | 0:17:12 | 0:17:17 | |
to Doric speaking. | 0:17:17 | 0:17:20 | |
I think, as a parent, in understanding Doric speaking, | 0:17:21 | 0:17:26 | |
you can clearly tell the difference. | 0:17:26 | 0:17:28 | |
If Thomas could speak proper Doric and learn more about it | 0:17:28 | 0:17:33 | |
then I would definitely encourage that. | 0:17:33 | 0:17:35 | |
I think it'll make me more free to speak my own language... | 0:17:35 | 0:17:41 | |
and I might learn more Scottish words out there | 0:17:41 | 0:17:44 | |
'which will make me more interested to speak my own language.' | 0:17:44 | 0:17:49 | |
That was in! That was a beauty. That was a post and in, gadge. | 0:17:49 | 0:17:51 | |
Well done, Thomas. Keep on 'em, Bri. | 0:17:51 | 0:17:54 | |
At Scots Scuil, the first class is led by Matthew Foot and James Robertson | 0:17:56 | 0:18:01 | |
who've both devoted the last 15 years | 0:18:01 | 0:18:03 | |
to promoting the use of the Scots language. | 0:18:03 | 0:18:06 | |
The best way to start Scots Scuil might be to find out | 0:18:06 | 0:18:10 | |
a Scots word fae each of us. | 0:18:10 | 0:18:12 | |
So I wonder who we'll start with? Sandie, tell us a Scots word. | 0:18:12 | 0:18:17 | |
-Mockit. -Mockit, what a brilliant Scots word. | 0:18:17 | 0:18:20 | |
-Why do you like that word, mockit? -Just, "you're mockit". | 0:18:20 | 0:18:25 | |
Who's mockit? Me? | 0:18:25 | 0:18:27 | |
-I dunno. I just like using the word... -Like the word mockit? | 0:18:27 | 0:18:29 | |
I don't like going, "you're dirty". I like going, "you're mockit". | 0:18:29 | 0:18:33 | |
Mockit's a great word. Tam, what about yourself? | 0:18:33 | 0:18:36 | |
-Gadgie. -What's a gadgie? | 0:18:36 | 0:18:39 | |
It's like a man, but a scruffy man. | 0:18:39 | 0:18:41 | |
-Does he always have to be scruffy? -I think so. | 0:18:41 | 0:18:44 | |
-Cameron? -Fitba. | 0:18:44 | 0:18:47 | |
-Fitba?! -What do you kick the ball with?! | 0:18:47 | 0:18:50 | |
Your fit. | 0:18:50 | 0:18:52 | |
And, Nadia? | 0:18:52 | 0:18:53 | |
-Cuddy. -Cuddy? | 0:18:53 | 0:18:56 | |
-Who's been on a cuddy? -Me! -You've been on a cuddy? | 0:18:56 | 0:18:58 | |
I think Millie's got... You've got a cuddy, haven't you? | 0:18:58 | 0:19:01 | |
Do you have a cuddy? | 0:19:01 | 0:19:02 | |
If you can think of any words at all that you think are Scots words, | 0:19:02 | 0:19:06 | |
can you write them doon? | 0:19:06 | 0:19:07 | |
Heid. | 0:19:09 | 0:19:11 | |
Puddock. | 0:19:11 | 0:19:12 | |
Clypes. | 0:19:12 | 0:19:14 | |
-Tumshie. -Glaikit. -Doon. | 0:19:14 | 0:19:17 | |
Bogle. | 0:19:17 | 0:19:19 | |
The initial input for the early part of the day was to see | 0:19:19 | 0:19:22 | |
if the children could tell us as many Scots words as they kent. | 0:19:22 | 0:19:26 | |
I was amazed that Scottish children tell you screeds and screeds | 0:19:26 | 0:19:30 | |
and screeds of Scots words. | 0:19:30 | 0:19:32 | |
You've given us all these brilliant braw Scots words, | 0:19:32 | 0:19:35 | |
written them down and spoken them out loud. | 0:19:35 | 0:19:37 | |
Where do you think they all come from? | 0:19:37 | 0:19:39 | |
Scots wasn't always for Scotland. It came to Scotland from somewhere. | 0:19:39 | 0:19:43 | |
A tribe of people called the Angles came from Denmark | 0:19:43 | 0:19:50 | |
round about the 5th century and they were looking for new land. | 0:19:50 | 0:19:53 | |
They thought, "Haud on here, that's looking quite nice. | 0:19:53 | 0:19:56 | |
"We're going to move there." | 0:19:56 | 0:19:57 | |
Their language is the origin of Scots. | 0:19:57 | 0:20:00 | |
Their language was the first German type language to come to this island. | 0:20:00 | 0:20:04 | |
There's another tribe who we've not mentioned so far who came from Ireland | 0:20:04 | 0:20:09 | |
around about the time that the Angles were coming over from Denmark. | 0:20:09 | 0:20:12 | |
What's the name of the tribe that came over from Ireland? | 0:20:12 | 0:20:15 | |
Scottish. | 0:20:15 | 0:20:16 | |
Yeah, the Scots had a different language. | 0:20:16 | 0:20:19 | |
-It wasn't Scots. -Irish. | 0:20:19 | 0:20:22 | |
Brilliant. Irish. What language did Irish become? | 0:20:22 | 0:20:25 | |
-Gaelic. -Gaelic, brilliant. | 0:20:25 | 0:20:27 | |
For a long time, in Scotland, they were speaking Scots and some people were speaking Gaelic, | 0:20:27 | 0:20:31 | |
and in England, they were speaking English. | 0:20:31 | 0:20:33 | |
In Scotland, around about the time of Robert the Bruce | 0:20:33 | 0:20:36 | |
and William Wallace, the kings and queens all spoke in Scots | 0:20:36 | 0:20:40 | |
but something happened... | 0:20:40 | 0:20:42 | |
round about 1600. Does anyone know what happened? | 0:20:42 | 0:20:46 | |
What do you think? | 0:20:46 | 0:20:48 | |
Did one of the kings go over to England | 0:20:48 | 0:20:50 | |
and then he started speaking English? | 0:20:50 | 0:20:53 | |
Does anyone ken what king? | 0:20:53 | 0:20:55 | |
-James? -James. Absolutely brilliant. | 0:20:55 | 0:20:59 | |
What would have happened when he went to England to become King of England? | 0:20:59 | 0:21:04 | |
What would happen to his English skills? | 0:21:04 | 0:21:06 | |
His skills would have improved | 0:21:06 | 0:21:08 | |
and that meant the official language of Scotland | 0:21:08 | 0:21:13 | |
slowly stopped being Scots and started being... | 0:21:13 | 0:21:19 | |
-English. -English. | 0:21:19 | 0:21:20 | |
The wee play that the pupils perform is called the Union of the Crowns | 0:21:20 | 0:21:24 | |
and I wrote it. | 0:21:24 | 0:21:26 | |
It was there as a structure for them to work on. | 0:21:26 | 0:21:30 | |
I'm King Jamie. Een, twa, three, four, five, six. | 0:21:30 | 0:21:36 | |
Jamie the Saxt of Scotland. | 0:21:36 | 0:21:38 | |
They've done very well with it. They've performed it beautifully. | 0:21:38 | 0:21:42 | |
The idea is to give children a dramatic sense of Scotland's history. | 0:21:42 | 0:21:45 | |
The news fae England, sir, is that Queen Elizabeth I isnae weel. | 0:21:45 | 0:21:50 | |
But I heard it's worse than that. | 0:21:51 | 0:21:53 | |
Aye, she's affy no' weel. | 0:21:53 | 0:21:56 | |
No, even mair worse than that. | 0:21:56 | 0:21:59 | |
Worse than affy no' weel?! | 0:21:59 | 0:22:02 | |
Whit's worse than affy no' weel? | 0:22:02 | 0:22:04 | |
Does that not mean she's...she's... | 0:22:04 | 0:22:07 | |
Aye. Deid as a bubbly-jock on Christmas time. | 0:22:07 | 0:22:11 | |
Thomas is a very interesting young man. | 0:22:11 | 0:22:14 | |
When he started to play King Jamie the Saxt, he was just going for it. | 0:22:14 | 0:22:18 | |
You felt like if he had been a real king in the late middle ages, | 0:22:18 | 0:22:22 | |
he might have been chopping people's heads off all over the place. | 0:22:22 | 0:22:25 | |
He really grew into that part and he's grown into the whole idea of what Scots Scuil is about. | 0:22:25 | 0:22:30 | |
Wha's going to rule England now? | 0:22:30 | 0:22:32 | |
Who will get to live in the braw-most palaces? | 0:22:32 | 0:22:34 | |
Wha will get their hauns on aw that English gold? | 0:22:34 | 0:22:37 | |
Me, that's who. See you efter. | 0:22:37 | 0:22:40 | |
King, are you not going to bide here and rule baith kingdoms fae Edinburgh? | 0:22:40 | 0:22:45 | |
Are you mad?! | 0:22:45 | 0:22:46 | |
The castles here are Baltic. See, in the winter, | 0:22:46 | 0:22:49 | |
the draft goes right up my nicky tams. | 0:22:49 | 0:22:52 | |
I'm going to walk to England. Cheerio, Scotland. | 0:22:52 | 0:22:55 | |
The fact that they've acted this out | 0:22:55 | 0:22:58 | |
means they will always remember who James the 6th was and that he went | 0:22:58 | 0:23:01 | |
to England and the impact that had on the Scots language. | 0:23:01 | 0:23:04 | |
Over a period of time, | 0:23:04 | 0:23:06 | |
English replaces Scots as the official language of Scotland. | 0:23:06 | 0:23:10 | |
And the Bible and Acts of Parliament and all those things start to be written in English | 0:23:10 | 0:23:16 | |
and everybody has to learn how to read and write English. | 0:23:16 | 0:23:19 | |
How do you think people in Scotland would feel when they saw | 0:23:19 | 0:23:24 | |
the Scots language being replaced by the English language? | 0:23:24 | 0:23:27 | |
-Upset. -They'd be upset about it. Uh-huh. Why would they be upset? | 0:23:29 | 0:23:34 | |
They might feel, like, | 0:23:34 | 0:23:36 | |
a bit not important to the world, not liked. | 0:23:36 | 0:23:40 | |
Has anybody here ever been telt aff for speaking in Scots? | 0:23:40 | 0:23:45 | |
Has anybody here ever been given a prize for speaking in Scots? | 0:23:45 | 0:23:50 | |
-What did you get a prize for? -For singing Tam O'Shanter. | 0:23:50 | 0:23:54 | |
Tam O'Shanter? | 0:23:54 | 0:23:55 | |
It shouldn't just be at Burns that you're allowed to use Scots. | 0:23:55 | 0:23:59 | |
I think you should be allowed to use it whenever you want. | 0:23:59 | 0:24:02 | |
I wonder if we can make a drama out of the situation | 0:24:02 | 0:24:05 | |
where you're praised for speaking Scots, | 0:24:05 | 0:24:07 | |
and around about the same time, telt aff for speaking it. | 0:24:07 | 0:24:10 | |
Say like at Burns, if somebody reads a Burns' poem | 0:24:10 | 0:24:15 | |
and then they say, "Go on, gie me my jaicket." | 0:24:15 | 0:24:18 | |
-Something like that? -Aye. | 0:24:18 | 0:24:20 | |
Everyone is complimenting him when it comes to the last person, | 0:24:20 | 0:24:24 | |
they could say, "This kid's a blether." And then storms out. | 0:24:24 | 0:24:27 | |
So that person walks out? | 0:24:27 | 0:24:29 | |
Someone that paid to get in could say, | 0:24:29 | 0:24:32 | |
"I want my £5 back." Or, "My five poo-nds back." | 0:24:32 | 0:24:36 | |
Your five poo-nds back?! | 0:24:36 | 0:24:37 | |
LAUGHTER | 0:24:37 | 0:24:39 | |
So there's somebody who doesnae like the performance | 0:24:39 | 0:24:42 | |
and they want their money back? | 0:24:42 | 0:24:43 | |
'The workshop was fabulous. | 0:24:43 | 0:24:45 | |
'I enjoyed everything. | 0:24:45 | 0:24:47 | |
'We had a brilliant time with Matthew and James.' | 0:24:47 | 0:24:50 | |
I've learnt more how Scotland lost the language of Scots | 0:24:50 | 0:24:55 | |
and then how it's come back in. | 0:24:55 | 0:24:59 | |
'My name is Nadia and I'm 11 years old and I live in Glasgow. | 0:25:06 | 0:25:11 | |
'At home, I speak English, a bit of Scots | 0:25:16 | 0:25:20 | |
'and a tiny bit of Urdu, | 0:25:20 | 0:25:22 | |
'but I enjoy mostly Scots and English.' | 0:25:22 | 0:25:26 | |
The Scots language is fun... | 0:25:26 | 0:25:30 | |
..and it's my own magic, secret language. | 0:25:31 | 0:25:36 | |
Scots poetry is nice and magical to me | 0:25:38 | 0:25:43 | |
but sometimes rough and a bit gentle sometimes, | 0:25:43 | 0:25:48 | |
because it can get really loud, | 0:25:48 | 0:25:50 | |
and at that point, it can be a bit angry sometimes. | 0:25:50 | 0:25:54 | |
I'm Nadia's dad and I'm a writer. I've used a lot of Scots words | 0:25:54 | 0:25:58 | |
in my short stories and novels, too, | 0:25:58 | 0:25:59 | |
and words from Glasgow, in different ways. | 0:25:59 | 0:26:02 | |
Although a learner of Scots, | 0:26:02 | 0:26:05 | |
Nadia's interest in it has been fired up by her dad. | 0:26:05 | 0:26:09 | |
You can write in really deep Scots | 0:26:09 | 0:26:11 | |
using lots of almost forgotten words, semi-forgotten words. | 0:26:11 | 0:26:15 | |
Or you can just pepper English with well-known words | 0:26:15 | 0:26:18 | |
like glaikit and dreich, that if you live in Scotland you will hear, | 0:26:18 | 0:26:21 | |
but when you go out of Scotland, people don't know what they mean a lot of the time. | 0:26:21 | 0:26:25 | |
So it's quite good to use those words | 0:26:25 | 0:26:28 | |
and you give different readers different ways of entering the story | 0:26:28 | 0:26:32 | |
and understanding it in different ways if you use these other words. | 0:26:32 | 0:26:36 | |
Living in the West End, which is quite cosmopolitan | 0:26:36 | 0:26:39 | |
because of Glasgow University and a lot of student population, | 0:26:39 | 0:26:43 | |
'you do get to hear different languages and that, of course, | 0:26:43 | 0:26:47 | |
'includes Scots language as well.' | 0:26:47 | 0:26:50 | |
We also have to think about what you want to pack | 0:26:50 | 0:26:53 | |
and take when you go for your week at the Robert Burns... | 0:26:53 | 0:26:57 | |
'For the children of the first and second generation immigrants,' | 0:26:57 | 0:27:01 | |
it is important to know or become familiar with the Scots language | 0:27:01 | 0:27:07 | |
because it is the historical language of Scotland | 0:27:07 | 0:27:11 | |
'and as a lot of our languages are becoming extinct in a way | 0:27:11 | 0:27:15 | |
'which are from smaller communities and minorities | 0:27:15 | 0:27:18 | |
'and I think Scots language is in a similar situation. | 0:27:18 | 0:27:22 | |
'In terms of the first and second generation immigrants,' | 0:27:22 | 0:27:25 | |
I think it's a challenge not only for them but also | 0:27:25 | 0:27:28 | |
for the mainstream Scottish population as well | 0:27:28 | 0:27:31 | |
that their children learn or retain the Scots language | 0:27:31 | 0:27:34 | |
which is part of their ancient identity. | 0:27:34 | 0:27:37 | |
-Did we put any salt or pepper in last time? -Yeah. And butter. | 0:27:37 | 0:27:42 | |
'I would like to go to Scot Scuil because...' | 0:27:42 | 0:27:45 | |
it will be quite fun | 0:27:45 | 0:27:47 | |
and I'd like to learn more Scots and improve my confidence | 0:27:47 | 0:27:52 | |
'because everyone says that I'm a bit shy. | 0:27:52 | 0:27:56 | |
'In the school reports, it's always, | 0:27:56 | 0:27:58 | |
'"She needs to improve on her confidence."' | 0:27:58 | 0:28:00 | |
Are you looking forward to next week? Hmmm? | 0:28:00 | 0:28:04 | |
I think Nadia will get a lot out of the Scots Scuil. | 0:28:05 | 0:28:08 | |
I think she'll get on with the other kids there and if they are all | 0:28:08 | 0:28:11 | |
immersed in Scots in that context then I think she will respond. | 0:28:11 | 0:28:18 | |
I think hearing it being spoken by people in that way, | 0:28:18 | 0:28:21 | |
as a living tongue, not just on the page, is crucial. | 0:28:21 | 0:28:25 | |
Especially with a language like Scots. | 0:28:25 | 0:28:27 | |
It's oral and I think she will respond to that. | 0:28:27 | 0:28:31 | |
In Alloway, it's the day of the music workshop, | 0:28:34 | 0:28:38 | |
but with show-time looming, the pressure is on. | 0:28:38 | 0:28:41 | |
The girls have to put together a Scots song with folk musician | 0:28:41 | 0:28:45 | |
Emily Smith. | 0:28:45 | 0:28:47 | |
Hi, girls. My name is Emily, this is Jamie and we play folk music. | 0:28:47 | 0:28:52 | |
I'm a folk singer. | 0:28:52 | 0:28:53 | |
So, to get started, girls, we're going to sing you | 0:28:53 | 0:28:56 | |
a little bit of a type of song I would normally sing, | 0:28:56 | 0:28:58 | |
an old, old Scots song called The Beggar Man. | 0:28:58 | 0:29:02 | |
# A beggar, a beggar | 0:29:09 | 0:29:11 | |
# Came ower the lea | 0:29:11 | 0:29:13 | |
# He was asking lodgings for charity | 0:29:13 | 0:29:17 | |
# He was asking lodgings for charity | 0:29:17 | 0:29:22 | |
# Saying, would ye loo a beggar man | 0:29:22 | 0:29:25 | |
# Laddie wi' my tow row ray | 0:29:25 | 0:29:28 | |
# A beggar, a beggar... # | 0:29:28 | 0:29:30 | |
'To start off this morning, I sung them a little excerpt of a folk song. | 0:29:30 | 0:29:33 | |
'The kind of song that I would usually sing.' | 0:29:33 | 0:29:36 | |
# I had ae dochter and Jeanie was her name | 0:29:36 | 0:29:40 | |
# She ran awa' wi' a beggar man | 0:29:40 | 0:29:44 | |
# Laddie wi' my tow row ray | 0:29:44 | 0:29:46 | |
# Laddie wi' my tow row ray. # | 0:29:46 | 0:29:49 | |
-Thank you. -That was guid, you're an awfu guid singer. | 0:29:51 | 0:29:54 | |
-Thank you very much. -You're an awfu guid guitar player. | 0:29:54 | 0:29:58 | |
Singing in Scots is really important to me | 0:29:58 | 0:30:01 | |
and I'm passionate about it because it's my culture. It's my heritage. | 0:30:01 | 0:30:04 | |
Girls, we're going to try and write a song together today | 0:30:04 | 0:30:08 | |
and what we're going to try and write it about is identity. | 0:30:08 | 0:30:12 | |
So, we're going to think about what makes us who we are as individuals | 0:30:12 | 0:30:18 | |
and, Nadia, if you could write down some of the ideas that we | 0:30:18 | 0:30:21 | |
maybe are going to come up with. | 0:30:21 | 0:30:24 | |
Just words, just random words | 0:30:24 | 0:30:26 | |
and phrases that might pop into your heads. | 0:30:26 | 0:30:29 | |
-What makes us different from anyone else? -The way you speak. | 0:30:29 | 0:30:33 | |
The way you speak is a big one, especially this week. | 0:30:33 | 0:30:37 | |
-What about where you live? -Oh, aye. | 0:30:37 | 0:30:40 | |
We all live in Scotland but we all live in different parts. | 0:30:40 | 0:30:43 | |
These are good. | 0:30:43 | 0:30:44 | |
-Colour of your skin? -Colour of your skin. | 0:30:44 | 0:30:47 | |
-What about the things that you like to do. -Sing? -Singing. | 0:30:47 | 0:30:51 | |
I'll just write for Milly, singing. | 0:30:51 | 0:30:53 | |
-For Sandie, it's everything. -Animals. -Animals. | 0:30:55 | 0:31:00 | |
Really, the environment around you forms who you are, doesn't it? | 0:31:00 | 0:31:04 | |
We've got a country girl, a village girl and a city girl. | 0:31:04 | 0:31:09 | |
We did a bit of a brainstorming session | 0:31:09 | 0:31:11 | |
just jotting down some ideas and then from there, | 0:31:11 | 0:31:14 | |
we started to try and form a chorus to frame the song upon. | 0:31:14 | 0:31:17 | |
What about, "This sang is made for me"? | 0:31:17 | 0:31:22 | |
-Sitting beside the window? -Sing beside the window? | 0:31:22 | 0:31:26 | |
-Sitting beside the window. -Sitting beside the window. | 0:31:26 | 0:31:30 | |
-To sing beside the window? -To sing beside the window. | 0:31:30 | 0:31:34 | |
Maybe about aw the folk ootside. | 0:31:34 | 0:31:35 | |
This sang is made for me tae sing beside the window. | 0:31:35 | 0:31:39 | |
Watching aw the folk that's ootside. | 0:31:39 | 0:31:42 | |
Don't forget, we can change it if we want to. | 0:31:42 | 0:31:44 | |
Watching aw the folk. | 0:31:44 | 0:31:47 | |
This sang is made for me to sing beside the windae. | 0:31:47 | 0:31:51 | |
-Would you say window or windae? -Windae. | 0:31:51 | 0:31:53 | |
Let's try and look at this last line here. | 0:31:53 | 0:31:55 | |
This sang is made for me to sing beside the windae, | 0:31:55 | 0:31:58 | |
watching aw the folk ootside. | 0:31:58 | 0:32:01 | |
-When there's nothing else tae dae. -Needs more Scottish in it, like. | 0:32:01 | 0:32:05 | |
-Nu'hin. -Nu'hin or naethin'? -Nu'hin. -Naethin'. | 0:32:05 | 0:32:10 | |
I think it depends where you come from, doesn't it? | 0:32:10 | 0:32:13 | |
I think now is the time we're going to ask Jamie to come in | 0:32:13 | 0:32:16 | |
and help us write our melody. | 0:32:16 | 0:32:18 | |
We've got our chorus words and we gave them happy sounds, sad sounds, | 0:32:20 | 0:32:25 | |
fast, finger-picked, strumming. | 0:32:25 | 0:32:28 | |
Does that sound happy? If it was sad it would sound more... | 0:32:28 | 0:32:33 | |
Bonnie, it sounds bonnie, but in a bonnie, jumpy way, | 0:32:33 | 0:32:37 | |
no' a bonnie, pretty way. | 0:32:37 | 0:32:39 | |
It's kind of sad-sounding, isn't it? | 0:32:41 | 0:32:44 | |
We're not going to go down that way. We're going to stick | 0:32:44 | 0:32:47 | |
-with a happy... -Happy, happy. -Sandie says happy. | 0:32:47 | 0:32:50 | |
-Jamie can play in different ways. -In the jungle. | 0:32:50 | 0:32:53 | |
We just started talking the words of the chorus over | 0:32:53 | 0:32:57 | |
with Jamie playing some chords and through that we found our melody. | 0:32:57 | 0:33:01 | |
# This sang is made fir me tae sing beside the windae | 0:33:01 | 0:33:06 | |
# Watchin aw the folk ootside when there's naethin else tae dae. # | 0:33:06 | 0:33:11 | |
Did you hear he changed a little bit at the end? Did you like that? | 0:33:11 | 0:33:14 | |
We've got to change the chord a wee bit in there. | 0:33:14 | 0:33:17 | |
'Then we moved on to the verses.' | 0:33:17 | 0:33:19 | |
We focused in on where | 0:33:19 | 0:33:20 | |
each of my three girls in the workshop came from. | 0:33:20 | 0:33:24 | |
Milly is from a country background, grew up on a farm. | 0:33:24 | 0:33:26 | |
From ma house, you've got a window where the kitchen is | 0:33:26 | 0:33:29 | |
and you can see outside the grass, the horses and then | 0:33:29 | 0:33:33 | |
if you look down a bit further, you can see the pony. | 0:33:33 | 0:33:37 | |
I watch ma ponies fae ma windae. | 0:33:38 | 0:33:42 | |
-There's another word that could rhyme with it - straw? -Straw. | 0:33:42 | 0:33:46 | |
-Watch ma ponies fae the windae munchin on their straw? -Aye. | 0:33:46 | 0:33:50 | |
-You know what, Milly, to make this even more Scots. -I was thinking... | 0:33:50 | 0:33:56 | |
-were you going to say champin there? -I was. -So was I! -That's amazing. | 0:33:56 | 0:34:03 | |
Sandie, she's from Muirkirk, so it's a wee toon. | 0:34:03 | 0:34:07 | |
We talked about, even though she lives in the toon, | 0:34:07 | 0:34:09 | |
she likes to gaze up at the sky. | 0:34:09 | 0:34:11 | |
-I like tae watch the stars. -Do you like to watch the stars? | 0:34:11 | 0:34:15 | |
-That's quite nice. -Through ma windae I like to watch the stars. | 0:34:15 | 0:34:20 | |
-You've got your windae as well? -Aye. | 0:34:20 | 0:34:22 | |
That's what you're going to need to rhyme with. | 0:34:22 | 0:34:24 | |
I know what I'm going to dae. | 0:34:24 | 0:34:27 | |
Ma dad helps me look at Mars cos he does. Wi his big telescope. | 0:34:27 | 0:34:31 | |
Then moved on to the city for Nadia's verse and just about | 0:34:31 | 0:34:35 | |
the people she knows, the people she sees coming and going | 0:34:35 | 0:34:38 | |
and saying hello to them. | 0:34:38 | 0:34:41 | |
# I bide in a city, the West End is ma hame | 0:34:41 | 0:34:44 | |
# I've neighbours up and doon the stairs and I ken aw their names... # | 0:34:44 | 0:34:49 | |
Nadia's neighbours. | 0:34:49 | 0:34:52 | |
I guess, just to tie the end of that verse together | 0:34:52 | 0:34:56 | |
was about all of us, basically. | 0:34:56 | 0:34:58 | |
Not just the three or four of us but everybody and about bringing it back | 0:34:58 | 0:35:02 | |
to the language, I suppose, which is what today is about - the Scots. | 0:35:02 | 0:35:07 | |
# Some o us were born here, some cam fae far awa | 0:35:07 | 0:35:11 | |
# But we fin oot the way we speak unites us yin and aw... # | 0:35:11 | 0:35:16 | |
The singing she wrote was amazing, I loved it. | 0:35:18 | 0:35:20 | |
It was one of ma favourite things. | 0:35:20 | 0:35:22 | |
Just the way that we put aw the work into daeing it | 0:35:22 | 0:35:26 | |
and you didnae get bored ae it. | 0:35:26 | 0:35:29 | |
I didnae get bored of anything else that much | 0:35:29 | 0:35:31 | |
but I liked the singing thing, the way that we got a singer in | 0:35:31 | 0:35:36 | |
and she actually helped us write our ain song. | 0:35:36 | 0:35:38 | |
My name is Milly, I am 10 years old. | 0:35:55 | 0:35:58 | |
I live in Selkirk and my hobbies are horse riding, singing and art. | 0:35:58 | 0:36:05 | |
We've always noticed that Milly does speak slightly different | 0:36:07 | 0:36:11 | |
from us, which some of us make a joke out of it and that, because I'm | 0:36:11 | 0:36:16 | |
that broad and Milly just seems to be posh, we call her the posh kid. | 0:36:16 | 0:36:21 | |
If I say a word, if I say, "aye" and "hoose," | 0:36:22 | 0:36:26 | |
she'd say, "yes" and "house". | 0:36:26 | 0:36:28 | |
We just seem to have that border tongue | 0:36:28 | 0:36:31 | |
and Milly's got this different accent. | 0:36:31 | 0:36:33 | |
Where it comes fae, I've no idea. I'm as broad as you'll probably get | 0:36:33 | 0:36:37 | |
and Milly just seems to be the totally other end of the scale. | 0:36:37 | 0:36:41 | |
I think it's from singing because my singing teacher... | 0:36:41 | 0:36:46 | |
I have to pronounce my words properly because | 0:36:46 | 0:36:51 | |
If I don't, when you're singing, they're not going to hear you. | 0:36:51 | 0:36:54 | |
I think that's why I'm a bit clear | 0:36:54 | 0:36:58 | |
and different language from my family a bit more. | 0:36:58 | 0:37:03 | |
When Dad's at the side gaun on aboot the ladders | 0:37:03 | 0:37:06 | |
but they were gaun tae go on doon tae the hoose. | 0:37:06 | 0:37:08 | |
They were just missing the top of the house. | 0:37:08 | 0:37:11 | |
THEY SPEAK BROAD SCOTS | 0:37:11 | 0:37:17 | |
'When I'm with my family, when my gran and grandpa and all that come, | 0:37:22 | 0:37:27 | |
'and my auntie and everybody comes in the house, I speak more broader' | 0:37:27 | 0:37:32 | |
and when I go with my friends, I speak a bit more posher. | 0:37:32 | 0:37:37 | |
Two, three, up! That's it. | 0:37:38 | 0:37:41 | |
Sometimes I do speak Scottish words | 0:37:41 | 0:37:44 | |
and I think I'm speaking English but I'm actually speaking Scots. | 0:37:44 | 0:37:50 | |
It suits the countryside. | 0:37:50 | 0:37:51 | |
It would be a shame if it all just disappeared and English took over | 0:37:51 | 0:37:56 | |
and the English language took over, | 0:37:56 | 0:37:58 | |
because it's been the history for a long time. | 0:37:58 | 0:38:02 | |
Robert Burns used them and he's quite famous. | 0:38:02 | 0:38:07 | |
It's like, all the famous people are just going to get washed away | 0:38:07 | 0:38:11 | |
by the English language and I don't really want that. | 0:38:11 | 0:38:15 | |
Every little border town has got their own accent | 0:38:15 | 0:38:19 | |
and little special words they use, | 0:38:19 | 0:38:22 | |
so you know where you come from because of the words that you use | 0:38:22 | 0:38:26 | |
and the accent, the different tones in the voice. | 0:38:26 | 0:38:29 | |
I hope I learn a lot from the Scots Scuil | 0:38:33 | 0:38:35 | |
and I've a feeling I am going to learn a lot because I feel | 0:38:35 | 0:38:39 | |
there's going to be a lot of Scottish people there and I hope | 0:38:39 | 0:38:42 | |
that will improve my language, a bit more Scots | 0:38:42 | 0:38:45 | |
other than speaking English. All the rest of my family speaks Scottish | 0:38:45 | 0:38:49 | |
and I am like the odd one out here. | 0:38:49 | 0:38:51 | |
I really like the Scots language. | 0:38:51 | 0:38:53 | |
-I hope I'll start speaking that language a bit more. -Good. | 0:38:53 | 0:38:56 | |
Make a wish, but dinnae tell us. | 0:38:56 | 0:38:58 | |
It's the morning of the poetry workshop at Scots Scuil. | 0:39:03 | 0:39:07 | |
Today's class is perfect for a potential poet like Nadia | 0:39:07 | 0:39:10 | |
who's looking for a language to write in. | 0:39:10 | 0:39:12 | |
The teacher is poet Liz Niven, | 0:39:12 | 0:39:14 | |
who's been teaching Scots poetry for over 20 years. | 0:39:14 | 0:39:18 | |
It's cried, Let's Hear Whit The Dragon's Got To Say. | 0:39:18 | 0:39:21 | |
Listen, it's no gonnie be easie this. | 0:39:21 | 0:39:24 | |
If ye think it's a skoosh case ye're wrang. | 0:39:24 | 0:39:26 | |
A've been ettlin tae mak masel heard fir yonks | 0:39:26 | 0:39:30 | |
An naebodie a mean naebodie listens. | 0:39:30 | 0:39:33 | |
A've goat ma shades, ma iPod, ma Nokia | 0:39:33 | 0:39:35 | |
An a've stoapt spittin fire. | 0:39:35 | 0:39:39 | |
That's a good line, that. | 0:39:39 | 0:39:41 | |
It's good how she was taking it from a kid's point of view | 0:39:41 | 0:39:47 | |
with the dragon and the Nokia, | 0:39:47 | 0:39:49 | |
the iPod and the realistic features into the imaginative features. | 0:39:49 | 0:39:56 | |
It was good how she done that. | 0:39:56 | 0:39:58 | |
We concentrated on two different forms of writing. | 0:39:58 | 0:40:01 | |
One of them was looking at each kid's individual toon, | 0:40:01 | 0:40:06 | |
where they came fae, because it's something that each child knows | 0:40:06 | 0:40:10 | |
about, a lot about their own place so the comfort of actually | 0:40:10 | 0:40:13 | |
writing about material they know well was a way in to get them writing. | 0:40:13 | 0:40:18 | |
Although most of them are really good speakers of Scots, | 0:40:18 | 0:40:20 | |
they find it difficult to write in it cos it's no what they're used tae. | 0:40:20 | 0:40:23 | |
How do you spell "farm" in Scots again? | 0:40:23 | 0:40:28 | |
-F-E-R-M. -Thanks. | 0:40:28 | 0:40:32 | |
OK, folks, that's fantastic, you can stop all your busy screeving | 0:40:32 | 0:40:36 | |
and writing the noo. Ye've got two choices, twa choices. | 0:40:36 | 0:40:40 | |
You can write in English and in Scots, baith thegither in the same poem. | 0:40:40 | 0:40:44 | |
If you're wanting to rhyme, "fitba" and "ma" works, "football" and "mum" disnae. | 0:40:44 | 0:40:49 | |
So it's brilliant, Scots opens up the choices of | 0:40:49 | 0:40:52 | |
a whole lot of different words and rhymes. | 0:40:52 | 0:40:54 | |
Ask yourself if you've got any changes of vocabulary. | 0:40:54 | 0:40:57 | |
If you've said the sky, do you want to say the lift? | 0:40:57 | 0:41:00 | |
If you've said a wee bit of a fuss, do you want to have a stooshie? | 0:41:00 | 0:41:05 | |
A boorach? Right, Sandie, let's hear your poem. | 0:41:05 | 0:41:08 | |
Tabby's Brig. | 0:41:08 | 0:41:10 | |
In winter, icy water, freezin caul, I cracked the ice wi ma mates | 0:41:10 | 0:41:16 | |
and ma faither chuckin aw the stanes into the water. | 0:41:16 | 0:41:19 | |
That was great, Sandie. | 0:41:19 | 0:41:20 | |
A lovely atmospheric poem connected with the seasons | 0:41:20 | 0:41:24 | |
and the time of year. Thank you. | 0:41:24 | 0:41:25 | |
-Thomas, could you read your poem now? -The pitch And Me. | 0:41:25 | 0:41:31 | |
A 75 metre-long rectangle, concrete-flaired | 0:41:31 | 0:41:34 | |
Fitba pitch wi the ba pounding off the wa | 0:41:34 | 0:41:37 | |
Wi the birds humming to the beat | 0:41:37 | 0:41:39 | |
That sunny lift that nothing could beat. | 0:41:39 | 0:41:42 | |
That's lovely. I love that. | 0:41:42 | 0:41:44 | |
'The second exercise that we worked on today was we wrote riddle poems.' | 0:41:44 | 0:41:48 | |
We had a discussion about what is a riddle | 0:41:48 | 0:41:52 | |
and what is the point of a riddle and they knew exactly what that was, | 0:41:52 | 0:41:55 | |
that it's a kind of trick poem. | 0:41:55 | 0:41:58 | |
We then asked the children to write their ain poems, | 0:41:58 | 0:42:01 | |
they could maybe choose an animal or a beast | 0:42:01 | 0:42:04 | |
or a bird or a person or something and then think through | 0:42:04 | 0:42:08 | |
different aspects or properties of that person or animal. | 0:42:08 | 0:42:13 | |
What its size was, what its colour was and then it's a "Whit am I" poem, | 0:42:14 | 0:42:19 | |
so at the end of it all, | 0:42:19 | 0:42:21 | |
the listener has tae work out what's being described. | 0:42:21 | 0:42:25 | |
I'm as wee as a moose and as muckle as a tiger, | 0:42:25 | 0:42:29 | |
I'm as saft as a baby's skin and as strong as a boxer, | 0:42:29 | 0:42:33 | |
I'm furry and four leggit | 0:42:33 | 0:42:35 | |
and my name starts wi the fourth letter of the alphabet. | 0:42:35 | 0:42:39 | |
Whit am I? | 0:42:39 | 0:42:40 | |
-Dog? -Aye. -That was easy. | 0:42:41 | 0:42:44 | |
I can be as tall as a door and as small as the length o' your arm | 0:42:44 | 0:42:51 | |
when I come into the world, I can live in something tall | 0:42:51 | 0:42:56 | |
and big that's warm, | 0:42:56 | 0:42:58 | |
my skin colour can be pinky-white to black, | 0:42:58 | 0:43:02 | |
I have to go to bed at night, | 0:43:02 | 0:43:05 | |
I can only live for at least 100 years or 99 years. | 0:43:05 | 0:43:10 | |
What am I? | 0:43:10 | 0:43:12 | |
It's a human! | 0:43:12 | 0:43:14 | |
OK, let's have a wee chat, folks, a wee blether about which poem | 0:43:16 | 0:43:20 | |
you would like to read in your performance. | 0:43:20 | 0:43:23 | |
Ye've got a riddle poem and ye've got a poem about your toon. | 0:43:23 | 0:43:26 | |
-Thomas, what do you think? -I think a riddle. | 0:43:26 | 0:43:29 | |
I think a toon because I think we get mair Scots language in it. | 0:43:29 | 0:43:34 | |
Right. That's what this is about, isn't it? | 0:43:34 | 0:43:38 | |
Trying to get using our Scots a wee bit mair. | 0:43:38 | 0:43:40 | |
-OK, what do you think, Cameron? -I think the riddle. | 0:43:40 | 0:43:45 | |
Can you explain why you prefer the riddle to the toon? | 0:43:45 | 0:43:49 | |
I think the riddle's kinda... Even though I like doing the toon one, | 0:43:49 | 0:43:54 | |
I think the riddle's kinda mair fun cos... | 0:43:54 | 0:43:57 | |
'I'm hoping that they learn from the workshops today' | 0:43:57 | 0:44:00 | |
that they havenae to feel, when they're writing in Scots, | 0:44:00 | 0:44:04 | |
that every word has to be different fae English. | 0:44:04 | 0:44:07 | |
I'm hoping they take away fae it a mair relaxed feeling | 0:44:07 | 0:44:10 | |
about their writing in Scots and also maybe listen to their own voices | 0:44:10 | 0:44:14 | |
'and think, "I can speak Scots, therefore I can try and write it."' | 0:44:14 | 0:44:19 | |
Sometimes, I can sometimes live for 100 year. Would that work? | 0:44:19 | 0:44:23 | |
-I can sometimes live for 100 year, or even mair. -Or even mair. | 0:44:23 | 0:44:27 | |
That would work fine, wouldn't it? | 0:44:27 | 0:44:29 | |
Is there a kind of feeling, then, that you quite like Nadia's? | 0:44:29 | 0:44:32 | |
Aye, I like Nadia's. | 0:44:32 | 0:44:34 | |
OK, I think we're going to go with Nadia's. | 0:44:36 | 0:44:38 | |
My name is Eunice, aka Sweets from NorthernXposure. | 0:44:40 | 0:44:44 | |
And I've been rapping since about the age of 13. | 0:44:44 | 0:44:48 | |
OK, so, today we're going to be doing some Scots Scuil action | 0:44:48 | 0:44:53 | |
and we are going to be talking | 0:44:53 | 0:44:54 | |
and, hopefully, writing a wee rap in Scots. | 0:44:54 | 0:44:57 | |
'The first thing I did is I performed one of the tracks off my new album.' | 0:44:57 | 0:45:01 | |
I did that kind of just to make them feel a bit more comfortable. | 0:45:01 | 0:45:06 | |
Cue the music. | 0:45:06 | 0:45:07 | |
# You can take the game oot the block | 0:45:09 | 0:45:11 | |
# But you just cannae stop them people wanna flock | 0:45:11 | 0:45:14 | |
# Street like vox shop | 0:45:14 | 0:45:15 | |
# Rough like dry rot weak as hip hop | 0:45:15 | 0:45:18 | |
# And we havenae got a lot but we still use too hot | 0:45:20 | 0:45:23 | |
# We getting tipped up we getting tipped up | 0:45:23 | 0:45:26 | |
# Life is a wan stop shop or should I say wan short stop? | 0:45:26 | 0:45:30 | |
# Wan short stage | 0:45:30 | 0:45:31 | |
# Revelations bout to blow you away and reap what you want to see | 0:45:31 | 0:45:35 | |
# Play how you want to play be what you want to be | 0:45:35 | 0:45:38 | |
# See what you want to see say what you want to say... # | 0:45:38 | 0:45:41 | |
'I think it is very helpful for them | 0:45:41 | 0:45:44 | |
'to hear somebody rapping with a Scots accent.' | 0:45:44 | 0:45:49 | |
So, that's it. | 0:45:49 | 0:45:51 | |
Thank you very much. That's wicked, give me five. | 0:45:53 | 0:45:57 | |
-It's a sweet tune. -Do you like that tune? | 0:46:01 | 0:46:03 | |
Do you get it? Sweet, Sweets! | 0:46:03 | 0:46:07 | |
So, I'm thinking we should do something to do with, like, identity. | 0:46:07 | 0:46:12 | |
Like ourselves. | 0:46:12 | 0:46:14 | |
-Aye, ourselves. -Well, Scotland. | 0:46:14 | 0:46:17 | |
'When it came to creating the actual rap itself, | 0:46:18 | 0:46:22 | |
'we were just brainstorming, asking the kids, | 0:46:22 | 0:46:25 | |
'OK, what Scots words do you know?' | 0:46:25 | 0:46:27 | |
-Hame. -Hame. Perfect. | 0:46:27 | 0:46:29 | |
'And then we were just making a list of the different words that we knew.' | 0:46:29 | 0:46:34 | |
-Masel. -Masel, we'll write that doon. | 0:46:34 | 0:46:37 | |
'The words that we thought were really important to be in the rap.' | 0:46:37 | 0:46:40 | |
Faimily. | 0:46:40 | 0:46:41 | |
Faimily. | 0:46:41 | 0:46:43 | |
Could be something like, "It's oor hame." | 0:46:43 | 0:46:46 | |
It's oor hame. Let's write that sentence down. | 0:46:46 | 0:46:48 | |
Then we've used "oor" as well. | 0:46:48 | 0:46:50 | |
So, we've got Scotland is oor hame. | 0:46:50 | 0:46:53 | |
Sometimes it's freezin' in the rain. | 0:46:53 | 0:46:57 | |
-So that uses your word. -So, will we write our next bit? | 0:46:57 | 0:47:00 | |
'The kids were fantastic. | 0:47:00 | 0:47:01 | |
'They really understood the concept of what we were trying to do.' | 0:47:01 | 0:47:05 | |
You could have Scotland is oor hame. Sometimes it's freezin' in the rain. | 0:47:05 | 0:47:10 | |
But other times... the weather is our gain. | 0:47:10 | 0:47:14 | |
We could write that down. | 0:47:14 | 0:47:15 | |
But sometimes the weather is our gain, you says, aye. | 0:47:15 | 0:47:20 | |
-Aye. -Is our gain. | 0:47:20 | 0:47:22 | |
That's good, I like that cos that makes it quite positive. | 0:47:22 | 0:47:27 | |
'They understood about adding in the Scots. | 0:47:27 | 0:47:30 | |
'They actually had a wide vocabulary of Scots, but they might not | 0:47:30 | 0:47:33 | |
'have been necessarily aware that that is actually defined as Scots. | 0:47:33 | 0:47:37 | |
'It's something we use on a day-to-day basis.' | 0:47:37 | 0:47:40 | |
We decided the best thing to do was to look at | 0:47:40 | 0:47:43 | |
how we were actually going to deliver the rap. | 0:47:43 | 0:47:46 | |
So, we got together with the drummer | 0:47:48 | 0:47:51 | |
and it enabled us to add a little bit of movement to the actual rap | 0:47:51 | 0:47:55 | |
and then go on to add a little bit of character and a little bit of fun. | 0:47:55 | 0:47:59 | |
# Scotland is oor hame. | 0:47:59 | 0:48:01 | |
# Sometimes it's freezing in the rain | 0:48:01 | 0:48:04 | |
# But while the weather is our gain... # | 0:48:04 | 0:48:07 | |
For this crew, the rap, whatever the language, | 0:48:07 | 0:48:11 | |
is a bit of a guddle for now. | 0:48:11 | 0:48:13 | |
That was an epic fail! | 0:48:16 | 0:48:18 | |
I found it easier to do it like fast then slow. | 0:48:18 | 0:48:21 | |
I know, that's why you need to practise it slow. | 0:48:21 | 0:48:24 | |
Well, let's do it again from the top, right? | 0:48:24 | 0:48:26 | |
I'll tell yous what it is, right? | 0:48:26 | 0:48:29 | |
So, Scotland is oor hame, sometimes it's freezing in the rain | 0:48:29 | 0:48:34 | |
but while the weather is our gain the main thing is we are all the same. | 0:48:34 | 0:48:39 | |
We are nae daen it for the fame, masel and ma faimly play the game, | 0:48:39 | 0:48:43 | |
we're wan of Scotland's biggest names, if you're no listning... | 0:48:43 | 0:48:47 | |
..What ye daen? | 0:48:47 | 0:48:48 | |
That's it, let's try it again from the top, right? | 0:48:48 | 0:48:51 | |
Mr Drummer. | 0:48:51 | 0:48:53 | |
DRUMMING | 0:48:53 | 0:48:55 | |
OK, guys. | 0:48:57 | 0:48:59 | |
One, two, | 0:48:59 | 0:49:01 | |
one, two, three, four. | 0:49:01 | 0:49:04 | |
# Scotland is oor hame | 0:49:04 | 0:49:06 | |
# Sometimes it's freezing in the rain...# | 0:49:06 | 0:49:09 | |
The words in the rap are sort of, like, special, | 0:49:09 | 0:49:14 | |
cos they do tell the truth about Scotland, the cauld, | 0:49:14 | 0:49:18 | |
freezing weather and we're all from Scotland. | 0:49:18 | 0:49:21 | |
And it does, like, speak to me and Cammy | 0:49:21 | 0:49:26 | |
cos it includes some of the features we like | 0:49:26 | 0:49:29 | |
and some Iona likes and some Eunice likes. | 0:49:29 | 0:49:32 | |
# If you're no listening what you daein? # | 0:49:32 | 0:49:36 | |
-Yeah, that was good. -We need it better. | 0:49:36 | 0:49:38 | |
-Let's do it again. -Gie it laldie! | 0:49:38 | 0:49:41 | |
It's performance day at Scots Scuil | 0:49:43 | 0:49:45 | |
and the children hope to put nerves to one side | 0:49:45 | 0:49:48 | |
and show off all they've learned and practised during the week. | 0:49:48 | 0:49:51 | |
APPLAUSE | 0:49:51 | 0:49:54 | |
Still thou art blest, compared wi' me! | 0:49:56 | 0:50:00 | |
The present only toucheth thee. | 0:50:00 | 0:50:02 | |
But, oh! I backward cast my e'e, | 0:50:02 | 0:50:04 | |
On prospects drear! | 0:50:04 | 0:50:07 | |
An' forward, tho' I canna see, | 0:50:07 | 0:50:08 | |
I guess an' fear. | 0:50:08 | 0:50:10 | |
-Och! He was gad. -He was great! | 0:50:16 | 0:50:18 | |
-Certainly gied it laldie but he's an awfu blether, that boy! -Ach! | 0:50:18 | 0:50:21 | |
He just blethered on and on. I want my five pound back. | 0:50:21 | 0:50:25 | |
-Wheesht! -I've the receipt here in ma pootch somewhere. | 0:50:25 | 0:50:28 | |
Shut yer mooth, pal! | 0:50:28 | 0:50:30 | |
-Jolly good show! -Bravo! | 0:50:30 | 0:50:33 | |
'The drama performance today was absolutely amazing.' | 0:50:33 | 0:50:37 | |
Those kids had not done much drama until, I think, I met them. | 0:50:37 | 0:50:41 | |
And they have suddenly become actors. | 0:50:41 | 0:50:44 | |
I think there were actors inside them anyway | 0:50:44 | 0:50:46 | |
and the fact that they were doing it in this language, this strange, | 0:50:46 | 0:50:50 | |
weird language, Scots language, is something amazing. | 0:50:50 | 0:50:53 | |
So I'm really pleased with them. | 0:50:53 | 0:50:54 | |
Well, Alan, you said your poem so beautifully, you are the winner! | 0:50:54 | 0:51:00 | |
Here's your book token. | 0:51:00 | 0:51:02 | |
What are you going to buy with it, Alan? | 0:51:05 | 0:51:07 | |
Thanks, Miss, I'm going to buy hunners of books wi' it. | 0:51:07 | 0:51:11 | |
Hunners? The proper word is hundreds, isn't it, Alan? | 0:51:11 | 0:51:14 | |
(No.) Aye, I suppose so! | 0:51:14 | 0:51:16 | |
Gauin gie us ma jaiket, ower? | 0:51:16 | 0:51:18 | |
Oh, Alan, it's your jacket, not your jaiket. | 0:51:18 | 0:51:21 | |
But it's pouring doun wi' rain oot there, I'm goin' tae git droukit. | 0:51:21 | 0:51:24 | |
Oot! He doesnae act like this at hame. | 0:51:24 | 0:51:27 | |
I just dinna ken where he gets it fae! | 0:51:27 | 0:51:29 | |
I'M YOUR HEADMISTRESS! | 0:51:30 | 0:51:34 | |
TALK PROPERLY, BOY! | 0:51:35 | 0:51:37 | |
I'm your faither, talk properly, son. | 0:51:37 | 0:51:40 | |
And dinna ye speak slang, no in front o' yer old granny. | 0:51:40 | 0:51:44 | |
# Dinna talk Scots, boy Dinna speak slang | 0:51:45 | 0:51:49 | |
# Dinna speak Scots, boy ye ken it's aw wrang | 0:51:49 | 0:51:52 | |
# Dinna speak Scots, boy help ma Boab | 0:51:52 | 0:51:55 | |
# Dinna speak Scots boy you'll never get a job. # | 0:51:55 | 0:51:59 | |
NO! IT'S NO FAIR! | 0:51:59 | 0:52:02 | |
You gave me a prize for speaking Scots, | 0:52:02 | 0:52:05 | |
then you gie me into trouble for speaking it. | 0:52:05 | 0:52:07 | |
Scots was good enough for Robert Burns, | 0:52:07 | 0:52:09 | |
how's it not good enough for me? | 0:52:09 | 0:52:11 | |
We will now perform a poem written by Nadia. | 0:52:20 | 0:52:23 | |
Helped along with the rest of us called, "Whit Am I?" | 0:52:23 | 0:52:26 | |
You can try and guess what it is at the end. | 0:52:26 | 0:52:29 | |
Whit am I? | 0:52:29 | 0:52:30 | |
I can be as tall as a door or as smaw as yer airm. | 0:52:30 | 0:52:35 | |
I started off as a wean when I came into the world. | 0:52:35 | 0:52:37 | |
I can be black, broun, yellow or white | 0:52:37 | 0:52:39 | |
and when I got a beamer I gaun reid. | 0:52:39 | 0:52:42 | |
I can live for a hundred year and I'm no close to extinction. | 0:52:42 | 0:52:46 | |
I have a bahookie, hurdies, twa lugs and I live in a faimily. | 0:52:46 | 0:52:51 | |
Sometimes I'm bonnie but sometimes ma fizzog is pure minging. | 0:52:53 | 0:52:58 | |
-ALL:. -Whit am I? | 0:52:58 | 0:53:01 | |
Human? | 0:53:01 | 0:53:02 | |
Aye! | 0:53:02 | 0:53:04 | |
It was happy, it was sad because it was the last day and it was... | 0:53:06 | 0:53:11 | |
It was just everything. | 0:53:14 | 0:53:16 | |
# This sang is made for me Tae sing aside the windae | 0:53:20 | 0:53:26 | |
# Watching all the folk ootside when there's naething else tae dae | 0:53:26 | 0:53:31 | |
# This sang is made for me Tae sing aside the windae | 0:53:31 | 0:53:36 | |
# Watching all the folk ootside when there's naething else tae dae | 0:53:36 | 0:53:40 | |
# I live on a ferm where the air smells fresh and braw | 0:53:45 | 0:53:49 | |
# I watch ma ponies fae the windae champing on the straw | 0:53:49 | 0:53:55 | |
# I live in a toon where I like to watch the stars | 0:53:55 | 0:53:59 | |
# Through ma windae tae the sky I hae a keek at Mars | 0:53:59 | 0:54:04 | |
# This sang is made for me Tae sing aside the windae | 0:54:04 | 0:54:09 | |
# Watching all the folk ootside when there's naething else tae dae | 0:54:09 | 0:54:14 | |
# This sang is made for me Tae sing aside the windae | 0:54:14 | 0:54:19 | |
# Watching all the folk ootside when there's naething else tae dae | 0:54:19 | 0:54:24 | |
# I bide in a city the West End is ma hame | 0:54:28 | 0:54:33 | |
# I've neighbours up and doon the stairs | 0:54:33 | 0:54:35 | |
# And I ken aw their names... # | 0:54:35 | 0:54:37 | |
I liked the bit where we had just finished off the chorus | 0:54:37 | 0:54:41 | |
and Nadia's bit of the song and then the rapping comes straight in. | 0:54:41 | 0:54:45 | |
# But while the weather is our gain | 0:54:53 | 0:54:56 | |
# The main thing is we're aw the same | 0:54:56 | 0:54:58 | |
# Me and ma faimily play the game | 0:54:58 | 0:55:00 | |
# We're wan of Scotland's biggest name | 0:55:00 | 0:55:03 | |
# If you're no listnin' | 0:55:03 | 0:55:04 | |
# Whit ye daen? # | 0:55:04 | 0:55:06 | |
# This song is made for me Tae sing aside the windae | 0:55:06 | 0:55:10 | |
# Watching aw the folk ootside... # | 0:55:10 | 0:55:14 | |
'Well I think today's performance went fantastically well, | 0:55:14 | 0:55:17 | |
'the kids really all worked together | 0:55:17 | 0:55:19 | |
'and they really came through or gave it laldie!' | 0:55:19 | 0:55:22 | |
'I think they did it fantastic, yeah, | 0:55:22 | 0:55:26 | |
'they were oozing with confidence and they remembered their lines | 0:55:26 | 0:55:29 | |
'and they did me proud.' | 0:55:29 | 0:55:32 | |
#..Made for me. # | 0:55:32 | 0:55:35 | |
APPLAUSE AND CHEERING | 0:55:35 | 0:55:39 | |
I love hearing them speaking out their Scots really confidently | 0:55:47 | 0:55:51 | |
and loudly and there was a mixture of the moral of speaking it in January | 0:55:51 | 0:55:56 | |
and no' speaking it later and then there was fun elements | 0:55:56 | 0:55:58 | |
and rhythmic elements. So, I think it was a really excellent mixture | 0:55:58 | 0:56:02 | |
of different things going on. | 0:56:02 | 0:56:04 | |
Absolutely brilliant. | 0:56:04 | 0:56:07 | |
Didn't know Scotland had as many talented children | 0:56:07 | 0:56:10 | |
in the one small place. It was phenomenal. | 0:56:10 | 0:56:14 | |
What an experience for them to get, you know? Song, poetry writing. | 0:56:14 | 0:56:19 | |
It was great to see what they'd been getting up to all week | 0:56:19 | 0:56:23 | |
and seeing the finale of what they'd been learning. | 0:56:23 | 0:56:26 | |
And it's definitely made me as a parent look at the Scots language differently | 0:56:26 | 0:56:30 | |
and encourage both my children to use it more. | 0:56:30 | 0:56:35 | |
Coming to Scots Scuil, I think it's built up my confidence | 0:56:35 | 0:56:38 | |
but don't remind me I have to leave. | 0:56:38 | 0:56:40 | |
Cos I don't want to leave. | 0:56:40 | 0:56:43 | |
Going to Scots Scuil has helped a lot with my confidence. | 0:56:43 | 0:56:48 | |
She is familiar with Scots but to know it at such a deep level, | 0:56:48 | 0:56:52 | |
I think it's been great for her. | 0:56:52 | 0:56:54 | |
It just made me feel mair positive and everything in myself | 0:56:54 | 0:56:59 | |
and it's made me realise that I don't need to be shy | 0:56:59 | 0:57:02 | |
about everything I dae. | 0:57:02 | 0:57:04 | |
I do think that I'll talk more Scots now than I used to | 0:57:04 | 0:57:12 | |
and I do think I'm sounding much more Scots than I used to. | 0:57:12 | 0:57:19 | |
So I hope I'm more like the family now instead of the odd one out. | 0:57:19 | 0:57:24 | |
While I was watching the play, I could see in myself | 0:57:24 | 0:57:28 | |
the way the head teacher was correcting | 0:57:28 | 0:57:32 | |
when they were using the Scots language after performing the poem. | 0:57:32 | 0:57:36 | |
That was kind of like myself and Cameron was using words | 0:57:36 | 0:57:39 | |
and I was correcting him. | 0:57:39 | 0:57:41 | |
And it kind of made me think, well, you shouldn't correct them, | 0:57:41 | 0:57:44 | |
you should allow them to use the language, it is the Scots language. | 0:57:44 | 0:57:48 | |
So, I think from that, it's made me not be so quick in correcting him | 0:57:48 | 0:57:54 | |
and just let him go with it. | 0:57:54 | 0:57:56 | |
What I'm really interested in is what happens next | 0:57:56 | 0:57:59 | |
to those wee performers. | 0:57:59 | 0:58:01 | |
Like, is there a legacy for that now in their lives | 0:58:01 | 0:58:05 | |
and when they go back into school? | 0:58:05 | 0:58:07 | |
And when they talk about their language issues | 0:58:07 | 0:58:10 | |
with their parents and with their faimilies and with their friends, | 0:58:10 | 0:58:13 | |
I think it'll be interesting to see | 0:58:13 | 0:58:15 | |
is there increased confidence about their use of Scots? | 0:58:15 | 0:58:19 | |
You can speak it, you can sing it, you can write it, | 0:58:19 | 0:58:21 | |
so I'm hoping that it's raised their feeling | 0:58:21 | 0:58:25 | |
about the status of the language. | 0:58:25 | 0:58:27 | |
Subtitles by Red Bee Media Ltd | 0:58:49 | 0:58:51 | |
E-mail [email protected] | 0:58:51 | 0:58:53 |