I love using different songs with similar themes to compare and contrast specific musical elements- I find using songs with lyrics that are about the same topic makes it easier to draw young students' attention to the musical aspects of the songs. One of my favorite themes to do this with, especially in the spring, is rain! I have found so many lovely rain songs from all over the world over the years, and today I have another to share with you from Iran that is so very versatile for so many musical concepts, you're sure to find a way to use it in your classroom!
This is a children's song from Iran called چک چک باران which means "Drip Drop Rain". The word for the "drip drop" sound of raindrops in the title is "check check", which is also repeated several times in the song. I found several videos of children in Iran singing the song (including this video of students performing the song in a school concert with recorders), playing it as a beginning piano song like this video, and even this video of a music teacher teaching how to play the melody on a glockenspiel, and when I asked one Iranian person they recognized the tune and said it was an old song- I wasn't able to get much specific background on its origins but clearly it is commonly known and used in schools in Iran as well.
There are quite a few concepts that students could learn and practice with this song, including AABA form/ phrase structure, duple/ simple meter, low sol, rhythm, instrumental ensembles/ orffestrations, or even recorder playing.
Here are the lyrics in their original Persian (Farsi), the roman letter transliteration (pronunciation- please listen and mimic the actual pronunciation rather than just trying to read this transliteration, it's just there as a guide!), and the English translation:
چک چک باران از توو آسمان check checke baran az tu aseman Raindrops check check from the sky
می باره نم نم روی درختان mi bareh kam kam ruye derahktan It's drizzling on the trees
چک چک باران از توو آسمان check checke baran az tu aseman Raindrops check check from the sky
می باره نم نم روی درختان mi bareh kam kam ruye derahktan It's drizzling on the trees
قطره های آب تازه و شاداب ghatrehaye ab tazeh oh shadab Fresh and refreshing drops of water
رنگین کمان شد تو نور آفتاب rangin kaman shod tu nure aftab It became a rainbow in the sunlight
چک چک باران از توو آسمان check checke baran az tu aseman Raindrops check check from the sky
می باره نم نم روی درختان mi bareh kam kam ruye derahktan It's drizzling on the trees
چک چک باران از توو آسمان check checke baran az tu aseman Raindrops check check from the sky
می باره نم نم روی درختان mi bareh kam kam ruye derahktan It's drizzling on the trees
چک چک باران از توو آسمان check checke baran az tu aseman Raindrops check check from the sky
می باره نم نم روی درختان mi bareh kam kam ruye derahktan It's drizzling on the trees
قطره های آب تازه و شاداب ghatrehaye ab tazeh oh shadab Fresh and refreshing drops of water
رنگین کمان شد تو نور آفتاب rangin kaman shod tu nure aftab It became a rainbow in the sunlight
چک چک باران از توو آسمان check checke baran az tu aseman Raindrops check check from the sky
می باره نم نم روی درختان mi bareh kam kam ruye derahktan It's drizzling on the trees
And here is a notation of the melody (I've notated it with quarter notes and paired eighth notes, but you can see how it can be notated with quarter notes and half notes in the music teacher's glockenspiel tutorial video linked above):
The AABA phrase structure is a great way to have students practicing same and different identify the repeating and contrasting phrases, and relate that to AABA form, or just to identify musical phrases. I have students do this by drawing a long arced line in the air, starting a new line for each phrase, and then ask them to tell me which phrases were the same and which were different. Listening to the song to identify the phrases also gives them the opportunity to hear the song a few times before I have them practice singing it, which makes it easier for them to learn as well.
This would also be a great song to pair with the Japanese rain song "Amefuri" (see my blog post on that song here) to learn about simple vs compound meter. This Iranian song is very clearly in simple, duple meter, while the Japanese song is in compound meter. My favorite way to have students learn and experience the difference is to have them march around the room with the simple meter and skip with the compound meter. Even my youngest students can feel the difference immediately! I don't get into the weeds with compound vs simple meter too much beyond explaining to my older students (3rd grade and up) that the "skippy" song splits the beat in 3 (we practice counting 123 123 with the song to hear it) and the "marchy" song splits the beat in 2 (this one is easy to feel because of the paired eighth notes).
This is also a great song for practicing reading, notating, identifying, and singing low sol, because the first repeated phrase begins with a clear low sol going to do. When I am introducing low sol with songs like this I actually start with the last measure of the first phrase and work backwards one measure at a time to establish where do is first and then get students to figure out that the sol note is lower, and have them count down (visually and aurally) from do to figure out that it's sol.
Depending on how you notate the melody (see the eighth note version above and the half note version- just notated at "half speed"- in the glockenspiel video linked in the first paragraph), this song is a perfect for practicing reading, notating, identifying, and singing quarter notes and either paired eighth notes or half notes. Because the rhythm pattern repeats in each measure, it's an easy way for students to aurally identify the rhythms. I have students first learn the song, then pat the beat while singing it, then clap with the rhythm of the words while singing again, then clap the rhythm without singing. Once they can do that, I give them rhythm cards (here is how I made mine) and have them notate the rhythm with the cards together in small groups.
This is also a great song to add some simple pitched and unpitched percussion accompaniment because it really just sticks with the tonic and dominant chords the entire song! Any simple ostinati using D and G would fit together well with the melody, and it lends itself nicely to adding a simple groove with some drums and a few other simple classroom instruments (as they've done in the recording in the video above). Even students as young as 2nd grade can put together a simple instrumental accompaniment to play while they sing the melody!
I'm planning to use the song with my 3rd graders for recorder. Instead of using "Old MacDonald" to teach low D, I'm going to use the first section of the song to introduce low D. So much more exciting than a nursery rhyme! I might even bring it back later when they are learning high C and D and put the whole song together... we'll see! But the melody is simple enough that it's perfect for introducing those new notes and practicing reading and playing them on recorder.
I hope this gives you some ideas to use this song in your classroom with your students! It's such an easy way to introduce students to a song from Iran and get them singing in Persian/ Farsi, and it's a great melody to use for so many fundamental concepts. I am so excited to be adding this to my collection of rain songs from around the world this spring- you can see all of the rain songs I've shared, including all the lesson plans to go with them, in this post:
