Folktale LCDD 14 Paya Kuna. LCDD 14 Paya Kuna

270 Classifications 27. Unila oyos takenye, makchaye. ‗Deer only pointed you see, and he killed it.‘ 28. Tegin aka anchik immal takalbal takenye. ‗Then further on he saw something again, you see.‘ 29. Mechabal, takenye, wedarmal mecha itoleye. ‗He killed it too, you see, peccaries it is understood.‘ 30. Negzhe nonigu, immal untar mecha itoleye. ‗By the time he arrived home, he had killed many creatures it is understood.‘ 31. Tegin neg tikalbal omosgu achu chunmamai takenchogye: ‗Then when Deer was almost home, Tiger was talking, he said, you see,‘ 32. --Koe kad immal maktebaliye. ‗―Deer has been catching and killing creatures.‘ 33. Koe nazhi chulité, nugal satetéye. ‗But Deer doesn‘t have claws, he doesn‘t have teeth.‘ 34. ¿Igi immal kaoye? --achu chunmamaiye. ‗How does he catch anything?‖ Tiger was saying.‘ 35. Tegin negzhe nonigu, negzhe un tononiyea, immal taká takenye. ‗Then arriving home, Deer entered the house, loaded with prey you see.‘ 36. Tegin un maichun takenye. ‗Then Deer stayed at home you see.‘ 37. Omegan immal taken nai takenye. ‗The women looked after things you see.‘ 38. Immal echiknaichun. ‗They cut up the animals.‘ 39. Omegan kwen mas tued nai takenye. ‗Some women who cooked were there you see.‘ 40. Mas tunaiye. ‗They were cooking the food.‘ 41. Mas ogus takenye. ‗The food was ready you see.‘ 42. Mas ogusgua, immi koe chog takenye. ‗When the food was ready, Deer now says you see.‘ 43. --Immi ampak assapin mas kunmala takenye --koe chog. ‗―Now let‘s eat face-to-face you see.‖ Deer said you see.‘ 44. Tegin mas kullegal takenye, koe achubak assapin takenye a kumpuk takenye. ‗In order to eat the food you see, Deer and Tiger came face-to- face you see and ate it together you see.‘ 45. Te kumpukwadgine immi achu ekisalchun takenye: ‗At that same meal together, Tiger asked Deer you see.‘ 46. --¿Igi pe immal makcha? Takenye --achu ekisalchun takenye. ‗―How did you kill the animals? you see,‖ Tiger asked you see.‘ 47. Tegin koe choge: ‗Then Deer said,‘ 48. --Nabir takenye, ‗―Fine you see,‘ 49. immal nika takenye, immal makegal takenye; ‗I have something you see, something with which to kill you see,‘ 50. tegin immal mak takenye. ‗it‘s with that I kill my prey you see.‖‘ 51. Achu chog: ‗Tiger says,‘ 52. --An takpi --takenye. ‗―I want to see this,‖ you see.‘ 53. Ka chog: ‗Deer says to Tiger,‘ 54. --¡Chul --takenye. ‗―No‖ you see.‘ 55. Tegine oyoalchun takenye, amichunye, wegin immal mak takenye. ‗And pointing, Deer hunted you see and killed his prey with this you see .‘ 56. Tegi achu takchijun takenye. ‗With this, Tiger was sitting watching Deer you see.‘ 57. Tegin takchidgin takenye koe kin istar pinzhealchunye. ‗When Tiger saw this you see Deer started to hate Tiger.‘ 58. Kin oyos imas chualiye. ‗Deer pointed at Tiger as he had been doing.‘ 20.3 Culture 271 59. Achu yok purkwis takenye. ‗Tiger died instantly you see.‘ 60. Tegin achu ome kwakialchun, abarmachun takenye. ‗Then Tiger‘s wife became frightened and ran away you see.‘ 61. Teje igal. ‗That‘s the story.‘

20.2 Pronunciation Ex. 1 –4

The purpose of this section is to help the student enhance his storytelling style. What can be accomplished in class in this area is limited, however, features of style can be pointed out and discussed. Practice outside the classroom is essential. Note the intonation features of the introduction to the story. Note how to build suspense by pausing at intervals. Practice the drama of the climax and the wind-down of the story. Exercise 1 . Tracking drill Track the teacher as he tells the folktale, keeping within two or three syllables at all times. Exercise 2 . Tracking drill Track the teacher as he tells other short folktales. Try to pick out features which you will be able to practice incorporating into your own storytelling. Exercise 3 . Oral reading of folktales Students should take turns reading the folktale consecutively in order to practice correct intonation and gestures. Exercise 4 . Problem drill The teacher should discuss and demonstrate any portions of the folktale which the students found particularly difficult to master.

20.3 Culture

Although there is much that is universal in the environment of human beings anywhere in the world, there is much that is different, and even similar phenomena may be perceived differently. Hence, culture has a different set of criteria for classifying the various phenomena in its inanimate and animate surroundings. The Kuna classification of the universe varies from both English and Spanish classifications. The universe is divided into three parts: neg nikpa ‗heavens lit.: world above‘, napa ‗the earth‘, and neg ulpalid ‗nether world lit.: world below‘. Both neg nikpa and neg ulpalid are considered to have eight levels. Birds and planes are said to fly nappali ‗near the earth‘ or neg magadbal ‗in the sky‘. The concept of underground is expressed by nap ulak ‗below the ground‘. Within napa ‗the earth‘ both inanimate and animate objects are referred to by the generic term immal ‗things‘. This term is also used as the generic term for inanimate things, whereas the generic term for animate beings is a modified form: tulad immal; plant life is referred to as pulgan ina. Animate creatures, tulad immal, are divided into tule ‗people‘ and immal tul ‗non-human living things‘. Tule ‗people‘ are sub-divided into two main groups: tule ‗people‘, which refers primarily to the Kunas themselves and secondarily, to other Indian groups; and waga ‗outsiders‘. Wag a ‗outsiders‘ are again sub-divided into three groups; waga ‗Latins, including southern Europeans‘, merki ‗North Americans and northern Europeans‘, and igles ‗West Indians‘. Immal tul ‗non-human life‘ is divided into three groups: immal tul 119 tigined ‗water creatures‘, immal tul napkined ‗land creatures‘, and immal tul kukualed ‗flying creatures‘. It is the sub-divisions under the immal tulad that vary most from EnglishSpanish divisions. Reptiles are classified according to where they spend their time. Consequently, taim ‗alligator‘ and tin ‗caiman‘ are 119 tul may be stated or omitted. 272 Classifications classified as immal tigined ‗water creatures‘, whereas nakpe ‗snake‘ is classified as immal napkined ‗land creature ‘. ua ‗fish‘ are classified as immal tigined ‗water creatures‘; in the generic sense ua covers fish and crustaceans such as tulub ‗lobster‘, pusku ‗shrimp‘, and poi ‗snails‘. ua ‗fish‘ may be divided into termal ua ‗sea fish‘ and tiwal ua ‗river fish‘. Another classification is: ua tutud ‗soft fish‘, i.e., fish with skin and scales, and ua chelled ‗hard fish‘, i.e., fish with hard shells such as the arki ‗huacuco‘. Non-food items tend to be divided into generic classifications such as chikwi ‗small birds‘ or achu ‗carnivorous animals generic ‘. 120 Within these classifications, many of the animals have specific names such as kwili ‗parakeet‘ or achu parpat ‗jaguar‘. Edible creatures, on the other hand, tend to be referred to by specific, rather than generic terms, e.g., koe ‗deer‘ and chigli ‗wild turkey‘. Insects are usually referred to as immal ‗things‘ or by a specific name if one exists, e.g., kenu ‗ticks‘ and kwi ‗mosquitos‘. They are not subdivided into flyinglandwater classifications. Plants are classified as chapi ‗trees‘, tub ‗vines‘ or kagan ‗shrubs and smaller plants‘. Inanimate things may be divided on the basis of what they are made of, what they are used for, or their usual location. Examples 1a. immal ezhagad ‗things of ironsteel‘ b. immal napkad ‗things of earthenware‘ c. immal olgad ‗things of gold‘ 2a. immal chobgaled ‗things to make things with tools‘ b. immal tugaled ‗things to cook with‘ Another way of classifying all immal is by whether or not they are immal chapurbalid ‗things from the jungle‘ or not. This term refers primarily to jungle fauna, but also may refer to jungle flora. 120 Where a word in Kuna has both specific and generic meanings, the specific sense is the one which a Kuna speaker generally thinks of first, for example, achu ‗dog‘.