USC Digital Folklore Archives / Posts Tagged ‘school girls’
Game
Kinesthetic
Musical

Clapping game rhyme/song

Context: The informant is a Pakistani-American 11-year-old girl and a 6th grader at a public school in Torrance, CA.  The following clapping rhyme is a two-person game she learned in first grade.

Content:

“I went to a Chinese restaurant

To buy a loaf of bread, bread, bread

She asked me what my name was

And this is what i said, said, said

My name is

L-I-L-I, Pickle-eye pickle-eye

pom-pom beauty, sleeping beauty

Then she told me to freeze freeze freeze

And whoever moves, loses.”

The word “freeze” may be said either once or three times, and at that moment the players must both freeze. The informant also showed me the two kinds of clapping sequence that are used for the two parts of the game, one for the first four lines, and the other for lines 6-8.

Analysis: At first glance, the rhyme seems like complete nonsense; but upon further examination, the rhyme could conceal casual racism. “Li” could be an East Asian name. Rhyming it with “pickle-eye” (which itself could be referring to culturally unfamiliar food which is automatically dismissed as unnatural or revolting–for instance recall the urban legend where neighborhood cats/dogs were disappearing after immigrants from [insert Asian country here] moved in), which is essentially a nonsense word, could be meant to show disrespect towards all people with similarly “Asian” names. Then referring to oneself as a “pom-pom beauty” (perhaps referring to a cheerleader’s pom-poms) and “sleeping beauty” (the classic western fairy tale) as a contrast to the “Li” lady is like proclaiming, I am an all-American girl, like a cheerleader or Sleeping Beauty, and you are not.

Game
Kinesthetic
Musical

Clapping game rhyme/song

Context: The informant is an 11 year old girl of Pakistani descent. She is a 6th grader at a public school in Torrance, CA.  Her social groups include friends of many different religious and ethnic backgrounds. The following clapping rhyme is a two-person game she learned in first grade.

Content:

Lemonade,

iced tea

Coca-cola,

Pepsi

Lemonade, iced tea, Coca-cola, Pepsi,

turn around, touch the ground, kick your boyfriend out of town, freeze

Another version from the same informant begins with the same line:

Lemonade,

crunchy ice

Beat it once,

beat it twice,

Lemonade, crunchy ice, beat it once, beat it twice,

turn around, touch the ground, kick your boyfriend out of town, freeze

In the last line of both versions, the players may perform the actions sung: they turn in a circle, drop to a crouch to touch the ground, and may even stand up and make a kicking motion. At the word “freeze,” both players must stop moving, and the first to move loses.

Analysis: I learned a version of this game, similar to the second version recorded, from cousins who went to the same school district as the informant. Instead of the words “beat it,” however, the words “pour it” were used, and the last line was completely omitted. The rhyme ended with the players crying “Statue!” and the first person to move, lost. Somehow, however, a player was allowed to tickle the other person to get them to move, even though tickling would seemingly count as moving. 

The incorporation of Coca-cola and Pepsi, both globally-recognizable drink names, into the rhyme is evidence of how popular the drink is worldwide and how it has been incorporated into “American” or “Southern California” culture, that children are mentioning it in their songs along with the ever-popular summer drink of lemonade.

The last line “Turn around, touch the ground” seems to be echoing some long-dead magic ritual, especially when followed by a mention of the singer’s boyfriend (keeping in mind that 11 years old, the majority of children likely have nothing close to a romantic partner yet). Also, the pouring of the drink–once, then twice–would seem to recall the adult practice of pouring drinks for oneself and one’s partner after a long day or at a party. This shows this age-group’s (perhaps unconscious) desire to  mimic the adult relationships they see with their own peers.

Customs
Holidays
Rituals, festivals, holidays

May Day in Kentucky

Informant Bio: Informant is my mother.  She was born in West Virginia and spent her childhood moving around the country, eventually settling in Massachusetts.  She was exposed to many different traditions as she moved around the country as a child and still carries some with her to this day.

 

Context: I was interviewing my mother about traditions, stories and rituals she remembers from her childhood.

 

Item: “As a young child I enjoyed our May Day celebrations.  The flagpole in front of the county court house was “dressed” up with brightly colored ribbons.  The girls would each hold one ribbon and run around the pole.  The younger girls succeed in making a big mess of the ribbons; but, as the girls got older, the movements improved and the spectacle was really beautiful and choreographed by a teacher at the elementary school”.

 

Analysis: This May Day celebration centered around the Maypole, and was directed by an elementary school teacher.  It was a community wide event, much like May Day celebrations throughout history.  The above account, with brightly colored ribbons, seems to celebrate the arrival of summer but does not have the sexual influences of European versions.

 

Historically, May Day has been a very political issue in the United States, with the first one on May 1, 1886 that had workers garnering support for lighter working hours.  After World War II and in the wake of the Cold War, May Day was strongly associated with Marxists and the USSR and was thus white-washed from American culture and history.  This may be why there is no major prevalence of May Day celebrations in the U.S. unlike many other major holidays.  Recently, the Occupy movement has revitalized May Day in an effort to raise awareness and support for worker’s rights.  This is in contrast to many parts of the world in which May Day has a strong and consistent history of celebration.

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