Monthly Archives: May 2023

High School Marching Band ‘Flute Salute’

Nationality: American
Age: 22
Occupation: Student
Residence: Los Angeles, CA and Chicago, Il
Performance Date: 2/18/23
Primary Language: English

Informant Background:

My informant RA is a 22-year-old senior at USC and a member of the Trojan Marching Band. She was also a flute section leader in her high school marching band in Chicago, Illinois.  

Tradition:

RA: “It was just something we would do at the end of every rehearsal. Like we’d get, we’d meet up with the section after the band director dismissed us and just like give announcements like we do in the TMB and then we would all do our little cheer when we were holding our flutes and then we would say:

Row. Row. Row. Row.

Kayak.  (the word is elongated to ‘Kaayyaaak’)

Flute Salute.”

[With each “row”, the person speaking will move their flute side to side in a motion mimicking paddling. While saying “kayak” the person will change to move their flute horizontally in front of themselves and dip each end left to right in a motion mimicking kayaking. When saying ‘flute salute’ the person will thrust their flute into the air twice with their dominant hand.]

RA: “Typically, the section leader would start [the chant] and then the whole section would join in.”

Analysis:

The ‘flute salute’ chant is a fun unifying activity for the flute section of a high school marching band. The chant likely serves the purpose of creating section pride by using specific gestures that only a flute (or a clarinet) could do easily. The chant is also a fun way to end practice helping to ensure that flute members keep their interest in the band and section. Marching band sections spend a lot of time practicing with each other so it is crucial for the people within each section to get along and, at least, partially enjoy their time in the band. Chants and other unique quick activities that solidify the status of a section as a whole are therefore so important.

‘The Category Game’

Nationality: American
Age: 21
Performance Date: 2/14/2023
Primary Language: English

My informant AL is my classmate from the ANTH 333 course offered at USC.

Game: ‘The Category Game’

Rules: A group will stand or sit in a circle and go one by one listing different items of a category. People are eliminated if they cannot name an item in time or if they repeat an item. During the game, the players usually clap along or otherwise keep rhythm.

AL: “Like you’re in a circle and someone throws out a name or, you had to, someone would say ‘dog breed’ and everyone would have to throw out a different dog breed…We would usually play these games on a bus going to somewhere or waiting in line for something. It was a waiting game not like ‘oh let’s all do this right now’. It wasn’t the main focus.”

Game example:

P1: Category–types of fish

P2: Bass

P3: Salmon

P4: Mackerel

P5: Snapper

P1: Catfish

P2: …[eliminated]

P3: Trout

P4: Clownfish

P5: … [eliminated]

P1: Mahi Mahi

P3: Bass [eliminated]

P4: …[eliminated]

P5: Barracuda [winner]

Analysis:

I am also familiar with this game. It is a fun way to pass the time, particularly on a bus. It also showcases the areas of knowledge of the players through their familiarization with the different answers other players give. For example, two players could realize that they are both very interested in a particular type of dog or have watched the same television show. The ‘category game’ was, therefore, a good game to find potential friends based on shared interests and conveniently was often played during beginning-of-the-year school trips when new students often met each other. The game also plays off the common technique of simply listing things in a group to hold off boredom. For example, trying to name all European countries while at the DMV to keep your brain active.

“80-6”

Nationality: American
Age: 21
Performance Date: 2/14/23
Primary Language: English

Informant Background:

My informant AL is my classmate from the ANTH 333 course offered at USC.

Text:

“80-6”. E.g. ’80-6 staff’ or ’80-6 nice people

Context:

AL heard this joke through her work as a waitress. ’80-6’ is a term used in the restaurant industry to indicate that something was missing in the kitchen. The waitstaff would often incorporate this job-specific term into jokes throughout the day to alleviate tension and boredom.

Analysis:

I would interpret this joke as a means of building comradery around a communal experience. In this case, the communal experience is the job of the waitstaff. Working as a waitress can often be tedious and strenuous work. The ’80-6’ jokes could be a way of finding enjoyment from their shared job and the fact that other people are going through a similar experience. Furthermore, using terms specific to a particular occupation intensifies the feelings of an ‘in-group’ overall making the experience of working at a restaurant more social and enjoyable.

Baking Bread

A recipe of bread with dried fruit in it that gets baked every Easter and Christmas in informant’s family. Every Easter and Christmas, the day or two before, the entire maternal side of the family, including informant and her sister, goes to grandfather’s house. They make the dough, spend the night, let it set. The next morning, they punch it down, get it all ready, and then add all the fillings in, and bake the bread.

This tradition comes from informant’s mom’s side of the family. Informant’s grandfather was taught by his mother how to make this bread, and it’s been passed down through the family. Informant has a lot of good memories with this tradition. The recipe is the same every time, everyone always enjoys it. It’s always quiet hours around Easter or Christmas, and the holidays mean a lot because they’re very family-centered and food-centered. Informant describes it as a “sacred thing” that connects her to her grandpa, or opa.

I thought this was a really good example of a tradition to collect because my informant made it clear how much this tradition connected her to her family and was something special and meaningful to her, which I think is representative of the role traditions are usually supposed to serve in a person’s folklore. As opposed to some minor genres and narratives, traditions are typically big parts of people’s lives and identities. This tradition of baking bread, and how it is a very family-centric activity that connects a lot of the family together at specific times each year, shows how effective traditions can be in creating meaning in a person’s life.

Who’s going to sleep with me on this dark and stormy night?

It was a dark and stormy night, and this old lady was sitting on her porch, watching the storm come in. She goes, “who’s going to sleep with me on this dark and stormy night?” In the woods, she could hear someone reply, “I will.” So she scurries inside. Then she comes back out later on, smokes her pipe back outside, and asks again, “who’s going to sleep with me on this dark and stormy night?” She hears a little bit closer, “I will.” So she runs back inside. A little bit of time passes. She’s sitting in her family room, and she asks, “who’s going to sleep with me on this dark and stormy night?” Right outside her door, she hears, “I will.” So she runs upstairs and gets in bed. She asks again, “who’s going to sleep with me on this dark and stormy night?” Right outside her door, she hears “I will.” She hides under the covers, and then she hears footsteps walking towards her. One cover goes off… two covers go off… BOO!

Informant’s dad would tell this story to her. It was supposed to scare her. He would tell it often at bedtime. Her dad got it from his dad. She thought it was funny, but it didn’t scare her. She didn’t tell it to anyone else.

This tale is one that seems fairly specific to this person’s family, as she’s not exactly sure where it comes from and I can’t find it either. I think this tale is a great example of one to collect, because it provides a rich story and has a clear goal, of scaring the listener. My informant also provided a lot of context that makes sense for it, such as it being told to her at bedtime. I find it interesting that she never found the story scary, just funny. It makes me wonder if she was too old for it to be genuinely scary to her, and it would be better geared towards even younger children, or if the tale is just a little cheesy overall. Maybe a mix of both. I think this is great in terms of folklore because the informant told me about the specific ways it connected to her family and how her father enjoyed the story a lot and enjoyed telling it to her.