Author Archives: Helen Kong

Pakistani Romeo and Juliet

Nationality: Pakistani
Age: 20
Occupation: undergraduate student
Residence: Pakistan
Performance Date: 2017-3-18
Primary Language: English
Language: Urdu

Main piece:

A boy and girl fall in love, but there’s a river between them. The woman knows pottery and they were going to elope together. The girl decides to run away from home because her parents want to have her marry someone else but the girl escapes but doesn’t know how to swim. She decides to use her pottery as a float to help her cross the river to be with her lover but as she floats across the water the pottery dissolves away because it’s made of clay.  

Background information (Why does the informant know or like this piece? Where or who did they learn it from? What does it mean to them?):

Informant heard it from school by a teacher in a literature class when he was learning back at home in Pakistan. It is just a story to him that he knew as a young boy.

Context (When or where would this be performed? Under what circumstance?):

This story is the Pakistani version of Romeo and Juliet. It is told to children as fiction.

Personal Analysis:

It’s somewhat similar to Romeo and Juliet but it has hints of a culture different from American culture. For instance, the use of pottery as a major item in the story shows that it was a much more common practice and custom. I’m not surprised they have a traditional story like this. Star crossed lovers seems to be common not just in the U.S. but around the world. Kids find these stories entertaining anyway.

Hairy Man Road

Nationality: American
Age: 20
Occupation: undergraduate student
Residence: Colorado, CA
Performance Date: 2017-3-18
Primary Language: English
Language: Spanish

 

Main piece:

Hairy man road is an actual road in Round Rock, Texas. There is a story that is circulated in the town that goes like this: “There was a little boy and his family was moving to Texas but he got separated from them somehow– maybe fell out of wagon– and he ends up living in woods but as he grows up he grows out of his clothes so because of adaptation he was just covered in hair from head to toe even his face was hairy. He was known as the hairy man of hairy man road and he didn’t know how to interact with people so he harassed everyone who came his way. One day he got run over by a car and his ghost lives there. People say they still see the ghost when they pass Hairy Man Road.”

There’s a Hairy Man Road festival in October and the hairiest men have a contest to see who’s the hairiest. The participants take off their shirts and there’s judges too. It’s held in the park across from the informant’s house and all ages show up for the event.

 

Informant also says she remembers being told that someone got hanged on the same road and you see his ghost too, which is a different story from the Hairy Man. There’s a lot of stories told to and from the residents about Hairy Man Road.

 

Background information (Why does the informant know or like this piece? Where or who did they learn it from? What does it mean to them?):

Informant grew up in Round Rock, Texas. She says she first heard the story in elementary school at a afterschool day care. A friend told her when everyone was sharing spooky stories. The road is actually spooky. She said it didn’t come to her mind that the festival remembering Hairy Man was weird to everyone else until she shared this with me.

Context (When or where would this be performed? Under what circumstance?):

It is a common stories told when sharing scary stories in Round Rock. Kids enjoy circulating the story to each other to scare each other. Because of the festival, the locals typically know the story already. When people drive by Hairy Man Road, a local might share to others if they are together in the car. It’s not really shared outside of the locals unless asked about. It’s not a secret, but it’s not common knowledge.

Personal Analysis:

I was surprised to hear about the legend of this road. I’ve never heard of it before, and I wouldn’t have if I didn’t ask a Round Rock local about their traditions. It’s interesting to hear and know about new small U.S. legends. I’m most shocked to find that a story that sounds fictional can become an annual festival. I’ve never experienced such a ridiculous and funny event before.

For another version of this proverb, see “The Legend of Hairy Man Road.” Weird Texas. Weirdus, n.d. Web. 25 Apr. 2017. http://weirdus.com/states/texas/bizarre_beasts/hairy_man_road/index.php

Don’t make me snap my fingers

Nationality: American
Age: 20
Occupation: undergraduate student
Residence: Colorado, CA
Performance Date: 2017-3-18
Primary Language: English
Language: Spanish

Main piece:

This is a song and dance.

“Don’t make me snap my fingers in a Z formation” *Snap right hand then make a Z shape in air while snapping at each turn*

“Exclamation” *4 snaps vertically downwards at each syllable*

“Booty rotation” *put hands on hips and rotate hips*

….

*Informant thinks there might have been more but doesn’t recall the rest*

Background information (Why does the informant know or like this piece? Where or who did they learn it from? What does it mean to them?):

Informant said she remembers doing this song/dance as a middle schooler with her classmates. They did it for fun, and she remembers the boy in her class who would exaggerate his hip movements. She said there was more at the end of this song but can’t recall it all. She didn’t think of this as folklore but remembers it as a part of growing up.

Context (When or where would this be performed? Under what circumstance?):

It is performed by young elementary to middle school aged children. It might be done during recess or when kids are spending time together for fun.

Personal Analysis:

I knew this dance personally in my elementary school. It’s funny how someone who grew up in LA and another who grew up in Texas know the same song. I don’t know if kids these days still do this dance for fun. Especially because technology has grown, they might not pass down these traditions. This dance seems like a part of my childhood as well as my informant’s, and although I forgot about it, it is interesting that I remembered it when I heard the first verse.

 

“Hitting your foot with an axe”

Nationality: Indian
Age: 20
Occupation: undergraduate student
Residence: New Delhi, CA
Performance Date: 2017-3-18
Primary Language: English
Language: Hindi

Main piece:

Apne aap pe kulhadi maarna

“Hitting your foot with an axe”

 

Background information (Why does the informant know or like this piece? Where or who did they learn it from? What does it mean to them?):

Informant is an international student from India. Her grandmother first taught her but everyone uses it in their day to day talk.

Context (When or where would this be performed? Under what circumstance?):

It means that when you put yourself in trouble. You planned everything but in the end there was trouble. For example, Person A is manipulative and tells everyone that Person B is cheating in school to ruin his/her reputation. In the end, it turns out that Person B never cheated and everyone finds out. Person A’s plan backfires and is now known as a bad person. This is when you would say, “Apne aap pe kulhadi maarna”.

Personal Analysis:

This is really similar to the American saying “shoot oneself in the foot”. The meaning is universal because the situation is a common occurrence in any society. The indian equivalent of a gun is an axe. It shows how different cultures are familiar with different weapons and might hint at what time period these proverbs started.

 

Pele, the volcano goddess

Nationality: Vietnamese-American
Age: 20
Occupation: undergraduate student
Residence: Hawaii
Performance Date: 2017-3-20
Primary Language: English
Language: Vietnamese, Chinese

Main piece:

Pele is a volcano goddess in Hawaii. She’s feared by people and known to be mean, because she spurts magma. She became that way because she fell in love with a guy and he betrayed her.

 

Background information (Why does the informant know or like this piece? Where or who did they learn it from? What does it mean to them?):

The informant attended a public elementary school in Hawaii. She first learned about Pele in a mandatory hawaiian culture class. The class was about Hawaii’s history, culture, and language. Pele doesn’t mean much to her. When she grew up, Pele was like Santa Claus- a fictional being. The informant respects the culture, but it’s not her own culture so it’s different from what she identifies with. Growing up, she had a lot of different cultures and races around her but she didn’t know about the others in depth. She knew that Japanese had a god for everything which was similar to Pele. She always doubted the existence and truth of these stories because of her own skepticism.

 

Context (When or where would this be performed? Under what circumstance?):

It is taught in elementary schools in Hawaii. It is regional folklore, similar to greek myth which is taught not as fact but part of culture. Pele is thought of as a story to tell kids growing up.

Personal Analysis:

I’ve never heard of Pele before, but I’m not surprised by the fact that the Hawaiians have a god for their volcanos. The idea of gods seems much more integrated into the Hawaiian culture, but it is more foreign in Los Angeles. Even those who aren’t religious can know these stories like Pele as a part of culture.

 

 

For another version of this proverb, see Kane, Herb Kawainui. Pele: Goddess of Hawaii’s Volcanoes. Captain Cook, HI: Kawainui, 1996. Print.