Author Archives: Scott Lorimor

Udon Noodle Christmas Tradition

Nationality: Vietnamese
Age: 19
Occupation: Student
Residence: Los Angeles
Performance Date: 4/29/2015
Primary Language: English
Language: Vietnamese

“D” is a 19 year old female student at The University of Southern California. She is a Chemistry major and interested in pursuing Pharmacy after college.  She is Vietnamese on both sides of her family and describes herself as very close with her sister, whom she shares many Folkloric traditions with. She played soccer up through high school and is currently active in the rugby community.

 

Transcript:

“D: So you know like the Udon noodles? Well udon noodles they take like forever to make. Ever since we were little my uncle who lives in Massachusetts, whenever he’d come down to California he’d come over and literally all the kids would help him make these noodles.

Me: Mmmhm.

D: We’d only have them during Christmas time because they was the only time that he’d come by and were all together, so like different kids would do different jobs at the time and like make the noodles.

Me: Do you guys still do it every year?

D: Expect now that we’re all older we don’t really need him to be there, so like my sister would start it and me and my sister would run it and all my little cousins would come help.

Me: When he came and stuff you could all finish it up?

D: Yeah, yeah! We did it one year without him though.

Me: So this is obviously before the meal, so you all get ready and get together and do it. Are there any other songs or sorts of rituals you do during the proccess? Or is it the very first thing that you do during Christmas dinner?

D: No. But it’s the thing that we all look forward too.”

 

Analysis:

As “D” indicated, the tradition began with her uncle within her lifetime, being motivated by the fact that it brought the whole family together. The choice of udon noodles allowed a common goal for the whole family to work on as a team, while allowing each member to play a role in the eventual creation of the meal, reinforcing the group dynamic already contained by them being in a family. As “D” and her sister can now perform the role without their uncle, it may act the symbolize competency in an ‘adult’ task that was originally denied to them as children. Much in the vein of the carving of the Thanksgiving turkey, which is passed down from father to son, this task may be passed down to former helpers as they grow up.

 

Parents Trick to Get their Son to Eat Brussell Sprouts

Nationality: American
Age: 21
Occupation: Student
Residence: Los Angeles
Performance Date: 4/28/2015
Primary Language: English

“M” is 21 year old male student at the University of Southern California, where he is a Junior studying Animation and minoring in Philosophy. M is originally from the outskirts of New York state where he describes himself as living in a rural area. He described himself as going to a high school of ~60 students, where cliche formation was rare as students could ‘jump from social group to social group’. He describes his parents as ‘hippies’ that were very relaxed in their parenting style as well as their personal approach towards life. He is of Irish descent on both sides and describes this aspect of his life as very active in his life.

 

Transcript

“So I hated eating brussel sprouts when I was a little guy, I would throw them at my parents and stuff. So my parents told them they were just baby cabbages so I would eat em’. I like cabbage, but I didn’t like Brussel sprouts.

Me: Did it work?

M: Oh yeah.

Me: You actually thought you were eating baby cabbage for awhile?

M: Oh yeah, they’re like exactly the same, I didn’t have any idea there was something to differentiate them. I still think they might be baby cabbage (laughs jokingly)

Me: When did you start to catch on?

M: Probably when I was about 7 or 8, but I ended up liking brussel sprouts anyways.

Me: So your parents actually tricked you into liking brussel sprouts? That’s pretty elaborate.

M: Well, maybe. I don’t know…. if they hadn’t told me they were baby cabbages, and I just waited until I was seven or eight and tried them again, If I’d still like them. ”

 

Analysis:

As “M” was pretty well aware, being told that brussel sprouts were baby cabbage forced  him into a sort of cognitive dissonance where he changed him preferences to accommodate his liking of cabbage. As he was not able to identify that his parents were doing it at the time, he ate them. Though he isn’t sure about it, “M” does entertain the possibility that his preference to brussel sprouts may be a result of this trick earlier in his childhood.

 

The Devil will pull you under the bed by your feet

Nationality: Colombian
Age: 52
Occupation: Spanish Teacher
Residence: Davenport, Florida
Performance Date: 4/29/2015
Primary Language: Spanish
Language: English

Informant (“M”) is a 52 year old woman from Bogota, Colombia. She moved to the United States in 1992, at the age of 30. She has two kids, a boy and a girl, who she raised in the United States. She has four siblings, two brothers and two sisters, she was the second born. She has a 102 year old Grandmother. Collection was over Skype.

 

Transcript:

“M: Cuando nosotros uh… youngers, uh…. younger? Okay and we lied, my mom said to us when you go to sleep tonight… that was scary… the devil is coming and grab you from your feet and taking you with him. Usually we went to sleep and we covered our feet very well, and wore socks, and the next day sometimes we lost one of ours socks. She would say the devil took the socks but didn’t grab us from our feet.

Me: So what this supposed to happen when you were in bed?

Yeah, because we was wearing socks and took our socks instead.

Me: Did he like stay or live under the bed?

M: Yeah! I believe he did, he was under the bed or under old blankets. Later we’d find the socks lost sometimes and believe “oh god the devil was here”. We’d later find the socks sometimes.

Me: So she said that only happened when you lied?

M: It’s only when we lied, ‘’I know you’re lying tonight and the devil will come get you from you feet’’ [imitation of mother].

Me: Was there any way to stop him, like could you confess that you lied or pray to stop the devil?

(Did not address question as I interrupted)

M: That was like 40 something years ago, I believe that was similar in the United States in the 50s. I don’t think it a very funny way to teach to behave.”

 

Analysis:

The monster pulling you under the bed by your feet piece of Folklore appears to exist in the United States, as was noted by “M”, often tied to the boogeyman. There are multiple references to the ‘under the bed monster’ and in American popular studies journals being cited in one article as “…so universal that we no longer stop to think about their origins. “(Shimabukuro, 2014). As identified by “M” at the end of the transcript, it was used as a method to convince her, by her mother, to tell her if she had been lying. This could be used to scare the truth out of a child, or if the child would not tell no matter what, as a way to negatively reinforce such behavior.

“M”s use of socks to protect her from the devil living under the bed appears to be used as a protection charm from the devil, similar to when children hide their heads under the blanket. It was also used as an indicator of the devil’s presence, as the disappearance of the socks may have indicated to “M” that the devil had tried to grab her and grabbed her sock instead.

Work Cited

Shimabukuro, K. (2014). The Bogeyman of Your Nightmares: Freddy Krueger’s Folkloric Roots. STUDIES IN POPULAR CULTURE.

Cops n’ Robbers School Yard Game

Nationality: American
Age: 21
Occupation: Student
Residence: Los Angeles
Performance Date: 4/28/2015
Primary Language: English

“M” is 21 year old male student at the University of Southern California, where he is a Junior studying Animation and minoring in Philosophy. M is originally from the outskirts of New York state where he describes himself as living in a rural area. He described himself as going to a high school of ~60 students, where cliche formation was rare as students could ‘jump from social group to social group’. He describes his parents as ‘hippies’ that were very relaxed in their parenting style as well as their personal approach towards life. He is of Irish descent on both sides and describes this aspect of his life as very active in his life.

 

Transcript:

“Me: So what game did you play again?

M: Oh! Cops n’ Robbers!

Me: When did you play that game?

M: Elementary school!

Me: How do you play that game?

M: Well you’re basically you got some cops, and you got some robbers, so there’s like people on teams and stuff. So you’ve got the cops chasing the robbers, they could get feisty with it and the robbers could beat up the cops. There were bases too, if the robbers got to the bases they were okay, it was a hideout.

Me: Were you usually a cop or a robber?

M: Man, I don’t remember, that was a long time ago. I don’t think there was one that I was more of, we all sorta did both all the time. It was like, hey! Let’s play Cops n’ Robbers, I’ll be on this team you be on that.

Me: Did the cops always win?

M: No. It’s not like real life, it’s more realistic than that.

(I laugh)”

 

Analysis:

The game seems to be “M”s version of the popular schoolyard game, Cops n’ Robbers, a fairly well known game in North America. In the April 1973 publication of The Quarterly Journal of the Library of Congress, in an article titled Children’s Folklore in the Archive of Folk Song, the article suggests the splitting of children’s Folklore in their very large Folklore collection (at the time, the collection was near 150,000 entries) into categories. One of these categories, battle games uses Cops and Robbers as a classic example as to what sorts of entries would fit this sort, assuming knowledge in the reader about the popularity of the game (Emrich, 1973).

The game itself, as a school yard game, likely allowed “M” and his friends to try out ‘adult roles’ while also reinforcing basic moral ideas like ‘good guys’, ‘bad guys’ and ‘the good guys have to stop the bad guys’, while also allowing them to simulate more adult situations (apprehending a criminal). The lack of preference could indicate that the players had no moral or occupational preference and preferred the role playing aspect instead, this could be contrasted to a child who wants to play as the cop because his father is a police officer (or any other reason he/she may admire the profession). ”M”s version of the game also included a base that the criminals could get to to defeat the cops and get away. As the cops did not always win (or the robbers didn’t) the aspect of good triumphing over evil or any other sort of overarching narrative did not appear to be part of “M”s approach to the game.

 

Emrich, D. (1973, April). Children’s Folklore in the Archive of Folk Song. In The Quarterly Journal of the Library of Congress (pp. 140-151). Library of Congress.

Legend of a Man Who Carried Around an Imaginary Lizard

Nationality: American
Age: 21
Occupation: Student
Residence: Los Angeles
Performance Date: 4/29/2015
Primary Language: English

“M” is 21 year old male student at the University of Southern California, where he is a Junior studying Animation and minoring in Philosophy. M is originally from the outskirts of New York state where he describes himself as living in a rural area. He described himself as going to a high school of ~60 students, where cliche formation was rare as students could ‘jump from social group to social group’. He describes his parents as ‘hippies’ that were very relaxed in their parenting style as well as their personal approach towards life. He is of Irish descent on both sides and describes this aspect of his life as very active in his life.

 

Transcript:

“M: There was this kid my friend heard about, he would pretend to carry a lizard around and show people his lizard. Um… but obviously his hand’s empty so no one can actually see this…  lizard. Most people that knew him were like, alright, here’s this lizard, just say hi… than like fuck off man

(M laughs)

He met a new guy once who had no idea about the imaginary hand-lizard. So he held out his hand, and looked at him [the man who was ignorant of the lizard] and the guy gave him a high five.

Me: (start laughing, ends up interrupting his talking)

M: From that day on, the kid just talked and didn’t have a lizard… the lizard died and he became a normal human being.

Me: How did you hear about this?

M: From a kid in high school, he said it was one of his friends.

Me: Do you think it’s real?

M: No way, someone like that can’t really exist haha.”

 

Analysis:

The appeal of the legendary figure above appears to be the absurdity of the original gesture, introducing an imaginary lizard to people who obviously knew it was no real. This contrasts sharply as well with his apparent transformation into normalcy upon having his imaginary lizard killed by an ignorant stranger.  Though the contrast itself isn’t interesting, the further claim that this may have been an actual person makes the situation peculiar and something that peaks interest. It seems to contradict our basic assumptions about how a person normally acts, and acts as a source of speculation (could he have been joking, suffering from mental illness, was the story made up?).

Some further aspects that make the legend fascinating is the apparent non-reaction of the lizard carrying man to having his lizard killed, despite the massive time investment in keeping the gesture going. It’s an abnormal reaction for someone who sees a pet killed, but not for someone who may have been joking. At the same time, why would he invest so much time into something he did not believe to be true? This abnormality, mixed with the humorous parallel serve to make the tale interesting to the listener.