Category Archives: Game

Sōk Sōk – Iranian Children’s Game

Nationality: Persian-American
Age: 79
Occupation: Retired
Residence: San Ramon, CA
Performance Date: April 18, 2021
Primary Language: English
Language: Farsi

Description of Informant

PK (79) is a small, frail woman with dyed blonde hair and piercing eyes. PK was born and raised in Abadan, Iran in an “Oil Company Family.” OCFs were families whose primary income came from the large British oil company in Iran. They were well compensated and taken care of, living in western-style homes in protected communities. Many OCFs were secular or subscribed to a western religion in favor of Islam. PK immigrated to England in 1976 before coming to America (California) in 1978.

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Context of Interview

The informant, PK, is cooking a traditional Persian stew (khoresh) while describing the custom to the collector, BK, her grandson. Text spoken in Farsi is translated and italicized.

Interview

PK: The neighbors, they were always together [as children]. In the street, they’d group up— they’d become two groups. Now we were tiny, when we were younger— I mean the older kids didn’t bother us but nobody was following us around. You know? We were smaller.

PK: The older kids, like my sister, brother, the older siblings, would group up and play Sōk Sōk. You know Sōk Sōk, right? You go “Sōk Sōk!” One group would stand with their eyes closed and the other group would go, in the streets, and hide somewhere. It was dark too… there were some lights. They’d hide, one person here, one person there, and then… the first group, for instance, would count to 100 and then go after them. And it wasn’t a small place, you really had to look!

PK: Then, for instance, if I saw you I’d yell “Sōk Sōk!”

BK: Ah, so it’s like American hide-and-seek, but with teams?

PK: Yes. Two groups. And it was so fun! At night, with warm weather, everyone running, laughing, running, “Not here!”, “Over there!”, “Hurry quick!”. We go behind the houses… There was no time limit. You went until you found everyone, and then it was the next group’s turn.

BK: If you find someone, do they “join” your team?

PK: Um… no. No, the person you find, they don’t start going after their own team. You have to stay. For instance, if I found you on Belladonna [a street nearby], you would go back to the starting point and wait for everyone to be found.

Collector’s Reflection

Sōk Sōk’s name is a repetition of the Faris word for “bother” or “bug,” in the way that two children may bug each other. It’s relatively harmless, but annoying. The title is recited during gameplay when you find an opponent, almost in a “Gotcha!” style. Thus, it’s almost like saying, “I’m bugging you!” If you’ve been caught, you’re certainly bothered.

The game is reminiscent of many group-based derivations of Hide-and-Seek, such as Sardines or the more complex Relievio [see here for my article on Relievio in Merrimac, Massachusetts]. It is in a unique category of these derivations which focus on speed. Traditional Hide-and-Seek is a relatively slow-paced game, with one seeker and any number of hiders. Sōk Sōk is all about running, yelling, and the speed at which you find the opposing team. Despite the fact that there is no clear advantage or “prize” to finding your opponents faster, there is informal clout that comes as a result of a speedy victory.

Pogo Game

Nationality: USA
Age: 20
Occupation: Student
Residence: Los Angeles
Performance Date: 4/15/21
Primary Language: English

Main Piece

JD described a game called Pogo, where all participants take turns in a circle claiming, “I can pogo from X to Y” (filling in an arbitrary X and Y). After each statement, the person running the game will tell them if they can or cannot do it. The game continues until everyone realizes the pattern that allows them to pogo from one place to another. JD learned this game from his friend PJ from Las Vegas, who “knows a bunch of these games.” JD also mentioned, “it’s more fun once you’ve figured it out to not say but to demonstrate and watch other people struggle.”

Some selections from our rounds:

JD: “Okay. I can pogo from this roof to Cy’s fire pit.”

CT: “Okay… I can pogo from the Empire State Building to the ground.”

               JD: “You can.”

BM: “Can I pogo from this roof to the fire pit?”

               JD: “No.”

JD: “Okay, okay. I can pogo from Las Vegas to Los Angeles.”

After a long while of us not getting the pattern, JD made it very obvious by starting to repeat “okay” many times before speaking. The answer was that you have to say “okay” before you speak – this and only this allows you to pogo from X to Y.

Informant background

JD is a student at the University of Southern California. He is from Las Vegas, NV.

Performance context

This story was told during a folklore collection event that I set up with a diversity of members from the USC men’s Ultimate Frisbee team. We were in a classic folklore collection setting: sharing drinks around a campfire, in a free flowing conversation.

Analysis

These interactive riddle games are often constructed so that the answer appears more complicated than it actually is. They often involve pointing out concrete objects, people, or places, so that the guesser’s attention is diverted to those specifics, while the real answer is something more abstract about the words used or delivery of the speaker. This paradigm shows up across almost all of the question-and-answer riddle games I have experienced.

Chinese High School Military Training

Nationality: Chinese
Performance Date: 04/30/2020
Primary Language: Chinese

Context: All across China students join a mandatory military training for two weeks to a month before officially entering a public high school. The training usually takes place in the school. Students live in their dormitories together, and parents are not allowed to visit. Trainings are conducted by soldiers and head teachers. 30 to 50 students in the same class are trained together to learn basic marching techniques and military formalities. Trainings also include disciplinary housekeeping, for instance, military standards for making the bed are enforced. However, actual combat techniques are not taught.

The interviewer and the informant went to two different high schools in Qingdao, China.

Interviewer: Did you guys sing or chant during the military training?

Informant: Yeah, yeah, that was probably the only fun thing during the two weeks. It was kinda intense though.

Interviewer: Yeah, I’m wondering if it’s the same for your school.

Informant: Did you do the 1234567 one? hahaha that’s the only one I remember. I feel like they’re all the same no matter which school you go to…because the officers are all from the same troop hahaha.

Interviewer: Yeah that’s the one! Can you do it for me? Was it between two groups of students?

Informant: Yeah, yeah, but I think you do it with the officer, it’s like a “imaginary enemy” situation. So the officer yells things at you, the goal is to get you excited, then you guys [the students] yell back at him.

Interviewer: So you yell back at the officer, but you’re actually talking shit to another groups of people that are not there?

Informant: Yep. It’s basically shit talking. It’s called “pull the song” (拉歌,la ge), but it’s actually not a song. ok, here we go.

original script: 

officer: 对面唱得好不好?students: 好!

officer: 再来一个要不要?students: 要!

officer: 让你唱! students: 你就唱!

officer: 扭扭捏捏! students: 不像样!

officer: 像什么? students: 像大姑娘!

officer: 一二! students: 快快!

officer: 一二三! students: 快快快!

officer: 一二三四五? students: 我们等的好辛苦!

officer: 一二三四五六七? students: 我们等的好着急!

officer: 一二三四五六七八九? students: 你们到底有没有!

Phonetic (pinyin) script:

officer: dui mian chang de hao bu hao?

students: hao!

officer: zai lai yi ge yao bu yao?

students: yao!

officer: rang ni chang!

students: ni jiu chang!

officer: niu niu nie nie!

students: bu xiang yang!

officer: xiang shen me?

students: xiang da gu niang!

officer: yi er!

students: kuai kuai!

officer: yi er san!

students: kuai kuai kuai!

officer:  yi er san si wu?

students: wo men deng de hao xin ku!

officer: yi er san si wu liu qi?

students: wo men deng de hao zhao ji!

officer: yi er san si wu liu qi ba jiu?

students: ni men dao di you mei you!

Transliteration:

officer: Opposite singing good or not?

students: Good!

officer: Another one yes or no?

students: Yes!

officer: Make you sing!

students: You should sing!

officer: Looking coy!

students: Not like anything!

officer: Look like what?

students: Like a girl!

officer: One Two!

students: Quick Quick!

officer: One Two Three!

students: Quick Quick Quick!

officer: One Two Three Four Five!

students: We are waiting very hard!

officer: One Two Three Four Five Six Seven!

students: We are waiting anxiously!

officer: One Two Three Four Five Six Seven Eight Nine!

students: Do you have it or not!

Translation:

officer: Is our opponent’s singing good?

students: Good!

officer: Do you want another one?

students: Yes!

officer: Make you sing!

students: You should sing!

officer: Coy and sissy!

students: Not like other things!

officer: Like a what?

students: Like a girl!

officer: One Two!

students: Quick Quick!

officer: One Two Three!

students: Quick Quick Quick!

officer: One Two Three Four Five!

students: We are waiting very hard!

officer: One Two Three Four Five Six Seven!

students: We are waiting anxiously!

officer: One Two Three Four Five Six Seven Eight Nine!

students: Do you have it or not!

Analysis: The chant is taught by the training officer to students. It’s performed often during breaks, when officers and students from different classes can mingle with each other. It softens the training atmosphere and boosts morale in a lighter tone. The chant is fairly rhythmic and easy to follow. The fact that it’s chanted between a class and their officer implies that the chant is performed to show aggression, but rather to foster the unity and identity of the class itself. It does not specify who the opponent is, and in fact the identity of the opponent does not matter. The pure existence of an opponent framed in the chant leads to emphasize that the class is an entity and it might face obstacles from the outside environment. 

“Like a what—Like a girl!” This detail shows another element of identity formation in teenage students. The military training happens at the liminal point of when a child is separated from their parents and absorbed into a completely new, pre-adulthood collective. The format of the military training, with the hyper-emphasis on order, obedience, and aggression, reinforces the patriarchal social order. Thus the liminal period of adolescence is enforced with patriarchal social expectations. 

The one being emasculated becomes the weak and the oppressed, and emasculation then becomes an act of aggression.

Elementary School Riddles

Nationality: American
Age: 19
Occupation: Student
Residence: Calabasas, CA
Performance Date: April 22,2020
Primary Language: English

Background: 

My informant, NK, is 19 years old and of South Korean descent from both her mother and father’s sides of the family. Her grandparents live close to her, so she spends a lot of time with them. She is very passionate about cooking. Even though she is majoring in biochemical engineering at UC Berkeley, she has always been, and remains to be, extremely interested in conspiracy theories. While she may not necessarily believe them, she enjoys hearing lore from across the world. (I’ll be referring to myself as SW in the actual performance).

Performance: 

NK: I remember there used to be a lot of riddles from when I was a kid, like you describe a situation, what it looks like after something happened, and you have to guess what happened. There’s only one I remember, where you go into an empty room. It’s 4 walls blocked off and the only way in or out is like teleportation, and there’s a guy hanging in the middle of the room, like dead, and there’s a puddle of water below him on the floor, so what happened?

SW: Um..I’m not sure. What’s the answer?

NK: So, he stood on a block of ice with the rope around his neck, so as it melted he was hanged and he died. 

SW: Oh. Very dark.

NK: Yeah, I feel like I remember most of those were pretty messed up.

Thoughts: 

It was interesting to hear about these riddles that kids would tell, because as NK was describing them, I realized I remembered hearing similar riddles when I was in elementary schools. I think kids liked to one-up each other and prove how clever they were by stumping the other kids, or solving their riddles. I didn’t realize how dark these riddles were until now looking back and I wonder how we were so casual about topics like suicide at 8 or 9 years old.

Informant: Shut the box is a game I picked up from a friend. She just liked collecting wooden crafts and games she had in her childhood. I think she had this while in France? It’s been a while since I asked her about it.

Interviewer: Do you remember when she first told you about it?

Informant: I asked her about the game one Thanksgiving because it was out on a counter as one of those party games. It looked like a homemade set, I wanted to know if it was easy to make.

Interviewer: And then she was the one who taught you how to play?

Informant: Yes, it was a long game but a lot of fun.

Interviewer: How do you play it?

Informant: Well, you need 2 dice and the specially designed box. In the box is a row of numbers counting from 1 to 9. The object of the game, as the name suggests, is to shut the box. To accomplish this the player whose turn it is has to roll the dice and add up the dice to get a total. With that number in mind the player has to use the numbers in the box to make that same total, this is indicated by flipping the numbers in the box down. If a player rolls a total they can no longer make with the numbers in the box, that total becomes their score. If a player manages to flip all the numbers in the box down, they have won the game and have the satisfaction of shutting the box. If no one manages to shut the box, the person with the lowest score wins.

Interviewer: Is there a limit to how many people can play?

Informant: No, this game is played one person at a time so as long as everyone is patient you can have as many players as can sit ’round a table.

Background: My informant learned about and how to play this game from a friend on an unspecified Thanksgiving. It is now apparently played every year by both the informant’s friend and herself. It drew attention because it appeared homemade. When asked, the friend allegedly said that it was part of her childhood while growing up in France and wanted to share that memory with her children.

Context: It was a casual interview setting, playing games when the informant’s husband brought this specific game, prompting me to ask about its origin. This specific copy of the game was a handmade set by the informant’s husband.

Thoughts: There is something appealing about the game. There’s definite satisfaction in flipping the tiles down, and even more so when one is lucky enough to shut the box. A lot of the game seems to rely on luck and an understanding of probability.

For more instructions, please see: Allan, Sean. “How to Play Shut The Box: Games Rules, Strategy & Instructions.” SiamMandalay, 25, Sept, 2017.