Category Archives: Humor

Waving Hare

CONTEXT: DM is a current USC student who attended a North Carolina Christian sleep-away camp in the summer of 2011. This is a narrative joke that she heard from the head of camp, Jimbo. She heard this during Jimbo’s “Breakfast Club” during which he talked about God and told jokes. DM interprets this as a funny story specific to her camp.

TEXT:
Alright, this story starts out with a mom in a very, very expensive neighborhood in a
place called Buckwood, in Atlanta. And Buckwood, like across the American South is
just known as, like, THE, THE Heights, like the most rich suburban neighborhood in that
entire area of the US. So, if you say Buckwood, people know what it is, so… It starts
with a Buckwood mom, who is driving back from dropping off her kids at school and
she’s like a good Christian Mom. She’s described as going to the same summer camp
as we went to, super moral, upright character, has really good kids, godly woman, like…
family…. All this stuff. And she’s driving down the neighborhood, and one thing that she
really, really cared about was animals. Like, she volunteered at a vet clinic, and had a
bunch of dogs in her own house, just really, really loved them. So, it was super
unfortunate that when she was driving home, she hit a little bunny with her car. It just
ran right across the road, too fast, before she could stop. And she frantically gets out of
the car, runs over to the bunny, and it is just not looking good. He is just lights out,
y’know, and there’s no signs of damage but she doesn’t know what to do and she freaks
out. And she runs back into her car and is frantically looking around for something to
help this bunny, something that she could do, and she grabs a bottle from her car
console. And right as she’s running back to the bunny, she can see that its’ not going
well. She doesn’t really have a lot of hope, but she’s like “let me try this one last thing. I
think I have this magical trick that I think really could work.” And she sprays the bunny
all up and down. At this time, another parent in the neighborhood pulls over, ‘cause they could see that there was a dead animal and a mom in distress. So, the neighbor pulls over on the side of the road, right as she’s spraying the rabbit. And they get out of the car, and they’re like “what is going on?” And she’s like “just wait for it, wait for it.” And the other person is really confused ‘cause they’re like “why does it smell like cosmetics out here, and what is she spraying this rabbit with?” And suddenly, before they can think more about what’s going on, the rabbit suddenly… the leg twitches. Just a little bit, but it’s enough for them to both stop talking and just notice it and look at it. And the leg twitch kinda keeps on happening and is getting stronger and stronger and suddenly, both of its legs are kicking, and suddenly one of its ears picks up, and then two, and then the entire bunny perks its head up and springs back to life like nothing happened. And it starts to run away from the road and starts to run back into the bushes. And as it’s running away, it was doing the most bizarre thing. It ran away, would turn around to the both of them, and then wave. And then it would take a couple more steps, turn around, and then wave. And then do the same thing, until they couldn’t see it anymore. And they go “Oh my gosh, that is the strangest thing I’ve ever seen. What did you spray that rabbit with?” And she reads the label, and it says, “HAIR [hare] SPRAY – PERMANENT WAVE – REVITALIZING EXTRA POWER.” And that’s the joke.

ANALYSIS: Something I noticed in the structure of this narrative joke was the use of the word “and.” The narrative uses the word frequently, which I believe helps the audience stay engaged because it removes any breaks in the story. It is also interesting to me that the woman in the story is given a lot of personal traits that seem to have been meant to speak to the personal experience of the audience where it was told at this camp. The emphasis on religion and the use of a specific location would make this story and character even more lively in the minds of the audience. This joke is an example of a play on words, with “hair” and “hare” sounding the same when spoken aloud.

Death in the Sixth Cluster

Nationality: American
Age: 19
Occupation: USC Student
Residence: Los Angeles
Performance Date: 3/14/23
Primary Language: English

Text:

I was unable to record the conversation with PK, but his quotes were transcribed by hand.

PK’s high school was divided into five main groups, with each cluster representing a different area. These clusters were meant to have students get to know each other better and develop stronger bonds within the student body. However, “there used to be six groups and it was thought that the school went from six to five because a girl (or guy) had drowned in a pond that the sixth cluster was named after.” In order to cover it up, the school re-divided the clusters into five. There’s one specific dorm that was very far from all the other buildings in its cluster, yet it was still listed in that cluster, which raised suspicion among some students–maybe the school “quickly drew up a borderline to redistribute.” Unsure if this was related to the story or not, PK remembered his biology teacher warning students: “Don’t go near the pond when it’s winter because, first of all, it’s kind of gross, and it doesn’t freeze over properly, so don’t even bother trying.” As PK entered his junior and senior year, he saw fellow classmates making and displaying posters joking about “bringing back the sixth cluster.”

Context:

This was a story that PK never really told before–it wasn’t a narrative that he thought much of after high school. He mentioned that he “doesn’t believe anyone died in that pond because it was kind of shallow, but it did sometimes freeze over very thinly.” Moreover, there’s “no way” his school could hide a student death. As he told the story, he began to remember more details about what other people said about the sixth cluster pond. Especially since it wasn’t necessarily a legend he took seriously, there was no reason for him to really spread it to other people. However, as he looked back on childhood and his life before college, he realized that these stories were simply ingrained into his high school’s culture, even if he didn’t actively partake in their spread.

Analysis:

In order to become a part of a group, you have to understand their folklore–the unofficial knowledge, like the inside jokes, legends, and, in this case, school “secrets.” Incoming freshmen are transitioning between phases of their life and entering a brand new sphere where they have to adapt to the school’s internal culture in order to truly feel like a member. Scare tactics are forms of initiation- upperclassmen tell these legends to intimidate younger students and accentuate the feeling of danger when facing new surroundings. However, once overcoming the initial shock or fear, the younger students become nestled within the community surrounding the legend. No matter if they actually believe in it or not, engaging with the story as part of school tradition strengthens the school’s identity. The more one interacts with the story, the more they begin to speculate: even after claiming the story was most likely false, PK added, “It’s plausible to believe that someone went out at night and on thin ice and fell and died. It’s possible.”

In a way, developing the narrative of a student’s potential drowning on schoolgrounds resists the organized forms of authority established by school officials. Rather than accepting practical rationales given by teachers or heads of the school, students created this legend as a much more interesting alternative, perhaps as a way to share an inside joke that adults aren’t in on. This isn’t necessarily a story that is meant to be taken seriously, but it requires a certain initiation and deeper knowledge to realize it is a joke. Once students understand, they can carry on the tradition by disguising the inside joke as an eerie legend, and the cycle continues.

A Frog, A Bankteller, and A Loan — Long Joke

Nationality: American
Age: 17
Occupation: Student
Residence: Utah
Performance Date: March 27th
Primary Language: English

Context :

W is my 17 year-old brother. He was born and raised in Utah, like me. Since I was the oldest, W always tried to find ways to one-up me. He still does so. This is a long joke my grandfather told him the other day so he shared it with me.

Text :

“A frog wants to get a loan so he can buy a house. One day, he goes into the bank and approaches the bank teller. She has a name tag that says: Patricia Whack. The frog asks Ms. Whack for a loan, but she refuses him. The frog assures Ms. Whack that he knows the owner of the bank because his father is Mick Jagger, so he will allow the loan. He gives the bank teller a button as collateral. Patricia goes into the bank owner’s office and explains how a frog claiming to be Mick Jagger’s son is asking for a loan. The bank manager asks if he left anything for collateral, and Patricia holds up the button, but she doesn’t know what it is. The bank manager laughs and says, ‘It’s a a knick-knack, Patti Whack. Give the frog a loan. His old man’s a rolling stone.'”

Analysis :

Long jokes take long set-ups, and most of the time, they don’t pay off. For this long joke, it takes a whole extra level of knowledge to understand it. My grandfather enjoys telling long jokes because he gets pleasure out of hitting the punchline right on the nose, so it’s no surprise he told this one to my brother. The end of the joke parodies the “This Old Man” song as well as popular culture. If you weren’t familiar with the song or its lyrics, chances are, you wouldn’t understand the joke. Only a small audience will find the joke amusing. Since I grew up hearing that song, I recognized the ending immediately and it made me laugh. If I showed this to a friend who grew up in a different country where the song wasn’t played and Mick Jagger wasn’t a figure in popular culture, the joke would not have been funny to them. It goes to show how jokes work with certain cultures versus others by bringing in aspects that are unique to that said culture.

“A Plane has 500 Bricks. 1 Falls Out. How Many Are Left?” — Long Joke

Nationality: American
Age: 17
Occupation: Student
Residence: Utah
Performance Date: March 27th
Primary Language: English

Context :

W is my 17 year-old brother. He was born and raised in Utah, like me. Since I was the oldest, W always tried to find ways to one-up me. He still does so, and when I called him the other day, he told me he wanted to share a new joke he heard from a friend (so of course I asked if I could transcribe our call).

Text :

W : “Okay, so there’s a plane and it’s carrying 500 bricks. 1 of the bricks falls out of the plane. How many bricks are left?”

Me : “499?”

W : “Correct.”

Me : “That wasn’t a joke.”

W : “Just listen. Okay. You have a fridge and you need to put an elephant inside. What three steps do you take to put it in the fridge?”

Me : “Um. Open the fridge. Put the elephant inside. Shut the door?”

W : “Correct again. Now what four steps do you take to put a giraffe in the fridge?”

Me : “Open the fridge. Put the body of the giraffe in, then his neck. Shut the fridge door?”

W : “You forgot to take out the elephant.”

Me : “Oh my God.”

W : “So now, the lion king is having a birthday party and all the animals in the jungle are invited. Who didn’t show up?”

Me : “I don’t know.”

W : “The giraffe. Because it was in the fridge.”

Me : “Wow.”

W : “Sally is adventuring through the jungle. She comes across a crocodile infested lake. She gets across without getting eaten by crocodiles. How did she do it?”

Me : “She walked around the lake.”

W : “No. She just walked right through the lake because the crocodiles were all at the lion king’s party.”

Me : “I am so confused.”

W : “Last question. Once Sally gets across the lake, something falls from the sky and hits her on the head, and she dies. What hit her on the head?”

Me : “I DON’T KNOW”

W : “A brick.”

Me : “From the plane……?”

W : “Yes!”

Analysis :

This is a great example of a narrative joke, in my opinion. The way that its told is intended to throw the listener off so they don’t see what’s coming next while simultaneously using specific jokes to make the listener assume they know the answers. The long joke is circular, ending right where it began with the brick falling out of the plane. Jokes are used to make the listener laugh. Some jokes, however, are used to make people think and then laugh at the fact that the joke went right over their head. With the long joke my brother told me, he worded it in a way that would make me feel confused the entire time while also feeling like I outsmarted him, just for him to completely make me feel stupid at the end. He once again succeeded at one-uping me.

“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.