Category Archives: Kinesthetic

Body movements

Exploding Sodium

Text: During his Peace Corps years teaching chemistry in Fiji, JW would take his students down to the bay every now and then with a chunk of sodium. His school lab had real sodium, kept in oil. He would fish out a small piece and throw it as far as possible into the water. It would skim across the surface and then catch fire and sometimes explode. The students loved it. He had seen it done by another teacher before trying it himself.

Context: JW is my father. He served in the U.S. Peace Corps in Fiji for two years following his undergraduate studies, teaching high school chemistry at a local school. The demonstration is not part of any sanctioned curriculum, but rather an informal reward to a well-behaved class. It is generally considered dangerous, and therefore impossible in a well supervised urban school setting. JW has not seen the practice done outside of his peace corps years in Fiji. He has retold this story to me on several occasions.

Analysis: This is a good example of occupational lore. The sodium demonstration is a chemistry teacher’s vernacular practice: it is not taught in the credentialing program, and the manuals tell you not to do it; you learn it from your own teacher and transmit it to your students. Its status as both pedagogically vivid and institutionally suspect is what gives it folkloric stability: every chemistry teacher who has ever done it remembers their own teacher’s version, and JW’s repeated retelling of the story, with the same opening and the same skimming and the same explosion, is itself an iteration of the form that keeps the practice circulating. The Peace Corps placement adds a second layer. An American chemistry-teacher folkway moved with JW to Fiji and entered a different pedagogical ecology, where his students may now be carrying it forward as their own, possibly without ever knowing whose Ohio classroom it had been picked up from in the first place.

Pre-show ritual – Will Bundy

Text:

CS: We would gather… usually it was before every opening. We would all gather together, um, like, everyone on the crew. And the stage manager, who would be calling the show, would say a prayer to the theatre gods. And we would all have out hands on their head in a circle around them. And then they would say like, “I just hope this show goes well, everyone did so good…” usually it was something along those lines. And once they were done, we would all raise up our arms and go “whoooooooa, Bundy!”

Context: CS is a college student in Southern California who attended an arts high school in Santa Ana. This school had conservatories focused on different art forms, and CS was in Production & Design (P&D), which focused on technical theatre and design elements in live performance.

CS: I have been told conflicting things.My brother, he says that it’s like how in The Mighty Ducks, the movies, they would say “quack, quack!” Like, that’s our “quack, quack.” But, um, the lore that I was told is that Will Bundy was the first P&D student admitted to Production & Design. Like, top of the roster, “B,” Bundy, top of the alphabetical order. And so we’re like, honoring him by saying Will Bundy. And it’s either “whoa, Bundy,” or “Will Bundy,” depending on who you ask.

Analysis:

I think this is a very interesting pre-show ritual. It contains some marks of common pre-show theatre rituals–the standing in a circle, touching hands, a “leader” figure within the group saying some kind of affirmation or “prayer” hoping for a good show, as well as recognizing the work of the people around them–but the chant is one I’ve never heard before. I think the supposed connection to the first student of the program is very sweet, and represents a kind of honoring of the work of the students of the program through all the years of its existence. It’s almost a celebration of the technical theatre program and all the unrecognized work that these students would do.

Falling AC Units

Text:

In New York City, there was a common fear of Air Conditioners falling from buildings and crushing pedestrians.

Context:

Informant grew up in NYC in the 70s/80s, and was often told to be careful and look out for falling air conditioners, as apparently, they were common. At least, that is what she was told and raised to believe.

Analysis:

This belief is something I have heard of before, though it is less common now, in my experience. Still, it is rooted in a real fear, and it encouraged children to be much more cautious and aware of their surroundings.

Frozen Faces

Text:

Parents would tell their children that if they make funny faces too much, their faces will be stuck like that forever.

Context:

The informant was told this as a child, and noted that it was said generally either in jest or as a light way to discourage them from being immature/disrespectful and making faces all the time. They also carried this on and said it occasionally to their own child, though mostly in teasing.

Analysis:

This phrase was and is used by parents as a funny but somewhat “scary” way of keeping their children from making faces all the time. It shows how certain beliefs are born from ways of keeping children in check rather than innately from fact or fear.

Trevi Fountain

Text:

If you ever visit Trevi Fountain in Rome, toss a coin over your shoulder into the fountain. This is so fate will bring you back again.

Context:

This is a commonly referenced tradition for tourists to do when visiting the Trevi Fountain. The informant for this article was told this in preparation to visit, and again when at the fountain.

Analysis:

This is a fun and very specific tradition that brings tourists together and makes them feel more connected to the Trevi Fountain. It also connects them to one another, as they see others doing it, they tell their friends who have done it before and trade stories, etc.