Category Archives: Kinesthetic

Body movements

No Music Party Chant

Nationality: US
Age: 22
Occupation: Student
Residence: Los Angeles
Performance Date: 4/16/19
Primary Language: English

Main Piece:

 Informant: It’s simple. It’s just like, if the music cuts out at a party, or if like, the speaker blows and there’s a long stretch of silence someone will stand up and start a “No Music” chant. It’s like, one person will clap three times and then the rest of the party will reply “No Music!” in rythm back. God. And that’ll keep going until someone has the music back on again.

Background:  The informant is a senior here at USC. He is my next door neighbor and we conducted this interview in person at his apartment. He is from Manhattan Beach and has lived there for his entire life. He is a social individual and has attended many parties throughout high school and college. He attended a large high school in Manhattan Beach.

Context: The informant learned of this chant/song when he experienced it first hand. Typically, this kind of chant is typical amongst high school “party” culture. The informant clearly didn’t have high praise for this piece of American high school party folklore. He had no idea when this chant came about, but was certain it had been along for much longer than he had been around.

Analysis: I specifically asked the informant whether or not he had experienced this chant in his own life. I was interested because in own hometown, whenever a situation like this would occur at a social gathering we would break out in a similar style chant. However, In my experience, the chant involved much more rhythm and was significantly more intricate. Another contrast is that I look back on this chant fondly, in comparison to the informant. This could potentially be because my school was much smaller in size and emphasized an arts-based education. This chant is folklore because it contains multiplicity and variation (Dundes) and is an example of artistic communication performed in small groups (Ben-Amos). While the informant’s chant is more simplistic, that could be due to the large nature of his high school. On the other hand, the chant I experienced could be a function of my high school emphasizing artistic performance, making my community more willing to indulge the dramatic nature of the chant.

May Pole

Nationality: American
Age: 55
Occupation: Teacher
Residence: Austin, Texas
Performance Date: 03/15/19
Primary Language: English

Content:
Informant – “In early May, the Waldorf school hosts a May Pole celebration. In the central courtyard of the lower grades, the faculty erects a tall wooden pole crowned with a bouquet of flowers. Dangling from the top of the pole are long ribbons. Everyone is invited. Grades 1-3 dance and sing songs with their German and Spanish teachers. Then grades 4-6 dance around the maypole with the ribbons. Each grade has a specific dance, but all the dances are spiral. They interweave the ribbons, going in and out. 7th grade plays the music. Each dance has a very specific song.”

Context:
Informant – “The May Pole is a symbolic of the Earth reawakening. The dancing is circular, spiral, going in and coming out. It’s the rhythm of how the world works, an awakening and a sleeping, an awakening and a sleeping. As the outer world becomes more opulent, we see the green, smell the flowers, and inner world becomes sleepier. It’s a very joyful, very OUTWARD celebration. We are recognizing the earth crowned with flowers, the scent, the glory. It’s very very visual.”
The informant learned about this festival when she started teaching at the Austin Waldorf School. She knew about the May Pole before, but not the specifics.

Analysis:
Each grade has a specific role to fill in the celebration. It’s highly regulated. This adds to the community-centric atmosphere of the festival. Everyone has a role to fill. The spiral dancing reminds me of a flower unfurling, going from within to without. It’s interesting that such a joyous, gregarious celebration is so strictly controlled. There is no room for improvisation.

Silly Grandma, Smart Grandma: Children’s Folklore Impressing Protection in Silly Ways

Nationality: Italian American
Age: 21
Occupation: Screenwriter
Residence: LA
Performance Date: 04/15/19
Primary Language: English

Folk Practice:

“My grandma has a thing where first she’d look at you when you’d be looking away and she would do this [Informant puts one hand under chin and wiggles fingers in my general direction] and if you didn’t do it back then she’d go like this [Informant puts both hands under his chin and wiggles his fingers faster] and you’d have bad luck or something.”

Context of Practice:

“She would do this to all the kids in the family. My siblings and I are the oldest of all my cousins. It was me and my two cousins who are one year younger than me and then like five years younger than me? Six years younger than me? She would do it literally like all the time. It would be like two or three times an evening. It would be when she was walking past you or when you weren’t expecting it. Usually when people were in pissy moods and thats how she’d get you out of it. She was like a scary old lady from Brooklyn… I don’t know. She was very intimidating.”

Informant Background:

“My family has a lot of superstitions I think cause they’re catholic. On my dad’s side. I think [my grandma] was already in New York because my great grandpa was a county lord in Ireland. I think my grandma was born in New York. She’s probably in her 80’s or 90’s now. I think she just turned 90? I don’t know.”

The informant himself is 21 and grew up in Los Angeles.

My Analysis:

This practice could be a way to impress the importance of spatial-awareness and attentiveness in children. The informant specified many times that his grandmother would do this when the children were not paying attention or least expecting it. The idea that children would have “bad luck” if they were not cognizant and responsive to their surroundings is another way of impressing upon them that they could be harmed if they are not careful. “Bad Luck” is just a substitute for actual sinister things in our world. This is a common lesson in children’s folklore. For example, Little Red Riding Hood not being as quick-witted to realize that the big bad wolf is her grandmother before it is too late ended up getting her eaten in some iterations.

The reason she did this at times when people were upset could be that it is when we are caught up in our emotions that we pay the least attention to our surroundings. Those are the times we are most vulnerable to harm.

 

Turkish Cricket Dance

Nationality: Turkish-American
Age: 19
Occupation: Student
Residence: San Diego, California
Performance Date: 4/25/19
Primary Language: English
Language: Turkish

P.N. – “Right now, I just realized how much of a theme Nature is in all of our dances.  Nature plays a huge part in our own understanding of the world.  It’s why we have these two characters, Karagoz and Hacivat, who represent the dichotomy of the city and the country, fighting.  There’s a reason why we have this constant back-and-forth of going from the city to the farmland.  I think the reason for this is that there are only a few really big cities in Turkey, and people who live there are very, very different from the people who live in the villages, and we have so many villages . . . Everybody comes from a village, and they move to the city.  Only the newer generations are from the cities.  On that subject, folk dancing has given me a deeper connection with nature. A more sub-conscious thing.  I didn’t see how it impacted me before.  I think Turkish culture teaches you to respect nature.  SO . . .”

-“There’s this dance where, again, we’re crickets; and we have these spoons that we click to sound like the chirping noises.  We dance in a circle together, kinda going around, to the music, and as it slows down the music breaks and somebody sings in the tone of a prayer.  Here, we bend down and click our spoons.”

And that connects you to nature how?

“I guess because we’re portraying nature.  It adds a much more mystical aspect to it, because, like, we have such a disconnect – especially now – with nature as an entity, because we use it more as a backdrop.  These dances help me keep nature here at the forefront.  Because; think about it, we exist because of nature, and I don’t think we focus on that enough.”

 

For me, this dance brings to light a very different topic.  While this person’s other dance reminds her of hardship and oppression, this one brings up thoughts of responsibility.  The environmentalist thought that everything we do counts, and that it is our duty as inhabitants of this planet to be mindful, is mightily prevalent here.  It makes me wonder how the idea of environmentalism, modesty, and perspective play roles in our everyday lives, as well as in our cultures. 

Rain Song from Living Earth Camp

Nationality: American
Age: 19
Occupation: Student
Residence: Charlottesville, VA
Performance Date: 4/21/19
Primary Language: English

Abstract:

This piece is about a rain song that is sung at Living Earth Camp when it hasn’t rain in awhile. It stems from “native” songs, but there is no evidence.

Main Piece:

“L: I went to like a nature camp in the years I was in middle school over the summer. So it was like a sleepaway camp, but it only lasted a week. And it was weird because it was mostly white people, but they’d be like “oh this is the ancient song, this ancient rain song.” I don’t think they realized how problematic it was. We had this one time when it hadn’t been raining lately, like we we in a drought or something, so they took us down to the river and said “so we’re going to sing this rain song.” So you sing this when you are splashing the water around and it goes like “wishita-do-yah-do-yah-do-yah, wishita-do-yah-do-yah-do-yah. Washa-ta-day-ah-day-ah-day-ah.” And you do that over and over again. And it actually ended up raining the next day.

C: Wow, so it worked?

L: Yeah, so now I have all this white guilt singing it.

C: What is the camp’s name?

L: Living Earth Camp. And it was or felt very spiritual and connected to nature. But it was still like a $500 camp for a bunch of kids to cover themselves in mud.

C: Where was it?

L: Like an hour away from where I lived, so still in Virginia.”

Context:

The informant is a 19 year old girl from Charlottesville, VA. She attended this camp for 3 years in middle school and learned this song the first year she was at the camp when she was in 6th grade.

Analysis:

Rain songs that are based on “native” traditions never seem quite genuine, but the intention behind them is interesting. I thought it was curious that a rain song has to have roots in “native” folklore, and not from somewhere else. This reminds me of learning of tourist items that were labeled as “authentic” or “native.” I think a lot of people try to go back to the roots of Native culture because of it’s connection to the Earth and spirituality. Though there is more to Native culture than that, in today’s popular culture that is what is most projected. Since children are little, we learn that there are certain things to sing to cause things to happen. When we want the rain to come, we sing things like this – the rain song, to bring rain. When we want rain to go away, we sing “Rain, Rain, Go Away.” It is important to recognize when songs are a bit problematic like the informant did as well.