Category Archives: Kinesthetic

Body movements

“This is Buggy”

Nationality: Pakistani-American
Age: 11
Occupation: Student
Residence: Torrance, CA
Performance Date: 3/24/2014
Primary Language: English
Language: Urdu

Context: The informant is an 11-year-old resident of Southern California, of Indo-Pakistani descent. She lives with two older siblings, parents, and grandparents and attends a public middle school in the South Bay area. She has close friends of many different religious and ethnic backgrounds, and the following narrative sequence is one she learned from one of these friends while she was still in elementary school.

Transcript of video:

“This is Buggy!

Buggy says hi!

Buggy can fly!

Yay for Buggy!

Oops, Buggy died.”

Analysis: The informant says she learned it only a couple years ago and remembered it because she “thought it was cool” and “kind of funny”. The informant relates that she enjoys many types of art, including drawing and painting, and often is in charge of making signs for events among her friend group, like yard sales and party invitations. So the personal appeal to a young artist or craftsperson is obvious.

I think the general appeal here is similar: the fact that with a few simple drawings and letters, an entire story can be told with little effort. The idea that there are just enough fingers on a person’s hand to write “T-H-I-S” on the knuckles, and then fold different fingers to show different words, must be appealing to kids who are just starting to appreciate the difficulties of both language and tactile crafts such as beading, painting, or cursive handwriting. The simple story is also humorous and a common enough occurrence: trying to save a little bug only to find that you unfortunately don’t know your own strength; or simply the humor of seeing something that causes many small children, especially girls, some anxiety–“creepy crawlies”–being put out in such a messy and unceremonious manner helps them cope with those anxieties indirectly while not being called out as a “scaredy cat” or a “sissy”.

Clapping game rhyme/song

Nationality: Pakistani-American
Age: 11
Occupation: Student
Residence: Torrance, CA
Performance Date: 3/24/2014
Primary Language: English

Context: The informant is a Pakistani-American 11-year-old girl and a 6th grader at a public school in Torrance, CA.  The following clapping rhyme is a two-person game she learned in first grade.

Content:

“I went to a Chinese restaurant

To buy a loaf of bread, bread, bread

She asked me what my name was

And this is what i said, said, said

My name is

L-I-L-I, Pickle-eye pickle-eye

pom-pom beauty, sleeping beauty

Then she told me to freeze freeze freeze

And whoever moves, loses.”

The word “freeze” may be said either once or three times, and at that moment the players must both freeze. The informant also showed me the two kinds of clapping sequence that are used for the two parts of the game, one for the first four lines, and the other for lines 6-8.

Analysis: At first glance, the rhyme seems like complete nonsense; but upon further examination, the rhyme could conceal casual racism. “Li” could be an East Asian name. Rhyming it with “pickle-eye” (which itself could be referring to culturally unfamiliar food which is automatically dismissed as unnatural or revolting–for instance recall the urban legend where neighborhood cats/dogs were disappearing after immigrants from [insert Asian country here] moved in), which is essentially a nonsense word, could be meant to show disrespect towards all people with similarly “Asian” names. Then referring to oneself as a “pom-pom beauty” (perhaps referring to a cheerleader’s pom-poms) and “sleeping beauty” (the classic western fairy tale) as a contrast to the “Li” lady is like proclaiming, I am an all-American girl, like a cheerleader or Sleeping Beauty, and you are not.

Clapping game rhyme/song

Nationality: Pakistani-American
Age: 11
Occupation: Student
Residence: Torrance, CA
Performance Date: 3/24/2014
Primary Language: English
Language: Urdu

Context: The informant is an 11 year old girl of Pakistani descent. She is a 6th grader at a public school in Torrance, CA.  Her social groups include friends of many different religious and ethnic backgrounds. The following clapping rhyme is a two-person game she learned in first grade.

Content:

“Lemonade,

iced tea

Coca-cola,

Pepsi

Lemonade, iced tea, Coca-cola, Pepsi,

turn around, touch the ground, kick your boyfriend out of town, freeze”

Another version from the same informant begins with the same line:

“Lemonade,

crunchy ice

Beat it once,

beat it twice,

Lemonade, crunchy ice, beat it once, beat it twice,

turn around, touch the ground, kick your boyfriend out of town, freeze”

In the last line of both versions, the players may perform the actions sung: they turn in a circle, drop to a crouch to touch the ground, and may even stand up and make a kicking motion. At the word “freeze,” both players must stop moving, and the first to move loses.

Analysis: I learned a version of this game, similar to the second version recorded, from cousins who went to the same school district as the informant. Instead of the words “beat it,” however, the words “pour it” were used, and the last line was completely omitted. The rhyme ended with the players crying “Statue!” and the first person to move, lost. Somehow, however, a player was allowed to tickle the other person to get them to move, even though tickling would seemingly count as moving. 

The incorporation of Coca-cola and Pepsi, both globally-recognizable drink names, into the rhyme is evidence of how popular the drink is worldwide and how it has been incorporated into “American” or “Southern California” culture, that children are mentioning it in their songs along with the ever-popular summer drink of lemonade.

The last line “Turn around, touch the ground” seems to be echoing some long-dead magic ritual, especially when followed by a mention of the singer’s boyfriend (keeping in mind that 11 years old, the majority of children likely have nothing close to a romantic partner yet). Also, the pouring of the drink–once, then twice–would seem to recall the adult practice of pouring drinks for oneself and one’s partner after a long day or at a party. This shows this age-group’s (perhaps unconscious) desire to  mimic the adult relationships they see with their own peers.

Dead Woman game

Nationality: Pakistani-American
Age: 11
Occupation: Student
Residence: Torrance, CA
Performance Date: 2/17/14
Primary Language: English
Language: Urdu

Context: The informant is an 11 year old girl of Pakistani descent. She is a 6th grader at a public school in Torrance, CA.  Her social groups include friends of many different religious and ethnic backgrounds. The following game is a modified version of tag she learned around third grade from her close friends of Indo-Pakistani descent.

The game starts by choosing someone to be the Dead Woman:

Me: And how do you choose who’s It?

Inf.: Well sometimes–like, i like to be It because I’d rather be the one chasing other people than getting chased myself.

Me: Ok, but what if no one wants to be It?

Inf.: Then you could…then everyone goes “Not it!” and whoever says it last–or actually what me and my friends do is we’ll do Nose Goes?

Me: Yeah, i know what that is, ok, and then?

Inf.: And then whoever’s It lays down on the floor, and everyone runs around them going,

“Dead woman, dead woman, come alive,

when i count to the number five

1,2,3,4,5, come alive!”

and then the Dead Woman gets up and starts chasing us, and she can’t open her eyes, so it’s like, she has to–or he, he or she has find us and catch someone without seeing, and whoever gets caught has to be the Dead Woman.

Analysis: Like many childhood games, ‘tag’ being the prime example, this game is basically a chasing game. The interesting variation in this version is that there seems to be a backstory to this particular game: the Dead Woman who comes alive with the enacting of a special incantation and comes after the ones who have revived her. Death holds a certain fascination for all humans, and children are no different. The added fear factor of having someone come back from the dead, when everybody supposedly “knows” that such a feat is impossible, is probably part of the appeal. In this game, then, kids are literally running from death, something that is very representative of Western society as a whole–its obsession with youth and how it refuses to deal with or accept the prospect of death in any form. The fact that the Dead Woman is brought to life via an incantation is also an interesting reflection on society’ s obsession with control and wanting to be able to recreate life of imitate it in the very least–how many incarnations of Frankenstein have there been? How hotly is the issue of cloning and genetic engineering debated?

In my childhood, we played a similar game, but it was called simply “Mummy”. The Mummy had to lie down on the floor, and the other kids would enact a “discovery” of the Mummy (“Oh, look! It’s an ancient Egyptian tomb! I wonder what’s inside!”), only to “realize” that all their poking and prodding had brought the Mummy to life. The Mummy would then get up with an eerie groan and chase after the kids, stiff-legged and blind, until s/he caught someone. Here we see similar themes of bringing someone back from the dead and having them be vengeful because of it, though this time there is no deliberate life-giving incantation. Is the change in the newer version a reflection on humanity’s intensifying urge to (re)create life?

how to cut cucumbers

Nationality: Pakistani
Age: 60s
Occupation: Homemaker
Residence: Pakistan
Performance Date: 2013
Primary Language: Hindi (urdu)
Language: Urdu, Farsi, Punjabi, English

Context: The informant was born in Pakistan (her parents are from Afghanistan originally), and the only variety of cucumber (almost a luxury item) available at the time was a large, hard, bitter kind that had to be prepared a certain way in order to be palatable. In her family, each end of the cucumber (about a half-inch on each side) had to be sliced off, then the two inner surfaces had to be rubbed very hard and fast against each other to “draw out the bitterness”. Sometimes a cut is made into the “body” end of the cucumber before rubbing the end slice against it. A thin film of pale green foamy substance would appear at the edge of the cucumber end, which was then wiped or washed off, and the cucumber was ready to prepare and eat.

Analysis: From a couple different anecdotal and semi-scientific accounts, it appears that this practice is not unique to Pakistan or even the Asian subcontinent, but is practiced by people of Czech and German descent, in the US, in Canada, and in Britain (and probably in many more regions, as it likely that only in the past couple of centuries have we been able to produce consistently non-bitter cukes through genetic modification). The practice is often called “rubbing” or “wicking“, and though it doesn’t seem to have a strong scientific basis (bitterness level is often a result of many growing factors such as temperature, moisture content, etc.), those who use the method (the informant included) have always found it to work. The belief seems to be that the foamy substance that is created from friction between the two ends is what contains the bitterness (in scientific terms, in contains the cucurbitacin compounds which are toxic to some animals and very bitter to humans). So although serious scientific research hasn’t been done on the subject, it doesn’t necessarily mean that this particular folk food practice has any less validity in the kitchen.