Category Archives: Childhood

Break your Mom’s Back

Nationality: Vietnamese-American
Age: 10
Occupation: Elementary School Student
Residence: Iowa
Performance Date: 5/1/2021
Primary Language: English

Main Piece:

B: People would say, “if you step on that crack then you’ll break your mom’s back.” 

Me: Who did you learn that from?

B: A classmate. One time we were walking out to recess and there’s like a crack in the concrete. And so he told me (laughing) that if you step on that crack then you’ll break your mom’s back. And then I just stepped on the crack (laughs). And then I was like- “are you sure about that,” (laughs). 

Me: You did it on purpose?

B: Yeah because I didn’t believe them, cause it was fake. So then I was like “what are you gonna do about it” (laughing). 

Me: Did other kids believe it?

B: No.

Background: 

My informant is my cousin’s 10-year-old son, who is in the fourth grade. He lives in a suburban neighborhood near Des Moines, which is the capital of Iowa. He goes to a public elementary school in his district, where he first heard this superstition in first grade. He finds this superstition silly as if it could never be believable. He laughs often in this telling, showing that this superstition is rather a funny story to him.

Context:

This is a transcript of our conversation over the phone. Lately, he has been telling me stories about what goes on during school, though this conversation was prompted specifically for this collection project. He brought this up on his own.

Thoughts:

This superstition was something that I also heard in elementary school. I similarly went to a public school, not too far away from his in the capital (Des Moines). When I was told this, it was also in a playful manner as his re-telling of the superstition suggests. It’s interesting that children find humor in a superstition that sounds rather brutal; a situation where you could be the cause of a potentially debilitating and painful injury to your mother. This act of poking fun at a brutal hypothetical then points to how children often find humor in being anti-hegemonic, where the mother in the situation is the authoritative figure in a child’s life. How a child reacts and perceives this superstition, whether it be humorous like my informant, or fearful, can speak to how a child views the authority of their parent. 

“Thôi nôi”: Vietnamese 1st Birthday Celebration

Nationality: Vietnamese-American
Age: 49
Occupation: Nail Technician
Residence: Iowa
Performance Date: 5/1/2021
Primary Language: Vietnamese
Language: English

Main Piece:

A: It’s like a birthday. Your friends, family [are invited], cook food, give you something like– like baby clothes, toys… but it’s different like, I have to do a tray. I put on scissors… hammer… mirror… cái này là gì– chỉ, everything like on the tray. Then let the baby pick. The first thing the baby picks up, we think, “Oh, in the future, she will do thợ may, thợ cắt tóc, một cái người designer, hay là bác xĩ, này kia đó. 

  • “ It’s like a birthday. Your friends, family [are invited], cook food, give you something like– like baby clothes, toys… but it’s different like, I have to do a tray. I put on scissors… hammer… mirror… what is this– just, everything like on the tray. Then let the baby pick. The first thing the baby picks up, we think, “Oh, in the future, she will be a seamstress, a hairdresser, a designer, or a doctor, this and that.

Me: So what kinds of things are on the tray? You said scissors, thread…

A: Everything you can think of…. But, don’t put anything like– not lucky. 

Me: Did you do this celebration for anyone?

A: You. 

(Dad interjects: You did?

A: Yeah!

D: What did she pick?

A: Nó bóc cái gương với là cái micro. Chac là [our son] không có làm.

  • “She picked up the mirror and a microphone. I don’t think we did one for [our son].”

D: That’s why he’s not going anywhere [we all laugh])

Background:

My mother is the one telling me this story. This is a traditional way of celebrating the baby’s first birthday in Vietnam. Thus my mother, who was born and raised in Vietnam until immigrating to the United States in the 1990s, became familiar with this practice while she was there. She likes this celebration because of the fun of predicting what the baby’s future career will be, however, she does not fully believe in it. She explains to me that when she was younger, before she had me, she believed that these predictions would come true, but now, it is simply a fun activity. 

Context:

This is a transcript of our live conversation. We were in the process of eating dinner when I asked my mom if birthdays are celebrated in Vietnam. She responded no. Instead, certain milestones of a baby’s life are celebrated. She explains the baby’s 1st birthday after explaining how guarded the baby’s first month of life is.

Thoughts:

I had known other cultures in Asia had this celebration of a baby’s first large milestone, such as Korea’s 100-day birthday, where they practice homeopathic magic to predict the baby’s future career, but I did not know that there was something similar in Vietnamese culture. To further explain how this is homeopathic magic, the act of the baby choosing symbols of a career mimics the career the child will have in the future. This is the first time I learned about this celebration. After my parents’ generation immigrated to the United States, I was never old enough to recognize if my cousins’ first birthdays were celebrated in this traditional Vietnamese practice. When one of my cousins had children, at that point, our family celebrated birthdays in the American way, as my mother explained that birthdays aren’t celebrated in Vietnamese culture aside from a baby’s first milestones. Such is a common occurrence in folk practices pertaining to the life cycle, where a baby’s life is more unpredictable in the beginning stages, and thus is celebrated when they pass markers that indicate better chances of survival. Though my mother said she doesn’t believe in the prediction, it is interesting that you could make a case that my selection was pretty accurate (I am a theatre major). 

Serrano and Cahuilla Dragonfly Song

Nationality: Cahuilla and American
Age: 18
Occupation: Student
Residence: Southern California
Performance Date: 5/2/2021
Primary Language: English
Language: Cahuilla

Main Piece:

I: It’s called the Dragonfly Song, it’s like a lullaby kind of song– so you sing it, and like if your heart is good, and it’s like– you don’t have anger or resentment or like bad feelings, or revenge, or any of those things– but like basically if you have good intentions like a good heart and you sing it dragonflies will come to you and they’ll sit on you. And like it’s really neat to like see it happen, like– they’ll fly around you and then they’ll come fall on you. And, they’ve never like… landed on me because (indicates that she is referring to the good intentions) but like I’ve seen like them go to other people. And so it’s like a really neat– I think people do it with hummingbirds too, but like it’s– so, it’s a lullaby that repeats the 4 verses over again, but the lullaby verses are like “Ooshkana ooshkana oh oh, ooshkana oosh” (these lyrics are typed out phonetically). And it repeats in different variations four times and you have to sing it in verses of 4.

Background:

My informant is a good friend from high school. She is a part of the Cahuilla and Chippewa Indigenous Nations and explains that she learned this Dragonfly Song from a Serrano elder, though it was not the first time she had heard it. She believes that her mother might have sung this lullaby for her when she was a baby. She explains that her parents were actively involved in Indian Country, working with Native children in the community, and her father was the director of a foster care agency that was specifically for Native Youth but also worked with rehabilitating families. She says it was probably during one of their group sessions with the youth where Ernest Siva, the Serrano elder, was a guest and sang this song. This song is meaningful to her because of the symbolism of the dragonfly as a messenger from the spirit world.

Context:

This is a transcript of a conversation between my friend and me over the phone. I have talked to her a few times about my folklore class and explained the collection to her. She was happy to help and talk about some of her traditions.

Thoughts:

My friend and I have talked often about our respective traditions with each other, but there are so many that we have not talked about in detail. This is the first time I learned about the Dragonfly Song and thought it was beautiful. She explained to me that in Cahuilla culture, the dragonfly is thought to be a messenger from the spirit world, and thus, is the connection of the physical world to the spirit world. The need of having a good heart and good intentions in order to attract dragonflies when singing this song illustrates how the spirit world is regarded in Cahuilla culture: healing and nourishing. Its purpose as a lullaby also indicates the importance of children and the youth, as being able to sing this song and attract dragonflies (proof of having a good heart and good intentions) to soothe a child transfers the positive energy and intentions to them.

For more on the Dragonfly Song, see:

Siva, Ernest. Voices of the Flute: Songs of three Southern California Indian Nations. Ushkana Press, 2004.

Quack Diddly Oso (Childhood Game)

Nationality: American
Age: 20
Occupation: Student
Residence: Long Island, NY
Performance Date: 4/18/21

Overview

The informant grew up in Long Island, New York and remembers playing this game throughout elementary school and middle school. It was usually played in big groups at social school gatherings (like field trips, recess, etc). 

The Game

2+ players sit in a circle with their right hand on top of the left hand of the person on their right. They chant a rhyming song and clap their hands in a wave around the circle. Whomever has their hand clapped on the last word of the song is eliminated, and players continue until there’s only one person left standing. 

The chant: “Quack diddly oso quack quack quack, from San Diego, eggo eggo waffle, Dolora, Dolora, potatoes on the floor-a, go 1-2-3-4-5-6-7-8-9-10”

Collector’s Thoughts

I also played this game as a kid, but I remember a different variation. Instead of “potatoes on the floor-a” we said “I’ll kick you out the door-a”. I’m sure there’s so many other iterations of this game, and I hope to find more of them!

Annotation

For another version of this game, see: https://journeys.dartmouth.edu/folklorearchive/2019/06/03/quack-diddly-oso-clapping-hand-game/

Maypole Dance at Waldorf School

Nationality: German-American (American citizenship)
Age: 22
Occupation: USC undergraduate studying economics; Strategic Innovation Intern (technology consulting)
Residence: 2715 Portland St Los Angeles CA 90007
Performance Date: 5/1/21
Primary Language: English
Language: German

This friend told me this story late at night in the kitchen on May 1, 2021. We were surrounded by four other friends who moved in and out of the room, and he spoke about his experience attending annual Maypole celebrations at a New York (Ghent) Waldorf School.

*

“I went to a very alternative school called a Waldorf School… and they have a lot of different celebrations and practices and things, and one that is very timely is their May Day celebration… one of the main components of May Day is a maypole. I’m not sure which kids are assigned different parts but each has a ribbon and they dance around the pole creating a pattern, this interesting woven pattern on the pole. The ribbons all weave to form a lattice.”

The speaker said that he thought the celebration might be a way to welcome summer, and that different grades performed different tasks in the May Day celebration. The school included grades Kindergarten through twelfth grade, and students in the third grade often performed the Maypole dance. Students in the sixth and seventh grades played instruments (flute, cello, violin, clarinet, viola) in the orchestra.

I asked the speaker to explain, in his own words, what it meant to attend a Waldorf school. “Waldorf school is a pedagogical movement that began in Germany as an education system started by these same people wo run the Waldorf Hotels or Waldorf cigarette companies, and they started this school for the kids of the factory workers,” the speaker said. “And the goal is like to offer holistic creativity-focused education. So there’s a lot of visual arts and performing arts and a lot of things that wouldn’t really fall under the generally accepted scope of academics.”

The speaker said that grounds crew set up the 20- or 30-foot Maypole in late April and that the structure stayed up for a few weeks after May. He said that every student had to take part in this celebration. Younger students would get excited about the celebration. He said that older students did not want to stand in the hot sun playing a violin wearing a dress shirt.

The speaker said that he does not do anything special for May Day, and that he did not appreciate this celebration until after he left the Waldorf school. “That school never really communicated why we were doing what we were doing,” he said, noting that he appreciates this experience in retrospect

*

I did not know that this friend attended a Waldorf school, and I was able to tell him later that the Maypole dance is a fertility dance. It seems odd that third graders would take part in this dance, but they are also young and full of life. The Maypole represents a phallus. I asked questions about how the students received this tradition, and it struck me odd that a school designed to promote the arts would not explain the history or meaning of this celebration.

It is also relevant that this speaker told this tale on May 1. He later explained that he remembered this tradition because he had received a school email describing online May Day celebrations. This shows that some newsletters can be very important for the communities in which they share information. He continues to be loosely part of this Waldorf school community long after he graduated and moved away from this location.