Category Archives: Childhood

Paper Heart

Age: 20

Text:

Informant: “I’m used to doing this with gum wrappers mainly, that’s what we used to do in middle school. You take a rectangle and you first make it a square and then you fold it diagonally so it’s a triangle on each side. You do that twice. You bring one of the points of the outside to the middle and then you bring the other one to the other side. Instead of bringing it to the middle you bring it to the other side and the point in the middle of the triangle that you just made. Then you fold it up using the two points of the end of that trapezoid to bring it up into the middle. It looks sort of like a heart but not really. I was always taught you flip it around and make it look more heart like by rounding out the edges. It’s a heart. They look prettier when they’re made out of foil because they’re cute and tiny.”

Context:

The informant attended high school in America and learned how to make a handmade paper heart out of gum wrappers and paper. It’s a type of origami as there are many steps on how to properly form the paper to get the desired result. They were taught by their middle school friends and exchanged them with classmates.

Analysis:

Traditionally, children and teens make hearts out of gum wrappers. They fall under the material folklore as they’re a physical object and handmade. It can be made in class with resources that people often have on them. After they’re made, they’re typically traded amongst friends, acting as “gifts,” and multiple can be made. I think females are the primary producers of these fun, origami-like pieces that are traded with friends. This connects to my idea of it being a feminist approach because there’s an element of collaboration in making one for a friend and knowing that you will likely receive one. There’s also a process and method to making sure you’re following all the steps properly to produce the right result.

Theater Good Luck Ritual

Age: 21

Text:

Informant: “One that I learned growing up that when I’ve done it in other places, people are like, “What the hell are you doing?” It’s like before the show, you’re all standing there behind the curtain waiting to go up. Usually I only end up doing this if it’s a show that I start in the first number, not if I come on later. You know one of those shows where you’re in the ensemble and everybody is standing behind the curtain waiting there. One that I always did was this” (holds hand in fist and raises thumb and pinky finger.) “Like if you’re doing sign language and signing “you and I.” You go around to the other people in the cast and you link pinkies and bite your thumb and it’s just a little way of saying “break a leg, have a good show.” It’s just a little good luck thing. I always did that at the theater that I did shows with growing up and then I went to other places and they were like, “What the hell are you doing?” I was like, “Oh,” (laughs) “Nevermind.” Other than that, when people say “Good luck” to me it makes me really anxious. I’m like “No. That’s bad luck. You can’t say “good luck,” you have to say “Break a leg.””

Interviewer: “Do you remember being taught how to do that or was it just that you observed other people doing it so you just did it, too?”

Informant: “The hand thing, I think it was something that – I did children’s theater and it was just sort of something that was in the culture of that theater. I don’t even know if they do it anymore. When I was there, I think it was the second show I ever did was Mary Poppins and everybody who starts on stage for the ensemble are frozen in their spots so we’d be standing there behind the curtain and all of the older kids would come around and show us how to do it. From there, that was something that I did most every show I was in, and teaching the younger kids how to do it.”

Interviewer: “So was it mostly younger kids and teens or were the adults doing it, too?”

Informant: “It was a children’s theater so the oldest kids were seniors in high school. The group that I was part of was late middle school and high schoolers so we wouldn’t really interact with the younger younger kids, but it was definitely the seniors in high school teaching the youngest.”

Context:

The informant was part of a community theater growing up. They learned rituals specific to their theater from the older students. When the informant went on to join college theater, they learned that other people had never heard about that particular good luck ritual.

Analysis:

Theatre has many superstitions, likely because it has been around for over 2500 years. The superstitions are shared amongst theater members who participate in plays and musicals. Traditionally, these rituals are passed on by the adults or older teens to the young children. Many of them are widely known across theater’s everywhere, such as “Break a leg” for good luck. Naturally, certain theater members will create their own superstitions or rituals that get passed on and stay within that theater, and are foreign to people outside it. The goal is that it gets taught to the younger kids by the older kids to keep the tradition alive. It can be considered a functionalist approach because it’s meant to bring good luck for the performers to do well on stage.

How to Turn a Common weed Into a Weapon

Ribwort Plantain Gun

context:

This is a techniques of turning a common Ribwort Plantain into a catapult. This technique was collected form my grandfather who grew up in Georgia and how to do this when he was very young.

Text:

This is the ribwort plantain, and it is very common in Georgia, where I grew up. My grandfather taught me how to turn one of these into a gun by folding the stem over itself and pulling hard to launch the bulb at the very top. My sister and I had full-on wars where our only artillery was this common weed. My grandpa told me that he himself learned it from his grandfather, so I assume this simple trick is very old. The origin of this practice is unknown, but I assume it exists in most places where this plant grow

Folded Paper Football

Age: 20

Collection Date: 04/09/2026

Context:

During an in- class activity, my informant showed me how to fold a standard piece of paper into a football that he used to play small desk games with friends as a child. He said said that he learned this in elementary or early middle school and often created these footballs while bored in class. It was a fun way to stay busy and play with friends when class allowed it.

Text:

My informant repeatedly folded a standard 8×10 piece of printer paper, ensuring tight, straight folds with no unnecessary creases. The shape is formed by folding triangles into one another, making the final product dense and sturdy. My informant used an older YouTube video for assistance to remind him of some of the steps. He demonstrated the folding process and explained key details, such as the aforementioned tight folds, minimal creases, and common mistakes people make when folding them.

The final result is the Paper football pictured above, which can be used to play a fun game with a friend. Each takes a turn: one holds their fingers in the shape of a goalpost, the other positions the football in a punting position by holding the top corner and pushing down so it stands vertically. The “kicker” then flicks the football, propelling it forward into the goal. The player who gets five goals first wins.

Analysis:

It is interesting that he called it a football. I had never heard it called a paper football before, but when he showed me the process, I immediately knew what he was talking about, which I called a “paper triangle.” It’s funny, because I also learned how to make those from friends back in elementary school. These kinds of foldables often appear when we’re supposed to be learning, paying attention, or otherwise doing something else. Due to their location, students had to be somewhat sneaky when creating or playing with them, keeping them hidden from the teachers.

It is also a perfect representation of school children’s folk art. It is an item made informally from mass-produced materials, that’s taught from student to student, or unofficially online, and holds no monetary value. However, it does hold sentimental and nostalgic memories for the children and communities who grew up with these.

It is also interesting how he used some assistance from a random YouTube video. This reminds us that folklore continues to thrive online. There wasn’t one specific “right” video. Although the end product is roughly the same, each creator has a slightly different way of folding the paper or presenting the instructions, giving the process variety. Even though the digital tutorial exists, he still showed me in person how to make it, and the details (described earlier) he added were quite interesting and different than what the video did or could have mentioned.

The Frog in the Well

CK: “So there’s a lot of folklore and children’s stories that I read when my mom was teaching me mandarin at home. There’s one that I like a lot and it’s pretty well known, like I feel like all Chinese people know it, it’s called: The Frog in the Well / The Frog at the Bottom of the Well. From what I remember, basically, there’s this frog and he lives a content life at the bottom of a well. He has company (fish and whatnot) and food and whatever you need to be comfortable. One day a turtle comes by the well and tells the frog that he should come out of the well and the frog is like ‘why would I do that lol my life is awesome and I have everything here I need, I have a beautiful view of the whole sky!’ 

Eventually, he’s convinced to hop out of the well and once he does he sees how vast the sky actually is. He realizes how much of the world he doesn’t know about and how much he hasn’t experienced. Yeah, moral of the story is about being open-minded, venturing out of your comfort zone, in general broadening your worldview, making the effort to learn, and discovering opportunities. 

There’s some idioms that come from it.  

井底之蛙 – jǐng dǐ zhī wā – “frog at bottom of well,” you might call someone this if they are close-minded

坐井观天 -zuò jǐng guān tiān – “gazing/looking at the sky while sitting in a well,” same use case as first one but the act of being close-minded

Oh, and a lot of Chinese idioms are 4 characters it’s like a whole thing.””

context: The informant is a Game designer who studied at USC and recently graduated as of 2025. She is a first generation Chinese American and grew up with a lot of Chinese traditions. Her family is from Southern China, and her parents put a lot of effort into teaching her about her culture’s food, language, rituals, etc.

Analysis: Looking at this children’s folktale through a functionalist lens, its meant to enforce a moral function within children. Its advice on how to go about life, and a warning to avoid being close minded. It also pushes children to get out of their comfort zone in order to gain new life experiences. This is further pushed through the multiple proverbs and idioms that come from this specific tale. the phrase “Frog at the Bottom of the Well” is also esoteric language between Chinese people, since they know the meaning behind the phrase due to most Chinese children growing up hearing this story.