Category Archives: Life cycle

Children’s Hand Game: Concentrate

The game requires two players. One hand is facing down, one hand is facing up, your hands are mirrored with each other, and then you clap three times on your own. To start, you do those actions while singing “Concentrate, 48, no repeats, or hesitates, ill go first, you’ll go second, let’s concentrate on _”
The informant stated that the category to concentrate on is chosen before the start of the game. For example, the category could be Disney characters, fast food restaurants, books, movies, or anything else. Then the informant said the point of the game was to continue to list out things in that category while alternating back and forth, doing the same hand-clapping motions every time a response is given. The game ends when one of the individuals runs out of responses, someone hesitates, or something is repeated.

The informant has an older sister who is five years older than her. She states that growing up, her sister knew so many games such as hand clapping games meant to pass the time. Whether it was in car rides, in line at Disney World, and before Iphones and Ipads, it became an integral thing for them. She stated that when they would play, they would think “Oh you’re bored, oh you don’t have anything to do, you just want to be silly for a second” and it would alleviate their boredom. Additionally, she added that at other times the adults would be busy and thus she and her sister would need to occupy themselves so they would be able to be silly and have fun. She added that she was a girl scout and learned many other hand games through this as well. Lastly, she mentioned that she still plays now for nostalgia and that she has taught it to some of her friends now as a way to disconnect from being on their phones all the time.

 The hand-clapping game resembles many other games in the sense that its pace is fast and creates a competitive environment between its players. The urgency to play whenever one was bored shows how children are able to be creative and innovative. Considering the link between being a girl scout and having the knowledge of all these games shows that there is a purpose to learning these games and that we view them as having value and not just something silly. They provide children with something they can do that stimulates their minds and can also now help to detach themselves from using technology for entertainment so much.

Philippine Debut

Text: 

On her 18th birthday, a Filipino girl is usually expected to have a debut ball.

Context:

The informant is my maternal grandmother, who was born and raised in the Philippines, and still continues to live there. She celebrated her debut in 1956. For her, the ceremony was a special and important occasion that allowed her to celebrate her birthday with friends and family members in a grand and unforgettable manner.

Analysis:

In Filipino culture, the debut represents a coming of age ritual. Since the age of adulthood for Filipino girls is 18, the debut is held on their 18th birthday. The debut holds a significance similar to the Quincenera (age 16)  for Mexican and other Latin American cultures as well as the sweet sixteen for some North American cultures. As in most coming of age rituals, the celebration marks the crossing of the threshold between childhood and adulthood, and in this specific case, childhood to womanhood. After the debut, the debut celebrant is recognized by her society as an adult woman.

Funeral Headbands

Context:

H is a pre-med Biology major at USC who grew up in Vancouver, Washington. His parents immigrated to the US from Vietnam.

Text:

H: “For funerals, you have to visit every day for the first week after the funeral and then once a week for seven weeks. And then, on the hundredth day since the funeral, everybody comes back to the temple. It’s like, the biggest day for them (the dead). You pray for them, wish them well at the temple. The hundredth day is when you have everybody together and you have a big feast. You have these white headbands that you wear and on the hundredth day, they chop off the headband.”

Analysis:

Since H was raised in a Viet-American household, he and his family’s celebration of weddings is similar to an Irish wake funeral, but also adds cultural specificity to Viet customs. For example, it is common in Irish funerals to throw a party on the deceased’s behalf, not only as a celebration of the deceased when they were alive but as a re-engineering of the domineering sorrow of a funeral. H’s feast on the hundredth day pays homage to the one who died without inviting negative emotions into the celebration of the individual.

Funerals are a liminal space, as Von Gennup puts it, lingering between the stages of life and death in a person’s existence on Earth. Rather than using funerals as a chance to mourn, H and Irish funeral traditions connect with members of their community and pray for safety into the next part of existing for the dead. This acceptance of death, the massive respect and commitment to the dead after the funeral, seems cultural, as does the white headbands and time. There is an acceptance of death as time marches on, not a denying of it. Rather, H’s family seems to come to terms that nothing can get in the way of death but glimmers for an appreciation of life and the one the once dead led.

Bloody Mary in the Bathroom – Legend

Nationality: Canadian/White
Age: 20
Occupation: Student
Residence: Los Angeles
Performance Date: March 27 2023
Primary Language: English

Context:

J is a screenwriting second-year at USC, raised in Canada but moved to American when J was 10 years old. The below text is a story told among the female students at J’s elementary school.

Text:

When J was in elementary school, there was a bathroom where people said that a girl had died in while she was a student in school who continued to haunt the bathroom because of how gruesome her death was without finding peace. Her spirit believed to be lingering there resulted in the creation of their own version of Bloody Mary. Students would say that “Bloody Mary lives in that bathroom.” They could tell because it was the very last stall and one of the pipes on the toilet had a splash of red paint on it, which students thought was blood. J themselves would go to the stall at the end of the day, and never got haunted by Bloody Mary. But, J was always on edge in the bathroom, where every little noise or motion may “summon” Bloody Mary, so J never did the “summoning” (saying Bloody Mary) to not chance the possibility of the ghost.

Analysis:

This narrative takes advantage of two legend themes: ghosts and Bloody Mary. Ghosts are an entity that lives on liminal boundaries: the line between life and death, human and non-human, and science and will power. The legend of a ghost forces the audience to question if one’s will truly is strong enough to overrule death, if a death with regret strong enough truly can provide haunting, or if there really is a line between life and death that is invisible to the living. Death itself is enigmatic and frightening for the living, so ghosts are a way people cope with it. For an audience as young as elementary students, ghosts not only become a way to deal with the permanence of death, but also a way to refuse grieving or accepting death, tying ghost narrative back to anti-hegemonic childhood folklore. So, the ghost itself as a literary object in a story subtly questions much of the real world’s ideas of death, maybe even denying them outright. Furthermore, because the legend is also about Bloody Mary, the story also becomes a coming-of-age for young girls. Bloody Mary serves the mark women’s menstrual cycle, a point at which blood comes out of the body, the girl is no longer chained to childhood and has to face harsh reality. Avoiding the bathroom stall avoids Bloody Mary, avoiding growing up as a young woman. An acknowledgement that Bloody Mary is not real (this childhood rumor is not real) marks a turning point in the young female world, that they have “risen above” childhood, gotten their period (marked by blood..Bloody Mary) and became women.

Rosie the School Mascot – Legend

Nationality: Canadian
Age: 20
Occupation: Student
Residence: Los Angeles
Performance Date: March 27 2023
Primary Language: English

Context:

A is a sophomore at USC studying Screenwriting. A was born in Canada but moved to the United States when A was 10. The below text is a legend at A’s elementary school and, according to A, was the origin of how the school is decorated.

Text:

A’s elementary school has a fox as a mascot and they circulated a story about how they had gotten a fox as a mascot. “Why did they choose Rosie the Fox? This is why, this is the story we heard from teachers and friends but it was never confirmed by the school.” Basically, decades before, while a teacher was taking her kids out for recess, they found an injured fox lying in a ditch near campus. The kids all pleaded with the teacher to treat the fox, and they ended up taking it to school (principal or nurse’s office). They gave the fox a splint and eventually nursed it back to health (A did specify that the fox did not bite). Over the course of days, all the students got super attached tot he fox and named it Rosie, after the school’s name.

It got to the point where the fox was very tame. When the leg healed, they released it and all the kids were super sad about it. But, after that point, the fox would always come back. At recess, kids would see it standing on the side of the woods watching them play at recess. Eventually, obviously, the fox died and the school ended up naming the mascot after the fox in order to carry on the legacy of Rosie. A’s elementary now has a lot of culture surrounding Rosie. During A’s time there, they even had a whole festival or day surrounding Rosie.

Analysis:

The above narrative is a story that is highly probable, so much so that the school themselves indulge in it as if it was truth even though it has never been proven legitimately. A specifies that it has not been proven historically, and perhaps there may never be a way to prove it, but here is an example of folk history secluded to a school. The contemporary setting of the narrative makes the story an urban legend, however the deep belief with which the school puts in Rose the Fox makes the truth of her existence inconsequential. In my opinion, even if the school did find out Rosie wasn’t actually real, it wouldn’t matter. She became a legend ingrained as almost fact for the school, therefore what they think happened matters more than the unknown of what actually happened. Furthermore, being good to nature, kind to all creatures, and community are values upheld and respected in schools. Not only is Rosie the fox a heartwarming story to tell young students, but an example of how to behave at school. Rosie’s story provides an almost-forbidden rule broken by the school itself; letting an injured fox’s leg heal. It almost gives the audience room to make mistakes, using something as sutble as a fox to encourage breaking rules for kindness. Here is another reason why it doesn’t matter if the legend of Rosie is true or not.