Informant: “So there’s this thing in my family called “black magic.” I was taught it when I was really young, probably around six or seven. I remember my sister and I sitting in my grandparents’ living room, and they were like, “Alright, you guys are old enough now to learn black magic.” Before that, they had done it for us a few times, and it always felt like actual magic.

Basically, it’s this “power” in my family where one person leaves the room, and someone else stays behind to lead. The rest of the group picks an object, and everyone in the room knows what it is, except for the person who left. When that person comes back in, the leader starts asking questions like, “Is it this object? Is it that object?” and somehow, they always guess the right one.

There’s actually a method to it, but for the longest time, I thought it was real magic. Eventually, they taught us the trick, so now I know how it works.

Now it’s one of those things, if I’m ever with my sister or anyone from my family, we can do it anytime. It’s still really fun, and it still kind of feels like magic.”

Context: The informant is from the East Coast, and the family is Italian American. This occurred throughout her childhood, and was taught to her as a young adult. She is aware it is not actually magic, but believes that thinking it is magic is a part of what makes the tradition in her family so important. 

Analysis: This is a clear example of family folklore. The practice of “black magic” is a structured guessing game, but it is framed as something mysterious and exclusive, which gives it the feel of folk magic or supernatural belief, especially for younger participants.

The way it is taught is important. Being told you’re “old enough now to learn” creates a sense of initiation, a common feature in folklore where knowledge is gradually revealed. Before learning the method, the informant experiences it as real magic, showing how folklore can rely on partial belief or suspended disbelief, particularly among children.