Tag Archives: American

The Early Bird Gets the Worm

Nationality: American
Age: 71
Occupation: Retired
Residence: Los Angeles, CA
Performance Date: 4/5/19
Primary Language: English

The following is AJ’s interpretation of the proverb, “The Early Bird Gets the Worm.”

 

“The Early Bird Gets the Worm”:

The bird that is up first will get to the worm before another bird gets to it, and eats it, instead. Meaning, the earlier that one gets up, starts a project, etc., the better chance they have at having success compared to one who starts their day later. In other words, it pays to be proactive; don’t be lazy.

 

AJ doesn’t remember when she began to say this, she recalls her father saying it a lot to her when she was a kid. AJ went on to say it to her kids all the time to get them up and ready for the upcoming day, and now her kids say it as well. It’s a proverb that has been passed through the family and AJ says she will probably never stop saying it.

 

My Interpretation:

I feel like this is a very common proverb that I’ve heard said, and that I’ve said, in several different ways. I’ve heard “The early bird catches the worm,” “you don’t want to be a late bird, do you?”, “go get that worm!”, and more. There are several variations to this proverb, many of which I have never heard, but I think they all mean the same thing.

I think this proverb is also reflective of core American values, though I’m not sure when people began saying it. American values of being hard-working, ethical, energetic, and starting the day off bright and early, are all very apparent in this proverb. When AJ said the proverb, when I say it, and when others say it, it is said in a very matter-of-fact tone, like it’s a logical explanation. I believe that almost every American child grows up hearing this proverb at least once, most likely from their parents when they were trying to get them out of bed and ready for their day when they were younger.

Chinese Restaurant Clapping Game

Nationality: American
Age: 19
Occupation: Student
Residence: Los Angeles, CA
Performance Date: 04/22/19
Primary Language: English
Language: Mandarin

“So we had a clapping game that my friends and I used to do that involved this one song that I always thought was a little bit weird:

“I went to a Chinese restaurant, to buy a loaf of bread, bread, bread.

They asked me what my name was, and this is what I said, said, said:

‘My name is….choo choo Charlie, I can do karate, punch ’em in the stomach,

Oops, I’m sorry! Please don’t tell my mommy!

Chinese, Japanese, Indian, Freeze!'”

Context: The informant, ER, is an Asian-American student. She really enjoyed playing games with her friends when she was growing up in California; some of these included clapping games like this, along with making lip-sync dance videos. ER is a very popular girl, and wanted to fit in with the other girls, which includes participating in this game. ER explains that she uncomfortable with singing along with this song. Being an Asian-American, she felt that this song was quite racist and drew from various stereotypes in order create a catchy song to sing along to.

Analysis: This song follows other types of children’s songs that are common and widespread. It has catchy, simple rhythm with equally catchy lyrics. In this case, it involves repetition of certain lyrics that are necessary for clapping games. Towards the end of song, the lyrics become a bit nonsensical, and do not really provide any real connection with the original theme of the song. Even the first line of the song make no real sense since no one would normally go to a Chinese restaurant to purchase a loaf of bread. However, rational lyrics are not the main purpose of children songs, but rather about parodying other songs, or making fun of strict components of society.

However, probably the more telling part of this song is the slight racial insensitiveness of the lyrics. In this case, the lyrics are playing on stereotypes of Chinese people, and also equating them with other Asians, including Japanese people and Indian people. For many children, it is common for them to not be able to differentiate between different groups of East Asians, or can tend to be more racially insensitive. Due to this, it means that when these children come up with these rhymes and games, they will be less inhibited by potentially insensitive lyrics when trying to find rhyming words and catchy lyrics.

For ER, calling out her friends because of a racist song had too many consequences. From the social side, ER did not want to say that she did not want to participate in the game, which would create a rift between herself and her friends due to a mere song. Children’s social structures and relationships tend to be very fragile and complex, and due to this, telling your friends that you do not want to participate in a favorite game would be seen as an insult. Due to this fear, many kids will not tell their friends about something that bothers them personally in order to maintain their friendships and keep their social standing.

Chicken Games – Proving Personal Vigor in American Childhood

Nationality: USA
Age: 19
Occupation: University Student
Residence: Los Angeles, CA
Performance Date: March 22, 2019
Primary Language: English
Language: Spanish, Mandarin

Item:

M: Most of the games I had, like, heard about and observed were all the, like, chicken games where it’s like, “ah yeah, take an eraser over your knuckles. Whoever wimps out first loses.”

R: Well of course they- did you play quarters**?

M: Yeah, or um, slaps.  This is where people would like, hold the other person’s hand, slap each other as hard as they can

E: Until someone gave up.

M: Until someone gave out.

E: It’s so stupid I hated it.

A: A version I played was when you did the middle finger thing to their forearm until they gave out.  And you’d end up with these giant red spots.

 

Context:

**Quarters was understood by all as a game where each player places his fist knuckles down on the table and shoots quarters at the other until someone gave out.

I collected this piece about chicken games while hanging out with friends from the University of Southern California and we all began to talk about the games from our childhoods.  One of the participants in the conversation, denoted as ‘M’ , brought up chicken games from his elementary and middle school days, prompting others to contribute the variations they knew of and demonstrating on themselves when necessary.  Each interlocutor is denoted by a different letter.  The interlocutors were students of the University of Southern California, but of different class standings and two had already graduated.  The first informant, ‘M’, is a sophomore who went to elementary school on a military base in Japan but middle and high school in Texas; ‘R’ is a Ph.D. student who grew up in Maryland and Michigan; ‘E’ graduated in 2018 and grew up in Lompoc, CA; and ‘A’ graduated in 2018 and grew up in San Diego, CA.  They all brought up these games as something they had either observed or participated in during either middle or elementary school years, saying they viewed it as something either funny (a common opinion amongst the males) or stupid (as said by the only other female in the conversation aside from myself) at the time, but particularly viewing it as stupid nowadays.  There was also a general consensus that most kids would abandon these games by late middle school (8th grade) at the latest.

 

Analysis:

The wide range in age of the interlocutors is very indicative of how long these chicken games perpetuated, particularly with how the oldest interlocuter is ten years older than the youngest interlocuter.  Since you would pick these games up from other kids, it would make sense that as the older kids pass them down to the younger kids, they would continue through the years, particularly through neighborhood interactions where groups were not necessarily divided by age.  Another interesting point was the wide variety of locations in which each of the interlocuters grew up and/or attended elementary and middle school.  There were locations all over the United States, and even abroad in an American community overseas; I also knew of these games while growing up in Virginia.  As such, these chicken games are likely a part of greater American school-age children’s culture, especially amongst younger children because there was a general consensus that these games were abandoned once late middle school years came around.

What is more important, though, is why children would partake in these kinds of games, especially when they sometimes left physical marks on the body as mentioned by ‘A’ in the exchange above.  Particularly in the institutionalized schooling structure of the US, children are all brought up to think in particular ways and learn specific things and as such there can be a large sense of homogeneity among them.  These chicken games can establish another type of identity that is more counterhegemonic, considering these games were often strictly ruled against in schools and looked down upon by parents.  They can also establish a power dynamic amongst children who might otherwise be in an egalitarian environment.  If children can establish themselves as the strongest or the bravest in these games, it gives them something else to identify themselves with, which is why leaving marks may also be apart of why they take part in these games in the first place.  They become victorious signifiers of glory and pride, somewhat like battle scars; this also becomes significant when considering how children become increasingly aware of their bodies and their physical images as they get older.  These games were more popular among boys and with American culture so heavily centered around physical strength in men, these chicken games may be their attempts to embody these ideas from early on.  As for why they typically died out during middle and high school, partaking in certain subcultures becomes increasingly more significant during this time as children becoming adolescents begin to further explore who they want to be; these subculture identities begin to take more precedence moving out of elementary years.  This can correlate with why chicken games die out as students get older and more mature because they would no longer need these trivial markers of identity.

 

Additional Interlocuter Information:

The informant description for ‘M’ is in the section above the item, and the same information for each of the other informants is included below.

‘R’ – Nationality: USA; Age: 29; Occupation: Ph.D. Student; Residence: Los Angeles; Primary Language: English

‘E’ – Nationality: USA; Age: 22; Occupation: Non-Profit Arts Administrator; Residence: Los Angeles, CA; Primary Language: English; Other Language(s): Italian

‘A’ – Nationality: American-born Taiwanese; Age: 22; Occupation: Digital Marketing/Entrepreneur; Residence: Los Angeles, CA; Primary Language: English; Other Language(s): Mandarin, Japanese

Band Chain Link Necklace

Nationality: American
Age: 22
Occupation: Student
Residence: Los Angeles, CA
Performance Date: April 18th, 2019
Primary Language: English
Language: N/A

Informant:

S, a 22-year-old Caucasian female who was born and raised in Colorado. She went to a catholic school and played saxophone in the band. Her family practiced Catholicism regularly. She is now a senior in Computer Science at the University of Southern California.

Background info:

S spent her summers at band camp, where her and the others in band would spend the entire time getting closer to each other as friends. Her director would always make them do group bonding exercises so that the kids would interact with others they wouldn’t normally. S was in band for all four years of high-school.

Context:

Late at night, a lot of weird conversations happen. Because S is on a project with me, we were working together at around 2:00am when we started discussing traditions that stuck with us from our childhood or teenage years. The following is a one of the group bonding exercises her band director had the team do.

Main piece:

“One of the biggest lessons we had to learn in band was that we are only a single link in a chain. If one link breaks, the whole chain breaks… The director would always compare this to a violin concert. If one violinist is off key, the whole piece is off key… We had to learn to think as a single unit, walk as a single unit, and play as a single unit. Our director would give out a single chain link on a piece of string to each member of the band at the beginning of camp We had to wear it all day every day to remind us that we are only as strong as our weakest link. If any of the band members lost their chain link, our director would tell us that we would have bad luck that season… Of the four years, only one time someone lost it, and we did terribly that year.”

Thoughts:

I like this tradition because it does embody the English phrase “a chain is only as strong as its weakest link”. Having to wear a physical link around them is a cool way to remind people to better themselves for the good of the team. Other traditions also involve wearing a physical reminder of something important. In Christianity, for example, people often wear a cross or crucifix, or even have a statue of Jesus on the cross in their home. Losing an item of importance is also a common way to get bad luck in a lot of superstitions. It was interesting to hear that the one time someone did lose their chain link, the team did poorly. The thought of something going wrong can lead to it actually going wrong if one gets into that mindset. My football coach would always tell us that if we believed the other team was better than us, then we would already be defeated because we allowed ourselves to get into that mindset.

College Studying Murder Story

Nationality: American
Age: 22
Occupation: Barista
Residence: Boise, ID
Performance Date: March 11, 2019
Primary Language: English
Language: N/A

Informant:

J, a 22-year-old, Caucasian male who grew up in San Francisco, California until he turned 16. He now lives in Boise, Idaho. He spent his summers at summer camp with his friends.

Background info:

During summer camps, counselors and children would sit around a firepit at night and tell stories. While some of these were positive, most of them would be told with the aim of scaring people. This is one of the stories told to J during one of these sessions.

Context:

This was told amongst a group of friends sitting in a circle around a firepit late at night, slightly intoxicated, telling each other their favorite scary stories they heard as children.

Main piece:

“This story was told to me by a counselor who was actually in his freshman year of college. It goes something like this… There are two college roommates, Briona and Ellee, who are in the same math class and have a bit midterm in the morning… Briona decides to stay in and study, while Ellee goes out to party with a guy in the same class. *pause for childish laughing*… After a while, Ellee returns to find the lights out and Briona in bed asleep. To be courteous, Ellee does her nighttime routine in the dark before going to bed… *beep beep beep, beep beep beep, beep beep beep*… Sleepily, Ellee climbs out of bed and walks over to wake Briona… She rubs the sleep out of her eyes and notices the blood-soaked bed and stiff body of Ellee. On the wall above her, the words ‘Aren’t you glad you didn’t turn on the light?’ are scribbled in blood…”

Thoughts:

As I read back through this transcript, I wish it could better capture the feeling of this piece. The ambiance of the environment in which it was told played into it with the cold, quiet, dark night with the flames casting shadows around us, making us feel as if we were not alone. I think the story was interesting coming from J, as he never went to traditional college. However, it was still an effective ‘scary’ story for us since we all knew what it was like to share a room with a person you haven’t known for very long. Things are often represented in sets of three, and this one used the alarm beeping in threes to give the listeners something familiar before the big reveal. The writing in blood is a common element in scary stories, but it implies so much more in this story that it played a larger part than it normally does. J was unsure of which names were meant to be used in the story but didn’t think they were terribly important.