Tag Archives: clapping game

There’s A Place On Mars—Clapping Game

Nationality: American

Occupation: Student

Primary Language: English

Background: The informant learned the song in elementary school and middle school. The song was sung while students, mainly girls, clapped their hands with each other. It has very clear rhythms. There are many variations of the lyrics, and this piece is an example of one of the variations.

Context: The informant learned this song while playing with friends in school. When singing this song, two people will face each other, clap their hands, clap each other’s hands, and repeat. It is a common song that was sung among students like her, and she knows other variations of the same song.

Main piece:
There’s a place on mars where the women smoke cigars and the men wear bikinis and the children drink martinis every breath you take is enough to kill a snake with the snake is dead you put roses on its head when the roses die you put diamonds in his eyes when the diamonds crack you put mustard on his back when the mustard fades you call the king of spades and the king of spades calls the queen of hearts and the queen of hearts packs the jack of clubs and the Jack of clubs says this Coca-Cola went to town orange soda knocked him down Dr Pepper fixed him up now we’re drinking 7up 7up got the flu now we’re drinking Mountain Dew. Mountain Dew fell off a mountain now we’re drinking from a fountain fountain broke now we’re drinking plain old C-O-K-E coke.

Analysis:
The lyrics include a lot of content that is considered inappropriate for children, such as smoking, children drinking martinis, etc. The beginning of the lyrics is a bit rebellious, which is probably why children are so interested in speaking and sharing it. The rather complex lyrics and the simple melody are an interesting combination. Compared to the lyric, the song was very simple, consisting of one short melody that keeps repeating. Since the lyrics appeal to children and the melody is easy to sing, the song spread widely among children.

Double-Double Handshake

Nationality: American

Age: 18

Occupation: student

Residence: Orange County, California

Text: “Well on the playground, we used to play a lot of hand shakes and we would clap and then sing them like :

‘double double this this”

and we would bump fists on the ‘double double’, and then clap each other’s hands on the ‘this this’.

double double that that

double this double that

double double this that’

We would do it over and over faster until we couldn’t go anymore. And we would use words with like two syllables sometimes like:

‘double double rain rain

double double bow bow

double rain double bow

double double rainbow.’”

Context: S said she can’t remember exactly when first heard the rhyme/handshake above, but that she and her friends frequently learned new ones and taught them to each other at school. S attended a Catholic school in Southern California for most of her education.

Analysis: S watched the following video and confirmed it’s the same as the handshake she also used to perform on the playground: https://www.youtube.com/watch?v=vNm52EdG3cg&t=28s. Some sources categorize the song as a nursery rhyme, however S has never heard it without the handshake portion included or seen it written down. The British Library (https://www.bl.uk/playtimes/articles/an-introduction-to-clapping-games#:~:text=The%20earliest%20clapping%20game%20in,they%20were%20noted%20in%20France.) states that hand clapping games rose in popularity around the 1960s in the US and England. They began to be associated as a game between children in early 19th century France, but were recorded in relation to children by folklorist Peter Opie in 1698. The impressiveness of the coordination required by children to both sing and clap is what’s thought to have made clapping games popular. In this particular case, it may not be the lyrics of the rhyme used above that made it popular, but rather the rhythm and the versatility of the lyrics to be switched out for different two syllable words. However, the phrase “double double” is a phrase used frequently in slang and media. The repetition of the word double, implies urgency, “we need to leave on the double double.” There’s the popular In-n-Out cheeseburger which is popular in California (S’s native state), known as “the double double,” and movies like the 1993 Double Double Toil and Trouble.

Avocado Rhyme Game (with Hand Motions)

Nationality: American

Age: 18

Residence: California

Performance Date: 2/16/23

Primary Language: English

Original Text: “Avocado is the name of the game, if you mess up, you must have a word to say”

Hand Motions/Gestures:

Both people clap their own hands together
Both people clap each other’s right hands together
Both people clap each other’s left hands together
Both people clap their own hands together
Both people intertwine their fingers and press their palms out into the other’s palms

Context: The informant is an 18-year-old white American from Barrington, Illinois. They are a freshman at USC, studying Theater and Anthropology. They learned this rhyme game from their older sisters, who learned it on the elementary school playground. The informant describes it as : “a rhyme with motions to go along with it”. If you mess up the motions or the rhyme, you pick another word to replace “avocado”, and repeat the rhyme as usual. The informant would regularly play this game with friends at their public elementary school with friends to pass the time.

Analysis: Hand games with rhymes are common in American elementary schools. This particular hand game calls for the players to be able to think of a random word quickly to keep the game going if they mess up. A typical way that young American children learn to speak, read, and write properly in school is with long lists of vocabulary words and vocab tests. Everyday words, like different types of food (ex: avocado), are the most useful and common in these vocab activities. A game like this one that involves simple word recall might be especially appealing and familiar to children because of all the vocab words they are learning in their classes. Young children are also working on their motor skills, and visual/audio queues like clapping and rhyming are particularly stimulating and accessible. Rhymes are easier for people to remember, which explains why young children have an easy time remembering this game and executing it.

Mary Mack

Context:

AS grew up in Ontario, Canada, and remembers playing this clapping game on the playground growing up. This piece was performed as a form of play between two children in coordination with a clapping game. The game consisted of both participants clapping their two hands together, then clapping on of their hands to the other person’s (right hand to right hand) and then repeating, alternating the hand that they clapped against the other participant’s.

Main Piece:

“Oh Mary Mack, Mack, Mack,
All dressed in black, black black,
She asked her mother, mother, mother
For fifty cents, cents, cents, 
She climbed a fence, fence, fence,
She went so high, high, high,
She didn’t come back, back, back,
Till the Fourth of July, -ly, -ly”

Additional Commentary:

“I don’t know why we said fourth of July because that meant nothing to us as kids. But, the point was, is it kept going and going and going and going, and it got slowly faster and faster and faster until one of you messed up. Then you probably slapped ‘em or something, I don’t know. So there were lots of variations on that.”

Analysis:

Both the rhythm of the clapping game itself and the song are relatively simple, so once the game and song are learned, the challenge consists in the ability to maintain coordination of singing and clapping in the correct rhythm while continuously increasing the speed. The song rhymes and repeats in sections, which makes it easier to remember.

AS has no idea what the song was about, but still remembers the lyrics and hand movements decades later. Though, with the general trend of folkloric children’s songs being about taboo topics like sex and death, there are some lines that could point in that direction. The lines “She climbed a fence… she went so high… she didn’t come back… till the Fourth of July” seem like they could hint at something darker, especially since they do not clarify how she came down (climbing or falling). The final line also points the origin of the song in the United States, as the Fourth of July is Independence Day in the US. AS grew up in Canada, so, as she mentioned, the date “meant nothing to us as kids.”

When trying to discern the meaning of the song, it’s important to mention that there are other recorded versions of this song that include different variations on the lyrics. In another version, it is not Mary Mack that climbs the fence and doesn’t come down till the Fourth of July, but instead an elephant that jumps the fence, touches the sky, and doesn’t come back till the Fourth of July. For a recording of that version, refer here: “Miss Mary Mack,” Ian Cabeen, USC Digital Folklore Archives, May 17, 2021. http://uscfolklorearc.wpenginepowered.com/miss-mary-mack-2/

Down by the banks

Nationality: American

Age: 20

Occupation: Student

Residence: Los Angeles

Performance Date: 4/29/21

Primary Language: English

The informant explained that this is a hand game or clapping game she used to play at summer camp in between activities with the other girls who were in her cabin. Her estimate for when people play it is ages 6-12. You learn it by playing and other children explain it to you. She also said that this game” slaps” and would totally play it today.

SD: The song is:

Down by the banks of the hanky panky

Where the bullfrogs jump from bank to banky

With an eeps opps soda pops

Hey mister lilypad went kerplops

So, you sit in a circle with a group of three or more typically and each person has their right hand on top of the person to their right’s left hang. So your left hand is under someone’s right hand and your right is on top of someone’s left. Then while you’re singing the song, every word, there’s a beat on every word, where you slap your right hand onto the person to your left’s left hand and you go in a circle until the song runs out and on the last beat kerplop, the person who is hitting is trying to slap the person to their left’s right hand and that person is trying to avoid getting slapped. If you get your hand slapped, you’re out, or if you try to hit the person’s hand but you miss because they’ve moved their hand out of the way, you’re out. And that keeps going until there are two people left. Then the last two people lock right hands and pull back and forth on the beat of the lyrics and at the end whoever pulls the other person toward them wins.

Context: This piece was collected during an in person conversation.

Thoughts: I was surprised when hearing the informant’s version of this clapping game because I played the same game with different lyrics. This is a common game I played in PE and at recess, taught by other children. So it is passed on from child to child through their community. It’s also clear that it exists in multiplicity and variation given that I grew up on the other side of the country and played it the same way, albeit with different lyrics. There also seems to be an oppositional issue that comes to play in children’s folklore as there is a male vs. female aspect of this game that changes; she said she played it with only girls, while I played with both genders.