Tag Archives: Game

Freeze Tag

Informant: The informant is my sibling. A Mexican American boy who is 14 years old and currently an 8th grader at a charter school in Los Angeles California. 

Context: The following excerpt is a conversation that happened when both of us were discussing some of our favorite school recess games. One of them froze tag and the following transcript describes how he remembered playing freeze tag in elementary school. In the excerpt I refer my sibling as J.

Transcript:

J: “When my class or group of friends played, I remember specifically that it was always a girl vs boys tag. It was really fun because it was always a competition to prove who was the best. The tagger is chosen at random, and they have to try to run around as quickly as possible to catch or freeze the runners. When someone was tagged what happened next, is that they are frozen there on the spot and they have to be unfreezed by their teammates. If you see your teammate being freezed, then you have to make the decision of either risking yourself.”

Analysis: Having played this version when I myself in the past brought a lot of nostalgia. My sibling and I have an age difference of 6 years old. Therefore, seeing how much this game has kept the same demonstrates just how much this game has become almost like given tradition. Freeze tag is something that every child should or at least all of them experience. Because there is a lot of running: the child who is the “it” is able to develop critical thinking skills to “touch” the runner. In addition, there is a lot of social skills that are developed as there has to be communication between the runners in order to save themselves from the “it.” When it come to the competition of both sexes, I think it just demonstrates how both are being able to explore their identities.

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/

Doe slaps

Text:

AB: “It originated from ‘Give me my dough,’ which may have been more of a universal thing, If someone said something stupid, you’d say ‘Give me my dough’ and then hit them on the head. But then it transformed into, like, the most complex thing ever. It turned into ‘doe slaps,’ so when someone said something stupid you could say ‘doe slaps’ and hit them on the head. But there’s so many different rules. There’s ‘doe slaps extra hardies,’ ‘no returnies.’ But basically, if you don’t say certain things, they can slap you back… it just involved getting whacked in the head for saying something stupid.

I think it started in middle school and it went into the high school. It was big in high school, like if someone said something stupid in class, people would go up and be like ‘doe slaps.’ If it was your friend. It was fun. It was endearing but people slap hard.”

Context:

The informant is a 19-year-old college student from Montclair, New Jersey. She remembers “doe slaps” being pervasive among boys and girls, in middle school but especially in high school. She says that the tradition has died out among her friends from high school, but her younger brother attends the same school and has seen people in his peer group do the ritual.

Analysis:

I think that this game and ritual, like the Circle Game, where one is allowed to hit another person if they make them look at their hand making the “OK” gesture, conveys the competitive, emotionally complex social dynamics between adolescents. Teenagers are very critical of one another and often use the failures or missteps of others to bolster their own self-esteem. While it could be seen as a way to perpetuate power dynamics or convey social status through bullying, it also can be interpreted as egalitarian, since the act demands justification and can technically be carried out by and to anyone. Kids sign a sort of unwritten social contract, allowing them to give people “doe slaps,” but also agreeing that they can receive them.

This ritual involves humiliation and physical pain, however, giving someone “doe slaps” is also a kind of act of endearment carried out between friends. While the act is humbling, the practice conveys someone’s status as an insider or outsider. Being able to give someone “doe slaps” indicates a degree of closeness or a person’s belonging in a social group, since it wasn’t acceptable to do it to people you didn’t know or weren’t friends with. Moreover, the elaborateness and specificity to one school in one town in New Jersey makes the practice a cultural identifier, something which people from Montclair can use to understand and connect with each other. Because there’s no cultural understanding of “doe slaps” outside of the town, and because hitting people under any circumstances is generally not socially acceptable among adults, it makes sense that this practice fizzled out when the kids who practiced it graduated high school and left Montclair.

Swedish Garden Game – Kubb

Text/Context

Interviewer – Tell me about Kubb.
LN – Um, kubb is a Scandinavian game that you generally would play outside on a small field of grass, with, in my experience, friends, at some sort of, like, spring or family get-together when the weather is nice.
Interviewer – Ok, um, how do you set it up, and what are the pieces that you have?
LN – So the players split into two teams, each team has five blocks, which are about a foot tall, and the blocks represent their army. Their army gets lined up on opposite ends of the field, so one army against the other. And in the middle of the playing field there’s a taller block, representing the king, which the players are trying to knock down or kill.
Interviewer – Do you, how do you kill the king, and do you try to kill the king first, or do you kill the armies, or does it matter what order?
LN – Um, so the starting team gets a set of six sticks, which are used to knock down first the blocks of the other team’s army, before they can knock down the king pin.
Interviewer – What happens if you knock down the king pin first?
LN – If a team knocks down the king pin before knocking down all of the other team’s blocks then the team that knocks down the king loses.
Interviewer – Okay. And do you just, or what happens if you run out of sticks and you haven’t knocked down all of the army?
LN – Then the sticks are transferred to the other team, and the second team has to collect the blocks, their blocks that had fallen. Those blocks get thrown on the field between the king and the opposing army.
Interviewer – And what happens then with those?
LN – Those blocks are then stood up and the second team needs to knock down those blocks before they can hit— before they can knock down the opposing team’s blocks.
Interviewer – Okay, So they have to hit, so then the second team has to hit the extra blocks, and then the regular army, and then the king.
LN – Correct.
Interviewer – So they end up just building up more and more things that they have to hit.
LN – Right
Interviewer – And then, if they don’t hit all of the blocks then…
LN – Then it’s just the other team’s turn.
Interviewer – And they, um, do they have to hit the whole army of five all over again? On the other side’s team. Or do they continue with whatever was left of the last round?
LN – They continue with the remaining blocks, so they only have to knock down the ones that they didn’t— that they missed before.
Interviewer – So then, you said, they knock down the armies, and then you go for the king? And that’s game over, you win?
LN – Yes.
Interviewer – Is it something you play once and put it away or do you play multiple times in a row when you take it out? Like is it a long or short game?
LN – The rounds are short so you can play a whole bunch of rounds.
Interviewer – Do you really like this game? Has this stuck in your head since you first learned it?
LN – Ya, it’s a lot of fun. I learned it when I was about thirteen, so 11 years ago. And, um, I learned how to play it when I was—when my family was visiting friends in Sweden, with our family friends at a picnic during the summertime. Um, so, when we came back home, we were actually able to find a set of kubb blocks, and so we have a set at our house that we play with, with friends in the summer.
Interviewer – So is this something that people usually buy, or is it traditionally handmade, do you know?
LN – Um, I would think handmade. They’re just pretty crude, like, blocks. They’re like, what, 3×3 inches by 8-12 inches or whatever? Something like that. And the king pin only has a few extra lines to set it apart.
Interviewer – Is this game usually played by kids? You said you learned it when you were 13, so that’s pretty young. Is it usually just a kids game?
LN – Um… no? I would say it’s a game played by everyone. But it’s—it has simple rules so kids can learn from a pretty young age.
Interviewer – Cool.
LN – It’s not all that complicated, but I don’t have a ton of background knowledge on it.
Interviewer – But your impression is its a really old game that’s been played for a long time? By… Scandinavians…?
LN – Ya. It’s a classic game and it seems to be widespread in Sweden, if not Scandinavia.

Analysis

The game reminds me of other yard games like corn hole, or throwing horse shoes. They are all seasonal because they are played outside and rely on decent weather, and involve tossing objects with as much accuracy as a person can muster. Kubb seems to have more of a history or a narrative attached to it, because there is a king piece and army pieces, and you have to “kill” the other team’s army. I’ve never heard of corn hole or horse shoes having a narrative. The informant has taught other people—mainly their friends—how to play it, even though their friends have never been to Sweden. Kubb does not seem to be very widespread where the informant lives (USA East Coast), because they have never met anyone else outside of their family who was familiar with the game. It’s a competitive game, but also pretty chill, so it is fun to play while having a conversation with friends on both sides of the field, just enjoying a nice day.

License Plate Game

Nationality: American
Age: 20
Occupation: Student
Residence: Los Angeles
Performance Date: May 29, 2022
Primary Language: English

Context: A is a university student living in the United States. One of her friends at school introduced this game to her, and it has now become a tradition among the friend group. It was initially created to mitigate the boredom of long car rides.

A: “There is a license plate game that we play in college where if you see an out-of-state license plate, you can hit your friend if you call it out first. We usually play this game during car rides or just walking around.”

Reflection: This is a great example of how games are often created to add entertainment to certain activities. Games are a fundamental way communities interact with one another. A lot can be learned about a community through the games that they play. This is one reason that is the case. Games that are developed to combat menial activities give insight into the nature of those activities.