Tag Archives: high school

Senior pranks- Tradition

Prank: Goldfish in the Amphitheater

Text:

Informant: “Someone way before us did this, and it became kind of a legend because it was so crazy. My school had this Greek-style amphitheater that was basically a lower area, like a pit, and it was probably about five feet deep. Apparently one graduating class decided to do their senior prank there. In the middle of the night they filled the whole amphitheater with water and put a bunch of goldfish in it. The next day everyone showed up and was like, ‘What the heck?’ I have no idea exactly when it happened. It must have been in the late 2000s or early 2010s. Eventually the school had to drain the water and all the goldfish died.”

Interviewer: “How did you hear about the goldfish prank? Does everyone know it?”

Informant: “Everyone knows it. And then I would tell other people about it as the craziest prank I knew about. I don’t even know if it really happened, it was just something people said. Everyone agreed it was the best graduating prank that ever happened.”

Context:

The informant heard about this prank at their high school, where the story circulated widely among students as part of the school’s shared culture. According to the informant, the prank was said to have been carried out by a graduating class sometime in the late 2000s or early 2010s, before the informant attended the school. Although the informant did not witness the event and is unsure whether it actually occurred, the story was commonly told among students and was often described as the most extreme senior prank in the school’s history.

Analysis:

These pranks usually occur right before graduation, a transition period when seniors are about to become graduates. This time can be stressful as students finish classes, exams, and prepare to leave school, so pranks can serve as an outlet to release tension. They become both a way to leave a final mark on the school and an act of rebellion. At the same time, organizing and carrying out a prank can unite the graduating class by giving them a shared goal and experience before they leave. In this sense, senior pranks function somewhat like a rite of passage, allowing students to assert their independence and mark the end of their time at the school through a visible and memorable act.

Senior pranks also reflect the folkloric concepts of multiplicity and variation. While the tradition itself exists at many schools, the specific prank changes depending on the graduating class. Each class attempts to create something memorable, often using recognizable parts of the school’s infrastructure or shared spaces, which leads to different versions of the prank across grades and schools.

In this case, the story about the goldfish prank also takes on the form of a legend because it continues to circulate even though the informant is unsure whether it actually happened. The exact time and details remain unclear, yet the story is still widely known among students and passed down to underclassmen because of its extremity. Over time, stories like this become part of the school’s folklore, as repeated retelling keeps the event alive within the folk group.

Musical Theater Ritual

M: “So basically, when I was in high school, I did a lot of like musical theater and stuff, and we had a ritual before every show where like after warm-ups and rehearsals and stuff, we would, everyone would stand in a circle, crew, cast, directors, and then hold hands and close their eyes. 
And we did this thing. It was called, like, ‘pass the squeeze’, where you basically, one person starts, and they squeeze their person next to them’s hand, and it goes around the circle, but everyone has to keep their eyes closed. Um, and it was basically just a way to, like, calm everyone down and take their focus off of it and just focus on like one particular thing. 
And then it was also like, I think the explanation that our director gave was also to, like, connect everyone in a way before the show. We did 4 shows every year, so we would do it every time for those. But, yeah.”


interviewer: “I was gonna ask, is it usually, like, um, everyone who’s within the show? When do you learn this? And, like, who teaches?”

M: “Yeah, so we would do it, like, literally on the day. 
So, you know, by like the 2nd year of doing the shows in high school, I knew it. But the 1st year, it would be show day or technically our 1st show was like a dress rehearsal for the community. But, um, it would be that day, which was usually like a Monday. You would get in a circle, the director would be like, okay, everyone circle up, hold hands, and then she would just explain it in that moment. 
And usually on the 1st day, it took, like, 2 or 3 tries for everyone to kind of get it, but then once everyone got it, by the next couple of days, it was just, like, instinctual because it wasn’t, like, crazy hard or anything, you know? So she would just explain it in the moment.”

context: Maggie is a CS games major at USC who went to High school in New York City. She grew up in the area and was heavily involved in her school’s theatre group.

Analysis: This pre performance ritual is a rite of passage. It functions as an initiation from an “out” group to an “in” group (esoteric and exoteric). Freshman being taught this ritual are now part of this folk group once they perform at their first show, signifying their entry into the theatre community. I would argue that this is also a type of contagious magic ritual that prevents anxiety before a show. Its a transfer of energy from one person to the next through physical touch. It reinforces group identity as well.

High School theater tradition

Informant: “So in high school theater, we had a lot of traditions before a show. We would always start with some kind of focus activity, which was really nice. Then we’d go around and do a compliment circle, where everyone would give a compliment to someone else.

After that, we’d pass around a “squeeze,” and then the last thing we’d do was this kind of chant-and-movement game. One person would stand in the center and start shouting, “We are riding on a pony, we are riding on a pony, we are riding on a pony…”

Then you’d find a partner, and together you’d do the moves: front, front, front, front—pony; side, side, side, side—pony; back, back, back, back—pony; on a big fat pony.

As it went on, more and more people would join in, and you’d keep repeating it until eventually everyone was doing it together in the final round.”

Context: Informant attended high school in Connecticut and was taught and participated in this theater tradition before their shows. Tradition was passed down from past upperclassmen within the high school program. 

Analysis: This tradition happens right before the performance, which allows actors to mark the threshold between their “normal” life and their staged life. The exaggerated movements and chanting suspend normal behavior, allowing participants to enter a different mindset that is more expressive and less self-conscious.

Additionally, traditions like this are usually passed down from older members of the group to newer ones. This gives older students to pass down to younger ones to continue the ritual as kids age out of the program, but ensures something is left behind by them. 

This also marks who is “in” the folk group of this theater department or ot. Generally, theater communities are known for having their own rituals, superstitions, and games. Participating in these traditions signals membership; if you know the chant and movements, you’re “in” the group.

Senior Skip Day

Age: 21

Text
“Yeah so every year, I think this is a pretty widely common thing in high schools in like America but like when you’re a senior there will be a day where everybody skips class and it’s called senior skip day. For us, like the high school I went to, it’s pretty much become a tradition where every year the senior class will like meet up and we’ll drink and pregame and all that and then all of us will go to the beach and like hang out for the day. Just like everybody in the class or like anybody that wants to go so like it’s open to everyone and I mean like everybody gets into it because it’s the last few like moments you’re sharing as a group you know. So, yeah, that’s one of the more special traditions I’d say from my high school.”

Context
AV says that senior skip day is a very common and well known tradition among high school seniors in America, and notes that all his friends in college, his siblings, and his high school friends from other schools participated in their own senior skip days at their respective high schools. AV says that at his high school, their specific tradition of drinking and going to the beach as a large group was well known from year to year and nobody really deviated from it. He doesn’t know when it started, but he says a few years later, kids are still doing it now and everybody gets into it.

Analysis
Senior skip day is a piece of customary folklore, a yearly tradition that is widespread throughout American high schools, yet is given its own unique spin by each specific school and student body. It’s a great example of how school lore passes horizontally through students rather than vertically from the institution. It’s a tradition that plays on liminality and communitas, as normal school rules are void (and the school doesn’t mind) and the entire student body is together in experiencing this tradition. For AV’s school specifically, skip day has almost become a festival that marks the end of high school and the social bonds as a graduating class, and according to Santino, intertwines the playfulness of festivals while still marking that transition past high school. Skip day is also a great example of how lore passes down as even though it’s not an official tradition of the school, the same event has been and will continue to be passed from senior class to senior class.

Circle (OK sign) Game

Age: 20

Text
“When I was in like middle and high school, there was always a game where anybody could make like an OK sign with their hand and hold it below their hip, like it had to be below your hip or it didn’t count. And if you looked at it and they saw you looking then they got to neck you (slap you on the neck). This could just happen like any time so you would always have to be careful, and I remember my friends would try to like bait me into looking down so they could neck me. But if I got them they would always say they didn’t look. Looking back, it was like so stupid. But it was just a way to get to hit your friends I think.”

Context
VH explains the circle game as a long running game throughout middle and high school among his friend group. He says that no one ever explicitly taught him the rules of the game, and he feels that it just became a part of his life. VH also points out that the results were very up to personal interpretation and often disputed. This game was always playing, so at any time you could get caught looking. VH also says that he has seen this game on social media and other friends in college knew about it too.

Analysis
The circle game is definitely an example of customary folklore as it is a repeated game that VH learned through experience and participation rather than in any explicit or formal way, which shows how folklore is disseminated unofficially. It’s also a great example of how folklore is constantly evolving and not always clearly defined, as everybody would have their own take on the rules of the game. This game was a manifestation of childhood humor, and also utilizes play frames to slap your friends in an “acceptable” way. The circle game is a great example of the young boy folk group, as it exists in multiplicity and variations outside of just one school/friend group, as VH notes that he has seen it on social media and this was a game that was often played in my school as well (in a totally different state).