Tag Archives: #jokes

Romanian Joke

Age: 51

Context:

The informant is a Romanian immigrant now living in the United States. She recounts the jokes from back home when she was a young in the 90s.

Text:

“We have very weird jokes they’re either offensive, or matter a fact and stupid. For example, like okay, a professor says “Bula tell us five animals from African continent,” and Bula says “1 lion and 4 monkeys.”

Bula is the name of the kid. But it’s so stupid, I find it funny. There were always people that would be saying let me tell u this joke let me tell you that.

Analysis:

This is an example of a larger cycle of Bula jokes, a well-known genre in Romanian humor built around this fool “Bula.” This example shows how folklore is not just text but performance tied to social roles. This joke works depending on who tells it and in what context.

The humor operates through anti-humor because the listener expects a thoughtful response to the professors question but instead receives something very simple. The dryness of the joke and the delivery, which is a core aspect to Romanian humor, enhances the effect in the school setting. The joke is funny because it’s matter of fact, the answer isn’t wrong exactly but it’s so literal and stupid that it’s funny. It reflects how humor can be culturally specific, and it would be a joke within a specific folk group because of it.

Additionally the repetition of Bula in other jokes and by the class clown of the class demonstrates multiplicity and variation as many jokes reuse the same character in different scenarios. This is similar to “let me tell you a joke” or “knock knock” is acts as a signal and a performance marker, listeners then know something funny is going to begin and it frames their way of looking at it.

Finally, these jokes function as a form of social bonding within a peer group, especially in school setting where humor can challenge an authority figure like professors. In strict Romanian schooling a student presenting a joke about a student who gives an absurd answer to a professor is a subtle play at power dynamics within the class. This provides a space for students to laugh at institutional authority and is probably why my informant remembers it so clearly when prompted about jokes.

The stick that went up the camel’s ass – Joke

Nationality: Irish/German
Age: 19
Occupation: Business Undergraduate Student at the University of Illinois Urbana-Champaign
Residence: Champaign Apartments in Champaign, IL
Language: English

Text:

The stick that went up the camel’s ass

Context:

“One time me and best friend were talking about how shitty our week had been, and I specifically told her about how finding a hole in my sweater was my breaking point. I was like, ‘this is officially the camel’s back thing,’ and she was so confused but kind of understood what I meant. We were so stuck on what the exact saying was–it was on the tips of our tongue–so I think she was like, ‘wait isn’t there like a stick or something… the stick that something the camel…’ and to be funny she was like, ‘oh! The stick that went up the camel’s ass!’ It clicked with me then that the correct saying was, “the stick that broke the camel’s back,” but we genuinely died laughing at her version for a whole minute. It was so funny. So now, when something particularly frustrating happens, we’ll look at each other super seriously and say, ‘this is like the stick that went up the camel’s ass,’ and die laughing. It’s so stupid, and we always get weird stares, but it’s still funny every time.” 

Analysis:

This joke originates from the proverb “the stick that breaks the camel’s back.” This proverb is a metaphor for how something small (like a stick) can affect someone so much that it becomes their breaking point despite how strong (like a camel’s back) they seem in comparison. Where this phrase evolves is in how the “folk”– or these two best friends– recalled the saying. In injecting their own spin on the phrase, the saying became a new phrase in only their folk vocabulary, which they ritualistically use in times of hardship to ease tension. The exclusivity of this phrase is further emphasized as this person mentions they get weird stares from others when spoken as others are in the out-group when it comes to this folklore.

Michael This, Michael That

Nationality: American
Age: 19
Occupation: College Student
Residence: Morris Plains, NJ, USA
Language: English

Text:

Michael is a member of the Appalachia Outreach program that runs through the Catholic church. All members of the trip had chores to do because they had to pull their weight, but some people had different skills than others. One day, Michael was asked to do more than others. As he was walking away with another task, the leader was apologizing, and sarcastically he goes, “Michael this, Michael that, anything else I need to do,” and everyone laughed. For the rest of the trip, anytime someone was called more than once, they would say, “Michael this, Michael that”.

Analysis:

A large part of this trip was both tasks and community. The closer the community was, the more fun it was to do the task and the quicker and better they got done. The jokes shared commonly amongst this community create an environment that opens people’s minds to learning and acceptance. The purpose of the trip was to grow, and laughing, jokes, and community are the largest parts of that. 

It’s Not Rocket Science

Nationality: American
Age: 46
Occupation: Ares Management Partner
Residence: Cleveland, OH, USA
Language: English

Text:

This phrase “means it’s not complicated”. It’s used in sentences to reassure people or to tell people they’re being stupid in a nicer way. The tone is either calm or sarcastic, depending on the delivered intent. It was first heard from the informant’s father while explaining homework.

Analysis:

One of the hardest professions to have is a rocket scientist. The amount of schooling and intelligence required is considered unparalleled except possibly by neurosurgeons, where another variation of the phrase exists, “it’s not brain surgery”. The phrase is meant to convey that it is less than rocket science and, therefore, not that hard. It is used to soften or intensify a sentence, depending on the usage. Like most metaphors, it’s used to add flair to speech. 

Frog in a Blender

Nationality: American
Age: 52
Occupation: Clerical
Language: English

Joke: “What’s green and red and green and red and green and red?” Answer: “A frog in a blender”

“So back around middle school age, when children are most obnoxious, there was a series of jokes going around. The one I remember is ‘What’s green and red and green and red and green and red?” 

“ A frog in a blender” 

There was also other ones where I do not remember what the colors were, but it was the same format, you know, red and some other color. One of them was a dead baby in a blender, um, and some other things in a blender. But the frog’s the one I remember.

Analysis: An example of gross humor, this joke follows the format of a question that could be a riddle and searching for a sincere answer. It subverts that by the next line as the teller reveals the answer is a frog in a blender, and that the red is of its blood. Interestingly, this joke uses some common tools- namely repetition and the rule of threes- to make its point. In the script, the informant remembers three repetitions of “green and red”, both mimicking the bits of frog circling around a blender and creating more interest for the joke. Not only is it green and red, it repeats in a seemingly alternating pattern. The informant also recognizes that this would often be told in a series of similar jokes with varying punchlines, likely meant to trip the individual up on the first few repetitions but then quickly becoming formulaic. In this, it would likely lose its shock or humor to the individual. This may explain why, as the informant says, this joke ‘went around’ in a wave; people started hearing it, telling it, and stopped telling it among their age group as their peers already knew the answers.