Tag Archives: jokes

Ducks and Heaven

Age: 20
Occupation: Student
Performance Date: Feb 16, 2023
Primary Language: English

Text:

A man and his friend die and go to heaven. When they go to the holy gates, they are told they can do whatever they please, but to not step on any of the ducks. Upon entering heaven, they are greeted by the sight of several ducks and almost immediately, the mans friend steps on one. As a consequence of this, an angel comes with one of the ugliest women the two friends have ever seen and handcuffs her to the man who stepped on the ducks.

Some time passes by and the man does whatever he pleases, being sure to avoid stepping on the ducks now considering what happened to his friend. Then suddenly, the man is approached by an angel who is with the most beautiful women he has ever seen and the angel handcuffs her to him. He asks, “what did I do to be handcuffed next to you” ? She replies, “I don’t know what you did, but I stepped on the ducks”…

Relationship to Subject:

The subject said they learned this story from their ex partner and claimed that this was the first story type joke they heard so they still remember it. It was told in the format of a story. The subject enjoyed the joke because of the shock factor it envoked and I had a similar appreciation for the fact that the ending was not expected.

Analysis:

The joke was enjoyable because of the shocking ending as well as the fact that it seems to equalize both sexes. One group begins judging, but that same group ends the story being judged, meaning there is a little bit for everybody.

Interrupting Cow

Nationality: Iranian
Age: 20
Occupation: Student
Residence: LA
Performance Date: 2-22-23
Primary Language: English
Language: farsi, spanish, asl

Text:

Interviewee: Knock Knock

Me: Who’s there?

Interviewee: Interrupting cow.

Me: Interrupting cow-

Interviewee: Moo!

Relationship to Subject:

The subject learned this joke when they were young from their uncle Larry. This was the first knock knock joke they ever learned and because it was from their funny uncle Larry, they thought it was very cool. After she heard it, she introduced it to their middle school and the joke became popular. She thinks its funny because the person hearing the joke does not expect to be interrupted. It is also interactive and lets the person telling the joke and the one hearing it take part in the process.

Analysis:

This joke is tailored more for a young audience and yet I couldn’t help but giggle. The subject seemed very happy and joyful when telling the background of their experience with the joke and how it relates to their family and childhood. The joke is obviously very simple, but it still made both me and the subject laugh. After the joke was told, the subject just told me about their childhood and it was a fun time.

The reason this joke works is obviously because it adds a new layer to the conventional knock knock joke and surprises the person hearing it because they are unable to complete the process they expected to be taking part in. They get interrupted by none other than the “interrupting cow” introduced earlier.

“Interrupting Cow”: Knock Knock joke

Nationality: American
Age: 18
Residence: California
Performance Date: 2/16/23
Primary Language: English

Original text:

Informant: “Knock knock.”

Collector: “Who’s there?”

Informant: “Interrupting cow.”

Collector: “Interrupting cow who–”

Informant: “MOOOO!”

Context: The informant is 18 and a freshman at USC studying Theater and Anthropology. They learned this joke while on the bus in elementary school. They exchanged this joke with their friends at school, getting laughs on either side with this unconventional delivery of the classic “Knock Knock” joke. They state that “recess, lunch, or in between class time” was the perfect stage for this joke. 

Analysis: The informant is a white American that went to public school in Barrington, Illinois. Among jokes that are popular with young American children, “Knock Knock” jokes are definitely one of the top choices. The format is one that almost every kid knows, and it goes a little something like this: the joke teller says “Knock knock”, the listener responds “Who’s there”, the teller says “x” (any word or phrase), in response the listener says “x who?”, and the teller tells the punch line. This variation of the “knock knock” joke is interesting because it doesn’t follow the typical pattern: the teller interrupts the listener mid-sentence as the punchline. The phrase “interrupting cow” is already humorous and familiar to young children because of the emphasis placed on learning the names of animals in elementary schools. Children also memorize the sounds that each animal makes very early on, making the punchline of “MOOOOO!” relatable and funny. Many families in the rural American Midwest own farms with cows, which also might bring an extra sense of familiarity to the children in the general semi-rural area of Barrington, Illinois.

Tiger in Chinese Knock Knock Joke

Nationality: American
Age: 19
Occupation: Student
Residence: San Diego, California, United States
Performance Date: 2-23-2023
Primary Language: English

Text:

Informant: knock, knock

Me: Who’s there

Informant: Lao

Me: Lao who

Informant (chuckling): You just said tiger in Chinese.

Context:

The informant made this joke in 2nd or 3rd grade while learning Chinese. The joke is based on the fact that the Chinese word for tiger 老虎 (Lǎohǔ) is pronounced very similarly to “Lao who?”

The Informant notes that it is the only joke they’ll have on hand should someone ask them for a joke. I did just that and thus received this joke.

Analysis:

Though original, this joke clearly fits into the wider genre of jokes and riddles connecting similar sounds/pronunciations to their divergent meanings across languages. Especially with children (likely because they are learning and seeking to understand the languages they hear and speak), it is common to see linguistic exploration like this. there is also the common desire among young speakers to have a trick to their words or a “gotcha” as their punchline.

Brown and Sticky Anti-Joke

Nationality: American
Age: 20
Occupation: Student
Residence: United States
Performance Date: 2/16/23
Primary Language: English
Language: N/A

Text

The informant was very nonchalant about telling this joke. It was the kind of “let’s get this over with” demeanor that someone has when they expect you to already know the joke they’re about it tell. Regardless of that mutual understanding, they had a grin on their face that made it evident it was a joke they liked to tell.

“Okay. What’s brown and sticky?”

I responded, “Ohh, yeah. I’ve heard this one before.”

“Sticks,” we said together. And despite both knowing the punchline to the joke, we both shared a brief laugh as it was still an effective joke.

Context

RELATIONSHIP –
The informant considers to be their “first joke ever,” and it was the first subversive joke that they had ever heard. Because of this, it’s the first joke that comes to mind when they think about telling a joke. Even then, they don’t consider it to be a “funny joke.”

WHERE THEY HEARD IT –
The informant attributed this joke to playground humor around when they were in the “second grade.”

USE OR INTERPRETATION –
Typically used as their go-to joke to tell, the informant tells this joke as something easy and clever– if the audience hasn’t heard it before. They described the joke being especially effective for kids, but much less effective for adults who can automatically infer the correct response.

Analysis

This joke is both simple and subversive. It baits the audience into expecting the question of “What’s brown and sticky” to result in something more akin to a riddle where the answer would simply be an object that is both visually brown and texturally sticky. Part of what makes this subversion particularly effective for children is the inherent potty/gross-out humor that arises from asking someone for something brown and sticky. When the punchline (and more joke-y aspect) is revealed to be “sticks,” it additionally serves as a moment to embarrass the audience for their “gross” thoughts.