Tag Archives: middle school

Chicken Games – Proving Personal Vigor in American Childhood

Nationality: USA
Age: 19
Occupation: University Student
Residence: Los Angeles, CA
Performance Date: March 22, 2019
Primary Language: English
Language: Spanish, Mandarin

Item:

M: Most of the games I had, like, heard about and observed were all the, like, chicken games where it’s like, “ah yeah, take an eraser over your knuckles. Whoever wimps out first loses.”

R: Well of course they- did you play quarters**?

M: Yeah, or um, slaps.  This is where people would like, hold the other person’s hand, slap each other as hard as they can

E: Until someone gave up.

M: Until someone gave out.

E: It’s so stupid I hated it.

A: A version I played was when you did the middle finger thing to their forearm until they gave out.  And you’d end up with these giant red spots.

 

Context:

**Quarters was understood by all as a game where each player places his fist knuckles down on the table and shoots quarters at the other until someone gave out.

I collected this piece about chicken games while hanging out with friends from the University of Southern California and we all began to talk about the games from our childhoods.  One of the participants in the conversation, denoted as ‘M’ , brought up chicken games from his elementary and middle school days, prompting others to contribute the variations they knew of and demonstrating on themselves when necessary.  Each interlocutor is denoted by a different letter.  The interlocutors were students of the University of Southern California, but of different class standings and two had already graduated.  The first informant, ‘M’, is a sophomore who went to elementary school on a military base in Japan but middle and high school in Texas; ‘R’ is a Ph.D. student who grew up in Maryland and Michigan; ‘E’ graduated in 2018 and grew up in Lompoc, CA; and ‘A’ graduated in 2018 and grew up in San Diego, CA.  They all brought up these games as something they had either observed or participated in during either middle or elementary school years, saying they viewed it as something either funny (a common opinion amongst the males) or stupid (as said by the only other female in the conversation aside from myself) at the time, but particularly viewing it as stupid nowadays.  There was also a general consensus that most kids would abandon these games by late middle school (8th grade) at the latest.

 

Analysis:

The wide range in age of the interlocutors is very indicative of how long these chicken games perpetuated, particularly with how the oldest interlocuter is ten years older than the youngest interlocuter.  Since you would pick these games up from other kids, it would make sense that as the older kids pass them down to the younger kids, they would continue through the years, particularly through neighborhood interactions where groups were not necessarily divided by age.  Another interesting point was the wide variety of locations in which each of the interlocuters grew up and/or attended elementary and middle school.  There were locations all over the United States, and even abroad in an American community overseas; I also knew of these games while growing up in Virginia.  As such, these chicken games are likely a part of greater American school-age children’s culture, especially amongst younger children because there was a general consensus that these games were abandoned once late middle school years came around.

What is more important, though, is why children would partake in these kinds of games, especially when they sometimes left physical marks on the body as mentioned by ‘A’ in the exchange above.  Particularly in the institutionalized schooling structure of the US, children are all brought up to think in particular ways and learn specific things and as such there can be a large sense of homogeneity among them.  These chicken games can establish another type of identity that is more counterhegemonic, considering these games were often strictly ruled against in schools and looked down upon by parents.  They can also establish a power dynamic amongst children who might otherwise be in an egalitarian environment.  If children can establish themselves as the strongest or the bravest in these games, it gives them something else to identify themselves with, which is why leaving marks may also be apart of why they take part in these games in the first place.  They become victorious signifiers of glory and pride, somewhat like battle scars; this also becomes significant when considering how children become increasingly aware of their bodies and their physical images as they get older.  These games were more popular among boys and with American culture so heavily centered around physical strength in men, these chicken games may be their attempts to embody these ideas from early on.  As for why they typically died out during middle and high school, partaking in certain subcultures becomes increasingly more significant during this time as children becoming adolescents begin to further explore who they want to be; these subculture identities begin to take more precedence moving out of elementary years.  This can correlate with why chicken games die out as students get older and more mature because they would no longer need these trivial markers of identity.

 

Additional Interlocuter Information:

The informant description for ‘M’ is in the section above the item, and the same information for each of the other informants is included below.

‘R’ – Nationality: USA; Age: 29; Occupation: Ph.D. Student; Residence: Los Angeles; Primary Language: English

‘E’ – Nationality: USA; Age: 22; Occupation: Non-Profit Arts Administrator; Residence: Los Angeles, CA; Primary Language: English; Other Language(s): Italian

‘A’ – Nationality: American-born Taiwanese; Age: 22; Occupation: Digital Marketing/Entrepreneur; Residence: Los Angeles, CA; Primary Language: English; Other Language(s): Mandarin, Japanese

MASH – A Game to Predict Your Future

Nationality: USA
Age: 22
Occupation: Non-Profit Arts Administrator
Residence: Los Angeles, CA
Performance Date: March 22, 2019
Primary Language: English
Language: Italian

Item:

E: MASH is- is a game, um, where it stands- it stands for mansion, apartment,

S: (simultaneously with ‘E’) shack, and house

E: and then there were different categories.  And how I played it you could always customize your categories, but it was usually always something along the lines of the pet you’re gonna have, the car you’re gonna have, your job, your husband, or wife, blah blah blah blah

S: Who’s gonna be your husband, or wife.

E: How many kids you have, that was a popular one. And then you would, um…

S: Salary!

E: You played with salary? That’s terrifying

Q: That’s a little too high stakes!

S: We were really hardcore middle schoolers man

E: And then you would write it all down.  And then you would, um, you would say start and go and you would draw lines until you said stop and that would be the amount of times the person would just go down the list counting and crossing things out, and then whatever was left was, uh, your prediction for your future life.

 

Context:

This piece was collecting while hanging out with friends from the University of Southern California and we all began to talk about the games from our childhoods or school days.  Some of us even played them again now as college students, including but not limited to MASH as described above.  After this exchange, we proceeded to play a few rounds of MASH choosing the following categories: husband/wife, occupation, husband’s/wife’s occupation, salary, husband’s/wife’s salary, car, number of children, place, and pet.  The person whose future was being predicted chose three things to place in each category and the others in the room chose the last, usually an unfavorable choice, for a total of four items.  We also restricted the husband/wife options to those who were in the room at the time.  The counting number was determined by me drawing lines until the person said stop, then I counted through the categories back-to-back, crossing out the one I landed on each time.  Once I finished the categories, I counted through MASH at the top and then we read out the person’s future to the room.

The two informants were both females, and a majority of those who chose to play were female as well, but the person whose future was predicted was male.  The two informants grew up in different places and we have age differences of a few years between each of us.  ‘S’ in the exchange above grew up in Michigan and primarily played this game during middle school.  ‘E’ in the exchange above grew up in California, and mentioned how she would play the game with her friends at “every sleepover ever.”  There was a general consensus that primarily it was girls that would play MASH.

 

Analysis:

I played MASH quite a bit as well while going to middle school in Virginia.  It was mainly just a fun way to pass the time at that age.  The fact that it was so widespread and so popular for a period of time may be because it is an easy pen and paper activity that is simple to learn, customize, and pass on, but I believe there is another reason why it was so popular, especially during middle school years.  At its core, MASH is a game about predicting the future, and this practice existed long before the game existed.  People have a desire to predict the future so that they have more control over it and can decrease their anxiety about what may come.  Especially for middle schoolers, when most children are now going through puberty and beginning a transition into adolescence and eventually adulthood, there can be great uncertainty about the future.   MASH, then, becomes an unconscious way to plan out and/or predict the future in a completely low risk, zero consequence, and even humorous environment.  There may be even a hint of belief in its prediction power for some, indicated by how you would primarily put choices you wanted under each category.  Furthermore, the particular anxieties can be extrapolated from the categories chosen.  These categories may be completely trivial and entertaining (e.g. Type of Pet) or they can reveal desires regarding social class (e.g. Salary, MASH) and gender roles, particularly for females (e.g. Number of Children, Occupation).  Even the common addition of an undesirable choice to each of the categories, when it is known that there is a possibility it may be picked, indicates an awareness that the future may not always be in their favor.  On the surface, MASH may seem like just a funny way to pass the time and be entertained due to the improbable nature of the results, but all things considered, it seems to be a way for middle-school age children to overcome their anxieties about the future in a time where they are going through a number of changes, both physical and psychological.

 

Additional Informant Data:

The informant data for the interlocuter denoted by ‘E’ is included in the section above the item.  The same data for the other informant is included below.

‘S’ – Nationality: USA; Age: 26; Occupation: Ph.D. Student; Residence: Los Angeles, CA; Primary Language: English; Other Languages: Spanish, Portuguese, Hebrew

Supernatual event at Lu Xun Middle School

Nationality: Chinese
Occupation: student
Performance Date: Apr. 4, 2019
Primary Language: Chinese

Context
The informant grows up in Beijing. The story happened in a middle school in Beijing. We were talking about ghost stories when she brought up this legend.

Content
Informant: In our city, there is a school called Lu Xun Middle School. Because it is Lu Xun Middle School, it has a statue of Lu Xun. I don’t know in what position, but the statue is pointing at a direction, I think it’s left. Then, a student for some reason goes into the school at midnight. He says that when he goes in the school, the statue looks as if it’s pointing to the right, but the statue is still facing the same direction. Then, he goes into the building to fetch his things. After that, his hand was dirty, so he washes his hand. When he comes out, the Lu Xun statue is still pointing to the right. So he goes home. But the next day, he is told that someone is killed. He goes back to see the statue. It’s still pointing to the left. He finds out that the sink where he washed his hands the night before is filled with the blood of the victim.

Analysis
I did some research online. It turns out that the Lu Xun Middle School is furnished in a traditional style. It was built in 1901 and 2 of its alumni were killed in the March 18 Massacre. The violence was taken by Bei Yang Governments, who tried to suppress a demonstration that asked the government to stop signing inequal treaties to western countries. The famous writer Lu Xun called it “the darkest day in the history of the Republic of China”.
The school was named after the influential Chinese writer Lu Xun, who was honored for attacking conservative forces relentlessly by his writings at that time.

Zap Game

Nationality: American
Age: 22
Occupation: EMT
Residence: Santa Rosa, California
Primary Language: English
Language: Italian

“We used to play this game in middle school called “Zap.” You wrote a name on someone’s palm and a time on the top of their hand. If they look at their palm before the time on their hand, they have to ask the person named out. Obviously, the names would be of people of the opposite sex. One time, I lost “Zap” and I had to ask out this boy who I actually hated with a passion. That’s probably why my friend wrote his name. Anyway, no one took it seriously because we did it all the time, so people knew it was usually a joke when classmates asked them out.”

Context: The informant went to school in St. Helena, California, twenty minutes from Napa. She is female, and grew up in a small, close-knit community.

Interpretation: This can be viewed as an introduction to the courtship process with less pressure than truly trying to ask someone on a date. It is interesting that both genders engage in “Zap,” as Western ideals would usually impose this burden on men for the most part. It is a lighthearted way of familiarizing children with the pressures and uncertainties of finding a romantic partner while also shielding them from the consequences of earnest romantic rejection.

 

Kill, Kiss, Marry

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Nationality: American
Age: 11
Residence: NJ
Performance Date: March 18 2017
Primary Language: English

Informant is my 11 year old sister who goes to middle school in NJ. This game is called “Kill, Kiss, Marry” which is a familiar concept if not more PG than the “Kill, F**k, Marry” that I usually hear it called. But she’s 11, so I’ll gladly take “Kiss.”

“You probably know this game already. What you do is take three people and ask your friends to rank them in order of who they would want to Kill, Kiss, or get married to. Even if you like all three you have to kill one, so that makes it hard……….. also, it’s best to play it to make your friends awkward. So if the three people are in the room or if you know they like one of them, that’s a good time to play.”

I asked her if it was customary to give reasons for the ordering. “You can if you want, but you don’t have to,” she told me.

It’s interesting that this kind of game exists on the adult and kid levels. I wonder where she heard it from originally. I think at their age, these kids play the game as a way to rank their friends or make each other uncomfortable— not because they actually want to kill, kiss, or marry one another.