Tag Archives: songs

Sorority Bid Night/Song

Nationality: American
Age: 24
Occupation: Assistant Media Planner
Residence: Los Angeles, CA
Performance Date: 4/22/13
Primary Language: English

At the University of Colorado there is a strong Greek life culture and there are many traditions, which accompany this group of the university.  Many sororities and fraternities have songs that are song at various times of the year, which help signify different bonding moments for the group of guys or girls.  The informant describes that she learned the tradition on her bid night.

On “bid night” for the girls in a sorority all the freshman girls come back to the house in different rooms and take shots.  You also have to dress up in crazy clothes and you get your letters and your official sorority t-shirt with it’s letters.  You aren’t supposed to drink in your letters, but you do anyway.  During the night there is a chant that goes along with the drinking.  The chant goes as such: “Take a shot, take a shot, take a shot like a [insert sorority], if you can’t take a shot like a [insert sorority] can then why is the drink in your hand?”  All of the girls are taught this song and all yell it together at different points of the night.

I find the story of “bid night” for the sorority interesting as it indicates a classic example of a liminal period for the freshman girls who are not yet fully initiated into the sorority, but are not completely outside of the group.  The different traditions of dressing up crazily, taking shots with active sisters of the sorority, and learning and singing songs that have been part of the sorority for a long time indicate the freshman girls’ passage from being just a normal freshman non-affiliated with Greek life, to a full member.  The freshman girl’s earning their letters also indicates their progression in the liminal stage.  This story also shows how big of a role drinking plays in the culture and lifestyle of college kids during the twenty-first century.

Ride that Pony

Nationality: American
Age: 17
Occupation: High School Student
Residence: Albuquerque, NM
Performance Date: 3/10/2013
Primary Language: English
Language: Spanish

You stand in a circle with 3 to probably 6 people in the middle.  Everyone sings:

“Ride, ride, ride that pony. Get up and ride that big fat pony. Ride, ride, ride that pony. This is what she told me.”

As they sing this verse, the people in the center dance around like cowboys riding horses.  Then the people going around in the middle go up to a person standing in the circle and sing:

“Front to front to front, my baby.  Back to back to back, my baby. Side to side to side, my baby.  This is what she told me.”

As they sing this, they face their partner in the direction that they sing (front, back, side), and when they finish, the people who were standing the circle switch with their partner who had been in the middle and they repeat the song.  At the end, after a few rounds, you say “everyone in,” and everyone goes around and does it.

The informant learned the song and dance from the seniors in the theatre department at her school when she was in 7th grade.  Before every performance, the director leads a warm up, but then the students do a more fun warm up of their own called the “actor warm-up,” which includes the song above.  The informant explained that they did it as a cast as preparation for the show to raise energy and get excited.  On the closing night of the show, the seniors start in the middle because it is the last time that they will ever get to do the pre-show ritual.  The song and dance is a way for them to bring the cast together regardless of age or experience.

I knew the song also from my own high school where we used it in the same way as a warm-up in what we called cast-bonding.  Instead of having a number of people in the center though, we go one at a time while the rest of the circle claps and cheers.  The ritual helped us to get the younger cast members to break out of their comfort zone and become part of the high school theatre community as a whole.

Polar Bear Underwear Song

Nationality: American
Age: 20
Occupation: College Student
Residence: Saratoga, CA
Performance Date: 4/15/2013
Primary Language: English
Language: Korean

“One day someone pooped in his underwear,

couldn’t find another pair, had to wear the dirty pair.

Five days later, eaten by a polar bear,

the next day the polar bear died.”

Polar Bear Underwear Song

The informant learned this from his friend, “a church friend actually.  I think I was maybe in the 5th grade.”  He had forgotten the song, and only recently remembered it when his older sister sang it to him on their road trip together.

He likes the song because it is so nonsensical.  There is no moral to the story.  It’s just funny.  “It rhymes and its got poop in it.  I just realized.  It has a rhyme and to add to the nonsensicalness of it, the last line doesn’t rhyme.  (Laughing) Where did the polar bear come from and why did he die?  Oh my gosh.”  He really enjoys the song even though he is older now.  Sometimes the song pops into his head, but he doesn’t ever really sing it for a particular purpose or to make people laugh.

The song is just fun and silly, but it also covers the taboo of bodily functions.  The song allows them to have a tabooistic discourse even in place as sanctimonious as church.  Children perhaps use the song to talk about “gross things” in a fun way.  With songs, politeness is not necessary all the time.  I like the little song, and I know the kids in my family would really enjoy it as well.

Annotation: In a collection of children’s songs, there is a variation of this:

Five days later she couldn’t find her underwear
Couldn’t find her underwear, couldn’t find her underwear
Ten days later she was eaten by a polar bear
That was the end of her!

G., Marissa. “Children’s Songs Part Three.” N.p., n.d. Web. 16 Apr. 2013. <http://www.kayshapero.net/child3.htm>.

Down By the River Game and Song

Nationality: African-American
Age: 8
Occupation: Student
Residence: Los Angeles, California
Performance Date: 4/27/2012
Primary Language: English
Language: n/a

My informant taught me this game in the context of our Forms of Folklore JEP class. My teaching partner and I brought up the game I know as “Down by the Banks,” when she shared this oicotype. She says that she learned this game from her friend, a fellow second grader. She says that she plays this game when she is bored, outside, or when her teacher gives her class free-time. She says she likes it because it is fun, and that is also why she plays it.

Material:

The students sit in a circle (with 3+ people), legs crossed and hands palms up. Each person should have one palm on top of one neighbor’s palm, and one palm beneath the other neighbor’s palm. So, for example, one’s right hand is above one’s right-hand neighbor’s left hand and one’s left hand is below one’s left- neighbor’s right hand. Then, one person is chosen to start. This person moves his/her hand (whichever hand is on top, in this case the right), and makes contact with his/her neighbor’s palm (in this case, the person’s right). This next person then makes contact with his/her neighbor’s right hand, and the pattern continues around the circle.

While this occurs, the students sing a song. The song can vary in speed, and is often primarily led by one student but sung by all. It goes as follows: “Down by the river with the Hanky Panky, with the bullside jump from bank to banky, with the east side, west side, suicide, pop!”

At the last word, “pop,” the person whose hand is last touched has lost and so must sit outside the circle while the other children continue to play on and eliminate others. In the final round, the students take one hand (again, the right) and hold the other student’s hand and pull their hands toward one student, and then toward the other. Whichever student’s hand is extended by the last word (again, “pop”) is eliminated, and the other student wins the game. You can see an example of this here: Down By The River.

Analysis:

This game is interesting for a couple of reasons. First, it is intriguing that there is a clear understanding of spatial realms: the “east” and “west side.” Clearly, there is a sense of differentiation and an awareness of neighborhood identity. Also interesting is the phrase “hanky panky.” This phrase usually connotes sexual content, but the rest of the song does not follow up with this theme.

Then, the most interesting part of this piece of folklore is certainly the way it presents violence. The word “suicide” is certainly violent, as is the word “pop” in this situation. The chance mention of suicide points to its existence and prevalence in this neighborhood. Moreover, the use of the word “pop” as a signal of elimination seems especially intriguing, especially directly after the word “suicide.” Clearly, the person who loses is also killed, with a “pop,” a clear reference to the sound of a gun firing.

Considering the neighborhood in which this piece of folklore was collected and in which my informant lives (the USC surrounding area), it is not terribly surprising to note the prevalence of violence. Even at this young age, my informant and those that play this game with her are aware of the violence surrounding them.

 

Tic-Tac-Toe Children’s Game and Song

Nationality: African-American
Age: 8
Occupation: Student
Residence: Los Angeles, CA
Performance Date: 4/27/2012
Primary Language: English

My informant showed me this game in the context of our Forms of Folklore JEP class. She claims to have learned it from her friend, a fellow second grader. She calls it “tic-tac-toe” and usually plays it at school, on the playground at recess and lunch and after school. She says it is played with two people. My informant says she likes and does it because it is fun. She especially likes to be tickled, during the “spider” portion. She also says she likes being able to push someone else around, though her teacher disproves. She says she tries not to hurt others, though, because it is not a good thing to do.

Material:

Each participant has both hands together, palms touching. Then, they sing “tic” and swipe the back of their hands against each other. They repeat this motion in the opposite direction and sing “tac,” and do so again while saying “toe.” They then clap their hands, and say “hit me.” Then, they move their right hands above their left, and clap their partner’s hand, saying “high.” They clap their own hand again, again saying “hit me.” They then move their right hand below their left to clap their partner’s hand and say “low.” They then interlace their fingers and turn their palms to their partners. They then touch their palms to those of their partners three times, saying “hit me three times in a row.” They then put their left hands in front of them, palms up, with their right hands curled into fists. They bring their right fists down upon their left hands three times (much like rock, paper, scissors) and say “tic,” “tac,” and “toe” for each downward swipe. They then each choose a symbol to represent with their hands (again, like rock, paper scissors), a fist for “rock,” a flat hand for “paper,” and the index and middle fingers pointed with the rest curled in for “scissors.” They do this until one person has accumulated three “wins.” (To win one must trump the other’s symbol with the winning symbol–paper beats rock, scissors beats paper and rock beats scissors). The person who accumulates these wins, has won all around. He or she turns the other person around, make’s a cross on the other person’s back, juts his or her elbow into their spine three times and then interlaces his or her fingers, and shoves the person from behind. There is also an optional “spider” move that would go between the elbow move and the shove, which consists of tickling the back of the other person’s neck. You can see the game here: TIc-Tac-Toe: Game And the winning ceremony here: TIc-Tac-Toe: Winning Ceremony

Analysis:

”Tic-tac-toe” seems pretty typical—it is a variation on rock paper scissors that has an introductory game. However, this introduction mirrors the conclusion, the winning ceremony. In the introduction the players ask one another to “hit me high/hit me low/hit me three times in a row.” This is a precursor to the end of the game. Once one person wins he/she makes a cross on the other’s back and hits the other “three times in a row.” Then, the hand motion of interlacing fingers occurs again, as the winner shoves the loser from behind. These repeated elements bring forth the most important part of the game: the violence.

Considering the neighborhood in which this piece of folklore was collected and in which my informant lives (the USC surrounding area), it is not terribly surprising to note the prevalence of violence. Even at this young age, my informant and those that play this game with her are aware of the violence surrounding them. Simultaneously, this is a school setting and so violence is strongly discouraged. The way my informant negotiates between these aspects of her environment is interesting. She says she likes being able to shove her fellow students, but also tries not to push them too hard because she believes that hurting others is not a good thing to do (reinforced by her teacher’s disapproval of the game). Furthermore, she also enjoys being on the receiving or losing end. She says that she enjoys having the “spider” crawl up her back. Though this is intended to be scary, she finds it enjoyable. This could indicate that she is in some way playing with fear—that she knows that she will be shoved, elbowed in the back and that a pretend spider will crawl up her back, but she will not be afraid. This mindset takes the fear away from the game and from those things that are intended to incite fear. This could indicate some need or desire to control one’s own fear–a need or desire to deal with surrounding violence by asserting one’s own control over it.