Tag Archives: Theater

Gaff Circle

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

“The Gaff Circle was a tradition run crew did before each show. We would stand in a big circle on stage and pass around a roll of gaff tape and put a piece on each other’s arm for each show we had done. The right arm was for musicals and the left arm was for plays. It was a pretty big deal to be an 8 show senior plus it was cool to see all the different years on run crew.”

This ritual is similar to an initiation and continuation ritual. People earn stripes of gaff tape to show how many years they have been on run crew. While run crew is considered an annoying job for most, at this high school, it was coveted. It was a sign that they were all part of the same little group and that they earned their spot. It creates community and connection between them while also reminding them of previous people and experiences. 

String

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

The interviewee was a member of the local high school’s theater program and valued the ritual as a part of connectivity and valuing the community of the theater program. 

“When I first joined theater I accidentally found out about a surprise tradition called Lock-In so I asked questions about it. People told me there were things like scavenger hunts and that it ended with String. I asked what that was and the [G](the upperclassman) just gestured to her wrist where there was several different colors of string. It turned out to be this sweet little circle up where we all took turns throwing a ball of yarn to each other and wrapping it around our wrists then throwing it to the next person without cutting it. The thing was that we threw it to someone, not our best friend, who had inspired us or made us happy or taught us something during that season. Someone special who made their time better. Then that person would do the same thing. At the end we would all hold our wrists up in the air and the president of the ITS board would tell us that the string represented we were all connected across the departments. We would then go through a cut it so everyone could wear the string till opening. Normally people would keep the string bracelets and wear them for other seasons. I still have the string from all of 7 of my shows.” 

The tradition was something to look forward to every year. It was a way to feel included and appreciated for the hard work and long hours that were the theater program. It is also a time to reflect and enjoy the people who have inspired and helped you. Wearing the string on your arm all day for a week and seeing all the people you are connected to in the school in the halls is a way to feel unity and appreciation for others. 

No Whistling in Theatre Spaces

Folk Belief / Superstition
Occupational Folklore – Theatre / Behavioral Taboo

1. Text

JP, a theatre major at American University, described a well-established superstition within theatrical environments: the belief that whistling inside a theatre invites bad luck or misfortune. According to JP, this is not merely a stylistic or aesthetic preference, but a behavioral taboo actively enforced in rehearsal and backstage settings, especially backstage. “You might be whistling without thinking, and someone will stop you immediately,” she noted. “People treat it as disruptive, even dangerous,” JP noted that she can’t whistle either way, but believes the superstition is a little dramatic.

JP recounted watching someone in her college program reprimanded for whistling during her first year in university theatre. “I didn’t know it was a problem. This girl was humming and then started to whistle backstage during tech week, and someone cut him off — not angrily, but urgently. They told her, ‘That’s something we don’t do here.’ I laughed. I thought it was so crazy and comical, but the girl who whistled had the biggest look of shame.”

Although JP does not personally attribute supernatural consequences to the act of whistling, she adheres to the custom out of respect for the collective understanding. “I don’t believe something bad will happen, but I know it’s part of the culture. You don’t want to violate the space or distract people, especially when the stakes are high. Additionally, I don’t want conflict with other people, so even if I could whistle, I still would not.”

2. Context

JP learned this superstition informally during her early involvement in university theatre. The belief was not introduced through any institutional channel or training, but rather through peer correction, a method common in the transmission of occupational folklore. The reprimand she saw another student experience served as an entry point into the implicit behavioral norms that govern theatrical spaces — rules which are often unspoken but widely upheld. Additionally, her unfamiliarity with the superstition prior to entering this particular theatre context highlights the localized nature of folklore transmission and how such beliefs can vary significantly across different performance communities.

The belief in the danger of whistling in a theatre is historically grounded. JP informed me that in the 19th and early 20th centuries, stage riggers — many of whom had maritime backgrounds — used a system of coded whistles to signal cue changes for scenery, rigging, and fly systems. An unintentional whistle could therefore result in mistimed or hazardous movements backstage. While modern stagecraft no longer relies on such signaling systems, the associated taboo persists as a form of cultural residue, maintained more for its symbolic weight than its practical relevance.

JP explained that even though the original rationale is no longer operational, the custom remains widespread and now it has now become a very looming superstition. “People treat it as disrespectful,” she said. “It’s not just about the sound. It’s about what it implies — that you’re not actively engaged and focused in the way you should be.” As such, the act of whistling violates more than etiquette; it breaches a collectively upheld boundary of theatrical conduct.

3. Interpretation

The prohibition against whistling in a theatre functions as a behavioral taboo within the occupational folk group of stage performers and technicians. Its persistence, despite the disappearance of its original practical necessity, is a testament to the role of tradition as a mechanism of cultural continuity. In this context, the act of whistling is not inherently harmful, but it becomes symbolically charged within a space where control, precision, and attentiveness are paramount.

From a folkloristic perspective, this taboo aligns with other examples of ritual avoidance behavior — prohibitions enacted not because of empirical risk, but because of their perceived symbolic danger. The theatre, as a liminal space in which transformation and performance occur, is often surrounded by customs that reinforce spatial and emotional boundaries. Whistling, an unsolicited and uncontrolled auditory act, is viewed as an intrusion upon the ritual environment of rehearsal or performance.

Moreover, the belief plays a significant role in group boundary maintenance. Through mechanisms of correction and social enforcement, practitioners reaffirm their identity as members of a professional tradition. The act of stopping someone from whistling, particularly a novice, is both a disciplinary and didactic act: it reasserts collective values while initiating the newcomer into the shared culture of theatrical practice.

Even among those who do not interpret the act superstitiously, the continued observance of the rule suggests a broader understanding of folklore’s functional value. Customs such as this one provide structure and coherence within an otherwise unpredictable environment. The taboo against whistling operates not merely as a superstition but as a ritualized gesture of respect toward the space, the craft, and the community of practitioners who maintain it.

In sum, JP’s account illustrates how occupational folk groups preserve behavioral norms through informal transmission, even when the original rationale has been obscured or rendered obsolete. In doing so, these traditions help define the emotional architecture of performance spaces and maintain a shared sense of discipline, identity, and continuity.

The Legend of the Sex Couch

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

The interviewee was a member of the local high school’s theater program and valued the legend as something to pass on, joke about, and even create a taboo of not touching the couch. 

“Ok so when I first joined theater there was like a faint mention of something called the sex couch. But there was like multiple couches so I didn’t really know which one it was. We used a green couch for [her 2nd show] and someone made a comment that was like “that’s the sex couch” but I knew we had just gotten that one from dumpster diving but later someone told me that it was the pink couch that was kept above the lighting aisle which was also used in [the same show] so I definitely just misunderstood whoever told me which one was which. It seemed like most people in the grades above me knew what the sex couch was and it was just like my first introduction to it was [this show]. People would talk about the couch in like passing and we had basically made jokes about it. [J], the head of lighting, even said that he himself had had sex on the couch, although I never knew if that was actually true or just him adding to the lore. One time during I think [her 5th show] [R] brought in a black light and we had like a big crowd gather to see if there was actually anything on the couch, and oh boy yeah there was on both sides of the cushions too. I think the sex couch is something that most people know about in the program and I definitely talked about it to new people and like told them what it was”

Though it may seem childish and silly, the idea of people having sex is a very grown-up idea for a freshman in high school. This legend was used to embarrass kids but also make them feel like a member of the club. An inside joke to share and whisper behind the director’s back. Upon further fieldwork, I discovered that many high school theaters have such couches. Besides passing it down as a story it is also considered an item of taboo or bad luck if you were the person in charge of retrieving or moving the sex couch. Nothing would happen from touching it but the humour and picking fun is relentless anyway. I believe it is important to have these jokes and these histories because it creates a glue that connects past and present as well as all the members to each other no matter where they are in their lives.

High School Theater Ghost – Legend

Nationality: American
Age: 18
Occupation: College Student
Residence: Huntington Beach, California
Language: English

Text

Informant: So George was a student at Huntington Beach High and he was in the acting program and he was dating this girl, she was also in the acting program. And they were going to audition to be in Romeo and Juliet together. She got Juliet, he didn’t get Romeo, another guy got Romeo.

Me: What did he get though?

Informant: I don’t think he got in (laughter from Informant, me, and other person in the room)

Informant: What a loser. But um, anyway, so his girlfriend and this guy, they fell in love, and she broke up with George. So George (small laugh) hung himself in the theater and he became the ghost of the theater and so if you don’t put the ghost light out, he is going to come get you. Also he lives in the basement where all the props are so if you want to go get a prop, you have to have all the lights on and you’re going to hear… or OR George is going to take you away. AND we have a noose hanging (laughter) from the top of our theater backstage (more laughter) to commemorate him.

Me: Okay, okay, so, what would he do to you?

Informant: He would snatch you! (laughter)

Me: He would snatch you?

Other Person: He’d just grab you?

Informant: People would just talk about, like, “Beware of George” and that’s really it, not like, the specifics of what he was going to do to you, you know?

Me: Did you ever, like, try to find him?

Informant: No, but my friend, (NAME), said… oh my god, my friend (NAME) was convinced she looked like his ex-girlfriend, because these were real people.

Me: Right.

Informant: So she apparently thinks she looks like the girl and that George was like, George is always with her so whenever she goes to the basement alone, she always says that he’s right behind her like she can feel him… it’s like “okay girl.”

Me: Okay so you don’t believe her stories.

Informant: No, I don’t…but, like, it is kinda spooky in there without the ghost light because it’s a huge theater.

Context

The informant went to Huntington Beach High School in the early 2020s and heard this story from other students while going there. They were in the theater program and sharing this legend was mostly among theater students rather than the whole high school. The informant says that they never believed in the ghost or their friend’s story but they do believe that it is based on real people who existed. The informant added that there was also a ritual associated where everyone in the show would sign a playbill (booklet given at theater performances to give the audience some information about the show and cast as well as act as a place to put advertisements). This playbill was then thrown up into the ceiling and the idea was to appease George so that he would not ruin the show. The informant engaged in this tradition butt did it for the community bonding and fun part instead of actually believing in its power.

Analysis

Theater are a common place to find ghosts due to the way they are used. Theaters are spaces where a person doesn’t act like themselves and where death is commonly simulated. They are a liminal space where the boundary between reality and imaginary is pushed and the proscenium (frame around the stage that separates it from the audience) acts as the portal into a new world. This portal could just as well be a portal into a plane where ghosts exist. Furthermore, theaters are also the location of a lot of actual deaths due to many fires that destroyed theaters and killed thousands throughout history. All of these aspects of theater taken together make it a prime location for ghostly hauntings.

This story uses the idea that the theater is a place with lots of death and even follows the story of the play that was being put on. Romeo and Juliet is about two lovers that kill themselves when they can’t be together, directly reflected in the story as George (Romeo in this version) kills himself but his ex-girlfriend (the Juliet) does not follow suit. This results in George being left with unfinished business and the need to haunt the theater program that lead to his demise.

Theater ghost stories usually have a connection to that stage’s ghost light. This light is placed on stage at any time when the theater is dark and there isn’t a performance happening. There are two reasons that are commonly given for this. One is about ghosts and the idea that the ghost light is meant to appease or block any ghosts in the space. The second is likely more true and that is for safety. The stage can be very dangerous when dark and the ghost light provides a small amount of light that helps a person stay safer while navigating it. This story is an explanation for why the stage needs the ghost light. Although it is only a small portion of the story, the informant says that “if you don’t put the ghost light out, he’s going to get you.” This story plays into the ghost explanation but also works as a way to remind high schoolers to put out the safety device at the end of the show. High schoolers might not remember to turn on the ghost light given that, for many of them, this is their first time doing theater with more responsibility. The story can help them to remember to put it out at the end of a performance because it threatens consequences if they forget.

The ritualistic signing and throwing of the playbill first acts as community bonding between the whole cast and crew of a production before opening night (the first time the show has an audience). Secondly, it is a place where this story can be told to new students in the program as they engage in the act and story all together. This quickly brings any new student into the culture of the theater program by directly showing them the stories and rules of the group. Knowing this story becomes a sign of induction into the program as a whole.

Although the informant says they don’t believe in the story, they do believe in the existence of the people within it. These people may or may not have existed but because of the informant’s connection to the school and story, they might be more inclined to believe in part of it. Even if someone doesn’t believe in ghosts, they might find other parts of the legend that they think are more believable, like that these people were real at one point and the story was created around them. They might also engage in the rituals associated with the stories without the belief in their power such as signing and throwing the playbill even though they don’t believe George exists. The ritualized behavior still allows them to feel the connection to others without needing to change their beliefs to include ghosts.

The ritual resulting in a good show without any disasters is significant. Thespians can imagine nothing worse than their show going wrong or things breaking. Even if a person doesn’t believe that a ghost is the one doing the show harm, they would still take any luck they can get in preventing mistakes. If a person didn’t engage in the behavior and something did go wrong, they would be blamed because they didn’t do the ritual. This makes people who might not believe in any part of the story (ghost or luck) still engage in the ritual to excuse themselves from any fault.