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NOTES THE CHAIRS GAME- VERSUS COOPERATION: THE SOCIOLOGICAL USES OF MUSICAL CHAIRS*

SUSANR. TAKATA Universityof Wisconsin,Parkside

MY TEACHINGAPPROACH is not traditional techniques to use in my classes, I acciden- "lectures-and-quietly-take-notes"where stu- tally came across one in Robert Fulghum's dents are the passive recipients of knowl- Maybe (MaybeNot): Second Thoughtsfrom edge. In recent years, I have become in- a Secret Life (1993:117-21). As an ice- creasingly interested in active student- breaker in his high school involved, process-based learning. Yvone classes, he presented two versions of musi- Lenard reminds us that "Learningis messy. cal chairs. The first version is the one we Performance is neat,"' which reflects the are all familiar with, but the second version initial struggles that occur when studentsare has one rule change that demonstrates the problem solving or grasping a new sociolog- value of cooperation. I use the same ap- ical concept. Founded on the principles of proach as Fulghum, which emphasizes com- cooperative learning (Johnson, Johnson, and petition versus cooperation, but I have ex- Holubec 1991), the taxonomy of learning panded the focus of this teaching technique (Bloom 1956), divergent production to include the application of a variety of (Guilford 1967), and affect (Hall 1959), the sociological concepts. The Chairs Game is Chairs Game demonstrates how students an excellent active learning tool, which be- learn about competition versus cooperation comes the focus of class discussions as well as a variety of sociological concepts throughoutthe semester. This technique ap- and theories. This process does not occur plies to a wide variety of courses within neatly or in a straight line progression. sociology; it can demonstrate many socio- There are often frustratingdetours, tempo- logical concepts. rary setbacks, and latent learning. After all, "learningis messy!" HOW TO THE CHAIRS GAME Always in search of innovative teaching In Introductionto Sociology and Sociologi- "*Specialthanks are extended to my studentsat cal Theories courses, I begin with the Chairs the Universityof Wisconsin,Parkside, and to Game for two main reasons: (1) I have the threereviewers for theirhelpful comments, found the Chairs Game to be the most ReviewerB for his or her especially suggested effective way to demonstratethe value and in the difficultiessection of solutions potential of and the this article. Parts of this were derived importance cooperation, (2) game paper becomes the focus of class discussions from "Races, Racism and CriminalJustice: many SomeSuccessful Teaching Techniques," a teach- on sociological concepts introducedthrough- ing workshopconducted during the March1996 out the semester. meetingsof the Academyof CriminalJustice In preparing for this teaching technique, Sciencesin Las Vegas, Nevada.Please address you will need some music (Fulghumprefers correspondenceto the authorat the Department "Stars and Stripes Forever," but I use what- of Wis- of Sociology/,University ever will get students moving. I used the Box 900 Wood Road, consin, Parkside, 2000, Rolling Stones's "StartMe Up" in one class Kenosha,WI 53141-2000; recently, but I am thinkingof using the Star email:[email protected] Editor's note: the reviewers were Linda 'Yvone Lenard,personal with Scheible,Wendy Jean Harrod (Reviewer B), and JeanneCurran, UCLA Departmentof French, CraigEckert. 1963.

TeachingSociology, Vol. 25, 1997(July:200-206) 200 COMPETITION VERSUS COOPERATION 201

Wars theme for spring 1997) and a tape throughthe victoriousrituals comparable to recorderwith a large speakerso that the the end zone celebrationsafter SuperBowl musiccan be heard(I havemade the mistake touchdownsare scored. of using a compacttape recorderbecause it (4) Next, I ask studentsif theywould like was easier to carry across campus,but the to play the game again (some will, others maximumvolume was not loud enough, will not, but all eventuallyget into the especiallyduring the squealsand joking that second game). Then I explainthat we are go on duringthe game). In addition,you going to play musicalchairs again but with need a classroomor area large enough to one rule change:"Musical chairs as before, play the game with movablechairs (I know but this time, if you do not have a chair,sit some classroomshave chairsbolted down to down in someone'slap. Everybodystays in the floor, whichmake the gamequite impos- the game-it is only a matterof whereyou sible to play unless you and your students sit" (Fulghum1993:119). areextremely creative!). Based on my expe- (5) Chairsare resetand the musicbegins. rience, this exercise and debriefingcan fit When the music stops, studentsmust find withina 50-minuteclass session, but a 75- either a chair or a lap to sit on. (Such a minuteperiod is ideal. paradigmshift alters the students'attitude Hereare the rulesof the game: towardthe gameand leads to creativeprob- (1) Introducethe game of musicalchairs lem solvingas a group.Students help each to the class. Tell the class to get ready to otherand are muchmore polite.) play-everyone knows the rules. (At first, (6) As the game continues,with fewer some studentsthink I am "crazy"and won- chairs available,students become increas- der what this has to do with sociology. As ingly cooperative.When one chair is left, noted by Fulghum,these are studentswho everyonemust find a lap. (Thisis wherethe probablyhave not playedthis gamesince the leadersemerge, trying to organizethe class- first or secondgrade.) The studentshesitate room full of studentsamong all the jokes, at first but eventuallythey decide that it laughing,and shoutingthat is going on.) must be acceptableto play the game. I Once the class figuresout how to achieve refrainfrom speakingexcept to begin the this feat, they thinkthe game is over, but it music once the studentshave up the is not. chairs. (7) The final round: Remove the last (2) Whenplaying the traditionalmusical chair. With no chairs left when the music chairs, eliminateone or more chairs at a stops,everyone still mustfind a lapto sit on. time. After some hesitation, studentsget (Some believe this cannotbe done. Others are the involvedin the game. It is fascinatingto challengedby situation.This takesa little more and coordination watch the mad scramble for a chair by thinking as a the class solves the some, while others opt to get out of the group.) Finally, prob- all sit-no chairs!And gameearly on. As the traditionalversion of lem-they everyone feels victorious! the game progresses,things start to get a littlerough. POSTGAMEDEBRIEFING (3) Finally,there is one winnerwho sits in AND DISCUSSION the last chair. (This can become extremely competitive.During one teachingworkshop, a womantook the chairout from underher First, I obtaininitial reactions to the tradi- tional version, and then we discuss the male opponentin order to declare herself the second version of the game. I have students winner. During my fall 1995 theory course, it came down to a battle between the star make comparisons. Together, we examine how felt the Chairs Game exer- on the women's and they during player cise. Students are fascinated to discover the a former professional rugby player.) Typi- different reactions and interpretationsof the the winner boasts, and cally, brags, goes same event, which later leads us into discus- 202 TEACHING SOCIOLOGY sions of Bergerand Luckmann's social con- established by listening to the different structionof and Becker's societal strategiesstudents use to accomplishthe reaction. samegoal. This leadsus to the challengesof We also discuss why no student ever critical thinking, problem solving, and objectsto playingthe ChairsGame and why process-basedlearning. Studentsbegin to so few studentseven botherto questionwhy realizethat learning is a processof continual they have to play the game (whichI relate, negotiationsbetween students and teacher, subsequently,to Weber'sideal types of au- which remindsme of what Hans Mauksch thority).Why do some playerseagerly fight once told me, "teachingis the interactive for a chairwhile othersmore passivelyopt sharingof power." out of the game early on? (Thesequestions Finally, I have studentsrelate the Chairs can sparkdiscussion of Mertonon institu- Gameto the course.What does this have to tionalizedmeans and culturalgoals.) Why do with sociology?What relevance does the do some leadersemerge during the second ChairsGame have to thisparticular course? game? As Fulghum (1993) notes: "The experi- SOCIOLOGICALAPPLICATIONS ence is alwaysthe same. It's a problemof sharingdiminishing resources. This really In my courseon introductorysociology, the isn't kid stuff. And the questionsraised by ChairsGame introduces sociology as a disci- musical chairs are always the same: Is it pline and illustrateshow the discipline alwaysto be a winners-losersworld, or can can be in helping us to understandboth we keep everyonein the game?Do we still global perspectivesand our everydaylife. havewhat it takesto find a betterway?" (p. For example,I demonstratehow this exer- 121). We beginto examinethe strategiesof cise relatesto C. WrightMills' sociological competitionversus cooperation,and how imagination(i.e., how each studentbrings some of us have been socialized into the to the classroomhis or her uniquecultural competitivespirit of "mefirst," and into the baggage that provides for a diversity of VinceLombardi tradition of "winningis the viewpointson the gamebecause of the inter- only thing."To me, the main objectiveof sectionsbetween personal troubles and pub- this exerciseis to get studentsto understand lic issues; biographyand history;and the thatthere are otherways of accomplishinga microand the macro). goal, and not necessarilythrough a "dog- Because much of my theory course fo- eat-dog" competitive drive, but rather cuses on EmileDurkheim, Max Weber, and through cooperation. This is a major KarlMarx, I encouragestudents to come up paradigmshift for manystudents, who have with the connectionsbetween their theoreti- beentaught the ideaof survivalof the fittest. cal concepts and the Chairs Game: We then focus attentionon cooperationas Durkheim'sanomie-at first, the students anotherway of interacting,and a different thinkI am "nuts"when I announcethat we way of thinking.Students mention how they are going to play musicalchairs. There is enjoyedthe secondround more than the first momentaryconfusion, which in a smallway and how they felt better about themselves creates a sense normlessness.Schutz's the andtheir fellow students. takenfor grantedalso applies here when At this time, I go over the basic elements studentsassume that this is not a normal of cooperativelearning-positive interde- activityin the typicaluniversity classroom. pendence, face-to-face promotive interac- When some students react to the game as tion, individualaccountability, interpersonal being "childish," this leads us into discus- and small-groupskills, and group-processing sions of Weber's rationalization-how the (Johnson et al. 1984). We discuss group- notion of "learningis fun" has been lost and processing skills learned from the Chairs how we have rationalizedthe present state of Game; for example, how group consensus is our learning and university life. Mead's the COMPETITIONVERSUS COOPERATION 203

I andthe me is illustratedby how an individ- tive andnegative aspects of beingthe winner ual mightinitially react to the game.The "I" or beingthe loser). saying, "Yes, let's do it" without much Berger and Luckmann'ssocial construc- thoughtto why-simply reactingto the situa- tion of realitydemonstrates how we can all tion withoutthinking of the consequences. have differentinterpretations from the same On the otherhand, the "me"saying, "This experience. In addition,students' varying is not right. We should be listeningto a reactionsto how the game is playedcan be lecturetoday." appliedto Merton'sanomie as we discuss The traditionalversion of musicalchairs the means and goals of the conformist, also has affinitieswith Durkheim'sconcept innovator,ritualist, retreatist, and rebel. of organicsolidarity. As resources(chairs) In the second round of musical chairs, become increasinglyscarce, the game be- thereare a numberof sociologicalconcepts comes more competitivebecause there is for studentsto apply. First, Durkheim's increasedspecialization (i.e., more sophisti- divisionof labor-how the gameis playedor cated strategiesmust be used to stay in the how the "work"gets done-can be illus- game). Some studentsare more suited for trated throughthis activity. As there are this gamethan others. fewer chairsand a greaterneed to coordi- As roundone of the ChairsGame comes nate the activities of each student, to a close with a winnerdeclared, Weber's Durkheim'scollective conscienceemerges ideal types (in this case, "winners"and as studentsrealize "we are all in this to- "losers")can be applied-some studentsare gether;"Durkheim's mechanical solidarity "good ," while others are "sore is recognizedas the game becomes an in- losers." We discusshow in today's society creasinglycooperative activity. Focusing on everybodyloves a winner.In addition,We- Marx'strue or class consciousness,individ- ber's class, status, power relates to the ual students become "one" as they power and social prestige gained by the "celebrate"having met the challengeof the "winner"of roundone and how that com- finalphase of the secondgame. Theyrealize paresto the "winners"of roundtwo. Per- the powerof cooperation. haps one of the most effective demonstra- I am sure that as otherstry this teaching tions of Marx'sfalse consciousnessis the technique,they will discovertheir own ap- strategyof "divideand conquer" that results plicationsof other sociologicalconcepts to in only one winner. In addition,Merton's use in theirclassrooms. manifestand latentfunctions are discussed in termsof the initialpurpose of the game and SOCIOLOGICALIMPLICATIONS the unintendedconsequences-the stigma at- tached to the winner of the first game. My mainpurpose for usingthe ChairsGame Sometimes,the "winner"is treateddiffer- in my coursesis to demonstratethe valueof ently by the rest of the class during the cooperativelearning in an environmentthat remainderof the course. Otherrelated con- has traditionallysocialized students into a cepts to the winner/losersare Becker'sla- competitiveatmosphere. It is an effective beling and societal reactions-we compare techniquefor shiftingthe classroomfocus students'reactions during the gameand after from competitionto cooperation.In the the debriefingas well as throughoutthe secondversion of the ChairsGame, students semester, noting how interpretationsand demonstrateGuilford's (1967) concept of reinterpretationsof the events emerge when divergent production, creating their own different sociological concepts are applied. answers through critical thinking and prob- Another related set of concepts are Goff- lem solving, especially in the final two man's presentation of self (how we pre- phases of the second game. During the sented ourselves before, during, and after Chairs Game, students are active learners, the game), and Goffman's stigma (the posi- taking on a learning-by-doing approach 204 TEACHINGSOCIOLOGY

(Dewey 1938). the recent attentionon sexual harassment In addition,there are manyemotions run- and touching,but this has not been a prob- ning throughthe ChairsGame-frustration, lem withmy students.They usually ask each elation,fear, resignation,laughter. Some of other politely about sitting on laps, espe- the most vivid memoriesarise out of the cially if they do not knoweach other.Most affectivecomponent of learning-those ex- often in a small liberalarts universitylike periences that brought us much pain or mine, the students,especially sociology ma- pleasure(Hall 1959;Krathwohl, Bloom, and jors, know each other from previous Masia 1964; Leonard1968). As a result, courses. severalsemesters later, students still remem- (3) The TraditionalLearner-On occa- ber playingmusical chairs in my class and sion, I have had a studentwho is a more the significanceof the game. Such a teach- traditionallearner find this game to be ing techniqueleaves a lastingimpression on child'splay. Sucha studentprefers a lecture students,reflecting the importanceof affect formatwith very little opennessto innova- in learning. tive learning techniques. Such a student Learninghow to get along with othersis believesthat learning should not be fun and not necessarilya skill possessedby many playful. undergraduates.Students learn to cope bet- (4) TheDangers of Overuse-I try not to ter with their feelings by learningwhat is overuse this exercise because word gets appropriateand inappropriateclassroom be- aroundand students"wise up." Whenthat havior. Respect and toleranceare corner- happens,this exercise loses its value as a stonesthat are repeatedly taught in the coop- teachingtool. Whenstudents have donethis erative classroom. Students learn about exercise in my previouscourse, I assign small-groupdynamics as well as group- themthe role of watchdogto detectany rule processingskills in activities such as the violationsand to comparetheir observations ChairGame. with their own earlier experiences as a participant. Problemsand PotentialDifficulties One of my reviewersprovided a very Since 1993, the majorproblem that I have workablesolution to addressthese potential experiencedis an occasionalcomplaint from difficulties.This reviewersuggested asking neighboringclassrooms (and sessions during for volunteersto playmusical chairs in front professionalmeetings). The instructorin the of the rest of the class, ratherthan having adjoiningclassroom has droppedby to in- the entireclass play the game.This reviewer vestigatethe loudnoise andsometimes even noted:"Using a smallgroup of volunteersto askedus to "quietdown" while wondering performin frontof the classhelps overcome how any seriouslearning could take place a numberof problems:(1) bolted down whenstudents are having such a good time. chairs(just drag a few loose chairsinto the Otherproblems and potentialdifficulties classroom),(2) huge class sizes (students include: really enjoy watchingtheir peers perform), (1) Class Size-Based on my experience, and (3) traditionallearners, easily embar- the ChairsGame works well with 20 to 40 rassed,or touchystudents (since these stu- students(I have not tried it with more than dents never volunteer,you never run into 50 students).The gamealso requiresa large troublewith them; my experienceis that classroomwith movable chairs. volunteerstend to be reallygood sports)." (2) Physical and Social Hazards-I tell students with back problems or any other Advantages medical condition that might get aggravated Like the old Chinese proverbgoes, "Tell me while playing the Chairs Game that they and I forget. Show me and I remember. may opt to observe the activity instead. Involve me and I understand," the Chairs Other possible warnings might be related to Game is a memorable learning exercise that COMPETITION VERSUS COOPERATION 205 actively involves all students. Students do course). not easily forget this exercise throughoutthe When I used the Chairs Game during course and even beyond the semester. For spring 1995, out of 29 course evaluations, example, some of my teacher certification at least one student mentioned the Chairs students tell me that to this they plan try Game positively and two other students exercise with their elementary school made indirect comments relating to group classes. This exercise leaves a lasting im- activities in the course. fall 1995, pression on students, illustrating the differ- During out of 28 course six students ence between competition and cooperation. evaluations, The Chairs Game can be used in a variety mentioned the Chairs Game as the "best- of sociology (and other undergraduate) liked" aspect of the course while two others courses in which an array of major sociolog- made indirect reference to it. ical concepts and theories can be demon- Much more informative student feedback I use the Chairs in strated. Game my intro- came from the performanceportfolio assign- ductory sociology courses because it is a fun ment submittedat the end of the semester. In way of getting students interested in sociol- this written assignment, students selected ogy and to demonstrate the application of aspects of the course that best highlighted sociology to something as everyday as a their The are child's game. In addition, I begin my socio- learning. following excerpts from student logical theory course with the Chairs Game portfolios: as a foundation for discussing various con- The one most factorI learnedfrom cepts such as division of labor, social con- important this class is probablycooperative learning. struction of reality, mechanical and organic With talkingto people in class and my oral conscience, solidarity, labeling, presentationgroup, I was able to share my norm emergence, class consciousness, and ideas and thoughtson what we were learn- so forth. Courses on deviance, race and ing.... It is kind of like our musical chairs-if ethnic relations, criminology/criminal jus- we all work togetherthere can be more win- tice, and social stratificationcould also use ners. Throughworking with my group,I got a the game. Actually, I cannot imagine a betterunderstanding of rationalization,special- and sociology course in which the Chairs Game ization, interdependency. is not relevant. This game is useful in many The first class, when the professorsaid let's other undergraduate courses, especially play musical chairs! first was those that take a My thought cooperative learning ap- "damn,another crazy professor!" But after you proach. let us explainwhat it meantto us andthen you explainedthe situation,it really made sense. STUDENT FEEDBACK Not everyonehad the same ideas about the AND EVALUATION musicalchairs, but nobodywas wrongeither, and this is whatmakes the class fun-to learn I have not conducted formal evaluations aboutdifferent theories and how we relateit to any our lives. of the Chairs Game exercise, but through the I have received and years very positive OriginallyI was going to write aboutfriend- enthusiastic student and reactions responses ships in my secondsubmission, but afterFri- informallythrough their written assignments day'sclass of musicalchairs and the discussion and formal course evaluations. I can only afterwards,I saw myself in many different recall one student who noted in a course aspectsof my life. evaluation that the Chairs Game was child- I am a perfectionistand thatcan causea lot ish and had no relevance to sociological of problemsfor myselfand the peoplearound theory (I suspect that this student was one of me....I am the firstbornof my father,but the thirdof mother.I am like a those traditional learners who my firstbornat extremely least in the describedin a birth would have been better suited in a lecture personalities orderbook I read. I don't feel anyonecan do 206 TEACHING SOCIOLOGY

"it,"whatever that may be as well as I can, and Objectives:The Classificationof Educational it hasgotten me in a lot of trouble. Goals, HandbookI. CognitiveDomain. New York:David McKay. With experimentssuch as musicalchairs, to Dewey, John. 1938. Educationand Experience. prove the fight for the capitalistaction. The New York:Macmillan. the harder winnergets all, and competitiongets Fulghum.Robert. 1993. Maybe, (MaybeNot): as closer to the first seemed you get ...at Second Thoughtsfrom a Secret Life. New but me morethan I couldhave childish, taught York:Villard . learnedthrough reading books. Guilford,Joy P. 1967. The Natureof Human CONCLUSION Intelligence.New York:McGraw-Hill. Hall, EdwardT. 1959. The Silent Language. New York:Doubleday. With 20 years of undergraduate teaching Johnson,David W., RogerT. Johnson,Edythe experience, I have found that Fulghum's Holubec,and PatriciaRoy. 1984. Circlesof idea is the most effective way to begin a Learning: Cooperationin the Classroom. course. The Chairs Game gener- sociology Alexandria,VA: Associationfor ates discussion and interest that sustains Supervision andCurriculum Development. itself throughout the semester as students Johnson, David W., Roger T. Johnson, and make connections between this lively exer- EdytheJohnson Holubec. 1991. Cooperationin cise and new and theo- sociological concepts the Classroom.Edina, MN: Interaction. ries introducedin class. Krathwohl,D., B. Bloom, and B.B. Masia. Each time I introducethe Chairs Game to 1964. Taxonomyof EducationalObjectives: a new class, I am never really sure what the TheClassification of EducationalGoals: Hand- reactions and will be, so I am responses bookII. AffectiveDomain. New York:David from the students as teach me learning they McKay. "where are from"-much is they coming Leonard,George. 1968. Educationand Ecstasy. revealed during the Chairs Game. There is New York:Dell. growth for both the students and the profes- sor. In conclusion, Hans Mauksch used to tell me repeatedly, "Students must become our teachers in order for us to teach." SusanR. Takatais a of at the the Chairs Game, students have professor sociology During my of Wisconsin,Parkside in Kenosha,Wis- me an awful lot! University taught consin.She is the authorof severalpublished works in the fieldsof gangs/delinquency,corrections, law, race REFERENCES andethnic relations, and innovations in .She earnedher Ph.D. in sociologyfrom the Universityof Bloom, B.S. 1956. Taxonomyof Educational California,Berkeley in 1983.