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Competition Versus Cooperation: the Sociological Uses of Musical Chairs*

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Competition Versus Cooperation: the Sociological Uses of Musical Chairs* NOTES THE CHAIRS GAME- COMPETITION 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 philosophy 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 PLAY 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/Anthropology,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 communication 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, notedby 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 set 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 basketball team 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 reality 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 fun 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
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