The Saga of the Spooky House
Our square block of neighborhood is increasingly familiar to the children. There is the two-story house next door, the house with a crowded yard that the children refer to as “a mess”, the raised house with vents that afford an intriguing but ill-defined picture of what appears to be a basement-like storage space. There is the street (under what appears to be perpetual construction), and there is The Spooky House (or the Scary House, depending on which child you ask).
The Spooky House is a purple house that, most notably, is covered in tchotchke-esque signs.
The children, whether they purport to love the Spooky House or to find it creepy, scary, or unsettling, are universally enthralled by it.
One Monday as we walked by the house, EW took special interest in the signs. In fact, as the rest of the class continued down the street, he firmly declared his wish to stay at the house by not joining us. “I like it!” he noted. Eventually, we all returned to EW at the house and took more time to survey the signs. His interest sated, we began to head back to the school building—but not before a new resolve had solidified in EW’s intention. He would make a sign to add to the house. One where “They wouldn’t know where it came from [and it would be] scary.”
The elapse of a few minutes found us once again at the school building, where EW headed directly to the supports binder (the place where our writing and mark-making surfaces are kept). Inspired by the sign on the house that read “Pirates Only”, he decided to make one that read “Haunted Only”. There was no black paper at hand, as he originally desired, so EW opted instead for a piece of red construction paper and a black felt-tipped pen. I helped him with the sounds for the words he wished to write, and afterward he drew pictures to go along with his words. BK was inspired by EW and made sign that read “Ghosts eat you blood comes out”.
Although I’m not sure where it fits best, it feels important to digress for a moment to note two things: the first with regard to EW specifically and the second regarding the children’s constructions of spookiness and fear.
First, I want to note just how much EW appeared to relish contributing to the scariness of the house. His sense of mischief was almost palpable. He was not afraid of the Spooky House, even through his peers were afraid, even though (perhaps) the signs tried to stir up fear inside of him—he remained stalwart, daring even to amplify the frightful potential of the house. Bravery indeed.
Second, taken together, both EW and BK’s signs (and even the reactions of many of the children to the Spooky House) provoked my own wonder at the children’s constructions of spookiness. EW and BK’s images of spooky were evident from the ghosts and blood drawn and referenced in their signs. The children had also, on previous trips to the Spooky House, made comparisons between this house and one closer to the school building that had put up Halloween decorations. The bloody heads, many of the children had noted, were “too scary”, but the house, while unsettling for some, did not appear to be “too scary” for most. What, I wondered, is the sweet spot of scary for children?
Anyway. EW and BK decided to take their signs back to the house and tape them up. Our entire class joined us for the return journey and as the children rounded the corner to the Spooky House, they ran.
The man living in the house happened to be outside, prompting surprise from the children (and their teachers!). Fortunately, he was understanding and kindly allowed us to tape up the signs. Despite feeling a little bashful, EW and BK were visibly proud of their accomplishment.
And when, three days later, a new group of children ventured back to the Spooky House, the signs remained.