In teaching the many interrelated and complicated aspects of the Civil Rights movement, Black Power, and the Black Arts Movement, the challenge for me is to help students understand the “facts” of this period, and to simultaneously destabilize the teleological historical narrative these “facts” seem to suggest. In a pedagogical context, sound helps fill in the gaps that fall outside of the knowledge produced–and contained within–certain archival accounts of black cultural and political history. While crucial, having students listen to the gaps, can be daunting, especially in our current historical moment, as the decades-long push against identity politics has been solidified by the recent (re)election of the nation’s first black president, Barack Obama. This point demands more elaboration than I can provide here, but the critical pedagogical issue it raises within the province of black studies, is that it is becoming increasingly difficult to consider black political culture outside of the sedimented lines of American pluralism and black radical thought.
I use sound as a pedagogical tool to help outline a middle ground–what Frantz Fanon refers to in The Wretched of the Earth as “zone of hidden fluctuation” (166)–based upon articulations of resistance and identity that refuse to be frozen in time. Building on Paul Gilroy’s conceptualization of anti-anti-essentialism in The Black Atlantic, an idea of black consciousness that is flexible and moves between the insufficient terms of “essentialist” and “anti-essentialist,” I use specific pedagogical examples to suggest that teaching about race and sound is a rich, evolving, and productively interactive continuum. The auditory sense opens up new terrains of knowledge and dynamically expands the possibilities for students to think through the intricate and multifaceted formations of black consciousness during the volatile years of the 1960s and the resonance of those years in our present.
The recorded presence of Martin Luther King, Jr., for example, represents an important aural site for engaging in reflexive pedagogy, because King’s tonality–the resonance of his voice–creates a certain familiarity and is pivotal to the construction of the American myth of the radical transformation of the civil rights movement and the idea of post-civil rights racial equality. For many students, King’s sound signals the dream of, and the pathway towards, a unified America. Conscious of how this idea of King reflects a linear understanding of civil rights as simply a desire for inclusion, I direct students’ attention to the sound of King’s last recorded speech in Memphis on April 3, 1968. Given the evening before his assassination, this speech resounds with King’s deepening critical perspective on black struggle through its haunting concluding notes. I point out to my classes that King’s final years (1965-1968) were marked by his increasing focus on ideas of black resistance outside of the Civil Rights mainstream, including his critique of U.S. involvement in the Vietnam War, and his radical rethinking of the possibilities for black economic and political self-determination.
Centered on the economic injustice and dehumanization of Memphis’s striking black sanitation workers, King’s speech details the need for the Memphis black community do more than simply boycott municipal entities, but rather articulate their resistance by boycotting prominent national brands such as Wonder Bread and Coca-Cola. Against this background, I play segments (particularly the final minutes) of King’s speech, entitled, “I’ve Been to the Mountaintop.”
The acoustic dimensions of King’s final speech resonate with a social and political complexity that troubles the sonic memories many students have of King’s “I Have a Dream” speech, delivered on the steps of the Lincoln Memorial in 1963. The much more intimate and less overtly majestic soundscape of Memphis’ Mason Temple underlines King’s shift from national icon back to local, community activist. The frequent audience shifts–applause, extemporaneous interjections, and silence–create a reverberating sonic energy that accumulates throughout the speech. Rather than relying strictly on a call-and-response interpretation of the interactive exchanges between King’s voice and the audience’s response, I have students consider the non-linear ebbs and flows in King’s sound in this latest of moments (as Fred Moten would say, the totality of King’s tonality). For example, as King’s audience considers the weight of his analyses and what it means to articulate black resistance as “a dangerous unselfishness” that “puts pressure where it really hurts,” I identify moments of uncertainty, hesitation, and contemplative reflection that mark a non-linear interactive sonority between King and his audience.
Listening to King’s final thoughts offers a disturbing and disruptive emphasis on the stakes of breaking with entrenched modes of activist thinking. He concludes the speech with a series of prophetic thoughts on mortality as a cost of making a stand against “our sick white brothers.” Set within the historical and ideological context I have sketched above, the delivery distinguishes the sound of King’s words. As we listen I draw attention to King’s expression of a lack of fear in anything, any man, as King seems to convey an eerie foreknowledge of his murder and his irreverence in its face.
“I’ve Been to the Mountaintop” –Listen to the concluding two minutes
The apocalyptic sound of King’s concluding notes to this political sermon leaves much to contemplate. From the mention of the potential threat posed to his life by “our sick white brothers,” through the speech’s last line, there is a tonal, timbral shift in his voice and demeanor. Through sound and posture, and the reaction of the audience to those factors, King’s affect seems to convey something more momentous occurring beneath the event’s surface dynamics. King projects a confrontational edge through the sound of fearlessness in the face of mortality. Did he know he was going to be killed shortly after giving this speech? It’s a question that the peculiar tonality of his concluding lines raises for students. If so, what does it mean to use the sermon as a site of prophetic, aural documentation of the fact that a force of transformation exists beyond the flesh and blood of leadership, a force that assassination can’t kill? In the speech’s final synesthetic moment, I have the students listen and watch the shift that occurs in King’s demeanor as he closes, and the way that this shift culminates in an almost ecstatic moment as he delivers the final line: “Mine eyes have seen the glory of the coming of the Lord.” His defiant turning away from the microphone is crucial as it amplifies the meaning of the voice, letting those watching know that, much like an emcee, King has just “served” white power with a delivery that will outlast the sniper’s bullet the following evening.
I want to briefly point to two other examples that show additional ways in which sound complicates ideas of racial identity and expression during the 1960s. When I teach Nina Simone’s composition, “Mississippi Goddamn,” (recorded live at Carnegie Hall in 1964), I ask students to consider the relationship between the distinctive sound of her voice and the ironic and critical elements of her lyrical meaning as this interaction creates a complex idea of radical black consciousness. Composed in the aftermath of the murder of Medgar Evers and the bombing of the 16th Street Baptist Church in Birmingham, Alabama, Simone offers a musical, and more broadly sonic meditation on white supremacy.
Most students find the timbre of Simone’s voice, its grain (as Roland Barthes would say) and depth, immediately striking. Her unique sonority and its context, greatly influence attempts by students to understand her reference to the song as simply a tune: “The name of this tune is Mississippi Goddamn” she says, and “This is a show tune, but the show for it hasn’t been written yet.” Clearly it isn’t simply a tune, and the caustic quality of lines such as, “Oh but this country is full of lies/ You’re all gonna die and die like flies,” creates a critical depth through the sound of Simone’s commitment to a black radical perspective. What does it mean, for instance, that Simone projects such sarcasm and biting critique to a predominately white audience at Carnegie Hall? How might we hear the specific grain of her voice in this setting? How does Simone’s projection of critical black sonic resistance, emerge at the conjuncture of anti-black racism and the beginning of legislative efforts under the Johnson administration to rectify racial inequality through civil rights bills? What can be taken from the simultaneity and contrast that Simone projects her sound within? I pose such questions to my students as a way of considering what it means to be committed to critical thought and social transformation that falls outside of the dominant lines of American national consciousness, and how the sound of such commitment, heard in the pitch and tenor of Simone’s voice, matters as a different kind of historical documentation.
In considering how the sound of music can offer an intervention within the formation of black political consciousness in the Black Arts Movement, I often use the 1966 recording of Amiri Baraka’s signal poem, “Black Art,” as it set to the experimental musical sounds of Sonny Murray’s ensemble (Murray-drums, Albert Ayler-tenor saxophone, Don Cherry-trumpet, Henry Grimes, Lewis Worrell-bass). Having first read the poem, students then are able to hear it set to– and against–the unconventional instrumentation of Murray’s ensemble.
The musicians create an unconventional sonic context for Baraka’s reading that de-emphasizes and re-situates the apparent dimensions of black rage that seem to arise from verse that can “shoot guns,” through an almost carnivalesque, comedic, and off-kilter sound that troubles the linear expectations one might have of instrumentation amplifying the words on the page. The dissonance between page and sound allows for useful pedagogical opening, in that it underlines the non-conformist, avant-garde aspects of the movement, and the fine line that artists such as Baraka were imagining between the intensity of black radical consciousness and the ability to articulate that standpoint outside of the expected forms of black cultural nationalism.
As these examples have shown, I incorporate sound into my pedagogical framings of black cultural and political identity as an opening through which students may expand their understandings of black consciousness and black political culture well beyond stagnant ideas of racial authenticity, while still preserving an understanding of the transformative and often radical possibilities that have been projected through black expression during the period. It is the open space of sound that invests the project of black radical thought with the uncanny spontaneity of experimentation. Having students understand ideas of expansiveness, asymmetry, and non-linearity as central to black cultural expression and critique–even as artists refuse to sacrifice an expressed political commitment to black resistance–begins to suggest ways for students to contemplate the intersection of identity politics with the unexpected, fantastic elements of expression that lie outside of more recent flattened diagnoses of black nationalism. Teaching at the intersections of race and sound opens up new terrains of knowledge, dynamically expanding students’ abilities to think through the intricate and multifaceted formations of black consciousness during the volatile years of the 1960s and the resonance of those years in our present.
Carter Mathes is an assistant professor of English at Rutgers University. He has completed a book manuscript entitled, Imagine the Sound: Experimental Form in Post-Civil Rights African American Literature, that focuses on the relationship between sound and literary innovation during the 1960s and 1970s. He is co-editing a volume of essays on Black Arts Movement writer and critic Larry Neal; and also has essays in print or forthcoming on Toni Cade Bambara, Peter Tosh, and James Baldwin. At Rutgers, he regularly teaches classes focusing on African American literature, Twentieth-century literature, music and literature, and experimental writing.
REWIND! . . .If you liked this post, you may also dig:
Audio Culture Studies: Scaffolding a Sequence of Assignments–Jentery Sayers
Today’s post from Cornell professor Travis Gosa (Africana Studies) marks the return of our “Sound and Pedagogy” Forum for a spring semester refresher course. It’s a hard time of the school year–fatigue can creep up in exponential relation to the sudden increase in sunshine. We at SO! want to put some spring back into your classroom with Gosa’s discussion of the relationship between hip hop and the university classroom–to sample De La Soul, stakes is high–followed up next week with Emmanuelle Sonntag and Bronwen Low‘s (McGill) exploration of hip hop pedagogies in the urban classroom in their joint post on “The Student as Broadcaster and DJ of Her Listening,” and rounded out with a hands-on self-assessment of how sound media can be a productive classroom tool in teaching black political history by Carter Mathes (Rutgers). Grab a new notebook, sharpen some pencils, and enjoy some (funky) fresh perspectives this spring. And now, I pass the mic to Dr. Travis Gosa–Editor-in-Chief Jennifer Stoever-Ackerman
The three-year appointment of DJ Afrika Bambaataa at Cornell University has caused me to think about the sexual politics of sound created by the artist-centered hip hop studies movement. College students have been reading hip hop textbooks since the early 1990s, and Arizona University students can now earn a minor in hip hop studies. However, the recent professorial appointments of artists like Bambaataa, Bun-B of UGK (Rice University), M1 of dead prez (Haverford College), Wyclef Jean (Brown University), and 9th Wonder (Harvard University) is shaping how hip hop is heard.
The embodied collision of instrumentation, lyricism, and experience in the artist-centered classroom can create spaces for empowerment and emancipatory learning. There is also a risk, however, that the artist-professors trend will reproduce the same sexist logic about hip hop and women that recirculates in mass-mediated rap music.
Since Common’s 1994 song “I Used to Love H.E.R,” the bodies of women of color have served as the sonic battlefield for wars over the authentic boundaries of hip hop culture. On the track, Common falls out of love with H.E.R (“hip hop”) when White corporations and West-Coast emcees gangbang his once virgin, “untampered” girl, and turn her into a promiscuous, weed-smoking “gangsta bitch.”
Compared to Lil’ Wayne’s lyrics about “beating the pussy up like Emmett Till,” or Rick Ross’ molly-infused date rap anthem, Common’s nostalgic back-in-the-day rhymes are tame. The love affair is sonically wrapped in the thick intertexuality of George Benson’s mellow jazz guitar of “The Changing World,” timeless emcee clichés like “yes yes ya’ll,” and classic quotables like Easy-E’s “Easily I approach…” (minus the punchline about having sex with your momma).
Rap legends Scarface and Nas use the H.E.R. trope to frame the appropriation of hip hop by colleges. On the DJ Khaled assisted track “Hip Hop,” they describe hip hop as a “middle-aged cougar,” and threaten to murder the “bitch” for being a gold digging “whore.”
According to Scarface, he has fallen out of love with Ms. Hip Hop because she is sleeping around with everyone, including college professors:
Now you all in the lectures
Being studied by the college’s professors
Now I regret the day I met ya, Bitch
I’ll be the first one to say it
She ain’t the one you want to play with
I fucked Hip Hop
When the imaginary borders of hip hop are expanded or violated by academia, Scarface defends hip hop by slut shaming Black women. The hegemonic masculine frame perpetuates the virgin/whore dichotomy of womanhood, justifies violence against women, and evaluates women (“hip hop”) according to their ability to fulfill the needs of men. DJ Khaled’s production reinforces the message by sampling Mott The Hoople’s “She Does It.” The 1975 British glam rock song is a little ditty about cocaine and/or rough sex with groupies.
Too often, loving hip hop involves remaining uncritical about sexualized violence and the silencing of women in the culture. “Sentimental attachment” to music, as Barry Shank described at the 2013 IASPM conference, is not the same as “interrogative listening,” the recognition that musical pleasure can involve dominance and oppression. Interrogative listening begins by acknowledging that being a member of a musical community comes with responsibility.
Hip hop studies professors face the monumental task of reeducating students in the art of interrogative listening. As scholar Tricia Rose noted in her keynote address at the opening of the Cornell Hip Hop Collection in 2008, the commercial rap industry has trained young people to nod to the beat while passively accepting misogyny and oppression. Rose writes in her book The Hip Hop Wars that pointing to real life “tricks” and “hoes” is often a strategy used to absolve male hip hop artists of their culpability in profiting from rape culture.
I have been impressed by the ability of pre-rap, 1970s hip hop artists to demonstrate a love for the culture without reproducing the woman-hating narrative found in rap music. The South Bronx DJs (i.e., BreakBeat Lou), graffiti artists (i.e., Carlos “Mare 139″ Rodriguez), photographers (i.e., Joe Conzo, Jr.), and break-dancers (i.e., Richard “Crazy Legs” Colon and Jorge “Popmaster Fabel” Pabon) who make guest appearances in my courses explicitly disassociate themselves from the logic of commercial rap industry. Not surprisingly, it has been most intriguing to listen to the sexual politics created by the Afro-futuristic DJ Bambaataa.
Bambaataa is known for transforming the notorious Black Spades gang into the fledgling 1970s South Bronx hip hop scene. His Universal Zulu Nation has forcibly removed drug dealers from neighborhoods, rallied around political prisoners, and just last month, warned WorldStarHipHop.com to stop pandering violent and sexual images to youth.
Less obvious is Bambaataa’s political work through sound performance. His signature soulsonic soundspace mocks the boundaries of music genre and the specificities of race, social class, and place, in favor of the universal. For example, when asked to explain early hip hop to my undergraduate class last fall, he sat back and played Ray Steven’s 1969 hit “Gitarzan” and The Music Man’s “Ya Got Trouble.” Hilarity and cognitive dissonance ensued, as the country-rock and Broadway tunes shattered the commonsense of hip hop as “rap music,” “black,” “youth,” or “urban.”
His universalism is not meant to obscure the contributions of women with a generic masculine narrative. Bambaataa has spent the first year of his appointment mapping out the centrality of women’s role in creating hip hop culture. Like Kyra Gaunt in Games Black Girls Play: Learning The Ropes from Double-Dutch to Hip Hop, Bambaataa traced rap and dance to double-dutch, hand-clipping, and rhythm games played by Black girls. To demonstrate how women pioneered rapping, he played Shirley Ellis’ The Name Game and The Clapping Song. During his first official sound lecture, a DJ set at an Ithaca nightclub, the music of Aretha Franklin and Miriam Makeba were interwoven into the more recognizable hip hop staples like James Brown.
Observing Bambaataa’s musical performances at Cornell gives me hope that sound and listening can be used to disrupt dominant modes of gender politics in the hip hop classroom. However, the ability of Black male artists to articulate the contributions of women is in no way a replacement for creating spaces which are actually inhabited by those who are not Black, male, or heterosexual. There is nothing universal about male bodies, thoughts, or voices. Unfortunately, this new trend of artists in the classroom is being constructed almost exclusively around Black/Brown, heterosexual men.
To date, no “b-girls,” “femcees,” or “flygirls” have been appointed to high profile positions in the academy. I struggle with this at my home institution, as Cornell’s “Born in the Bronx” archival project risks perpetuating the myth of a woman-less birth. This gender-limited vision of hip hop’s roots has been compounded by the silencing of legendary battle emcee Roxanne Shanté, whose relationship with Cornell ended after a witch-hunt surrounding her academic credentials back in 2009. MC Sha-Rock, an early female emcee, will end the four-year estrogen drought when she participates in Cornell’s 2013 Unbound From the Underground hip hop celebration on April 4-7, 2013.
Our efforts to connect academic hip hop studies to its cultural practitioners must honor women and empower female agency. The critical praxis has already been constructed by Black feminist scholars, such as Tricia Rose, Joan Morgan, Patricia Hill-Collins, Gwen Pough, Kyra Gaunt, Ruth Nichole Brown, and countless others. Hip hop feminism or “Crunk feminism” dictates that academic spaces support emancipatory gender politics, which starts with teaching and celebrating a truthful history focused on the agency of women of color. It does not involve participating in Black male violence under the guise of loving hip hop.
Every university that claims to teach or “preserve” hip hop should appoint female/feminist/queer artists. No doubt, fierce emcees like Yo-Yo, MC Lyte, Missy Elliott, and Lauryn Hill should be on the short list at many colleges. Still, we have to be wary of gender tokenism; the end-game should not be finding a honorary female artist to provide “a woman’s point of view.” Rather, the goal should be to create opportunities for women to narrate history, redefine the spaces occupied by hip hop, and to rearticulate the logic of critical listening.
Regendering hip hop studies will require a paradigm shift and a new soundtrack about love. Perhaps we can begin the work by replacing the H.E.R. tracks with Akua Naru’s “The World is Listening.” It is a dope, feminist homage to women’s journey through hip hop history, without all the slut shaming.
Featured Image by Flickr User LizSpikol
Travis L. Gosa is an Assistant Professor at Cornell University’s Africana Studies & Research Center. He teaches courses on hip hop culture, African American families, and education. He is an advisory board member of Cornell’s Hip Hop Collection, the largest archive on early hip hop culture in the United States. He can be reached at firstname.lastname@example.org and on Twitter @basedprof.
REWIND! . . .If you liked this post, you may also dig:
“Ill Communication: Hip Hop Studies & Sound Studies @ Show And Prove”– J. Stoever-Ackerman
“The Victoria’s Secret Fashion Show and the Soundtrack of Desire“– Marcia Dawkins
Welcome to week four of our February Forum on “Sonic Borders,” a collaboration with the IASPM-US blog in connection with this year’s IASPM-US conference on Liminality and Borderlands, held in Austin, Texas from February 28 to March 3, 2013. The “Sonic Borders” forum is a Virtual Roundtable cross-blog entity that will feature six Sounding Out! writers posting on Mondays through February 25, and four writers from IASPM-US, posting on Wednesdays starting February 6th and ending February 27th. For an encore of weeks one through three of the forum, click here. And now, Tara Betts drops some science, Sounding Out! style. –JSA
When underground hip-hop artist P. Blackk released Blackk Friday (2011), several reviewers insisted that he sampled political activist Angela Davis. Oddly enough, one of the reviews from The Meara Blog, featured the video for “Brainz,” the song in question–and the video clearly showed that the sampled track was in fact not Davis but activist and lawyer Kathleen Cleaver. Why the automatic assumption that any black woman sampled from the 1960s is Davis? Why the collapsing and erasure of so many distinct and powerful voices?
Davis, Cleaver, and Assata Shakur are arguably the three most iconic women of the Black Power Movement, but they largely go unrecognized in mainstream history. Erasure by omission represents how many historical sources are resistant to identifying their specific contributions to grassroots organizing, intellectual life, and politics, while the male leadership of the Black Power Movement is often mentioned by name. So, the inclusion of Davis, Cleaver, and Shakur in songs by hip hop artists P. Blackk, John Forté, and Common simultaneously amplifies the distinctiveness of their voices while signaling conscious choices by younger male artists to align themselves with the political thinking espoused by these radical women in politically-rooted, layered tracks–even as these samples inadvertently reveal the mainstream public’s tendency to treat black female activists as interchangeable. Both in their moment and in its sampled echoes, these women resist being grouped into an amorphous group of misconstrued black people, and these tracks highlight that.
In “Brainz,” P. Blackk samples a 1968 speech by Cleaver. In the track, the basic bassline reverbs beneath the emcee’s repeated hook. He begins the song with the “huh” sound that many emcees use to amplify enthusiasm, start rhyming, and alert whomever is listening that the words are about to arrive. Blackk repeats certain phrases and utilizes internal rhyme as he makes observations about the choices people should make to care for themselves, their children, and their communities. The most original slant rhyme emerges in the second of two verses, replicated here:
It’s funny how we love chains and whips
when we were bound by em.
and we hate rock’n’roll and it was found by us.
You can’t hate what’s beautiful. I’m black and I’m proud,
but that ain’t got nothing to do with my pants sagging down.
Society is pimping you.
I’m just a man who’s a little more sensible.
I used to be invisible, now I’m invincible.
Not the stereotypical,
and I’m doing my thing in a game with no principles.
Knowledge and power, all I need, yeah, that’ll do.
The difference between me and my peers is gratitude.
Younguns is dumb too and too cool,
but it’s uncool living in a city that’s gun-ruled.
Here, P. Blackk most closely echoes how Cleaver expresses a sense of embracing and affirming black beauty while still acknowledging flawed educational systems, materialism, the origin of rock music, intergenerational disconnects, and gun violence. As a member of the Black Panther Party, wife of Eldridge Cleaver, attorney and professor, Cleaver has been a spokesperson for African American struggles. When the chorus simply repeats “real n-gga wit a brain,” P. Blackk is claiming the term that is still an affront to middle class people reaching for the civility of assimilation. He is insisting that some people are afraid of their intelligence and growing awareness as marginalized people and what actions that might entail. This fear of a nascent threat was at the root of resistance towards the slogan “Black is Beautiful” in the 1960s.
The Cleaver sample comes at the end of “Brainz,” and in the music video appears in its entirety on a projection screen and against P. Blackk himself, decked in a white shirt and bow tie, as he “lectures” students in a darkened classroom. As different black historical figures, including the likes of Marcus Garvey, Rosa Parks, Angela Davis, Ralph Abernathy, George Jackson, and James Baldwin, are projected on the screen behind Blackk, the instrumental audibly drops much lower so the only voice heard is Cleaver’s.
[Cue to 3:05 for Kathleen Cleaver]
The footage from which her sample is taken has background sound such as others talking and a chant with cadences that were often heard at black political protests; these can be faintly heard along with the audible buzz of varied speaking voices in the crowd that surrounding Cleaver. She was not onstage nor the main focal point of the larger event, but P. Blackk’s re-framing places her at its center. When one considers the position of Davis and Cleaver as esteemed and radical activists and professors, it’s not surprising that P. Blackk video positions him as an educator, like these women, to further reinforce the point of Cleaver’s words.
In “A Song for Assata,” from Like Water for Chocolate (2000), Common retells some of the events detailed in Assata: An Autobiography, but his sample reinforces why her activism was so important to Common and others like him. Her looped voice concludes his song, incredulously repeating the question, “You askin’ me about freedom?” In the sample Shakur explains how she knows more about what freedom is not, which is similar to a comment that Shakur made in Gloria Rolando’s documentary Eye of the Rainbow: Assata Shakur and Oya. Shakur then defines how freedom allows one to be one’s self, and the definition is faded down and the last of the soaring music rises slightly. When this fade occurs, we have a few examples of what Shakur imagines what freedom could potentially be, but it also leaves a sonic pause where listeners might contemplate how they define freedom for themselves.
The choice to fade out a sample says so much about not just the message that it (and Common) hopes to convey, but also reveals narratives that have been enforced consistently through institutions and time. I read the fade out as sonically emphasizing “the struggle,” rather than the intellectual present of an activist speaking; it limits her to the role of an representing the past. In dream hampton’s documentary Black August, Malcolm X Grassroots Movement organizer Meron Haile Selassie elucidates how women like Shakur are idolized:
Historically, the black liberation movement and actually all movements, let’s be honest, have fallen short of trying to incorporate the role of women, what women need, and how we incorporate anti-sexist theory and anti-sexist work in our general liberation movement. And when the woman that we put on the poster every single year, Assata Shakur, is someone that these artists revere and talk about yet but they’re somehow unable to see an Assata Shakur in the woman they’re dating that’s a painful realization.
In other words, even in black history and social movements, some women are canonized and celebrated and others are disregarded, which is not a far cry from the well-worn debate of using the word “b-tch” or “ho” and insisting that this namecalling does not address all women. Such overlooking and fading out is a subtler silencing of women.
John Forte’s “Drift On” works against the narrative of the fade-out in “A Song for Assata.” In “Drift On,” from his album The Water Suite (2012), Forte lyrically articulates the feeling of being distant from someone; however, it is the brief sample of a few seconds from Angela Davis that reinforces the possibility of redemption during and after confinement. Forté begins singing the hook over a guitar-like loop that functions almost like a chord, and his soft singing of the chorus contrasts with his solemn rhyming lines and the firm solemnity of Davis’ brief sample midway through the song. A little more than a minute before “Drift On” ends, Davis speaks:
many people recognize that they can refashion themselves. They can rehabilitate themselves. They can live a life of the mind.
Davis stresses the words “they,” “refashion” and the third, final “can” spoken in this sample. Her tendency to stretch and soften particular nouns and verbs in speaking is a consistent pattern in Davis’ public speech, achieved by rhetorical devices such as metanoia– the immediate restatement of a phrase–and amplification. When Davis speaks in this manner, she makes listeners pay attention to the “they” whom she refers to as intellectually capable, but it also stresses “possibility” and redemption of the self.
It is important to note that the artists sampling these iconic Black women are men. Although women such as Me’shell Ndegeocello, and Terri Lyne Carrington and Diane Reeves have sampled Angela Davis on successful records, these records were not necessarily considered hip hop, which has consistently relied on men’s voices to create a radical impression in music, like Public Enemy’s “Fight the Power.” Public Enemy long relied on voices like Malcolm X and Martin Luther King, Jr., but happens to (and with) women’s voices? Including these voices in hip hop shows that women do exist as thinkers, activists, and speakers, even if the exposure is being exercised by artists who are men.
However, each song extends the narrative of each woman in a different manner than they constructed for themselves. P. Blackk stops admonishing, advising, and insisting on pragmatic Afrocentrism so he can to listen to Cleaver explain why black beauty was finally being embraced in the 1960s. Cleaver, in her 1968 speech, eschews white standards of beauty to embrace herself, which P. Blackk uses to connect self-hatred in the past and self-destructive behavior in the present. Common ends “A Song for Assata” with Shakur so she can share some of her thoughts on freedom after the song relates major events from her life based on details and paraphrased lines from poems in Assata: An Autobiography. Forté uses the sample of Angela Davis to further a narrative that reveals how the prison industrial complex diminishes perceptions of the humanity and the intellectual capacity of prisoners in “Drift On.”
These three hip hop songs align with a continuum of specific radical women during a time when there are few women getting consistent recognition in the genre of hip hop music, so it marks a curious point of departure where women can be part of conversations in a musical genre where they are not frequently prominent as vocalists. This sampling practice also places men and women in conversation–activists, artists, and listeners–in a manner that reflects strength, certainty, and a sense of coming together with specific political ideas in a manner that, importantly, does not erase intellectual, or sonic, difference.
Tara Betts is the author of the poetry collection Arc and Hue, a Ph.D. candidate at Binghamton University, and a Cave Canem fellow. Tara’s poetry also appeared in Essence, Bum Rush the Page, Saul Williams’ CHORUS: A Literary Mixtape, VILLANELLES, both Spoken Word Revolution anthologies, and A Face to Meet the Faces: An Anthology of Contemporary Persona Poetry. Her research interests include African American literature, poetry, creative writing pedagogy, and most recently sound studies. In the 1990s, she co-founded and co-hosted WLUW 88.7FM’s “The Hip Hop Project” at Loyola University while writing for underground hip hop magazines, Black Radio Exclusive, The Source, and XXL. She is co-editor of Bop, Strut, and Dance, an anthology of Bop poems with Afaa M. Weaver.
Welcome to week four of our February Forum on “Sonic Borders,” a collaboration with the IASPM-US blog in connection with this year’s IASPM-US conference on Liminality and Borderlands, held in Austin, Texas from February 28 to March 3, 2013. The “Sonic Borders” forum is a Virtual Roundtable cross-blog entity that will feature six Sounding Out! writers posting on Mondays through February 25, and four writers from IASPM-US, posting on Wednesdays starting February 6th and ending February 27th. For an encore of weeks one through three of the forum, click here. And now, Tavia Nyong’o reviews Courtesy the Artist’s The Meeting, courtesy of Sounding Out! –JSA
Last October 2012, in tandem with the New York launch of the retrospective art show Now Dig This! Art and Black Los Angeles 1960-1980, curated by Kellie Jones and running through March 11, 2013, MoMA PS 1 invited the sounds and images of Black Power into their courtyard Performance Dome for a Sunday afternoon collaborative arts project called The Meeting curated by Courtesy the Artists. Courtesy the Artists is the collaboration of Malik Gaines and Alexandro Segade: two-thirds of the core members of the L.A.-based performance art collective My Barbarian (the third is Jade Gordon). For The Meeting, recently transplanted New Yorkers Gaines and Seagade opted to curate a gathering of local artists, dancers and musicians they wanted to get to know better, such as LaTasha Diggs, niv Acosta, and Samita Sinha.
Curation as collaboration was the ethos behind The Meeting in PS1; Gaines and Segade were much more than masters of ceremony, but performed alongside the artists and musicians they invited. At times The Meeting felt more like a jam session than anything else, following the improvisatory and ensemblic ethos of experimental jazz. Performance piece as musician’s jam was indeed a fitting form, given that the afternoon was built around Seize the Time, a 1969 album of agit-prop cabaret recorded by activist, musician, and erstwhile Black Panther leader, Elaine Brown.
Each participant in The Meeting was invited to respond, in their chosen art form to a song from Brown’s album or another aspect of her legacy that moved them. And move them it did. If music held the event together — from Charles Gaines on the piano and drums to Matana Roberts on a haunting saxophone solo to Geo Wyeth closing down the evening with an astonishing version of “Seize the Time” intermixed with “Age of Aquarius” from the musical Hair — poetry, polemic, video, and dance sent it spinning off into a dozen scintillating tangents.
What those intersecting and diverging responses to Brown’s album shared was a concern with how the past resonates in the present, how a historical call might not always be muted over time, but sometimes amplified by its repetition across time. Given the predominance of the visual in contemporary culture — nowhere more glaring, perhaps, than in institutions devoted to visual art — what do we make of the role of the aural as a medium through which to register the reverberations of a past? The Meeting was held in a temporary structure, literally vestibular to the permanent edifice of the museum. Is the ear a similar vestibule to the institutions of culture, and, if it is, then wherein might the power of that vestibular flesh, as Hortense Spillers once named it, lie?
On Seize the Time, the mercurial Brown transposed the black revolutionary urgency of the 1960s into a musical idiom that sounded remarkable even in its day. It is slightly bemusing to settle into the jazzy opening of the title track “Seize the Time” with the knowledge that Marvin Gaye’s What’s Going On and Curtis Mayfield’s Super Fly were just around the corner. Certainly, despite their shared sonic defiance of American racism, Brown’s didactic sprechegesang would never be mistaken for Nina Simone’s soulful alto. Closer to the sonic mark would be singer-songwriters like Carole King, Janis Ian and Joni Mitchell, artists who broke the mold for women in pop in the late 1960s and early 1970s. Consider the rhetorical and musical twists and turns of the first verse of “The End of Silence,” a song that manages equal parts women’s liberation and black nationalism without ever teetering into blaxploitation supervixen territory:
Have you ever stood
In the darkness of night
Screaming silently you’re a man?
Have you ever hoped
That the time would come
When your voice could be heard
In the noonday sun?
Have you waited so long
Till your unheard song
Has stripped away your very soul?
Then believe it my friend
That the silence can end
We’ll just have to get guns and be men.
If The Meeting was a response to the call of that final line, it was one in which the shift from a single voice with backing band to a range of voices and positions was always audible. Some might call this postmodern fragmentation: dance choreographed to a repeating sample of Brown singing “freedom back,” a version of the album edited down to just the sequential instances of her singing the word “man,” played to projected images of every gun in the Panther arsenal she lists in her book. But these interventions arguably only expand our audition of the original album’s possibilities. More than 30 years on, The Meeting took advantage of Seize The Time’s musico-political incongruity to prise open new lines of affiliation between the past and our revanchist present. The question continuously hung in the air: How do we occupy our radical black and feminist legacies, especially given the fact that we cannot simply repeat those struggles in identical terms? How do we get freedom back?
The declamatory cadences of black rhetoric were as central to the way The Meeting sounded as was its music. LaTasha Diggs’s barnburning performances stopped the show to inform us that revolutionary pussy was out of stock. With Charles Gaines on drums and Matana Roberts on sax, Malik Gaines scatted excerpts from President Obama’s “race speech” while excerpts from speeches Elaine Brown had given to the Panthers were read. Since the context of Obama’s speech had been his own attempt to surrogate the justified anger of the Black Power generation with a message of reconciliation, re-mixing it in this context meant it no longer had the privilege of temporal succession over Brown, but black feminist rhetoric and the improvisatory sax could invaginate his rhetoric with an eternal recurrence of radical insurgence.
It is important to note the predominantly queer and trans performance modalities through which the Meeting posed–if not fully answered–its questions regarding freedom in a contemporary context. Brown’s refrain “we’ll just have to get guns and be men” took on a new connotation when juxtaposed against the queer and trans bodies and voices in performance.
Here history revealed itself as palimpsest: images and icons were superimposed one upon the other to create dense, freighted symbols of masculinity and femininity. In a refrain originally meant to rally radical black women towards the community leadership roles tendentiously claimed by men, the gun was much more than a ‘phallic symbol.’ As Kara Keeling recounts in The Witch’s Flight (an important book containing a shrewd analysis of Seize the Time):
The appearance of the [Black Panther Party] allowed for the recognition of the black man in the Black. But this need not be understood as precluding black “females” from appearing in blacks with guns, nor does it necessarily indicate an inherent connection between “men” and “males.” What is perhaps most innovative about the BPP’s cinematic appearance is that it threw into doubt the validity of the common sense that linked “man” with “male” with “masculine” (85).
For Keeling, the innovative disruption of white supremacist racist sense — congealed in stereotypical images of black men and black women — set the stage, formed the backing track, for the historical emergence of queer and transmasculinities.
Transgender dancer and choreographer niv Acosta rhythmically ran his body against the cushioned seating of the performance dome, to the rhythmic sampling of “freedom back.” The phrase was curiously ambiguous: what actual historical freedom could Brown have possibly exhorted the panthers to claim? What imagined freedom do we think we can reclaim via our remixing of Black Power? The power of Acosta’s performance was to embody that question as a lived and livable improvisation.
The degree to which a musical legacy such as Brown’s can or should be appropriated beyond a black context was also pointedly staged that afternoon, perhaps most self-consciously by Alex Segade’s rendition of “The Meeting” — which Brown once called the Party’s anthem — in Spanish. Segade’s version captured the melodrama and romantic longing, staging the historical interconnections between black and brown power in California as a hall of mirrors and fleeting glances.
Geo Wyeth brought the house down with a funky final number that had the audience on the edge of their seats, perhaps awaiting the promised nudity a sign at the entrance warned the performance would contain. Wyeth’s onstage costume changes were anything but a striptease, however, as he instead fused the militancy of Seize the Time with the sexual revolution of Hair in an incompossible auditory portrait of the legacy of “the Sixties.” His performance left the audience with the emphatic reminder that it is less his generation’s challenge to prove adequate to the past than it is to retrieve from history’s shroud the pulsating star of their own desires.
[The Meeting included Simone Leigh, Samita Sinha, Matana Roberts, Charles Gaines, Malik Gaines, Adam Pendleton, niv Acosta, LaTasha Diggs, Xaviera Simmons, Jarrod Kentrell, Alex Segade, and Geo Wyeth].
Tavia Nyong’o is Associate Professor of Performance Studies at New York University, where he writes, researches and teaches critical black studies, queer studies, cultural theory, and cultural history. His first book, The Amalgamation Waltz: Race, Performance, and the Ruses of Memory (Minnesota, 2009), won the Errol Hill Award for best book in African American theatre and performance studies. Nyong’o has published articles on punk, disco, viral media, the African diaspora, film, and performance art in venues such as Radical History Review, Criticism, TDR: The Journal of Performance Studies, Women & Performance: A Journal of Feminist Theory, Women Studies Quarterly, The Nation, and n+1. He is co-editor of the journal Social Text.