This September, Sounding Out! challenged a #flawless group of scholars and critics to give Beyoncé Knowles-Carter a close listen, re-examining the complex relationship between her audio and visuals and amplifying what goes unheard, even as her every move–whether on MTV or in that damn elevator–faces intense scrutiny. Last Monday, you heard from Kevin Allred (Women and Gender Studies, Rutgers) who read Beyoncé’s track “No Angel” against the New York Times’ reference to Michael Brown as #noangel. You will also hear from Liana Silva (Editor, Women in Higher Education, Managing Editor, Sounding Out!), Regina Bradley (writer, scholar, and freelance researcher of African American Life and Culture), and Madison Moore (Research Associate in the Department of English at King’s College, University of London and author of How to Be Beyoncé). Today, Priscilla Peña Ovalle (English, University of Oregon) gives us full Beyoncé realness, from TMZ Elevator to Beyoncé and Back Again,–Editor-in-Chief Jennifer Stoever
Less than six months after Beyoncé released Beyoncé, she was momentarily silenced on the small screen when the gossip site TMZ released silent elevator security footage of a fight between her famous husband and sister. Doubly framed by the black and white of a surveillance video screen surreptitiously captured on a security guard’s camera-phone, the video’s silence left plenty of room for speculation. But the footage also revealed a woman conscious that her life is on record: Beyoncé’s body seemed to elude the camera’s full view and she emerged from the elevator with a camera-ready smile.
Like Kevin Allred in his powerful reading of “No Angel,” I could not help but rethink Beyoncé in the wake of Michael Brown’s murder. I already read Beyoncé as a sophisticated response to the visual and aural policing of black female bodies, but the closed-circuit images of Beyoncé on TMZ (and in Beyoncé) made me reconsider silence as a damning convention of video surveillance; like Aaron Trammell in “Video Gaming and the Sonic Feedback of Surveillance,” I questioned (the lack of) sound as a technique of control. When the camera-phone recording of Kajieme Powell’s murder, photographed and narrated by a community member in real-time, was released with silent surveillance footage of the alleged theft, my appreciation of Beyoncé—as a response to those silent damnations—took a new turn.
“Resounding Silence and Surveillance” argues that Beyoncé returns the media’s visual-aural gaze. Because of its pop package, the album’s artistic composition and socio-cultural merit are often underestimated. Like the silence of surveillance footage, omitting any one sensory element from Beyoncé distorts the holistic meaning. To untangle this critically complex interplay of audio and video, I analyze the visualized song “Haunted” and briefly address the single “***Flawless” to show how the artist’s triple consciousness anchors Beyoncé. She is on to us: Beyoncé is the culmination of an artist who has spent her career watching us watch her. Temporarily silenced by footage that she could not control, Beyoncé resounds that “elevator incident”—and our sonic/optic perceptions of her feminism—with a flawless remix.
“I see music. It’s more than just what I hear,” declares Beyoncé. Her voiceover runs over the black screen that opens the promotional video “Self-Titled.” Released the same day Beyoncé premiered on iTunes, “Self-Titled” directs audiences to “see the whole vision of the album.” By design, Beyoncé is an immersive experience—like watching Michael Jackson’s “Thriller” as a television event on MTV.
Because Beyoncé was born the same year the cable music channel MTV premiered, she has never known a world without the ability to “see music.” In many ways, her visual album reinvigorates the early spirit of MTV: after Beyoncé, we will “never look at music the same way again.” Though music videos exacerbate the pop single obsession that Beyoncé explicitly resists with Beyoncé, they also produce a unique kinetic connection with the listener-viewer, whose experience of sound is visually registered by the body as it processes shots and edits. This is especially true when strong imagery, rhythmic editing, and dance movements are expertly employed, as in Beyoncé.
Beyoncé deftly critiques the beauty and music/media industries that have been central to her pop success. If taken piecemeal, these critiques can be easily dismissed: the sustained gloss of her image works all too well. There is much to say on a video-by-video basis, but I focus here on the specific aural elements of “Haunted” that articulate Beyoncé’s refusal of the music industry’s status quo. This visualized rejection reveals the layers of racism and sexism that nonwhite female artists (even Beyoncé, even today) must negotiate.
Because of my personal and professional interest in music videos, I consumed Beyoncé as she intended: a sequence of MPEG-4 videos rather than AAC audio files. But it was not until I solely listened to the album that I could discern Beyoncé’s maturation as a black female multimedia pop/culture artist. One refrain from “Haunted” was especially effective:
I know if I’m onto you, I’m onto you/ Onto you, you must be on to me
The song’s ethereal quality is amplified by Boots (Jordy Asher), one of Beyoncé’s (then-unknown) collaborators with whom she shares “Haunted”’s writing and producing credit. The track builds slowly, supporting Beyoncé’s “stream of consciousness” delivery with layers of reverberation and waves of synth sounds like “Soundtrack” or the Roland TR-808 kick drum. Punches of bass accelerate the beat until Beyoncé riffs her explicit desire to create something more than a product:
The music winds to a halt, but the song is not over. Breathy, reverberating vocals transition the track and a piano is delicately introduced:
It’s what you do, it’s what you see
I know if I’m haunting you, you must be haunting me
It’s where we go, it’s where we’ll be
I know if I’m onto you, I’m onto you
Onto you, you must be on to me
At this point, the song “Haunted” is split into two videos: “Ghost” (directed by Pierre Debusschere) and “Haunted” (directed by Jonas Åkerlund). The videos’ visual differences exemplify the various points of view—from active subject to object of desire and back again—employed across Beyoncé. “Ghost”’s hypnotic visuals underscore the song’s sentiments: close-ups of Beyoncé’s immaculately lit visage soberly mouthing lyrics are intercut with medium shots of her still body swathed in floating fabric and wide shots of her athletic movements against sparse backgrounds. The ar/rhythmic cuts of “Ghost” enunciate an artistic dissatisfaction with the industry: visuals build against/with the synthetic beat, mixing Beyoncé’s kinetically intense movements with her deadpan delivery.
The fiery agency of “Ghost” sets up the chill of “Haunted,” a voyeuristic tour in which Beyoncé watches and is watched. The “knowing-ness” of her breathy refrain (“I know if I’m haunting you”) is heightened when the tempo accelerates in the song’s second half. There is much to say about “Haunted”—from the interracial family of atomic bomb mannequins to Beyoncé’s writhing boudoir choreography. Most significantly, she is the video’s voyeur and object of surveillance: her face appears on multiple television screens and her voyeur-character is regularly captured on closed-circuit footage. The “Haunted” video soundtrack features the foley and stinger sounds of a horror film, but these surveillance shots feature the low whirr of a film projector rather than silence. The silence of a moving image is so jarring that it compels us to watch differently, so much so that “silent” film scenes utilize a recorded sound of “nothing” (“room tone”) to focus the audience.
When Beyoncé finally resounded the silence of the “elevator incident,” she chose to do it through “***Flawless,” her explicit response to anti-feminist accusations. While the multifaceted anthem gained attention because of Chimamanda Ngozi Adichie’s audio, the song is uniquely infused with a kind of docu-visuality thanks to Ed McMahon’s well-known voice and the Star Search jingle. These bookends cite a young Beyoncé losing to an all-male rock band, the kind heavily programmed during MTV’s early days. The clips reinforce the album’s critique of racial and gender hierarchies while questioning the double-edged “work ethic” required to surpass them. Of course, Beyoncé pre-emptively frames this discussion for us in “Self-Titled,” a necessary step that helps audiences appreciate the many moving parts of her tour de force, including her creative business mind.So when Beyoncé swapped the audio of Adichie and McMahon for Nicki Minaj, it was no less of a feminist move. Instead, Beyoncé silences TMZ gawkers:
She then offers herself as a medium of empowerment. Beyoncé may be part of a billion-dollar empire, but she willingly shares that pleasure with us:
I wake up looking this good
And I wouldn’t change it if I could
(If I could, if I, if I, could)
And you can say what you want, I’m the shit
(What you want I’m the shit, I’m the shit)
(I’m the shit, I’m the shit, I’m the shit)
I want everyone to feel like this tonight
God damn, God damn, God damn!
Beyoncé’s last word is an image. She and her creative team remixed the visuals of the “elevator incident”: the remix single website features black and white photos of Beyoncé and Minaj, simultaneously evoking surveillance footage and the photo booth images of a girls’ night out. Beyoncé is the work of an artist who has spent her career watching us watch her: this minor moment exemplifies Beyoncé’s multimedia resonance as an artist whose power is visible and audible across iTunes and TMZ screens alike.
Thanks to Elizabeth Peterson, Charise Cheney, Loren Kajikawa, André Sirois and Jennifer Stoever for providing research and intellectual support for this essay
Priscilla Peña Ovalle is the Associate Director of the Cinema Studies Program at the University of Oregon. After studying film and interactive media production at Emerson College, she received her PhD from the University of Southern California School of Cinema-Television while collaborating with the Labyrinth Project at the Annenberg Center for Communication. She has written on MTV, Jennifer Lopez, and Beyoncé. Her book, Dance and the Hollywood Latina: Race, Sex, and Stardom (Rutgers University Press, 2011), addresses the symbolic connection between dance and the racialized sexuality of Latinas in popular culture. Her next research project explores the historical, industrial, and cultural function of hair in mainstream film and television. You can find her work in American Quarterly, Theatre Journal, and Women & Performance.
This September, Sounding Out! challenged a #flawless group of scholars and critics to give Beyoncé Knowles-Carter a close listen, re-examining the complex relationship between her audio and visuals and amplifying what goes unheard, even as her every move–whether on MTV or in that damn elevator–faces intense scrutiny. In the coming Mondays, you will hear from Priscilla Peña Ovalle (English, University of Oregon), Liana Silva (Editor, Women in Higher Education, Managing Editor, Sounding Out!), Regina Bradley (writer, scholar, and freelance researcher of African American Life and Culture), and Madison Moore (Research Associate in the Department of English at King’s College, University of London and author of How to Be Beyoncé). Today, we #wakeuplikethis with Kevin Allred (Women and Gender Studies, Rutgers), who refuses to let us fast forward past the understated and discomfiting video track “No Angel.”–Editor-in-Chief Jennifer Stoever
Michael Brown, an unarmed black teenager, was shot to death by white police officer Darren Wilson in Ferguson, Missouri on August 9, 2014, for no apparent reason [see author’s note below]. While the fact that the death of unarmed black men (and women and trans people) at the hands of those in power is, sadly, no unique occurrence, as Melissa Harris-Perry – among countless others – have pointed out, Brown’s death has sparked nation-wide outrage and protests about police brutality, racial injustice, and severely decreased resources for impoverished communities.
In the New York Times’ reportage on Brown’s death, reporter John Eligon found it appropriate to characterize the teenager as “no angel,” as if any amount of alleged wrongdoing or possible character flaws on Brown’s part somehow justified his murder. Both Eligon and the Times were called out on social media and in traditional publications such as the Atlantic, and, while the press quickly apologized, the phrase’s familiar interpellation of victims – especially when they are people of color – as “no angels” lingered: a journalistic gaze born of sympathy with white authority that invalidates an individual’s life, tarnishes their memory, and even rewrites histories.
A powerful counter discourse challenges these racist narratives, however; one we can hear in the dissonant sonics of Beyoncé Knowles-Carter’s “No Angel,” a song that anticipates–and adamantly refutes–the racist notion that people who live, and quite possibly die as Michael Brown did, are anything but valuable.
Released almost 9 months before Brown was killed, Beyoncé’s “No Angel” cannot explicitly be called a response, but the ghosts of black men–living and dead, unfairly judged and mistreated–haunt the entire song. “No Angel” begins with a slow-burning 4-count beat; a low, synthesized, slightly off-kilter kick drum sets the tone for the song while an eerily-lilting high-pitched synthetic warbling noise simultaneously pours out of the speakers. The sound, reminiscent of feedback, drifts between pitches for four painstakingly slow measures before Beyoncé’s vocals kick in. When they do, what we hear is unusual. Her voice reverberates in a breathy, almost too-high falsetto that sounds nothing like the soaring powerhouse vocals of “Halo” or “I Was Here;” nothing like the precise, punctuated staccato of “Single Ladies” or “Run The World (Girls);” and certainly nothing like any of the other songs on BEYONCÉ. Sonic and musical contradictions abound. Neither the kind of impressive falsetto showing a wide range, nor necessarily immediately pleasing to the ear, Beyoncé’s voice is forced. . .and it haunts. Further, the vocals seem to cut the time signature of the song in half, effectively doubling its pace. Its tempo, cadence and vocal dynamics signal “No Angel” as a very different kind of Beyoncé song, one forwarding a sonic and political statement over radio-readiness.
Admittedly, “No Angel” was not initially one of my favorite songs on Beyoncé’s new album. In fact, when teaching this song, most of my students – even the hardcore Beyoncé fans – admit sheepishly to skipping through it because of a feeling of discomfort mainly related to Beyoncé’s vocal delivery. But after a few listens, something clicks: “No Angel” is not supposed to be pleasant, easy listening, but rather it jars and unsettles, just like the impact of news of another unarmed black person killed by white police. We are neither supposed to immediately identify with the audio of “No Angel,” nor possibly even like it.
All about dissonance, the song’s innovation fuels itself with inconsistency and contradiction. Vocally speaking, there are incongruities between the highs and the lows (the bass and the treble or the bass and the soprano), and the abrupt shifts in pacing—the slow pace both in opposition to and contained within the faster pace of the song. Even the stretched and breathy falsetto Beyoncé puts on for most of the song strikes a dissonant chord. Simply put, dissonance is tension, and neither the sonic nor the political tension ends here.
Here’s the thing: we know Beyoncé’s voice doesn’t usually sound like it does on “No Angel.” It is a conscious manipulation. And when coupled with the refrain:
You’re no angel either baby
her voice even becomes a kind of accusation. If Michael Brown is “no angel;” if Beyoncé herself, as the singer and also as a black woman in a racist U.S. society, is also initially “no angel” then, Eligon in the NYT as Brown’s accuser and, by extension, we as the listeners, become “no angel either.” What’s more, Beyoncé ‘s delivery is so deliberately overdone that she can be heard taking deep breaths in between each word of the chorus – something most singers would attempt to hide. Beyoncé chooses instead to push it to the forefront of the recording, audibly projecting each word toward the listener; in effect, slapping us in the face with each syllable, driving that message/accusation straight home.
However, while this forum may be dedicated to the sonic qualities of Beyoncé’s work, I don’t believe we can completely divorce the sonic from the visual for “No Angel,” or anything on BEYONCÉ, as it was specifically marketed and publicized as audio and visual album. BEYONCÉ visual music experience is nothing knew to Beyoncé herself. As far back as Dangerously In Love, Beyoncé forwarded her belief “that harmonies are colors” on an interlude toward the end of the album. For her latest album, she went so far as to strike an exclusive deal with iTunes in which the album was only available as a complete package for the first week of its release – singles could not be purchased separately nor without videos (and vice versa). It would be a disservice to ignore the visual depiction of “No Angel,” directed by @LilInternet and its synaesthetic fusion of sound and sight.
Just as the sonic qualities of the song provoke discomfort, unexpected imagery confronts the eye. First, the video is quite simply not about Beyoncé. She is rarely shown. Instead, Houston street culture and its struggles and poverty, represented largely through the faces of people of color, takes center stage. The video features mainly black men, although there are some images of black women throughout; a stark moment showing black women– raced and sexualized as “no angels”–working as strippers reveals an industry driven not by the agency/desire of the strippers themselves, but rather by the failures of capitalism that often offer few profitable choices to poor women other than sex work (as evidenced in the highlighting money shots/literal shots of money). But the video celebrates the lives of all theses alleged non-angels by showing small moments of happiness – a father smiling with his son; young boys flashing the peace sign with their fingers; sweet glances between lovers, community members proud to show off their jewelry and cars for the camera–redirecting the viewer’s attention to the structural inequality framing many of the images, provoking more voyeuristic viewers to reflect on their own responsibility and complicity in the systems that create poverty and segregation in the first place. Simultaneously, members of the Houston community–as well as diasporic Houstonians–can see themselves represented, even celebrated in the video, as opposed to the usual cinematic vilification and denigration of these very same bodies as “no angels.” Many Houston hop-hop legends appear in the video as well: Bun B, Scarface, Willie D, Z-Ro, and of course Beyoncé herself.
When the camera does linger on Beyoncé, it juxtaposes her iconic image–associated with the wealth and power of her celebrity status–with everyday people of her Houston hometown, including its most impoverished. Beyoncé, the residents, and the city itself stare the viewer down – actively challenging us to see both life and death, both living people and memorials to those, such as Michael Brown, who have died too young. The dissonant tension between life and death, encapsulated in Beyoncé’s voice and the video’s mirroring visuals: the high and the low; the rich and the poor; and the fraught gap in between.
Beyoncé tries to bridge this gap, both visually, through her self-representation in Houston, and sonically, particularly the moment when the refrain “you’re no angel, either. . .baby” finishes and she swings her voice down out of falsetto, into her more powerful full-out throat voice. It is assuredly no coincidence that during those moments she repeats the word “no,” over and over again. With that “no,” she objects to mainstream news vilification, anticipating and objecting to Michael Brown’s characterization as “no angel.” Her voice shifts from the high-falsetto – a sound serving the dual purpose of exposing the above dissonance AND acting as a caress to black communities in Houston, and Ferguson, and on and on – and moves into the heavy throat-voiced complaint and objection. “No, you will not treat my people this way. No, you will not treat ANY people this way,” her sound testifies. And, for viewers not represented in the video, that “you” is them–and she means that realization to feel uncomfortable. Beyoncé’s vocal dissonance and visual images force a confrontation with this accusation: it is not Michael Brown and those represented and celebrated in the video who are “no angels,” but the rest of us who fall short.
So, if we are “no angels, either” what do we do about it? Do we skip the track? Do we sit in front of our computer with the visual evidence of the failure of the American Dream staring us down as we groove to Beyoncé’s vocals? Do we turn off the news coverage in Ferguson, MO and pretend it’s not happening? Beyoncé’s voice provokes these uncomfortable questions and more: What does inequality sound like? What does hope and/or resolution/reparation sound like? Are they the same sound? This is a Beyoncé more in line with artists such as Nina Simone, who famously used her voice to express political critique, and not always in the most “pleasant” ways. “No Angel” is Beyoncé’s audio-visual “Strange Fruit,” positioning her alongside some of the most political and innovative protest singers of our time.
Author’s Note: At the time of Brown’s death, I had already been submitted this article. Due to the eerie coincidence between Beyoncé’s song “No Angel” and Eligon’s characterization of Michael Brown in the New York Times noted during the review process, I reworked the article to bring the two into conversation – which, in fact, they always were, even though I didn’t know it at the time.
Kevin Allred is a musician, activist, and teacher, currently at Rutgers University, where he teaches a signature course he created: “Politicizing Beyoncé.” He lives in Brooklyn, NY with his boyfriend and two elderly dachshunds. Join the Politicizing Beyoncé community at www.facebook.com/politicizingbeyonce. You can also find Kevin at www.kevinallredmusic.com and www.politicizingbeyonce.com.
REWIND!…If you liked this post, check out:
I want to enable my students to mobilize sound studies not just as an analytic filter to help them understand the world, but as a method enabling more meaningful engagement with it. This post, an abbreviated version of the paper I recently gave at the Invisible Places, Sounding Cities Conference in Viseu, Portugal on July 18, 2014, explores my pedagogical efforts to move my sound studies work from theory to methodology to praxis in the classroom and in my larger community. In particular, I am working to intervene in the production of social difference via listening and the process by which differential listening practices create fractured and/or parallel experiences of allegedly shared urban spaces.
Inspired by ongoing efforts such as ReBold Binghamton–the visual arts group alluded to by my assignment’s title– Blueprint Binghamton, and the Binghamton Neighborhood Project, I wanted to articulate sound studies methods with long-term community engagement interventions. I decided to task the upper-level undergraduate students in my Spring 2014 “How We Listen” course with designing community engagement projects that identified and addressed an issue in Binghamton, the de-industrialized town in upstate New York housing our university. My students’ proposals ranged from rain-activated sound art, to historical sound walks that layered archival sounds with current perceptions, and a “noise month” sound-collection and remix project designed to challenge entrenched attitudes. They then presented the projects via a public poster session open to faculty members, administrators, community representatives, and peers.
Working with local residents and using asset-based theories of civic engagement, the students’ projects sought to re-sound Binghamton, enhancing existing forms of communication, amplifying hidden sounds and histories, and creating new sounds to resound throughout Binghamton’s future. While the students initially set out to “fix” Binghamton—bringing year-round residents into the world as their largely 18-21 selves heard it—the majority opened their ears to alternative understandings that left them questioning the exclusivity of their own listening practices. Students realized that while they may have been inhabiting Binghamton for the past few years, they hadn’t been perceptually living in the same town as year-round residents, and, conversely, that the locals’ tendencies to hear students as privileged nuisances had historical and structural roots.
The historical, theoretical, and methodological groundwork that scholars of sound have laid in recent decades toward heightened social and political understandings of sound—fantastic in volume, quality, AND reach—have equipped sound studies scholars with powerful critical tools with which to build a more directly, civically engaged sound studies, one as much interested in intervention and prevention as continued reclamation and recovery. Scholar-artists such as Linda O’Keeffe have begun to fuse audio artistic praxis with the more social science-oriented field of urban studies. O’Keeffe’s community project, highlighted in “(Sound)Walking Through Smithfield Square in Dublin,” set out to solve an audio- spatial problem at the very heart of the city: why did the city’s efforts to “rehabilitate” the landmark Smithfield Square—which had been a public market for hundreds of years—bring about its demise as a thriving public space rather than its rejuvenation? Equipping local students with recorders, O’Keeffe documented the students’ understanding of the space as “silent,” even though it was far from absent of sound. She noted local teenagers felt repelled by the newly wide-open square; the reverberation of their sounds as they grouped together to chat made them feel uncomfortable and surveilled—so it remained an isolating space of egress rather than a gathering place.
Importantly, O’Keeffe’s conclusion moved beyond self-awareness to political praxis; she presented her students’ self-documentation to Dublin city planners, intervening in Smithfield’s projected future and attempting to prevent similar destruction of other thriving city soundscapes unaligned with middle-class sensory orientations. O’Keeffe’s work sparked me to think of listening’s potential as advocacy and agency, as well as the increasing importance of reaching beyond the identification of diverse listening habits toward teaching people to understand the partiality and specificity of their sonic experience in combination with the impact listening—and the power dynamics it is enmeshed in—has on the lives, moods, and experiences of themselves and others. Listening habits, assumptions, and interpretations do not just shape individual thoughts and feelings, but also one’s spatial experience and sense of belonging to (or exclusion from) larger communities, both actual and imagined. Learning to understand one’s auditory experience and communicate it in relation to other people enables new forms of civic engagement that challenge oppression at the micro-level of the senses and seeks equitable experiences of shared space to counter the isolating exclusion compelled by many urban soundscapes.
O’Keeffe’s project also made me rethink how space-sound is shaped through social issues such as class inequity, particularly in my community of Binghamton, a small town of approximately 54,000 currently facing profound economic challenges. The end of the Cold War devastated Binghamton’s economy—then primarily based in defense—and the economic downturn of the early-1990s provided a knock-out punch, severely impacting the region in ways it has yet to recover from: the behemoth local IBM relocated to North Carolina, manufacturing jobs permanently decreased by 64%, and the population shrank almost by half. Recent climate-change induced disasters have also left their mark; massive floods in 2005 and 2011—on a geographic footprint historically flooding only 200-500 years—displaced thousands of low-income residents, destroyed many businesses, and collectively caused close to 2 billion dollars in damage. The global recession of 2008 left over 30% of Binghamton’s residents below the poverty line, including 40% of all children under 18.
The campus, 12,000 undergraduate students strong, often seems remote from the city I just described. Only 6% of BU students are drawn from its surrouding Broome County. The vast majority (60%) of BU’s students hail from the New York City metro area, a site of racialized economic tension with the rest of the state, evidenced by campaigns such as “Unshackle Upstate.” Indeed, Binghamton’s student body is more racially diverse than Binghamton the city (Vestal, where the university is located, is 88% white), and even though the relatively low-cost public university–approximately eight thousand dollars a year for in-state tuition– serves many first-generation college students, students with generous financial aid packages, and students employed while matriculating, the city’s poverty amplifies even slight class privilege.
These long-term structural fissures have led to tensions between the university students—whom some Binghamtonians problematically peg as wealthy outsiders and/or racially target—and full-time residents, dubbed “Townies” by many students and dehumanized as the backdrop to their college experience. While students and year-round residents inhabit the same physical spaces in Binghamton, they are not in fact living the same place and they often experience, interpret, and act on the same auditory information in drastically different ways. Binghamton sounds differently to each group, in terms of the impressions and interpretations of various auditory phenomena as well as the order of importance an individual gives to simultaneous sounds at any given moment.
Embodied aural perceptions shaped by class, race, age, and differing regional experience may in fact drive many of the “town and gown” conflicts—noise complaints most obviously—and exacerbate others, particularly mutually distorted perceptions that students bring Binghamton down and that residents are, as one student cruelly stated in the campus newspaper, “creatures” from “an endless horror movie.” So how to address this divide? And how to use sound studies to do it? I knew I did not want to impose a community project on my students that did not have their buy in and creative energy behind it. I decided on a group-sourcing project that asked students to work together to design a sound-studies based community project. I envisioned the assignment as the first phase of a longer-term project, with the most workable idea serving as the basis for a full-blown service learning experience in future courses. However, the assignment proved to be pedagogically valuable in its own right, not just as a prelude to future work.
I arranged my course around the proposal assignment, providing students with the critical thinking skills to imagine a project of this type. We began with theoretical and methodological materials that would introduce them to sound studies—none of my students were familiar with the field and its assumptions—and ground their thinking in the idea that listening is a complex sociocultural, political, and critical practice. While we read and discussed multitude of pieces on listening, the students reported four scholars as especially inspirational to the project: Yvon Bonenfant’s theorization of “queer listening” as a listening out (rather than the more normative taking in), Regina Bradley’s work on race and listening in American courtrooms that focused on how white lawyers discredit witnesses speaking patois and African American Vernacular English, Maile Costa Colbert’s artistic imagining of a “wayback sound machine,” and Emily Thompson’s work on noise and time/space/place, particularly in her new interactive “Roaring Twenties” project. Student Daniel Santos reported in a survey following the project,
The relationship between sound and time was very useful to our project; we understood the concept that no city ever sounds the same after a long period of time, and we sought to take advantage of this fact. Through our residents’ stories, we learned that Binghamton was once booming with sound from numerous, lucrative industries. Walking into a factory brought an industrial cacophony: card punchers thudded as steel was pounded against steel. However, today, a walk into these factories results in an eerie silence. We wanted our soundwalk participants to realize and become affected by this lack of and difference in sound, and raise pertinent questions: what happened to these sounds? Why is there such a large difference in sound levels? Where do I place myself within this soundscape?
I worked with Binghamton’s Center for Civic Engagement—a model program founded in 2010—and in particular with Assistant Director Christie Zwahlen, to equip students with basic-but-solid knowledge that would enable a new understanding of community work. Zwahlen brought home two major principles to students: 1) service learning has a pedagogical component; it is important to a project’s success that students learn something through their work rather than merely donating time or skills, 2) Community engagement works best when based on identifying and mobilizing a community’s assets rather than implementing an external project addressing perceived deficits. These two concepts meshed especially well with the students’ evolving understanding of listening as multifaceted, political, and deeply impacted by temporal and spatial contexts, because it required the students to engage directly with community members and learn how to listen to their voices, histories, and needs.
For both civic engagement and sound studies, Zwahlen and I introduced students to the various methods used to solve problems and answer our most important questions. For civic engagement, Christie focused on the asset map, which forced students to think of the surrounding community in terms of its strengths rather than the weaknesses they could already readily list. This exercise not only flipped their perspective but also helped them imagine and hone their project by identifying community stakeholders who would be receptive to their inquiries.
In terms of sound studies, I introduced them to a multiplicity of methods through readings, experiential activities, and process writing, in particular sound provocations and sound walks. According to student Hannah Lundeen’s post-project survey, the sound walks she performed proved especially fruitful:
Initially, solving a community issue through sound seemed next to impossible. It wasn’t until sitting down and thinking about the sound studies methods of soundwalks that it became clear. I liked soundwalks because they are a way to engage anyone in sound studies. They are an easy concept to explain to people who may not have thought much about their soundscape previously. They are an active and fun way to engage all community members in listening well.
As Lundeen relates, interweaving these methods formed the foundation of their community projects, enabling their inquiries regarding understanding differences in listening, how to enable people to recognize and discuss aspects of their listening, and to provoke some kind of impactful social change.
The final third of the semester was devoted to working on the final project [Click these links for the Rubric for Final Poster Presentation we used to assess the projects as well as the assignment sheet with Tips for Successfully Completing this Project both of which I handed out on day one! ]. Following an initial period of research and discussion, students narrowed down their project ideas, identified and met in person with potential community partners–ReBold Binghamton, Binghamton’s Center for Technology & Innovation, the Parks Department and several City Council members were especially helpful– and put together their proposals, emphasizing their new understandings of listening and its relationship to space and place via community mobilization. Students prepared a 7-minute gloss of their projects for public presentation that
- identified an issue (supported by research)
- described how project addressed the issue
- presented community asset map as a foundation
- shared list of potential community partners
- discussed sound studies methodologies supporting the project
- estimated benchmarks for the project’s completion
- projected the project’s long-term outcomes
- prepared personal reflections on the process.
Here is a sampling from the rich palette of student project pitches:
- Restoring the Pride: A public art initiative building rain-activated sound sculptures.
- BUCS: Binghamton Unites Community with Sound: A public group karaoke project.
- Safe and Sound: A “kiosk walk” of 10-interactive electronic sound art pieces that increase downtown destination traffic by day and operate as a “blue light” safety system by night.
- Blues on the Bridge Junior: A children’s music stage at one of Binghamton’s most popular yearly events.
- Happy Hour: A weekly campus radio show designed to combat seasonal depression.
- Listen Up!: Sound Month Binghamton: An annual themed digital “sound collection month” in March with accompanying “sounds of Binghamton” remix project. This project fosters community habituation to “Others’” sounds while also tracking long-term changes in the soundcape and in residents’ ideas of noise.
- A Sound Walk Through Binghamton: Historical soundwalks through several areas in Binghamton, where archival sounds of the past (some compiled from recordings, some performed) are placed in continuity and contrast with contemporary soundscapes.
Zwahlen and I understand that this iteration of the project does not constitute civic engagement as of yet. Certainly, the students raised more questions than solutions: how to work with—and equitably solicit contributions from—community members rather than organize classroom-first? How to increase community involvement on a campus that is a foreboding maze at best—and how to increase student traffic in the many sites not reached by Binghamton’s limited public transportation? Most importantly, How to share sound studies epistemology beyond the classroom, creating listening experiences that not only take differences into account but potentially re-script them?
As we move forward with long-term development, we will undoubtedly encounter more questions. However, even at its earliest stages, I believe guiding my students to integrate sound studies methodologies with asset-based service learning provided them with a transformative experience concerning the powerful resonance of applied knowledge and sparked the kind of self-realization that leads to civically engaged citizens. It created meaningful connections between them and a local community suddenly made significantly larger. For my students, listening became more than a metaphor or an individualized act of attention, rather they began to understand its role as a material conduit of location, outreach, and connection. As an anonymous student shared in my teaching evaluations: “This class was different, but in a very good way. It has been so involved with the human experience, more so than with other classes.” In the middle of the so-called “humanities crisis,” this response points to the potential power of a civically engaged sound studies, a branch of the field combining research with praxis to reveal the role of listening in the building, maintenance, and daily experiences of diverse communities in the city spaces they mutually inhabit but often do not fully and equitably share.
Featured Image by Shea Brodsky, (L to R) Binghamton University Students Robert Lieng, Daniel Santos, and Susan Sherwood, Director of Binghamton’s Center for Technology & Innovation (CT&I)
Jennifer Stoever is co-founder and Editor-in-Chief of Sounding Out! She is also Associate Professor of English at Binghamton University and a recipient of the 2014 SUNY Chancellor’s Award in Teaching.
REWIND!…If you liked this post, you may also dig:
Sounding Out! Podcast #13: Sounding Shakespeare in S(e)oul– Brooke Carlson
Deejaying her Listening: Learning through Life Stories of Human Rights Violations– Emmanuelle Sonntag and Bronwen Low
Audio Culture Studies: Scaffolding a Sequence of Assignments– Jentery Sayers
Deborah R. Vargas’s Dissonant Divas in Chicana Music: The Limits of La Onda (2012) presents an alternate story of Chicana music through a collection of case studies in Chicana/o music history centering on Chicana/Tejana musicians active between the early decades of the 20th century to the present. Vargas assembles a mix of archival documents, interviews, images, songs, recordings, performances, ephemera, fragments, memories and engages intersectional feminist theory and queer of color critique to trace the music scenes her subjects inhabit.
A feminist oral historian, Chicano/Latino cultural studies scholar, and Associate Professor of Ethnic Studies at UC Riverside, Vargas’s research overlaps these disciplines and facilitates a conversation between popular music and sound studies that significantly considers gender, sexuality, and racialization in the construction of borderlands imaginaries. With Dissonant Divas Vargas makes an intervention both theoretical and methodological that greatly expands the Chicana/o musical archive and as well as the audiences for sound studies research. Furthermore, Vargas’s reflective writing voice locates her own Tejana/Chicana story in relation to her project and offers helpful insights into her research process at key moments. [The brief essay titled “Selena, Jenni Rivera, Eva Garza—meditations on an author’s soundtrack” published on the Minnesota Press webpages for Dissonant Divas is a generous methodology piece that should be read along with this comprehensive, satisfying, highly readable and often riveting text.]
Vargas defines the term, la onda, in a general sense as “an umbrella term for Mexican American/Chicano/Tejano music (x).” More critically, la onda also “operates to represent musics that have been prominent in academic and cultural sites that have produced dominant discourses of sexuality, gender, class, race, geography, and language in the constructions of Chicano music.” “Dissonance” can be understood variously as “chaos, cacophany, disharmony, static” and “out-of-tuneness” that draws attention to “the power of music with regard to Chicana gender and sexuality (xiv).” Vargas’s main critique notes how the “limits of la onda” reveals the heteronormative and patriarchal underpinnings that construct dominant narratives of Chicano music historiography. She argues that the force of these narratives have naturalized a way of thinking about Chicano music in terms of the various “fathers” of Chicano rock, conjunto music, and of the field of borderland studies itself. The distortions produced by the assimilating cultural nationalist logic of “la onda” have not only suppressed Chicana music histories and/or enabled their mishearing, but they also hide the complex ways that race, class, gender, and sexuality converge to produce Chicana subjectivities within and against the Chicano musical canon. In theorizing “dissonance,” Vargas thus productively sounds the Chicana histories in Dissonant Divas as alternatively gendered and/or queered against the heteromasculine concord of la onda.
The chapter “Borders, Bullets, Besos: The Ballad of Chelo Silva” contains perhaps the most provocative pages, detailing Chelo Silva, a bolero singer with a distinct repertoire of songs that are still performed and kept alive by a diverse lineage of performers and audiences, yet whose renown is seemingly inseparable with her former marriage to Américo Paredes. Ubiquitous in borderlands studies, Paredes’s name and legacy are defined largely by his study of the corrido, With His Pistol in His Hand: A Border Ballad and Its Hero (1970). Vargas strategically positions Silva and Paredes as “embodied representations” of the bolero and the border ballad, respectively, taking up Sonia Salídvar-Hull’s proposal to “imagine new corridos” by proposing Silva’s boleros as “feminist border ballads.” Vargas parses the constructions, aesthetics, and values carried in each song form, exploring how the border ballad has been the primary counter-site for narrating the injustice of Tejano/Anglo conflict (bullets) while the bolero, whose constant subject is love, luxuriates in all its jouissance (besos). Vargas reveals that the border ballad “has allowed its authors, singers, and scholars to sound the borderlands imaginary into being,” illuminating how the contest over historical representation is tied to musical representation. Silva’s story cannot be found within this articulation of la onda without, in part, redefining the border ballad (54).
Vargas innovates and meticulously crafts an alternative archive better suited to narrating and hearing Silva’s fragmented story, what Vargas felicitously calls her archisme of knowledge. Engaging the silences in Silva’s story, the archisme sounds her presence in the recorded memories of her fans which include testaments to her unique vocal qualities, her powerful and evocative performances, her improvisations in music and in life,,along with a healthy amount of the chisme or gossip surrounding Silva. Proposing the archisme as a “feminist project for historicizing nonnormative Chicana/o genders and desires” Vargas extends both Sonia Saldivar-Hull’s directive for Chicana scholars to look in nontraditional places for theory and Lisa Lowe’s theorization of gossip as a destructuring site of knowledge production (Saldivar-Hull, 1998; Lowe, 1996).
As I read through the first three chapters, a question that kept coming up concerned why we should not consider this study on more specific regional terms, or why this book isn’t titled, “Tejana Divas”? Vargas finds the overdetermination of these Chicana/Tejana musicians as “regional” subjects a problem not typically encountered by musicians from a city like Los Angeles, for example, because of its construction as a global metropolis. I cannot dispute Los Angeles’s status as a world center and I wondered how to earnestly engage Vargas on this point. What are the stakes of locating this study of Tejana/Chicana musicians within a broader Chicano/a musical context?
The final two chapters make the case for remapping Chicana music, advanced in part by the capacious notion of queer “diva-scapes.” In “Sonido de las Americas: Crossing South-South Borders with Eva Garza,” Vargas employs what she calls a “transfrontera musical compass,” a feminist methodology deftly juxtaposing the notion of a “musical scale” with the concept of “geographic scale.” Eva Garza’s career begins in her San Antonio hometown but she eventually came to embody the “la vóz de las Américas” in a hemispheric sense via her participation in early Spanish language radio, recordings, and live performances in nightclubs and films that took her to Mexico City and Havana for significant periods; her genre-crossing repertoire mirrored her travels. Garza began as a singer of the appropriately feminine bolero, but through her contact with Cuban musicians, the Afro-Caribbean guaracha song–decidedly phallocentric and risqué in its subject matter–also became part of her repertoire. The song she was most known for, “Sabor de Engaño” adds a sensual register to her transfrontera compass, a lingering sabor or taste exceeding regional, national, formal, and gendered limits. This is most evident in the repeated examples of impromptu performances of a song verse or refrain of “Sabor de Engaño” by many Cubanos Vargas encountered in her research travels. Vargas employs the transfrontera musical compass as a “listening instrument” to trace Garza’s musical trajectory through spatial-temporal moments disrupting rigid and normative notions of community, nation, and Chicano music (147).
In “Giving Us That Brown Soul: Selena’s Departures and Arrivals,” Vargas addresses the multiple problems in the mainstream media’s designation of “crossover star” to narrate Selena’s story as a spectacular rise in fame marked by her violent death in 1995. Vargas seeks to correct the assimilationist narratives of Selena’s musical history that, in addition to figuring her as a marginalized Latina on the verge of “legitimate” status, problematically narrates a south-north trajectory “devoid of blackness and queerness.” Vargas both critiques how “brown soul” has been musically deployed to stand in for cultural nationalist “brown power” and extends previous work focusing on blackness in Chicano/Latino music that includes R&B and Afro-Caribbean influences but not necessarily the Afro-diasporic. Cumbia, an Afro-Columbian dance form popularized in Mexico in the 1940’s – 50’s is central to Selena’s Tejano sound as are 70’s era disco and 80’s freestyle, particularly in the cultivation of her iconic diva look which together resonate a queer of color musical legacy on the sonic and visual planes.
Selena’s “brown soul” and style moves Tex-Mex cumbias in what Vargas calls “queer misdirections” by traveling north-south, for example, while sounding counterhegemonic femininities that continue to reverberate in the many tribute drag performances to Selena in and beyond the borderlands of Tejas. In these ways, Vargas traces the “topography of Selena’s transformations and remappings of Chicano music (205). Just as audio technologies have been key in circulating Eva Garza’s and Selena’s music in multiple directions, so are the memories, repeated performances, and queer embodiments of their music by their diverse audiences. For both of the these artists, sound expands Vargas’s engagement with spatialization theories so that we may hear these productive dissonances and in these ways begin to imagine alternative borderlands imaginaries.
Upon finishing, a question that remains in considering “diva dissonance” is the implied consonance of Vargas’s theorization of “la onda.” At times, the term becomes too totalizing, and I would argue for the presence of heterogeneity and other musical diversities even within what Vargas denotes as la onda. We must both make and leave room to imagine the possibility of many unrecorded, captured, or yet unsounded transgressions for Chicanas whose paths may appear to follow a heteronormative logic. For this reason I found the reiteration of such rich findings against la onda asomewhat repetitive distraction from the richer tales Vargas’s archival work tells. What would these histories sound like if they weren’t always positioned against la onda—if they were sounded instead more toward each other?
What Deborah R. Vargas richly accomplishes in Dissonant Divas responds to Alejandro Madrid’s call for musicologists to establish critical conversations beyond “the conservatory” and to engage larger intellectual dialogues (AMS Vol. 64, No. 3, 2011).Vargas’s intersectional feminist-of-color argument extends the body of feminist Chicana/o cultural studies scholarship and equally extends Chicano music histories that may engage gender to some degree but do not fully interrogate those categorical constructions. Her theorization of the title’s key term “dissonance” as “both a methodological and analytic device” and her construction of a differential archive combine to create “alternative sonic imaginaries of the borderlands (xii).” More broadly, Dissonant Divas is an intervention to the problems of conducting research in marginalized communities and the racialized subjects often left out of official archives, institutional records, and studies of sound (Trouillot, 1995; Taylor, 2003). Each chapter reveals and addresses various barriers to conducting research on Chicana musicians whose uneven historical representation lead Vargas to turn to other sites, methodologies, and embodied practices where Chicana voices resound across temporal and spatial lines. In these ways, Vargas’s sustained engagement of race, class, gender, and sexuality with Chicana/o borderlands music is thoroughly new.
Featured Image: Pauline Oliveros by Flickr user Horacio González Diéguez, CC BY-NC-SA 2.0
Wanda Alarcón is a doctoral candidate of Comparative Ethnic Studies with a Designated Emphasis in Women, Gender, and Sexuality at the University of California, Berkeley where she is writing a dissertation titled: “Sounding Aztlán: Music, Literature, and the Chicana/o Sonic Imaginary”. Her research interests include Chicana/o cultural studies, U.S. ethnic literatures, popular music, sound studies, queer of color theory, and decolonial feminism. At Berkeley she has facilitated the working groups, “Decolonial Feminisms” and “Popular Music in Chicana/o Cultural Studies” at the Center for Race and Gender (CRG). Wanda is originally from Los Angeles and before starting graduate school she created the poetry zine, JOTA (2002 – 2006) and is updating that project by creating an archive for queer Chicana writing in cyberspace. She is a fan of radio genres and podcasts and writes micro radio plays while on the road. She is suspicious of the MP3 format yet enjoys curating party, tribute, and mood themed playlists on Spotify immensely. You can find her on Twitter depending on writing deadlines @esawanda.
REWIND! . . .If you liked this post, you may also dig:
Chicana Radio Activists and the Sounds of Chicana Feminisms– Monica De La Torre
Could I Be Chicana Without Carlos Santana?– Wanda Alarcon