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Reflecting on Whale, an interactive, multichannel sound installation, this sound art piece documents how the installation came about. When designing Whale, Sonia Li used sound to communicate the often visceral emotions underlying her personal narrative.
Whale creates an environment where one experiences oneself. By laying in darkness on a subsonic vibrating bed, users openly confess their thoughts and feelings into a sonic field, which then translates their words into correlating amplitudes of whale sounds. This process of transduction prompts listeners to consider how sound works to shape a perception of themselves as they hear a distant and alien rendering of their own voice. By experiencing Whale we can consider how sound challenges our physiological and psychological perceptions of self.
Sonia Li is a Brooklyn based artist, designer, and creative technologist. She holds a Masters in Interactive Design from ITP/NYU, 2014, and a BFA in Interdisciplinary Sculpture/Papermaking from SUNY Purchase, 2005.
Sonia has performed with musicians, exhibited in various group shows, and has been featured on various websites such as Prosoundnetwork.com, create-hub.com, modcloth.com blog, and fashionista.com. She produced soundscapes for the Poison exhibition/iPad app at the American Museum of Natural History, worked in Art Direction for film, architectural lighting, and Art Studio Manager positions.
Sonia is currently working on designing private art storage facilities and personal projects. To find out more about her work, go to www.soniali.org/artandtech
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Toward a Civically Engaged Sound Studies, or ReSounding Binghamton – Jennifer Stoever
After a rockin’ (and seriously informative) series of podcasts from Leonard J. Paul, a Drrty South banger dropped by SO! Regular Regina Bradley, a screamtastic meditation from Yvon Bonenfant, a heaping plate of food sounds from Steph Ceraso, and crowd chants courtesy of Kariann Goldschmidt‘s work on live events in Brazil, our summer Sound and Pleasure comes to a stirring (and more intimate) conclusion. Tune into Justyna Stasiowska‘s frequency below. And thanks for engaging the pleasure principle this summer!--JS, Editor-in-Chief
One of my greatest pleasures is lying in bed, eyes closed and headphones on. I attune to a single stimuli while being enveloped in sound. Using sensory deprivation techniques like blindfolding and isolating headphones is a simple recipe for relaxation, but the website Digital Drugs offers you more. A user can play their mp3 files and surround themselves with an acoustical downpour that increases and then develops into gradient waves. The user feels as if in a hailstorm, surrounded by this constant gritty aural movement. Transfixed by the feeling of noise, the outside seems indistinguishable from inside.
Sold by the i-Doser company, Digital Drugs use mp3 files to deliver binaural beats in order to “simulate a desired experience.” The user manual advises lying in a dark and silent room with headphones on when listening to the recording. Simply purchase the mp3, and fill the prescription by listening. Depending on user needs, the experience can be preprogrammed with a specific scenario. This way users can condition themselves using Digital Drugs in order to feel a certain way. The user can control the experience by choosing the “student” or “confidence” dose suggestive of whether you’d like your high like a mild dose of marijuana or an intense dose of cocaine. The receiver is able to perceive every reaction of their body as a drug experience, which they themselves produced. The “dosing” of these aural drugs is restricted by a medical warning and “dose advisors” are available for consultation.
Thus, the overall presentation of Digital Drugs resembles a crisscross of medicine and narcotic clichés with the slogan “Binaural Brainwave doses for every imaginable mood.” While researching the phenomena of Digital Drugs, I have tried not to dismiss them as another gimmick or a new age meditation prop. Rather, I argue the I-Doser company offers a simulation of a drug experience by using the discourse of psychoactive substances to describe sounds: the user becomes an actor taking part in a performance.
By tracing these strategies on a macro and micro scale I show a body emerging from a new paradigm of health. I argue that we have become a psychosomatic creature called the inFORMational body: a body that is formed by information, which shapes practices of health undertaken to feel good and form us. This body is networked, much like a fractal, and connects different agencies operating both in macro (society) and micro (individual) scales.
Macroscale Epidemy: The Power of Drug Representation
Heinrich Wilhelm Dove described binaural beats in 1839 as a specific brain stimuli resulting in low-frequency pulsations perceivable when two tones at slightly different frequencies are presented separately through stereo headphones to each of the subject’s ears. The difference between tones must be relatively small, only up to 30 Hz, and the tones themselves must not exceed 1000 Hz. Subsequently, scientific authorities presented the phenomena as a tool in stimulating the brain in neurological affliction therapy. Gerard Oster described the applications in 1968 and the Monroe Institute later continued this research in order to use binaural beats in meditation and “expanding consciousness” as a crucial part of self-improvement programs.
I-Doser then molded this foundational research into a narrative presenting binaural beats as a brain stimulation for a desired experience. The binaural beats can be simply understood as an acoustic phenomena with application in practices like meditation or medical therapy.
I-Doser also employs the unverified claims about binaural beats into a narration that consists of the scattered information about research; it connects these authorities with YouTube recordings of human reactions to Digital Drugs. Video testimonies of Digital Drugs users caused a considerable stir among both parents and teachers in American schools two years ago. An American school even banned mp3 players as a precautionary measure. In the You Tube video one can see a person lying with headphones on. After a while we see an involuntary body movement that in some videos might resemble a seizure. Losing control over one’s body becomes the highlight of the footage alongside a subjective account also present in the video. The body movements are framed as a drug experience both for the viewer who is a vicarious witness and the participant who has an active experience.
This type of footage as evidence was popularized as early as the 1960s when military footage showed reactions to psychoactive substances such as LSD.
In the same manner as the Digital Drugs video, the army footage highlights the process of losing control over one’s body, complete with subjective testimonies as evidence of the psychoactive substance’s power.
This kind of visualization is usually fueled by paranoia, akin to Cold War fears, depicting daily attacks by an invisible enemy upon unaware subjects. The information of the authority agencies about binaural beats created a reference base that fueled the concern framing the You Tube videos as evidence of drug experience. It shows that the angst isn’t triggered by technology, in this case Digital Drugs, but by the form in which the “invisible attack” is presented: through sound waves. The manner of framing is more important than the hypothetical action itself. Context then changes recognition.
Microscale Paradigm Shift: Health as Feeling
On an individual level, did feeling better always mean being healthy? In Histoire des pratiques de santé. Le sain et le malsain depuis le MoyenAge, Georges Vigarello, continuator of the Foucault School of Biopolitics, explains that well-being became a medicalized condition in the 20th century with growing attention to mental health. Being healthy was no longer only about the good condition of the body but became a state of mind; feeling was important as an overall recognition of oneself. In the biopolitical perspective, Vigarello points out, health became more than just the government’s concern for individual well-being but was maintained by medical techniques and technologies.
In the case of Digital Drugs the well-being of children was safely governed by parents and media coverage creating prevention in schools from the “sound drugs.” Similarly, the UAE called for a ban on “hypnotic music” citing it as an illegal drug like cannabis or ecstasy. Using this perspective, I would add that feeling better, then, becomes a never-ending warfare; well-being becomes understood as a state (as in condition and as in governed territory).
Well-being is also an obligation to society, carried out by specific practices. What does a healthy lifestyle actually mean? Its meaning includes self-governance: controlling yourself, keeping fit, discipline (embodying the rules). In order to do it you need guidance: the need for authorities (health experts and trainers) and common knowledge (the “google it” modus operandi). All of these agencies create a strategy to make you feel good every day and have a high performance rate. Digital Drugs, then, become products that promise to boost up your energy, make you more endurable, and extend your mind capabilities. High performance is redefined as a state that enables instant access to happiness, pleasure, relaxation.
Vigarello reflects that understanding health in terms of low/high performance—itself based on the logic of consumption—created the concept of a limitless enhancement. Here, he refers to the information model, connecting past assumptions about health with a technique of self-governing. It is based on senses and an awareness of oneself using “intellectual” practices like relaxation and “probing oneself” (or knowing what vitamins you should take). The medical apparatus’s priority, moreover, shifted from keeping someone in good health to maintaining well-being. The subjective account became the crucial element of a diagnosis, supporting itself on information from different sources in order to imply the feeling of a limitless “better.” This strategy relies strongly on the use of technologies, the consideration of a sensual aspect and self-recognition—precisely the methodology used for Digital Drugs’ focus on enhancing wellbeing.
Still, this inFORMational body needs a regulatory system. How do we know that we really feel better? Apart from the media well-being campaign (and the amount of surveillance it involves), we are constantly asked about our health status in the common greeting phrase, but its unheimlich-ness only becomes apparent for non-anglo-saxon speakers. These checkpoint techniques become an everyday instrument of discipline and rely on an obligation to express oneself in social interactions.
So how do we feel? As for now, everything seems “OK.”
Featured image: “Biophonic Garden” by Flickr user Rene Passet, CC BY-NC-ND 2.0
Justyna Stasiowska is a PhD student in the Performance Studies Department at Jagiellonian University. She is preparing a dissertation under the working title: “Noise. Performativity of Sound Perception” in which she argue that frequencies don’t have a strictly programmed effect on the receiver and the way of experiencing sounds is determined by the frames or modes of perception, established by the situation and cognitive context. Justyna earned her M.A in Drama and Theater Studies. Her thesis was devoted to the notion of liveness in the context of the strategies used by contemporary playwrights to manipulate the recipients’ cognitive apparatus using the DJ figure. You can find her on Twitter and academia.edu.
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Papa Sangre and the Construction of Immersion in Audio Games–Enongo Lumumba-Kasongo
On Sound and Pleasure: Meditations on the Human Voice–Yvon Bonenfant
This is Your Body on the Velvet Underground–Jacob Smith
Today the SO! Thursday stream inaugurates a four-part series entitled Hearing the UnHeard, which promises to blow your mind by way of your ears. Our Guest Editor is Seth Horowitz, a neuroscientist at NeuroPop and author of The Universal Sense: How Hearing Shapes the Mind (Bloomsbury, 2012), whose insightful work on brings us directly to the intersection of the sciences and the arts of sound.
That’s where he’ll be taking us in the coming weeks. Check out his general introduction just below, and his own contribution for the first piece in the series. — NV
Welcome to Hearing the UnHeard, a new series of articles on the world of sound beyond human hearing. We are embedded in a world of sound and vibration, but the limits of human hearing only let us hear a small piece of it. The quiet library screams with the ultrasonic pulsations of fluorescent lights and computer monitors. The soothing waves of a Hawaiian beach are drowned out by the thrumming infrasound of underground seismic activity near “dormant” volcanoes. Time, distance, and luck (and occasionally really good vibration isolation) separate us from explosive sounds of world-changing impacts between celestial bodies. And vast amounts of information, ranging from the songs of auroras to the sounds of dying neurons can be made accessible and understandable by translating them into human-perceivable sounds by data sonification.
Four articles will examine how this “unheard world” affects us. My first post below will explore how our environment and evolution have constrained what is audible, and what tools we use to bring the unheard into our perceptual realm. In a few weeks, sound artist China Blue will talk about her experiences recording the Vertical Gun, a NASA asteroid impact simulator which helps scientists understand the way in which big collisions have shaped our planet (and is very hard on audio gear). Next, Milton A. Garcés, founder and director of the Infrasound Laboratory of University of Hawaii at Manoa will talk about volcano infrasound, and how acoustic surveillance is used to warn about hazardous eruptions. And finally, Margaret A. Schedel, composer and Associate Professor of Music at Stonybrook University will help readers explore the world of data sonification, letting us listen in and get greater intellectual and emotional understanding of the world of information by converting it to sound.
– Guest Editor Seth Horowitz
Although light moves much faster than sound, hearing is your fastest sense, operating about 20 times faster than vision. Studies have shown that we think at the same “frame rate” as we see, about 1-4 events per second. But the real world moves much faster than this, and doesn’t always place things important for survival conveniently in front of your field of view. Think about the last time you were driving when suddenly you heard the blast of a horn from the previously unseen truck in your blind spot.
Hearing also occurs prior to thinking, with the ear itself pre-processing sound. Your inner ear responds to changes in pressure that directly move tiny little hair cells, organized by frequency which then send signals about what frequency was detected (and at what amplitude) towards your brainstem, where things like location, amplitude, and even how important it may be to you are processed, long before they reach the cortex where you can think about it. And since hearing sets the tone for all later perceptions, our world is shaped by what we hear (Horowitz, 2012).
But we can’t hear everything. Rather, what we hear is constrained by our biology, our psychology and our position in space and time. Sound is really about how the interaction between energy and matter fill space with vibrations. This makes the size, of the sender, the listener and the environment, one of the primary features that defines your acoustic world.
You’ve heard about how much better your dog’s hearing is than yours. I’m sure you got a slight thrill when you thought you could actually hear the “ultrasonic” dog-training whistles that are supposed to be inaudible to humans (sorry, but every one I’ve tested puts out at least some energy in the upper range of human hearing, even if it does sound pretty thin). But it’s not that dogs hear better. Actually, dogs and humans show about the same sensitivity to sound in terms of sound pressure, with human’s most sensitive region from 1-4 kHz and dogs from about 2-8 kHz. The difference is a question of range and that is tied closely to size.
Most dogs, even big ones, are smaller than most humans and their auditory systems are scaled similarly. A big dog is about 100 pounds, much smaller than most adult humans. And since body parts tend to scale in a coordinated fashion, one of the first places to search for a link between size and frequency is the tympanum or ear drum, the earliest structure that responds to pressure information. An average dog’s eardrum is about 50 mm2, whereas an average human’s is about 60 mm2. In addition while a human’s cochlea is spiral made of 2.5 turns that holds about 3500 inner hair cells, your dog’s has 3.25 turns and about the same number of hair cells. In short: dogs probably have better high frequency hearing because their eardrums are better tuned to shorter wavelength sounds and their sensory hair cells are spread out over a longer distance, giving them a wider range.
Then again, if hearing was just about size of the ear components, then you’d expect that yappy 5 pound Chihuahua to hear much higher frequencies than the lumbering 100 pound St. Bernard. Yet hearing sensitivity from the two ends of the dog spectrum don’t vary by much. This is because there’s a big difference between what the ear can mechanically detect and what the animal actually hears. Chihuahuas and St. Bernards are both breeds derived from a common wolf-like ancestor that probably didn’t have as much variability as we’ve imposed on the domesticated dog, so their brains are still largely tuned to hear what a medium to large pseudo wolf-like animal should hear (Heffner, 1983).
But hearing is more than just detection of sound. It’s also important to figure out where the sound is coming from. A sound’s location is calculated in the superior olive – nuclei in the brainstem that compare the difference in time of arrival of low frequency sounds at your ears and the difference in amplitude between your ears (because your head gets in the way, making a sound “shadow” on the side of your head furthest from the sound) for higher frequency sounds. This means that animals with very large heads, like elephants, will be able to figure out the location of longer wavelength (lower pitched) sounds, but probably will have problems localizing high pitched sounds because the shorter frequencies will not even get to the other side of their heads at a useful level. On the other hand, smaller animals, which often have large external ears, are under greater selective pressure to localize higher pitched sounds, but have heads too small to pick up the very low infrasonic sounds that elephants use.
But you as a human are a fairly big mammal. If you look up “Body Size Species Richness Distribution” which shows the relative size of animals living in a given area, you’ll find that humans are among the largest animals in North America (Brown and Nicoletto, 1991). And your hearing abilities scale well with other terrestrial mammals, so you can stop feeling bad about your dog hearing “better.” But what if, by comic-book science or alternate evolution, you were much bigger or smaller? What would the world sound like? Imagine you were suddenly mouse-sized, scrambling along the floor of an office. While the usual chatter of humans would be almost completely inaudible, the world would be filled with a cacophony of ultrasonics. Fluorescent lights and computer monitors would scream in the 30-50 kHz range. Ultrasonic eddies would hiss loudly from air conditioning vents. Smartphones would not play music, but rather hum and squeal as their displays changed.
And if you were larger? For a human scaled up to elephantine dimensions, the sounds of the world would shift downward. While you could still hear (and possibly understand) human speech and music, the fine nuances from the upper frequency ranges would be lost, voices audible but mumbled and hard to localize. But you would gain the infrasonic world, the low rumbles of traffic noise and thrumming of heavy machinery taking on pitch, color and meaning. The seismic world of earthquakes and volcanoes would become part of your auditory tapestry. And you would hear greater distances as long wavelengths of low frequency sounds wrap around everything but the largest obstructions, letting you hear the foghorns miles distant as if they were bird calls nearby.
But these sounds are still in the realm of biological listeners, and the universe operates on scales far beyond that. The sounds from objects, large and small, have their own acoustic world, many beyond our ability to detect with the equipment evolution has provided. Weather phenomena, from gentle breezes to devastating tornadoes, blast throughout the infrasonic and ultrasonic ranges. Meteorites create infrasonic signatures through the upper atmosphere, trackable using a system devised to detect incoming ICBMs. Geophones, specialized low frequency microphones, pick up the sounds of extremely low frequency signals foretelling of volcanic eruptions and earthquakes. Beyond the earth, we translate electromagnetic frequencies into the audible range, letting us listen to the whistlers and hoppers that signal the flow of charged particles and lightning in the atmospheres of Earth and Jupiter, microwave signals of the remains of the Big Bang, and send listening devices on our spacecraft to let us hear the winds on Titan.
Here is a recording of whistlers recorded by the Van Allen Probes currently orbiting high in the upper atmosphere:
When the computer freezes or the phone battery dies, we complain about how much technology frustrates us and complicates our lives. But our audio technology is also the source of wonder, not only letting us talk to a friend around the world or listen to a podcast from astronauts orbiting the Earth, but letting us listen in on unheard worlds. Ultrasonic microphones let us listen in on bat echolocation and mouse songs, geophones let us wonder at elephants using infrasonic rumbles to communicate long distances and find water. And scientific translation tools let us shift the vibrations of the solar wind and aurora or even the patterns of pure math into human scaled songs of the greater universe. We are no longer constrained (or protected) by the ears that evolution has given us. Our auditory world has expanded into an acoustic ecology that contains the entire universe, and the implications of that remain wonderfully unclear.
Exhibit: Home Office
This is a recording made with standard stereo microphones of my home office. Aside from usual typing, mouse clicking and computer sounds, there are a couple of 3D printers running, some music playing, largely an environment you don’t pay much attention to while you’re working in it, yet acoustically very rich if you pay attention.
This sample was made by pitch shifting the frequencies of sonicoffice.wav down so that the ultrasonic moves into the normal human range and cuts off at about 1-2 kHz as if you were hearing with mouse ears. Sounds normally inaudible, like the squealing of the computer monitor cycling on kick in and the high pitched sound of the stepper motors from the 3D printer suddenly become much louder, while the familiar sounds are mostly gone.
This recording of the office was made with a Clarke Geophone, a seismic microphone used by geologists to pick up underground vibration. It’s primary sensitivity is around 80 Hz, although it’s range is from 0.1 Hz up to about 2 kHz. All you hear in this recording are very low frequency sounds and impacts (footsteps, keyboard strikes, vibration from printers, some fan vibration) that you usually ignore since your ears are not very well tuned to frequencies under 100 Hz.
Finally, this sample was made by pitch shifting the frequencies of infrasonicoffice.wav up as if you had grown to elephantine proportions. Footsteps and computer fan noises (usually almost indetectable at 60 Hz) become loud and tonal, and all the normal pitch of music and computer typing has disappeared aside from the bass. (WARNING: The fan noise is really annoying).
The point is: a space can sound radically different depending on the frequency ranges you hear. Different elements of the acoustic environment pop up depending on the type of recording instrument you use (ultrasonic microphone, regular microphones or geophones) or the size and sensitivity of your ears.–
Featured image by Flickr User Jaime Wong.
Seth S. Horowitz, Ph.D. is a neuroscientist whose work in comparative and human hearing, balance and sleep research has been funded by the National Institutes of Health, National Science Foundation, and NASA. He has taught classes in animal behavior, neuroethology, brain development, the biology of hearing, and the musical mind. As chief neuroscientist at NeuroPop, Inc., he applies basic research to real world auditory applications and works extensively on educational outreach with The Engine Institute, a non-profit devoted to exploring the intersection between science and the arts. His book The Universal Sense: How Hearing Shapes the Mind was released by Bloomsbury in September 2012.
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Learning to Listen Beyond Our Ears– Owen Marshall
This is Your Body on the Velvet Underground– Jacob Smith
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