When I heard of people flocking to recreate “Gatsby Dress” costumes for Halloween 2013, I couldn’t help but ponder the seemingly-perpetual cultural allure of F. Scott Fitzgerald’s The Great Gatsby, particularly its latest cinematic incarnation in spectacular Baz Luhrmann-style. More than a little of the momentum of the recent revival, however, had everything to do with the film’s soundtrack–executive produced by Jay-Z (who also executive produced the film)–that drew heavily on hip-hop. This sonic move was not without controversy, however, sparking intense debate when the film was released in May 2013. Take this line from Vice Magazine’s UK music blog Noisey (from a post snarkily entitled “Who Let The Great Gatsby Soundtrack Happen?”) that describes Kanye West and Jay-Z’s Watch the Throne album, from which many of the film’s songs are taken, as “a record that couldn’t be further removed from West Egg than a pauper trying to gain access to a Gatsby soiree.” This statement reveals more about this particular listener than it does about either the record or the film, which are intimately connected through the labor of Jay-Z and what I theorize here as a “sonic hip hop cosmopolitanism.”
I’ll admit that when I was first hip to The Great Gatsby my junior year of high school, I thought it was boring and couldn’t stand Tom or Daisy Buchanan or their rich white folk problems. I rooted for Jay Gatsby but couldn’t for the life of me understand why he was so sprung over Daisy, who wanted her daughter to be a “beautiful little fool” (17). But as I got older, I found myself returning to the novel time and time again, coming back to Gatsby like a forlorn lover and reconsidering what Jay Gatsby’s character represents: unrequited love, American idealism, (capitalistic) hustle, and (white) masculine performance. However, I’ve always been part of the camp that secretly hoped Gatsby was a black man passing for white, yearning for a life – and a woman – out of his grasp no matter how much “new money” he acquired.
It was not until Baz Luhrmann’s film adaptation of Gatsby that I realized how hip (hop) Gatsby really could be.
Luhrmann’s modernization of classic literary texts is not new; Romeo + Juliet (1996) got me through high school readings of Shakespeare’s play in ways Sparknotes could not. While Shakespeare’s words remained intact, the scenery and aura of the play burst to life on the big screen. Luhrmann uses in that film sonic cues of contemporary (youth) popular culture to make Shakespeare’s characters relatable. Verona is a hip, urban hub of violence that vibrates to grunge and pop artists such as Garbage, Everclear, and Quindon Tarver instead of mandolins and harps. The grittiness of grunge rock signifies the grittiness of Verona street life while Quindon Tarver’s angelic voice signifies the innocence and vulnerability of (first) love.
But Luhrmann’s Gatsby takes it up a notch, looking to hip hop culture as a bridge between the roar of the 1920s and the noise of the present. Aside from the literal presence of hip hop sound – mostly snippets from Jay-Z and West’s Watch the Throne – the materiality of hip hop sound also serves to update the Gatsby narrative. Consider how Gatsby’s parties are loud and bass-filled with a live jazz band. The loudness of the party and “surround sound” stereo sound of the film amplifies the vibrancy of the Jazz era while drawing in the audience with a contemporary interpretation of live parties seen and heard in contemporary hip hop culture. “The question for me in approaching Gatsby was how to elicit from our audience the same level of excitement and pop cultural immediacy toward the world that Fitzgerald did for his audience?” Luhrmann told Rolling Stone. “And in our age, the energy of jazz is caught in the energy of hip-hop.”
The film itself is stunning: vividly colored with panoramas and ground shots of New York City, Luhrmann’s film draws in an audience possibly unfamiliar with Fitzgerald’s novel. The film utilizes the more traditional jazz aesthetic that captures the novel’s initial element, but invokes hip hop to span a generational divide and update the (black) cool factor of the film. Indeed, both jazz and hip hop best signify black cool and its commodification into mainstream white America. For example, Norman Mailer’s discussion of the white hipster and Jazz aficionado as a “white Negro” is also tantalizingly useful in thinking of Gatsby as a black man passing for white. His affinity for Jazz and throwing jazzy parties incites the probability of Gatsby’s racial and social background. The film uses sound to create a hybrid of timeless black cool, while highlighting the presence of African Americans’ contributions to American culture. Hip hop’s birthplace and the portal for many immigrants into America, New York is arguably America’s most mythological city, grounded in both white and African American culture memory as such. Jay-Z’s own mythic rise to fame, wealth, and power in New York City–exemplified in some lines from 2009′s “Empire State of Mind,” “Yeah I’m out that Brooklyn, now I’m down in TriBeCa/ Right next to De Niro, but I’ll be hood forever/ I’m the new Sinatra, and since I made it here/I can make it anywhere, yeah, they love me everywhere”– grounds the film’s rags-to-riches mystique.
In addition to such extradiegetic associations, the film’s soundscape itself enthralls, with brassy, lively instrumented notes of jazz – which carried the sonic narrative of the 1920s – sounds of the hustle and bustle of urban spaces, particularly New York City, and hip hop. The film’s soundscape presents a hybrid of sonic black identities – jazz and hip hop – and uses their blended aesthetics to speak to the continued framework of black popular culture as a gauge of Americanism. In other words, the marginalized perspective is used to decide whether or not something is authentically American or not.
Hip hop aesthetics bridge old New York with the current New York as a foundation of Americanness. Gatsby bridges the old adage of New York as a space of opportunity with the familiar New York adage that Harlem-born and Mt.-Vernon-raised P. Diddy drops in Jermaine Dupri’s “Welcome to Atlanta,” “if you can make it here, you can make it anywhere,”a call back to Sinatra’s “New York, New York” that is also echoed by Jay-Z that forms a foundational trope of the film and the novel. A particular striking example of the merging of these adages is a scene in the novel where Nick and Gatsby are on their way to the city. They pass a car with black passengers and a white chauffeur:
As we crossed Blackwell’s Island a limousine passed us, driven by a white chauffeur in which sat three modish negroes, two bucks and a girl. I laughed aloud as the yolks of their eyeballs rolled toward us in haughty rivalry.
“Anything can happen now that we’ve slid over this bridge,” I thought; “Anything at all” (69).
While the novel does not describe a sonic accompaniment to Carraway’s observation of the black folks in the limousine, there is an inherent understanding of the “modish” fashion of the black folks as jazzy, as cool. In the film, there is an audible sound associated with the black folks. They are sipping champagne and listening to Watch the Throne. Although visibly symbolic of the 1920s – dressed in zoot suits and flapper dresses – the aural blackness associated with the scene suggests a merger of jazz and hip hop cool and cosmopolitanism.
In order to understand how hip hop updates the struggle for realness, entitlement, and respectability in the Gatsby film, it is important to return to the major sonic influence of the literal hip hop sound in the film: Jay-Z and Watch the Throne. Jay-Z’s work on the album raises questions of how hip hop culture impacts not only the American dream but the aspirations of mogul-dom seen and heard in the film and novel. Christopher Holmes Smith’s discussion of hip hop moguls in Social Text (Winter 2003) is particularly useful in teasing out the implications behind the hip hop mogul and such figures’ social-cultural responsibility to their respective communities. Holmes Smith argues:
The hip-hop mogul bears the stamp of American tradition, since the figure is typically male, entrepreneurial, and prestigious both in cultural influence and wealth. The hip-hop mogul is an icon, therefore, of mainstream power and consequently occupies a position of inclusion within many of the nation’s elite social networks and cosmopolitan cultural formations (69).
Jay-Z’s status as a hip hop mogul – serving both as a creative talent and corporate backer – lends credence to thinking about hip hop as a space of entitlement and a site of struggle to attain that entitlement. It is from this perspective that I think of Gatsby as a hip hop figure/mogul: his working class background, hyper-performance of white privilege, materialistic pursuit of wealth for visibility, and desperate need for approval as “authentic.” To borrow from rapper Drake, Gatsby “just wanna be successful.”
Mark Anthony Neal’s discussion of Jay-Z as a hip hop cosmopolitan figure in Looking for Leroy (2013) further enables an understanding of how Jay-Z lends his (sonic) hip hop cosmopolitanism to sonically navigate between hip hop’s working class aesthetics and his own sense of entitlement because of the way he mobilized those working class experiences to become wealthy. While the film does have performances by artists who are not considered hip hop – i.e. Lana Del Rey, Jack White, and Florence+the Machine – Jay-Z’s use of his own raps, including tracks from the Kanye West collaboration Watch the Throne suggests a “sonic hip hop cosmopolitanism” complements any sense of the film as a case study of white entitlement. Tracks like “100$ bill,” “No Church in the Wild,” and “Who Can Stop Me” both prop up and tear down Luhrmann’s visual rendition of Fitzgerald’s critique of the uppercrust of America as corruptibly entitled.
Baz Luhrmann’s adaptation of The Great Gatsby is an intriguing and useful tool through which to analyze the (in)consistencies of race and cultural authenticity in the United States. Both jazz and hip hop exist in the interstitial spaces that lie between black cultural expression and white entitlement to those expressions. Luhrmann uses hip hop’s sonic and cultural aesthetics to pump up the capitalistic and all-American narrative of “pull yourself up by the bootstraps” narrative in Gatsby by also declaring, “get yours by any means necessary.”
Featured Image adapted from Flickr User kata rokkar
Regina Bradley recently completed her PhD at Florida State University in African American Literature. Her dissertation is titled “Race to Post: White Hegemonic Capitalism and Black Empowerment in 21st Century Black Popular Culture and Literature.” She is a regular writer for Sounding Out!
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From Mercury to Mars: A Hard Act to Follow: War of the Worlds and the Challenges of Literary Adaptation from Antenna
This week our From Mercury to Mars: Orson Welles on Radio after 75 Years series begins ramping up for our big event, a listening party / social media experiment, in which we’re asking all of our fans and readers to listen to Orson Welles’ “War of the Worlds” radio play at the same time and respond to it on social media with the hashtag #WOTW75, beginning at 8:00 pm Eastern. On that date SO! Editor-in-Chief Jennifer Stoever-Ackerman, SO! Multimedia Editor Aaron Trammell, producer Nick Rubenstein, Binghamton Cinema Professor Monteith McCollum and his “Performative Processes” class, and BU’s Radio Drama Division will offer a broadcast from 90.5 FM WHRW radio in Binghamton, NY (and online) both before and after the play.
Remember to tune in to this blog on that date, and we’ll have lots of links and resources ready to help you participate. Organize your listening party now! Follow our project on Facebook and Twitter, too.
But first! Check out the most recent entry to the M2M series by contributor and media historian Shawn VanCour …
“What is left to tell after the end of the world, and who is there to tell it? In his Mercury Theater signoff on October 30, 1938, producer and star Orson Welles boasted that the evening’s “War of the Worlds” broadcast had “annihilated the world before your very ears and utterly destroyed the C.B.S.” While these scenes of otherworldly invasion from the program’s opening 40-minute act have been a source of much discussion, its 20-minute closing act is seldom addressed and stands in stark contrast to the fast action and stylistic innovation of Act I …”
[Reblogged from Antenna]
Click here to read VanCour’s exceptional essay on the second act of the “War of the Worlds,” and what made it – from a stylistic point of view – perhaps more controversial than the first.
This is the sixth entry in our ongoing series on Welles and radio. Want to catch up with the series? See below.
- Here is “Hello Americans,” Tom McEnaney‘s post on Welles and Latin America
- Here is Eleanor Patterson‘s post on editions of WOTW as “Residual Radio”
- Here is “Sound Bites,” Debra Rae Cohen‘s post on Welles’s “Dracula”
- Here is Cynthia B. Meyers on the pleasures and challenges of teaching WOTW in the classroom
- And … Here is Kathleen Battles on parodies of Welles by Fred Allen.
See you on the 30th! — nv
“Listening is little short of a synonym for learning.”
–Julian Henriques, Sonic Bodies
This is the third post in Sounding Out!’s July forum on listening in observation of World Listening Day on July 18th, 2013. World Listening Day is a time to think about the impacts we have on our auditory environments and, in turn, its affects on us. To read last week’s post by Maile Colbert click here and Regina Bradley’s discussion of listening, race, and Rachel Jeantel (and to read more about World Listening Day) click here.
How can listening, which I’ve come to understand as an essential way of knowing, enhance the learning experience? My pedagogical challenge over the past few years has been to develop a heightened awareness of the ways our ears are not necessarily, as Robert Frost asserts, “the only true reader and the only true writer,” but certainly an essential mode of reading and writing that is too often underdeveloped. As my high school students read works by Zora Neale Hurston, Ralph Ellison, Michael Ondaatje, Jonathan Safran Foer, James Baldwin, and Lucille Clifton, I want their ears to become increasingly attuned to the sounds, silences, vibrations, and other sonic significance embedded within printed words. I want them to experience how listening enhances their understanding of literature, that listening is learning.
I’ve taught A Listening Mind, a trimester course for high school juniors at Princeton Day School in New Jersey, for two years. Inspired by Toni Morrison’s 1996 National Book Award acceptance speech, “The Dancing Mind,” the course title signals my interest in challenging students to practice writing and reading in ways that are collaborative and cognitively (and otherwise) dissonant with their usual English classroom habits of mind. For my students, at least initially, writing is ruled solely by the mantra “Show. Don’t Tell.” This course, then, creates preconditions for a new kind of learning. It aims to heighten students’ aural attentiveness in general, and particularly in relation to the sonic life that inhabits the lower frequencies of the printed word. In many ways, the class resonates with Liana Silva’s discussion of sound as significant to writing and learning. In this course, we grapple with essential questions such as: How might we read and write with our ears? What happens when we take the risk to do so? As I design assessments and moderate the course, I keep in mind my own essential question as an educator: How can my scholarly interest in listening as a significant mode of cultural and social engagement translate into sound study learning opportunities for my students? The assignments students complete in A Listening Mind, a few of which I share next, are my response to these questions–a response that is in constant development.
CULTIVATING A LISTENING MIND
On the first day of class, I play Jason Moran’s “Cradle Song” from his most recent album, Artist in Residence. Moran plays the Carl Maria von Weber-composed lullaby on unaccompanied piano; the urgent scratching of a closely miked pencil on paper writes slightly ahead of the calming melody.
The song, a tribute to Moran’s mother who would stand over his shoulder taking notes as Moran practiced piano as a child, amplifies a sonic life that more often lingers within the printed word. Thus, it allows us to begin exploring the possibilities of listening as an approach to reading and writing.
In the first month of the course, students practice low stakes listening and writing: they go on short listening walks and record by hand what they hear in their sound journals. Rutger Zuydervelt’s Take a Closer Listen, an excerpt from the opening pages of Jonathan Safran Foer’s Extremely Loud and Incredibly Close, and the New York Times Magazine prose and audio essay, “Whisper in the Wind” are our inspirations for this assignment. They visit a space in which they feel most like themselves and tune into the space’s acoustics. They do the same in a space where they are less comfortable. Students also tune their attention to eco-listening – listening with intention to the natural or man-made environments in which we find ourselves. The idea is to notice the sounds our ears have become deaf to as we’ve become accustomed to a space. Their eco-listening results in their creating individual listening booklets that record the sounds we hear and our occasional reflections on them. By listening to various sounds and in various ways during the early weeks of the course, students exercise their ears and, along the way, some even realize that you need more than just ears to listen.
SONIC MATERIAL CULTURE
One of the assignments of the course involves work in what I call “sonic material culture.” According to the University of Delaware’s Center for Material Culture Studies, the study of material cultural objects “promotes the learning from and the teaching about all things people make and the ways people have acted upon the physical and visible world.” But, what about the ways in which material culture impacts the audible world? Sonic material culture looks at how material cultural objects help create cultural meaning through the sounds they make and the ways in which people use those sounds. Students explored an array of “sonic objects” that included, among others, a Tibetan singing bowl, steel drum, Shofar, typewriter, stethoscope, and a boom box. They then chose one of the items – an item that either makes sound (like a steel drum) or allows for access to sound (like a stethoscope), and began their research with a specific focus on how this item holds sonic cultural significance.
To research the stethoscope, for example, one student interviewed a cardiologist and a medical historian. She learned that sounds doctors hear through the stethoscope “comprise a language, spelling out diagnoses and prognoses” and provide “gateways to our understanding of the heart.” Another student chose the Steel Drum, an instrument developed in the 20th century in Trinidad and Tobago, and ended up discussing the innovation involved in reusing oil containers to produce a new cultural sound. Another student’s research on the Tibetan Singing Bowl led him back to a moment in Jonathan Stroud’s The Bartimaeus Trilogy: Book Three, Ptolemy’s Gate when the character Kitty Jones describes the ringing of a Singing Bowl that signals her transport into the world of magical spirits. Listening to the Singing Bowl made this student more attentive to this moment that he initially skimmed. And, one student’s love of all things vintage led her to her father’s manual typewriter and an essay combining family history and larger insights about education, workplaces, and mechanical writing. In each of these cases, the students realized that the sounds cannot be extricated from the material, social, and historical conditions that produce them.
The last time I taught the course, I designed a sound history mini-project. Students read excerpts from the work of Mark A. Smith and my work on historical listening in David Bradley’s The Chaneysville Incident, and considered these question: How might sound function as a way to narrate a specific historical moment? Students needed to choose a historical moment, locate a sound, and then create a museum card that, among others, answered the following key questions: What does this sound bring to our attention that we might not otherwise consider? What questions does this sound raise? What does it leave mute? Since students had watched Django Unchained recently, we discussed sounds of slavery in that film. If you write slavery through the crack of the whip, then your focus might be on violence and torture used during that peculiar past. If you tell slavery, though, from the code-laden singing enslaved persons used to send messages to flee, then you have a different frame, a different sonic way into the historical moment.
One student used the opening sounds from The Wizard of Oz to narrate the Dust Bowl. Another examined news reports and hip hop music to listen back to the Los Angeles Uprisings. One young woman interviewed her mother about her immigration experience from Guatemala; in her project, the sound of a train whistle signaled arrival to the United States and a new life. One of the most striking projects consisted in an inventive student engineering her own sound using a teakettle in order to recreate what she imagined as the sound inside a gas chamber in a concentration camp during World War II. As she explained during her presentation, the screeching teakettle captures for her both the sound of gas and the screaming of those persons trapped within a chamber. What an empathetic choice to make as a listening scholar: to imagine the voice of one in the midst of death.
Students worked on this assignment as part of their culminating assessment for the course. I assigned this work at the end of the course because it gave students an opportunity to delve into the work of a Sound Studies scholar: students drew on their skills as listeners developed over the term; returned to questions we asked regarding listening and interpretation of written and recorded texts; framed their own questions for inquiry; and used sound technologies such as Audacity and GarageBand to amplify their historical sound.
As I tune my ears excitedly towards another World Listening Day (this year on July 18, 2013), I find myself remembering my students’ portfolio reflections of their learning in this course. Students mentioned that their time in the course helped them pay more attention to sounds around them: “my ears have been retrofitted by my experience in this class.” Some students became more in tune with their own sound: “The world is too noisy. I need to focus in, to tune in to myself.” Yet others found themselves “slowly opening [them]selves up to others” and becoming “more engaged with others’ opinions even if they were different from” their own. Even though some students entered the class resistant to, uncertain about, or “unnerved” by the thought of a listening English course, they felt by the end that, in the words of one student, “Now I leave this class with a purpose and clearer understanding of the importance of listening to my own echo.” In short, the two groups of students who have taken this class grow more “in tune” to multiple frequencies of reading, writing, and learning.
Lastly, while I hoped students would grow as listeners, I did not anticipate that their perceptions of themselves as readers and writers would also shift. Students who previously described themselves as “just not an English student” or who began writing and reading assignments with self-defeating “I’m just not good at this” comments, delved more deeply into the writing process and produced strikingly confident, nuanced pieces by term end. They have grown in their sonic literacy. In this, my students remind me of the most essential of questions: How, to borrow Carol Dweck’s language, do we help students develop a growth, rather than a fixed, mindset where learning is concerned? In my view, listening—practiced as a dynamic, tinkering, beta-type approach to the study of literature and writing—provides interesting answers.
Featured image photo credit: ”Listen, Understand, Act” by Flickr user Steven Shorrock, CC-BY-NC-SA-2.0
Nicole Brittingham Furlonge earned her PhD in English from the University of Pennsylvania. Her dissertation, “On the Lower Frequencies: Listening and African American Expressive Culture,” marks the beginnings of her investment in sound studies as the field resonates with issues of race, class, gender and education. Her work has been published in the academic journals Callaloo and Interference, and in the publication St. Andrew’s Today. She also has published a cookbook for young children, Kitchen Passports: Trinidad and Tobago. She has taught in independent high schools and colleges for 16 years, including University of Michigan, UPenn, The Lawrenceville School, Holderness School and St. Andrew’s School in Delaware. She has extensive experience in the classroom and in administrative roles dealing with curriculum development, diversity issues, faculty development and issues regarding education, equity and access.Currently, Nicole chairs the English Department at the Princeton Day School in New Jersey and blogs at the Huffington Post. She lives in the green part of New Jersey with her spouse and their three young children.
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