In teaching the many interrelated and complicated aspects of the Civil Rights movement, Black Power, and the Black Arts Movement, the challenge for me is to help students understand the “facts” of this period, and to simultaneously destabilize the teleological historical narrative these “facts” seem to suggest. In a pedagogical context, sound helps fill in the gaps that fall outside of the knowledge produced–and contained within–certain archival accounts of black cultural and political history. While crucial, having students listen to the gaps, can be daunting, especially in our current historical moment, as the decades-long push against identity politics has been solidified by the recent (re)election of the nation’s first black president, Barack Obama. This point demands more elaboration than I can provide here, but the critical pedagogical issue it raises within the province of black studies, is that it is becoming increasingly difficult to consider black political culture outside of the sedimented lines of American pluralism and black radical thought.
I use sound as a pedagogical tool to help outline a middle ground–what Frantz Fanon refers to in The Wretched of the Earth as “zone of hidden fluctuation” (166)–based upon articulations of resistance and identity that refuse to be frozen in time. Building on Paul Gilroy’s conceptualization of anti-anti-essentialism in The Black Atlantic, an idea of black consciousness that is flexible and moves between the insufficient terms of “essentialist” and “anti-essentialist,” I use specific pedagogical examples to suggest that teaching about race and sound is a rich, evolving, and productively interactive continuum. The auditory sense opens up new terrains of knowledge and dynamically expands the possibilities for students to think through the intricate and multifaceted formations of black consciousness during the volatile years of the 1960s and the resonance of those years in our present.
The recorded presence of Martin Luther King, Jr., for example, represents an important aural site for engaging in reflexive pedagogy, because King’s tonality–the resonance of his voice–creates a certain familiarity and is pivotal to the construction of the American myth of the radical transformation of the civil rights movement and the idea of post-civil rights racial equality. For many students, King’s sound signals the dream of, and the pathway towards, a unified America. Conscious of how this idea of King reflects a linear understanding of civil rights as simply a desire for inclusion, I direct students’ attention to the sound of King’s last recorded speech in Memphis on April 3, 1968. Given the evening before his assassination, this speech resounds with King’s deepening critical perspective on black struggle through its haunting concluding notes. I point out to my classes that King’s final years (1965-1968) were marked by his increasing focus on ideas of black resistance outside of the Civil Rights mainstream, including his critique of U.S. involvement in the Vietnam War, and his radical rethinking of the possibilities for black economic and political self-determination.
Centered on the economic injustice and dehumanization of Memphis’s striking black sanitation workers, King’s speech details the need for the Memphis black community do more than simply boycott municipal entities, but rather articulate their resistance by boycotting prominent national brands such as Wonder Bread and Coca-Cola. Against this background, I play segments (particularly the final minutes) of King’s speech, entitled, “I’ve Been to the Mountaintop.”
The acoustic dimensions of King’s final speech resonate with a social and political complexity that troubles the sonic memories many students have of King’s “I Have a Dream” speech, delivered on the steps of the Lincoln Memorial in 1963. The much more intimate and less overtly majestic soundscape of Memphis’ Mason Temple underlines King’s shift from national icon back to local, community activist. The frequent audience shifts–applause, extemporaneous interjections, and silence–create a reverberating sonic energy that accumulates throughout the speech. Rather than relying strictly on a call-and-response interpretation of the interactive exchanges between King’s voice and the audience’s response, I have students consider the non-linear ebbs and flows in King’s sound in this latest of moments (as Fred Moten would say, the totality of King’s tonality). For example, as King’s audience considers the weight of his analyses and what it means to articulate black resistance as “a dangerous unselfishness” that “puts pressure where it really hurts,” I identify moments of uncertainty, hesitation, and contemplative reflection that mark a non-linear interactive sonority between King and his audience.
Listening to King’s final thoughts offers a disturbing and disruptive emphasis on the stakes of breaking with entrenched modes of activist thinking. He concludes the speech with a series of prophetic thoughts on mortality as a cost of making a stand against “our sick white brothers.” Set within the historical and ideological context I have sketched above, the delivery distinguishes the sound of King’s words. As we listen I draw attention to King’s expression of a lack of fear in anything, any man, as King seems to convey an eerie foreknowledge of his murder and his irreverence in its face.
“I’ve Been to the Mountaintop” –Listen to the concluding two minutes
The apocalyptic sound of King’s concluding notes to this political sermon leaves much to contemplate. From the mention of the potential threat posed to his life by “our sick white brothers,” through the speech’s last line, there is a tonal, timbral shift in his voice and demeanor. Through sound and posture, and the reaction of the audience to those factors, King’s affect seems to convey something more momentous occurring beneath the event’s surface dynamics. King projects a confrontational edge through the sound of fearlessness in the face of mortality. Did he know he was going to be killed shortly after giving this speech? It’s a question that the peculiar tonality of his concluding lines raises for students. If so, what does it mean to use the sermon as a site of prophetic, aural documentation of the fact that a force of transformation exists beyond the flesh and blood of leadership, a force that assassination can’t kill? In the speech’s final synesthetic moment, I have the students listen and watch the shift that occurs in King’s demeanor as he closes, and the way that this shift culminates in an almost ecstatic moment as he delivers the final line: “Mine eyes have seen the glory of the coming of the Lord.” His defiant turning away from the microphone is crucial as it amplifies the meaning of the voice, letting those watching know that, much like an emcee, King has just “served” white power with a delivery that will outlast the sniper’s bullet the following evening.
I want to briefly point to two other examples that show additional ways in which sound complicates ideas of racial identity and expression during the 1960s. When I teach Nina Simone’s composition, “Mississippi Goddamn,” (recorded live at Carnegie Hall in 1964), I ask students to consider the relationship between the distinctive sound of her voice and the ironic and critical elements of her lyrical meaning as this interaction creates a complex idea of radical black consciousness. Composed in the aftermath of the murder of Medgar Evers and the bombing of the 16th Street Baptist Church in Birmingham, Alabama, Simone offers a musical, and more broadly sonic meditation on white supremacy.
Most students find the timbre of Simone’s voice, its grain (as Roland Barthes would say) and depth, immediately striking. Her unique sonority and its context, greatly influence attempts by students to understand her reference to the song as simply a tune: “The name of this tune is Mississippi Goddamn” she says, and “This is a show tune, but the show for it hasn’t been written yet.” Clearly it isn’t simply a tune, and the caustic quality of lines such as, “Oh but this country is full of lies/ You’re all gonna die and die like flies,” creates a critical depth through the sound of Simone’s commitment to a black radical perspective. What does it mean, for instance, that Simone projects such sarcasm and biting critique to a predominately white audience at Carnegie Hall? How might we hear the specific grain of her voice in this setting? How does Simone’s projection of critical black sonic resistance, emerge at the conjuncture of anti-black racism and the beginning of legislative efforts under the Johnson administration to rectify racial inequality through civil rights bills? What can be taken from the simultaneity and contrast that Simone projects her sound within? I pose such questions to my students as a way of considering what it means to be committed to critical thought and social transformation that falls outside of the dominant lines of American national consciousness, and how the sound of such commitment, heard in the pitch and tenor of Simone’s voice, matters as a different kind of historical documentation.
In considering how the sound of music can offer an intervention within the formation of black political consciousness in the Black Arts Movement, I often use the 1966 recording of Amiri Baraka’s signal poem, “Black Art,” as it set to the experimental musical sounds of Sonny Murray’s ensemble (Murray-drums, Albert Ayler-tenor saxophone, Don Cherry-trumpet, Henry Grimes, Lewis Worrell-bass). Having first read the poem, students then are able to hear it set to– and against–the unconventional instrumentation of Murray’s ensemble.
The musicians create an unconventional sonic context for Baraka’s reading that de-emphasizes and re-situates the apparent dimensions of black rage that seem to arise from verse that can “shoot guns,” through an almost carnivalesque, comedic, and off-kilter sound that troubles the linear expectations one might have of instrumentation amplifying the words on the page. The dissonance between page and sound allows for useful pedagogical opening, in that it underlines the non-conformist, avant-garde aspects of the movement, and the fine line that artists such as Baraka were imagining between the intensity of black radical consciousness and the ability to articulate that standpoint outside of the expected forms of black cultural nationalism.
As these examples have shown, I incorporate sound into my pedagogical framings of black cultural and political identity as an opening through which students may expand their understandings of black consciousness and black political culture well beyond stagnant ideas of racial authenticity, while still preserving an understanding of the transformative and often radical possibilities that have been projected through black expression during the period. It is the open space of sound that invests the project of black radical thought with the uncanny spontaneity of experimentation. Having students understand ideas of expansiveness, asymmetry, and non-linearity as central to black cultural expression and critique–even as artists refuse to sacrifice an expressed political commitment to black resistance–begins to suggest ways for students to contemplate the intersection of identity politics with the unexpected, fantastic elements of expression that lie outside of more recent flattened diagnoses of black nationalism. Teaching at the intersections of race and sound opens up new terrains of knowledge, dynamically expanding students’ abilities to think through the intricate and multifaceted formations of black consciousness during the volatile years of the 1960s and the resonance of those years in our present.
Carter Mathes is an assistant professor of English at Rutgers University. He has completed a book manuscript entitled, Imagine the Sound: Experimental Form in Post-Civil Rights African American Literature, that focuses on the relationship between sound and literary innovation during the 1960s and 1970s. He is co-editing a volume of essays on Black Arts Movement writer and critic Larry Neal; and also has essays in print or forthcoming on Toni Cade Bambara, Peter Tosh, and James Baldwin. At Rutgers, he regularly teaches classes focusing on African American literature, Twentieth-century literature, music and literature, and experimental writing.
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Audio Culture Studies: Scaffolding a Sequence of Assignments–Jentery Sayers
The point that had lingered with me after first reading Jonathan Sterne’s essay “The mp3 as Cultural Artifact,” was the idea that the mp3 was a promiscuous technology. “In a media-saturated environment,” Sterne writes, “portability and ease of acquisition trumps monomaniacle attention . . . at the psychoacoustic level as well as the industrial level, the mp3 is designed for promiscuity. This has been a long-term goal in the design of sound reproduction technologies” (836). A technology, promiscuous? I did not have to look far to find support. Like germs, I could find copies of mp3s that I had downloaded from Napster in 2000 scattered across generations of my old hard drives. Often they were redundant, too – iTunes having archived a copy separate from my original download.
But, for Sterne, mp3s are also socially promiscuous. They accumulate in the hard drives of the working class and are shared, almost anywhere, through the branching left/right wires of iPod earbuds. Since the popularization of the mp3, there have been new opportunities to share how we listen with others. This is promise of the mp3, and the reason it forms such a key point of scholarly meditation.
MP3: The Meaning of a Format (Duke University Press, 2012) finds Sterne revisiting many of these key themes, with a larger focus on the genealogical beginnings of the mp3 technology. While many of the book’s chapters are extrapolations of prior work Sterne has done regarding the genealogy of listening practices, this work concerns itself less with the 19th century, and more with the 20th century. Perhaps this is related to some of the methodological decisions Sterne has made in planning the book – in seeking out the genealogical origins of the mp3, Sterne worked from archives and manuals described in interviews by engineers who were fundamental to the technology’s production. As such it finds much in common with Trevor Pinch and Frank Trocco’s Analog Days and Dave Tompkins’ How to Wreck a Nice Beach but incorporates the genealogical methods regarding sonic technology present in Sterne’s earlier work The Audible Past and Emily Thompson’s The Soundscape of Modernity. In MP3 Sterne positions himself as a critical cultural studies scholar working between the humanities and sciences, focusing specifically on the mp3 due to its social and technological relevance today. The critical is key here as MP3 is truly a work devised to underscore the economic connections between the construction of our selves as “hearing subjects” and the media industries.
Certainly, the mp3 can still be considered a promiscuous technology, but it is corporate capitalism that had failed to recognize the extent to which it relies on technological promiscuity to support its infrastructure. This focus, ironically, displaces the mp3 as the main object of Sterne’s analysis. It highlights instead the pathological logic of corporate capitalism, and the ways that this rationality has mutated, now, in the wake of mass replicable, malleable, and iterative digital culture. In other words, the mp3 is endemic to a much larger plot, wherein the culture industries adapt to their own deus ex-machina. The naive development of the mp3 by the motion picture industry is a large part of the story here, but it is only a small bit of a much larger whole. The real story involves understanding how a handful of vested corporate interests have shaped the ways that we interpret and understand what listening is. In MP3 Sterne addresses one of the great questions of sound studies: What are the politics of listening? Or, which individuals and institutions have a vested economic interest in questions of how we hear?
Sterne recalls this drama in three parts, each unfolding in a somewhat autonomous fashion, but unified in so far as they explore the economic interests behind the scientific construction of “hearing subjects.” In the first part, Sterne is at his best exploring AT&T’s (and the affiliated Bell Laboratories’) role in funding psychological, physiological, and cybernetic research on hearing. In the second, Sterne explains how this early research has been applied to the visual and technical abstraction of sound in the 1970s. And, in the third part of this genealogy, he explains how these analogs were made digital, specifically the corporate politics which went into the construction of the mp3 standard. Throughout this surprising and detailed trajectory, Sterne makes the invisibility of corporate interests apparent and explicit.
Sterne also hints toward several powerful economic rationalities that have guided the construction of the mp3. Key among these insights is the monetization of cybernetic discourse, or the incorporation of the human body within a scientific understanding of technical systems. In order to engineer an efficient technical system, the capacities and limits of how we interact with (or serve as parts of) these systems must be taken into account. Sterne refers to this mode of engineering as “perceptual technics,” and he goes to great lengths to explain it.
Basically, at the turn of the 20th century, AT&T had taken a keen interest in the science of how people listen because they wanted to maximize the amount of simultaneous conversations broadcast through a single telephone wire. More conversations meant the purchase of fewer wires, and therefore greater profits. Eventually, drawing on the research of the oft-cited Claude Shannon and Warren Weaver (within SO!: What Mixtapes Can Teach Us About Nois and Pushing Record; and soundBox: Mapping Noise), AT&T recognized an economic problem of technical efficiency within their wires – there was too much ambient noise. Because of this, AT&T sought to limit the audible signal transmitted from one phone to another. This would allow for more signals (and therefore conversations) to be transmitted through the same wire. Physiological research provided clues that some frequencies were more audible than others, so engineers worked to compress audio signals to reflect this scientific abstraction of hearing.
The reduction of listening–as an embodied practice–to the quantification and control of the audible spectrum, is, in other words, the history of compression. Which, according to Sterne, should be understood as the true meaning of the mp3. While the mp3 format, like the CD or cassette, may become obsolete, technologies of compression will not. Sterne argues convincingly that most advances in compression technologies have been guided by the invisible logic of corporate capitalism. It is this exact tendency of compression–to make things smaller and more efficient–that threatened to undo the entire project of corporate and branded music distribution in the year 2000, via platforms like Napster. Sterne is well aware of this irony throughout MP3, and uses the final chapter to discuss, briefly, the moment of cultural transformation that is defined by file-sharing and mass distribution.
Bringing things full circle with a somewhat stoic conclusion about the democratic potentials of this moment, he remarks: “The end of the artificial scarcity of recording is a moment of great potential. Its political outcome is still very much in question, but its political meaning should not be” (224). Sterne points to the globalization and ubiquity of mediated listening as a sign that things may not have changed much even though mass networked society at one point promised freedom from a commodity form which privileged things like “liberal notions of property, alienated labor, and ownership” (224). He argues that even the music industries shall persevere, mostly because people have a sublime attraction to listening and music. In other words: Meet the new boss, same as the old boss. There are few moments of liberation to be found within MP3; it is instead a drama of the status quo where the conspirators of corporate capitalism succeed in spite of themselves.
The disparity in Sterne’s tone, when juxtaposing the nefarious and efficient dispositifs of capitalism with an untroubled and authentic construction of music is striking to say the least. And although Sterne is clear to explain that he locates his scholarship as work on a container technology (the mp3) and not its content (the music), this is a somewhat unsatisfying distinction as an embodied practice, such as listening, must take both into account. And while I agree that the mp3 reflects the promiscuity of corporate capitalism, is this challenged by the plethora of ideological nuance coded into song lyrics and arrangements? Do the corporate ideologies of the music industries flow beyond the container of the mp3 into the music itself? Is there any crosstalk, or overlap between these historical constructions? In other words, what are the limits to theorizing a container technology, and how much does the discursive path of the mp3 sculpt the content of what we listen to?
Despite, or perhaps, because of the rather dystopic scene that Sterne alludes to at the end of MP3, it falls nicely in the space between Sound Studies and Critical Information Studies. It bridges humanistic scholarship on embodied listening practices with a critique of the economic interests that have funded much of the scientific research relating to the phenomenology of sound. To that end, MP3 reveals much about the social construction of hearing and the ways that the familiar mythology of audio fidelity has been produced, discussed and exploited by several communication industries. Even though the mp3 may have been eclipsed by industry as the main object of inquiry in the eponomously titled MP3, Sterne succeeds admirably in detailing the promiscuity of corporate capitalism in the listening practices of our everyday lives.
Aaron Trammell is co-founder and Multimedia Editor of Sounding Out! He is also a Media Studies PhD candidate at Rutgers University.