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.
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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
Has the ever-nascent field of sound studies finally “grown up”? After years of intellectual development and a constantly growing body of work, including quite a few classic texts and books, it has been rapidly establishing an identity of its own, independent from the many “parent” disciplines from which it originated. As with any teenager, this process of maturation comes with a dose of self-searching and, indeed, some navel-gazing. But are we ready to acknowledge sound studies as its own discipline?
At the first conference of the European Sound Studies Organization (ESSA) in Berlin in October 2013, a heated debate followed an otherwise routine announcement. The preliminary title for the second installment of the conference: “Sound Studies: A Discipline?” was not going to make it to Copenhagen in June 2014. Although the question mark suggested playfulness, many audience members either did not like the idea of an entire conference devoted to the meta-discussion on the pros and cons of interdisciplinarity or were not prepared to consider sound studies as a discipline at the first place.
Eventually, the Copenhagen conference was safely re-named “Sound Studies: Mapping the Field.” The discussion in Berlin however, continued at the opening session of the Sound Signatures Winter School in Amsterdam in early 2014. Co-organizer Mara Mills asked whether the publication of such anthologies as The Sound Studies Reader in 2012 and The Oxford Handbook of Sound Studies in 2013 meant that sound studies was a proper discipline. Is it, she asked, moving away from its roots as an interdisciplinary field consisting of displaced scholars formerly unable to tackle questions of sound within the confines of their traditional disciplines? The ensuing five days of the Winter School answered Mill’s question in a rather fittingly ambiguous way. The question remains: “Sound Studies: A Discipline?” Well, yes and no.
One of the most significant conclusions of the Winter School’s thought-provoking workshops, keynotes, performances and debates was phrased by co-organizer Carolyn Birdsall during the final discussion on Friday afternoon; she had come to realize that sound studies and its older, more distinguished, but often somewhat stale brother musicology are not the adversaries one is often led to believe. A musicologist by training, I have always found sound studies’ habit of explicitly not dealing with music (in conjunction with its sometimes disproportionate focus on sound art) a little tiresome; and what these five intensive days in Amsterdam convincingly showed, among other things, was that the older brother and its younger sibling can be rather complimentary.
Of course, the traditional objects and methods of the discipline of musicology—in its most dusty and clichéd form studying black dots written on paper by great men—have long been what sound studies scholars avoided. In the late 1980’s, however, musicology already started moving away from this stereotype by incorporating more critical methodologies and broadening its scope. Moreover, ethno- or cultural- musicologists have been breaking the armor of Eurocentrism in mainstream musicology. Now, with the steady rise of sound studies’ academic momentum, musicology is even giving up its intellectual monopoly on determining what does and what does not count as relevant research on music. The highly interdisciplinary body of knowledge developed in this mature sound studies can indeed be very useful in more conventional musicological research; likewise sound studies benefits from work conducted within the disciplinary confines of musicology.
At the Winter School, a prime example of such an exchange was Julia Kursell’s keynote lecture “Motor Media: On Aural Feedback in the History of Musical Instrument Playing.” Focusing on the experiments of nineteenth-century French pianist and teacher Marie Jaëll, Kursell showed how, prior to the advent of recording technology, musical instruments like the piano offered valuable points of entry into the world of sound and hearing. The piano-keyboard, Kursell argued, was not just a site of aesthetic, musical development, but was also employed as an epistemological tool in itself. Moreover, studying such historical cases also opens the door for broader questions engaging musicology, sound studies and science and technology studies.This interdisciplinary overlap allows for discussions of the body politics of music teaching as well as the didactics of a specific aesthetic regime in a particular social milieu.
Other sessions that explicitly dealt with music included Stephen Amico’s lecture combining sound studies, media studies and the “discipline formerly known as ethnomusicology” to discuss ethical difficulties facing ethnographic sound archivists. This discussion about the ownership and right of use of the recordings in such archives was among the most refreshing and timely raised through the week. On a much lighter note, Ashley Burgoyne’s Workshop “What Can You Learn from a Music Game?” represented yet another rapidly developing interdisciplinary field of music research: the study of music cognition.
Recently, after returning from the aforementioned ESSA conference in Copenhagen, Marcel Cobussen predicted in a Facebook update that “in 10-15 years from now, musicology will be a subspecies of sound studies.” He might be right, but rather than a “sub-discipline,” why not envision a continuum from “old-fashioned” musicology, via the much broader field of music studies towards the broader field of sound studies. As such, sound studies would maintain its interdisciplinary status as a field, rather than a discipline, allowing for engagement with the knowledge that has been produced and is still produced in musicology proper and music studies more generally.
It is up to a new generation, raised as sound studies natives, to further the developments toward such an exchange of scholarship. Judging by the presentations, workshops, performances, and most tellingly, student presentations, during these five days in Amsterdam, this will undoubtedly happen. Notwithstanding the very broad scope of topics and approaches, backgrounds and interests, among participants and presenters there was the tacit acknowledgement of communality in the one thing they all shared: a profound interest in sound in the broadest sense of the word that needed very little justification. Initiatives like this Winter School and its upcoming second installment in the form of a Summer School in Berlin leave one with an optimistic outset of the intellectual potential of the young field of sound studies; it forges interdisciplinary connections by virtue of the common interest in an object–sound–that is simultaneously a very specific and seemingly endless scope of scholarly possibilities.
Perhaps the most telling example of this bright future was the fact that the keynote by Jonathan Sterne, without question the week’s big star, author of one of the founding books in the field, was a nice historical overview of the concept of the “soundscape,” although offering few new insights or questions. If anything, this unusually low-key performance from a very impressive scholar, underlined the most inspiring aspect of the Sound Signatures Winter School: there is still much to be done, and, as this very blog has been consistently showing since 2009, a new generation of sound scholars is already doing it. Therefore, I am looking forward to hearing our next generation of scholars weighing in on the question: “Sound Studies: A Discipline?” in the forthcoming discussion in Berlin. With an impressive, diverse and exciting program I’m sure I won’t be disappointed.
Melle Jan Kromhout is PhD-Fellow at the Amsterdam School for Cultural Analysis, University of Amsterdam. His research project entitled “Noise Identities” focuses on the revaluation of noise in recorded sound and music. The project aims to develop noise identities as a concept for assessing the relation between recording media and musical significance. He presented his work at conferences around the globe and published several articles including “‘Over the Ruined Factory There’s a Funny Noise': Throbbing Gristle and the mediatized roots of noise in/as music” (2011), “As Distant and Close as Can Be. Lo-fi Recording: Site-specificity and (In)authenticity” (2012), “An Exceptional Purity of Sound: Noise Reduction Technology and the Inevitable Noise of Sound Recording” (2014) and “’Antennas Have Long Since Invaded Our Brains’: Listening to the ‘Other Music’ in Friedrich Kittler” (forthcoming, 2015). More information on www.mellekromhout.nl
Featured image: Carla Müller-Schulzke opening the first ESSA conference in Berlin, October 2013, by Jennifer Stoever, CC BY-SA 3.0
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Functional Sound (Studies): The First European Sound Studies Association Meeting– Erik Granly Jensen
“Sound at AMS/SEM/SMT 2012″– Bill Bahng Boyer
After a rockin’ (and seriously informative) series of podcasts from Leonard J. Paul–a three part “Inside the Game Sound Designer’s Studio”– and a post on sound and black women’s sexual freedom from SO! Regular Regina Bradley, our summer Sound and Pleasure series keeps doin’ it and doin’ it and doin’ it well, this week with a beautiful set of meditations from scholar, artist, performer, and voice activist, Yvon Bonenfant. EVERYBODY SCREAM!!!--JS, Editor-in-Chief
What I have to say about sound and pleasure can mostly be summed up this way: everyone deserves to take profound pleasure in their body’s sound.
Not only this, everyone deserves to both engage passionately with social sound and negotiate the exchange of social sound on pleasurable terms.
Like other expressive systems, however, these inalienable sonic human rights are mostly ignored, curtailed, or otherwise ‘disciplined and punished’ in the Foucauldian sense by our social systems. So, we are mostly neurotic, or otherwise hung up on, what kinds of sounds we make, where and when. We fetishise sound, particularly virtuosically framed sound, because it is part of a series of sublimated impulses, or we repress it because we think we aren’t supposed to emit it, or we ignore it.
In any given human relationship within which all parties can vocalize, the voice is an evident, key relational tool. It is full of gesture and meaning and text and sends rapid-fire, complex, layered, even self-contradictory or oxymoronic messages. It is a truly tangled web, and of course, for those who can use speech, transmits language.
However, I’d like to disentangle our sound from our language for a moment. Indeed, sound is not necessary in order to develop and transmit linguistically carried ideas, information and impulses. It has long been accepted that sign languages are fully developed languages, with intricate grammatical systems, vocabularies, and all of the other features of spoken languages. It is thus not necessary to use sound as a carrier of language. Yet if we have a voice, we almost always use sound to carry our language. And we force deaf people to try to fake having a voice and to fake listening to voices through lip reading and gesturing.
The last twenty years has seen a real boom in speculation and even scientific experiments that theorise why human bodily sound – the most evident aspect of which is our vocal sound – is so important to us. Musicology, biomusicology, evolutionary psychology, neuropsychology, and cultural studies of many kinds have tried to account for this. I have my own favorite reason, one I’ve tried to describe in a number of scholarly articles. This is that sound is much like touch. Like, yet unalike. It reaches and vibrates bodies, but at distance. It voyages through space in other ways, but it evokes haptic responses.
Sound isn’t solid, but it takes up space. This is expressed by Stephen Connor within his concept of the vocalic body. When we sound, there is a resonant field of vibration that moves through matter, which behaves according to the laws of physics – it vibrates molecules. This vibratory field leaves us, but is of us, and it voyages through space. Other people hear it. Other people feel it.
I’ve said that sound is like touch. However, one key way that it is not like touch is that it can do this thing. It can leave our bodies and travel away from us. We don’t need to grip it. We don’t need to hold on. And once emanated, it is out of our control.
More than one emanation can co-exist within matter. Their vibrations interact with one another, waves colliding and travelling in similar or different directions, and the vocalic bodies that they represent are morphed, hybridized: they intersect and invent composite bodies.
We hear the resulting harmonies. Historically policed into ‘consonances’ and ‘dissonances’, we have the power to let the negativizing connotations of either of these words go and simply hear the results of the collisions. Voices sounding simultaneously create choreographies of gesture that can be jubilant, depressing, assertive, aggressive, delightful, morose… or many of these simultaneously and in rapid alternation.
The fields of human sound in which we bathe are a continually self-knitting web of sensation. They are full of gestures pregnant with intention, filled with improvisatory spontaneity, success, failure and experimentation. They are filled with a desire to act upon matter, and to reach and engage one another.
My Ukrainian-origin mother was ‘loud’, I guess, at least by Anglo-Saxon standards, and her voice was timbrally very rich. And my father was a radio announcer (he disliked being called a DJ immensely, even though he worked in commercial radio and worked on shows that spun discs – he preferred being associated with talking). His voice was also very rich, as well as extremely crafted. It could be pointed and severe: a weapon. He had professional command of its qualities. We were not a quiet family; none of us were vocal wallflowers. But were our soundings pleasure-filled? Certainly, we were allowed to make lots of sound in some circumstances. However, just being allowed to be loud – though it might sometimes be a pleasure – does not necessarily lead to a pleasure-filled dynamic. Weightlifting makes us stronger, but it doesn’t necessarily feel good.
The amount of sound and whether ‘lots’ of it, or heightenings of its qualities – lots of amplitude, or lots of other kinds of distinctness, let’s say things like pitch or emotional timbre – are key variable features of family life in our cultures. Sound takes us directly into the meatiest of interpersonal dynamics – the dynamics of space and gesture, the dynamics of who takes up space with their sound and when. Families are, of course, microcosms of this sonic dynamic, but any group within which we generate relationships and encounters is subject to this dynamic, too. Our very own bodies end up developing what Thomas Csordas might call a ‘somatic mode’ that embodies our experience of these dynamics.
Whether we start from psychodynamic, neuropsychiatric, or even habitus-based models, it’s clear that repressing the expression of bodily sound regulates breathing impulses and other metabolic processes in ways that might become, well, habits.
Let’s put this in other ways.
The classic, Freudian, psychodynamic model of neurosis – as disputed as it is, and with all of its colonial, sexist, homophobic, racist and even abuse-denying overtones – did at least one thing for our understanding of what repressed emotion does. Repressed emotion affects the body.
Today, a popular understanding of this kind of emotional repression from a biophysical perspective might be: the use of the conscious mind to hold back emotional flow, and along with it, the emotional qualities of certain associations, memories, or even the content of the memories themselves.
Repressing this thing we might call emotional flow represses the voice. The literal, physical voice. Now, this kind of repression of the voice can become what Freudians would call unconscious. To allow it out isn’t any longer a choice that can be made, because we’re so used to holding back, that we don’t realize we’re doing it any more.
Somatics have taught us, through the contended practices of the body psychotherapies descended from Wilhelm Reich’s work, or Bonnie Bainbridge Cohen’s Body-Mind Centering, or any numerous other somatic practices – from certain styles of yoga through to Zen meditation and beyond – that emotional flow is at least partly dependent on how we breathe. And neuropsychology and physiology bear this out.
Whatever might ‘cause’ an emotion – and the roots of the causes of emotion are a source of debate – once it gets going, it isn’t just a thought process. Emotion is meaty and full of pumping hormones and breath pattern alterations and gestures and rushes of fluid. Chemicals get released. Chemicals get washed away. Heart rates speed up and slow down. Our breath rises and falls and its patterns change. Digestion patterns speed up or slow down or get interrupted. What happens in the body affects the body. What happens in the body affects the voice. Ever heard that kind of voice that seems hardened against the world? Or that media voice – the voice that is carefully shaped to invoke reason? Maybe these vocalisers can never let go of that sound: maybe it’s the only sound they can do, now. It’s just too habitual to let it change.
So, these habits can become so habitual that we don’t notice them anymore. We might change our breathing in some way to modify our expressive states. Because the exact nature of the sound our voices make is exquisitely dependent on how we breathe, and on everything else we do with our bodies, it then changes as well. Our choices to not let impulses flow – and the breath is only one bodily impulse among many – get caught up in this web. What were once choices can become embedded, difficult, and stubborn. To go far beyond the psychoanalytic and neurophysiological models, we can end up embodying a culture of these choices, and invent together a cultural body that regulates vocal sound based on groups of people making similar choices or playing by similar rules of sonic exchange.
This can end up perpetuating itself within our very tissues, and it can be an incredibly subtle dynamic to identify and shift. The way we embody the complexities of how we structure our physical and psychological engagement with the world – the ways we breathe, look, move, gesture… the ensemble of these is how Bourdieu defined the habitus. Where these complexities start and end is perhaps an infinite loop, a continual cycle of turning and exchange and influence flowing from ourselves to our culture and back again. Our bodies are cultural, counter-cultural, infra-cultural, extra-cultural bodies: we react to culture; we interact with it: we take positions.
Sound – who gets to do it, and when and how – is negotiated, with others, but also, within our own bodies. The traces that others leave there, the things we might call sonic and vocal inhibitions, tensions, these held-back-nesses, eventually become ours to carry, live with, and/or dissolve. They are gifted to us by our culture…. by our environment… by our experience … and by our bodies themselves.
We negotiate sounding.
Pleasure is negotiated, too.
We do this to our children: we shut them up. Oh, of course, we also facilitate their sound, and some do this more than others. But even if we give them sonic liberty at home, someone will shut them up, somewhere. We all know and we all remember being silenced as children by somebody, or at least, made to raise our hands in a classroom to ensure one speaker at a time, chosen by the authority in question. Later, teenagers, more often girls than boys, are called mouthy. The mouth: implicitly loud, and if too active, implicitly offensive. The term has been used against feminists, every identity we might include within LGBTI+, African-Americans, and the list goes on.
The wet, open, loud, loud mouth, just ready to mouth off, just ready to make trouble with its irritating, nasty, and above all, bothersome noise – bothersome because it makes us have to react – to have to consider the existence, the needs, the demands of those we might otherwise ignore – that moist orifice can be a source of great pleasure.
And on the score of that poor mouthy mouth, let’s consider some other colloquial terms, like ‘sucker’. Sucking is bad, apparently. It expresses need. Thumb out of the mouth! Stop wanting intimacy, reassurance, warmth, contact, and above all stop wanting to satisfy your hard-wired, biological need to suck for comfort and food (my little child). And you there, you sexually active adult! You fucking cocksucker. You ass-licker. That gaping mouth should shut itself up: its gooey pleasures are disgusting. These pleasures involve direct skin-to-skin contact.
Perhaps there is a revolution to be had, in the simple facilitation of gape-mouthed drool.
The vocal tract – that long tunnel surrounded by tongue and palates and teeth and various bits of throat, with at its bottom, the resonant buzz of elastic membranes, through which air is squeezed – also grips the world with direct contact. It’s not just a resonating and sound-shaping cave.
I’m making some artworks for children and families right now, and I group them together under the project moniker “Your Vivacious Voice” [See SO! Amplifies post from 6/19/14 to learn more about the free Voice Bubbles App aspect of YB’s project—ed]. I’m collaborating with some scientists and clinician-scientists on this project. They all work with the voice – in psycholinguistics, in understanding infant language acquisition, in voice medicine, and even in laryngeal surgery. We interview these scientists, and use inspiration from our conversations as sources of metaphors for art-making.
One of these is the head Speech and Language Therapist at the Royal National Ear, Nose and Throat Hospital in London, Dr Ruth Epstein. She sees and/or oversees some of the most difficult cases of vocal problems in the whole of the UK. When we asked her what concerns she’d most like us to address in artworks for children and families, she responded along the lines of: please, find a way to get through to them that voice is contact, human contact. She has begun using communication skills, such as eye contact and turn-taking exercises, in addition to vocal skills, in families with children who have injured voices – because she realized at some point that in many of these families, the near exclusive modality of contact was yelling: yelling without contact – without relationship.
The contactless yell is the thrashing arm that somehow remains alone in a void. It’s a yell that might strike if it lands on other flesh, but somehow doesn’t grip, and can’t convert to a caress. It can’t hold… it only punches.
This reminds me of a rockish tune by Carole Pope and Rough Trade from the Canadiana of my childhood – the refrain went:
It hit me like, it hit me like, it hit me like a slap, oh-oh-oh, all touch…
All touch and all touch and no contact…..
Back to our children, and to us.
Bodily sound can be a pointed weapon. It can be violent, in that it can frighten, dominate, attack, evoke deep fear, and engage other mechanisms of terror and control and subjugation, and that it can attempt to annihilate our ability to recognize the existence of others. We can drown out others’ sounds. We can drown out their gesture. We can drown their vocalic bodies in our own through amplitude and clashes of timbral spectra. We can shut them up.
Let us consider, here, the desire for amplification and how amplified sound represents an exaggeration of this power, a cybernetic enhancement of the ability to dominate with our emanating waves. We can drown out the social ability for whole groups to hear anyone but ourselves.
However, if, in our cultural environments, everyone is allowed to sound – if, indeed, we facilitate social environments in which everyone’s sound is welcome, then those who are subjected to vocal and sonic violence have an incredible counter-power to this power: they have the power to make sound too.
Although making sound back to violent sound, back to annihilating sound, is not always easy, possible or permitted, it is a power that can’t be easily erased. And we can almost always feel, if not cognitively hear, our own sound vibrate within our own skulls and through our own bones, no matter what is coming from the outside, no matter what waves of vocalic body are streaming toward us. Our sound waves continue to exist, even if transformed.
We can give voice to ourselves. We can change our habits. We can expand away from them.
It isn’t even necessary to fight back. It’s only necessary to vibrate.
And we can take it further.
We can actively encourage each other’s sound. We can actively encourage our children’s sound. We can actively encourage social sound. We can actively encourage a dance with others’ voices. We can facilitate, make space for, enjoy being touched by, the uniqueness of other voices. We can play with how our voices collide and create children with the vocalic bodies of others. After all, our composite vocal bodies are the products of our intensive exchange. We can jublilate in the massages we receive by making our own sound, by vibrating our own skulls, flesh, blood, lymph, interstitial fluid, and the air near us, and we can make it so that we can engage in passionate exchange with the vibrations of others.
This might be something like music. Or other kinds of art. Or it might be simple conversation. Or it might be cooing with a baby. Or it might be making comforting sounds while a toddler cries. Or it might be screaming with rage together.
What it always is, though, is focusing on, opening up to, enjoying the dynamics of the dance of individual, idiosyncratic, messy, fleshly, bodily, sonic emanations reacting with one another.
In the end, the policing of our sound is under our control. We can find ways to unpolice, and enjoy the unbridledness of our sound.
Our bodily sound is a means of engaging passionately with relationship and of glorying in its results.
Featured image: “Faces 529″ by Flickr user Greg Peverill-Conti, CC BY-NC-ND 2.0
Yvon Bonenfant is Reader in Performing Arts at the University of Winchester. He likes voices that do what voices don’t usually do, and he likes bodies that don’t do what bodies usually do. He makes art starting from these sounds and movements. These unusual, intermedia works have been produced in 10 countries in the last 10 years, and his writing published in journals such as Performance Research, Choreographic Practices, and Studies in Theatre and Performance. He currently holds a Large Arts Award from the Wellcome Trust and funding from Arts Council England to collaborate with speech scientists on the development of a series of participatory, extra-normal voice artworks for children and families; see www.yourvivaciousvoice.com. Despite his air of Lenin, he does frighteningly accurate vocal imitations of both Axl Rose and Jon Bon Jovi. www.yvonbonenfant.com.
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This Is Your Body on the Velvet Underground– Jacob Smith
Welcome back to the final article in our three-part series, Radio de Acción. Special thanks to you, our readers, and to editors Jennifer Stoever and Neil Verma at Sounding Out! for hosting this addition to a burgeoning field of Latin American critics and producers who are changing the way we hear radio as history, as theory, and in practice.
Over the past several weeks we have tried to bring you into the multiple worlds made possible by radio in Latin America. If you missed our previous posts, please find Alejandra Bronfman’s stunning history of radio in the Caribbean here, and Karl Swinehart’s fascinating study of Aymaran-Spanish radio here.
Both of these critical approaches set the stage for Carolina Guerrero’s extraordinary work with radio in the Americas. An executive director and co-founder of Radio Ambulante—a program that fellow co-founder and novelist Daniel Alarcón calls “This American Life, but in Spanish, and transnational”—Guerrero’s post takes us behind the scenes of her show to consider how the sounds on radio come to life for us as listeners, and the significance of hearing someone’s words in her or his own voice and language. For more Radio Ambulante after you finish reading and listening to Carolina’s post, please visit their website and download their podcasts.
–Guest editor Tom McEnaney
In late 2007, novelist Daniel Alarcón was hired by the BBC to produce a radio documentary about Andean migration in his native Peru. He spent 10 days traveling around the country, from the highlands to Lima, conducting interviews in both English and Spanish, talking to a wide range of people with very personal stories about migration. But when Daniel received the final mix from London, he was disappointed to find that the editor had privileged the English language voices, and left out many of the most compelling Spanish language storytellers. Daniel was left with a question: what if there was a space for those voices on the radio waves? What would it sound like?
Over coffee in San Francisco in January 2011, Alarcón and I decided to create that space, inspired by US public radio shows like This American Life and Radiolab, which had no Spanish counterpart. We knew that poignant, fun, surprising, unique, sometimes sordid, sometimes romantic, absurd and incredible stories we often heard in Latin America were out there, just waiting to be reported. We knew that they would make great radio. And we knew there was an audience—in Latin America and the US—that wanted to hear it. The result became Radio Ambulante.
We began by asking many of our print journalist friends in Latin America to share stories with us. We sent them links to stories from some of our favorite American radio programs, and then contacted a few bilingual independent radio producers here in the US, and asked them for advice on the basics of radio production. Many directed us to Transom.org, which was an absolutely essential resource.
In March of 2012, we launched a Kickstarter campaign. All we had was an idea and a sampler with less than 45 minutes of audio—and still, we managed to raise $46,000 with the support of 600 backers. The success of this campaign was a huge confidence boost, and we knew we were on to something. We used this money to produce our pilot season.
Since then, we’ve worked with more than twenty different producers in more than a dozen countries. These are the characters that emerge from Radio Ambulante stories: a transgender Nicaraguan woman living with her Mexican wife in San Francisco’s Mission District; a Peruvian stowaway telling his harrowing tale of coming to New York in 1959, hidden in the hold of a tanker ship; the Chilean soccer player who dared challenge the authority of General Pinochet; a young Argentine immigrant to North Carolina, trying to find his way through the racially charged environment of an American high school. Taken together these voices create a nuanced portrait of Latino and Latin American life:
PERSONAL STORIES FOR ALL EARS
Now in our third season, we’ve been working hard to create a group of trusted producers and editors across Latin America; people we can turn to with an idea, people we know we can trust with our limited time and resources; reporters we can send to Cuba, send to Honduras, send to Venezuela, and be certain they’ll come back with usable tape, and a good story. We want these first time producers to become long-term contributors.
That’s the case of Camila Segura, Radio Ambulante’s current Senior Editor. She had no prior experience as a radio producer when she reported her first story for us in 2012. That piece, El otro, el mismo (The Other, The Same) is about two men, one Colombian, one Argentinian, who not only share the same name, but who look almost identical. From this coincidence, the story becomes something much stranger, funnier, more subtle, and ultimately quite moving:
We want the listener to be able to relate and identify with the characters, to feel what they feel. A good Radio Ambulante story should be universal and shouldn’t have an expiration date.
One story from our first season captures this universal quality. In 2011, River Plate, one of the most famous soccer clubs in South America, was relegated to the Argentine Second Division. This event shook the entire nation, and anyone who listens to this story could relate to the sadness and pain that the protagonist is feeling. Two years later, the story still has that raw power:
HOW WE SOUND
Martina Castro, Senior Producer, has designed most of Radio Ambulante’s sound, finding the balance between music and sound effects in order to support the voice of the main characters. As she explains,
There are many kinds of pieces that make it to Radio Ambulante. Sometimes the story is focused on one person and their experience: something that happened long ago. Like with Mayer Olórtegui in Polizones (The Stowaways), and the story of how he and his friend Mario jumped aboard a ship headed to the United States. There is no substitute for a dynamic storyteller like Mayer. He not only recreates moments, sometimes even imitating the sounds of what he heard, but he remembers the emotion of what happened, and really feels deeply what he is talking about, like when his voice breaks up at the mention of saying goodbye to his friend Mario.
Other, more symphonic, multi-voiced pieces provide a different kind of production challenge. The script must showcase the many characters, while giving the listener enough grounding so as not to get lost. A particularly successful example is our award-winning piece “N.N.”, about Puerto Berrio, Colombia, by reporter Nadja Drost. Nadja gathered recordings of this river town, and conducted interviews with many locals, always focused on the issue of the floating, anonymous dead and the town’s strange relationship with these bodies. The music in a piece like this is only meant to support those real-life sounds and characters, and a repeated melody serves as a ghost-like echo of the dead, those voices we never hear.
We use music carefully to shift the mood, to mark the end of a section, and to alert the listener that something new is coming. The music is also meant to break up chapters of a story, give us a moment to reflect on what we just heard, or to indicate when something is about to change. There are examples in Yuri Herrera’s “Postcard from Juárez,” produced by Daniel Alarcón. It tells the story of Diana la Cazadora, or Diana the Hunter, a vigilante who set about killing bus drivers in one of the world’s most violent cities, allegedly as revenge for years of misogyny and sexism.
In this particular story, we were able to do something that the English version (produced for This American Life) could not: read in the original Spanish the letter that the supposed killer sent the local Ciudad Juárez newspaper explaining her actions. We had this read by Lizzy Cantú, a Mexican journalist who’d worked with us before, and then distorted her voice, to give it that dark ambience. The listener is supposed to feel the grim violence in those words: the desperation.
In three seasons producing the show, we’ve learned that the craft of radio comes from listening, and that the most challenging aspect of producing radio is not in the technical details of recording those voices or sounds, but in the story itself.
The most basic building block of a good radio story is a good interview. The technical aspects of gathering sound are less important than phrasing the questions to get vivid, almost filmic answers, full of details that set the scene.. As Executive Producer Daniel Alarcón explains,
We ask our reporters to push interviewees to describe scenes in great detail, to unpack moments. Our interviews can last two hours or more, and many are surprised that we go so in depth. We like our reporters to circle back, and then circle back again, so that we’re sure we’re getting the most vivid version possible of a given story’s crucial moments.
We ask our reporters to write colloquially, to imagine they’re telling the story to a friend at a bar. It’s important to have immediacy in the language, an expressive tone that can seem almost improvised, even when it isn’t. The emotional impact of radio is that it feels as though a secret is being shared. The script and the production should always be in service of this intimacy.
Before a script is final, it’s shared with other editors on the team around the globe (California, Colombia, Puerto Rico, Chile), mixed, edited, soundtracked, and refined through hours of collective work online.
While creating our own sound and storytelling style, Radio Ambulante is constantly experiment with different formats and looking for new ways to interact with our listeners. We’ve done three live radio shows, in Los Angeles, San Francisco, and New York. In addition, we’ve produced two English Language specials, and partnered with writers and animators on hybrid multimedia storytelling. With our partners at PRI, we’re developing a new interview series, and are working with Latin American universities and media outlets to teach more journalists to use radio. Our hope is that Radio Ambulante’s success will mean more innovative radio work in Spanish, and more experiments in the possibilities of bilingual radio.
Carolina Guerrero is the Executive Director of Radio Ambulante. Before getting into journalism, she was a promoter for cultural and social projects, creating a bridge between organizations in three different continents. She has worked with public and private institutions in several countries, for which she has designed and overseen festivals, art exhibits, teaching workshops and fundraising events. Carolina is a John S. Knight Journalism Fellow at Stanford University 2014-15. She is the proud mother of León and Eliseo. (@nuncaduermo)
All images courtesy @radioambulante on Twitter
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“Chicana Radio Activists and the Sounds of Chicana Feminisms”-Monica De La Torre