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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CLICK HERE TO DOWNLOAD: Sounding Out! Podcast #32: The World Listening Update – 2014 Edition
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Listen in as Eric Leonardson and Monica Ryan celebrate World Listening Day 2014 by reflecting on the work of R. Murray Schafer and the World Soundscape Project. Interviewees Professor Sabine Breitsameter of Hochschule Darmstadt (Germany) and Professor Barry Truax of Simon Fraser University (Canada) discuss the impact of Schafer’s ideas and offer commentary on contemporary threads within the field of Acoustic Ecology. How does does Acoustic Ecology help us to think through today’s complex environments and how can listeners like you make a difference?
Co-Authors of this podcast:
Eric Leonardson is a Chicago-based audio artist and teacher. He has devoted a majority of his professional career to unorthodox approaches to sound and its instrumentation with a broad understanding of texture, atmosphere and microtones. He is President of the World Forum for Acoustic Ecology and founder of the Midwest Society for Acoustic Ecology, and Executive Director of the World Listening Project. Leonardson is an Adjunct Associate Professor in the Department of Sound at The School of the Art Institute of Chicago.
Monica Ryan is an instructor and audio artist from Chicago. Currently her work explores spatialized sound recording and playback techniques along with interactive sound environments. She teaches in several institutions in Chicago, including The School of the Art Institute of Chicago and Columbia College.
Tom Haigh is a British post production sound mixer, composer, and phonography enthusiast, now residing in Chicago. As a staff engineer at ARU Chicago, he works with clients in advertising, media, and independent film.
Featured image: Used through a CC BY license. Originally posted by Ky @Flickr.
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[Warning: Spoilers Ahead for Folks Not Caught Up with Season 7, Episode 5!]
In one of the more memorable – and squirm-inducing – scenes of this season of AMC’s Mad Men, brilliant but eccentric copywriter Michael Ginsberg (Ben Feldman) presents his colleague, agency copy chief Peggy Olsen (Elisabeth Moss) with his own severed nipple, placed carefully in a gift box. Ginsberg explains to the understandably horrified Peggy that the gift is both a token of his affection and a means of relieving pressure caused by the arrival of Sterling, Cooper & Partners’ (SC&P) newest acquisition: a humming, room-sized IBM System/360 mainframe computer. Explaining his enmity for the machine and his increasingly erratic behavior, Ginsberg tells Peggy that the “waves of data” emanating from the computer were filling him up, and that the only solution was to “remove the pressure” by slicing off his “valve.”
The arrival of the IBM 360 in the idealized 1960s office space inhabited by Mad Men is obviously an unsettling presence – and not only for Ginsberg. Since its debut in Episode 4, commentators (e.g. WaPo’s Andrea Peterson, Slate’s Seth Stevenson) have meditated on the heavy-handed symbolism surrounding the machine – both in terms of its historical significance and its implications for plot and character development. Typically cued through noise (or lack thereof), it is worth reflecting upon the role of sound in establishing the computer as a source of disruption. Between the pounding and screeching of installation and the drone of the completed machine’s air conditioner and tape reels, the sonic motifs accompanying the computer underline tensions between (and roiling within) SC&P staffers grappling with the incipient digital age. Likewise, the infernal racket produced by the installation and operation of the IBM 360 adds an important dimension to the tensions resulting from its presence, which can be read as allegories for the complexities and contradictions of our relationship with technology.
The tone of the conflict is set even before we meet the IBM 360 toward the end of Episode 4: The Monolith – a reference to Kubrick’s 1968 classic 2001: A Space Odyssey (Slate’s Forrest Wickman ably discusses the references). Like the unnerving silence used with such great effect in that film, the absence of sound frames our first encounter with the computer – or at least its promise. Early in the episode, Don Draper (Jon Hamm), newly rehabilitated from his forced exile from the agency, arrives one morning at SC&P to find the office deserted. The ghostly sequence is clearly meant to symbolize Draper’s detachment from the firm. But as the episode progresses and tensions mount over the possibility that the IBM 360 will render jobs obsolete, the desolate office suggests a more ominous meaning – a once lively space muted by cold, impersonal automation.
In following scenes, successive stages of mainframe installation are marked by convergences of conflict and cacophony. First, there is the din of the creative team as they evacuate their beloved lounge – now earmarked as computer space – and during which a distraught Ginsberg projects his indignation onto art director Stan Rizzo, who appears more accepting. “They’re trying to erase us!” Ginsberg exclaims bitterly. Later, Draper lounges on his office couch as a clop clopping of hammers outside signifies tangible change. As if this weren’t enough of a distraction, two men in the corridor begin to chat loudly over the noise. Going out to investigate, Draper strikes up a conversation with one of the men, Lloyd Hawley, installation supervisor and founder of a small technology company competing with IBM. “Who’s winning?” Draper asks innocently, “who’s replacing more people?” Clearly irritated by Draper’s tone, Harry Crane – SC&P media director and the computer’s lead cheerleader – offers Draper a condescending apology for the loss of his “lunchroom,” assures him the change was “not symbolic.” “No, it’s quite literal,” Draper retorts. Unabated, the pounding and screeching of construction work emphasizes his point.
For the remainder of the episode, the raucous noise of construction acts as a leitmotif underscoring tensions between characters – between Peggy and Lou Avery (Draper’s priggish replacement at creative director), and between Draper and the interloper Lloyd. Finally, the end of construction is punctuated by a return to silence, as Peggy arrives one morning to see workers glide mainframe components noiselessly into the office.
With this emphasis on technology as a source of symbolic, physical, and sonic disruption, Matthew Weiner and the creators of Mad Men draw upon a rich literary tradition. A relevant example contemporaneous with the show’s “present,” is literary critic Leo Marx’s 1964 text The Machine in the Garden, which examines the complicated relationships between a “pastoral ideal” and technological progress within American literature and popular imagination. Marx’s analysis reveals that sound is often used to convey the disruptive presence of technology within the bucolic landscape of the American continent. In Hawthorne’s Sleepy Hollow for example, it is the interrupting shriek of a locomotive whistle that breaks the author’s harmonious reverie: “Now tension replaces repose: the noise arouses a sense of dislocation, conflict, and anxiety” (15). In the decidedly un-pastoral modern office space, the noise of the computer installation nevertheless signifies a momentous social change and irrevocable loss. Picking out these tensions has always been one of the show’s strengths – whether it is the computer, Draper’s double identity, or the quiet endurance of women to the misogyny of midcentury work and domestic life.
Change, however, has significant consequences for Ginsberg, the young copywriter and Holocaust survivor who, as CBS’s Jessica Firger observes, has been deteriorating psychologically for some time. The proximity of the IBM 360, and the incessant drone of its mind-controlling waves eventually puts him over the edge. As Draper and Peggy enter the office early in Episode 5, Ginsberg glowers into the room housing the IBM 360. “Stop humming, you’re not happy!” he explodes. As Peggy attempts to soothe her colleague, our perspective shifts to look out at them from inside the glass-encased computer room. From here, the mainframe’s ambient noise muffles Peggy’s words, suggesting isolation between human and non-human. This play of speech and silence reoccurs later in the episode as Ginsberg, working alone on a Saturday with tissues wedged in his ears, spies Lou Avery and SC&P partner Jim Cutler inside the computer room, their voices made inaudible by the droning computer in a delicious homage to 2001 (see Vulture’s amusing gif). But the noise is clearly affecting Ginsberg. “It’s that hum at the office! It’s getting to me!” he tells Peggy later that evening. He even claims the computer has affected his sexuality.
Ginsberg’s noise complaints would have resonated in 1969 New York. In November of that year, the New York Times ran a feature on the city’s nerve-shattering noise pollution, calling it a “slow agent of death.” In addition to the myriad construction projects, subways, car horns, jet planes, and standing machinery populating the city soundscape, office workers found scant respite indoors where phones, air conditioners, “computers and typewriters and tabulators” whirred, whined, and clacked throughout the day. The article went on to report that scientists studying the impact of prolonged noise exposure on the human body had concluded a variety of ill effects on the heart and nervous system. Though no connection was made between computers and sexuality (as Ginsberg claimed), the article reported that laboratory rats under prolonged noise exposure had indeed “turned homosexual,” an opinion that underlined deterministic associations between sexuality, psychological disorder, and external stimuli.
As SO! editor Jennifer Stoever-Ackerman has argued, noise in midcentury New York also signified a sonic-racial politics, in which the mainstream “listening ear” recoiled at the “noise” created by Black and Puerto Rican others. In terms of Mad Men’s computer however, it is technology, economic anxiety, and mental illness, rather than ethnicity that frames sonic disruption. The basis of these tensions are similar however, and various interactions with SC&P’s IBM 360 demonstrate, as Stoever-Ackerman writes in SO!, “the ways in which Americans have been disciplined to consider some sounds as natural, normal, and desirable, while deeming alternate ways of listening and sounding as aberrant [and] dangerous.” Though similar, the conflict with technology on Mad Men does not suggest a clear us/them, or us/”it” binary. The banging of construction may be at first antagonistic, but it’s finite – eventually the computer is normalized within the SC&P office space to the extent that Peggy chides Ginsberg’s exasperation in Episode 5 by insisting “it’s just a computer!” Ginsberg’s reaction is more complex however, implicating a contradictory relationship with technology: once fully installed, has the droning computer become “natural, normal, and desirable” despite previous ambivalence? Is the keen awareness and anxiety towards technology symbolized through Ginsberg (albeit in a extreme form) suggested as the “aberrant” listening practice, or could it be Peggy’s apparent acceptance?
Like most cultural texts set in the past, it is possible to read Mad Men allegorically, as suggesting a certain ordering of meaning and values. From the perspective of those who have long since domesticated computers, the controversies and tropes activated by SC&P’s IBM 360 might strike us as familiar, even quaint. As the sociologist Bruno Latour has argued however, we would be wise to consider how technology exerts a kind of social agency that structures and impacts our daily lives. As historical symbolism, the sounds and noises of the IBM 360 on Mad Men should remind us that technological progress is not teleological, but a struggle over meaning in which anxieties (about jobs, mind-control, surveillance, subjectivity, etc.) may be variously accommodated, suppressed, or dismissed as irrational.
Featured image: An IBM 360 Mainframe. Borrowed from Wikimedia Commons CC 2.0
Andrew J. Salvati is a Media Studies Ph.D. candidate at Rutgers University. His interests include the history of television and media technologies, theory and philosophy of history, and representations of history in media contexts. Additional interests include play, authenticity, the sublime, and the absurd. Andrew has co-authored a book chapter with colleague Jonathan Bullinger titled “Selective Authenticity and the Playable Past” in the recent edited volume Playing With the Past (2013), and has written a recent blog post for Play the Past titled “The Play of History.”
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