SO! Amplifies. . .a highly-curated, rolling mini-post series by which we editors hip you to cultural makers and organizations doing work we really really dig. You’re welcome!
Shizu Saldamando’s solo multimedia exhibition OUROBOROS explores the social dynamics and physical codes integrated within contemporary group dancing and civic participation. OUROBOROS represents the ancient symbol of revolutionary cycles, rebirth, and circle dancing. The show, opening at South of Sunset–an exhibition and performance space in Echo Park, Los Angeles, run by Elizabeth DiGiovanni and Megan Dudley–will include a selection of large-scale, photorealistic works on paper documenting the intimate social interactions observed within LA’s dance club scene, as well as recent video work. South of Sunset is pleased to premiere her most recent video, a juxtaposition of footage of traditional Japanese dancers at an Obon festival and punk rockers in a mosh-pit at a show in East LA.
Even as her recent interview with NPR Latino amplifies the “quiet radical politics” of her work, the sonics of Shizu’s work are loudly resonant. Her pencil and ink drawings, glittery gilt paintings, and video pieces reverberate with the sights and sounds of the two California cities she has called home–San Francisco and Los Angeles–the three cultures that have profoundly shaped her–Mexican, Japanese, and American–and the myriad voices, favorite bands, and energy of the friends she photographs out at dance clubs and concerts while “documenting the vibe” of LA music subcultures.
The exhibit runs from November 12th to December 3rd 2014; the gallery is open on Sundays 1 – 4 pm through November 23 (and by appointment).
Featured image: Ozzie and Grace, 2014, Shizu Saldamando, colored pencil and spray paint on paper, 25 x 32 inches.
Shizu Saldamando (b. 1978, San Francisco) is a multidisciplinary artist based in Los Angeles. A graduate of UCLA (BA, 2000) and CalArts (MFA, 2005), she has been the subject of recent solo exhibitions at the Vincent Price Art Museum (Los Angeles, 2013), Moore College of Art and Design (Philadelphia, 2012), and Steve Turner Contemporary Art (Los Angeles, 2010). Saldamando’s work has also been included in influential group exhibitions including Portraits of the Encounter at the Smithsonian National Portrait Gallery (Washington DC, 2011), Audience as Subject at Yerba Buena Center for the Arts (San Francisco, 2010), and Phantom Sightings: Art After the Chicano Movement at Los Angeles County Museum of Art (Los Angeles, 2008).
SO! Amplifies. . .a highly-curated, rolling mini-post series by which we editors hip you to cultural makers and organizations doing work we really really dig. You’re welcome!
I founded the Detroit Sound Conservancy in 2012 in order to preserve what music producer Don Was has called “the indigenous music of Detroit.” I also did it to preserve my own archive of Detroit sound related artifacts – oral history interviews, recordings, vinyl records, cassette tapes, 8-tracks, posters, t-shirts, buttons, articles, clippings, books, magazines, zines, photos, digital photos, notes, jottings, and other miscellaneous ephemera — knowing that if I could not help preserve the materials of an older generation of musicians, producers, DJs, writers, collectors, and fans, my personal archive and passions would not weather the storms (literal and figural) of the early 21st century – PhD or not. After a year or so of organizing virtually from Boston where I had found academic work teaching media & rhetoric, the DSC had its first major success with an oral history project for Detroit music, funded through Kickstarter. Donations allowed us to throw a great party in Boston, form the non-profit, and push me home to work on the DSC full time.
The results of the move have already manifested themselves. This summer we had a successful conference at the Detroit Public Library — the first of its kind — dedicated to Detroit sound.We will hold another next year on May 22 dedicated to the key role of Michigan in general, and Detroit in particular, in the emergence of the modern soundscape. We plan to have the call for papers out this fall.
In addition, we currently have an organizing/promotional night called #RecordDET at a downtown coffee shop called Urban Bean so that we can continue to both record interviews and playback the sounds / stories we are learning from. So far we’ve interviewed a retired disco / house DJ, a record retail and radio veteran, and two blues historians and musicians.
The long-term goal is to use the stories and sounds to propel us into a more sustainable future for Detroit’s sonic heritage. Recent local floods have reminded Metro Detroiters just how vulnerable we are and continue to be. We must preserve or our sonic dreams will perish.
I imagine the DSC as the sonic dream weaver. As one of our inspirations, the Black Madonna in Chicago, says: We still believe.
Carleton Gholz (PhD, Communication Studies, University of Pittsburgh, 2011) is the Founder and Executive Director of the Detroit Sound Conservancy, a lecturer in Communication at Oakland University in Rochester, Michigan, and President of the Friends of the E. Azalia Hackley Collection at the Detroit Public Library.
This September, Sounding Out! challenged a #flawless group of scholars and critics to give Beyoncé Knowles-Carter a close listen, re-examining the complex relationship between her audio and visuals and amplifying what goes unheard, even as her every move–whether on MTV or in that damn elevator–faces intense scrutiny. In the coming Mondays, you will hear from Priscilla Peña Ovalle (English, University of Oregon), Liana Silva (Editor, Women in Higher Education, Managing Editor, Sounding Out!), Regina Bradley (writer, scholar, and freelance researcher of African American Life and Culture), and Madison Moore (Research Associate in the Department of English at King’s College, University of London and author of How to Be Beyoncé). Today, we #wakeuplikethis with Kevin Allred (Women and Gender Studies, Rutgers), who refuses to let us fast forward past the understated and discomfiting video track “No Angel.”–Editor-in-Chief Jennifer Stoever
Michael Brown, an unarmed black teenager, was shot to death by white police officer Darren Wilson in Ferguson, Missouri on August 9, 2014, for no apparent reason [see author’s note below]. While the fact that the death of unarmed black men (and women and trans people) at the hands of those in power is, sadly, no unique occurrence, as Melissa Harris-Perry – among countless others – have pointed out, Brown’s death has sparked nation-wide outrage and protests about police brutality, racial injustice, and severely decreased resources for impoverished communities.
In the New York Times’ reportage on Brown’s death, reporter John Eligon found it appropriate to characterize the teenager as “no angel,” as if any amount of alleged wrongdoing or possible character flaws on Brown’s part somehow justified his murder. Both Eligon and the Times were called out on social media and in traditional publications such as the Atlantic, and, while the press quickly apologized, the phrase’s familiar interpellation of victims – especially when they are people of color – as “no angels” lingered: a journalistic gaze born of sympathy with white authority that invalidates an individual’s life, tarnishes their memory, and even rewrites histories.
A powerful counter discourse challenges these racist narratives, however; one we can hear in the dissonant sonics of Beyoncé Knowles-Carter’s “No Angel,” a song that anticipates–and adamantly refutes–the racist notion that people who live, and quite possibly die as Michael Brown did, are anything but valuable.
Released almost 9 months before Brown was killed, Beyoncé’s “No Angel” cannot explicitly be called a response, but the ghosts of black men–living and dead, unfairly judged and mistreated–haunt the entire song. “No Angel” begins with a slow-burning 4-count beat; a low, synthesized, slightly off-kilter kick drum sets the tone for the song while an eerily-lilting high-pitched synthetic warbling noise simultaneously pours out of the speakers. The sound, reminiscent of feedback, drifts between pitches for four painstakingly slow measures before Beyoncé’s vocals kick in. When they do, what we hear is unusual. Her voice reverberates in a breathy, almost too-high falsetto that sounds nothing like the soaring powerhouse vocals of “Halo” or “I Was Here;” nothing like the precise, punctuated staccato of “Single Ladies” or “Run The World (Girls);” and certainly nothing like any of the other songs on BEYONCÉ. Sonic and musical contradictions abound. Neither the kind of impressive falsetto showing a wide range, nor necessarily immediately pleasing to the ear, Beyoncé’s voice is forced. . .and it haunts. Further, the vocals seem to cut the time signature of the song in half, effectively doubling its pace. Its tempo, cadence and vocal dynamics signal “No Angel” as a very different kind of Beyoncé song, one forwarding a sonic and political statement over radio-readiness.
Admittedly, “No Angel” was not initially one of my favorite songs on Beyoncé’s new album. In fact, when teaching this song, most of my students – even the hardcore Beyoncé fans – admit sheepishly to skipping through it because of a feeling of discomfort mainly related to Beyoncé’s vocal delivery. But after a few listens, something clicks: “No Angel” is not supposed to be pleasant, easy listening, but rather it jars and unsettles, just like the impact of news of another unarmed black person killed by white police. We are neither supposed to immediately identify with the audio of “No Angel,” nor possibly even like it.
All about dissonance, the song’s innovation fuels itself with inconsistency and contradiction. Vocally speaking, there are incongruities between the highs and the lows (the bass and the treble or the bass and the soprano), and the abrupt shifts in pacing—the slow pace both in opposition to and contained within the faster pace of the song. Even the stretched and breathy falsetto Beyoncé puts on for most of the song strikes a dissonant chord. Simply put, dissonance is tension, and neither the sonic nor the political tension ends here.
Here’s the thing: we know Beyoncé’s voice doesn’t usually sound like it does on “No Angel.” It is a conscious manipulation. And when coupled with the refrain:
You’re no angel either baby
her voice even becomes a kind of accusation. If Michael Brown is “no angel;” if Beyoncé herself, as the singer and also as a black woman in a racist U.S. society, is also initially “no angel” then, Eligon in the NYT as Brown’s accuser and, by extension, we as the listeners, become “no angel either.” What’s more, Beyoncé ‘s delivery is so deliberately overdone that she can be heard taking deep breaths in between each word of the chorus – something most singers would attempt to hide. Beyoncé chooses instead to push it to the forefront of the recording, audibly projecting each word toward the listener; in effect, slapping us in the face with each syllable, driving that message/accusation straight home.
However, while this forum may be dedicated to the sonic qualities of Beyoncé’s work, I don’t believe we can completely divorce the sonic from the visual for “No Angel,” or anything on BEYONCÉ, as it was specifically marketed and publicized as audio and visual album. BEYONCÉ visual music experience is nothing knew to Beyoncé herself. As far back as Dangerously In Love, Beyoncé forwarded her belief “that harmonies are colors” on an interlude toward the end of the album. For her latest album, she went so far as to strike an exclusive deal with iTunes in which the album was only available as a complete package for the first week of its release – singles could not be purchased separately nor without videos (and vice versa). It would be a disservice to ignore the visual depiction of “No Angel,” directed by @LilInternet and its synaesthetic fusion of sound and sight.
Just as the sonic qualities of the song provoke discomfort, unexpected imagery confronts the eye. First, the video is quite simply not about Beyoncé. She is rarely shown. Instead, Houston street culture and its struggles and poverty, represented largely through the faces of people of color, takes center stage. The video features mainly black men, although there are some images of black women throughout; a stark moment showing black women– raced and sexualized as “no angels”–working as strippers reveals an industry driven not by the agency/desire of the strippers themselves, but rather by the failures of capitalism that often offer few profitable choices to poor women other than sex work (as evidenced in the highlighting money shots/literal shots of money). But the video celebrates the lives of all theses alleged non-angels by showing small moments of happiness – a father smiling with his son; young boys flashing the peace sign with their fingers; sweet glances between lovers, community members proud to show off their jewelry and cars for the camera–redirecting the viewer’s attention to the structural inequality framing many of the images, provoking more voyeuristic viewers to reflect on their own responsibility and complicity in the systems that create poverty and segregation in the first place. Simultaneously, members of the Houston community–as well as diasporic Houstonians–can see themselves represented, even celebrated in the video, as opposed to the usual cinematic vilification and denigration of these very same bodies as “no angels.” Many Houston hop-hop legends appear in the video as well: Bun B, Scarface, Willie D, Z-Ro, and of course Beyoncé herself.
When the camera does linger on Beyoncé, it juxtaposes her iconic image–associated with the wealth and power of her celebrity status–with everyday people of her Houston hometown, including its most impoverished. Beyoncé, the residents, and the city itself stare the viewer down – actively challenging us to see both life and death, both living people and memorials to those, such as Michael Brown, who have died too young. The dissonant tension between life and death, encapsulated in Beyoncé’s voice and the video’s mirroring visuals: the high and the low; the rich and the poor; and the fraught gap in between.
Beyoncé tries to bridge this gap, both visually, through her self-representation in Houston, and sonically, particularly the moment when the refrain “you’re no angel, either. . .baby” finishes and she swings her voice down out of falsetto, into her more powerful full-out throat voice. It is assuredly no coincidence that during those moments she repeats the word “no,” over and over again. With that “no,” she objects to mainstream news vilification, anticipating and objecting to Michael Brown’s characterization as “no angel.” Her voice shifts from the high-falsetto – a sound serving the dual purpose of exposing the above dissonance AND acting as a caress to black communities in Houston, and Ferguson, and on and on – and moves into the heavy throat-voiced complaint and objection. “No, you will not treat my people this way. No, you will not treat ANY people this way,” her sound testifies. And, for viewers not represented in the video, that “you” is them–and she means that realization to feel uncomfortable. Beyoncé’s vocal dissonance and visual images force a confrontation with this accusation: it is not Michael Brown and those represented and celebrated in the video who are “no angels,” but the rest of us who fall short.
So, if we are “no angels, either” what do we do about it? Do we skip the track? Do we sit in front of our computer with the visual evidence of the failure of the American Dream staring us down as we groove to Beyoncé’s vocals? Do we turn off the news coverage in Ferguson, MO and pretend it’s not happening? Beyoncé’s voice provokes these uncomfortable questions and more: What does inequality sound like? What does hope and/or resolution/reparation sound like? Are they the same sound? This is a Beyoncé more in line with artists such as Nina Simone, who famously used her voice to express political critique, and not always in the most “pleasant” ways. “No Angel” is Beyoncé’s audio-visual “Strange Fruit,” positioning her alongside some of the most political and innovative protest singers of our time.
Author’s Note: At the time of Brown’s death, I had already been submitted this article. Due to the eerie coincidence between Beyoncé’s song “No Angel” and Eligon’s characterization of Michael Brown in the New York Times noted during the review process, I reworked the article to bring the two into conversation – which, in fact, they always were, even though I didn’t know it at the time.
Kevin Allred is a musician, activist, and teacher, currently at Rutgers University, where he teaches a signature course he created: “Politicizing Beyoncé.” He lives in Brooklyn, NY with his boyfriend and two elderly dachshunds. Join the Politicizing Beyoncé community at www.facebook.com/politicizingbeyonce. You can also find Kevin at www.kevinallredmusic.com and www.politicizingbeyonce.com.
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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
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Audio Culture Studies: Scaffolding a Sequence of Assignments– Jentery Sayers