This year, Sounding Out! plans to “cover” each of the five regional Experience Music Project conferences for our readership, particularly thinking through an issue we have been discussing in detail lately in our “Sonic Borders” forum with IASPM-US—where exactly is the rub between sound studies and popular music studies?
We are looking for one attendee at each EMP conference:
- Seattle (April 20th)
- Los Angeles (April 17th, 19th-20th)
- New York City (April 18-19th)
- Cleveland (April 19th-20th)
- New Orleans (April 18th-21st)
to attend the respective conference and as many of its attached events as possible and then provide a 500-700 word review of the conference no later than two weeks after the event. We are especially interested in reviews that consider the following questions:
- How has the rise of sound studies challenged, provoked, and factored into popular music study?
- Where is the crossover, the overlap—and, inevitably, the divergence?
- How does popular music study challenge and provoke sound studies in return?
- In what way does the regional nature of the new EMP format issue interesting challenges to both fields?
Our correspondents will be published together on a special “EMP Fandango” blog post that will reach a wide readership. It will also become a permanent part of our archive and a tool for future scholars in both fields.
To apply to be a correspondent for any of the regional conferences, please email Editor in Chief Jennifer Stoever-Ackerman at firstname.lastname@example.org by March 22nd with your CV (or resume) and a brief cover letter email conveying your interest in thinking through the “sonic border” between sound studies and popular music studies at EMP this year (250-300 words). Please place the EMP you would like to cover in the subject line of your email.
As our Editor-in-Chief Jennifer Stoever-Ackerman mentioned in her Society for Cinema and Media Studies (SCMS) Conference Round-Up post from this past Monday, this weekend will be action packed for those interested in media studies and popular music studies. This year is the first year the Experience Music Project Museum (EMP) POP Conference will take place on the East Coast—sponsored by New York University’s Clive Davis Institute of Recorded Music. In addition, the EMP POP Conference will be jointly held with the International Association for the Study of Popular Music (US) Conference (IASPM-US for short). With that in mind we have brought two conference round-up posts this week. (Speaking of blogging about conferences, don’t miss IASPM’s blog coverage of EMP POP Conference 2012, where they are previewing several papers that will be read at the conference.) Even though our editorial collective is still working on the technology to enable us to be in several places at once so we don’t miss out on these awesome opportunities, I will be Sounding Out’s eyes and ears at EMP POP Conference. I will also attempt to live-tweet the panels I am attending. You can find me at @literarychica, or you can follow the conference tweet stream at #PopCon
The EMP POP Conference has been bringing together academics and non-academics alike, musicians and non-musicians alike, music writers and non-music-writers to discuss the direction of popular culture–especially popular music. The theme of this year’s POP Conference is Sounds of the City, and what better location for these cross-disciplinary conversations than New York City? From the conference website:
Presenters will pay particular attention to what urban environments have meant for race, gender, and sexuality. Jazz, rock, indie, country, metal, electronic dance music, roots, disco, and Broadway music are but some of the sounds that will be the subject of entire panels.
The city becomes the place to explore how sound is constructed but also how the city helps construct sound—and its counterpart, noise. Detroit, Berlin, and New York City, among others, take certer stage in this year’s program. Many of the panel topics show an interest in thinking about how sound influences our notion of urban space, which brings to my mind the “cities of feeling” that Carlo Rotella talks about in his book October Cities: The Redevelopment of Urban Literature. If, according to Rotella, “literary writers are in the business of imagining cities,” here at the EMP POP Conference there is an impulse to consider how do sound and noise participate in that imagining, and how gender and race play a role (3). The conference offerings illustrate an attempt to think about the sounds of the city in a broader sense, not just limiting it to music. Although the EMP POP Conference stands out for its critical focus on everything related to popular music, this year’s panels are more sound-studies oriented.
Another indication of the sound studies influence at this year’s EMP POP Conference is a focus on listening. There seems to be a an inclination not just to think about the sounds within the city but how we listen to those sounds. Listening is an important factor in how sound is constructed; in other words, an analysis of sound is not limited to the sounds themselves, but how those who listen interpret those sounds, or how listeners themselves are perceived. From the Feminist Working Group‘s Friday panel titled Turn It Up! One: Listening to Difference to Gustavus Stadler’s “Aural Drag: Warhol as Pop Listener” to the Sunday panel Urban Ears, listening is part of the conversation taking place at NYU this weekend about sound and urban space.
Our regular readers will see several familiar names in the program. Gayle Wald is presenting on the Marvelettes Friday morning on the Afro Imaginaries panel. Gustavus Stadler is moderating the Lonely Subcultures panel on Friday and presenting on Andy Warhol in his paper “Aural Drag: Warhol as Pop Listener.” (Insider tip: keep an ear out for Eric Lott, who will be presenting on the same panel as Stadler; you can expect a blog post from Lott in the upcoming months.) Karen Tongson, who blogged for us on The Voice, will be presenting a paper titled “Drive and Sounds of the ‘80s Metropolis.” Scott Poulson-Bryant will be participating in the Saturday afternoon roundtable on Whitney Houston titled “Newark’s Finest: Reflections on Whitney Houston.” Last but not least, Regina Bradley, one of our regular writers, and myself will be presenting together on a roundtable on Sunday titled “I Pledge Allegiance to the Block: Cityscapes, Hegemonic Sound, and Blackness.”
The conference will take place at New York University’s Kimmel Center, and is free of charge. To find out more about the presenters or to read about all the other outstanding panels at the conference, please visit the conference website. So if you’re in the New York City area Thursday through Sunday (or if you’re considering hopping on a train from Boston to check out some panels–wink wink), the conference will be well worth your while!
Please comment to let SO! know what you think–both before and after EMP PopCon 2012. If I missed your panel in my round up, please drop me a line: email@example.com
Liana M. Silva is co-founder and Managing Editor of Sounding Out! She is also a PhD candidate at Binghamton University.
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THURSDAY, March 22
Thursday, March 22, 2012
Thursday, March 22, 2012 7:00pm-8:30pm
Conference Opening Keynote: The Artist in the City: with Angélique Kidjo, Esperanza Spalding, Santigold, and Himanshu Suri (aka Heems)
Room: Eisner & Lubin Auditorium KC 401
Writing about how jazz in the mid-20th century reflected lived experience in New York city’s tenements, the scholar Shane Vogel quoted Duke Ellington’s description of his swing symphony, “Harlem Air Shaft”: “So much goes on in a Harlem air shaft…You hear fights, you smell dinner, you hear people maing love. You hear intimate gossip floating down. You hear the radio. An air shaft is one great big loudspeaker.” In the crowded city, the musician-composer becomes a living receiver, distilling a static field of sounds and sensations into an evocative whole.
This keynote event gathers together four prominent artists whose work reflects a cosmopolitan worldview, with each artist rooted in his or her particular urban home. Grammy winning Beninoise singer-songwriter Angélique Kidjo has truly had a global career, having recorded albums in a staggering array of languages, styles, genres and cities; her recently-released live album Spirit Rising is a career retrospective featuring diverse guests like Ezra Koenig, Josh Groban and the Kuumba Singers. Grammy winner Esperanza Spalding is about to release her third album, Radio Music Society, a border-crossing blend of jazz, soul, funk and pop that reflects the cities she loves: New York, Barcelona, and her birthplace of Portland, Oregon. Philadelphia-bred, Brooklyn-based Santigold (Santi White) is one of the brightest lights of the East Coast bohemian underground; her upcoming second album, Master of My Make Believe, takes her incendiary blend of hip hop, indie rock and dance music to a new level. On his recent mixtape Nehru Jackets, Himanshu Suri (Heems) of the Queens-identified hip hop group Das Racist drops wit and wisdom about the ups and downs of life in Gotham’s five boroughs. Discussing their new work and how they’ve formed their own sound and vision in relationship to the urban spaces where they thrive, these artists consider what’s changed and what remains consistent in the half-century plus since the Duke found heaven in the clanging multiplicity of the air shaft.
Moderator: Ann Powers
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FRIDAY, March 23
Friday, March 23, 2012
Friday, March 23, 2012 9:00 am-11:00 am
Room: KC 804/5
Moderator: Banning Eyre
Gayle Wald, “‘Deliver De Letter’: ‘Please Mr. Postman,’ the Marvelettes, and the Afro-Caribbean Imaginary”
Emily J. Lordi, “Moving Out: White Flight and Sly and the Family Stone’s ‘Stand!'”
Koushik Banerjea, “Cities of the Dead: Soundscaping Race, Memory and Desire in a Forgotten London”
Wills Glasspiegel & Martin Scherzinger, “Beyoncé’s Afro-Future: Power and Play in “Run the World (Girls)””
Repositioning Urban Pop
Room: KC 808
Moderator: Barbara Browning
Rustem Ertug Altinay, “‘In Konya she would marry a regular dude, but Serife from Konya is now a Lady’: Power, Sexuality and Cities in Gungor Bayrak’s Autobiographic Songs”
Erin MacLeod, “‘Layers and layers of not-so-dope synths’: Listening to the Music of Addis Ababa”
Mark Lomanno, “Surfaces and (archi)Textures in Canarian Jazz”
Room: KC 406
Moderator: John Melillo
Patrick Deer, “‘The Cassette Played Poptones’: Punk’s Pop Embrace of the City in Ruins”
Jessica Schwartz, “Conform or Die: Composing the City as National Security Threat, 1945-1962”
John Melillo, “Revenant Frequencies: Destructive Sound from “The Waste Land” to NYC Ghosts and Flowers”
J. Martin Daughtry, “Evocative Objects and Provocative Actions on the Acoustic Territory of War”
Friday, March 23, 2012 11:15 am-12:45pm
Turn It Up! One: Listening to Difference
Room: KC 808
This panel is sponsored by the Feminist Working Group. Since 2008, we have organized panels, get-togethers and networking opportunities for all feminists who participate in EMP. For more information about our activities, and to get involved, please visit http://feministworkinggroup.blogspot.com
Moderator: Lucy O’Brien
Summer Kim Lee, “‘Singin’ Up On You’: Queer Intimacies of the Sonorous Body In ‘The New Sound Karaoke'”
Daniel Sander, “Girl. Reverb. Notes on Queer Tactics of Sonorous Difference”
Kyessa L. Moore, “(Sub)Spacialized Urban Sound, Expressive Communion and Identificatory Dislocations”
Cairo and Athens Spring Up
Room: KC 405
Moderator: Katherine Meizel
Banning Eyre, “Cairo Soundscape: Revolution and Cultural Renaissance”
Maysan Haydar, “Wild in the (Arab) Streets: Songs for the Revolutions”
Hypatia Vourloumis, “Bad Athena: Crises, Syntheses and Sounds of a European Other”
Room: KC 406
Moderator: Gustavus Stadler
William Hutson, “Abrasive Nostalgia: A Noisescape of Deindustrialization”
Vivian L. Huang, “Not That Innocent: Britney Spears, Laurel Nakadate and Strangers”
Julia DeLeon, “Dance Through the Dark Night: Distance, Dissonance and Queer
Friday, March 23, 2012 2:15pm-3:45pm
Memory, Music, and the Metropolis
Room: KC 804/5
Moderator: Charles Kronengold
Tracy McMullen, “In the Beginning, You Are There: Cloning Genesis and the Return of the Urbane”
Tavia Nyong’o, “Shame and Scandal and Zombies”
Karen Tongson, “Drive and Sounds of the ’80s Metropolis
Room: KC 808
Moderator: Caroline Polk O’Meara
Raymond Knapp, “The Sound of Broadway’s Mean Streets”
Jacqueline Warwick, “‘Bigger than Big and Smaller than Small’: Child Stars, Street Urchins, and Little Orphan Annie”
Elizabeth L. Wollman & Susan Tenneriello, “Spider-Man: Turn off the Dark and the Ambivalence of Spectacle
Turn It Up! Two: Making Community
Room: KC 405
Moderator: Elizabeth Keenan
Rachel Devitt, “I Love a (Pride) Parade: Queer Community-Building, Temporary Spaces and Politicized Kitsch among LGBT Marching Bands”
Evelyn McDonnell, “The Roads to Ruin”
Matthew Carrillo-Vincent, “Ears to the Streets, Peripheral Beats: The New Social Map of Backpack Rap”
Friday, March 23, 2012 4:00pm-6:00 pm
Roundtable: “Do You Want More?” The Time and Space of Alternative Sonic Blackness
Room: GC 95
The migration of sounds and ideas across time and place encourages synthesis; giving rise to avant garde, radical, and futurist voices. What (other) worlds open up and what (outer) spaces are formed? How do regional sites remix global flows? What factors/forces enable or prohibit certain voices from finding an audience in the national, global or cyber scene? How do we reconcile organicism of sound, as musicians produce out of particular worlds, with the reckless and restless ways music circulates?
Moderator: Jayna Brown, Daphne Brooks, Tavia Nyong’o
The work of Barry Jenkins
Location Location Location
Room: KC 802
Moderator: Fabian Holt
Keith Negus, “Making it in the Big City: Small Town Boys, Country Girls and Suburban Dreamers”
Jennifer C. Lena, “The Ground on which the Race was Run: Careers in Pop”
Carl Wilson, “We Hate It When Our Friends Become Successful: The Death and Life of Great North American Scenius”
Kembrew McLeod & Loren Glass, “Killer Apps Play the Sounds of the Cities”
Detroit: Foundation, Eclecticism, and Memory
Room: KC 808
Moderator: Marlon Bailey
Rebekah Farrugia & Kellie Hay, “‘The Foundation’ in Detroit: Challenging Conventional Ideologies about Sex and Gender in Hip Hop”
Denise Dalphond, “Eclecticism in Detroit: Diverse Dance Party Scenes in Electronic Music”
Carleton S. Gholz, “Remembering Rita: Sound, Sexuality, and Memory”
Back to menu SATURDAY, March 24
Saturday, March 24, 2012
Saturday, March 24, 2012 9:00 am to 11:00 am
Metal Studies Rising
Room: KC 808
Moderator: Jeremy Wallach
Esther Clinton, “The Gothic Menace, Then and Now: Gothic Literature, Heavy Metal Music, and Moral Panics”
Eric Smialek, “How Does Metal Mean? Ways that Musicology Can Contribute to Metal Studies”
Amber R. Clifford-Napoleone, “Hell Bent for Metal: A Study of Queer Fans of Heavy Metal”
Nelson Varas-Diaz & Eliut R. Rivera-Segarra, “Heavy Metal music in the Caribbean Setting: Social Practices and Meanings of Music at the Periphery”
Saturday, March 24, 2012 11:15am-12:45pm
Street Dreams: Blackness on the Move
Room: KC 802
Moderator: Alexandra T. Vazquez
Adrienne Brown, “Rehearing Hip-Hop Automotivity”
Sonya Posmentier, “City Streets, Country Roads: Zora Neale Hurston’s Moving Sound”
Francisco Robles, “‘This bitter earth may not be so bitter after all’: Political Promise and Sonic Geography in Killer of Sheep and We Insist! Max Roach’s Freedom Now Suite”
Sexuality and the City
Room: KC 405
Moderator: Franklin Bruno
Philip Gentry, “The Erotics of Chance”
Emily Tartanella, “‘A Country Mile Behind the World’: A Smithsian Sense of Place ”
Elias Krell, “Singing the Contours of the City: Transvocality and Affect in Lucas Silveira’s Toronto”
Room: KC 406
Moderator: Laura Lavernia
Matthew Hayes, “Preserving America’s Endangered Soundscapes: An Emerging Field in Historic Preservation”
Barrett Martin, “Preserving Musical Memory: Physical Space and Socio-Economic-Cultural Identity”
Devon Powers, “Writing Music (Into) History”
Saturday, March 24, 2012 2:15pm-3:45pm
Warhol’s New York
Room: KC 914
Moderator: Jonathan Flatley
Gustavus Stadler, “Aural Drag: Warhol as Pop Listener”
Eric Lott, “Andy’s Mick: Warhol Builds a Better Jagger”
Bryan Waterman, “‘It’s Too ‘Too Too’ to Put a Finger On’: Tom Verlaine’s Lost Lisp and the Secret History of the New York Underground”
Losing It in the City
Room: KC 804/5
Moderator: Ken Wissoker
Carolina González, “DomiNegro turf: Whose Uptown?”
Keith M. Harris, “‘I don’t care anymore’: Deep Soul, Doris Duke, and the Allegory of Migration”
Michael B. Gillespie, “We Almost Lost Detroit: Sonic Historiography, 9/11, and Theo Parrish”
Saturday, March 24, 2012 4:00pm-6:00pm
Roundtable: Feminist and Queer Studies of Race in Sound
Room KC 804/5
This roundtable convenes two fields of scholarly inquiry—critical race studies and feminist theory/queer studies—to explore the following interrelated questions: How does sound construct racialized and gendered meaning and/or prompt processes of racial subjection? How might various hermeneutics of sound enrich and/or expand current ethnic and gender studies approaches to the study of racial formation? And how might we collectively forge a feminist, queer analytic for the study of racialized sound and sonic processes of racialization?
Moderator: Kevin Fellezs
Saturday, March 24, 2012 6:15pm-7:30pm
IASPM-US General Membership Meeting
Room: Rosenthal Pavilion, 10th Floor
The general membership meeting of IASPM-US is the organization’s opportunity to gather together and discuss the accomplishments of the past year, any concerns or issues that have arisen, and plans for the coming year. All IASPM members are welcome. We would also like to invite any interested regular EMP participants who might be interested in joining IASPM. Beyond our normal business, the general meeting this year will feature the announcement of the first winner of the Charles Hamm Memorial Award in recognition of lifetime contribution to Popular Music Studies. In addition, the David Sanjek Award for best paper by a graduate student at the meeting will be announced.
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SUNDAY, March 25
SUNDAY, March 25, 2012
Sunday, March 25, 2012 9:00 am to 11:00 am
‘Silver City Bound’: Black Women Musicians & the Urban Avant Garde
Room: KC 905/7
Moderator: Imani Perry
Daphne A. Brooks, “‘One of these mornings, you’re gonna rise up singing’: The Secret Black Feminist History of the Gershwins’Porgy and Bess ”
Farah Jasmine Griffin, “Playing through the Changes: Mary Lou Williams’ Manhattan”
Salamishah Tillet, “Bethlehem, Boardwalks, and the City of Brotherly Love: Nina Simone’s Pre-Civil Rights Aesthetic”
Jayna Brown, “After the End of the World: Afro Diasporan Feminism and Alternative Dimensions of Sound”
Room: KC 802
Moderator: Tom Miller
Jeremy Morris, “Hear, Here: Location-Based Music”
Van Truong, “Distant Sounds”
Mark Katz, “Analog and Digital: A Love Story”
Karl Hagstrom Miller, “I am Sitting in a Room: The Private Pop Experience”
Sunday, March 25, 2012 11:15am-12:45am
Utopian Spaces in an Accelerated Age
Room: KC 802
Moderator: Eric Lott
Wayne Marshall, “Music as Social Life in an Age of Platform Politricks”
Julianne Escobedo Shepherd, “Cunt Music: When Vogue House Dips Meet Dipset”
Max Pearl & Alexis Stephens, “New Jack City: Frenzied Cultures, Transitory Spaces (or, how I learned to stop worrying and embrace the hype cycle)”
Sunday, March 25, 2012 2:15pm-3:45pm
Room: KC 905/7
Moderator: Greil Marcus
Sonnet Retman, “Muddy the Waters: Other Stories of Love and Theft in the Making of the Delta Blues”
David Suisman, “The Urban Ear of Tony Schwartz”
Franklin Bruno, “Who Put the Arrow in ‘Cupid?’: Hugo and Luigi’s Schlock ‘n’ Soul”
A Girl’s Guide to the Urban Imaginary
Room: KC 914
Moderated by: Jacqueline Warwick
Elizabeth Keenan, “Out in the Streets: 1960s Girl Groups and the Imagined Urban Space of New York City”
Sarah Dougher, “Making Noise in the Safe Space: How Girls’ Rock Camps Make Place in the City”
Diane Pecknold, “The Spectral Cityscapes of Tween Pop”
“Beat Street”: New York City Hip-Hop
Room: KC 804/5
Moderator: Oliver Wang
Patrick Rivers, “Rumble in the Concrete Jungle: Beat Battles in NYC and Their Impact on Hip-Hop Production”
Shanté Paradigm Smalls, “‘Voices Carry’: Queer Dissonance and the Travel of NYC 1980s Hip-Hop Sound”
Chris Tabron, “‘Boom It in Ya Jeep’: Low-end Theories of Black Aurality in 90’s NYC Hip-Hop”
Roundtable – I Pledge Allegiance to the Block: Cityscapes, Hegemonic Sound, and Blackness
Room: KC 808
Whether a homesite for protest and resistance or, as Alain Locke suggests, an escape from the ‘medieval’ south, the city serves as both a muse and haven for black American cultural expression. Although city-scapes are heavily represented in African American music and popular culture, more discussion is needed about how the city is often a hegemonic space of black cultural expression. In other words, how does an urban setting dictate power and blackness in the (African) American community?
Moderator: Guthrie Ramsey
Matthew D. Morrison
Sunday, March 25, 2012 4:00pm-6:00pm
Room: KC 808
Moderator: Devin McKinney
Julia Sneeringer, “‘I’d Never Even Been to Manchester’: Liverpool Musicians in Hamburg’s Entertainment Economy, 1960-1965”
Leonard Nevarez, “How Joy Division came to sound like Manchester”
Lucy O’Brien, “Can I Have a Taste of Your Ice Cream? (Post punk feminism and the Yorkshire Ripper)”
Gillian Gower, “Riot Culture: Beats, Banksy, and the Bristol Sound”
Here at Sounding Out! we like to celebrate World Listening Day (July 18) with a blog series that focuses on the importance of listening. This year, we bring your attention to the role of listening when it comes to the sounds of the K-12 classroom, and by extension, the school.
Any day in a K-12 school involves movement and sounds day in and day out: the shuffling of desks, the conversations among classmates, the fire drill alarm, the pencils on paper, the picking up of trays of food. However, in many conversations about schools, teaching, and learning, sound is absent.
This month’s series will have readers thinking about the sounds in classrooms in different ways. They will consider race, class, and gender, and how those aspects intersect how we listen to the classrooms of our past and our present. More importantly, the posts will all inspire assignments that educators at all stages can use in their classrooms. Our first post came from Shakira Holt, a playlist of her black girl students’ songs as philogynoir. Our second post was penned by Caroline Pinkston, and in it she questions common classroom management strategies for quieting a classroom instead of listening to students. Today’s post comes from the point of view of a student, teacher, and now researcher, who reflects upon how we listen to the sounds (and students!) in our classrooms.
Time’s up, pencils down, let’s take our notebooks outside to the playground and listen along with Cassie J. Brownell. –Liana Silva, Managing Editor
I have spent much of my life listening in schools. I essentially grew up in the public elementary school in Montana where my mother taught for over 40 years. The sounds of my childhood are those of feet squeaking on the tile floor of the hallways, the bounce of a kickball in the gym, and the slam of desks opening and closing throughout the day.
Across my elementary school years, I spent many early mornings attempting to write my name in cursive with a squeaky dry erase marker on the whiteboard in her classroom. Other mornings, I rapidly clicked the keyboard as I played Oregon Trail alongside two friends whose guardians also worked at the school. After school, I chased these same friends across the schoolyard, shot hoops with them in the gym, or discovered new worlds in the stacks of the library. The whipping Montana winds on the open playground later gave way to new sonic experiences, as I transitioned from elementary student to classroom teacher and, eventually, educational researcher.
When I later became a teacher at an elementary school in post-Katrina New Orleans, Louisiana, the chorus of sounds from my childhood reverberated around me. The delightful shrieks of children on the playground and the sounds of trays being stacked after lunch were familiar. So, too, was the daily stacking of chairs. The frequencies of childhood, both my own and that of my students, informed my entrée into teaching. The familiar rhythms of pencil sharpeners and stapled butcher paper were welcoming waves as I settled into not only my new role, but my new school community in the neighborhood of Algiers Point. Yet, with the opening bells of the school year at this New Orleans elementary school, I began to hear schooling in new registers.
On my first day of teaching, I was acutely attuned to the “noise” the second-grade children in my classroom made—sounds I had not been aware of as a student. I quickly tried to “correct” their behavior with promises of external rewards if they could only make better “choices,” including quieting themselves to listen to me. Yet, few of the classroom management “tricks” I had learned in my educational training seemed to work. After the last child walked away from the schoolyard, I crumbled in the classroom of my mentor teacher. Crying, I told her I was not cut out for such work. She laughed as she told me that to be a teacher I must (re)learn to listen to the sounds of my classroom.
In time, I learned to listen. The day-to-day sounds of teacher-directed schooling, or what I now know as the banking model of education, quickly gave way to my listening to children. I slowly learned the value of listening to the whispers of children as they read, the scuffle of their feet as they sought a different color crayon from a child at another table, and the wise words they shared with one another about how they used an alternative route to solve a given math problem. I listened to them too when they found my hand to hold during recess and the high-fives before they departed each day. Rather than hearing their sounds as unruly chatter, I opened my ears to the excitement and learning children were sharing with one another.
That semester Hurricane Gustav appeared in the Gulf Coast. The impending arrival of the storm coincided with the three-year anniversary of Hurricane Katrina. As the whole city of New Orleans was encouraged to evacuate, I felt the resonances from Katrina’s devastating impact in the stories and questions of my second-grade students. As Gustav approached, many of the children shared In the final days before we evacuated, we commemorated Katrina and shared hopes for protection during Gustav.
While I listened to their words, I also learned to listen to their bodies. I could hear their worries about the storm in their hugs, the intonation of their voices, and in their reactions to thunderstorms shaking our classroom windows. As a bodily experience, multimodal listening quite literally moves beyond just what our ears can hear to how sound moves across/through/with bodies, materials, and contexts. Through multimodal listening, listeners can develop their skills as both critical consumers and producers of sound. Listeners are thus better positioned to reflect on and identify how sound informs other sensations and feelings. Although I have only recently put words to what it means to engage in multimodal listening, my body was already experienced with it.
I returned to the city almost two weeks later, after the Gulf Coast suffered the one-two-punch of Hurricanes Gustav and Ike. Whispers of wind rustled art supplies by sneaking through fresh cracks in the windows. As my colleagues and I hurriedly re-vamped our classrooms, the traditional staccato sounds of schooling slowly echoed in my ears. In the quiet clean-up of the storm, new frequencies of the school soundscape could be heard. This soundscape was not new in and of itself, but rather it was the absence of the consistent beat that harmonized the everyday sounds to which I had become attuned. Without the slap of a jump rope on the ground or the cheers of children playing kickball to punctuate the silence, waves of emotion—despair, hope, and uncertainty—underlying the soundscape of schooling I thought I knew became apparent to me for the first time.
As an educational researcher in an urban, elementary classroom in the Midwest, I now find myself hearing other frequencies of schooling that remained unheard even in my early teaching. In my new role, my job is to engage in multimodal listening at all times as I participate in elementary classrooms. As a teacher in New Orleans, I was only just beginning to engage in the task of multimodal listening that Ceraso describes. Still today, I am often still attempting to hear and feel all the vibrations happening around me. Yet, as a researcher, I can attend more fully to the task of listening.
Unlike when I was teaching, I do not need to adhere to strict policies regarding the learning of a group of students, but I can instead take an exploratory approach to learning alongside children. Specifically, in collaboration with a culturally and linguistically diverse group of 3rd-grade children in Mr. Holiday’s classroom this past year, I started to earwitness the ambient soundscapes of children’s life spaces. Although I first began listening with the children at Community School J three years earlier, I entered in to Mr. Holiday’s class this year interested in considering the ways children were engaging with and drawing upon various cultural, linguistic, and modal experiences to communicate. I did so aware that, for many historically marginalized children, such communicative practices are often overlooked or unheard in standardized curricular materials.
Mr. Holiday challenged his students to think—and hear—beyond the standardized curriculum by considering how sound can be a tool to write with and through.
“You’re writing, but you can use words, pictures, you can sketch…anything you want to,” Mr. Holiday shared with his class of diverse 3rd graders one day. “Just remember to listen. When we come back inside, we will all share what we heard and then we will talk about how we could use this in our stories about our school.”
Outdoors, a low-flying plane could be heard. With little bodies quietly kicking them back-and-forth, swings creaked. On the playground, we listened to the whipping wind and felt the cool fall weather on our skin. From the slide, one child sounded out for his peers the word chilly, stretching the ls as long as he could. The mulch of the dry ground was kicked by one child as another, with her stomach on the seat of a swing, pushed the ground under her feet to glide back-and-forth.
Some children imagined the empty playground to be filled with the familiar sounds of their daily recesses. Others began to set strict boundaries for how they and their peers might begin to listen. In an attempt to control the bodies of her peers, one girl sent away her friend, suggesting that they could not hear together. Almost simultaneously, another child silently waved from the highest playground tower to the three boys from her class seated closely next to each other on a bench.
As Mr. Holiday called for all children to make a line outside his classroom door, a cacophony of cheers and groans lurched from the children as they sprinted from their observation sites.
“Look at how much I noticed!” one little boy shouted as he handed his notebook to me with a list of sounds. He included sounds heard in the moments we were outdoors like the airplane, but he also included imagined shrieks of children at play.
The sounds of elementary schooling have shown me that much of classroom teaching and learning needs to be grounded in listening. From the structured directions—like those presented by Mr. Holiday—to the daily screams of children racing across the school grounds. In other words, we must listen to children, to their experiences, and to their emotions in order to critically consider how schooling, as a space, informs and is informed by children’s bodies and sounds.
I sometimes wonder what frequencies and rhythms are unheard. With each passing observation in a school, I question whether Western schooled notions of listening contaminate the uniquely trained ears of children. As I observed in the listening exercise with Mr. Holiday’s class, children were capable of engaging in multimodal listening: they not only heard, but felt the wind; they created and felt the vibrations of the swings. They imagined the movement of bodies across the playground and cacophony of sounds and emotions that accompanied them. All of these were embodied sounds I missed as an adult and classroom teacher.
At the same time, I remain hopeful. I am hopeful because the children I came to know in Mr. Holiday’s classroom took the task of listening seriously. They understood hearing as more than simply about the cars passing by or the birds in the nearby trees, but instead engaged in listening with their bodies. Throughout the year, I noticed they were acutely aware of the sniffles or the slow shuffle of feet of a peer who was having a rough day. Their eyes grew large as they danced along with their friends on brain breaks and they often cheered with the whir of a fidget spinner balanced on their teacher’s thumb.
This hope is also based in my various sonic experiences, across spaces and places that visually appear quite different. Teachers interested in learning to listen with their students might consider how they, like Mr. Holiday, might foreground sound as a mode of primacy within the perceived constraints of the mandated curriculum. Engaging in a multi-sensory experience may be as simple as Mr. Holiday’s listening task on the familiar grounds of the schoolyard. Or, perhaps, it is starting your curriculum with the children’s stories of their lived experiences as I did in New Orleans. As others have discussed, when it comes to listening, there is not a clearly defined beginning or end as there does not exist a “blink of an ear.” I am slowly becoming more attuned to the sonic possibilities of how children’s stories and experiences of schooling may be amplified if we, as Mr. Holiday shared, “Just remember to listen.”
Featured image: “listen” by Flickr user Ren:), CC BY-ND 2.0
Cassie J. Brownell is a doctoral candidate and Marianne Amarel Teaching and Teacher Education Fellow in the Department of Teacher Education at Michigan State University. A corecipient of a 2015 NCTE-CEE Research Initiative Grant, Cassie’s most recent collaborative project—#hearmyhome—explores how writing with and through sound might help students and teachers attune toward literacies and communities of difference.
REWIND!…If you liked this post, you may also dig:
SO! Amplifies: #hearmyhome and the Soundscapes of the Everyday–Cassie J. Brownell and Jon M. Wargo
(Sound)Walking Through Smithfield Square in Dublin— Linda O’Keeffe
A Listening Mind: Sound Learning in a Literature Classroom–Nicole Furlonge
** Click here if you are the kind of person who opens the gift first and the card later and you want us to just give you the mix already!! Otherwise, scroll down following this post**
Never have we been prouder in the history of Sounding Out! that nothing much has changed over here in year 8.0. In what has been a period of unrelenting fear, volatility, violence, hate, and uncertainty, we have not only maintained our commitment to amplifying sound studies knowledge in the service of social justice, but we have deepened and intensified it. While, like so many, we struggled with the roller coaster of emotions the injustices of 2016-2017 have wrought, we at SO! did not flinch, we did not falter, nor did we shirk or evade: we rolled up our sleeves and went to work, taking good care of each other while figuring out the best ways to publicly flex our intellectual muscle where it’s most needed, in our own communities and, hopefully, far beyond.
When editorial collective started SO! eight years ago—first gen academics, all—we used to joke (rather seriously, actually) that we started the blog so we could show our families how and why the work we did mattered, especially because it all too often kept us so busy and far away (and “for what?” they kept asking). We wanted to show the people who mattered to us—but quite frankly rarely seem to matter on our university campuses–not just the abstract “importance” of sound studies research, but that the best research in our field could reveal to *everybody’s folks about how the politics of sound and listening were already impacting our lives, in ways both small and tremendous, life-affirming and death-dealing, in ways that enact subjection and enable resistance. 8 years later this mission still guides us—our readability-focused design, our accessible tone that refuses condescension, and our use of multimedia forms of argument and explanation—the only thing different is that we’re coming for y’all’s families too!
Monday after Monday after Monday, SO! has not only resisted, but has flat out rejected the tired, inaccurate narrative that the humanities somehow don’t matter in our current moment of crisis. Far from it, the knowledge we help surface regarding the cultural, political and historical meanings of sound and shifting formations of listening has an undeniable urgency in our everyday lives—unabashedly challenging automatic modes of perception and disrupting how we listen in the moments that matter most—while exerting transformational power over the inequalities of our institutional structures one reader at a time. SO! delivers the most cutting edge artistic praxis, theories, ideas, and discoveries of the field of sound studies through on-point applications to often very contemporary issues, events, spaces, and places; this year alone SO! brought you sounds and listeners’ perspectives from Standing Rock, anti-abortion protests+ Trump rallies, the film Moonlight, Leftist election protests in Paris, France. the January Women’s March in the US, and footage of the police shootings of Philando Castile and Alton Sterling (as well as King Britt’s artistic protest in response). We’re here, we’re listening, and we aren’t going anywhere (and we👏🏼 Tweet👏🏼too!👏🏼).
As the posts just mentioned show, more than ever before, SO! 8.0’s watchword was resistance. With this guiding ethos, we curated our posts to explore paths to liberation across and beyond borders—in addition to our nuanced explorations of the peoples, power dynamics, and soundscapes of the United States, this year saw posts from the Caribbean diaspora, Cuba, France, Germany, Iceland, Turkey, and indigenous nations in the Americas—to resist the limitations and silences of established historiographies—revealing punk rock’s Queer Chicana history, for example, or radical re-definitions of “silence” in Ojibwe culture and “quiet” in Black women’s lives and art—to explode the idea that sound technology isn’t human and that instruments can be played but not played with—see our posts on what knowledge “vocal deformance” gives us, for example or what experimentations with Adaptive Use Musical Instruments teach us about music and each other, or dig DJ/Producer Primus Luta explaining how and why he created the new instrument he calls the “Rhythm Box.” Our themed forums took on established terms, fields, and institutions, presenting fresh hot takes on the Digital Humanities (DH and Listening), Medieval Studies (Medieval Sound), Punk Rock (Punk Sound), Ability (Sound, Ability, and Emergence), and K-12 education (Pencils Down: Sound in the K-12 Classroom).
While we can’t stop and we won’t stop, we also can’t front. Spiritually and politically, this past year was frustrating, exhausting, depressing. . . . grueling even. But because of SO!, the editorial collective has never felt alone in these struggles, nor have we let the world wring the joy out of our labor, performed with and for our community. The thing is, though, we didn’t do anything more this year than you did and continue to do, which is why the quality of work on SO! this year was sharper and more incisive than it’s ever been (and its why we are already happily drowning in badass submissions for year 9). Special props and deepest thanks must go to our regular writers Regina Bradley, Justin Burton, and Robin James who bring it three times a year, to our Spring 2017 intern and MVP Ariel Taub who created and maintains our new SO! Instagram feed (follow us!), and our writers’ faith, generosity, and patience with SO!’s stringently hi-fi editorial process and our low-fi “just the three of us” DIY publication style. And of course, we are grateful to our readers; without you we are nothing, but together, we are EVERYTHING. Let’s keep on pushing in year 9.0–and keep listening, better, deeper, and more thoughtfully.
💪🏾💪🏽💪🏿💪🏼SO! 2016-2017 Highlight Reel💪🏾💪🏽💪🏿💪🏼
Regina Bradley published her first short story collection titled Boondock Kollage: Stories from the Hip Hop South and started a new position as Assistant Professor of English and African Diaspora Studies, Kennesaw State University.
- Chris Chien published two pieces on SO! this year: the Moonlight piece co-authored with Shakira Holt and an essay called “G.L.O.S.S., Hardcore, and the Righteous White Voice“
- Yetta Howard has been promoted to Associate Professor with tenure, Department of English and Comparative Literature, San Diego State University. Howard’s book Ugly Differences: Queer Female Sexuality in the Underground is forthcoming in 2018 from the University of Illinois Press. She is also editing a collection, Rated RX: Sheree Rose with and after Bob Flanagan (under contract with Ohio State University Press). For more information, visit www.yettahoward.com
- Aurelio Meza has a co-authored an article on performing the sound archive SpokenWeb, is about to be published in the book Making Things and Drawing Boundaries: Experiments in the Digital Humanities (U Minnesota Press, 2017), edited by Jentery Sayers. https://www.upress.umn.edu/book-division/books/making-things-and-drawing-boundaries
And remember, the “notes” on our Facebook page is *still the best place to hear about calls for art, calls for posts, and upcoming conferences, shows, and volumes in sound studies. “Like” us here and please continue to keep us in the loop regarding new projects. We love to signal boost!
Jennifer Stoever is co-founder and Editor-in-Chief of Sounding Out! She is also Associate Professor of English at Binghamton University, lead organizer of The Binghamton Historical Soundwalk Project and author of The Sonic Color Line: Race and the Cultural Politics of Listening (NYU Press, 2016).
Click here for Sounding Out!‘s Blog-O-Versary “!!!!Resist!!!!” mix 8.0 with track listing.
REWIND! . . .If you liked this post, you may also dig:
- 2016 Blog-O-Versary “!!!!!!!” mix 7.0
- 2015 Blog-o-Versary 6.0 Keep on Pushing! (Our 400th post!!)
- 2014 #flawless 5.0 celebration and mix
- 2013 Blog-o-Versary 4.0: Solid Gold Summer Countdown!
- 2012 #Blog-O-Versary 3.0: Can’t Stop Won’t Stop (The Awesomeness)!
- 2011 “Awesome Sounds from a Future Boombox” 2.0
- 2010 First Blog-O-Versary party mix: A Celebration of Awesomeness