Welcome to Next Gen sound studies! In the month of November, you will be treated to the future. . . today! In this series, we will share excellent work from undergraduates, along with the pedagogy that inspired them. You’ll read voice biographies, check out blog assignments, listen to podcasts, and read detailed histories that will inspire and invigorate. Bet. –JS
Today’s post comes from Binghamton University junior David Lee, former student in SO! Editor-in-Chief J. Stoever’s English 380W “How We Listen,” an introductory, upper-division sound studies course at Binghamton University, with a typical enrollment of 45 students. This assignment asked students to
write one researched, multimedia blog post on our class WordPress in the style of Sounding Out! on a sound studies topic of interest to you (approximately 1500 words). Your post should involve an issue involving power and social identity, use our in-class readings as a springboard and quotes and analyzes at least 2 in the post, relate our course topic at hand to a contemporary event, conversation, or issue and includes evidence of research of that topic (3-5 quotations/links to credible online sources), include audio, visual, and/or audio-visual elements as a key part of your analysis (this can include recordings, still photos, you tube clips, videos, etc.) and follow SO!’s submission guidelines on form, style, tone, and content: (https://soundstudiesblog.com/to-blog-2/).
For the full assignment sheet, click How We Listen_Final Blog Assignment For the grading rubric, click Blog Assignment Grading Rubric (1). For the full Fall 2018 syllabus, click english-380w_how-we-listen_fall-2018
Mukbang is the newest wave in trends for ASMR; it is an online audiovisual broadcast in which the host enjoys his/her food while interacting with the audience. Adopted from Korea, Mukbang’s literal translation is a portmanteau—it is a combination of two Korean words: “mukja” (let’s eat) and “bangsong” (broadcast). The first time I watched these eating broadcasts was in 2018, before major surgery. Prior to the surgery, I could not eat for twenty-four hours. It came to the point where I was so hungry that I would chew up the meat and spit it out and I would make a mental list of foods that I wanted to eat after the surgery. In an effort to satisfy my hunger, I watched a lot of videos on the Tasty network and stumbled upon Mukbangs. I had heard of the term prior to that day but had never watched the videos myself. The experience could be expressed as an oxymoron: sweet torture. I remember salivating uncontrollably but at the same time watching someone eat began to ease my own stomach.
In recent years Mukbang has blown up on streaming sites like Youtube, and has been met with a subsequent huge audience growth. Mukbang was most notably referenced in the company’s Youtube Rewind 2018 video:
Interestingly, Mukbangs have only been considered ASMR once they were adopted by American content creators. According to journalist Matthew Sedacca, viewers explain that they experience what they call a “braingasm”, described as a tingling sensation down one’s spine from the sounds of cooking and eating. The sizzling sounds of the broth or the slurping sounds of noodles are what is said to relax the listeners. In Touch the Sound, Evelyn Glennie communicates that to hear is to also touch. Likewise, the viewers experience a sensation of touch from the audio and visual elements that the video stimulates. The sounds of food that many associate with tingling, pleasant sensation can also provide viewers with a sense of comfort and reassurance.
In today’s busy society, it is hard to have a formal meal with our family and friends, so oftentimes we are found eating alone. Watching Mukbangs can mitigate the feeling of loneliness through the presence of what Steve Connor calls the vocalic body, so while we are eating alone, the presence of another is real and felt. According to Connor, “[t]he principle of the vocalic body is simple. Voices are produced by bodies: but can also themselves produce bodies. The vocalic body is the idea—which can take the form of dream, fantasy, ideal, theological doctrine, or hallucination—of a surrogate or secondary body, a projection of a new way of having or being a body, formed and sustained out of the autonomous operations of the voice” (35). The voice in these videos takes the form of a body sitting next to us, eating and talking to us.
Simply put, viewers are watching another individual enjoy his/her meal, but Mukbangs have a greater social implication. The rise in popularity of Mukbangs coincide with the rapid technological advancements occurring in society and the shift in entertainment focus on streamable content. Eating is a routine and everyday experience, so Mukbangs portray a vital aspect of life where viewers can passively watch while experiencing the sensory feeling that sound evokes. When the host visually and audibly enjoys his/her meal the viewers can feel the presence of a body ,which accounts for the chills down one’s spine characteristic of ASMR videos. As this phenomenon demonstrates, sound can lessen feelings of loneliness by bringing the audience a sense of human comfort.
Mukbangs are also helpful to those who have restrictions in their diet. For someone who may be deadly allergic to shellfish, he/she can imagine that experience by watching another person enjoy the dish. While it is not the same as twisting off the claws of a lobster and eating the meat, watching and listening to another person do just that allows the viewer to be a part of that experience. Moreover, a deadly food allergy may keep someone from sharing a communal meal with friends; the sounds of a Mukbang video could recreate that experience. Lastly, and no less important, Mukbangs act in opposition to the unrealistic beauty standards of society; while society’s expectations push us to always keep our figure, a Mukbanger’s response is to eat senselessly. Therefore, Mukbangs embody our fantasies; we live vicariously through the broadcaster.
Mukbangs have introduced a new format for cooking shows. Rather than emphasizing cheesy background music and eccentric hosts on cable tv, Mukbangs strip all these effects away, so that viewers can truly appreciate the essence of cooking in the kitchen: it’s not just about what the dish tastes like in the end, but also the auditory experience. On cooking shows, a lot of the focus ends up on what the plate looks like, or what steps go in what order—it is a visual experience, in general. When it comes to Mukbangs, people watching the videos get to enjoy the relaxing sounds of cooking, and the focus is not on copying the recipe: Sedacca states, “with ASMR it becomes more about the sound than the taste.” The alternate format promotes cooking to a larger audience instead of gearing towards stay-at-home moms. Mukbang cooking videos tend to be more of a minimalist everyday perspective rather than displaying cooking as a luxurious commodity. Mukbangs show us that it is no longer about becoming the cook, but appreciating the cooking being done, and the sound adds to the intimacy of the event. With Mukbangs it is as if your mom were cooking in the kitchen.
In doing so, Mukbangs can also advocate for cultural awareness, as viewers are exposed to different foods that the host enjoys. By seeing a host they trust enjoy foreign food, it encourages the viewer to possibly try that food or visit that country in the future. A popular example of this would be when kpop idol Hwasa from group Mamamoo went on a South Korean tv show called I Live Alone and ate gopchang (cattle intestines) at a nearby restaurant. After the video went viral, the Korean BBQ restaurant industry exploded within a day, so much so, that the dish was reportedly sold out in all of Seoul, Korea.
As for me, nowadays I watch Mukbangs when I miss home. Now that I am away at college, many of my meals consist of dining hall food. Where I go to school, Korean restaurants are scarce and do not taste the same as home. There is something about a well-cooked Korean meal that Korean restaurants at school cannot replicate. So, when I am away at college, I often watch Korean Mukbangs to tap into the comfort of home, through sound and images.
Mukbang watchers have an array of audience members; people watch it to lose weight, for ASMR, or simply when they are eating alone. Mukbangs challenge social norms; although it may be rude to slurp spaghetti noodles in public, Mukbang is evidence that some people enjoy those exact sounds. Likewise, as more people begin to live individualistic lives, the eating broadcasts make up for this difference in human interaction. For those trying to lose weight, Mukbangs offer the option of seeing someone “eat their feelings” without you yourself having to overindulge or feel guilt.
More importantly, Mukbang is a relevant example that listening can be a tactile experience: through vibrations and also from sensations through the body. It challenges the listening audience to be present and appreciate the essence of food, and cooking as a sustaining artform. The aforementioned is especially true for cooking shows where the audience listens for the calming sounds that come with cooking instead of listening to what seems like a sales pitch to best copy the recipe. Mukbang makes cooking and, consequently, eating into healing activities instead of something that is reserved solely for those who have the time. Mukbangs are making a social difference by promoting Korean culture, spreading cultural awareness through food, and helping to lessen the feeling of loneliness. While Mukbangs were previously seen as fetishized or weird they are now challenging our preconceived notions on how, what, and with who we should enjoy food.
Featured image: “Korean Food – Korean Kimchi and BBQ Cooking Meat (Creative Commons)” by Flickr user Sous Chef, CC BY 2.0
David Lee is a Korean American Junior at Binghamton University studying Finance and Marketing. In his free time he likes to read, work out, or watch TV. He is an avid fan of Game of Thrones, Rick and Morty, and Got7.
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Toward A Civically Engaged Sound Studies, or ReSounding Binghamton–Jennifer Stoever
I begin this essay with an apology, addressed to the Society for Ethnomusicology President Gregory Barz:
I am sorry that I interrupted your opening remarks at least year’s SEM Business meeting. In the moment that I chose to make my intervention, I underestimated the pain that it has clearly caused you. Furthermore, I have come to realize that it was unskillful of me to locate my frustration and anger with you as an individual. The affective release of my voice in that moment could have been better directed towards positive change in a time of great need for many of us. I fully intend to work towards doing better in the months to come, urging anyone who occupies the office of President of this organization to use the power and standing inherent in this position office to take direct steps to address the harms many of its members are experiencing.
Because my intervention arose so quickly and unpredictably—for readers outside of the Society for Ethnomusicology who may not know, I stood up and yelled “You’re a hypocrite!” then left the meeting—it seems worthwhile to explore my actions in a more thoughtful space of written discourse. I want to clarify that my sonic interruption was not premeditated; as I explain below, it arose out of a deep anger and longing for justice. As SEM 2019 convenes in November in Bloomington, Indiana on November 7th, I hope that my disruptive event can be better understood as a call to collective inquiry into the structural factors that constrain our Society from functioning in a healthy way.
Indeed, I am already encouraged by steps that have been taken since the meeting—by President Barz and others—to address some of these concerns. And in the aftermath of this intervention, I have been heartened by the positive and supportive responses I have received from friends and colleagues. Although I had to leave the room in that moment, something meaningful remained just outside.
Some backstory: This was the first time I had attended a business meeting; at previous conferences, they had always seemed like a formality that did not concern me. Serving on the Committee for Academic Labor, the Ethics Committee, and as Chair of the Improvisation Section, however, helped me to understand the importance of these formal structures and rituals for the health of our Society. I attended in 2018, therefore, with a sense of curiosity and a longing for positive change, particularly in regard to some of the work coming out of the committees on which I was serving. This longing also arose from a sense of frustration at the lack of receptivity to new ideas by Board leadership—as experienced through a pattern of poor communication around implementation of this work between committees and Board—as well as what I perceived to be a lack of transparency and accountability among Board leadership.
Much of this frustration stemmed from the Board’s failure to implement a minor procedural proposal put forward by the Ethics committee nearly two years prior: that the committee be restructured to be elected rather than appointed. After the first deadline to put the amendment to the full membership passed without comment from the Board, we had to expend a great deal of energy even to receive acknowledgement that our proposals had been received. By the time the committee met again, we had been through over a year of exhausting back-and-forth by email with nothing actually getting done.
Then, in the weeks leading up to the 2018 meeting, a member publicly came forward about experiences of sexual abuse by a now-deceased ethnomusicologist who had served as a senior member of SEM during his lifetime. As a member of the Ethics Committee, I witnessed the email exchange in which her requests for space to address this at the 2018 meeting were first accommodated, then revoked at the last minute; she was finally allowed space to speak in a confusing, unmoderated, ad-hoc session to which the Board assented only after the conference was already underway.
So, when President Barz chose to begin his opening remarks with a paean to civility, lamenting how conflict over social media was causing us to lose our ability to engage in healthy discourse as a unified Society, I became concerned. Many in the audience were aware that both the sexual assault allegation and another credible allegation of ethical misconduct by SEM leadership had been circulating on Facebook in previous months. I heard President Barz’s remarks as a use of his prominent position in SEM to categorize these complaints as “noise.” As Mark Brantner points out in his thoughtful critique of John Stewart’s 2010 “Rally to Restore Sanity,” the idea that sanity operates through “indoor voices” is a deeply ingrained assumption for many.
But in the wake of recent upheavals in the status quo, catalyzed by movements like #blacklivesmatter and #metoo, many hear these “indoor voices” as signifiers of an oppressive status quo. Others have written about the problems inherent in invoking civility in the face of dissent: In a recent piece for The Atlantic, Vann Newkirk argues that in many cases, “the demands for civility function primarily to stifle the frustrations of those currently facing real harm” (2018). In Vox, Julia Azari points out that “Civility is not an end on its own if the practices and beliefs it upholds are unjust” (2018). In these cases, calls for civility came in response to calls by those whose voices are met with silence by the prevailing order.
And allow me to state in no uncertain terms: many of us in the field are currently facing real harm. Since earning my doctorate in Ethnomusicology just over a year ago, I spent eight months without health insurance and now qualify for the federal Supplemental Nutrition Assistance Program. I’ve strongly considered leaving the Society many times over the past year.
I’m also aware that my personal experience is only the tip of the iceberg: so many peers and colleagues have left the Society altogether because of sexual harassment, abuse of power by senior members or advisors, and economic precarity, experienced alone or in horrific combination. These harms are also compounded for my peers who do not share my positionality as a heterosexual, cisgender, white-presenting man with a U.S. passport and a bourgeois class background.
As President Barz continued to speak, my concern—which had lodged itself as a feeling of discontent somewhere in my stomach area—began to rise into my chest as anger, particularly when President Barz began to invoke his authority as a champion of democratic practice within the Society to justify his call to civility. If he truly believed in consensus-building and democracy, I thought, certainly he wouldn’t have opposed an effort to increase democratic accountability on the Ethics Committee. This contradiction generated my experience of what woman of color feminist Sara Ahmed calls “feminist snap” in 2017’s Living a Feminist Life. She described “feminist snap” like this in a May 2017 blogpost:
It is only when you seem to lose it, when you shout, swear, spill, that you have their attention. And then you become a spectacle. And what you brought out means you have to get out. When we think of such moments of snap, those moments when you can’t take it anymore, when you just can’t take it anymore, we are thinking about worlds; how worlds are organised to enable some to breathe, how they leave less room for others. You have to leave because there is nothing left; when there is nothing left.
In other words, I noticed that I seemed to be losing it. In that moment, I drew on my background as an improvising musician to decide how to relate to this intense energy. After exchanging incredulous glances with two colleagues sitting nearby, I decided that I couldn’t sit quietly and let my toxic feeling fester throughout the meeting—I needed to leave, but I didn’t want to leave without registering to people in the room why I had to leave, and there was no space in the official meeting to do so. At the same time, I was aware of the risks inherent in this strategy—especially because I have witnessed how the sound of my voice—a man’s—snapping like this can itself be a trauma trigger for anyone who has been shouted down in a meeting, or otherwise. Thus, the material nature of the spectacle here was different from that described by Ahmed in that it carried with it a timbre of patriarchal violence. Oddly enough, the worlds that I felt were being organized to make it difficult to breathe still afforded me the air for this particular form of breathed expression: a fiery shout. And that sound brought unintended consequences.
I had wanted there to be no doubt that my departure was a response to President Barz’s remarks, but the power arrangement in the room meant that it would have been difficult to offer a lengthy articulation of my reasoning, given that any utterance would have been received as disruptive and that I did not have access to sound amplification in the large room. (I am reminded here of R. Murray Schafer’s point in The Soundscape : “A man with a loudspeaker is more imperialistic than one without because he can dominate more acoustic space” (1977:77). Schafer’s sexist assumption that only men speaking through loudspeakers is worth noting—as I see it, both men’s and women’s voices could transmit imperialistic sound in this way, but a “snap response” would also be gendered.)
Within a few seconds, I settled on the form my move would take: stand up, shout something concise, and leave the room. The words “You’re a hypocrite!” flowed spontaneously from there—words grounded in my direct experience of the disconnect between Dr. Barz’s present remarks and previous actions. Immediately upon leaving the room, an adrenaline rush flowed out of my body and I staggered towards a nearby bench, where I collapsed to catch my breath.
Again, I regret that these remarks focused on President Barz as an individual. Had I more time to think through what I would have stated, perhaps “This is unacceptable,” “These actions are hypocritical,” or “Please don’t ignore us” would have been what came out. And yet, by this point, the sound of this intervention had already been determined by the immediate constraints of the situation: had I chosen to sound in a way that was coded as “civil”, I literally would not have been heard by more than a few people in the room.
Even after this intense incident, my experience of the conference in Albuquerque was very positive overall. SEM is full of brilliant emerging scholars asking extremely important questions; it was especially encouraging to see more attention being brought to the imperatives of decolonization and anti-racism. At the same time, in order for these inquiries to be truly productive, we still need to turn our analysis towards the ways in which the status quo of our governance practices unintentionally reproduce systems of oppression and create harm. Tamara Levitz, in her recent article “The Musicological Elite,” sheds light on how this has been the case within an adjacent academic organization, the American Musicological Society. She writes, “My premise is that musicologists need to know which actions were undertaken, and on what material basis, in building their elite, white, exclusionary, patriarchal profession before they can undo them.” (2018:43). Despite some evident wishful thinking to the contrary, SEM reproduces harm in similar ways and would benefit from similar institutional self-reflection.
By yoking itself to the project of the North American university system, the Society for Ethnomusicology has created strong incentives for members to go along with what Abigail Boggs, Eli Meyerhoff, Nick Mitchell, and Zach Schwartz-Weinstein call the “Modes of Accumulation” of these institutions. We must urgently turn towards critical institutional self-examination to consider how we can change our practices to resist complicity with these forms of professionalized domination and control.
In order to do so, we need better mechanisms for dissent and communication, especially when we have the rare opportunity for face-to-face communication. We must address what seems like an increasing tension between preserving the institutions of tenure-track music academia and the broader needs of the Society’s full membership. Crucially, Ahmed turns to listening as a key methodological practice for locating “feminist snap”:
To hear snap, one must thus slow down; we also listen for the slower times of wearing and tearing, of making do; we listen for the sounds of the costs of becoming attuned to the requirements of an existing system. To hear snap, to give that moment a history, we might have to learn to hear the sound of not snapping. Perhaps we are learning to hear exhaustion, the gradual sapping of energy when you have to struggle to exist in a world that negates your existence. Eventually something gives.
In this case, listening for the silences—and silencing—that preceded this instance of “snap”may be useful. To my ear, they index the “sound of not snapping”: the unanswered emails, averted eye contact, unreturned phone calls—these are the sounds of a snap to come. These silences are empowered by our collective reliance on a discourse of “civility,” propped up by formal procedures like Robert’s Rules of Order, that deems certain types of sounds and communication to be out of bounds. Indeed, as Hollis Robbins has observed, “Under Robert’s Rules, silence equals consent.” Listening for feminist snap would require a commitment to naming these silences—and allowing space for them to be spoken into.
I sincerely hope that my moment of becoming a spectacle can spark more productive conversations and deeper listening. Still, the magnitude of the challenges that we face to align our governance practices with shared institutional values will require creative solutions. I am confident that our experience and training as listeners can bring us to a fuller engagement with democratic processes—and that this can lead us towards productive solutions. This work is already being done by many groups and individuals within the Society, such as the Committee for Academic Labor, the Crossroads Committee, the Disability and Deaf Studies Special Interest Group, the Diversity Action Committee, the Ethics Committee, the Gender and Sexualities Task Force, the Gertrude Robinson Networking Group, the Section on the Status of Women, and many others. I am confident that members of these groups are actively working to build spaces that allow for us to listen into the structural and cultural changes we desperately need.
In the meantime, I remain committed to seeking out collaborative solutions to the challenges we face. Please feel free to reach out to me by email with any feedback you feel compelled to share. Furthermore, if you would like to contact the Ethics Committee about any issues of ethical import to the Society, you may do so here. Anonymous submissions are also possible through this portal.
I’d like to close this essay with an apology, as well—addressed to all of my peers who have experienced harm or abuse through their involvement with SEM: I am truly sorry that I have not done more to work towards redress for the harms that you have experienced. I am also deeply sorry that I have not done more to examine how my own desire to see projects through in this community has led me to ignore signs of harm taking place. I’ve had the good fortune of being able to express this to a few of you in person, and I am tremendously grateful for the opportunity. For anyone else who would like to reach out, I will commit to listening. For us to do better, I need to do better.
Thank you for taking the time to read this statement—I look forward to continuing our work together to create a sustainable future for the practice of ethnomusicology.
Featured Image: “I Broke a String” by Flickr User Rowan Peter (CC BY-SA 2.0)
Alex W. Rodriguez is a writer, improviser, organizer, and trombonist. He holds a PhD in Ethnomusicology from UCLA, where his research was based on fieldwork conducted in Los Angeles, California from 2012-2016, Santiago, Chile from 2015-2016, and Novosibirsk, Siberia in fall 2016. Alex is currently based in Easthampton, Massachusetts, USA.
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becoming a sound artist: analytic and creative perspectives–Rajna Swaminathan
Sounding Out Tarima Temporalities: Decolonial Feminista Dance Disruption–Iris C. Viveros Avendaño
On Whiteness and Sound Studies–Gustavus Stadler
Canonization and the Color of Sound Studies –Budhaditya Chattopadhyay
As pundits increasingly speculate about the likelihood and character of another recession, I’m thinking about the one from which we’re still recovering. Specifically, I’m thinking about a certain strain of American pop music—or a certain sentiment within pop music—that it seems to me accelerated and concentrated just after the 2008 financial collapse. This strain, which obviously co-existed with many other developments in popular music at the time, takes party songs and adds to them two interconnected narrative elements: on the one hand, partying is cranked up, escalated in one or multiple ways, moving the music beyond a party anthem and into something new. On the other hand, the rationale for such a move consistently derives from an attitude of compulsory presentism, in which the future is characterized as unknown, irrelevant, or is otherwise disavowed.
In the American context, the popular (and, I argue, misguided) take on the music of the great recession is that we didn’t have any—in other words, because no one was directly singing about the crisis, there was no music that responded to it. But this is an extremely limited way of understanding how music and socio-political life interact. In this post, I consider specifically American notions of mainstream party culture to argue that the strain of party music described above and below is the music of the crash, not because it literally speaks about it but because it reflects a certain attitude expressed and experienced by those at the front of both popular music listening at the time and the collapse itself: the graduating classes of 2008-2012.
By “party music” I do not mean (exclusively) music to which people party; rather, I am trying to trace what happens to music that is about partying during the crash. When I say that these songs transform from being party anthems into “something new,” what I mean is that in their extremeness, both the represented parties and the organizing affect of these parties reflect an urgency, a crisis, or a lack of choice condition. In short, what I’m calling “Post-Crash Party Music” (PCPP) responds to the 2008 financial collapse and the broader context of climate devastation by instituting a compulsory presentism that manifests through a frenetic, extreme, nihilistic celebration, a never-ending party that is also the last party (before the end of the world).
I’ll briefly mention two prime examples, both from what might be the peak year of this trend, 2010. First, Ke$ha’s single “(and #1 on Billboard’s Year-end Hot 100), “TiK ToK” sees Ke$ha brushing her teeth with a bottle of whiskey, while the last line in the chorus reveals why this is happening: Ke$ha sings, “The party don’t stop, no,” implying that the song’s narration picks up in a moment that could be any moment, an eternal present that is non-distinguishable from any other moment.
This line captures both of the defining characteristics of PCPP: 1) the party is extreme because 2) it never ends, or is always presently occurring. Although there are multiple ways of creating the eternal present that the party represents, each song in this category is invested in denying both past and future in a way that makes the presentist attitude of the partygoers a mandatory condition. This requirement is what makes PCPP more extreme, narratively, than party pop of previous eras.
As a second example, take The Black Eyed Peas’ quintessential party anthem “I Gotta Feeling.” Throughout most of the song, listeners are set up to experience what sounds like a fairly typical party jam: although the Black Eyed Peas render this joyous, optimistic track as perhaps more formally ‘perfect’ or effective than many of its competitors, it still follows a standard EDM format and a fairly conventional sentiment.
However, near the end of the track, as if responding to the pop-culture/post-crash landscape by afterthought, the Black Eyed Peas very casually disclose that the night that has all along been referenced as “tonight” is in fact every night: “Monday, Tuesday, Wednesday and Thursday/Friday, Saturday, Saturday to Sunday/Get, get, get, get, get with us, you know what we say, say/Party every day, p-p-p/Party every day, p-p-p [repeat 10x]…”
Party anthems of one kind or another have been with us for a long time. But I would argue that something else is going on here. The traditional ambition to party until the sun comes up or to party all night has been eclipsed by a more extreme goal, which is to never stop partying at all. In this new space, the time of day or the day of the week is irrelevant; time itself evaporates in the indistinguishable space of an everlasting present.
My argument here is that this music–specifically in its insistence on a party’s ceaselessness–represents almost the complete opposite of its expressed sentiments: that is, rather than rapturous or celebratory moods, PCPP reflects widespread existential and economic anxiety that is shared among the entire millennial generation, but which was acutely present for the classes that graduated college between 2008 and 2012. Its insistence on partying forever is indicative of this generation’s awareness that the future is bleak.
Economically, we know that this cohort will live with repercussions of the financial collapse for the rest of their lives. (See for instance: “Bad News for the Class of 2008”; “This Is What the Recession Did to Millennials”; “A Decade Later Many college grads from the Great Recession are still trying to catch up”; “2008 was a terrible year to graduate college”; “2008: Ten Years After the Crash, We Are Still Living in the World It Brutally Remade”; and the pithily-titled but quite thorough “Millennials are Screwed”.) Existentially, while the millennials were not the first to cognize and politically articulate the stakes of the unfolding climate crisis, they are, as a “young generation,” perhaps the first identifiable group who will most certainly face its longterm consequences. Rather than simply distract us from these realities, PCPP is predicated on our understanding of those realities. In the face of these circumstances and more, is it any wonder that the affective (if not conscious) response was to live it up while there was still time?
I am not arguing that PCPP harbors any ambitions to address any such anxieties; on the contrary, this music is, on its face, also an example of the much broader genre of neoliberal corporate pop music, a commodity that aims to utilize listener sentiments to maximize profit. That is why PCPP cuts across or includes such racial and gender diversity in its performers, and why it also corresponds to broader trends in pop that elevate and glamorize conspicuous, over-the-top consumption, the kinds of caricatured displays of spending-power that are hallmarks of PCPP as well as other mainstream genres. The discourse of an endless party is also a really good one in which to promote consumption―especially consumption that is taken to the extreme, or is justified through the logic of embracing “life” while we can.
No, from the perspective of the music industry, this music is not about anxiety but is, like all corporate music, still about including as many listener-customers as possible in the cross-branded spectacle of neoliberal pop. Instead, my claim is that this music, however inadvertently, resonates with listeners in a particular, affective way, and in the encounter between neoliberal pop music and a group of anxious American listeners, an accelerated sentiment emerges and spins itself out. We are still consuming, but endlessly so; and that very ceaselessness speaks to a deeper existential dread at the heart of our voracious appetites.
Emerging from this resonance between extreme party music and extreme anxiety are several traceable tropes, each expressing the ambition to party forever. For instance, the “don’t stop” imperative is often paired with the seemingly paradoxical sentiment that “we only have tonight”; but insofar as the end of that night heralds a return to reality (the post-crash landscape) one solution is to simply refuse to stop the party. In this way, the night can “last forever” within the space of the music. Taken together, the PCPP ethos can be summarized by the phrase, as a colleague recently put it, “right now forever.”
There is a specific construction at work here that allows PCPP to impose its presentist timespace: the forever-now is not extended out of joy, but rather out of necessity. By acknowledging that our time (out there) is limited, it constructs a space (in here) that resists normative flows of temporality. PCPP simply disallows temporality into its consciousness–it refuses to acknowledge the existence of a past and especially not a future. Here the “compulsory” element of its presentism emerges: it is compulsory both because within the affective space of the music, the rules do not allow temporality to exist, and because, when our futures have been irrevocably damaged, the present is, in effect, all that we will be allowed to experience.
There are many more examples from this period, all riffing on the same nihilistic affect: “Tomorrow doesn’t matter when you’re moving your feet” (Pixie Lott, “All About Tonight”); “This is how we live/every single night/take that bottle to the head and let me see you fly” (Far East Movement, “Like a G6”, 2010); “Still feelin’ myself I’m like outta control/Can’t stop now more shots let’s go” (Flo Rida, “Club Can’t Handle Me”, 2010). In this context, assurances from Lady Gaga that “It’s gonna be ok” if we “Just Dance” seem less hopeful and more ironic, as if born from denial.
Surely, some of these songs take up the “don’t stop” imperative simply by virtue of its ubiquitous circulation through a pop-culture economy (Junior Senior’s 2003 “Move Your Feet” comes to mind here). I am not arguing that any song that expresses such a generic utterance be considered a part of this post-crash formation; what it takes to qualify, it seems to me, is a distortion whereby the generic affect is pumped so full that it breaks something, a process that sometimes introduces a dark subtext into the music, but which no matter what displays elements of excess that go beyond the pale of a celebratory dance tune. Eddie Murphy’s “girl” wants to “Party All the Time”, but this alone doesn’t qualify the tune as an anxiety anthem because it is a source of hurt and stress for the speaker’s character—ceaseless partying here is sublimated into a narrative about a certain romantic relationship. What distinguishes PCPP, on the other hand, is the sense (however vague) that the “don’t stop” imperative is urgent, and meant to protect us from the world that is waiting outside the club.
PCPP differs in this way from other genres that consciously articulate a dissatisfaction (of whatever kind) with contemporary conditions. The millennial nihilism of an everlasting party is not the same as Gen X’s cynical malaise, which had more to do with resistance to meaningless corporate employment than it did the prospects of no employment at all. PCPP is not punk-rock anarchism nor grunge’s serious grappling with the consequences of capitalism on people’s mental health. PCPP is purely affective, a manic/cathartic punishment-therapy that does not need to denotatively speak of what’s happening in the world because that world is always already experienced in an extreme way. PCPP responds by dialing up the party to a degree of fervor that is correspondingly intense, able to drown out the noise, and it achieves this effect by turning parties into a paradox that is both time-limited and never-ending.
It is true that I have mostly focused on lyrics in this argument. But first of all, other factors also contribute to the sense of PCPP as existential: see for instance the music video for Britney Spears’ “Till the World Ends” (2011), which literalizes the argument I’m making by representing people dancing as the planet crumbles. Likewise, the music video for LMFAO’s “Party Rock Anthem” (2011) casts the band’s beat as a contagion that has afflicted the “whole world,” compelling them to dance ceaselessly in a way that resonates appropriately with post-apocalyptic genres.
Second of all, the “music itself” never exists in isolation from the lyrics or indeed from any other element of a tune. What I would argue that the sounds and formal elements of these songs contributes to the PCPP ethos is a sense of tension and paradox: namely, the paradox between the stated dream of an unending party, and the reality that underlies said dream. It is, physically and otherwise, impossible to keep dancing indefinitely, a fact reflected in the form of this music, which still follows EDM rules of build-up and release, those forms that give one’s body time to rest and appropriate places to feel the natural climax of a song. The tension between the music (which corresponds to the body) and the lyrics (which aim into the afterlife) is the central contradiction that makes PCPP so e/affective.
Thus, the PCPP genre or sentiment, which flashes brightly from 2009-2012, meets its death in and through the track that most comprehensively embodies it: Miley Cyrus’s “We Can’t Stop” (2013). In this deeply melancholic hit, PCPP is followed to its logical conclusion: those who at first refused to stop partying are now entirely incapable of doing so even if they wanted. This is the most extreme version of the PCPP worldview, so extreme that it spread into the music, inverting the entire affect from pumped-up party jam to down-tempo lament, a lament with almost no temporality even in its form.
Although my reading of “We Can’t Stop” differs from Robin James’s, her description perfectly captures the way that song’s form finally achieves the same presentism that PCPP’s lyrics always established, a closed world of “now”. In her 2015 book Resilience and Melancholy, James writes,
Just as the lyrics suggest that the ‘we’ is caught in a feedback loop it can’t stop, the music keeps spuriously cycling through verses and choruses without moving forward or backward…In other words, time isn’t a line, it’s Zeno’s paradox; not a pro- or re-gress but involution (177-178).
If anything, this formal stagnation or inverted affect brings “We Can’t Stop” into the space of the trap music it plays at, and constitutes one of the many ways in which the song cannot sustain its contradictions. As Kemi Adeyemi makes clear, trap music certainly has to do with partying; but its intersections with neoliberal capitalism are particular to Black lives in a way that is wholly different from Cyrus’ attempted deployment. Thus, reaching to trap for a PCPP affect has the devastating effect of exploding the entire sentiment.
In other words, “We Can’t Stop” exposes all the lies that PCPP, in its heyday, furthered: the idea that the party could continue indefinitely, and (by extension) so too could the “fairy tales of eternal economic growth” and the supposed post-racial utopia opened up by neoliberal capitalism. “We Can’t Stop” gives sound to these fictions, through its own form and in various ways: from its well-documented appropriation of Black culture, to the untenable contradiction at the heart of its sentiments. “We can do what we want” but we also “can’t stop.”
Rather than hearing this tune as “painfully dull” (180), this song has always been morbidly fascinating to me, a bleak statement about our inability to move past the moment in which we’re caught. In other words, our presentism is now also compulsory because we’ve gotten so used to it that we can no longer imagine a future at all, or at least not one in which catastrophe doesn’t occur; nor can we imagine the solutions that would help us when it does. Instead, we have the iPhone 11 and self-driving cars. Instead, we have an inverted yield curve and predictions of another (perpetually recurring) market crisis. Instead, we have billionaires doubling down, grabbing every last resource they can from the planet in order to insulate themselves from the effects they have created, a final and pathological shopping spree. Seen from that perspective, while it marked the end of PCPP as a trend, “We Can’t Stop” remains striking as both indictment and prophecy.
Dan DiPiero is a musician and Visiting Assistant Professor of American Studies at Miami University of Ohio, where he teaches American popular culture and music history. His current book project investigates the relationship between improvisation in music and in everyday life through a series of nested comparisons, including case studies on the music of Eric Dolphy, John Cage, and contemporary Norwegian free improvisers, Mr. K. His work has appeared in Critical Studies in Improvisation/Études critiques en improvisation, the collection Rancière and Music (forthcoming, Edinburgh University Press), and boundary 2 online. He plays the drums.
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For a number of semesters, I invited composition students to explore the idea of using the mixtape as a lens for envisioning a writing assignment about themselves. Initially called “The Mixtape Project,” this auto-ethnographical assignment employed philosophies from various scholars, but focused on Jared Ball and his concept of the mixtape as “emancipatory journalism.” In I Mix What I Like!: A Mixtape Manifesto, Ball pushed readers to imagine the mixtape as a counter-systematic soundbombing, circumventing elements of traditional record industry copyright practices (2011).
Essentially, a DJ could use a myriad of songs from different artists and labels to curate a mixtape with a desired theme and overarching message, then distribute the mixtape as a “for promotional use only” artifact. Throughout the 1980s, but predominantly in the 1990s and early 2000s, many DJs used mixtapes as the medium to promote their DJ brands and generate income. It wasn’t long before labels began to give hip-hop DJs record deals to release “album-style” mixtapes where the DJs record original content from artists made specifically for the DJ album (see DJ Clue, Funkmaster Flex, Tony Touch). This idea evolved into producer-based compilation albums, best depicted today by global icon DJ Khalid. Rappers also hopped on the mixtape wave, using the medium to jump-start their careers, create a “street buzz” around their music, and ultimately gauge the success of certain songs to craft and promote upcoming albums.
The assignment revolved around mixtape framework in the earlier portion of my teaching career. Most recently, I began to realize as my students evolve (and I simultaneously age), that the “mixtape” – a sonic artifact distributed on cassette tape or CD – is becoming more remote to students. This thinking led to revising the assignment with a more contemporary twist. Thus, “The Playlist Project” was born: the first in a set of four major writing projects in a first-year writing classroom. The ultimate goal of the assignment was to immediately disrupt students’ relationships with academic writing, and to help them (re)envision the ways they embrace some of the cultural capital they value in college classrooms. Be clear, this was a particular type of mental break for students, a shift that was welcomed yet also uncomfortable for them.
“I Get It How I Live It”: Framing and Foregrounding the Assignment Set-Up
The course started with readings on plagiarism, intertextuality, and the hip-hop DJ’s use of sampling, curating, and storytelling. Next were readings by hip-hop artists describing their creative process and detailing their artistic choices sonically. These early readings helped pivot students from their stereotypical notions of what college writing courses – and writing assignments – looked like, and how they could enter scholarly discourse around composing. This conversation was foregrounded in students’ knowledge that they bring with them into the new academic space in the college classroom. My goal was to really focus on student-centered learning and culturally relevant pedagogy; ideally, if you are immersed in hip-hop music and culture, I want you to share that knowledge with the class. This sharing begins to create a community of thinking peers instead of a classroom with an English professor and a bunch of students who have to take the course “cuz it’s required in the Gen Ed, so I can’t take anything else ‘til I pass this!”
My research is entrenched in both hip-hop pedagogy and culture, specifically looking at the DJ as 21st century new media reader and writer. I liken my role as instructor to that of the DJ: a tastemaker and curator for the ways we understand sonic sources we know, and couple them with new and necessary soundbites that become critical to the cutting edge of the learning we need. I’ve engaged in the craft of DJing for more than half of my life, and use DJ practices as pedagogical strategies in my classroom environments.
The outcome of this curatorial moment was “the Playlist Project.” Students were asked to create their own playlists, which served as mixtapes that either “described the writer as a person” or “depicted the soundtrack to the writer’s perfect day.” This assignment was due during Week 6 of a 16-week semester, and was the first major writing assignment within the course. The assignment called for two specific parts: an actual playlist of the songs and an essay which served as a meta-text, describing not only the songs, but also the reasons why the songs were chosen and sequenced in a specific order. As an example, the guiding text we used was a DJ mixtape I created called “Heavy Airplay, All Day.”
“Heavy Airplay, All Day with No Chorus”: DJ Mixtape by Todd Craig
My playlist was a DJ-crafted tribute to a family friend who passed away in the summer of 2017: Albert “Prodigy” Johnson, Jr. Hearing the news of his untimely death reverberated through my psyche on that warm June afternoon; I remember meeting Prodigy when I was 15 years old. Many avid hip-hop listeners not only know Prodigy as one of the signature vocalists of the 1990s New York hip-hop sound, but also as one of the premier lyricists responsible for a shift in sonic content from emcees in New York and globally. His voice is one of the most sampled in hip-hop music.
One of the most anticipated moments of the mid 1990’s was the release of Prodigy’s first solo album, H.N.I.C. P was already shaking the industry with his lethal and bone-chilling visuals in his verses. But everyone knew he was on his way to dominance upon hearing the single “Keep it Thoro.” On this Alchemist-produced record, P basically broke industry rules in regards to typical hip-hop song construction; his verses were longer than the traditional 16-bar count, and the song had no chorus.
He returned to hip-hop basics: hard-hitting rhymes with undeniable visuals served atop a sonic landscape that kept everyone’s head nodding. P ends the song with the classic line “and I don’t care about what you sold/ that shit is trash/ bang this – cuz I guarantee that you bought it/ heavy airplay all day with no chorus/ I keep it thoro” (Prodigy 2000).
It was only right for me to create a tribute mixtape for Prodigy. And it felt right to start the Fall 2017 semester with the Playlist Project that used a shared text that celebrated and honored his memory. It highlighted the soundtrack to my perfect day: having my friend back to rewind all the memories that come with every song.
“I Got a New Flex and I Think I Like It”: (Re)inventing Mixtape Sensibilities in the Comp Classroom
The Playlist Project was aimed at achieving three different outcomes. The first goal was to invite students to use audio sources to envision a soundscape that explains a thread of logic. These sonic sources would hold as much value in our academic space as text-based sources, and would allow them to (re)envision what “evidence-based academic writing” looks like. Thus, students could utilize their own cultural capital to negotiate sound sources of their choosing.
The second was to get students to use DJ framework to think about sorting, sequencing and organization in writing. In our class discussions, one of the critical objectives was to get students to understand the sequencing of divergent sound sources could drastically alter the story one is trying to tell. Overall aspects of mood, tone, and pacing all become critical components of how a message is expressed in writing, but it becomes even more evident when thinking about the sonic sources used by a DJ. Each song – a source in and of itself – is a piece of a puzzle that constructs a picture and tells a story. Starting with one source can create a completely different effect if it is reconfigured to sit in the middle or the end. Explaining these sonic choices in text-based writing would be the second step in the assignment.
Finally, students would engage in editing by joining both sound and text based on a theme they have selected. Again, sequencing becomes a critical DJ tool translated into the comp classroom. Using this pedagogical strategy echoes the ideas of using DJ techniques such as “blends” and “drops” as viable teaching tools (see Jennings and Petchauer 2017). Students would need to critically think through an important question: in creating the playlist, how does one manipulate and (re)configure sound to create a sonic landscape that “writes” its own unique story?
“But Does It Go In the Club?”: Outcomes and Initial Findings of The Playlist Project
The first iteration of the Playlist Project bore mixed results. Students found it difficult to think of this project as one whole assignment consisting of three different parts. Instead, they envisioned each of the three different pieces as isolated assignments. So the playlist was one part of the assignment. They picked the songs they liked, however ordering and sequencing to convey a logical theme or argument fell from the forefront of their composing. The essay then became its own piece divorced from the organic creation of the playlist. Thus, students weren’t “engaged in telling the story of the playlist.” Instead, students were making a playlist, then summarizing why their playlists contained certain songs.
For students who were more successful integrating the elements of the assignment, we were able to have rich and fruitful classroom conversations about both selection and sequencing. For example, one student chose the theme of “the Soundtrack to the Perfect Day.” Within that theme, the student chose the song “XO TOUR Llif3” by Lil Uzi Vert.
In the song’s hook, he croons “push me to the edge/ all my friends are dead/ push me to the edge/ all my friends are dead” (Vert 2017). When this song came up in class discussion, we were able to have a formative conversation around the idea that a perfect day entailed all of someone’s friends being “dead.” This also sparked a conversation about the double meaning of the quote; it didn’t stem from traditional print-based sources, but instead arose from a student-generated idea based in the cultural capital of the classroom community. In this moment, I was able to learn more from students about the meteoric rise in relevance of both the artist and the song which seemed to depict an extreme darkness.
“Big Big Tings a Gwaan”: Future Tweaks and Goals for The Playlist Project
Moving forward with this assignment, I have considered breaking the assignment up into three pieces for more introductory composition courses: constructing the playlist, sequencing the playlist, and writing the meta-text. In this configuration, the meta-text would truly become the afterthought (instead of the forethought) of the sonic creation. As well, more in-depth soundwriting could emanate from the playlist construction, manipulation, (re)sequencing and editing. I also plan to use the assignment with a more advanced-level composition course to gauge if the assignment unfolds differently. Using an upper-level course to attain the trajectory of the assignment may be helpful in walking backwards to calibrate the assignment for students in introductory-level classes.
Another objective will be to move away from just a “playlist” and back into a “digital mixtape” format, where the playlist songs and sequencing become the fodder for a one-track, “one-take” DJ-inspired mixtape. While students don’t have to be DJs, creating a singular sonic moment digitally may imbed students in marrying the idea of soundwriting to depicting that sonic work in a meta-text. This work may also engage students in constructing sonic meta-texts, thereby submersing themselves in soundwriting practices. This work can be done in Audacity, GarageBand and any other software students are familiar with and comfortable using.
Featured Image: By Flickr User Gemma Zoey (CC BY-NC-ND 2.0)
Dr. Todd Craig is a native of Queens, New York: a product of Ravenswood and Queensbridge Houses in Long Island City. He is a writer, educator and DJ whose career meshes his love of writing, teaching and music. Craig’s research examines the hip-hop DJ as twenty-first century new media reader and writer, and investigates the modes and practices of the DJ as creating the discursive elements of DJ rhetoric and literacy. Craig’s publications include the multimodal novel tor’cha, a short story in Staten Island Noir and essays in textbooks and scholarly journals including Across Cultures: A Reader for Writers, Fiction International, Radical Teacher and Modern Language Studies. He was guest editor of Changing English: Studies in Culture and Education for the special issue “Straight Outta English” (2017). Craig is currently working on his full-length manuscript entitled “K for the Way”: DJ Literacy and Rhetoric for Comp 2.0 and Beyond. Dr. Craig has taught English Composition within the City University of New York for over fifteen years. Presently, Craig is an Associate Professor of English at Medgar Evers College, where he serves as the Composition Coordinator and City University of New York Writing Discipline Council co-chair.
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