Ghosts in the Machine: Sampling Dr. King
Education is never politically neutral. Many of us advocate for social justice when we’re outside of the classroom but struggle to continue that work inside as well, especially with issues that appear on the surface largely unrelated to our disciplines. This inaction maintains the centering of the white experience, continuing to normalize and prioritize it at the expense of all others. Marginalized voices remain marginalized. We don’t need our own students to be directly impacted by policies to advocate on behalf of those who are. This is work we all must do.
While social issues have made important inroads within musicology and ethnomusicology, they rarely make an appearance in music theory or composition, especially in a classroom setting. To begin these conversations, we must expand the scope beyond the purely technical and examine the ways in which music is a social and cultural phenomenon. Understanding how a triad functions, for example, is only part of the story. We must also recognize that any musical activity involves a network of people who might be engaged in any combination of producing, performing, buying, selling, listening, analyzing, teaching, institutionalizing, and so on. Discussing these networks means discussing their persistent systemic inequalities and power differentials, and understanding that these are social and not just musical issues. Cultivating this awareness is crucial in the development of our students as critical thinkers who can question the society in which they live, who can locate injustice and fight to advance social good. Abstract music theory is important, but music theory combined with a social awareness is vital.
Georgetown University hosts an annual Let Freedom Ring! initiative, a recurring project to honor the legacy of Dr. Martin Luther King. “Teach The Speech,” in particular, is a cross-campus curriculum project where interested faculty and staff incorporate that year’s selected work by Dr. King in our courses and workshops, sparking campus-wide conversations rooted in themes of social justice. The first time I joined the “Teach the Speech” efforts, I redesigned my basic theory class to include guiding principles from King’s entire body of work. In addition to covering the expected chords, scales, and other technical material, we discussed the disparity in representation faced by women and POC within music, viable modes of protest in music, and the possible roles of government sponsorship and censorship of artists. We rooted these issues in the real-life examples of the Grammy’s, the Women’s March, and the threats by the Trump administration to cut funding to the NEA and the NEH. Final projects based on these bigger-picture topics provided students further opportunity to reflect on the ways in which these and similar topics manifest in their own lives, transcending a preoccupation with “notes on a page.”
My second time participating in the “Teach the Speech” initiative, I used a recording of Dr. King delivering “I Have Been to The Mountaintop” as part of a module on sampling for my DJing and production class. Students had to create short tracks using this recording as the only permissible sound source. Anything resembling a kick, snare, hi-hat, melody, or harmony had to be constructed from a sample. Using something we don’t typically consider to be music as the sound source for creating music demonstrates the power of the studio and illustrates just how far creative slicing, dicing, and processing can take us. Beyond these important practical applications, though, the use of speech provides us with a framework for discussing why context matters. Do context and history always travel alongside the immediate acoustic phenomenon of sound? Can we identify something as “the music itself”? Through wrestling with these and related questions, students begin to understand sample-based composition as both a musical and a moral undertaking.
The process of sampling is largely a process of curation, involving a responsibility not just for the product but also for the source. If a student chooses to sample a large-enough portion of Dr. King’s speech, so that one can recognize words, phrases, even full sentences, then her choice includes the layers of extra-musical meaning attached to those words in addition to their musical qualities. “Violence,” for example, has a particular sonic profile and meaning that most listeners understand. How we actually interpret this word depends on many factors, including the context in which it is used in the original source, the identity of the speaker, and any audio processing that students might apply. The addition of distortion, for example, will influence the impact of that word on and its reception by the listener. The sampled word might be a fragment of a larger word, “violence” snipped from “nonviolence,” and never appear in its own right in the source. These and other complex issues involved in the process of sampling exist whether or not the student chooses to engage with them.
If the student samples an extremely small fragment of the Dr. King speech, obscuring the source and working with sound on an almost molecular level, then perhaps these questions go away. Can we still discuss the attendant connotations and denotations of indecipherable fractions of words or slices of the ambient hiss between the words? In this situation, is the origin of the sample still relevant for the work being done? When the ties connecting a heavily processed source to the finished product are untraceable, does it matter where we sampled from? Is white noise simply white noise?
Arriving at these kinds of questions is largely the point of the exercise. With a little deliberation, students realize that there is a very clear distinction between sampling the word “violence” from a speech by Trump and from a speech by MLK. There is a context, a lineage, and a history to samples that lives outside the phenomenon of pure sound, and this holds true even at the molecular level. This is crucial for students to understand, and its implications extend far beyond a music class.
We can, for example, ask students to consider the related question about whether or not it’s possible to separate art from the artist. Can we ever listen to pre-MAGA Kanye with the same ears? How do we interpret a post-MAGA Kanye song about uplift and resilience? What does it mean to watch a film where Harvey Weinstein had a major role in producing? A minor role? Moral dilemmas form a part of every media interaction we have, and similar questions comprise other aspects of our lives. Can we continue to allow the misappropriation of Dr. King’s “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character” without acknowledging the “radical” Dr. King? Can we reconcile a country built on expropriation, slavery, and genocide with one whose propaganda extolls the principles of equality and freedom? These are indeed crucial lines of moral inquiry, and our pretending otherwise enables current systems to remain in place. Sampling King’s speech enables my students to engage with those lines of inquiry from an angle they have not considered before: at the level of sound.
This is work we all must do. Within academia, we need to combat injustice inside the classroom as well as outside to bend the arc of the moral universe toward justice. One way we can engage is through careful attention both to the examples we choose and the way we contextualize them. Students and educators alike need to understand the political nature of education that is too often a means of upholding the power structures within society that position whites at the top, and white males at the very top. These largely invisible systems have very real impacts on our lives, and the only way we can evolve to a more just society is by questioning their seeming inevitability. We must foster dialogue that transcends the classroom. We must engage with social problems. We must look beyond the accumulation of knowledge as an end in itself. We must, in short, to do good. This is work we all must do.
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Featured image: “Martin Luther King, Jr. Memorial” by Flickr user Cocoabiscuit, CC BY-NC-ND 2.0
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Dave Molk teaches composition and theory at Georgetown University. He’s close friends with producer Olde Dirty Beathoven, a founding member of District New Music Coalition, and a board member of New Works for Percussion Project. Outside of music, Dave is a leader of CCON, an organization devoted to supporting undocumented communities in higher ed in the DMV. Find him online at https://www.molkmusic.com/ and @DaveMolkMusic.
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REWIND!…If you liked this post, you may also dig:
A Listening Mind: Sound Learning in a Literature Classroom–Nicole Furlonge
Freedom Back: Sounding Black Feminist History, Courtesy the Artists– Tavia Nyong’o
My Music and My Message is Powerful: It Shouldn’t be Florence Price or “Nothing”–Samantha Ege
Femmes Fucking the Camera: Listening to the Sonics of Boudoir Photography
Pictured above areRaven Von Scrumptious (right) an Sepia Jewel (left), two burlesque dancers from San Diego, California. Raven and Sepia started “eye fucking” in burlesque classes with Coco L’Amour and later they transferred these gestures to the photo studio and the stage, gestures that as Juana Maria Rodriguez notes, “dance, flirt and fuck” (2014). “Eye fucking” is transmitting tease, a play with your audience that is coquettish. Eye fucking entails going beyond the gaze of the audience into a realm where you meet your inner erotic, your inner gaze. Eye fucking creates arousal, homosociality, agency, femme desire, confidence, and a queer space with a lot of glitter. As Smiley LaRose—the name I chose to take on as my student burlesque name—I have learned to “fuck the camera lens” from these two women and the burlesque community in San Diego, who encourage me to embrace what Celine Parreñas Shimizu calls “productive perversity.”
In this post, I reflect on the sonic intimacies between burlesque and boudoir photography. I am sharing part of a larger film project titled #GlitterBabes, where I tell a story of how burlesque as a recreational practice empowers women to engage their sensual selves. The film came about when I signed up for a Soloist Workshop and my burlesque stage persona Smiley LaRose was born. I tell this story through Glitter Tribe Studio, the first studio dedicated to the art of burlesque in San Diego.
In fact, both the dance and photography studios I write about here have an intimate relationship. The film starts with Smiley’s curiosity about how her classmates and teachers engaged the art of tease and navigated all the different aspects of it. As a fat performer, I was particularly interested in the way that my burlesque sisters and myself would navigate topics of body confidence, sensuality and stripping. As it turned out, these practices require a practice of listening to the details of our bodies and its engagement with musicality, the rhythm of our tease(s), and our awareness for how the camera can capture our corporeal erotic wavelengths both on and off stage.
In other words, I engage in ‘dirty listening’ to describe the sonics of boudoir photography and the erotic sounds that go into capturing sensuality in its most intimate ways. In their qualitative study of erotic photographers, Wentland and Muise found that in order to have a successful shoot it was crucial to create “relaxing and comfortable” spaces for femmes. A common practice among the photographers was to have “constant dialogue with their clients, both at the beginning and during the photo shoot, in order to help their clients relax.” They allowed femmes to have control over the shoot and explained every step along the way. In fact, as photo shoots progressed, several clients “requested shots that were more revealing than what they had initially discussed” (106). The findings by Wentland and Muise share many commonalities with the way photographers in San Diego also engage the practice of Boudoir, particularly the understanding that agency is experienced along a continuum and photographers support their clients by accommodating different techniques that can silence their negative self-talk.
At Bad Kitty Photography, where both Raven and Sepia had their shoots, a layer enabling femmes to get into an affective state of sensual comfort is music. To prepare for shoots, Bad Kitty asks their clients to think about their favorite music to set the mood. On their website, they list creating a music playlist as a recommendation to prepare for the shoot. This recommendation intrigued me and aroused an intellectual sonic orgasm. As a scholar of music, sound, and sexuality, their suggestion reminded me of a post by Robin James, where she argues that “we can understand the physical pleasures of listening to music, music making, and music performance as kinds of sexual pleasure.” In Modernity’s Ear: Listening to Race and Gender in World Music, Roshanak Khesti has described the erotic aspects of aurality, and has described the ear, as an ‘invaginated organ’ that penetrates the body with pleasure-in-listening. Here, music is consumed in a femme-centered space to get the model and its photographer to a state of intoxicating perversity.
Beyond the music recommendation, the photographer who worked with me also used sonic techniques to help me get relaxed and comfortable. Ashley Rae, aka “My Bomb Ass photographer,” no longer works at Bad Kitty, but her impact there particularly with other women of color clients is remembered. While we were choosing my outfits, I shared with Ashley, how nervous I was about not being able to make sexy faces. She looked at me and said, “It’s easy! All you have to do is pronounce ‘juice.’” She later asked me to look at the mirror while I practiced. The trick in the exercise was how slow I said “juice” the slowness and softness or my pronunciation created a shape in my lips that unconsciously also influenced the way my eyes moved. After juice she told me to pronounce “prune.” Ppppp-rrrr-uuuuuuu-nnnnnn—ee.
I look at my photos and I see the effect it created. “vocal utterances function as another kind of embodied gesture – opening the mouth and projecting sounds, words, and breath imprinted by the unique physical qualities of our inhabited bodily instruments,” as she points out in Sexual Futures, Queer Gestures, and other Latina Longings (124).

“Give me more bootyhole,” Ashley said.
Rodriguez asks, “what happens when I talk dirty to you? How does the address of speech transform the performative gesture of its utterance?” (125). Dirty talk– how my photographer engaged me in dialogue – contributed to my afloje (looseness) as the shoot progressed. The address of her speech, along with her gestures, made me get lost in her camera. Witnessing the way she touched herself–and the way she wanted me to touch my body–formed a collective vision of sensuality, one where all femmes of color could feel like goddesses. It was her dirty talk, the tone of her voice, and the power of her Black Femme gaze that helped me get there. Following Audre Lorde’s vision for the power of the erotics, we imaged a different world with her camera, a world where femmes eye fuck each other, and for each other, constantly displacing the male gaze. Her foreplay allowed me to listen to how my Eyes Talked, My Eyes Teased, My Eyes Fucked.
Beyond the shoot, the boudoir photos that she took of me would capture forever the fat perversity that she inspired in me. The energy we created inside that studio lingers in my skin. I remember her dirty talk and when we pose, my friends who have also gone through her spell also say, “give me more bootyhole” Like that, my remix yells “si, metete con mi Cucu!”



As a fat student of burlesque, my dirty talk, my dirty listening, is inspired by other women of color, fat performers, and porn stars. I gaze upon them for inspiration, guidance on eye fucking, and poses. On March 9, 2018, I participated in the second annual Plus Size Art Show at Meseeka Art studio in San Diego, California. I submitted 20 pieces of boudoir photography to the show that celebrated the bodies of five women of color plus-size burlesque performers from San Diego. They included Buttah Love, Raven VonScrumptious, Lucy May, Sepia Jewel and Smiley LaRose. The other art pieces in the show also centered fat perversity by presenting women in shibari, bikinis, nude, and boudoir.

Photographed by Ahnyung Nadine
The all-women DJ collective Chulita Vinyl Club de San Diego played at the show while people danced, drank, and viewed the live fat artwork in formation. Listening to the charlas in the room, you could hear fat women share the power they felt from seeing other fat women feeling sexy. One of the participants approached Sepia and Smiley to ask us if we were also exhibited in the artwork. We both pointed at our images, celebrating each other by complementing our sexy poses. She told us that it was her first time ever taking photos in lingerie, and that playing with the shoot was empowering. We both agreed, because as burlesque dancers and students, stripping to nakedness has had multiple effects on the way we viewed our bodies, and their sensuality. Can you listen to how we use boudoir, erotic art and burlesque to create a visual archive of fat-sex-positivity?
Although Raven was not able to attend the opening of the show, she saw it through Buttah’s Instagram story. When I texted Raven, she told me she almost cried from seeing her photos framed on the wall. Raven was art, a fat femme was art. But even though she was not there, her photos transmitted energy and a fat perversity: her fat eyes talked, her fat eyes teased, her fat eyes fucked us.

Prrruuuuuu-nnnnnnneeeeee
We moan.
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All images courtesy of the author.
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Yessica Garcia Hernandez is a doctoral candidate and filmmaker in the Department of Ethnic Studies at the University of California San Diego. Her scholarship bridges fan studies, sound studies, women of color feminisms, fat studies, girl studies, and sexuality/porn studies to think about intergenerational fans of Mexican regional music. Yessica earned her B.A. in Chicanx Studies from University of California, Riverside and an M.A. in Chicanx and Latinx Studies at California State University Los Angeles. She has published in the Journal of Popular Music, New American Notes Online, Imagining America, Journal of Ethnomusicology, and the Chicana/Latina Studies Journal. Her dissertation entitled, “Boobs and Booze: Jenni Rivera, the Erotics of Transnational Fandom, and Sonic Pedagogies” examines the ways in which Jenni Rivera fans reimagine age, gender, sexuality, motherhood, and class by listening to her music, engaging in fandom, and participating in web communities. She explores the social element of their gatherings, both inside and outside the concert space, and probe how these moments foreground transmissions of Latina power. Yessica’s broader research interests includes paisa party crews, Banda Sinaloense, Contestaciones, and Gordibuena/BBW erotics. She is a co-founder and member of the Rebel Quinceañera Collective, a project that utilizes art, music, photography, creative writing, filmmaking, and charlas to activate spaces for self-expression and radical education by and for youth of color in San Diego.
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REWIND!…If you liked this post, check out:
Unapologetic Paisa Chingona-ness: Listening to Fans’ Sonic Identities–Yessica Garcia Hernandez
Freedom Back: Sounding Black Feminist History, Courtesy the Artists– Tavia Nyong’o
Mediated Sexuality in ASMR Videos–Emma Leigh Waldron























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