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SO! Reads: Steph Ceraso’s Sounding Composition: Multimodal Pedagogies for Embodied Listening

Pedagogy at the convergence of sound studies and rhetoric/composition seems to exist in a quantum state—both everywhere and nowhere at the same time.  This realization simultaneously enlightens and frustrates. The first page of Google results for “sound studies” and “writing instruction” turns up tons of pedagogy; almost all of it is aimed at instructors, pedagogues, and theorists, or contextualized in the form of specific syllabi. The same is true for similar searches—such as “sound studies” + “rhetoric and composition”—but one thing that remains constant is that Steph Ceraso, and her new book Sounding Composition (University of Pittsburgh Press: 2018) are always the first responses. This is because Ceraso’s book is largely the first to look directly into the deep territorial expanses of both sound studies and rhet/comp, which in themselves are more of a set of lenses for ever-expanding knowledges than deeply codified practices, and she dares to bring them together, rather than just talking about it. This alone is an act of academic bravery, and it works well.

Ceraso established her name early in the academic discourse surrounding digital and multimodal literacy and composition, and her work has been nothing short of groundbreaking. Because of her scholarly endeavors and her absolute passion for the subject, it is no surprise that some of us have waited for her first book with anticipation. Sounding Composition is a multivalent, ambitious work informs the discipline on many fronts. It is an act of ongoing scholarship that summarizes the state of the fields of digital composition and sonic rhetorics, as well as a pedagogical guide for teachers and students alike.

Through rigorous scholarship and carefully considered writing, Ceraso manages to take many of the often-nervewracking buzzwords in the fields of digital composition and sonic rhetorics and breathe poetic life into them. Ceraso engages in the scholarship of her field by demystifying the its jargon, making accessible to a wide variety of audiences the scholar-specific language and concepts she sets forth and expands from previous scholarship (though it does occasionally feel trapped in the traditional alphabetic prison of academic communication).. Her passion as an educator and scholar infuses her work, and Ceraso’s ontology re-centers all experience–and thus the rhetoric and praxis of communicating that experience–back into the whole body. Furthermore, Ceraso’s writing makes the artificial distinctions between theory and practice dissolve into a mode of thought that is simultaneously conscious and affective, a difficult feat given her genre and medium of publication. Academic writing, especially in the form of a university press book, demands a sense of linearity and fixity that lacks the affordances of some digital formats in terms of envisioning a more organic flow between ideas. However, while the structure of her book broadly follows a standard academic structure, within that structure lies a carefully considered and deftly-organized substructure.

Sounding Composition begins with a theory-based introduction in which Ceraso lays the book’s framework in terms of theory and structure. Then proceeds the chapter on the affective relationship between sound and the whole body. The next chapter investigates the relation of sonic environments and the body, followed by a chapter on our affective relationship with consumer products, in particular the automobile, perhaps the most American of factory-engineered soundscapes. Nested in these chapters is a rhetorical structure that portrays a sense of movement, but rather than moving from the personal out into spatial and consumer rhetorics, Sounding Composition’s chapter structure moves from an illustrative example that clearly explains the point Ceraso makes, into the theories she espouses, into a “reverberation” or a pedagogical discussion of an assignment that helps students better grasp and respond to the concepts providing the basis for her theory. This practice affords Ceraso meditation on her own practices as well as her students’ responses to them, perfectly demonstrating the metacognitive reflection that so thoroughly informs rhet/comp theory and praxis.

Steph Ceraso and students share a “sonic meal.” Photo by Marlayna Demond, UMBC.

Chapter one, “Sounding Bodies, Sounding Experience: (Re)Educating the Senses,” decenters the ears as the sole site of bodily interaction with sound. Ceraso focuses on Dame Evelyn Glennie, a deaf percussionist, who Ceraso claims can “provide a valuable model for understanding listening as a multimodal event” (29) because these practices expand listening to faculties that many, especially the auditorially able, often ignore. Dame Glennie theorizes, and lives, sound from the tactile ways its vibrations work on the whole body. From the new, more comprehensive understanding of sound Dame Glennie’s deafness affords, we can then do the work of “unlearning” our ableist auditory and listening practices, allowing all a more thorough reckoning with the way sound enables us to understand our environments.

The ability to transmit, disrupt, and alter the vibrational aspects of sound are key to understanding how we interact with sound in the world, the focus of the second chapter in Sounding Composition. In “Sounding Space, Composing Experience: The Ecological Practice of Sound Composition,” Ceraso situates her discussion in the interior of the building where she actually composed the chapter. The Common Room in the Cathedral of Learning, on the University of Pittsburgh’s main campus, is vast, ornate, and possessed of a sense of quiet which “seems odd for a bustling university space”(69).  As Ceraso discovered, the room itself was designed to be both vast and quiet, as the goal was to produce a space that both aesthetically and physically represented the solemnity of education.

Cathedral of Learning Ceiling and Columns, University of Pittsburgh, Pittsburgh, Pennsylvania, Image by Flickr User Matthew Paulson (CC BY-NC-ND 2.0)

To ensure a taciturn sense of stillness, the building was constructed with acoustic tiles disguised as stones. These tiles serve to not only hearken back to solemn architecture but also to  absorb sound and lend a reverent air of stillness, despite the commotion. The deeply intertwined ways in which we interact with sound in our environment is crucial to further developing Ceraso’s affective sonic philosophy. This lens enables Ceraso to draw together the multisensory ways sound is part of an ecology of the material aspects of the environment with the affective ways we interact with these characteristics. Ceraso focuses on the practices of acoustic designers to illustrate that sound can be manipulated and revised, that sound itself is a composition, a key to the pedagogy she later develops.

Framing the discussion of sound as designable—a media manipulated for a desired impact and to a desired audience–serves well in introducing the fourth chapter, which examines products designed to enhance consumer experience.  “Sounding Cars, Selling Experience: Sound Design in Consumer Products,” moves on to discuss the in-car experience as a technologically designed site of multisensory listening. Ceraso chose the automobile as the subject of this chapter because of the expansive popularity of the automobile, but also because the ecology of sound inside the car is the product of intensive engineering that is then open to further manipulation by the consumer. Whereas environmental sonic ecologies can be designed for a desired effect, car audio is subject to a range of intentional manipulations on the listener. Investigating and theorizing the consumer realm not only opens the possibilities for further theorization, but also enhances the possibility that we might be more informed in our consumer interactions. Understanding the material aspects of multimodal sound also further informs and shapes disciplinary knowledge at the academic level, framing the rhetorical aspect of sonic design as product design so that it focuses on, and caters to, particular audiences for desired effects.

Heading Up the Mountain, Image by Flickr User Macfarland Maclean,(CC BY-NC-ND 2.0)

Sounding Composition is a useful and important book because it describes a new rhetoric and because of how it frames all sound as part of an affective ontology.  Ceraso is not the first to envision this ontology, but she is the first to provide carefully considered composition pedagogy that addresses what this ontology looks like in the classroom, which are expressed in the sections in Sounding Composition marked as “Reverberations.”   To underscore the body as the site of lived experience following chapter two, Ceraso’s “reverberation” ask students to think of an experience in which sound had a noticeable effect on their bodies and to design a multimodal composition that translates this experience to an audience of varying abledness. Along with the assignment, students must write an artist statement describing the project, reflecting on the composition process, and explaining each composer’s choices.

To encourage students to think of sound and space and the affective relationship between the two following chapter three, Ceraso developed a digital soundmap on and had students upload sounds to it, while also producing an artist statement similar to the assignment in the preceding chapter. Finally, in considering the consumer-ready object in composition after the automobile chapter, students worked in groups to play with and analyze a sound object, and to report back on the object’s influence on them physically and emotionally. After they performed this analysis, students are then tasked with thinking of a particular audience and creating a new sonic object or making an existing sonic object better, and to prototype the product and present it to the class. Ceraso follows each of these assignment descriptions with careful metacognitive reflection and revision.

Steph Ceraso interviewed by Eric Detweiler in April 2016, host of Rhetoricity podcast. They talked sound, pedagogy, accessibility, food, senses, design, space, earbuds, and more. You can also read a transcript of this episode.

While Sounding Composition contributes to scholarship on many levels, it’s praxis feels the most compelling to me. Ceraso’s love for the theory and pedagogy is clear–and contagious—but when she describes the growth and evolution of her assignments in practice, we are able to see the care that she has for students and their individual growth via sound rhetoric. To Ceraso, the sonic realm is not easily separated from any of the other sensory realms, and it is an overlooked though vitally important part of the way we experience, navigate, and make sense of the world. Ceraso’s aim to decenter the primacy of alphabetic text in creating, presenting, and formulating knowledge might initially appear somewhat contradictory, but the old guard will not die without a fight. It could be argued that this work and the knowledge it uncovers might be better represented outside of an academic text, but that might actually be the point. Multimodal composition is not the rule of the day and though the digital is our current realm, text is still the lingua franca. Though it may seem like it will never arrive, Ceraso is preparing us for the many different attunements the future will require.

Featured Image: Dame Evelyn Glennie Performing in London in 2011, image by Flickr User PowderPhotography (CC BY-NC-ND 2.0)

Airek Beauchampis an Assistant Professor of English at Arkansas State University and Editor-at Large for Sounding Out! His research interests include sound and the AIDS crisis, as well as swift and brutal punishment for any of the ghouls responsible for the escalation of the crisis in favor of political or financial profit. He fell in love in Arkansas, which he feels lends undue credence to a certain Rhianna song. 

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SO! Reads: Hiromu Nagahara’s Tokyo Boogie-Woogie: Japan’s Pop Era and Its Discontents

When times are tough and people are feeling sad, they might need space to be calm, to reflect, and to heal. For example, in the United States following September 11, 2001, Clear Channel (now iHeartMedia) suggested keeping a number of “aggressive” artists, such as Rage Against the Machine and AC/DC, off the airwaves for a while to provide the nation with one group’s version of a calming sonic space. However, this suppression couldn’t hold;  at a certain point, the pilot light re-ignited, and Americans wanted to turn the gas up high, to feel the heat, to extravagantly combust themselves out of the Clear Channel rut.  Explosive tracks followed those tragic times in 2002–from Missy Elliott’s “Lose Control” to DJ Snake and Lil Jon’s “Turn Down for What” to Miley Cyrus’ “We Can’t Stop” to Daft Punk’s “Lose Yourself to Dance”–resonating over the airwaves and web browsers and dance floors. So whose idea of a healing sonic space prevails? For how long? Who decided what healing looks and sound like? And who decides the time for healing is finished?

Hiromu Nagahara is a historian who has examined how music was used during a transformative era in Japanese history. Nagahara’s book, Tokyo Boogie-Woogie: Japan’s Pop Era and Its Discontents (Harvard UP, 2017), focuses on the ryūkōka popular music produced “primarily between the 1920s and the 1950s” (3), which is different from the hayariuta music of the Meiji (1868-1912) and Taishō (1912-1926) periods or the kayōkyoku ballad songs post-1970. One of Nagahara’s central concerns with popular music is how it furthered the nation-building endeavor of the 1920s and 1930s. Another concern is how censorship was implemented and policed through the wartime era and beyond. Nagahara’s stance on censorship in Japan is that state powers such as the Japan Broadcasting Corporation (Nihon Hōsō Kyōkai, NHK), public powers such as music critics, and self-censorship are responsible for the limitations put on artistic productions. This stance is in concert with scholars such as Jonathan Abel and Noriko Manabe, although unfortunately Nagahara’s book doesn’t discuss Manabe’s work on the censorship of music addressing the Daiichi Fukushima disaster.

Nagahara greatly contributes to the English-language scholarship on Japanese music critics; those interested in how Theodor Adorno similarly addressed German sociopolitical issues through music criticism will find both the parallels and the divergences mapped in Nagahara’s work fascinating. The biggest takeaway for this reader, however, was the book’s tracing of Japan’s shifting class formations through these decades. Nagahara shows that Japan evolved from an infamously strict class-caste system into a middle-class society into a society that “increasingly saw itself to be classless” (212) all in the span of a century, and that music and the nation’s burgeoning media industry played pivotal roles in this transformation.

Movie Poster for Tokyo March, 1929, wikimedia commons

Specifically, Nagahara argues that the commercialization and industrialization of music in Japan were natural outcomes of the nation’s shift toward capitalism in the Meiji period. While the “gradual transformation of music, and art in general, into ‘consumer goods’” (64) in Germany signaled the “long-term decline of German middle-class culture” for Theodor Adorno, it actually signaled the opposite for Japan. Nagahara notes that, prior to the Meiji period, the Tokugawa shogunate (1603-1868) “idealized and mandated the separation of different status groups – in particular the division between members of the ruling samurai class and those who were deemed to be ‘commoners’” (21). Therefore, when the Japanese public bought an unprecedented 150,000 copies of “Tokyo March” (“Tokyo kōshinkyoku”) in 1929 and when records produced in 1937 were selling half a million, it became clear that “luxury goods” (18) such as phonographs and records were no longer simply for the ruling elites of Tokugawa-era wealth. Instead, Japan’s former commoners were marching toward capitalism with a middle-class cultural dream on the horizon.

As a period study, Nagahara doesn’t try to tie things up nicely – that’s not often how history works. As such, Nagahara concerns himself with the politicization of media in Japan, and he extends his discussion of pre-war popular music up through the 2000s with quick references to Pokémon and AKB48. However, there is a missed opportunity here in that Nagahara never references the Daiichi Fukushima disaster and the subsequent outpouring of popular music that responded to the public and private-sector management of the catastrophe.

This would have fit perfectly in the “The Television Regime” subsection of the book’s conclusion, and it would have added greatly to what Nagahara recognizes is a “significant dearth of scholarly analysis of the inner workings of popular song censorship in the last decades of the twentieth century” (218) and beyond. This reader would be excited to read more by Nagahara if he were to take up this task. I learned so much about the context and reception of pop music in Japan from Tokyo Boogie-Woogie, and this book would help any reader better understand one of the largest and most influential music and media scenes in the world today.

Featured Image: “Vintage Hi-Lite Transistor Radio, Model YTR-601, AM Band, 6 Transistors, Made In Japan, Circa 1960s” by Flickr User Seah Haupt, CC BY-NC-ND 2.0)

Shawn Higgins is the Academic Coordinator of the Undergraduate Bridge Program at Temple University’s Japan campus. His latest publication is “Orientalist Soundscapes, Barred Zones, and Irving Berlin’s China,” coming out in the 2018 volume of Chinese America: History and Perspectives.

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