Teaching Soundwalks in a Course on Gentrification, Black Music, and Corporate America


On May 5, 2018, the C-ville Weekly, a newspaper based out of Charlottesville, Virginia, published an article titled “Sex, drugs and rock ’n’ roll: new apartment complex promises at least one of those.” The headline referred to the complex being built at 600 West Main St. in Charlottesville. The complex has since been completed and studio bedrooms currently cost more than $1000 a month. As the C-ville Weekly headline shows, the developers were using the term and connotations of “rock ’n’ roll” to sell exclusive – and in many ways unaffordable – housing.
After reading this headline, I began to develop an idea for a summer course at my institution, the University of Virginia (UVA). I ultimately titled that course “Black Music and Corporate America” which I offered online during the summer of 2021 (syllabus available for download via the link above). Although the course discussed varied content – from the multi-ethnic, multi-racial, and multi-gendered histories of rock and roll to the endorsement of conspicuous forms of consumption in hip hop – I wanted to spend one unit focusing on the interrelationship between music, corporate America, and gentrification. I strove to solidify this connection by assigning two related articles. The first article, by geographer and sociologist Brandi Thomson Summers, argues that black residents in Washington D.C. adopt go-go music as a form of reclamation aesthetics to combat their city’s increasingly rampant gentrification. In the second article, ethnomusicologist Allie Martin conducts a soundwalk of D.C.’s Shaw District to forefront the experience of a black woman in the city and help displace white hearing as the default standard of interpreting sound (see Sounding Out!’s Soundwalking While POC series from Fall 2019). These two articles served as a foundation for one of the assignments the students had to complete in class: conducting a soundwalk of their own in which they had to walk around a field site of their choosing and think critically about the sounds they were hearing.
Throughout the summer sessions, students completed three main assignments related to the course topic. They had to think about marketing themselves and thus wrote a cover letter for a job or internship they were interested in pursuing in the future. We also, as a class, sent a suggestion to literary scholar John Patrick Leary, who has created a list of “keywords of capitalism:” buzzwords that get adopted in corporate lingo; we suggested “rockstar” as a term and offered him a brief explanation why:
Students also had to conduct a soundwalk. I asked them to model it after Martin’s and to also take into consideration Summers’ arguments about gentrification, white policing of black sound, and a community’s response to attempts to silence their music and culture.

The soundwalks I received merit sharing with readers of Sounding Out for three primary reasons: 1) The assignment benefited from the online format, especially since students could conduct soundwalks in Charlottesville as well as in their homes across the country. 2) the students made compelling arguments that deserve recognition. 2) the students brought up issues that teachers interested in assigning soundwalks in the future might want to preemptively address.
Students who walked around Charlottesville focused mostly on The Corner, the portion of the city where most of UVA’s student body eats, shops, and drinks. As one student noted, during the regular semester, hundreds of students populating The Corner on any given day during the semester can silence out – literally – the concerns of the homeless and the panhandlers who make the area their home. However, over the summer, Charlottesville’s Corner becomes significantly less populated and, as this student noted, much more silent. As a result of this silence, pedestrians might be much more attuned to Charlottesville’s rampant inequality. This student, over the course of their summer soundwalk on The Corner, came to a radical conclusion: while communities might need moratoriums on evictions, or moratoriums on construction, maybe Charlottesville needs a moratorium on student noise as well.

In addition to focusing on inequality, many students’ soundwalks pointed out discrepancies between what they saw and what they heard while on their soundwalks. Another student writing about The Corner noted how, as a transfer student, the music that they heard emanating from a barbershop helped make them feel at home in Charlottesville. Businesses on The Corner have historically not been entirely welcoming to people of color. Additionally, most pedestrians and patrons of The Corner are white. However, this student remarked how comfortable they felt on The Corner because they could hear one of their favorite artists, Moneybagg Yo, playing from the sound system of the barbershop they were going to visit. Long before they could visually see the business, the soundscape let this student know they were welcome. In this way, this barbershop helped create a sense of community in a similar way that the broadcasting of go-go music from Shaw’s many businesses helps create in Washington D.C.

Another student focused specifically on the contradictions between the activism they “saw” demonstrated in their upper-class Boston suburb and the activism they “heard” while walking around their neighborhood. This student noted that residents of their neighborhood strove to create an inclusive atmosphere by putting up “Black Lives Matters” and “Immigrants Welcome” yard signs. However, they also cited Jennifer Lynn Stoever’s work – who we read in class – and noted the presence of what Stoever calls the “sonic color line.” As this students’ own field recordings of their neighborhood illuminated, most residents of this neighborhood valued silence. Harlemites during the 1940s and 1950s, as Stoever writes, certainly appreciated restful nights, but her scholarship also demonstrates how dominant narratives constructed black communities as “noisy,” “chaotic,” and “dangerous,” and white ones as “silent,” “efficient,” and “disciplined.” Although residents in this Boston suburb think of themselves as progressive and demonstrate their liberalism through visual signifiers such as yard signs, this student concluded that they still live in a community that privileges certain (silent) soundscapes. In doing so, such communities continue to perpetuate the sonic color line.
Admittedly, several students living in America’s suburbs struggled to conceive of the sounds they heard as worthy of discussion. For instance, the sounds of cars made frequent appearances in their writing but were often dismissed as inconsequential. Instead, students lamented that they were not experiencing a vibrant public sphere that resembled the setting of Spike Lee’s 1989 film, Do the Right Thing (a film we watched together in class), as if that representation wasn’t a very particular historicized and localized representation. On an individual basis, I tried to get students to think more critically about the sounds of cars in their neighborhood. We read about the role of automobile in the development of G-Funk during the early 1990s as well as the death of Jordan Davis, who was murdered in his car for playing rap too loudly. However, neither article resonated with students’ experience on their soundwalks since they were simply hearing cars passing by their houses or driving down the street. Most of the time, they could not tell what type of music was being listened to at all inside the car nor could they hear it emanate onto the street.
Therefore, teachers, depending on the living conditions of their students, might want to preemptively include discussions of car culture within American society. After all, more than go-go music broadcasted from storefronts, or second line parades, or music playing from boomboxes, or the noise of nature, (my) students typically hear cars in their day-to-day life. As a result, teachers assigning soundwalks may want to talk about the role of highway construction and the automobile industry on suburbanization and white flight. Discussions of automobiles within the context of environmental racism might also be useful for students to consider. Steph Ceraso’s Sounding Composition also discusses the immense time and energy corporations have devoted to car sounds and soundscapes within cars, buffering occupants from car noise as well as that of the neighborhoods outside.

In addition, I found that students need a more robust historical understanding of suburbanization in the United States, particularly alongside an understanding of their own racial and ethnic histories. Some students living African American suburbs could have benefited from some contextualization about when and how they came to be. Talking about suburbanization in general, the development of White suburban liberalism in the 1970s and 1980s would have helped the student living in a Boston suburb make more sense of the politics of their neighborhood. Karen Tongson’s Relocations also provides context for shifts in America’s suburban landscape after sweeping changes in immigration law in 1965, as well as a rethinking of expressions of sexuality in the suburbs. These are just some topics I wish I had focused on more to help prepare my students for their soundwalks.
Future teachers may feel inclined to refer to the conclusions my students came to, as well as the literature I wish I had included in course, as they think about assigning soundwalks in their own classes. Both my students and I appreciated the soundwalk assignment and its invitations to listen differently. Teaching soundwalks in a course focusing on “Black music and marketing strategy” prompted my own necessary meditation as a non-Black scholar working in this field. Guided by Loren Kajikawa’s new research on “Music, Hip Hop and the Challenge of Significant Difference” that examines how the popularity of courses on black music help subsidize a university’s classical music offerings, I want to incorporate future discussions of Black music as sonic diversity marketing in contemporary higher ed, both at the microlevel of scholarship and the macro- institutional level, which remains far from equitable despite ongoing challenges to its status quo. For students, the soundwalks–in their words–allowed them to learn about themselves and think differently about the area in which they live. They also become more attuned to their surroundings–questioning what makes a neighborhood and for whom?–and how different cultures use their voices where they live, necessary skills for our moment that will help us envision a world beyond it.
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Featured Image: Wall Mural right next to Bowerbird Bakeshop in Charlottesville, VA, image by Tom Mills, (CC BY-SA 2.0)
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Rami Toubia Stucky is a PhD candidate at the University of Virginia and scholar of the music of the African diaspora, music of the Americas, commercial culture, intercultural exchange, and music and migration. Sometimes he composes/arranges jazz music and plays drums. He is currently writing a dissertation on the arrival of Brazilian bossa nova to the United States during the 1960s. He runs a personal and professional website dedicated mostly to talking about the songs his sister likes.
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REWIND!…If you liked this post, you may also dig all this good stuff about sound studies pedagogy! Good luck with Fall semester, folks!:
The Sounds of Anti-Anti-Essentialism: Listening to Black Consciousness in the Classroom- Carter Mathes
Making His Story Their Story: Teaching Hamilton at a Minority-serving Institution–Erika Gisela Abad
Deejaying her Listening: Learning through Life Stories of Human Rights Violations– Emmanuelle Sonntag and Bronwen Low
Audio Culture Studies: Scaffolding a Sequence of Assignments– Jentery Sayers
Deep Listening as Philogynoir: Playlists, Black Girl Idiom, and Love–Shakira Holt
“Toward A Civically Engaged Sound Studies, or ReSounding Binghamton”–Jennifer Lynn Stoever
“Heavy Airplay, All Day with No Chorus”: Classroom Sonic Consciousness in the Playlist Project—Todd Craig
SO! Podcast #79: Behind the Podcast: deconstructing scenes from AFRI0550, African American Health Activism – Nic John Ramos and Laura Garbes
Listening to #Occupy in the Classroom–D. Travers Scott
SO! Podcast #71: Everyday Sounds of Resilience and Being: Black Joy at School–Walter Gershon
Sounding Out! Podcast #13: Sounding Shakespeare in S(e)oul– Brooke Carlson
A Listening Mind: Sound Learning in a Literature Classroom–Nicole Brittingham Furlonge
My Voice, or On Not Staying Quiet–Kaitlyn Liu
(Re)Locating Soundscapes of Schooling: Learning to Listen to Children’s Lifeworlds–Cassie J. Brownell
If You Can Hear My Voice: A Beginner’s Guide to Teaching–Caroline Pinkston
Mukbang Cooks, Chews, and Heals – David Lee
SO! Podcast #80: Refugee Realities Miniseries–Steph Ceraso
Contemporary Television’s Construction of Sonic New Jersey

At the start of The Soprano’s sixth season, in the wake of being accidentally shot by his dementia-suffering uncle, New Jersey mob boss Tony Soprano enters a coma-induced dreamstate in which he reimagines his life as a successful precision optics salesman. A show interested in Freudian psychology, The Sopranos is full of dream sequences, but this one stands out as the longest and most frustrating, as first-time viewers must watch as the hour-long plotline follows Tony’s convoluted dream while his family waits in agony at his hospital bedside. Within the dream sequence, Tony awakens to find himself at a sales conference, where he has mistakenly taken someone else’s briefcase, and he attempts to find its rightful owner. Despite the frustrating circumstances, Tony has lost his tough, mob boss demeanor: instead, he’s professional, polite, and patient, qualities that the former Tony rarely exhibits throughout the show’s six seasons.
But what immediately strikes me about this dream sequence is the sudden loss of Tony’s thick Jersey accent. Gone is the fast-paced speech filled with dropped ‘r’s’ and long ‘a’s’ and ‘o’s’. Instead, Tony’s way of speaking is relatively accentless, aligning with what is considered a neutral North American accent. By dreaming of himself as an upwardly mobile, white-collar worker, Tony has not only imagined a new career, he’s also imagined a new way of speaking, one that lacks any clear markers of region, class, or ethnicity. This transformation ultimately tethers Tony’s New Jersey accent to his identity as an Italian American mobster with working-class roots, and it reinforces the idea that speech is indicative of one’s class. The dream sequence is one instance in which television constructs the New Jersey accent as signifying a certain brand of whiteness—not quite white trash, but perhaps one step above it, a form of whiteness lacking sophistication, riddled with ignorance and superficial wealth.
Here I examine contemporary television’s construction and performance of the Jersey accent in order to understand what it confers about class status and ethnic identity. As others have argued, New Jersey dialects are actually quite eclectic, though contemporary television tends to represent the state’s accent as defined by long vowels and quick, poorly articulated speech:
I’m interested in how television shows such as The Sopranos, Jersey Shore, and Real Housewives of New Jersey, among others, construct the Jersey accent as a homogenous indicator of ethnicity and social class. Within these predominantly white shows, the Jersey accent is associated with whiteness, situating characters at a distance from dialects susceptible to scrutiny and violence, such as nonwhite immigrant accents or who embody what Nina Sun Eidsheim calls sonic blackness, but it also signifies that these characters do not come from respectable backgrounds or generational wealth.
New Jersey has served as a popular setting for contemporary television, and reality television in particular has capitalized on the state’s materialistic and ostentatious reputation. As Alisha Gaines argues, reality television has a “full-blown crush” on the state, as its geography serves as “a stage for class and social passing, a late capital playground of ethnic representation.” MTV’s Jersey Shore is the most well-known reality TV show to emerge out of New Jersey. Although only a few of the show’s main characters originate from the state, they all embrace a stereotypical Jersey aesthetic: the big hair, the tanned bodies, and yes, the accent. Like The Sopranos, Jersey Shore’s Italian American characters claim to have a complicated relationship to whiteness. The characters attempt to reclaim the derogatory term “guido” (or “guidette,” in the case of the show’s female characters) and admit to not fully identifying as white: “I’m not white,” the show’s Nicole Polizzi (Snooki) says at one point. “I’m tan. That’s what I am.”
In Episode 7 of the show’s first season, Snooki meets Keith, a man she’s surprised to have hit it off with not only because he’s not Italian, but also because “he talks like a cowboy.” Yet Keith does not have a Southern accent, as one might expect, but instead speaks in a standard North American accent. Snooki’s assertion that he speaks “like a cowboy,” then, points to not only how accents are perceived (in the eye of the beholder), it also centers and normalizes the characters’ Jersey accents and calls into question how American television audiences have been trained to experience and think about accented subjects.
Predictably, within New Jersey shows, accents and “improper” ways of speaking often become the butt of the joke. For instance, in The Sopranos episode “Cold Stones,” Tony gifts his wife Carmela a Louis Vuitton wallet containing thirty grand in cash. “This is the real Louis Vee-toon,” he assures her, butchering the pronunciation of the French designer’s name. Tony may be able to afford the “real thing” (and then some), but his inability to sonically perform it gives him away: this is not a lifestyle he inherited or was born into; it does not come natural to him.
In a similar vein, Bravo produces blooper reels of the New Jersey Real Housewives mispronouncing common words (skooers instead of skewers, lopter instead of lobster, bought instead of brought, for instance).
Here, these characters’ mispronunciations are intended to indicate their ignorance and lack of education, echoing the show’s hints that their female characters have mob affiliations and primarily live off their husbands’ money. Within the Real Housewives of New Jersey and other Jersey-based shows, commenting on the state’s accent often functions as a way of implying that their characters are not to be taken too seriously, thereby influencing how audiences perceive this way of speaking beyond these shows (see, for instance, this Reddit thread).
As it pertains to whiteness and class, the privilege that the Jersey accent does or does not confer is difficult to unpack. Scholars such as Jennifer Stoever and Shilpa Davé have shown how nonwhite accents are subject to surveillance and violence in ways that white accents are not. Similarly, Christie Zwahlen argues in her Sounding Out! post “Look Who’s Talking, Y’all” that “In contradistinction to ‘foreign’ sounding accents, Southern accents are a classic symbol of American cultural belonging, like apple pie for the ears.” But what version of whiteness, and more specifically, Americannes, does the Jersey accent connote? While within the shows examined here, the accent is spoken primarily by characters belonging to immigrant groups that have been encompassed within the category of whiteness (often Italian and Jewish Americans), the legitimacy of these characters’ social class and education level is often under scrutiny. These characters’ interest in flashy outfits, gold jewelry, and French Chateau style decor (you know it when you see it) is represented as trashy and artificial, a performance of wealth rather than the actual embodiment of it.
In many ways, the “improperness” of the Jersey accent becomes another way of indicating that these characters are not highly educated and therefore their words, thoughts, and even their wealth, are deserving of suspicion. And a show like The Sopranos, in which most characters have organized crime affiliations, confirms that this suspicion is well-warranted. Indeed, this is not the whiteness or social status assumed to accompany standard English or American accents.
Unsurprisingly, these shows’ centering of middle-class whiteness and its sonic registers ignores the disparity that exists across New Jersey’s geographies. While the state is one of the nation’s wealthiest, it’s also home to poorer cities of color that continue to suffer from the effects of suburbanization and neoliberal urban development. For example, scholars such as Kevin Mumford and Ana Y. Ramos-Zayas show how a city like Newark (a frequent setting on The Sopranos) has been heavily shaped by inequitable and volatile racial politics. And yet, the shows examined here eschew these socioeconomic and racial differences, erasing New Jersey’s communities of color from the state’s cultural discourses.
In an episode of HBO’s Boardwalk Empire, set in Atlantic City during Prohibition, Irish immigrant Margaret Schroeder expresses her fear that her Irish accent makes her “sound like an immigrant,” to which city treasurer Nucky Thompson responds, “But we’re all immigrants, are we not?” While his response echoes the assimilationist myth of the U.S.-as-melting-pot, it hits on something precise about New Jersey: as the state with the third-largest immigrant population, the homogeneity of the region’s accent is largely a construct. While contemporary television presents audiences with an all-encompassing Jersey accent, in actuality, the state’s diversity makes it nearly impossible to pin down exactly what New Jersey “sounds like.” Examining New Jersey’s representations in popular television reveals how the accent has become one of the state’s most prominent and recognizable features, and shows how these representations have the potential to reductively categorize an entire population.
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Featured image: “Memorial Day Weekend” by Flickr user SurFeRGiRL30, CC-BY-2.0
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Shannon Mooney is a PhD student in English and American Studies at the University of Massachusetts Amherst. She received her M.A. in English from the University of Connecticut in 2018. Shannon studies contemporary multi-ethnic U.S. literature, television, and film, with a focus on cultural geography and critical race theory. Her work examines how multi-ethnic writers and artists from New Jersey engage with the state’s natural and industrial landscapes to make sense of their positions as political and historical subjects. Shannon is also the Creative Director of Paperbark Literary Magazine, a publication rooted in sustainability and environmental justice.
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REWIND! . . .If you liked this post, you may also dig:
Teach Me How to Dougie Like A Mediocre White Man-Justin Burton
Speaking American-Leslie McMurtry
Vocal Gender and the Gendered Soundscape: At the Intersection of Gender Studies and Sound Studies — Christine Ehrick
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