Breaking down the paywalls of academia can take many forms, but lifelong learning collectives centered around a shared passion may perhaps be one of the most fun. The Blues and Jazz Dance Book Club is an international group of people connected by a love of blues and jazz culture, who read books together and tune in—free of charge—via Youtube Live to lectures and Q and As from experts and scholars from around the United States. Literature scholars such as Jessica Teague have discussed jazz poetry and August Wilson’s blues influence; dancer and scholar Dr. Fenella Kennedy has offered an online mini-workshop and discussion forum; and blues musician Tad Walters has played music and discussed the Delta Blues and its origins, among other lectures. All of these lectures are available on the Book Club’s website and on YouTube for anyone to enjoy.
An open-access scholarly project founded in 2014, The Blues and Jazz Dance Book Club (BJDBC) was the brainchild of Sara Cherny, Damon Stone, Devona Cartier, Brenda Russell, and Kelly Porter (no longer a participating member). This team envisioned a free online space where people could learn about and discuss the history of blues, jazz, and African American dances, enriching both their own knowledge and the knowledge of the blues and jazz groups in which they participated. The Book Club’s current administrator, Chelsea Adams—PhD candidate at the University of Nevada, Las Vegas with a specialty in blues and African American dances in literature—took over operations in 2016.
Since then, Adams has worked hard to create a space where all blues and jazz lovers could access new scholarship on both the music and the dances done to that music, building a website to better facilitate the growing global group. Adams even coordinates live lectures at times that work the best to connect audiences who regularly chime in or visit the BJDBC website from Australia, England, Korea, Spain, France, Canada, Brazil, Sweden, the Netherlands, Germany, China and Hong Kong, among other places.
A Blues and Jazz Book Club live lecture by Dr. Jessica Teague, UNLV English
Recently, the Book Club has expanded to include multiple offerings for both scholar and enthusiast. One addition is quarterly feature articles, interviews, and community spotlights on blues and jazz topics. International dance instructor Julie Brown recently wrote the article “A Landscape of Slow Drag,” cataloguing and exploring how scholars and dancers have described the partnered blues idiom dance. Also featured is a never-before-published interview with Joe McQueen, the Oklahoma Jazz Hall of Fame inductee and Ogden, Utah’s King of Jazz.
Other feature articles have been spotlights on community engagements, literary criticism, and even a how-to on how to dive into research on blues and jazz topics. Practicioner and dance historian Damon Stone’s “A Brief Introduction to Savoy Walk,” Dr. Caryl Loney-McFarlane’s “‘Inside Nothing’: The Silent Protest March in Tony Morrison’s Jazz“ and Dr. Licia Morrow Hendricks’s “A Dog Named Blue: Song as Patrilineal Legacy in August Wilson’s Fences“ have all been popular pieces among group members and beyond. The website will soon publish an article all about Barbara Morrison‘s work in LA for the California Blues and Jazz Museum and the charity event called Signifyin’ Blues that raises money for her museum (forthcoming June 15th, 2019). And, in September 2019, Pat Taylor will be writing our third feature for the year on her work and life as a jazz dance choreographer.
The Blues and Jazz Dance Book Club’s signature offering is of course its quarterly book readings, where groups around the globe read together. Currently, we are reading Beyond the Crossroads: The Devil and the Blues Tradition by Adam Gussow, which we will finish during the first week of July 2019 (access the schedule here). Should you want to join us to read in 2019, future offerings include Jookin’: The Rise of Social Dance Formation in African-American Culture by Katrina Hazzard-Gordon (Summer 2019; start date July 21), Moanin’ at Midnight: The Life and Times of Howlin’ Wolf by James Segrest and Mark Hoffman (Fall 2019; start date September 15), and a blues-inspired novel for December 2019, Alice Walker’s The Color Purple (December 1). For the full 2019 reading list, click here.
Furthermore, the group’s website is a hub that also offers new reading lists and watch lists, including ones on African American history (and soon to include updated lists for blues and jazz music, and African American dance) and a discussion questions archive, where readers can find past discussion questions for previous books and films that they can access for their own thought or to read and discuss these books with others. Our Facebook page not only has regular posts about not only the Book Club, but also shares other research, news and information on blues and jazz around the United States, as does our Facebook Group.
“Open access groups like Book Club offer a friendly environment to learn how to approach academic literature,” Book Club Organizer Adams says, “while enjoying gaining more knowledge about their hobbies and interests. It’s a form of scholarly outreach that I think is vital if we truly believe in the idea that our research can make a difference outside of the academy.
Groups like this are important because they offer guided access to scholarship and literature to people who for one reason or another do not have the opportunity to learn in formal academic environments or other professional institutions. Scholarly literature is a specific and often intimidating genre to tackle alone, even if someone is interested in learning more about a topic.”
And the engagements the Book Club has are rich and multifaceted. “My favorite experience with a live lecture,” Adams remembers, “was with Dr. Kennedy, when they demonstrated dances out of Jean and Marshall Stearns’ diagrams from their book Jazz Dance. Watching the group actually learn how to dance some of these dances listed in the book was a joy.”
In April 2018, the Blues and Jazz Dance Book Club announced the goal to provide two yearly scholarships: a Community Learning Scholarship for blues and jazz events to bring out a scholar, musician, or practitioner to teach about blues or jazz culture and history, and another for an individual with financial need to attend an event with a blues or jazz history and culture focus or to perform research. To provide these scholarships, the Book Club relies solely on community donations. To date, they have been able to raise the money to fund one Community Learning Scholarship, which will be open for applications starting in August of 2019.
If you would like to participate in the Blues and Jazz Dance Book Club, please check out our website: bluesjazzbookclub.com. We accept abstract submissions for feature articles on a year-round basis, and have multiple volunteer positions available, from one-time positions like guest lecturer to rolling positions such as book discussion leader. If you would like to support the open-access project goals but do not have time to volunteer, we always welcome donations to the cause!
Featured Image from the Blues and Jazz Book Club, “A Landscape of Slow Drag,” 1925/Published 1961, Info Likely from Harlem, NY Dancers.
Currently a PhD candidate in English at UNLV, Chelsea Adams focuses her studies on African American literature, blues and jazz music, and African American dance. She writes about minority culture representation in literature, with a focus of representation of black musicians, dancers, and the art forms they produce. She also runs the Blues and Jazz Dance Book Club, an international online book club project, to offer the public open access information about the history of blues, jazz, and black dances. You can learn more about Chelsea and her work at cjuneadams.com.
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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.
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.
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.
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 soundcities.com 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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