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Vocal Deformance and Performative Speech, or In Different Voices!

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**This post was co-authored by Marit J. MacArthur and Lee M. Miller

Like it or not, we are now accustomed to contemporary pop vocalists manipulating their voices using Autotune and other tools or effects for pitch correction.  We may exult in it, and congratulate ourselves on our sophisticated appreciation of the options available to the contemporary vocalist. In another mood, we may scream for low-fi and acoustic music, feel cynical about the possibility that we might ever hear an unmediated voice, live or recorded (if we ever did), and/or laugh off the notion of authenticity in performance entirely. Of course, rather than tricking the audience or trying to sound somehow “better” than they are, many performers manipulate their voices to pose questions about the nature of performance—Reggie Watts and Anna Deavere Smith come readily to mind—and to test essentialist assumptions about and perceptions of voice and sound.

Watts, in an exemplary 2012 TED Talk, plays with the different sorts of authority and affect conveyed by, among other voices: upper-class-British-absurd-explanatory, affectively-meaningful-nonsense-foreign-language, and caz-hip-hop-introducing-a-song-chat. Inhabiting and playing with different voices, he amuses listeners into recognizing how much intonation—the rise and fall of pitch—and other acoustic features affect our perception of a speaker’s voice, and how much we expect people to speak in ways that match our assumptions about their identities.

t-sWe cannot all be so talented at vocal imitation, however. And in sound, voice and performance studies concerned with speech, machine-assisted manipulation of vocal recordings—which we term “vocal deformance”—is much less common than in the creative industries. A playful approach to vocal deformance, as a critical and creative practice, has much to teach us about our perceptions of speech in general, and performative speech in particular. Too often, when we use archival poetry recordings in our teaching, they may reify an idea that students are often loathe to relinquish: a poem is a finished art object, weighted with authorial intention and biographical significance, with one possible interpretation (the instructor’s). When we play a single canonical recording of T.S. Eliot reading The Waste Land in 1946, for instance, his particular intonation, together with assumptions that he was a stuffy, overeducated, repressed snob, can foreclose the possibility of a fresh encounter with the many voices of the poem and a multitude of interpretations.

Using vocal deformance in the classroom and in our own research and scholarship, we can unsettle overdetermined readings of poems, essentialist assumptions about the poets who speak them and questions of poetic authority, and recover the crucial oral components of poetry. Below we offer some examples of vocal deformance of poetry readings, and consider the potential and limits of this technique for teaching and research with recordings of performative speech. As John Hyland wrote in Sounding Out! in 2014, “The act of listening to recorded poetry … poses particular analytic challenges, which become more complex when the politics of identity are brought to bear on … questions of voice and poetry.” Among these challenges are essentialist assumptions, both about identity and recording medium,  which are difficult to avoid when we listen. Hyland concludes that, when we listen to recordings, “the poet’s voice falsely takes on an authoritative ‘aura,’ as Walter Benjamin used that word”; one way to counter to this is to listen to the same poem read by the poet at different points in their career, in different contexts, as Hyland does with three recordings of Amiri Baraka’s “Black Dada Nihilismus.” Another approach is to play with recordings.

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"Glitch" by Ray Weitzenberg, Attribution 2.0 Generic (CC BY 2.0)

“Glitch” by Ray Weitzenberg, Attribution 2.0 Generic (CC BY 2.0)

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The concept of deformance dates to a 1999 essay by Jerome McGann and Lisa Samuels. They take inspiration from Emily Dickinson, who sometimes liked to read poems backward, for the potential insights of reading against the form, scrambling the original sequence, and so on. According to McGann and Samuels, Dickinson’s

critical model is performative, not intellectual [. . . ]. it is anti-theoretical: not because it is opposed to theory (i.e., speculative thought), but because it places theory in a subordinated relation to practice. Deformative moves reinvestigate the terms … [of] critical commentary [, with] dramatic exposure of subjectivity as a live and highly informative option of interpretive commentary, if not indeed one of its essential features. [our italics]

Too often in the literature class room, the subjectivity of interpretation is something of a problem. While we might initially encourage a somewhat fluffy reader-response discussion of a poem, eventually we might also worry that students are simply wandering too far from it, following their own random associations with a phrase or metaphor, without learning to parse the rich intricacy of the whole poem. One effect of vocal deformance is that it makes space for the playful response, and also keeps bringing students back to the telling phrase, to the words of the poem, imagining what difference it makes if they are said in different ways, trying on different interpretations, as it were.

While vocal deformance can be applied to any performative speech, it particularly lends itself to poetry recordings. Poetry is, of course, an oral form with a fraught relationship between text and performance, and poetry reading styles are often perceived to be highly conventional, so that we feel we are listening to a Poem rather than a particular poem. From a literary and performance studies perspective, what could be more tiredly familiar than a canonical recording of a canonical poem by a canonical poet in a conventional style of poetry reading that deadens the audience to the charms and nuances of that poem? And how can we do something productive and interesting with the (sometimes extremely) idiosyncratic subjectivity of student responses to canonical texts?

As an interpretive practice, vocal deformance opens up new possibilities for testing assumptions about performance, poetic authority and gender, and, potentially, about race, class, education, region, and canonicity. Is The Waste Land (1922) the deadly serious poem that many readers often take it to be, partly because it is presented to them as an immensely influential Modernist monolith? How does T.S. Eliot’s seemingly grim reading of it, and our perception of his style, contribute to such an interpretation of the poem? After all, the working title of the poem was “He Do the Police in Different Voices,” from Charles Dickens’s Our Mutual Friend (1864-65), and it includes many different voices or speakers, from the clairvoyant Madame Sosistris to Tiresias. What better way to defamiliarize and exploit the authority of the poem than to deform Eliot’s authoritative reading voice?

How do we respond to the now-canonical voice of Eliot reading the opening lines of The Waste Land, “April is the cruellest month, breeding / lilacs out of the dead land”?

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Okay. Now what if we raise his pitch? Is he suddenly his own great-aunt? What does the same lament mean, spoken by a voice that sounds like an elderly woman?

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And if we leave his pitch alone, but speed up his speaking rate, does he suddenly sound like an old-school radio announcer, the poem a deranged weather forecast?

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Glitch Decoration GIF Glitch animation made for a glitch sound effect. Based on cc0/pd commons.wikimedia.org/wiki/File:Glitch_video.ogg, Licensed under CC-BY-SA 3.

Glitch Decoration GIF, Licensed under CC-BY-SA 3.

In terms of digital humanities research, a refreshing aspect of vocal deformance is that it avoids some of the easy and misleading reassurances of the empirical move. It’s not that it only clarifies what we thought we were hearing (as visualizing intonation through pitch contours can), but that it encourages multiplicity in listening.

Vocal deformance is essentially a playful strategy for defamiliarization that reminds us, in many ways, of the subjective, creative, even arbitrary nature of interpretation. In this, it has clear affinities with the OULIPO movement (which Dickinson’s practice of reading backwards presages). It may help us imagine, create and respond to alternative sequences and versions of recorded canonical texts—and to any apparently stable, singular performance of a text. The art of the glitch is one deformative practice, with the goal countering screen essentialism, the unreflective assumption that a digital artefact is immutable, stable and coherent. For an example of glitching photographs, see Trevor Owens’s “Glitching Files for Understanding: Avoiding Screen Essentialism in Three Easy Steps,” and Michael Kramer’s blog post about using audio deformance in a digital folk music history seminar at Northwestern University, “Distorting History to Make It More Accurate,” which demonstrates some potential insights gained by glitching newspaper images, photographs and music (Bob Dylan’s “Tangled Up in Blue”).  John Melillo and Johanna Skibsrud’s “Two Sides for Wallace Stevens,” on Harvard’s Woodberry Poetry Room site, also offers a beguiling example of audio deformance.

Most deformative practices work with text and image, however, and the few that manipulate recordings introduce noise, skipped phrases, repetition, etc., usually without changing the acoustic features of the voice. It is well worth applying deformance more often to speech, not only in linguistics and the neurobiology of speech perception, but in humanistic study of performative speech because our perception of speech is nothing if not subjective, not to say mysterious, for two reasons.

First, our expectations of what we will hear influence what we do hear, from simple sounds to complex language comprehension. Often these expectations, which can be visual, auditory, cultural, etc., have been naturalized by the listener over time as unconscious reactions. Though many have anecdotal experience of this phenomenon (see an example about a black student, a white teacher, and a black student-teacher disagreeing on what the student said in a 2012 Sounding Out! piece by Christina Sharpe), it is has been demonstrated in many experiments as well. For instance, our perception of foreign-accented speech changes rapidly as we hear a few sentences and calibrate our internal expectations, as shown by Clarke and Garret’s 2004 study “Rapid Adaptation to Foreign-accented English.” And, according to Richard Warren’s “Perceptural Restoration of Missing Speech Sounds” (1970), “when natural speech is interrupted by noisy gaps like a cough or a slammed door, we unknowingly “fill in” the noise, vividly hearing speech sounds that do not exist acoustically. This phenomenon arises both from linguistic expectations as well as our deep familiarity with basic speech acoustics, as shown in Shahin, Bishop, and Miller’s “Neural mechanisms for illusory filling-in of degraded speech.” Similarly, in an illusion called the McGurk effect—noted by Harry McGurk and John MacDonald in 1976—just seeing a talker’s lip movements changes the perception of speech sounds categorically, say from “buck” to “duck.”

Though much of this reshaping of our acoustic perception happens unconsciously, we can also profoundly alter what we hear through selective attention. Particularly in everyday acoustic environments, we hear speech better when we expect it, and when it matches our specific expectations: from a given location, from a certain talker or type of talker, at a certain pitch, and so on (See “Speech Recognition in Adverse Conditions: A Review” by Mattys, Davis, et al. 2012).  Perceptual filters fundamentally constrain our experience: if we attend to a talker in one ear, we may not even realize when a second talker in the other ear switches from English to German, as Cherry concluded in “Some Experiments on the Recognition of Speech” in 1953.  Social and cultural knowledge also changes what we hear. Listening to someone whom a listener visually perceives as a “non-native speaker” can make speech sound not only more “accented” (see Donald Rubin’s “Nonlanguage Factors Affecting S Judgments of Nonnative English-Speaking Teaching Assistants” from 1992)—what we might call a subjective quality—but, as Molly Babel and Jamie Russell found in 2015’s “Expectations and Speech Intelligibility,” it can also trigger speech processing reactions that make the speech less intelligible to the listener making visual judgments regarding accented speech.

Waveform from a sine wave composition, "Wave Hello to Outsiders." Rendered in Adobe Audition.

Waveform from a sine wave composition, “Wave Hello to Outsiders.” Rendered in Adobe Audition by Matthew Potter. Attribution 2.0 Generic (CC BY 2.0)

Given what we know about the brain, the fact that expectations affect perception—of recorded voices reading poems, in this case—should not come as a surprise. A growing consensus holds that the brain’s job is not merely to represent the world; rather it strives to predict the world, make inferences about it, and  correct those expectations whenever a mismatch is detected (see Knill and Pouget’s “The Bayesian brain: the role of uncertainty in neural coding and computation” [2004] and Karl Friston’s 2010 “The free-energy principle: a unified brain theory?”) In somewhat familiar environments and situations (pretty much everything after infancy), predictive inference is far more efficient than continually rendering the perceptual world de novo. This means that vocal deformance—particularly when it manipulates a known voice, as with canonical poets, or a familiar way of speaking, as with conventional poetry reading styles—waves a red flag at the brain. Change wakes up the quiescent, habitual brain to something new and potentially informative, because the voice does not fit our expectations for what the person would or should sound like. Listen to Reggie Watts!

This effect can also operate inversely; that is, if we do not expect someone to have a particular voice, we may adjust the stories we tell ourselves about our perceptions, to better match our expectations. In musicology, we might think of Nina Eidsheim’s article on the racialized reception of opera singer Marian Anderson, the first African American to sing at New York’s Metropolitan Opera:

the timbre of her voice has routinely (if often admiringly) been characterized as ‘black,’ … [despite] classical music’s minimal indulgence of individual style … this distinction [has] to be based on an assumption that the black body is intrinsically different from the white body and that even when emitting a timbre recognized as classical, the resonance of a singer’s black body is evident (3, 4).

Certainly, as Jennifer Stoever writes, “listening [is] an interpretive site where racial difference is coded, produced, and policed” (62). The same is true of gender difference and many other identity markers and cultural factors related to authority and authenticity. As Shai Burstyn notes in the article “In Quest of the Period Ear,” about attempts to imagine how contemporary audiences experienced medieval music, “culture plays a highly significant—though not exclusive—role in shaping the cognitive skills of its members” (695).  If it is remarkably difficult to escape our stereotypical expectations and perceptions of what a person’s voice “should” sound like, that is partly because our brain uses such expectations to make predictions about our sonic experience. We cannot overcome our expectations through good will alone, and engaging with these issues in the classroom, which can be challenging, also provides an opportunity to help students think critically about essentialism and voice, for those moments when a student in the back of the room mutters in surprise that Langston Hughes “doesn’t sound black,” or exclaims that Walt Whitman “doesn’t sound gay.” Though it is not designed to assess stereotyping in speech perception, the Harvard implicit bias test is a good way to engage students in questions of cultural bias and perception [also, see “So You Flunked a Racism Test. Now What?”].

Furthermore, our affective responses to acoustic, non-verbal qualities of speech matter tremendously to our interpretation of verbal semantics, of the meaning of the words spoken. According to voice perception research in Foundations of Voice Studies: An Interdisciplinary Approach to Voice Production and Perception by Jody Kreiman and Diana Sidtis, when we listen to speech, “[s]ome authors … have claimed that normal adults usually believe the tone of voice rather than the words…. For example, the contrast in ‘I feel just fine’ spoken in a tense, tentative tone might be politely ignored, while, ‘I’m not angry’ spoken in hot anger would not” (304). The teacher’s boring tone of voice on the Peanuts cartoon makes the point.

In other words, we pick up on the affective meaning of a speaker’s tone of voice, and weigh it against the semantic meaning of the words spoken. While Kreiman and Sidtis argue that tone cannot be reduced to intonation patterns, “the fundamental frequency of the human voice [pitch] … heads the list of important cues for emotional meanings” (311). Pitch manipulation, then, changes the affective meaning of speech. Tone of voice is also influenced by other acoustic features, including speaking rate or tempo, and rhythm. In poetry recordings, the poet’s tone of voice influences the listener’s interpretation of a poem.

Two fundamental intonation patterns are rising or falling pitch. In American English, relatively high or relatively low pitch at the end of an utterance, compared to the beginning and middle, seems to carry distinct meanings, as demonstrated by Janet Pierrehumbert and Julia Hirschberg. They developed the ToBI (Tones and Break Indices) system for marking the prosody or intonation of speech. Rising intonation can make any utterance sound like a question, whether it is one or not. A relatively high pitch at the end of an utterance—called a high boundary tone—can make the speaker sound less confident or assertive, and more open to other’s opinions. Rising intonation implies that more is to come, that the utterance is not conclusive or concluded, that it should be understood in connection to the next utterance, and sometimes, that the speaker seeks the listener’s agreement before proceeding.

Uptalk, notably practiced among Generation Xers and now millennials, sounds conciliatory, agreeable and open, on the one hand, and lacking in confidence and authority, on the other—depending on the listener and the context. Marybeth Seitz-Brown argues that criticizing uptalk “implies that if women just spoke like men, our ideas would be valuable … [and] sexist listeners would magically understand us, and we would be taken seriously. But the problem is not with feminized qualities, of speech or otherwise, the problem is that our culture pathologizes feminine traits as something to be ashamed of or apologize for.”

Conversely, women can be criticized when they sound too much like men; see “Why Do So Many People Hate the Sound of Hillary Clinton’s Voice?” Falling intonation—and ending an utterance on a relatively low pitch, or a low boundary tone, implies conclusion, closure and confidence. The utterance, such intonation implies, finishes the argument (if there is one), does not seek the listener’s agreement or opinion, and suggests that this utterance can be understood on its own, without connection to subsequent utterances. Donald Trump, for example, is fond of falling intonation and low boundary tones (for a parody of masculine confident declarative intonation, have a listen at Troy McClure from The Simpsons.)

Of course, not all women use uptalk, and not all men use falling intonation with low boundary tones. In American culture, for better or worse, low boundary tones do seem to carry a tone of authority. And in poetry reading as well. Eliot’s original, and now canonical, reading of the opening line of The Waste Land, “April is the cruellest month,” uses falling intonation, so that it sounds like a confident assertion, with a low boundary tone on “month.”

eliotpitchcontouroriginal

Click on the image to enlarge the pitch contour graph showing Eliot’s low boundary tone.

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“[B]reeding / lilacs out of the dead land” sounds like a steady, inevitable process, ending on a slightly higher relative pitch, implying that there is more to come, and that the phrase should be understood in connection to the next line, “mixing / Memory and desire, stirring / Dull roots with spring rain.”

What is so compelling and seemingly authoritative about Eliot’s reading style? In some basic sense, the falling intonation of the first phrase does it. Why does it strike many contemporary listeners as pompous? How might we undercut the seeming authority of the Eliotic voice? Make him do uptalk. Here we have simply inverted his intonation.

eliotpitchcontourflip

Click on the image to enlarge the pitch contour graph of Eliot’s voice “flipped.”

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Suddenly he sounds doubtful. The opening line becomes a question—“April is the cruellest month[?]”—instead of a confident statement. Suddenly, Eliot himself expresses the skepticism or confusion many an undergraduate has felt—before we encountered this poem, did we not assume that spring, the return of life and fertility, is a cheerful escape from winter? And his deformed recital of “breeding / Lilacs out the dead land” suddenly sounds more like an agonized complaint, expressing the painful, reluctant awakening of desire in one who had found the dull sleep of winter comforting. Inverting the typical poetic authority of falling intonation into uptalk may embolden readers to entertain very different readings of the poem’s opening.

The editors of Poetry Archive had hopes of stimulating listeners of The Waste Land when they made available a 1935 recording of the poem, claiming: “Whilst the sound quality is understandably not so good, the recording is fascinating for Eliot’s faster, more energetic rendition. Listening to this urgent interpretation blows the dust of this iconic poem and helps us encounter it afresh.” However, if the fundamental falling intonation pattern of Eliot’s reading style doesn’t change—and overall, it doesn’t, between the 1935 and 1946 recordings—his voice may remain, for listeners, an aloof poetic authority.

Adrienne Rich reading her poetry

Adrienne Rich reading her poetry

Falling intonation with low boundary tones, then, is a fundental tone of poetic authority. Listen to Adrienne Rich reading from her poem, “What Kind of Times Are These” (1995), which leads the reader to a place “between two stands of trees … near … [where] the persecuted / … disappeared into the shadows.” She insists, “this isn’t a Russian poem, this is not somewhere else but here,” and concludes,  “to have you listen at all it’s necessary / to talk about trees.”

richpitchcontouroriginal

Click here to enlarge the pitch contour graph of Rich’s “original” reading

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She sounds like she means it. Rich has to write poems about nature, her tone implies, to wake people up to the political horrors of the American past and present. Poetry as a form, in pastoral guise, allows her to sneak in political content, potentially grabbing the attention of people who might only listen to poetry if they think it is safely, simply about nature. (Click here to hear the entire poem, starting at 4:01.)

When we invert her intonation, turning it into uptalk, she sounds as if she is questioning the wisdom of this approach, and/or chiding her listeners for making her take it. In this case, uptalk exerts a different kind of authority, the challenging question.

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Click image to enlarge the pitch contour graph of Rich’s voice “flipped.”

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Is it ethical to manipulate the intonation and other vocal qualities on poetry recordings, for the purposes of teaching and research? Obviously it would not be, if we were to present the manipulated recordings as the authentic voice of a poet. And all peoples have the right to protect culturally sensitive recordings, such as sacred songs, music, dances and prayers; see “Native American Intellectual Property Issues.” Otherwise, potential conflicts are similar to those with sampling in the music industry (See Kembrew McLeod and Peter DiCola’s Creative License: The Law and Culture of Digital Sampling [2011]). Vocal deformance, however, can help remind us that no single reading of a poem, by the poet or someone else, is the ultimately authoritative one.

Photograph of Auden speaking at the Boston Sheraton Hotel, with Professor John L. Mahoney sitting on stage, February 23, 1966, Box 60, Folder 9, Francis W. Sweeney, SJ, Humanities Series Director's Records, MS2002-37, John J. Burns Library, Boston College.

Photograph of Auden speaking at the Boston Sheraton Hotel, February 23, 1966, Box 60, Folder 9, Francis W. Sweeney, SJ, Humanities Series Director’s Records, MS2002-37, John J. Burns Library, Boston College. Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0)

In teaching writing, we (the authors) sometimes ask our students to explore alternative methods of presenting the same material. This can be as simple as writing the same sentence, the thesis for instance, in three different ways, or it can involve a different format. Write a poem, record oneself reading it, then try to represent it with a collage of images. Turn a 2,000-word essay into a 250-word presentation with verbal and sonic components. An instructive trick with the opening line of W.H. Auden’s “Musée des Beaux Arts” (1940): “About suffering they were never wrong, the Old Masters.” They were never wrong, the Old Masters, about suffering. The Old Masters were never wrong about suffering. Each version of the opening creates a subtly different emphasis, on suffering versus the wisdom of the Old Masters.

Too often, we lock ourselves into one approach, and cannot imagine an alternative. Locked into one approach, too often we cannot imagine an alternative. Alternatives we cannot imagine, if we lock into one approach too quickly. Writing three different opening paragraphs to the same essay, or rearranging the lines of the poem, stimulates our imagination and our critical faculties because it dramatizes different possibilities, possibilities that offer a different emphasis. And when we play with the pitch, intonation and speaking rate of a poem, this can change the tone as dramatically, from a challenge to confession, or an assertion into doubt.

In the classroom, poet Harryette Mullen is often popular with students, both for her poems on the page and for her expressive reading style, while students can sometimes resist recordings by Adrienne Rich (saying that she sounds lecture-y) and Louise Glück (saying that she sounds bored by her own poems), even as they are engaged by the poems on the page.

When Mullen reads “Present Tense” (2002)—a beguiling comical poem, loosely about the grammatical present and the speaker’s and the world’s present circumstances —what is it about her contrastive intonation that sounds expressive? She ends her opening phrases, “Now that my ears are connected to a random answer machine” with rising intonation and high boundary tones. This draws the reader on: keep listening, the statement’s not finished.

mullenpitchcontourpresenttenseoriginal

Click image to enlarge the pitch contour graph of Mullen’s reading

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When we flip the intonation pattern, so that each utterance ends on a relatively low pitch, she sounds more conventional, a poetic authority declaring observations, confident and closed off.

mullenpitchcontourpresenttenseflip

Click image to enlarge the pitch contour graph of Mullen’s reading “flipped”

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Another tone of poetic authority approaches pure monotony. It was practiced by Alfred Lord Tennyson, Irish modernist poet W.B. Yeats and, perhaps through Yeats’s influence, by American poets such as Yvor Winters. Note how similar they sound here. Winters reads the opening of his poem “The Journey” (1931),  moving into a Yeatsian monotone after the title and location of Snake River Country, “I now remembered slowly how I came[.]”

winterspitchcontouroriginal

Click here to enlarge the pitch contour graph of Winters reading “The Journey.”

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Here is Yeats reading the opening of “The Lake Isle of Innisfree”: “I will arise and go now, and go to Innisfree[.]”

yeatspitchcontourinnisfreeoriginal

Click image to enlarge the pitch contour graph of Yeats reading “The Isle of Innisfree”

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All we have to do to turn Winters into Yeats is raise his pitch a bit:

Click here to enlarge the pitch contour graph of "Winters as Yeats."

Click image to enlarge the pitch contour graph of “Winters as Yeats.”

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Monotone performance is—at least acoustically—quite uninformative for the brain. Early parts of the auditory brain rapidly adapt or habituate to a wide array of regularities such as pitch and temporal pattern, and they only signal when the pattern changes, as noted in “Early selective-attention effect on evoked potential reinterpreted” (Näätänen, Gaillard et al., 1978). But expectations can work differently across speech’s descriptive dimensions. When speech is usually vivid, as in a direct quotation (“He said ‘I’m leaving now”), higher-level voice-processing areas in the right temporal lobe actually work harder to process (unexpectedly) monotone quotes, according to Yao, Belin, et al.’s “Brain ‘talks over’ boring quotes: top-down activation of voice-selective areas while listening to monotonous direct speech quotations” (2012). In other words, sameness of pitch often means the brain must work harder to grasp meaning.

Interestingly, David Hadbawnik relates in Sounding Out! his disappointment with the productions of three audio recordings of three poetic specimens from Middle English created with SPARSAR, because “they produced monotone outputs that fail to account for prosody.” Vocal deformance might allow him to try to approximate Middle English prosody with the specimens.

MacArthur has written elsewhere about “poet voice,” which she also calls “monotonous incantation.” But how close are contemporary canonical poets to actual monotone, compared to Tennyson and Yeats? Here is Glück, whose reading style is often mentioned as an example of Poet Voice, reading the third stanza of “The Wild Iris” (1992): “It is terrible to survive / as consciousness / buried in the dark earth”:

gluckpitchcontouroriginal

Click image to enlarge the pitch contour graph of Glück reading “The Wild Iris.”

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Not much manipulation is required to make it purely monotone, which may account for some students saying she sounds bored by her own poems—though they do not say that about Yeats. They say Yeats’s voice makes them feel like they are in church.

gluckpitchcontourflat

Click image to enlarge the pitch contour graph of Glück “flattened.”

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Ideally, Glück’s manner of reading her poem should not prevent students from appreciating it. While in other contexts we may defend women’s use of uptalk, it also seems fair to raise the point that academic poetry reading can seem to discourage the expression of affect. (See Donald Hall’s well-known polemic, “The Poetry Reading: Public Performance / Private Art” (1985) and David Groff’s “The Peril of the Poetry Reading: Page Versus Performance” [2005].) Vocal deformance, among other strategies, might help students perceive as much drama in Glück’s poems as they do in Mullen’s—and find as much as poetic authority in both poets’ voices as they do in Yeats’s churchy one. Here, we’ve manipulated Glück’s voice to sound more like Mullen’s style of reading, with a wider pitch range and rising intonation and high boundary tones.

gluckpitchcontourexpressiveterrible

Click image to enlarge the pitch contour graph of Glück reading “expressively.”

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If we want to explore alternatives to conventional modes of reading poetry, as many do, directly deforming the acoustic qualities of canonical recordings is an excellent way to defamiliarize performance conventions. Ideally, it can help us listen to alternate versions of the history of poetic performance and to different, unimagined possibilities in the present. Given the extraordinary vitality of spoken word and slam poetry outside the academy, it would be a missed opportunity to suppress varied reading styles in the classroom. At the same time, it would be a great shame to leave behind canonical American poetry when the poets’ reading styles fail to appeal to students.

Finally, if we want to liberate students from the anti-performative tendencies of academic culture, resist essentialist readings of poems according to our assumptions about the identities of the poets who wrote them, and dramatize the idea that there are many ways to read a poem, vocal deformance can help, alongside other strategies. As Yvon Bonenfant wrote in a 2014 Sounding Out! piece, “we are mostly neurotic, or otherwise hung up on, what kinds of sounds we make, where and when.”

Instead, let’s play in different voices.

NOTE: To illustrate vocal deformance, we used Straight, a state-of-the-art open-source voice synthesis program developed by Hideki Kawahara at Wakayama University in Japan, with the Advanced Telecommunications Research Institute and the Auditory Brain Project. We also used Drift, an open-source pitch-tracking tool that uses an algorithm developed by Byung Suk Lee and Dan Ellis, implemented by Robert Ochshorn and Max Hawkins  with support from MacArthur’s ACLS Digital Innovations Fellowship in 2015-16, to visualize intonation with pitch contours.

Marit J. MacArthur is associate professor of English at California State University, Bakersfield, and a research associate in Cinema and Digital Media at the University of California, Davis.

Lee M. Miller is associate professor of Neurobiology, Physiology, & Behavior at the University of California, Davis, and technical director of the Center for Mind and Brain.

Featured Image: Cropped and Enlarged version of Bill Smith’s “Voice Glitch,” Attribution 2.0 Generic (CC BY 2.0)

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The Magical Post-Horn: A Trip to the BBC Archive Centre in Perivale

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Suddenly we heard a Tereng! tereng! teng! teng! We looked round, and now found the reason why the postilion had not been able to sound his horn: his tunes were frozen up in the horn, and came out now by thawing, plain enough, and much to the credit of the driver. —The Adventures of Baron Munchausen, 1865

At the BBC Archive Centre in Perivale, London, the proverbial “weight of the past” becomes literal for researchers of sound history. Housed in a massive, unattractive hangar-like building in an industrial park to the northwest of London, the archives suit their environment, one which speaks of practical and solid shapes far more than the lyrical, dainty ivory tower.  And by weight, I mean by serious, and sometimes dangerous, poundage:  the very first machine created to record off of radio, invented around 1930, was a steel pedestal with bus wheel-sized reels on either side. Audio Coordinator of the BBC Archives, John Dell, explained that not only was this machine laborious to load, but it used magnetic steel tape as its recording surface, which could come free from the reels and lacerate incautious operators as it unspooled and bunched.

The weight of these objects, however, is also metaphoric. The earliest recording in my personal audio drama library, sourced off the invaluable Archive.org, is a 1933 episode of Front Page Drama, a dramatized version of an American Weekly Hearst publication.  The past stands monumentally huge if this type of machine, the Marconi-Stille Wire Recorder, was the apparatus that allowed those 15 minutes of 1933 to be captured and, eventually, fed into my 2015 headphones as an MP3.

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I listen to much of my audio drama, whether old and crackling like Front Page Drama, or new and podcast-y, while commuting, usually on the London Underground.  The episode of Front Page Drama in question I heard during a marathon session when I knew very little could or would interrupt me:  on an twelve-hour transatlantic plane ride.  I quite like the audio-visual play between listening to audio drama that is new to me versus the familiar but never identical sights of the commute; as Primus Luta remarked in 2012, it’s rare for us to engage our full attention on the aural medium.

While listening to Front Page Drama and episodes of Lum and Abner on that flight, I had to wonder how I was prioritizing my listening time.  Who had recorded these episodes from the 1930s?  Who had later taken the trouble to digitize them and upload them to Archive.org?  Why, for example, were these particular recordings freely available yet I couldn’t find an MP3 anywhere of texts I wanted to share more widely, such as Don Haworth’s On a Summer’s Day in a Garden (1975) or Angela Carter’s Come Unto These Yellow Sands (1978)? Both of these recordings are in the BBC back catalogue; I know, because the BBC supplied them to me—but only the basis of a visit to the archive.

Archive.org is bountiful and accessible, the Perivale archives much more exclusive, but both seem to lack curation. The only hope for accessing things like Haworth or Carter outside the British Library’s Sound and Moving Image Archives is that someday a rogue MP3 or BitTorrent will show up online.   The archive does seem, in Neil Verma’s words, then, “transformed before dispersing in space, plucked from the air and mineralized like fossils” (Theater of the Mind, 227);  like Primus Luta’s weighty but playful experiment, Schrödinger’s Cassette, which suspended music in concrete to be risked, or remain aurally untouched forever.  This seems too often to be the impossible choice.

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BBC Perivale Field Trip, Image by Flickr User Hatters! (CC BY-NC 2.0)

The BBC archive storage is eclectic and generally arranged for access by BBC staff rather than for researchers.  The BBC Written Archives at Caversham are restricted to academics, and likewise, the speed of gaining access to sound files from Perivale is predicated on the amount of time BBC staff have to devote to it—naturally, the BBC’s own departments have priority, such as BBC Radio 4 Extra, the archival digital radio station, whose backlog of requests for digitised material from the Perivale archive apparently covers 20 pages.  The sound collections consist of commercial recordings on shellac (90 RPM records) and vinyl (78 RPMs) as well as impressively dinner-plate sized compilation transcriptions which require a special turn-table on which to play and digitize them. The BBC Sheet Music archive is in Perivale, as well, with original handwritten scores filling shelves.

The second half of the British and Irish Sound Archives conference 2015 afforded a privileged glimpse of the archive storage and technical facilities housed on site.  Most of my fellow attendees were archivists of one sort or another, asking detailed questions about transcription devices, fidelity, and storage.  Having recently completed my PhD from Swansea University in English in radio drama, I had made countless requests to this very facility through the British Library’s Sound and Moving Image request service; now I, at long last, hoped to see where my digitised sound files were coming from.  However, we weren’t shown any recordings made on tape cassette or CD but instead Betamax audio-only.  Unseen, too, were the data banks holding all the digitised content, but what myself and my fellow archivists had mainly come to see were the tangible objects making this content possible.

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78s at BBC Perivale, Image by Flicker User Hatters! CC BY-NC 2.0

In the physical copies of the Radio Times of the 1940s and ‘50s, also housed at the British Library at St Pancras (and now available, like all of the Radio Times up to 2009, on BBC Genome), there can be found a little asterisk in the listings for drama, which signifies that the drama was broadcast from a recording, rather than live. The later recording machines of the ‘30s through ‘50s, upon which these recordings would have been made, did not decrease appreciably in size, though perhaps in weight. “If I were to drop this,” Dell told us as he carefully handled a dark blue celluloid tube, about the size and circumference of a toilet paper roll, “it would bounce.  I’m not going to drop it,” he added.  Then the magic began:  via a custom-made device, we heard a few bars of a music hall song from circa 1900.  The recording was surprisingly clear.  It was agonizing when Dell turned it off after only a few seconds.

There is something incredibly seductive about old recordings. In “The Recording that Never Wanted to Be Heard and Other Stories of Sonification,” from The Oxford Handbook of Sound Studies, Jonathan Sterne and Mitchell Akiyama question the desire for “sonification” of ever-older recordings, especially when such desires manifest in the creation of a digital sound file in 2008 for “the world’s oldest recording,” a phonoautogram from 1860, which was nevertheless never intended to be played back—the phonoautograph was intended as a device to make the aural visual (555).  Radio drama writer Mike Walker really summed up the seduction of old recordings for me in his 2013 BBC Radio 4 ghost story The Edison Cylinderswith a character who is seduced as a scholar and as a participant in a time-traveling mystery by old recordings:  a sound engineer in need of money, she agrees to digitize what seem like boring diary entries from a British imperialist, only to be intrigued by his Victorian domain beyond her rather empty modern existence.  Unfortunately for her, these particular recordings are reaching beyond the grave to try to kill her.

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Edison Cylinder Exposed, by Flickr User fouro boros, CC BY-NC 2.0

Although they do reach out from the grave, most early sound recordings aren’t out to kill you. They do however, present common and vexing issues of authenticity.  By this, I mean specifically the provenance of the recording—is the recording of who or what it says it is?  On the first day of the conference, Dell regaled us with tales of two cylinder recordings surfacing in the mid-twentieth century, of William Gladstone giving a speech.  The words of the speech were identical, but the voices were completely different.  Who was the real Gladstone?  How could you authenticate the voice of a dead person?  Dell further deepened the mystery by telling us the tale of two boxes of wax cylinder recordings in the Perivale archive, whose provenance is torturously (and tantalizingly) unclear.  We glimpsed these mysterious, yellow-cream-colored cylinders, somewhat wider and fatter than the celluloid tubes, in situ, but were they original Edison cylinders from the 1880s?  The piercing desire to believe these cylinders might contain the voices of Gladstone, the future Edward VIII, or even Henry Irving, are potentially “perils of over-optimism,” as Dell puts it.

All the archivists at this event referred to the serendipity of discovering surprises on recordings.  Simon Elmes, whose official title reads “Radio Documentarist, Creative Consultant, and Former Creative Director, BBC Radio Documentaries,” made this manifest as he discussed a subject treated in his documentary from 2005, Ambridge in the Decade of LoveThe Archersan exceptionally long-running BBC radio soap which conjures up visions of rural Englishness and persists among a very dedicated, though mostly older, fan baselike much radio drama and emblematic of gendered attitude toward radio soaps, was not recorded in its first few decades.

Empty Shelves at BBC Perivale, Image by Flickr User Bill Thompson, Image cropped by SO!, (CC BY-NC-ND 2.0)

Likewise, anyone researching radio drama before the 1930s is playing a game of roulette; whether any scripts survive will depend entirely on the literary reputation of the author who may have had enough clout to publish them in book form.  Even in the case of Lance Sieveking, the acknowledged creative aesthete behind early BBC radio drama, we lack concrete evidence of his most important work, The End of Savoy Hill (1932).  And The Truth About Father Christmas (1923), the first original drama written specifically for British radio?  Forget about it—it was made for children’s radio.

To return to The Archers, though daily 15-minute scripts were being churned out by Ted Kavanagh from the first years of the 1950s, the broadcasts themselves went missing into the ether (after all, no one suspected the show would still be going after sixty years).  Transcription discs, meant for an overseas market, were found in a box in the BBC Archives, giving a reasonably complete overview of The Archers during the 1950s and ‘60s.  Elmes was ebullient about this discovery.

While I got the general sense that the other archivists at the conference were amused but indifferent toward this particular trove, to me it was inspiring.  I believe the future of audio drama will rely more and more on serials, so the rediscovery of these Archers episodes epitomizes to me the past, present, and future of audio drama in that it speaks of audience involvement and even audience interaction or co-production, which seems key for audio drama going forward, and the aspect of serialization which has vastly overtaken the single drama on television if not on radio.

Harry Oakes as Dan Archer and Gwen Berryman as Doris Archer, 1955

Harry Oakes as Dan Archer and Gwen Berryman as Doris Archer, 1955.

Nevertheless, even if pursuit of these aural rainbows is a foolish one, such desire also enables scholarship. The hope of finding “originals” inspired me personally to discover the birth of what can conceivably called audio drama.  Having researched audio drama from the first known broadcast dramas in English (the adaptations: 2LO London’s Five Birds in a Cage in 1922, WGY Schenectady’s The Wolf in 1922, British Broadcasting Company’s Twelfth Night in 1923; original drama: WLW Cincinnati’s When Love Awakens in 1923, British Broadcasting Company’s Danger in 1924), I was astounded to learn that listeners from World War I might have enjoyed short, dramatized stories on the celluloid tubes (according to Tim Crook, the first audio drama of this nature is a war drama from 1917).  While archives such as the Cylinder Preservation and Digitization Project of the University of California at Santa Barbara care for these recordings in the same way they do for musical and speech recordings, there is a significant lack of scholarship on them.

If commentary on specific pre-radio audio drama is scarce, it is heartening to read dissections of the performative aspects of “actuality,” such as Brian Hanrahan’s anatomy of Gas Shell Bombardment, 1918.  Wonderfully, in discussing the “staging” of this war-time recording, Hanrahan brings in traditions from theatre and silent film in addition to the phonograph. Professor David Hendy has persuasively argued that some of the organizing tenets behind the British Broadcasting Corporation, whose management was by and large made up of ex-soldiers, was predicated on a desire for silence and calm, ordered, managed sound after the cacophony of war.  Perhaps “cylinder” drama, then, is not really of its time and properly belongs to earlier, or later, cultural milieux.

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Wax cylinder playback at BBC Perivale, Image by Flickr User Hatter! CC BY-NC 2.0

The ephemera of the medium presents a recurring problem in radio drama studies, a weighty feeling of doom. With the future of the BBC’s existence currently perilous, one wonders what the consequences will be for archives like those housed at Perivale.  If the internal function of the archives (for the BBC to make use during Radio 4 Extra broadcasts, for example) disappears, will the archives be opened to wider use?  Or will material without commercial potential simply be discarded?  Who would make the decision as to what was commercially viable and how would they make such decisions?

And the problem with the medium seemingly begins with wax cylinders.  A beautiful, lyrical story from Baron Munchausen—alias Rudolph Erich Raspe, a German author who created a fictional travel writer and chronic teller of tall tales based on a real nobleman infamous for his boasting—cited by many of those fascinated with sound recordings is worth repeating here:  the Baron is traveling in Russia in a snowy landscape and desires the postilion to blow his horn to alert other travellers that their sleigh will be coming around the bend.  Unfortunately, the cold makes the horn incapable of any audible sound.  Disappointed, they make their way to an inn.  Diedre Loughridge and Thomas Patteson cite the “Frozen Horn” from their online Museum of Imaginary Instruments:  “After we arrived at the end inn, my postilion and I refreshed ourselves: he hung his horn on a peg near the kitchen fire; I sat on the other side.”  Warmed by the fire, the horn now begins to play its reserved tunes.

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Illustration by Gustave Doré, 1865. Listen to ABC radio feature on the “Frozen Post Horn” and the Museum of Imaginary Instruments here

With a little leap of the imagination, it’s not difficult to see the parallels with the reality of sound recording limitation.  The wax cylinders could only be played a few times before the sound degrades completely.  Tin cylinders are not much better. This is the reason why the two Gladstone voices could be both “real” and “fake.”  Celluloid is more durable, yet witness the reluctance of Dell to play one for longer than a few seconds, for preservation reasons.

Sound recordings are only as good as the medium on which they are recorded, a fact that surprisingly holds true even today.  We were told by our BBC hosts that discs of shellac, vinyl, and acetate whose contents have already been digitised will not be discarded—digital recordings are ultimately taken from these physical originals.

In the future, we might invent means of reproduction and playback which could provide more fidelity to the original event lifted from the physical recording, in which case it will be the MP3s that will be redundant.  There’s something both very modern and very old-fashioned about this. Once at a dinner party, I launched full-force into my postdoctoral rant about the eventual possible degradation of the MP3 as a recording format, that it was not infallible as we had been led to believe.  I was surprised that I was wholly believed; furthermore, the older people participating in the conversation rued the disappearance of their CDs, tape cassettes and, vitally, their LPs, for the oft-cited reasons (which Primus Luta distills as the pricelessness of old recordings to one’s personal history, and the “fuller” sound ans weighty materiality, one resonating with one’s emotional past).

Vinyl at BBC Perivale, including a lot of John Peel's old records. Image by Flickr User Hatter! (CC BY-NC 2.0)

Vinyl at BBC Perivale, including a lot of John Peel’s old records. Image by Flickr User Hatter! (CC BY-NC 2.0)

I admit, before I came to the UK and experienced the never-perfect but always interesting presence of BBC Radio, I treated radio as a background medium. I suppose recorded sound had always interested me, and I had had a strong relationship with local, classical music radio (Classical KHFM Albuquerque).  However, I could not have predicted ten years ago that I would become a passionate proponent of audio drama and sound studies more generally.  I’m almost embarrassed now at my excessive love of audio drama; I make almost no distinctions between “high” art like Samuel Beckett and Tom Stoppard and fan fiction radio serials like Snape’s Diaries as produced by Misfits Audio:  I listen to almost anything.

And, truly, the future of audio drama is only assured if people keep listening.  The digitisation and availability of cylinder recordings makes study of them more accessible, so the way is paved for further studies of the earliest audio drama.  It is imperative that researchers continue to request sound recordings from the BBC, even if they have to use the relatively inconvenient system currently available.

There are signs that things are improving and that more people than ever before want to access such materials. As Josh Shepperd puts it brilliantly, “Sound trails continue where paper trails end.”  As Director of the Radio Preservation Task Force at the Library of Congress, his efforts have underlined the fact that often it is the local and the rural whose radio or audio history vanishes more quickly than the national or the metropolitan.  This would historically be the case with the BBC as well, which for a long time privileged London sound above regionalism (and, some would argue, still does).  Since 2015, the British Library (and the Heritage Lottery Fund) have invested significantly in the Save Our Sounds campaign, positing that within 15 years, worldwide sound recordings must be digitized before recordings degrade or we no longer have the means to play the material.

Out of curiosity, I downloaded the more than 600-page listing, the Directory of UK Sound Collections, assembled rather hastily through the Save Our Sounds project in 20 weeks, and comprising more than 3,000 collections and more than 1.9 million objects.  This document makes for fascinating and eclectic reading, ranging as it does between a Sound Map of the English town of Harrogate to the archives of the Dog Rose Trust, which mainly provides recorded tours of English cathedrals for those who are blind.  Undoubtedly, there are wodges of local or forgotten drama in these archives, too.  The linking up of these archives and making them more widely accessible suggests how important sustained, collective effort is to unfreezing radio’s archival post-horn, delivering more of its unique tunes.

Featured Image: “The Route to Open Data” at BBC Perivale, Image by Flickr User Hatter! (CC BY-NC 2.0)

Leslie McMurtry has a PhD in English (radio drama) and an MA in Creative and Media Writing from Swansea University.  Her work on audio drama has been published in The Journal of Popular Culture, The Journal of American Studies in Turkey, and Rádio-Leituras.  Her radio drama The Mesmerist was produced by Camino Real Productions in 2010, and she writes about audio drama at It’s Great to Be a Radio Maniac.

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Only the Sound Itself?: Early Radio, Education, and Archives of “No-Sound”–Amanda Keeler

“Share your story” – but who will listen?–Fabiola Hanna

SO! Amplifies: Indie Preserves

The Sound of Radiolab: Exploring the “Corwinesque” in 21st Century–Alexander Russo

“Share your story” – but who will listen?

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DH ListeningEditor’s Note: Welcome to the second installment in the “DH and Listening” blog series for World Listening Month, our annual forum that prompts readers to reflect on what it means to listen. This year’s forum considers the role of “listening” in the digital humanities (DH, for short). We at Sounding Out! are stoked to hear about (and listen to) all the new projects out there that archive sound, but we wonder whether the digital humanities engage enough with the the notion of listening. After all, what’s a sound without someone to listen to it?

On our opening week, Jacqueline Wernimont from the Vibrant Lives team shared with us about the ethics of listening to 20th century sterilization victims’ records. Then, Emmanuelle Sonntag introduces us to a figure from a long time ago, “la soeur écoute,” a nun whose was responsible for sitting in and listening when another nun had a visitor. This week, Fabiola Hanna reflects upon what DH means when it talks about participatory practices. –Liana Silva, Managing Editor

Germanic and Holocaust historian and Digital Humanist Todd Presner has worked through more than 52,000 testimonies of the Shoah Foundation’s Visual History Archive, perhaps the largest archive of testimony, to investigate “the ethics of the algorithm.” The scale of this participatory archive has prompted Presner to ask: is it possible for a computer to listen to testimony?

Digital Humanities (DH) projects are, in varying degrees, led by the desire to engage with a wider public. Some often include actions such as inviting participants to share their stories, images, audio clips, drawings, and videos. In order to avoid lumping all DH works under a broad category that includes, among others, text analysis, mapping, visualization, 3D, and archiving. Below I examine DH projects that collect oral histories: memories, stories, and testimonies.

I argue that it is not enough to share stories; it is also important to recognize how these stories are shared. A majority of these living histories end up in an audio or video database displayed in full on a webpage, not unlike oral history transcripts ending up in a dusty closet. Listening as an active mode of participation can provide us with a framework that reveals the relationships, aesthetics and politics engendered by participation. Although seemingly about access (and some have started questioning whether users of such an archive should have access by default, or whether you need to be part of a community in order to access certain stories, see Mukurtu CMS), my focus is rather on the medium that these stories are circulated in, how they are displayed to the user and what the user’s participation does to these stories.

I take the space here, on the one hand, to think through participation from two fields, archives and interactive documentary (i-docs), and on the other hand to write about how sound studies, particularly an attention to listening and its aesthetics, its affordances, and its politics, can offer another approach to participation.

SO! Screen Capture from "The WorryBox Project"

SO! Screen Capture from Irene Lustzig’s “The WorryBox Project”

DH + participation: steps towards making place for popular

The work of requesting participation is in itself an accomplishment. It’s only been since the 1950s/60s, and perhaps more broadly since the 1990s, that ordinary peoples’ stories have been valued in the tradition that oral historians have established. It is possible to trace the field’s origins to Augusto Boal’s Theatre of the Oppressed (itself rooted in Paolo Friere’s work), to Howard Zinn’s A People’s History of the United States, or to postmodernism, the death of the author, and the end of grand narratives. With the arrival of Web 2.0, oral history seemed like the perfect medium for the ideals of participation on the Internet, precisely because it was about the everyday and involved “anyone” (with an internet connection). Video, audio and live streaming technologies made it possible for oral history to be recorded and displayed, and social media enabled unprecedented circulation through sharing. So the recent push to preserve everyday histories online, in DH projects, follows these ideals of stories from below.

Listening to stories as a mode of engagement is fitting with regards to oral history and testimony. Making space with openness and silence for someone’s testimony, especially when difficult, is a mode of participation that we aspire to. Media scholar Wendy Chun has argued that “a politics and practice of listening [is] a necessary complement to a politics of testifying.” In the case of Holocaust testimony, for instance, many scholars have argued that there is a responsibility to listen (Laub & Felman and Henry Greenspan).

I differentiate between two types of listening:

  1. Listening on the part of the users of these DH projects. Is it realistic to expect that users will listen to large archives of testimony? In Listening Publics, Kate Lacey writes that listening has been absent from theories of the public sphere, even where “the objective of political agency is often characterized as being to find a voice – which surely implies finding a public that will listen, and that has a will to listen” (viii). Because of their scale, these large archives of testimony pose a significant design challenge to the user, which could be resolved through curation. To build on one of the most successful digital storytelling projects, the Storycorps team knows very well that if they didn’t curate and edit together shorter versions, then no one would listen to the longer interviews in full.

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  1. Listening on the part of the interface and its design. This involves questioning the medium and its effects on what it houses. Here I find Susan Bickford’s work very useful in her definition of listening and what it accomplishes: ‘the riskiness of listening comes partly from the possibility that what we hear will require change from us’ (1996, 149). If interfaces for stories pre-close any openness to what contributed stories could change, then listening is not being considered. This is more directly seen in the tagging of videos and their categorization without additional interpretational work. This will to not “add” to these stories seems to come from the premise that these testimonies should “speak for themselves” (I get to this point in a little bit); that no added interpretation is needed, even that any added interpretation distracts from the directness of the stories. But this often also means the medium and its effects on these stories are not carefully examined.

Contrary to Western cultural beliefs, listening can be seen as an active mode of participation in conversation. As Jodi Dean rightly argues, it is not enough to express one’s opinion, or for a message to be circulated: it is crucial to get a response to the message. Lisbeth Lipari writes that even in Dean’s formulation, however, the response as speech is still emphasized, thereby ignoring the work that happens beforehand: the listening. Apart from the major contribution of Susan Bickford, mentioned above, with the concept of political listening, little attention has been paid to listening in the field of political theory.

DissonanceAndDemocracyBySusanBickford and TheOtherSideOfLanguageByGemmaCorradiFiumara

As arguably the most important philosopher on listening, Gemma Corradi Fiumara, writes: “listening involves the renunciation of a predominantly moulding and ordering activity; a giving up sustained by the expectation of a new and different quality of relationship” (as quoted by Lipari, 8). For Fiumara, listening is a mode of participation that is open and that does not pre-close potential possible contributions. Listening, therefore, as a mode of engagement can provide a useful method for thinking about participation in various contexts.

DH + Archives + i-docs

If a mission of a certain DH project is to engage with a wider public, then preservation of stories is not enough. More often than not, DH projects are already under difficult strain of resources, due to costs for developing technological projects and time for interviewing, collecting, indexing, tagging, uploading and making sense of these larger collections. DH have taken on a lot: preserving and archiving everyday stories with the mission to share with a wider public. It is useful to draw from experts who have been working through ideas of preservation and access: archivists. Archives generally have a mission of preservation, but when demands of sharing with a public arise, there are not many models from which to draw. Rick Prelinger writes that although the archive as a theoretical concept is overly theorized, its practice (in the plural form of the word) is under theorized.

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Image of StoryCorps collection area by Aaron “tango” Tang (CC BY 2.0).

Francis X Blouin and William G. Rosenberg trace the intersection of history and archives and found that Ranke, during the enlightenment, conceptualized history as a scientific endeavor in that truth could be extracted from archives through rigorous methodologies. This led to the idea that documents could “speak for themselves” (Blouin, 24). As if simply making documents available, without providing context of any sort, would reveal their inner truth. This is one of many cases where the reading of documents is taken for granted. It also ignores the effect that archivists have on the collecting, saving, and indexing of documents. Influential archivists such as Terry Cooke, Richard Brown and Brian Brothman have brought about new attitudes to repositories with an acknowledgment of the effect that archivists have on documents (as quoted by Richard J Cox, 33). This relatively recent push in archival theory, therefore, points to the flaws in the claim that documents on their own can represent themselves: that would be ignoring all the various power relationships at play, as well as the medium itself in which the stories are communicated.

In thinking about collaboration, with the unstated but implied goal of providing knowledge of a given subject, non-fiction film has experimented by inviting self-interested participants online and offline to contribute to projects. Sandra Gaudenzi makes clear that interactive documentaries, also called i-docs (documentaries designed for online or mobile viewing), are very distinct and that it is important to recognize the varying strategies employed by these digital projects: “uploading content is the most common way to collaborate in the case of online documentary, but it is definitely not the only one. […] contributions of content lead to co-creation but not to co-authorship, since the latter require a degree of intervention in the overall concept (i.e., form) of the product.” In her differentiation of co-creation and co-authorship, Gaudenzi points to the medium-limiting effect that users have in their participation. The “degree of intervention,” as a coming in between that leads to change, which Gaudenzi requires for co-authored documentaries, might be attained through listening, a listening through the work itself, such as The WorryBox Project.

Listening in The WorryBox Project

Irene Lusztig’s The WorryBox Project (2011) web-based documentary invites mothers to write their worries in an online form, which Lusztig then individually writes down on a piece of paper, rolls-up and stores in a physical box. The act of writing down in analog form what was input into a digital box goes an extra step beyond collection. It is emblematic of an extended care for these worries. The additional layer of documenting these actions, as part of the artwork itself, not only points to the embodiment of these worries but also to their representation.

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Because listening has often been thought of as passive and feminine, it is also associated with a specific kind of caring, also in its passive and feminine forms. But I don’t equate that definition of care with listening, which surely the readers of this blog will question. In this case, care extends as a mode of listening because it pushes against the active/passive binary for speaking/listening. I use care in the sense it gave to curating (care is its early root), where curating points to the work of engagement and conversation.  Curating as a form of listening.

ListeningPublicsByKateLacey and ListeningThinkingBeingByLisbethLipari

This extended care would be an example of the listening I am thinking of. The work of translating the form’s digital input into the handwritten words and the documentation of that act stretch the layering of interpretation and with it the care given to these submissions. The change that occurs in this writing is definitely not an agreement or an endorsement of what is submitted but an open attitude of listening, of reception. This reinforces the notion that listening is not passive, but an active mode of participation. 

This mode of listening does not imply an understanding, as the receipt of information in cybernetics theory suggested by Shannon and Weaver. Rather this mode of communication embraces the notion that listening does not necessarily mean an understanding. The audio action collaborative Ultra-Red conveys this idea perfectly: “Sound possesses a palpable promiscuity in relation to the body. One may say what one means, but somewhere between the mouth that speaks and the ear that hears, sound always exceeds its master. Politically, it may be useful to say that we hear the truth in the voice or that we listen with obedience, but sound always transgresses such duties.” So for DH storytelling projects to be participatory, it is beneficial to allow stories the space for listening, in a similar sense to Hannah Arendt’s “distancing” in order to understand. This brings me to media and communication’s scholar Lisbeth Lipari’s term for this: “listening otherwise.”

SO! Screen Capture of Irene Lustzig's "The Worry  Project"

SO! Screen Capture of Irene Lustzig’s “The Worry Project”

For Lipari, in engaging with difficult stories or perhaps stories that offer different perspectives: “It is […] a listening otherwise that suspends the willfulness of self- and foreknowledge in order to receive the singularities of the alterity of the other” (185, emphasis in original). For this “listening otherwise” to work online, I argue that it is important for the employed structures, systems and processes to reflect this specific kind of participation. In other words, in addition to placing “different voices” side-by-side, it is equally critical for these different perspectives to exist in a space where the medium, whether the recording, the software, the interface and its design, listens to what these differences are. An interface designed in order not to predetermine, not to predict or preclose what others might contribute would then be an example of this listening. Anthropomorphizing aside, for a computer to listen to testimony, as Presner asks, it must be designed to be open to changing itself.

Fabiola Hanna is a new media artist & software designer currently working towards a PhD in Film and Digital Media at UC Santa Cruz where she also holds an MFA in Digital Arts & New Media. Her doctoral work is on building an automatic editing machine that weaves together competing narratives about the history of Lebanon, which has led her to engage with software studies & digital humanities, archives & memory and new media art activism.  

Her work has been exhibited widely in California at the Museum of Art and History in Santa Cruz, the New Children’s Museum in San Diego, the SubZero Festival in San Jose, the Digital Arts Research Center in Santa Cruz, and the Maker Faire in San Mateo. She is also a 2015 fellow of the Institute for Critical Social Inquiry at the New School, New York and has previously taught at University of California, San Diego and at various maker spaces including FabLab San Diego and MakerPlace.

Her website is fabiolahanna.com and she can be reached by email fhanna {@} ucsc {dot} edu.

Featured Image: “Story Corps” by Steve Rhodes, (CC BY-NC-ND 2.0)

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Hearing Eugenics

"Water under 12.5 Hz vibration" by Jordi Torrents, CC BY-SA 4.0, via Wikimedia Commons

DH ListeningEditor’s Note: Today we start off a series, a propos for World Listening Day 2016 on digital humanities and listening. As I mentioned in my Call for Abstracts in March, this forum considers the role of “listening” in the digital humanities (DH, for short). We at Sounding Out! are stoked to hear about (and listen to) all the new projects out there that archive sound, but we wonder whether the digital humanities engage enough with the the notion of listening. After all, what’s a sound without someone to listen to it? The posts this month consider: how have particular digital studies, projects, apps, and online archives addressed, challenged, expanded, played with, sharpened, questioned, and/or shifted “listening”? What happens to digital humanities when we use “listening” as a keyword rather than (or alongside) “sound”? 

We will be hosting the work of DH scholars who are doing exactly that: prompting readers to consider what it means to listen in the context of DH projects. Fabiola Hanna will be reflecting upon what DH means when it talks about participatory practices. Emmanuelle Sonntag, who has written for SO! before, will be addressing listening from the starting point of the documentary Chosen (Custody of the Eyes). Today, however, we start things off with a collaborative piece from the Vibrant Lives team on the ethics of listening to 20th century sterilization victims’ records.

Don’t just stand there. Take a seat and listen.-Liana M. Silva, Managing Editor

In the 1920s a young woman was admitted by her mother to a mental institution in California. The local doctor recommended her for sterilization with the following notes:

has been reported to have interest in sexual encounters

Mother is pregnant and cannot care for her (thinks she may be able to post-sterilization).

This brief note is representative of the stories of the roughly 20,000 people who were sterilized in California institutions of mental health. The soundscape of these institutions is largely lost to the past. We cannot recover the sounds of treatment spaces, family visits, recreation, and everyday life of those in the care of the state of California who were considered feeble, insane, or otherwise out of control.

Like the conversations about illness and reproduction presumably had in those halls, the sounds of salpingectomies (removal of fallopian tubes), vasectomies (severing the vas deferens), and, later, tubal ligations are lost to us. In the absence of human rights violations, this is perhaps as it should be; we cannot collect the minutiae of everyday life. But in situations where reproductive and disability rights have been limited, where we can see race and gendered bias, we may well have need of telling such stories.

Reparative justice best practices dictate that survivors should be able to tell their own stories on their own terms. How can we listen to such stories when the majority of our survivors have died and we have little to nothing in their own words?

LatinaGirlStockton1940

A redacted sterilization form from Stockton State Hospital. Image courtesy of Alexandra Minna Stern

While conversations between patients, parents, and doctors might be lost to us in terms of playback, they have embodied traces in the nearly 20,000 people sterilized in California between 1919 and the 1950s under eugenic sterilization laws. The 19,995 sterilization recommendations and notes, brought together under the project Eugenic Rubicon: California’s Sterilization Stories, cannot currently be made publicly available due to U.S. patient privacy laws. Important documentary films like No Más Bebés, which tells the story of Mexican-American women sterilized without consent at Los Angeles County – USC Medical Center in the 1960s and 1970s, have made it possible for us to hear accounts of such reproductive injustice first hand. But for the thousands of people sterilized between 1909 and the repeal of eugenics laws in 1979, we must find other ways to listen and to hear.

Given the privacy restrictions on working with this dataset and our concerns to care for the people who are represented therein, we (the Vibrant Lives team) felt it was important to find alternative methods that did more than de-identified and quantified graphs could do. We know all too well that we can’t recover the past “as it was.” Nevertheless, we are working to bring the emotional and intellectual power of sound and critical listening to a largely unheard history of sterilization of Latinx people. Specifically, our project prompts listeners to consider how listening fits into reparative justice for the victims of sterilization.

"Listen" by Flickr user Fe Ilya, CC BY-SA 2.0

“Listen” by Flickr user Fe Ilya, CC BY-SA 2.0

 

Listening Toward under the Law

That eugenics laws and their surgical enactments played out in racialized and gendered ways is not surprising but bears repeating. For example, according to work by Alexandra Minna Stern, Nicole Novak, Natalie Lira, and Kate O’Connor, patients with Spanish or Hispanic surnames were three times as likely to be sterilized as their non-Hispanic counterparts. Those lost sounds have traces in California’s Latinx communities, both in terms of the community structures themselves, but also in terms of soundscapes that never were because of sterilization. This acoustic ecosystem in which the politics of race, gender, nation, and mental health converged in dramatic fashion is recorded only in the bodies and medical records of the patients and the 21st century communities shaped by the children, born and unborn, of these patients.

Not only are we limited to working with the textual, institutionally generated remnants of the past, we are also constrained by 21st century health and personal data privacy laws. Our archive is a set of medical records and as such this collection contains sensitive patient data that must be de-identified and used in accordance with contemporary HIPAA (Health Information Portability and Accountability Act) regulations and IRB protocols.

This means that we cannot reveal names, dates, and other identifying information regarding those who were sterilized in the first half of the 20th century. We are unable to tell individual stories of sterilization lest the individual be identified. Traditionally, historians have used fictional composites to tell such stories and our collaborator Alexandra Minna Stern used this method in her 2015 second edition of Eugenic Nation.

The HIPAA guidelines and their impact on how we tell the history of medicine raises important legal questions about how we might balance a public right to know about practices (we’d call them abuses) within state-run facilities with the need to protect patients’ rights to privacy regarding their own reproductive and mental health. In some cases, it seems as though the privacy guidelines protect the state more than they protect any individual patient. In fact, we have seen a remarkable lack of concern for these records in their discovery and transmission. The records themselves were largely abandoned when Stern discovered the microfilm reels in the 2000s. They were lost again after she returned them to the state after having made a copy. The originals are lost as far as we know.

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“Archive” by Flickr user Carolina Prysyazhnyuk, CC BY-SA 2.0

Listening Toward the Past

Vibrant Lives is working not with sounds found, but with archival records found and then sonified (transformed into sound) as a way of listening toward those rooms, conversations, and procedures. In brief, this sonification entails the following steps

  • Selecting a subset of the large data set (we can’t currently process the whole)
  • Selecting between two and four axes of information, such as gender, race, age at sterilization recommendation, consent, or nationality
  • Mapping the informational values into numerical space – sonification requires the creation of a dataset whose limits are 1 and -1 (based on how the speakers work)

This work has been done to date using two tools: Sonification Sandbox, an open source tool developed at the University of Georgia, and GarageBand, a proprietary music making tool that comes with Macintosh computers. We use Sonification Sandbox to create the score first and then turn to GarageBand because it has a greater range of instrumentation available. The sonification process is still very experimental and exploratory. Team member Jacqueline Wernimont does all of our sonifications for us and she is trained as a historian of literature and technology. While she has extensive experience within digital humanities methodologies, sonification is a new effort for us.

We have begun producing short sample tracks that allow us to enact the kind of listening toward that we’re advocating for. In the track below, we have data from the age, gender, and consent axes for the period 1940-1949. Additionally, this sample draws only from what we’ve described as “Spanish surname” patients, the vast majority of whom were American-born of Mexican descent, although they also include some other Latinx national communities.

Latinx Eugenics Sample Track

 

As you listen, each note represents one Spanish-surnamed person recommended for sterilization. The children, both boys and girls under 18, who were sterilized without consent are the highest notes, and the adult men who were sterilized with consent are the lowest.

Listening Toward as Ethical and Communal

Listening is always about an ethical relationship and it is particularly fraught when the effort to listen and to encourage others to listen entails hearing about a person’s most intimate health information and experiences. This is particularly true when those experiences may include trauma from unwanted surgery or other experiences.

While we might think of patient privacy as a form of care, in this instance we find ourselves wondering who these regulations actually serve. According to the updated 2013 HIPAA guidelines, personal health records are no longer considered sensitive information 50 years after death (it was previously 100 years).  Preliminary estimates by our team indicate that as many as 1,000 survivors might be alive in 2016. However, while the vast majority of the people discussed in the records are no longer alive, family and friends may well be.

We respect the need for family members and friends to privacy when it comes to the health records of their loved ones. At the same time, an essential component of most restorative justice programs, like those undertaken for North Carolina eugenic sterilizations, is an articulation of the violations, which HIPAA blocks in many ways (North Carolina’s cases were revealed by investigative journalists who are not subject to HIPAA and the IRB regulations that we must adhere to as academics). As a consequence, those who might most benefit from reparations – sterilized individuals and their immediate families, including children – are likely to die before the privacy laws enable us to draw attention to the individual impacted by the racialized and gendered discrimination evident in the records.

The sonification of these records and the companion participatory performances that we facilitate allow us to intervene and share these important stories before all of the survivors and family members have passed away. We have the opportunity to drive justice-oriented processes forward while there is still time.

Consent/Non-consent Sample Track (entire population)

Vibrant Lives focuses not just on the stories but also on the people who listen to the audio. We spend time watching how our audiences participate in listening toward the history of eugenic sterilization in California. Below are images of recent presentations of this work in which we’ve incorporated both haptic (touch-based) and sonic performance.

KUEugenicsImage2ElikaOrtega

Participants listening at a presentation at the University of Kansas. Photo by Elika Ortega.

 

Part of what we see here is the attentive posture of our participants – leaning in to feel a history of sterilization. The haptics are being shared with a thin, red metal wire that the participants have to touch lightly in order to not dampen the signal for others. For us, this is an effort to bring care for the experiences of others into the performance. The history of eugenics has impacted communities and we are creating communal aural and tactile experiences as a way to disrupt the notion that academic work and knowledge is a solitary endeavor.

The performance captured above is also an exercise in patience and as such expresses a willingness on the part of the participants to sit with a disturbing history. The sample people are listening to and feeling here is 100 seconds long with each note/vibration corresponding to one person who was sterilized. In most performances the participants stay for the duration of the piece, but there have been instances where people have touched a haptic piece and then walked quickly away. We can’t know why some have chosen to walk away.

KUEugenicsImage3PamellaLachSome of those who have stayed have shared with us that they felt responsible to feel and hear each person. It’s an abstraction, to be sure, but we are intrigued by the power of listening and feeling to encourage people to not simply look and walk away. As one participant at a Michigan performance noted, the “tingling (from the haptics) lingers, it’s spooky.” Another participant at the same performance indicated that she felt “more implicated” having engaged with a multi-media experience than with a visual like a graph or chart. When asked why, she responded “I’ve felt it and will continue to remember that, but still will likely do nothing in response.”

In creating performances where participants have to care for one another and care enough about the people represented in the data to stay through a durational piece, we are working to redress the extraordinary lack of care that the records represent, both in terms of testifying to the violence done to men’s and women’s bodies and in terms of the State of California’s lack of regard for this history.

 

Sounds Felt, Sounds Touched

 

Our work is an ongoing experiment. We’ve moved from haptics along a wire, to haptic spheres that vibrate with the sonification. The image above is from one of these events this spring. We’ve retained the communal effect while transforming the embodied structure of the event. Participants now gather around, encircling the object as they listen toward a history of reproductive injustices. People still tend to lean in – to have heads lowered in a posture of intense focus. The sphere itself demands that someone cradle it and it also requires that people touch lightly once again so as to not dampen the experience for others.

We plan to expand our durational events in our next iteration known as “Safe Harbor” in which we hope to explore how to best care for those people sterilized by the state by caring for their data. In this instance we are thinking of sounds (and more) that we’ll make together with impacted communities. For this work we are particularly interested in engaging audience members in the hosting and care of the eugenics data and, by extension, the survivors.

As a way of enacting a site-specific response to both historical and contemporary human and reproductive rights violations that have occurred in the state, we plan to stage this durational event in California. We’ll begin by inviting audiences to help build and shape an empty warehouse space with us, transforming the empty space into a place of care where we can listen toward these histories. The audience will be invited to converse about the research and reflect upon conversations through making, creating, and ultimately building up our safe harbor.

We plan to listen to and co-create with impacted communities through collective making of the space. As a result, Safe Harbor will enact a cooperative improvisational process shaping socially responsive dialogue – performing, hearing, listening, documenting, and rebuilding notions of care in real time. What we hope to discover here are shared sounds of resistance, repair, and healing. Sounds that might let us listen toward the past, while also creating more just futures.

Featured image: “Water under 12.5 Hz vibration” by Jordi Torrents, CC BY-SA 4.0, via Wikimedia Commons

Vibrant Lives is a collaborative team that makes, stages, and performs as part of interactive multimedia installations. Jessica Rajko and Eileen Standley are both professors in the Dance area of the School of Film, Theater, and Dance at Arizona State University (ASU). Jacqueline Wernimont’s home department at ASU is English and she’s a digital humanities and digital archives specialist. Wernimont and Rajko are also multimedia artists/faculty working in Arts, Media, and Engineering.

The data derives from a larger project, known as Eugenic Rubicon: California’s Sterilization Stories, a multidisciplinary collaboration among Arizona State University, University of Illinois Urbana-Champaign, and University of Michigan. This larger collaboration includes historical demography and epidemiology, public health, history of medicine, digital storytelling, data visualization, and the construction of interactive digital platforms. This team is quite large, with our center of gravity residing at the University of Michigan where historian of science Alexandra Minna Stern directs the Eugenic Rubicon lab. Stern discovered the microfilms of more than 20,000 eugenic sterilization patient records in 2013. Stern and her team have created a dataset with this unique set of patient records that includes 212 discrete variables culled from over 30,000 individual documents. This resource is the first of its kind, encompassing almost one-third of the total sterilizations performed in 32 states in the U.S. in the 20th century.

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