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Here at Sounding Out! we think that it’s best to learn from the experts. That’s why we sat in as a fly on a wall for a panel on ethics in podcasting put together by Laura Garbes at Brown University. Please join Laura as she discusses the politics of sound, podcasts, and more with SO! Editor-in-Chief Jennifer Lynn Stoever, storyteller Alex Hanesworth, and radio producer Babette Thomas (Now Hear This).
Laura Garbes was awarded a 2019 Engaged Scholarship award by the Swearer Center for Public Service. She’s recently published an academic essay entitled “Sound Archive Access: Revealing Emergent Cultures.” for the Journal of Radio and Audio Media. In addition to this, check out Laura’s more public facing scholarship: Both the excellent “How a CPB task force advanced a prescient vision for diversity in public radio” for Current and “Excellence, Reflexivity, and Racism: On Sociology’s Nuclear Contradiction and Its Abiding Crisis,” with Michael D. Kennedy and Prabhdeep S. Kehal for Critical Historical Sociology.
If you want to learn more about Laura’s excellent work, check out the page “A Pedagogical Approach to Storytelling and Technology” that details her collaboration with Dr. Nic John Ramos (now of Drexel University) in Spring 2019
for a course taught within the Department of Africana Studies at Brown University called African American Health Activism from Colonialism to AIDS. We have crafted this page to provide guidance and help to educators interested in experimenting with podcasting as a pedagogical tool, particularly in courses where sound or radio is not the primary object of study.
This panel, “Ethical Audio Stories: Teaching in the Age of the Sonic Color Line” was convened in conjunction with this course on April 18th, 2019 at the John Nicholas Brown Center for Public Humanities. The panel discussed questions such as:
If we are to be coming at the practice through a racial justice lens, does the code of ethics differ from journalistic professional ethics? Does it change the questions we ask? The way we interact with stories? How does this affect our notions of objectivity? How to make the audio storytelling more accessible: When we say audio storytelling has a “low barrier to entry,” what aren’t we considering in terms of resources and in terms of more complex cultural barriers?
and also offered general tips to audio storytelling and a Q and A with the audience. For a full transcript of the podcast, click here: AFRI0550 ethical considerations panel transcript final
Featured image is “Podcast” by Aristocrat @Flickr CC BY-NC-ND.
Alex Hanesworth is the managing editor for Now Hear This. She grew up listening to audiobooks in a nook somewhere on Fidalgo Island, WA and now spends her days studying, teaching, and making radio for Now Here This and the RISD Museum. She mostly makes stories about art, history, intimacies, and the intersection of the three.
Babette Thomas is a Black radio producer originally from Oakland, California and is also one of the current managing editors of Now Hear This. Her work is largely concerned with using sound and narrative to bring Black history in conversation with the present.
Jennifer Lynn Stoever is Associate Professor at SUNY Binghamton where she teaches courses on African American literature and race and gender representation in popular music. She has published in Social Text, Social Identities, Sound Effects, Modernist Cultures, American Quarterly and Radical History Review among others; her most recent research, “Crate Digging Begins at Home: Black and Latinx Women Collecting and Selecting Records in the 1960s and 1970s Bronx” was published in The Oxford Handbook of Hip Hop Studies (and is FREE to download as of September 2019). In 2016, she published her first book, The Sonic Color Line: Race and the Cultural Politics of Listening (NYU Press).
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In his autobiography, Beneath the Underdog, jazz musician Charles Mingus recounts his hatred of being ignored during his bass solos. When it was finally his turn to enter the foreground, suddenly musicians and audience members alike found drinks, food, conversations, and everything else more important. However, this small, and somewhat ironic, anecdote of Mingus’s relationship with the jazz community has now become a foreshadowing of his current status in sound studies–but no longer! This series–featuring myself (Earl Brooks), Brittnay Proctor, Jessica Teague, and Nichole Rustin-Paschal— re/hears, re/sounds and re/mixes the contributions of Mingus for his ingenious approach to jazz performance and composition as well as his far-reaching theorizations of sound in relation to liberation and social equality, all in honor of the 60th anniversary of Mingus’s sublimely idiosyncratic album Mingus Ah Um this month. In the first piece of this series, I offer a meditation on the audible imagery of The Little Rock Nine and the potency of Mingus’s ideas for sound studies and beyond. — Guest Editor Earl Brooks
Jazz composer and bassist Charles Mingus’s infamous protest song “Fables of Faubus,” (1959) channeled the anger and frustration of the Black community in response to the staunch racism of Orval Faubus, Governor of Arkansas, who refused to acknowledge the U.S. Supreme Court’s decision to support school integration in the 1954 case Brown v. Board of Education. Faubus infamously used the Arkansas National Guard to prevent Black students from attending Little Rock Central High School. The visual imagery of “The Little Rock Nine” walking to school, bombarded by riotous mobs and surrounded by cameras and military escorts, remains permanently seared into the American collective memory of the Civil Rights Movement.
What makes the imagery of “The Little Rock Nine” so sonically distinctive is the contrast between the silent procession of the students and the loud and intimidating screams from the white racist protestors. When images contain explicit visual references to particular sounds, there is an inescapable cognitive referent that allows one to experience that sound through the vehicle of one’s “sonic imagination”–or the mechanism that allows us to “hear” a song in our heads even when there is only silence. Listening involves an active–not passive–engagement with sounds real and imagined. In the same vein as comic books, which rely on visual sound-cues to enhance the experience of the text, the optical power of “The Little Rock Nine” invites viewers to process both the visual and aural data presented by the image. In other words, the image is empowered by its multimodality. When combined with related source material, such as “Fables,” we stand to gain a greater sense of its meanings and an awareness of why sound, especially music, is critical to the recording, or archiving of the kinds of lived experiences that exceed easy translation.
“Fables,” as well as the album on which it appears, Mingus Ah Um, invites questions about the sonics of racism in public and private spheres. Racism oscillates between modes of silence and silencing (unjust systemic processes, othering, isolation), subtle vibrations (micro-aggressions), as well as piercing, cacophonous noise that is as disorienting as it is terrifying. In many ways, this moment made audible (and public) the noise of racism so often confined to the personal encounters of African Americans with white institutions and Jim Crow segregation.
“Fables” ridicules the defense of segregation through its caustic, satiric edge. Listeners hear an early articulation of Terrence T. Tucker’s notion of comic rage, a mixture of pain, frustration, and fear encapsulated by humor and a burgeoning militancy and articulated by comedians such as Richard Pryor. Black musicians, such as Mingus, were not only in tune with the magnitude of the historical moment they were witnessing but also attuned to its sonic dimensions.
Positioning Mingus within the evolving discussion of sonic studies opens productive inquiry into what it means to center musicians of color in relation to critical historical moments in the American soundscape. Mingus’s concept of “rotary perception,” mentioned in his autobiography Beneath the Underdog (1971), suggests one way this positioning can occur. Here’s how Mingus defines “rotary perception” and uses it to describe his musical evolution:
There once was a word used–swing. Swing went in one direction, it was linear, and everything had to be played with an obvious pulse and that’s very restrictive. If you get a mental picture of the beat existing within a circle, you’re more free to improvise. People used to think the notes had to fall on the center of the beats in the bar at intervals like a metronome, with three or four men in the rhythm section accenting the same pulse. That’s like parade music or dance music. But imagine a circle surrounding each beat–each guy can play his notes anywhere in that circle and it gives him a feeling he has more space. The notes fall anywhere inside the circle but the original feeling for the beat isn’t changed. (350)
The value of this “rotary”– or “circular”–orientation exceeds the technical, musical application discussed in the book. Mingus offered this explanation in response to claims that the music created by younger musicians was more innovative or distinctive than his generational counterparts. What the media and industry insiders were seeking to characterize as the “new” wave in jazz wasn’t all that new. In fact, as Mingus argued, one could hear the “avant garde” major sevenths over minor sevenths from Charlie Parker and free forms in Duke Ellington if they were paying attention.
However, “rotary perception” also correlates with the central ethos of Black cultural production Amiri Baraka referred to as “the changing same,” a phrase describing the cyclical return to the roots of Black music and culture as a source of futurity, innovation, and regeneration. Rotary perception, as a way of engaging experiential source material, is a useful tool for sound studies as it relates to centering the work of musicians, theorists, and scholars of color whose work contains untapped, or, in this case, unheard critical vistas from which to expand the enterprise of defeating the scourge of racism. The poetic disconsolance and biting jocularity of Mingus’s oeuvre challenges us all to do some soul searching.
As thematic motif, rotary perception renders Mingus Ah Um as a presentation of the sonics of Black life. The “head” or main melody of “Fables” is buttressed by bluesy, bebop, instrumental solos that–quite literally–translate the racism of those such as Governor Faubus into a canvas of rebellious, free expression. The gospel inflections of “Better Get It in Your Soul” emerge from Mingus’s exposure to the reservoir of traditional Black worship and performance styles preserved by the “Holiness” or “Sanctified” denominations within the Black church. What questions would emerge if current discussions of racism and political power in white evangelical communities began with such songs as hermeneutic tools to explore the relationship between theology and race?
As Mingus traces his roots, the musical themes on the album look back as much as their execution points toward a new era of soul-infused jazz through a series of homages paid to Lester Young (“Goodbye Pork Pie Hat”), Charlie Parker (“Bird Calls“), Jelly Roll Morton (“Jelly Roll“), and Duke Ellington (“Open Letter To Duke“). Mingus delineates the kind of fictive kinship Eric Pritchard theorizes as a mode of constructing community and resisting social isolation and historical erasure as a byproduct of the Black experience. While Mingus’s allegiance to continuity is clear, rotary perception encourages us to consider the expansive scope of heretofore unexplored frontiers of African diasporic subjectivities.
Sound is a unique and worthwhile vehicle to recover the lived experiences of black communities often marginalized or completely ignored by the archives. The value of such experiences lies with their potential transgression of ontological and phenomenological investments in conceptions of time, space, and identity that ultimately undergird the sterilized normativity of white supremacist thought. The idea that people of color contributed nothing to history and the march of progress, or that the lands of indigenous peoples hold no value outside of capitalist ends, form the foundations of white supremacy. Questions such as: Who owns time? How much is time worth? and Who has the power to grant or retain space? form the structures beneath structural racism. Yet, through black music, black musicians reclaim that time, (Maxine Waters reference intended) as responsive to the needs of the community and the occasion and also something powerful enough to be distributed equally. Such music creates space–ideologically, spiritually, mentally–for a broader humanity that accompanies differences, like a swinging rhythm section, instead of fearing them.
Although large portions are fictional, the authenticity of Mingus’s experience of racism as described in Beneath the Underdog illuminates the sonic qualities of the album including its innovative fusions of musical traditions. For example, Mingus characterized his father as a parent who preached racial prejudice and forbade him and his siblings from engaging children from his neighborhood with darker skin complexions. Additionally, Mingus’s youth was fraught with discriminatory incidents heightened by the irony of his light skin color: too dark to pass as white and too light to take any solidarity with his darker companions for granted. Mingus Ah Um represents an important waypoint on Mingus’s journey to political consciousness and Black identity. This was a journey constantly freighted by what would become a lifelong quest to reconcile the self he saw as fractured, or the “two-ness” that W.E.B. Du Bois famously described as the psychic consequences of life behind the “veil” within racially oppressive social order. Responding to this veil (or mask according to Paul Laurence Dunbar) became particularly complicated for Mingus. For musicians such as Louis Armstrong or Duke Ellington, the deference to white audiences belied a defensive posture and a recognition that the interiority of their lives would always remain—like Ralph Ellison’s proverbial protagonist–invisible.
However, the subversive “creative mockery,” that Mingus conjures in “Fables” coincided with the operationalization of Black Nationalist sentiment and discourse brewing within the Black community. What Mingus wanted more than money or fame from his music was to be taken seriously as an artist and for jazz to be seen as equal to classical music in terms of cultural stature. In many ways, Mingus’s music gave a sonority and texture to this tension. This search for artistic authenticity dovetails with the racial solidarity showcased on the album, expanding the scope of its introspection.
One of the great misconceptions of post-Civil-Rights-Era America is the assumption that the decline of such public and audible displays of racism includes a decline of such phenomena in private spheres. However, the recent barrage of viral videos depicting the weaponization of police toward Black bodies quickly dispels any such assumption. Rotary perception, beyond its use in sound studies, offers a critical tool useful for grounding current analyses of liberatory struggle against racial and social oppression. It reminds us of the value of returning to, and listening again, to songs like “Fables.” It also urges us to continue fingering what Ellison called “the jagged grain” of the “painful details and episodes of a brutal experience …” in order to squeeze from it a “near-tragic, near-comic” transcendence.
Featured Image: By Flicker user Matthew Venn, (CC BY-SA 2.0)
Earl H. Brooks is a saxophonist and Assistant Professor of English at the University of Maryland, Baltimore County. His research interests include jazz, rhetoric and composition, black popular culture, and media studies.
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SO! Amplifies: The Blues and Jazz Dance Book Club–Chelsea Adams
Living with Noise–Osvaldo Oyola
“Music More Ancient than Words”: W.E.B. Du Bois’s Theories on Africana Aurality — Aaron Carter-Ényì
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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Last week, Carlo Patrão published “On the Poetics of Balloon Music: Sounding Air, Body, and Latex (Part One),” which examined the history of the association between balloon travel and experimentation and the idea of silence, along with a round up of conceptual artists who have used balloons in their work. Today’s post continues this exploration with an in-depth conversation between the author, producer Marina Koslock and sound artist Judy Dunaway.
We look at alien grace,
by any determined form,
and we say: balloon, flower,
heart, condom, opera,
lampshade, parasol, ballet.
Hear how the mouth,
of longing for the world,
changes its shape?
Excerpt from Difference, by Mark Doty
Against Levity: Experimental Music and the Latex Balloon
The term balloon music gained some virality in 2011 after Finn, the protagonist of the animated series Adventure Time, rubbed a toy balloon and improvised a rap over its squeaky sounds. “Balloon music is the future,” says the character. This few second-long scene became an instant meme, inspiring many to share their own versions of the “futuristic sound of balloon music.”
Balloons themselves are viral objects. Designed to infect our moods, they are part of social rituals ranging from the deeply personal to collective (political) euphoria. They are cheap, amusing and awe-inducing. As resonant chambers, balloon membranes are sonically responsive to touch while, at the same time, highly tuned to the vibrations of the environment. To start playing a balloon, no prior experience is required. In this sense, the balloon is a democratic instrument whose sonic textures circumvent expensive music equipment.
The Jazz composer Anthony Braxton was once asked why he used balloons in his Composition 25 (1972). Braxton replied: “I didn’t have enough money for the electronic equipment that could make those kinds of sounds. I’m interested in the expanded reality of sound opened up by the post-Webern continuum, but I’m restricted to using cheap materials. So, you know, I was walking down the street one night and I thought, Hey! I gotta have balloons!”
Anthony Braxton, B-Xo/N-0-1-47a or Composition 6G, w/ Leroy Jenkins, Leo Smith and Steve McCall, with balloon sounds, 1969
“For me, that piece (Composition 25) really best demonstrates the full symbolic meaning of the balloon in the early avant-garde,” says balloon music composer Judy Dunaway. “I’ve discussed this with Braxton himself – the balloon replicated electronic equipment that he couldn’t afford at the time, but he also saw it as a way to open up the minds of the performers to get them to think differently about how they were improvising and how they were interacting in the piece.” Braxton’s Composition 25 is scored for 250 balloons and musicians are required to produce sound by squeezing, rubbing and popping balloons. “I like the idea that he breaks down the hierarchy,” adds Dunaway, “black musicians were discriminated against and they didn’t have the financial means that the white musicians had… and he was using this as a way to get beyond that and say: Here, I’m going to do electronic sounds without any electronics, I don’t need to go buy a Buchla or be associated with an academic institution that can give me access to equipment, right?”
Producer Marina Koslock and I met Judy Dunaway at MassArt in Boston to talk about her balloon-based sculptural sonic performances and the ready-made latex balloon as a sound producing instrument. For the past 25 years, Dunaway has been developing a singular specialization in the balloon as a medium for sound and music. You can keep just broadening out and do more things with a concept; or you can work in a particular parameter as an artist and keep digging deeper and deeper and deeper, and that for me as been more interesting, is to pursue that line”, explains Dunaway.
As a consequence, her balloon work has spanned out through several records (e.g. Balloon Music and Mother of Balloon Music), scores, sound sculptures, solo performances, ensembles, and numerous installations. The poetics of the latex balloon as a sound producing instrument contrast with the atmospheric balloon explored in part one of this article. The balloon, no longer buoyant, stays in close proximity to the body of the performer. The surface of the balloon is vibrated through rubbing, stroking, squeezing, pulling, popping and through the control of air releases. These sonic tactile acts bring forth dialogues between the performer’s body and the latex body of the balloon. “I limited my playing techniques to the balloons and my body,” says Judy Dunaway, “it was essential to be able to feel everything that was happening with the balloon in order to be able to fully explore all the sonic possibilities.”
The Balloon Music, DF#, by Tina Touli, 2013-2015
The balloon functions as an external sensory organ, like a skin, that vibrates when sound passes through. In Deaf culture, balloons have a long history of being used as resonating chambers that amplify vibration and facilitate hearing. Deaf people use them at concerts, musicals, clubs and raves to hear the music through the vibration of the balloon’s membrane. David Toop writes about Alexander Bell in the 1870s encouraging students from a Boston school for deaf children to hold balloons in their hands while walking on the street as a safety measure in order to hear the vibrations from the cobblestones as fast horse-drawn wagons passed by. Vibrational information is processed in the same way as sound information. As the scholar Steph Ceraso proposes, the common definition of listening needs to be expanded to include the sensory, contextual, and material aspects of a sonic event. Dunaway’s sound installation Manual Eardrums invites participants to a different mode of listening through the vibration of the balloon. “You are given earplugs at the door and an inflated balloon, and you hold it between your hands as you walk around the space. There’s a low tone playing that sweeps between 100Hz and 150Hz and it causes different vibrational patterns in the room that you can feel and map them out,” explains Dunaway. “Your eardrum is the balloon that you’re holding.”
Judy Dunaway started to play balloon music in the late 1980s, first as a preparation for guitar string and soon after as a solo instrument. It was in the midst of the AIDS Crisis and Dunaway was part of the downtown improv scene in NYC. “Many of my friends were dying,” she recalls. “Everybody was saying what caused this? Nobody knew how the disease was being spread,” adds Dunaway. “Then, of course, there was this discovery that it was sexually transmitted and you could prevent transmission with latex condoms. Suddenly, they had this power,” she says, “latex had this power to save people’s lives, and I say that that is when balloons really began to speak to me. They were something beyond a mere mechanism to make sound.” Within the envelope of the balloon Dunaway found space for memory, life, and sensuality.
From the beginning, her balloon work has articulated tensions between explicit and implicit meaning around issues relating to social activism, environmentalism, and feminism. “In an era, which continues to be that a woman’s control of her own body is restricted or attempts are being made to restrict our bodies, I coupled myself to this instrument that expresses sensuality, sexuality, and humanity,” says Dunaway. The balloon, as a resonating chamber, bypasses western musical traditions that mechanize the body and gender stereotype musical expression. For Dunaway, the balloon generates a “non-judgmental somatic relationship.”
“Seeing my connection to the body of the balloon, that to me served as an unspoken rebellion against the patriarchy, against the power structures that have oppressed women and, ultimately, all humankind by severing the psyche and the body,” says Dunaway. Following the scholar Robin James, the patriarchy is not just a “relation among people” but is also a “relation among sounds” that are coded in a gender system of masculine absolute/feminine other. “The way I approach the balloon is not nailed or fixed or part of this history,” clarifies Dunaway. The balloon as an instrument has allowed Dunaway to develop a musical lexicon outside of a male-dominated classical heritage.
Judy Dunaway performing Piece for Tenor Balloon, written notation with improvisational passages, 2002
For example, this is her description of the round balloon as a sounding instrument:
Imagine a string, a string on a violin or guitar, and this string is held taut on either end by a the tuning pegs and the bridge now imagine that string suddenly melted and spun out into an orb and it’s all held tight by a column of air. . .this is the palette that I have to access when I play the Tenor Balloon, I have all these harmonics on this curved shape, and I control it partially with my knees.
The Tenor Balloon is placed between both knees and Dunaway applies and releases pressure on the balloon producing microtonal changes on its surface. “And I also use water,” she adds, “copious amounts of water, warm water on the balloon and on my hands because that’s the way I get this stick and slip mechanism to work.” The hands gliding on the balloon’s surface act similar to a bow on a string reaching different nodes and moving through harmonic series.
Judy Dunaway performing “Hommage à Kenneth Noland”, for amplified giant balloon, vibrators, synthesized tones, and projected video, with Max/MSP/Jitter interface, 2017
Each balloon requires its own specific touch or sounding technique. On the piece Amplified Giant Balloon, vibrators are used to resonate the surface of a giant balloon creating a low drone sound. “It’s like vibrating a giant bass string”, says Dunaway, ”I tune my vibrators, I go to the sex shop and I listen to vibrators, and I tune the vibrators to each other so there’s a little beating pattern between them that I can control.”
Around 2015, Dunaway added a new balloon to her solo performances, the Amplified Twister Balloon. The twister balloon is equivalent to the long balloons used to make balloon-animals. Due to its string-like shape, the sounds produced through rubbing or gliding differ from the sounds of a round balloon. “The harmonic series isn’t so predictable,” she continues, “the tension is highest close to the navel of the balloon and that makes it microtonal different from one end to the other like an out-of-tune bugle.” Visually, the Amplified Twister Balloon performance delivers a feminist affirming statement. Defying the tradition of the male guitarist stroking the female form of the guitar, Dunaway finds musical material in a phallic-shaped balloon. “I sort of invert this”, she says, “now I have the penis form that I’m stroking and caressing and I’m taking this phallic power for myself in the Amplified Twister Balloon.”
“My work doesn’t come out of a void,” states Dunaway. In the article My Beautiful Balloon, Dunaway maps out a detailed history of the balloon in experimental and avant-garde music. Many Fluxus artists used the balloon in events, concerts and instructional scores. The sounds of the balloon embodied Fluxus’ humorous/satirical attitude towards art and the collapse of hierarchies of experience by reframing everyday life objects. Balloons are used by DIY artists that re-invent, hack and create new music instruments (Jean Francois Laporte, Thierry Madiot, Aaron Wendell, Tom Nunn, Javier Bustos). Balloon sounds are explored by many artists with backgrounds ranging from improvised music, rock, electronic or electro-acoustic and sound installation (Ricardo Arias, David Bedford, Mauricio Kagel, Alvin Lucier, Terry Day, Tod Dockstader, Christine Sun Kim, Davide Tidoni, Sharon Gal, Eugene Chadbourne, Matmos, EVOL, Alan Nakagawa, to name a few).
To develop a practice around the accessibility of latex is to engage with politics of mass-production and exploitation of resources and labor. Dunaway mentions the connection between the air and breath that fills the balloon and the mass-extraction of latex from the lungs of the Earth. “[Balloons] are literally the blood from a tree in the Amazon,” says Dunaway, “and there’s a whole history of how the indigenous people there were and still are persecuted. Now, they are mostly farmed in Malaysia,” she adds.
Between 1890 and 1920, a rubber fever led to a boom of extraction and exploitation of rubber-bearing plants in the Amazonian countries and to the forced displacement, slavery and mass killing of its indigenous people. The same happened in many African countries. As John Tully writes in his book The Devil’s Milk, “it is still true that where there is rubber there is often human suffering.” Ricardo Arias, a Columbian composer working with balloons (balloon kit) since 1987, has acknowledged this suffering through his balloon work. In Musica Global, Arias composed a series of 20 short balloon pieces called Caouchu: The Weeping Tree/El Árbol Que Llora in memory of the native Americans tortured and killed by the North American and European hunger for natural rubber latex.
These ontological relations between the balloon’s materiality and the environment inform Dunaway’s work. “I’m writing a piece for a large 30 to 35 person balloon ensemble. This piece is called Wind Ensemble and is all about the air going out of the balloon, and the sound of the mouthpiece being vibrated as the air comes out.” Dunaway shares a video recording of this work and the room is filled with high pitched sounds changing at different speeds. The experience is immersive; a meditation on air and vibration. “It’s rather minimal in the concept because I really want you to notice the small changes and nuances over time.” The performative element of the piece has balloon players squeezing the balloon’s mouthpiece and bending over large balloons to make them vibrate until the balloon’s last breath. “Ideally, I would like 60 balloon players, that would be great!” she exclaims. The embodied relationship that Dunaway has developed with the balloon over the past decades resulted in an artistic practice extremely tuned to the sonic proprieties of every inch of the latex balloon.
The poetics of balloon music bring forth alternative narratives that challenge dominant hierarchies of music production, bypassing expensive technology and expectations of gendered musical expression. The balloon as an object of childhood and of playfulness is charged with emotional resonance and invites the construction of meaning while offering an opportunity to build upon subversive themes. In this two-part article, the balloon was analyzed as an object that is able to generate a vertical dimension of self and the construction of a sense of Place within the silence of the upper air regions that informed the “listening ear” to perceive difference. As a Probe, the balloon navigates the irreversibly altered constitution of the airspace, sonifying masses of air and weather data. Filled with breath or air, in Play, the latex balloon is an extra ear attached to our bodies that vibrate in sympathy with the terrestrial agitations of the Earth. Maybe Finn from Adventure Time is on to something. “Balloon music is the future.”
Thanks to Judy Dunaway for the interview and records; Marina Koslock for co-producing the interview with Judy Dunaway; and Jennifer Stoever for your help and excellent editing.
Featured Image: Judy Dunaway, photo by Alice Bellati
Carlo Patrão is a Portuguese radio producer and independent researcher based in New York city.
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