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If You Can Hear My Voice: A Beginner’s Guide to Teaching

Penciles Down3Here at Sounding Out! we like to celebrate World Listening Day (July 18) with a blog series. This year, we bring your attention to the role of listening when it comes to the sounds of the K-12 classroom, and by extension, the school.

Any day in a K-12 school involves movement and sounds day in and day out: the shuffling of desks, the conversations among classmates, the fire drill alarm, the pencils on paper, the picking up of trays of food. However, in many conversations about schools, teaching, and learning, sound is absent.

This month’s series will have readers thinking about the sounds in classrooms in different ways. They will consider race, class, and gender, and how those aspects intersect how we listen to the classrooms of our past and our present. More importantly, the posts will all include assignments that educators at all stages can use in their classrooms.

Time’s up, pencils down, and if you can hear Caroline Pinkston‘s voice, you should clap once for this personal essay. –Liana Silva, Managing Editor

Editorial Note (7/17/2017, 11:55 am): After careful consideration, I have changed the last photo of the post, as it was from a NATO Flickr account, and it could be seen as supportive of military presence in Afghanistan. I have added a different photo that compliments better the original intention of the author and the editorial mission of SO!.–Liana Silva, Managing Editor


[C]ontrolling who has the floor is the mark of your authority and a necessity to your teaching.

Doug Lemov, Teach Like a Champion: 49 Techniques That Put Students on the Path to College

I am twenty two, new to New York City and new to teaching. In six weeks, I will be in charge of my own classroom, and like most new teachers, I am worried about classroom management. In my summer pedagogy classes I soak up the advice I am given, dutifully taking notes. Controlling my classroom, I learn, means controlling noise: my own and my students’. My words should be clear, carefully chosen, purposeful. I should eliminate words altogether when I can, using hand signals instead: students who need to use the bathroom, for example, can simply raise their hand with two fingers crossed. I should determine when and how students will answer my questions. I should memorize the names of different participation strategies: cold call, popcorn, call and response.   Students should not speak out of turn, even if their responses are well intentioned or correct.  Even nonverbal sound should be prevented. “Don’t let them suck their teeth at you,” a veteran teacher cautions me. Unsanctioned noise, I learn, can signal rebellion.

“Student Raising Hand” by Flickr user UC Davis College of Engineering, CC BY 2.0

I should never, under any circumstances, talk over my students, or let them talk over me. I learn techniques to quiet large groups efficiently. “If you can hear my voice, clap once,” I learn to say. “If you can hear my voice, clap twice.”


 

On the first days of school, learn to begin many of your sentences with, “You will … “ An alternative would be, “The class procedure is…” The first few days are critical. This cannot be stressed enough.

Harry K. Wong & Rosemary Wong, The First Days of School: How To Be An Effective Teacher

For the first few weeks, I write my lessons in complete sentences, rehearsing them in advance like a play. In the lesson plans I write each night, I attempt to impose order on the noise of the classroom the next day with scripted responses. I plan for periods of speaking and silence. I write out the questions I will ask, giving thought to the most effective wording, and I try to anticipate every possible answer. I think through how I might address a misunderstanding, correct a behavior, dole out consequences. In my lesson plans I speak, students respond, and we go back and forth together.

“iPad class” by Flickr user Michael Coghlan, CC BY-SA 2.0

But in the classroom, noise emerges in less predictable ways, bubbling up through the cracks in ways I haven’t planned for. I am listening for outbursts, students speaking out of turn, challenging my authority: the sorts of sounds I’ve been trained to respond to. But mostly, there are pencils tapping on desks. My tongue tripping over names that are at first unfamiliar to me. My voice, to my dismay, shaking. The door, swinging open and shut. Students arriving late, administrators stepping in: sorry to interrupt but could I borrow…? The fire alarm. The crackling loudspeaker.

My voice is tired and hoarse at the end of each day. The hand signal to use the bathroom does not go over well.


Quiet Power. When you get loud and talk fast, you show that you are nervous, scared, out of control. You make visible all the anxieties and send a message to students that they can control you and your emotions… Though it runs against all your instincts, get slower and quieter when you want control. Drop your voice, and make students strain to listen. Exude poise and calm. (Lemov, Teach Like a Champion)

In October of my first year, something strange happens at the beginning of B period. I’ve come into class a little late, flustered and overwhelmed and tired of pretending so hard that I know what I’m doing, to be calm and authoritative and in control. I open my mouth to say the right words to get class started, but instead I find myself laughing—I’m not sure why, really—and then I can’t stop laughing, and I laugh till I cry a little, and I have to step out into the hallway to compose myself.

“Students laughing” by Flickr user Medill DC, CC BY 2.0

Outside, I am sobered by the thought of what I’ve just done: whatever authority and professionalism I had gained, gone. I’ll have to start all over.  But when I walk back in, my students are laughing, too, at me, and with me, and through that laughter something tiny but important shifts. It is one of the best days of teaching I’ve had all year.

The soundscape begins to shift. The less I try to extinguish every noise I hear, the more I begin to hear things I hadn’t noticed before: singing in the hallways, laughing. Students asking me about my day.


[K]eep in mind that all students – no matter what age – respond to authenticity.   They crave teachers who see them as real people, and they do back flips for the ones whose interactions with them are based on sensitivity and respect.  Remember to let them know – this is my single greatest pearl of wisdom, Caroline – let them know every single day that you like them.  Laugh with them.  Lift their spirits.  Sing with them!

(Marsha Russell, personal email).

I observe a veteran teacher whose class of seniors is putty in her hands. At her request, they even burst into song, in unison. How do you get them to do that? I ask. And she tells me: You just have to believe that they will.

She writes me an email of classroom management tips. I print out my favorite part and keep it; I unfold it and I reread it and I put it in my pocket and I pass it along to other teachers.

Sing with them! It’s a revelation, that teaching could be conducting, that learning could be music.


Economy of Language. Fewer words are stronger than more. Demonstrating economy of language shows that you are prepared and know your purpose in speaking. Being chatty or verbose signals nervousness, indecision, and flippancy. It suggests that your words can be ignored. (Lemov, Teach Like a Champion)

My second teaching post is at a private, Episcopal school, where students transition between classes to the sound of music playing through the loudspeakers. In daily chapel, the whole community marks a moment of silence, signaled by a bell that reverberates through the rafters. We sit together patiently, four hundred people breathing. I wonder what combination of school culture and privilege and training creates a student body this quiet and calm, and what unseen tradeoffs might come with such silence. It’s peaceful, but I also find myself nostalgic for the stream of noise I’d grown accustomed to in New York, constant and lively and joyful.

“King’s College London Chapel 2, London ” by Wikimedia user DAVID ILIFF, CC-BY-SA 3.0

I am finally confident in my ability to quiet a classroom, but the skill proves unhelpful in this new space, where on the first day my seniors sit quietly and wait for me to begin. I find this a little unnerving, like I’ve stepped into a game I thought I knew well, only to find that the rules have changed.


 

Ineffective teachers say things like:

“Where did we leave off yesterday?”

(Translation: I have no control.)

“Open your books so that we can take turns reading.”

(For what reason?)

“Sit quietly and do the worksheet.”

(To master what?)

“Let’s watch this movie.”

(To learn what?)

“You can have a free period.”

(Translation: I do not have an assignment for you. I am unprepared.)

(Wong & Wong, The First Days of School)

F period teaches me that silence can be deadening, too. They answer when I ask them to, but they wait to be asked, or for one of their classmates to resign themselves to raising their hands, again. And the moment of waiting, the stillness that follows the question, punctures the energy in the room as perfectly as a needle: we arrive at an answer, but something important has been lost along the way.

I’m learning that sometimes controlling noise is easier than producing it, creating sound where before there was silence. And sound is not enough: I must layer speech on top of speech to build a conversation, which is something altogether different and more precious. We have to create something, together. That’s the real challenge.


Teaching isn’t magic, says every classroom management book I’ve ever read. And it isn’t, if you’re talking about technique, about participation strategies, about getting everyone quiet or deciding who speaks. But at the center of all that structure is something elusive and harder to describe or replicate —  a moment all those management books try to help you approach, when you and your students arrive at something powerful and important together. I’m not sure that moment requires a lively classroom or a silent one, and I don’t think you can conjure it. It comes unbidden. It might be chance. It might happen like this.

“IMG_6010.20161202” by Flickr user Sage Ross, CC BY-SA 2.0

You’ll be in second period English, reading King Lear, at the part when Kent tells Lear to see better. You’ll be telling a story about the very first days of your teaching, when you were too concerned about controlling your classroom to really notice the students in front of you, to see them as real, whole people. You use the story to talk about sight, about what it might mean to see better, how what we pay attention to shapes what we think we know. This story matters to you. You believe in it.

And on this afternoon, for whatever reason, the intensity of your students’ attention will be so sharp and clear it will raise goosebumps on your arms. You’ll feel it and look up, and they will be listening exactly the way you’re talking about seeing, and the room will be so quiet that it almost hums. It’s the kind of quiet you can’t get from silencing noise, just like you can’t create a conversation by making students speak. It grows from the ground up, a momentary enchantment brought on through some alchemy of their interest and your story and the book and the weather that day.

You’ll yield to it, listening, holding your breath in case it disappears.

Featured image: “Inside My Classroom” by Flickr user Marie, CC BY-SA 2.0

Caroline Pinkston is a PhD candidate in American Studies at the University of Texas at Austin. Her work brings education into conversation with childhood studies and cultural memory. She holds a B.A. in American Studies and English from Northwestern University (2008), an M.S. in English Education from Lehman College (2010), and an M.A. in American Studies from the University of Texas (2014). A former high school English teacher, she has taught and worked in public, private, and nonprofit settings in New York City and Austin, Texas.

tape reel

REWIND! . . .If you liked this post, you may also dig:

A Listening Mind: Sound Learning in a Literature Classroom–Nicole Furlonge

Audio Culture Studies: Scaffolding a Sequence of Assignments–Jentery Sayers

The Sounds of Anti-Anti-Essentialism: Listening to Black Consciousness in the Classroom–Carter Mathes 

Re-orienting Sound Studies’ Aural Fixation: Christine Sun Kim’s “Subjective Loudness”

Editors’ note: As an interdisciplinary field, sound studies is unique in its scope—under its purview we find the science of acoustics, cultural representation through the auditory, and, to perhaps mis-paraphrase Donna Haraway, emergent ontologies. Not only are we able to see how sound impacts the physical world, but how that impact plays out in bodies and cultural tropes. Most importantly, we are able to imagine new ways of describing, adapting, and revising the aural into aspirant, liberatory ontologies. The essays in this series all aim to push what we know a bit, to question our own knowledges and see where we might be headed. In this series, co-edited by Airek Beauchamp and Jennifer Stoever you will find new takes on sound and embodiment, cultural expression, and what it means to hear. –AB

A stage full of opera performers stands, silent, looking eager and exhilarated, matching their expressions to the word that appears on the iPad in front of them. As the word “excited” dissolves from the iPad screen, the next emotion, “sad” appears and the performers’ expressions shift from enthusiastic to solemn and downcast to visually represent the word on the screen.  The “singers” are performing in Christine Sun Kim’s conceptual sound artistic performance entitled, Face Opera.

The singers do not use audible voices for their dramatic interpretation, as they would in a conventional opera, but rather use their faces to convey meaning and emotion keyed to the text that appears on the iPad in front of them. Challenging the traditional notions of dramatic interpretation, as well as the concepts of who is considered a singer and what it means to sing, this art performance is just one way Kim calls into question the nature of sound and our relationship to it.

Audible sound is, of course, essential to sound studies though sound itself is not audist, as it can be experienced in a multitude of ways. The contemporary multi-modal turn in sound studies enables ways to theorize how more bodies can experience sound, including audible sound, motion, vibration, and visuals. All humans are somewhere on a spectrum between enabled and disabled and between hearing and deaf. As we grow older most people move farther toward the disabled and deaf ends of the spectrum. In order to experience sound for a lifetime, it is imperative to explore multi-modal ways of experiencing sound. For instance, the Deaf community rejects the term disabled, yet realizes it is actually normative constructs of hearing, sound, and music that disable Deaf people. But, as Kim demonstrates, Deaf people engage with sound all of the time.  In this case, Deaf individuals are not disabled but rather, what I identify as difabled (differently-abled) in their relationship with sound. While this term is not yet used in disability scholarship, it is not completely unique, as there is a Difabled Twitter page dedicated to, “Ameliorating inclusion in technology, business and society.” Rejection of the word disabled inspires me to adopt difabled to challenge the cultural binary of ability and embrace a more multi-modal approach.

Kim’s art explores sound in a variety of modalities to decenter hearing as the only, or even primary, way to experience sound. A conceptual sound artist who was born profoundly deaf, Kim describes her move into the sound artistic landscape: “In the back of my mind, I’ve always felt that sound was your thing, a hearing person’s thing. And sound is so powerful that it could either disempower me and my artwork or it could empower me. I chose to be empowered.”

For sound to empower, however, cultural perception has to move beyond the ear – a move that sound studies is uniquely poised to enable. Using Kim’s art as a guide, I investigate potential places for Deaf within sound studies. I ask if there are alternative ways to listen in a field devoted to sound. Bridging sound studies and Deaf studies it is possible to see that sound is not ableist and audist, but sound studies traditionally has suffered from an aural fixation, a fetishization of hearing as the best or only way to experience sound.

Pushing beyond the understanding of hearing as the primary (or only) sound precept, some scholars have begun to recognize the centrality of the body’s senses in sound experience. For instance, in his research on reggae, Julian Henriques coined the term sonic dominance to refer to sound that is not just heard but that “pervades, or even invades the body” (9). This experience renders the sound experience as tactile, felt within the body. Anne Cranny-Francis, who writes on multi-modal literacies, describes the intimate relationship between hearing and sound, believing that “sound literally touches us,” This process of listening is described as an embodied experience that is “intimate” and “visceral.” Steph Ceraso calls this multi-modal listening. By opening up the body to listen in multi-modal ways, full-bodied, multi-sense experiences of sound are possible. Anthropologist Roshanak Kheshti believes that the differentiation of our senses created a division of labor for our senses – a colonizing process that maximizes the use-value and profit of each individual sense. She reminds her audience that “sound is experienced (felt) by the whole body intertwining what is heard by the ears with what is felt on the flesh, tasted on the tongue, and imagined in the psyche” (714), a process she calls touch listening.

Other scholars continue to advocate for a place for the body in sound studies. For instance, according to Nina Sun Eidsheim, in Sensing Sound, sound allows us to posit questions about objectivity and reality (1), as posed in the age-old question, “If a tree falls in the forest and no one is there to hear it, does it make a sound?” Eidsheim challenges the notion of a sound, particularly music, as fixed by exploring multiple ways sound may be sensed within the body. Airek Beauchamp, through his notion of sonic tremblings, detaches sound from the realm of the static by returning to the materiality of the body as a site of dynamic processes and experiences that “engages with the world via a series of shimmers and impulses.”  Understanding the body as a place of engagement rather than censorship, Cara Lynne Cardinale calls for a critical practice of look-listening that reconceptualizes the modalities of the tongue and hands.

Vibrant Vibrations by Flickr User The Manic Macrographer (CC BY 2.0)

As these scholars have identified, privileging audible sound over other senses reinforces normative ideas of communication and presumes that individuals hear, speak, and experience sound in normative ways. These ableist and audist rhetorics are particularly harmful for individuals who are Deaf. Deaf community members actively resist these ableist and audist assumptions to show that sound is not just for hearing. Kim identifies as part of the Deaf community and uses her art to challenge the ableist and audist ideologies of the sound experience. Through exploring one of Christine Sun Kim’s performance pieces, Subjective Loudness, I argue that we can conceptualize sound studies in the absence of auditory sound through the two concepts Kim’s piece were named for, subjectivity and loudness.

In creating Subjective Loudness, Kim asked 200 Tokyo residents to help her create a musical score. Hearing participants were asked to use their bodies to replicate sounds of common 85 dB noises into microphones. The sounds Kim selected included: the swishing of a washing machine, the repetitive rotation of printing press, the chaos of a loud urban street, and the harsh static of a food blender. After the list was complete, Kim has the sounds translated into a musical score, sung by four of Kim’s closest friends. The noises then become music, which Kim lowers below normal human hearing range for a vibratory experience accessible to hearing and non-hearing individuals alike; The result is music that is not heard but rather felt. As vibrations shake the walls, windows, and furniture audience members feel the music.

Kim’s performance expands upon current understandings of the body in sound by incorporating multiple materialities of sound into one experience. Rather than simply looking at an existing sound in a new way, she develops and executes the sound experience for her participants. Kim types the names of common 85 dB sounds, what most hearing people may call “noise” on an iPad – a visual representation of the sound.

By asking participants to use their bodies to replicate these sounds – to change words into noise – Kim moves visual representation moves into the audible domain. This phase is contingent on each participant’s subjective experience with the particular sound, yet it also relies on the materiality of the human body to be able to replicate complex sounds. The audible sounds were then returned to a visual state as they were translated into a musical score. In this phase, noise is silenced as it is placed as musical notes on a page. The score is then sung, audibly, once again shifting visual into audible. Noise becomes music.

Yet even in the absence of hearing the performers sing, observers can see and perhaps feel the performance. Similar to Kim’s Face Opera, this performance is not just for the ear. The music is then silenced by reducing its volume beyond that of normal hearing range. Vibrations surround the participants for a tactile experience of sound. But participants aren’t just feeling the vibrations, they are instruments of vibration as well, exerting energy back into the space that then alters the sound experience for other bodies. The materiality of the body allows for a subjective experience of sound that Kim would not be able to as easily manipulate if she simply asked audience members to feel vibrations from a washing machine or printing press. But Kim doesn’t just tinker with the subjectivity of modality, she also plays with loudness.

Christine Sun Kim at Work, Image by Flickr User Joi Ito, (CC BY 2.0)

In this performance Kim creates a think interweaving of modalities. Part of this interplay involves challenging our understanding of loudness. For instance, participants recreate loud noises, but then the loud noise is reduced to silence as it is translated into a musical score. The volume has been dialed down, as has the intensity as the musical score isolates participates. The sound experience, as the score, is then sung, reconnecting the audience to a shared experience. Floating with the ebb and flow of the sound, participants are surrounded by sound, then removed from it, only to then be surrounded again. Finally, as the sound is reduced beyond hearing range, the vibrations are loud, not in volume but in intensity. The participants are enveloped in a sonorous envelope of sonic experience, one that is felt through and within the body. This performance combats a long-standing belief Kim had about her relationship with sound.

As a child, Kim was taught, “sound wasn’t a part of my life.”  She recounted in a TED talk that her experience was like living in a foreign country, “blindly following its rules, behaviors, and norms.” But Kim recognized the similarities between sound and ASL.  “In Deaf culture, movement is equivalent to sound,” Kim stated in the same talk. Equating music with ASL, Kim notes that neither a musical note nor an ASL sign represented on paper can fully capture what a music note or sign are. Kim uses a piano metaphor to make her point better understood to a hearing audience. “English is a linear language, as if one key is being pressed at a time. However, ASL is more like a chord, all ten fingers need to come down simultaneously to express a clear concept in ASL.” If one key were to change, the entire meaning would change. Subjective Loudness attempts to demonstrate this, as Kim moves visual to sound and back again before moving sound to vibration. Each one, individually, cannot capture the fullness of the word or musical note. Taken as a performative whole, however, it becomes easier to conceptualize vibration and movement as sound.

Christine Sun Kim speaking ASL, Image by Flickr User Joi Ito, (CC BY 2.0)

In Subjective Loudness, Kim’s performance has sonic dominance in the absence of hearing. “Sonic dominance,” Henriques writes, “is stuff and guts…[I]t’s felt over the entire surface of the skin. The bass line beats on your chest, vibrating the flesh, playing on the bone, and resonating in the genitals” (58). As Kim’s audience placed hands on walls, reaching out to to feel the music, it is possible to see that Kim’s performance allowed for full-bodied experiences of sound – a process of touch listening. And finally, incorporating Deaf and hearing individuals in her performance, Kim shows that all bodies can utilize multi-modal listening as a way to experience sound. Kim’s performances re-centers alternative ways of listening. Sound can be felt through vibration. Sound can be seen in visual representations such as ASL or visual art.

Image of Christine Sun Kim’s painting “Pianoiss….issmo” by Flickr User watashiwani  (CC BY 2.0)

Through  Subjective Loudness, it is possible to investigate subjectivity and loudness of sound experiences. Kim does not only explore sound represented in multi-modal ways, but weaves sound through the modalities, moving the audible to the visual to the tactile and often back again. This sound-play allows audiences to question current conceptions of sound, to explore sounds in multi-modalities, and to use our subjectivities in sharing our experiences of sound with others.  Kim’s art performances are interactive by design because the materiality and subjectivity of bodies is what makes her art so powerful and recognizable. Toying with loudness as intensity, Kim challenges her audience to feel intensity in the absence of volume and spark the recognition that not all bodies experience sound in normative ways. Deaf bodies are vitally part of the soundscape, experiencing and producing sound. Kim’s work shows Deaf bodies as listening bodies, and amplifies the fact that Deaf bodies have something to say.

Featured image: Screen capture by Flickr User evan p. cordes,   (CC BY 2.0)

Sarah Mayberry Scott is an Instructor of Communication Studies at Arkansas State University. Sarah is also a doctoral student in Communication and Rhetoric at the University of Memphis. Her current research focuses on disability and ableist rhetorics, specifically in d/Deafness. Her dissertation uses the work of Christine Sun Kim and other Deaf artists to explore the rhetoricity of d/Deaf sound performances and examine how those performances may continue to expand and diversify the sound studies and disability studies landscapes.

REWIND! . . .If you liked this post, you may also dig:

Introduction to Sound, Ability, and Emergence Forum –Airek Beauchamp

The Listening Body in Death— Denise Gill

Unlearning Black Sound in Black Artistry: Examining the Quiet in Solange’s A Seat At the Table — Kimberly Williams

Technological Interventions, or Between AUMI and Afrocuban Timba –Caleb Lázaro Moreno

“Sensing Voice”*-Nina Sun Eidsheim

Unlearning Black Sound in Black Artistry: Examining the Quiet in Solange’s A Seat At the Table

Editors’ note: As an interdisciplinary field, sound studies is unique in its scope—under its purview we find the science of acoustics, cultural representation through the auditory, and, to perhaps mis-paraphrase Donna Haraway, emergent ontologies. Not only are we able to see how sound impacts the physical world, but how that impact plays out in bodies and cultural tropes. Most importantly, we are able to imagine new ways of describing, adapting, and revising the aural into aspirant, liberatory ontologies. The essays in this series all aim to push what we know a bit, to question our own knowledges and see where we might be headed. In this series, co-edited by Airek Beauchamp and Jennifer Stoever you will find new takes on sound and embodiment, cultural expression, and what it means to hear. –AB

On May 18th, 2017, Solange Knowles took viewers on an expedition as she glided, danced and “agonized” in a “joyful praise break” on the floor of New York City’s Guggenheim museum. Drawing from the museum’s narrative of introspection and multi-sensory connection, Solange’s performance of “An Ode To. . .” prompted viewers to relearn and reorient the melodies of A Seat at the Table (2016). Solange’s performance in this setting hearkened listeners to new concepts and emotions in the record they didn’t catch before as they consumed it. This begs the question– what other sonic elements have we neglected to identify in A Seat at the Table? And why?

A Seat at the Table integrates topics like race, depression, and empowerment. Although the younger sister of powerhouse Beyoncé Knowles, Solange has managed to carve out her own legion of dedicated listeners from her infusion of Minnie Ripperton-esque vocals, hip-hop production and Gil Scott-Heron storytelling. Thematically, the album incorporates issues of Black Lives Matter and cultural self-preservation. However, Solange weaves personal elements such as vulnerability, futurism and paternity throughout the record as well, which buoy the album to praise but are hardly discussed in the album’s many reviews. Instead, writers and listeners have largely focused on resistance, anger and reactionary concepts.

Image of Solange at Boston’s Calling Music Fest 2013 by Flickr User Jessy Gonzalez, (CC BY-NC-ND 2.0)

Because Solange is a black women, historical signifiers of black embodiment influence both the listeners’ senses and consumption of her album. Solange’s intimate moments and reveals are shrouded by the limitation of black sound to the disruptive, angry or depressive. Such masking demands a listening praxis akin to what sound artist Christine Sun Kim describes as “unlearning.” “I’m trying to unlearn what I’ve been taught by others,” she said in an interview about her work, “and trying to find my own definition of both sound and silence.”  This unlearning and re-imagination of sound is a difficult transformation considering how sound is influenced by our racialized, gendered, and religious histories.

Consider the contemporary rhetoric of black sound. Black outcry and screaming is a banal American, banal soundscape. Blackness is grieving. Blackness tiptoes near death. Captivity is a breath away. Black Lives Matter leans on the Civil Rights Movement often sonically. Dr. J Marion Sims, both his medical torture of enslaved women and the widespread belief that black people are inured to pain, still haunts our research methodologies, medical practice and our daily lives. This ushering of strife consumes black life into a sound that bleeds—an aural transfer both material and metaphoric—black sound is never personal, individualized or singular, and such historical misperceptions influences black sound studies. The Western artistic critique of black sound and black artistry overwhelmingly focuses on the reaction of whiteness, black resistance, and little else—because supposedly—there is nothing notable about blackness in and of itself.

For example, revisit the 1968 Olympic photo of Tommie Smith, John Carlos and Peter Norman as they stand on the platform with their medals. What do you see in this photo? Perhaps nationalism, masculinity, aggression, or anger from their bodily gesture to the Black Panther Party Movement? What do you hear in the photo—what is its decibel? An outcry? A rebellious yell? desperate scream?

(l-r) Peter Norman, Tommie Smith, and John Carlos during the award ceremony of the 200 m race at the Mexican Olympic games. (creative commons, Wikipedia)

But what other nuances are in the photo? What other critiques are masked by this proscribed sound? In The Sovereignty of Quiet (2012), Kevin Quashie invites us to:

Look again, closely, at the pictures from that day and you can see something more than the certainty of public assertiveness. See, for example, how the severity of Smith’s salute is balanced by the yielding of Carlos’s raised arm. And then notice how the sharpness of their gesture is complemented by one telling detail:  that their heads are bowed as if in prayer, that Smith, in fact, has his eyes closed. The effect of their bowed heads is to suggest intimacy…How is it that they are largely icons of resistance, and that vulnerability and interiority are not among all things we are encouraged to read on their image? (Quashie 2-3).

Because of racialized history, we have limited our conceptualization of blackness in literature, film and other mediums. We only hear blackness as it pertains to resistance, grief, and anger—the reaction to whiteness. Black people are verbs instead of nouns. The ’68 Olympic photo is particularly special as it captures the steadfast Western influence that infects our synesthesia because of political and social histories. Moreover, such defects are even internalized in the black artist. As an identity, Quashie argues that “blackness is always supposed to tell us something about race or racism, or about America, or violence, struggle and triumph or poverty and hopefulness (4). Sonically this means blackness in contemporary discourse is critiqued by its decibel of resistance.  We cannot read or hear blackness without integrating white pain.

Much like typical readings of the ’68 olympic photo, Solange’s album cover might elicit themes of self-esteem, black-nationalism or even aggression.  However, Solange quietly sounds her life transition and personal vulnerability, via her photo, if we would hear it.

But confining view of blackness as pain and resistance prevents us—including those who are black-identifying—from noticing and celebrating vulnerability, grace, and the interiority.  Quashie describes interiority as the “inner reservoir of thoughts, feelings, desires, fears, ambitions that shape a human self. . .[it is] expansive, voluptuous, creative; impulsive…more akin to hunger, memory forgetting, the edges of all the humanness one has” (20-21). It’s the tender part of identity shown through subtly—the desires and dreams spoken through prayer. It’s Martin Luther King Jr. tapping his feet to Coltrane or Tupac Shakur watching dancers to perfect his plié—it’s the soft falsetto Solange uses in her album that bolsters emotional healing and draws avian imagery.

Asking what quiet can bring to our personal, cultural, historical and political understandings of blackness does not signal the imposition of respectability politics or desire for post-racialism. Rather, Quashie’s theory considers how whiteness has constructed and limited our senses as it relates to blackness. Blackness will remain in resistance because of systemic oppression but there is so more to black life. The element of analysis and sensory itself needs expansion.

Subsequently, Solange Knowles’ recent album innovatively captures resistance but centers other aspects of black sonic experience:  individualization—the nuances of interiority regarding mental health, paternity and forgiveness.

The first track of the song, “Rise,” flutters an anthem of well-being:

Fall in your ways so you can crumble.

Fall in your ways so you can sleep at night.

Fall in your ways so you can wake up and rise

Her tone and pitch is sweet, light and matter-of-fact. The repetition and delivery is similar to a lullaby —reminiscent of Langston Hughes’s poem “Mother to Son”—a soft plea to rest, welcome weariness and any conflict with authenticity but to also travel with a straight back and head looking forward. Fall in your ways… At the 1.11 mark, there is a break of silence in the song; thereafter, the synthesizer yawns into melody with a futuristic twang. This Afrofuturistic moment—the study of blackness as it relates to space, technology, art and futurism— continues later with the production and lyrical content with “Borderline (An Ode To Self Care).” Notably, “Rise” introduces the sonic atmosphere of the record through Solange’s honeyed tonal drops and leaps when she sings “So you can sleep at night.” Her delivery mimics a bird within a thermal lift—her voice calling the plight of the Flying African—the myth that Igbo people escaped slavery by flying back to Africa at night. “Fall in your ways” whispers the discovery and preservation of one’s interiority. Rise emphasizes inner, restorative practice.

Charles Dickson’s “Wishing on a Star” at the California African American Museum, Los Angeles, image by Flickr User  ATOMIC Hot Links (CC BY-NC-ND 2.0)

Solange also highlights interiority through her album interludes, mostly narrated by Master P, rapper and owner of No Limit Records. This also relates to her inclusion of paternity alongside maternity—a bright distinction considering her identification with black womanhood and the historical racist exclusion of black fathers in the home (e.g. the Moynihan Report and welfare polices). Solange notes the importance of her father and Master P’s presence with an interview with her sister:

I remember reading or hearing things about Master P that reminded me so much of Dad growing up. And I wanted a voice throughout the record that represented empowerment and independence, the voice of someone who never gave in, even when it was easy to lose sight of everything that he built.

Thus the precursor to each song draws from Master P’s embodiment of kinship, lineage and esteem, traits the teenaged-Solange admired and later internalizes into her interiority.

Through these interludes, Solange redresses Master P’s sonic history, particularly his famous rap catch phrase.  As he explains in the interlude “Pedestals“:

I never cried or nothing, and that’s where the, ‘Make ’em say uhh uhh,’ that’s like my pain…that’s my battle cry.

Solange spotlights Master P’s quiet–and accompanying tonal signature—while showing its relation to “louder” elements of masculinization and coping. P’s insoluble moan is a staple throughout his songs and a signature in other No Limit artists’s songs as well.

No longer limited to its “loudness” or flattened to party anthem accompaniment—as this song and sound has all too often been characterized—P’s “battle cry” calls out, sounding a communal harkening of empathy and relation.

. . .uhh uhh. . .

In tracks such as Don’t Touch My Hair, Solange makes Black Lives Matter a key sonic element in her album, but as with her rendering of Master P, in a way that “unlearns” previous assumptions and limitations and reveals how the Black Lives Matter Movement and network is pigeon-holed by American racial ideology and its accompanying sonic constriction.While the catalyst for the movement was white supremacy and police brutality, the movement’s guiding principles also highlight interiority-infused concepts of loving engagement, empathy, and restorative justice. Patrisse Cullors, co-founder of the network, has been vocal about the movement’s integration of the arts and the reimagination of blackness. The focus on black outcry and white sirens muffles the movement’s quiet. The consequences of ignoring the interiority dismisses the whole, black self.

Belying a similar dynamic, many listeners have pinned “Don’t Touch My Hair” as a declaration to whiteness, but considering Solange’s point of view, lyrics and gentle sonic value, makes the meaning of the stretch far wider.

As Solange divulges through the sound of the Mardi Gras trumpet that blares throughout the chorus and changes in volume and texture after the quiet interlude ends at 3:34, black hair is spiritual.  As the trumpets blasts in hosannas in gospel celebration, the track also sounds honor, adoration, tribute and preservation in the thick of American, racialized fixation.

The unlearning of confined sensory orientation that Solange’s A Seat at The Table and “An Ode To. . .” demands unveils a progression to time travel, what Michelle Commander’s recent book calls  Afro-Atlantic Flight. Solange further incorporates such spiritual, diasporic flight with her homage to Parliament-Funkadelic artist Junie Morrison–who passed just a few months after the record came out–in her futuristic track, “Junie,” punctuated with the light, avian melisma, one of her sonic signatures on the record:

Let’s go to moonlight, then they will never find
Let’s go to home, free from the mother mind.

Come on along, along, along, along, along, along, along

Featured Image of Solange by Flickr User Greg Chow (CC BY-NC-ND 2.0)

Kimberly Williams overseas a Black Cultural Center at Virginia Tech where her work includes advocacy, policy, programming and bloodletting. She received her M.F.A. in poetry at Cornell University where she also became a Callaloo Oxford University fellow. Her thesis studied the sonic flight from the Stono Rebellion into contemporary dance and household rhythm. You can find her work in Gulf Coast, Callaloo, Drunken Boat and more. At night, you can catch her watching 90s live performances of Michael Jackson or Nine Inch Nails.

REWIND! . . .If you liked this post, you may also dig:

The Listening Body in Death –Denise Gill

Black Mourning, Black Movement(s): Savion Glover’s Dance for Amiri Baraka –Kristin Moriah

Moonlight’s Orchestral Manoeuvers: A duet by Shakira Holt and Christopher Chien

How not to listen to Lemonade: music criticism and epistemic violence–Robin James

Introduction to Sound, Ability, and Emergence Forum

The language of sound studies, and even the word sound itself, doesn’t do justice to our scholarship. Sound studies is, to me, a populist discipline that has given me a social setting and theoretical framework in which to develop my own ideas. Into this field I can carry my own history and let it screech and flash until it finds at least passing resolution.

Sound studies is less about sound than vibration, though this distinction is not easy for me to clarify. My experience of sound studies is somewhere in the web of music-as-activism, music-as-tactile-experience, and cultural studies. It all comes back to music, but music is, to me, a fairly broad term. I have written about the work of Diamanda Galás and Throbbing Gristle— lately I have been going back to early Sonic Youth and Aphex Twin’s song [Equation] which, at the end features noise that, when sent through a spectrogram analysis, reveals a visual face. The thread that runs through this music is a lack of “standard” musicality. Instead many of these artists create an atmosphere of sound, a deeply affective field in which the audience is immersed. Although not music in the traditional sense, these musical experiences produce the shrill prick of goosebumps in my body, the deeply triumphant bass in my bones. It is a convergence of things that can’t be contained in the auditory cortex.

On rhythm: My tattoo artist working on the last piece of my half sleeve. Usually I find the visceral rattle of the gun trumps physical discomfort, and I try to remain as quiet as possible and focus on the whir, the vibration, echoing between layers of my skin, somewhere in the connection between bodily stimulus and neural recognition.

Eleni Ikoniadou’s 2014 book The Rhythmic Event explores rhythm from a confluence of media theorists and artists who embrace the body and temporal experience as an immanent mode of becoming. While criticized by Eddie Lohmeyer (2015) for not drawing explicit connections between theorists, I believe Ikoniadou prevails in her attempt to theorize the rhythmic event as a means of collapsing or decoding linear time and discrete experience into an underlying and rhizomatically immanent means of affective and affinitive connections. Rich in theory and exciting in promise, Ikoniadou’s work builds on preexisting theory and syncs it with the body in its ambient, affective field. As she deftly explains, rather than a Platonic understanding of rhythm as a means of ordering time, Ikoniadou adopts a Deleuzian view of rhythm as “a middle force that occupies the distance between events, hinting that there is no empty space or void waiting to be filled by human perception” (13).  This immanence— an ontology in which the universe thrums always with a richness of vibration, sets in motion new ways of understanding art and experience, replacing the subjective with the affective.  In many ways Ikoniadou’s work informs and reinvigorates the convergence of affect theory, queer theory, and sound studies. Often, it is transcendent, enabling “sound studies” to encompass any possible connotation of feeling, of touch, of culture, of intuition, of the intricate nature of intersectionality, interconnectedness.

While sound studies once fought to decenter the Western cultural reliance on the gaze as the default sense through which critical theory should run, we are now as a discipline much more textured, synaesthetic. Through sound studies we learned of remote intimacy (Jennifer Terry via Karen Tongson)  and the network of interlinking experience that connected us past simple auditory stimuli.  We now have constructed a vibrational ontology in which sound is essential, though it is not always experienced as simply sound.

The Sound, Ability, and Emergence Forum stretches, yearns, and trembles toward these critical questions:  Where do we move from here? How will our language reflect the broadening sense of sound as delicately connected to all our other experiences? and how can we allow for theories and experiences from those who listen but might not hear in the traditional and often ableist sense of the word?

Airek Beauchamp is an Assistant Professor at Arkansas State where he specializes in Writing Studies. As Assistant Director of Campus Writing at Arkansas State he has the privilege of engaging academic and community activism, and he attempts to tie all of his scholarship to concrete political action. His other areas of research include queer theory, affect theory, and trauma in the LGBTQ community.

REWIND! . . .If you liked this post, you may also dig:

The Listening Body in Death –Denise Gill

Live Through This: Sonic Affect, Queerness, and the Trembling Body–Airek Beauchamp

Queer Timbres, Queered Elegy: Diamanda Galás’s The Plague Mass and the First Wave of the AIDS Crisis –Airek Beauchamp

 

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