In the summer of 2016, optimistic about a full-time teaching position at a minority-serving institution, yet unsure about what the U.S. election would mean for immigrants’ rights, I played the Hamilton soundtrack daily. Lin Manuel Miranda wrote the Pulitzer-prize winning musical inspired by Ron Chernow’s biography on the United States’ founding father because, he believed, Alexander Hamilton’s life embodied hip hop. My repeated listenings urged me to assign the musical as homework in my courses.
Colleagues with whom I engage on Twitter provided resources with which to begin. A public historian, Lyra Monteiro, wrote an important review for Public History,“Race-Conscious Casting and the Erasure of the Black Past in Lin-Manuel Miranda’s Hamilton,” which provide one key angle of critique. Latinx Theater scholar and SO! writer Trevor Boffone created an online syllabus, #Syllabus4Ham, that provided important critiques of the musical, news coverage of its growing popularity, and initial scholarly analyses of the cultural historical significance of the musical’s popularity. Pedagogically, Miranda’s archival research in addition to his belief that Hamilton’s life embodied hip hop sparked an interest to bring the production to my gender and interdisciplinary studies classrooms. While colleagues works’ inspired ways to discuss the musical in class, post-election coverage and the release of the Hamilton Mixtape provided more material to discuss. Teaching children of hip hop whose lives embody the struggle that Miranda made the central force behind his re-writing of Hamilton’s contribution to United States’ history, I wanted to develop lessons drawing on those relations.
By the spring 2017, I had done preliminary reading on the syllabus Boffone provided and replaced the musical with the Mixtape as my car ride soundtrack. When organizing my syllabus, I assigned tracks from the mixtape against the musical’s soundtrack with the intent of assigning students excerpts in both both my introductory Gender Studies course and Interdisciplinary Research Methods courses, but with a unique twist for each class. Gender Studies engaged with the content contextualized by discussions of immigration and citizenship. I assigned my Research Methods course Monteiro’s critique of race-consciousness of the musical against the mixtape and the musical. While students were in solidarity with Montiero’s argument, I invited them to consider Miranda’s original intent, the mixtape, which may have informed the themes Miranda prioritized.
Few of them had heard of the musical before my class and less had heard of the mixtape. Their limited exposure necessitated historicizing both Miranda’s career and the evolution Hamilton’s, which begins with 2009 Miranda’s White House performance. Miranda, invited by President Obama to perform a song from his previous hit In the Heights, instead decided to introduce his new project, a mixtape based on Alexander Hamilton.
Through discussion, I proposed that the students consider that the production, in 2009 envisioned as an album, served as a strategic catalyst to bring attention to his forthcoming mixtape. That attention evolved into encouraging Miranda to produce the musical; it would take a few more years till the intended mixtape was produced. Even though produced later, I speculated that the mixtape thematically benefited from the popularity of the musical because the musical’s focus on Alexander Hamilton rewrites the context of the mixtape.
Teaching Hamilton the musical and the mixtape felt politically necessary at a minority serving institution in this historical moment of anti-immigrant, and anti-black sentiment. Having, in the past, worked with other youth to mobilize youth empowerment through hip hop, Hamilton provided an avenue in which I could discuss its political potential because of its popularity not only in spite of it. In breaking down Miranda’s cultural and political significance, I summarized the evolution of awards he and the musical’s cast had won as well as the preliminary cast’s reflections on participating in Hamilton, along with what it means to have the success of the musical produce a wider audience for the mixtape.
After more than a semester working with students who grow frustrated with the traditional research paper and because of my own work producing research-based fiction and poetry, teaching the musical and mixtape provided an important example of research-based art. Because some students approach interdisciplinary research methods not understanding the possibilities of the relationship between art and research and some students are unsure of how to connect learning outcomes to their aspiring performance careers, I find teaching Miranda’s work remains necessary. Further, Miranda provides an avenue through which I could relate to students because of our shared interest in music as well as our conflicted relationship with consuming hip hop.
Teaching a student population that is 25% Latinx and who are either directly or indirectly affected by immigration policies, my students related, often quite deeply and intimately, to the message of the song. I watched their faces as they listened, particularly to “Immigrants (We Get the Job Done),” and their kinesthetic responses showcased what many of us ache for our students to experience: wonder, appreciation, and the illumination of insight.
I then guided them to hone in specifically on Puerto Rican rapper Residente rapping about the Mexican immigrant struggle in Spanish, emphasizing how he sonically and rhetorically urges a Latin pan-ethnicity while using his U.S. citizenship privilege to historicize border crossing Mexicans. Residente’s lyrics create an opportunity to discuss Puerto Ricans’ cultural reality of being perceived as immigrants while being legally defined as citizens, all the while calling back to the lyrical connection to the “Battle of Yorktown” from the musical.
I highlighted Miranda’s rhetorical strategy in building a song around one line that contexts changes across either song. The “Battle of Yorktown” centers on the contributions of immigrants to gaining freedom. During the lecture, I drew connections between the lyric that would become a song and the lyric subtly referencing the lack of freedoms for black people who were enslaved in the U.S. I asked about the parallels before explaining them, using the intentionality behind creating and compelling a racially diverse cast to script a narrative about who could and who had built the United States. What does it mean to hear these voices emanating from this cast, telling this story?
Pedagogically, teaching music in either course served the intent of reimagining the purpose and potential of sound, whether from a musical or a mixtape, as a site of critical thinking. Popular musicians’ cultural authority slowly decenters the white fragility I have come to expect from difficult conversations such as the ones Hamilton and The Hamilton Mixtape allow me to have. Furthermore, the call-and-response between the mixtape and the musical work address the silence of the unrecognized, exploited, and/or enslaved labor that continues to build this country. For my students, hearing musicians they like or who perform in their favorite genre, speaking truth to power about poverty, struggle, and not being thought of as good enough shifted not only our classroom energy, but many students’ perspectives.
Teaching the Hamiltons helped my student population make sense of their “invisible” status in the U.S. and want more than what’s expected. They gained something in being able to hear their stories in the classroom—not just read them on the page—but hear them from people who look and sound like them. Hungry for more material that speaks to their disenfranchisement, my students wondered why more songs that sound the complex beauty of our resilience and struggle are not on the radio. They wanted to know how they can ask for more.
Featured Image: Screen capture from “Immigrants (We Get the Job Done)” remix video
Erika Gisela Abad, Ph.D, is a Queer Latina poet, born and raised in Chicago. She received her PhD in American Studies in 2012. Since completing her degree, she has worked as: a customer service associate and a scheduler at a phone interpreter call center, head counselor for a caddy program affiliated with a high school scholarship fund, field director for an education policy campaign, an oral historian and ethnographer. Since August 2016, she has been a full time assistant professor teaching gender studies. Twitter: @lionwanderer531; @prof_eabad
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OutKast, “Humble Mumble”—Regina Bradley
The Staple Singers, “Freedom Highway”—Shakira Holt
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Body Count, “No Lives Matter”—Holger Schulze
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Pet Shop Boys, “Go West”—Airek Beauchamp
Kate Bush, “Waking the Witch”—Gretchen Jude
Cabaret Voltaire, “Do the Mussolini (Headkick)”—Yetta Howard
Lucid Nation (feat. Jody Bleyle), “Fubar”—Tamra Lucid
Resorte, “Opina o Muere”—Aurelio Meza
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Charlie Haden & Liberation Music Orchestra, “We Shall Overcome”—Elizabeth Newton
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Currently on the faculty and the associate technical director of California Institute of the Arts Sharon Lund Disney School of Dance, Allison Smartt worked for several years in Hampshire’s dance program as intern-turned-program assistant. A sound engineer, designer, producer, and educator for theater and dance, she has created designs seen and heard at La MaMa, The Yard, Arts In Odd Places Festival, Barrington Stage Company, the Five College Consortium, and other venues.
She is also the owner of Smartt Productions, a production company that develops and tours innovative performances about social justice. Its repertory includes the nationally acclaimed solo-show about reproductive rights, MOM BABY GOD, and the empowering, new hip-hop theatre performance, Mixed-Race Mixtape. Her productions have toured 17 U.S. cities and counting.
Ariel Taub is currently interning at Sounding Out! responsible for assisting with layout, scoping out talent and in the process uncovering articles that may relate to or reflect work being done in the field of Sound Studies. She is a Junior pursuing a degree in English and Sociology from Binghamton University.
Recently turned on to several of the projects Allison Smartt has been involved in, I became especially fascinated with MOM BABY GOD 3.0, of which Smartt was sound designer and producer. The crew of MOM BABY GOD 3.o sets the stage for what to expect in a performance with the following introduction:
Take a cupcake, put on a name tag, and prepare to be thrown into the world of the Christian Right, where sexual purity workshops and anti-abortion rallies are sandwiched between karaoke sing-alongs, Christian EDM raves and pro-life slumber parties. An immersive dark comedy about American girl culture in the right-wing, written and performed by Madeline Burrows. One is thrown into the world of the Christian Right, where sexual purity workshops and anti-abortion rallies are sandwiched between karaoke sing-alongs, Christian EDM raves and pro-life slumber parties.
It’s 2018 and the anti-abortion movement has a new sense of urgency. Teens 4 Life is video-blogging live from the Students for Life of America Conference, and right-wing teenagers are vying for popularity while preparing for political battle. Our tour guide is fourteen-year-old Destinee Grace Ramsey, ascending to prominence as the new It-Girl of the Christian Right while struggling to contain her crush on John Paul, a flirtatious Christian boy with blossoming Youtube stardom and a purity ring.
MOM BABY GOD toured nationally to sold-out houses from 2013-2015 and was the subject of a national right-wing smear campaign. In a newly expanded and updated version premiering at Forum Theatre and Single Carrot Theatre in March 2017, MOM BABY GOD takes us inside the right-wing’s youth training ground at a more urgent time than ever.
I reached out to Smartt about these endeavors with some sound-specific questions. What follows is our April 2017 email exchange [edited for length].
Ariel Taub (AT): What do you think of the voices Madeline Burrows [the writer and solo actor of MOM BABY GOD] uses in the piece? How important is the role of sound in creating the characters?
Allison Smartt (AS): I want to accurately represent Burrows’s use of voice in the show. For those who haven’t seen it, she’s not an impersonator or impressionist conjuring up voices for solely comedy’s sake. Since she is a woman portraying a wide range of ages and genders on stage and voice is a tool in a toolbox she uses to indicate a character shift. Madeline has a great sense of people’s natural speaking rhythms and an ability to incorporate bits of others’ unique vocal elements into the characters she portrays. Physicality is another tool. Sound cues are yet another…lighting, costume, staging, and so on.
I do think there’s something subversive about a queer woman voicing ideology and portraying people that inherently aim to repress her existence/identity/reproductive rights.
Many times, when actors are learning accents they have a cue line that helps them jump into that accent. Something that they can’t help but say in a southern, or Irish, or Canadian accent. In MOM BABY GOD, I think of my sound design in a similar way. The “I’m a Pro-Life Teen” theme is the most obvious example. It’s short and sweet, with a homemade flair and most importantly: it’s catchy. The audience learns to immediately associate that riff with Destinee (the host of “I’m a Pro-Life Teen”), so much so that I stop playing the full theme almost immediately, yet it still commands the laugh and upbeat response from the audience.
AT: Does [the impersonation and transformation of people on the opposite side of a controversial issues into] characters [mark them as] inherently mockable? (I asked Smartt about this specifically because of the reaction the show elicited from some people in the Pro-Life group.)
AS: Definitely not. I think the context and intention of the show really humanizes the people and movement that Madeline portrays. The show isn’t cruel or demeaning towards the people or movement – if anything, our audience has a lot of fun. But it is essential that Madeline portray the type of leaders in the movement (in any movement really) in a realistic, yet theatrical way. It’s a difficult needle to thread and think she does it really well. A preacher has a certain cadence – it’s mesmerizing, it’s uplifting. A certain type of teen girl is bubbly, dynamic. How does a gruff (some may say manly), galvanizing leader speak? It’s important the audience feel the unique draw of each character – and their voices are a large part of that draw.
AT: What sounds [and sound production] were used to help carry the performance [of MOM BABY GOD]? What role does sound have in making plays [and any performance] cohesive?
AS: Sound designing for theatre is a mix of many elements, from pre-show music, sound effects and original music to reinforcement, writing cues, and sound system design. For a lot of projects, I’m also my own sound engineer so I also implement the system designs and make sure everything functions and sounds tip top.
Each design process is a little different. If it’s a new work in development, like MOM BABY GOD and Mixed-Race Mixtape, I am involved in a different way than if I’m designing for a completed work (and designing for dance is a whole other thing). There are constants, however. I’m always asking myself, “Are my ideas supporting the work and its intentions?” I always try to be cognizant of self-indulgence. I may make something really, really cool but that ultimately, after hearing it in context and conversations with the other artistic team members, is obviously doing too much more than supporting the work. A music journalism professor I had used to say, “You have to shoot that puppy.” Meaning, cut the cue you really love for the benefit of the overall piece.
I like to set myself limitations to work within when starting a design. I find that narrowing my focus to say…music only performed on harmonica or sound effects generated only from modes of transportation, help get my creative juices flowing (Sidenote: why is that a phrase? It give me the creeps)[. . .]I may relinquish these limitations later after they’ve helped me launch into creating a sonic character that feels complex, interesting, and fun.
AT: The show is described as being comprised of, “karaoke sing-alongs, Christian EDM raves and pro-life slumber parties,” each of these has its own distinct associations, how do “sing alongs” and “raves” and our connotations with those things add to the pieces?
AS: Since sound is subjective, the associations that you make with karaoke sing-alongs are probably slightly different from what I associated with karaoke sing-alongs. You may think karaoke sing-along = a group of drunk BFFs belting Mariah Carey after a long day of work. I may think karaoke sing-alongs = middle aged men and women shoulder to shoulder in a dive bar singing “Friends In Low Places” while clinking their glasses of whiskey and draft beer. The similarity in those two scenarios is people singing along to something, but the character and feeling of each image is very different. You bring that context with you as you read the description of the show and given the challenging themes of the show, this is a real draw for people usually resistant to solo and/or political theatre. The way the description is written and what it highlights intentionally invites the audience to feel invited, excited, and maybe strangely upbeat about going to see a show about reproductive rights.
As a sound designer and theatre artist, one of my favorite moments is when the audience collectively readjusts their idea of a karaoke sing-along to the experience we create for them in the show. I feel everyone silently say, “Oh, this is not what I expected, but I love it,” or “This is exactly what I imagined!” or “I am so uncomfortable but I’m going with it.” I think the marketing of the show does a great job creating excited curiosity, and the show itself harnesses that and morphs it into confused excitement and surprise (reviewers articulate this phenomenon much better that I could).
AT: In this video the intentionally black screen feels like deep space. What sounds [and techniques] are being used? Are we on a train, a space ship, in a Church? What can you [tell us] about this piece?
AS: There are so many different elements in this cue…it’s one of my favorites. This cue is lead in and background to Destinee’s first experience with sexual pleasure. Not to give too much away: She falls asleep and has a sex dream about Justin Bieber. I compiled a bunch of sounds that are anticipatory: a rocket launch, a train pulling into a station, a remix/slowed down version of a Bieber track. These lead into sounds that feel more harsh: alarm clocks, crumpling paper…I also wanted to translate the feeling of being woken up abruptly from a really pleasant dream…like you were being ripped out of heaven or something. It was important to reassociate for Destinee and the audience, sounds that had previously brought joy with this very confusing and painful moment, so it ends with heartbeats and church bells.
I shoved the entire arc of the show into this one sound cue. And Madeline and Kathleen let me and I love them for that.
AT: What do individuals bring of themselves when they listen to music? How is music a way of entering conversations otherwise avoided?
AS: The answer to this question is deeper than I can articulate but I’ll try.
Talking about bias, race, class, even in MOM BABY GOD introducing a pro-life video blog – broaching these topics are made easier and more interesting through music. Why? I think it’s because you are giving the listener multiple threads from which to sew their own tapestry…their own understanding of the thing. The changing emotions in a score, multiplicity of lyrical meaning, tempo, stage presence, on and on. If you were to just present a lecture on any one of those topics, the messages feel too stark, too heavy to be absorbed (especially to be absorbed by people who don’t already agree with the lecture or are approaching that idea for the first time). Put them to music and suddenly you open up people’s hearts.
As a sound designer, I have to be conscious of what people bring to their listening experience, but can’t let this rule my every decision. The most obvious example is when faced with the request to use popular music. Take maybe one of the most overused classics of the 20th century, “Hallelujah” by Leonard Cohen. If you felt an urge just now to stop reading this interview because you really love that song and how dare I naysay “Hallelujah” – my point has been made. Songs can evoke strong reactions. If you heard “Hallelujah” for the first time while seeing the Northern Lights (which would arguably be pretty epic), then you associate that memory and those emotions with that song. When a designer uses popular music in their design, this is a reality you have to think hard about.
It’s similar with sound effects. For Mixed-Race Mixtape, Fig wanted to start the show with the sound of a cassette tape being loaded into a deck and played. While I understood why he wanted that sound cue, I had to disagree. Our target demographic are of an age where they may have never seen or used a cassette tape before – and using this sound effect wouldn’t elicit the nostalgic reaction he was hoping for.
Regarding how deeply the show moves people, I give all the credit to Fig’s lyrics and the entire casts’ performance, as well as the construction of the songs by the musicians and composers. As well as to Jorrell, our director, who has focused the intention of all these elements to coalesce very effectively. The cast puts a lot of emotion and energy into their performances and when people are genuine and earnest on stage, audiences can sense that and are deeply engaged.
I do a lot of work in the dance world and have come to understand how essential music and movement are to the human experience. We’ve always made music and moved our bodies and there is something deeply grounding and joining about collective listening and movement – even if it’s just tapping your fingers and toes.
AT: How did you and the other artists involved come up with the name/ idea for Mixed-Race Mixtape? How did the Mixed-Race Mixtape come about?
AS: Mixed-Race Mixtape is the brainchild of writer/performer Andrew “Fig” Figueroa. I’ll let him tell the story.
A mixtape is a collection of music from various artists and genres on one tape, CD or playlist. In Hip-Hop, a mixtape is a rapper’s first attempt to show the world there skills and who they are, more often than not, performing original lyrics over sampled/borrowed instrumentals that compliment their style and vision. The show is about “mixed” identity and I mean, I’m a rapper so thank God “Mixed-Race” rhymed with “Mixtape.”
The show grew from my desire to tell my story/help myself make sense of growing up in a confusing, ambiguous, and colorful culture. I began writing a series of raps and monologues about my family, community and youth and slowly it formed into something cohesive.
AT: I love the quote, “the conversation about race in America is one sided and missing discussions of how class and race are connected and how multiple identities can exist in one person,” how does Mixed-Race Mixtape fill in these gaps?
AS: Mixed-Race Mixtape is an alternative narrative that is complex, personal, and authentic. In America, our ideas about race largely oscillate between White and Black. MRMT is alternative because it tells the story of someone who sits in the grey area of Americans’ concept of race and dispels the racist subtext that middle class America belongs to White people. Because these grey areas are illuminated, I believe a wide variety of people are able to find connections with the story.
AT: In this video people discuss the connection they [felt to the music and performance] even if they weren’t expecting to. What do you think is responsible for sound connecting and moving people from different backgrounds? Why are there the assumptions about the event that there are, that they wouldn’t connect to the Hip Hop or that there would be “good vibes.”
AS: Some people do feel uncertain that they’d be able to connect with the show because it’s a “hip-hop” show. When they see it though, it’s obvious that it extends beyond the bounds of what they imagine a hip-hop show to be. And while I’ve never had someone say they were disappointed or unmoved by the show, I have had people say they couldn’t understand the words. And a lot of times they want to blame that on the reinforcement.
I’d argue that the people who don’t understand the lyrics of MRMT are often the same ones who were trepidatious to begin with, because I think hip-hop is not a genre they have practice listening to. I had to practice really actively listening to rap to train my brain to process words, word play, metaphor, etc. as fast as rap can transmit them. Fig, an experienced hip-hop listener and artist amazes me with how fast he can understand lyrics on the first listen. I’m still learning. And the fact is, it’s not a one and done thing. You have to listen to rap more than once to get all the nuances the artists wrote in. And this extends to hip-hop music, sans lyrics. I miss so many really clever, artful remixes, samples, and references on the first listen. This is one of the reasons we released an EP of some of the songs from the show (and are in the process of recording a full album).
The theatre experience obviously provides a tremendously moving experience for the audience, but there’s more to be extracted from the music and lyrics than can be transmitted in one live performance.
AT: What future plans do you have for projects? You mentioned utilizing sounds from protests? How is sound important in protest? What stands out to you about what you recorded?
AS: I have only the vaguest idea of a future project. I participate in a lot of rallies and marches for causes across the spectrum of human rights. At a really basic level, it feels really good to get together with like minded people and shout your frustrations, hopes, and fears into the world for others to hear. I’m interested in translating this catharsis to people who are wary of protests/hate them/don’t understand them. So I’ve started with my iPhone. I record clever chants I’ve never heard, or try to capture the inevitable moment in a large crowd when the front changes the chant and it works its way to the back.
I record marching through different spaces…how does it sound when we’re in a tunnel versus in a park or inside a building? I’m not sure where these recordings will lead me, but I felt it was important to take them.
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The US presidential campaigns in 2016 were escorted by a number of songs regarding the person who was recently inaugurated as president. These songs served mostly as a kind of dystopic, fear-indulging, angsty “comedy music”—to reference Frank Zappa’s 1971 “Dental Hygiene Dilemma”—with a perverted thrill, or functioned in the retro manner of balladesque storytelling in songform. Performance art band Pussy Riot’s rather blunt “Make America Great Again” falls in the former category, while many examples from the brave and radiating 30 Days, 30 Songs project fall in the latter, summoning indie-rock icons as Death Cab For Cutie, R.E.M., Bob Mould, EL VY, Jimmy Eat World and Franz Ferdinand.
Lesser known tracks like “Trump,” produced by German DJ and producer WestBam, used a collage with sampled footage organized on a 4/4-beat to uncover Trump’s lies and remodel them into articulations of the vocal intentions of this subject: “We need drugs. We need crime.” However, as horrific and uncanny as this video seems, this subject as head of government then figured only in an unthinkable, impossible world.
In June 2016, Los Angeles rappers YG and Nipsey Hussle apparently sensed the horrible threat so creepily approaching the Oval Office, releasing “Fuck Donald Trump,” which produced a long string of versions, extensions, and new parts in the months afterward: “Don’t let Donald Trump win, that nigga cancer / He too rich, he ain’t got the answers / He can’t make decisions for this country, he gon’ crash us / No, we can’t be a slave for him.” In this song, before the votes were cast, the rappers and the Angelenos in the video address the urgency of a pending openly white supremacist government and the need to publicly resist it. For very good reasons, these musicians did not put the subject now in power into the box of a neglectable funny weirdo candidate. They recognized the threat as being as serious and imminent as it really was. “Fuck Donald Trump / Fuck Donald Trump / Yeah, nigga, fuck Donald Trump/ Yeah, yeah, fuck Donald Trump.”
In the week before the inauguration, artists released a string of music videos that struck very different tones from 2016. A comedy? No more. A gruesome, colorful story to tell? Too vague, too meek. “Hallelujah Money,” sings Benjamin Clementine in the song by the ever-so dystopic anime-band Gorillaz. The new song—the band’s first release in almost 7 years—is a freaked out lament, engendering bewilderment and prayer, taking on a sonic persona that cries out to The One & Only God Of Mammon – the lyrical subject is here the governing subject: “And I thought the best way to perfect our tree / Is by building walls / Walls like unicorns / In full glory / And galore.” In the video, the KKK marches along, the pigs in George Orwell’s animal farm blare, a lone and deathstruck cowboy meditates on the horizon behind Clementine, swinging in distorted rhythms and harmonies. In the end, Clementine burns his hair in a gigantic megaton-explosion while praying for money, praying for the last credible authority: “Hallelujah money (Past the chemtrails) / Hallelujah money (Hallelujah money).”
An angered, revolutionary will also stokes the song “Smoke ’em Out,” released on Jauary 17th, 2017 by a feminist trio consisting of sisters Sierra Casady & Bianca Casady (known as CocoRosie) and transgender singer Anohni (also known as the lead singer for Antony and the Johnsons). The song matches solid beats with serene pizzicatos, creating a surprisingly catchy melody of intriguing courage and uplifting collective resistance: “Burning down the house / The dead girl shouts / Smoke em out!”
Rhythmically demanding and just as sonically unforgiving comes “I Give You Power” by the Arcade Fire featuring Mavis Staples, an amalgamation of anger and the will to move ahead, to transcend current limitations of micro politics into a desired and imagined near future. The song opens with a flat electronic beat that builds up to a fat bulldozing bass sequence with added effects over which Mavis Staples’s multiplied voices lament and demand and call out in grief and angry bewilderment. The song merges disco, soul and funk with traditions of protest chanting, topped off with church organ chords. The music video reveals nothing beyond an older analog mixing desk operated now and then with calm sensitivity and deep knowledge of how this production tosses and turns: bright and glaring lights flicker over the image of the desk.
The Brooklyn-based Sateen, in contrast, perform “Love Makes The World” in a lavish scenery replete with luxurious flashing red gowns of large ruffles. They sing in the woods and in a brick underpass, while joined and complemented by a series of queer singers, dancers & personae presenting themselves, their love and their resistance in public and in private situations. Angelic voices sing over the cycling and motorized club beats, providing electronic sounds of hope whose joyful alien flavors are often in tension with the song’s lyrics: “How can we progress: / When we’re ruled by racists?”
The first music video, however, that drew my attention to this prolific phenomenon of songs against the US’s new governing subject was a cover of Morrissey’s “Interesting Drug” (1989), released by the notorious OK Go:
This time OK Go does not flatter us with their usual acrobatic and meticulously choreographed video performance, but rather present plain white-on-black-text between brief seconds of footage and screenshots of “the bad people on the rise” now in charge of the US, images ready to become the memes and gifs of a resistance movement. The music video ends with an explicit call to action–“It’s a difficult time but fear and anger aren’t the answer. Work to make a better world” followed by a list of five civil rights organizations including the American Civil Liberties Union, the Immigrant Defense Project and Planned Parenthood, headed by an unmistakable imperative: “Volunteer and donate.”
Discovering this song and video, I soon stumbled across yet another song that struck me first of all as a very clever and all too obvious marketing move, Green Day’s “Troubled Times,” which of course resonates with the band’s hit record “American Idiot” about the George W. Bush presidency.
“What good is love and peace on earth / When it’s exclusive.” In the visual style of traditional black and white newspaper collages—with splashes of red that summon Schindler’s List–the band animates the contemporary pandemonium of hatred, racism, sexism and plutocratic sadism to stage yet another traditional Green Day pop punk song, though one with a rather less disruptive, and much more forlorn note. I have to note a ertain awkwardness here, as the business model of lining up with this protest movement seems rather obvious, and many sections of these lyrics and the video’s imagery seems more cliché than genuine. Are these times really only structurally and anonymously “troubled? Are there no actual wrongdoers, criminals and hatemongers to be named, accused, and condemned? Roger Waters truly unexpected—and much more direct—recent live performance of “Pigs” in Mexico City in October 2016 comes to mind, with its massive projection of KKK & TRUMP-imagery as icons of hate – reinvigorating the political urgency present in a song from 1977.
Still, the song by Green Day might get airplay on nationwide rock radio unlike many of other songs of resistance, and by this it could actually succeed in its overstated mission.
The most aggressive and decidedly agitprop-productions come from Moby and Fiona Apple. Collaborating with Michael Wahlen, Apple recorded a chant for the massive Women’s March on Washington (and the many simultaneous marches occurring across the US and the world) the day after the inauguration:
With lines like “We don’t want your tiny pants / Anywhere near our underpants” Wahlen and Apple revive the protest chant traditions of the 1960s with its mean, challenging, and unforgiving humor. Late last year Apple already released a joyful yet sadistic little piece in the style of a sentimental Christmas carol that keeps “Trump’s nuts roasting on an open fire (…) Merry Christmas, Merry Christmas: Donald Trump, fuck you.”
In contrast, Moby merges his 1990s rave skittishness with an unrepentant love for precisely-targeted guitar punk riffs in “Erupt & Matter.” Original footage of demonstrations, resistance gatherings, and a selection of the absurd and terrifying authoritarian and nationalist figures of our time – first Erdoğan, Farage, Assad, then Duterte, Trump, Wilders, Le Pen, Petry, Hofer and many more – alternate with classic performance shots of Moby and his band The Void Pacific Choir, generating a sentiment of accelerating urgency: “WE DON’T TRUST YOU ANYMORE. WE DON’T TRUST YOU ANYMORE.”
But the anger against sclerotic oligarchies and a condescending establishment is ironically mimicked by exactly the most unsettling and authoritarian protagonists of various nationalist parties worldwide. Even as Moby’s aggressive protest chant becomes an infectious and intriguing earworm, does he render such a revolutionary impetus dubious? Pondering this reminded me of the Atari Teenage Riot line from 1995: “Riot sounds produce riots.” (Atari Teenage Riot 1995)
In the first few weeks of January alone, several consortiums have launched protest song campaigns to ensure that songs like these will just keep coming. On inauguration day, the platform “Our First 100 Days” was launched. Here, one new protest song will be released on every day for the first one hundred days of the current president’s administration, with all profits raised from the sales of songs by groups such as PWRBTTM going, as their website states, “directly to organizations working on the front lines of climate, women’s rights, immigration and fairness.” Paste Magazine expanded its “30 Days, 30 Songs” campaign for the long haul, offering up to 1000 Songs in 1000 Days— one song a day for every weekday of Donald Trump’s term.
However, as I write these last lines, the global public is remixing the resistance in its own lightning-fast ways. The recent public sucker-punch of white supremacist neo-Nazi Richard Spencer has already become a legendary object of meme culture. Folks have synched this clip to multiple—and diverse—soundtracks that invite repeated viewings, from Celine Dion’s “My Heart WIll Go On,” Bruce Springsteen’s “Born In The USA,” Queen’s “We Will Rock You,” Gwen Stefani’s “Hollaback Girl,” Pharrell Williams’s “Happy,” The Notorious B.I.G.’s “Hypnotize” to Frank Zappa’s “Black Page #2”. . .and the list continues.
Singing the resistance in the 21st century poses a truly complex task. Artists must sonically navigate a wide array of musical aesthetics—some geared toward more immediate public appeal, while others evoke more erratic and dissonant affects—and keep an eye toward combining sound with impactful media events and artifacts, while never forgetting to consider the critical question “How Does it Feel?”
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Holger Schulze is full professor in musicology at the University of Copenhagen and principal investigator at the Sound Studies Lab. His research focuses on the cultural history of the senses, sound in popular culture and the anthropology of media. Recent book publications are: American Progress (2015), Sound as Popular Culture (2016, ed.) and Krieg Singen: Singing The War (2017, ed.).
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