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Sounding Out! was naturally curious about the amazing UC Riverside Punk Con–organized by Marlen Rios-Hernandez and Susana Sepulveda–and so we asked if we could listen in on some of the amazing conversations happening there. Fortunately the wonderful Mikaela Elson volunteered to be our ears on the ground and recorded this excellent keynote presentation by femme and them punk band FUPU (Fuck U Pay Us).
Mikaela chose to feature this keynote because of how they discuss how the voice can be used as a tool to undermine the white male patriarchy. In this talk they discuss how their music is used to cure the sting of a society that is anti-black and which thrives off of using power to suppress black folk, people of color, lgbtq+, disabled, and otherwise marginalized folk. BOOM!!!!
Featured image of FUPU borrowed from the UCR PunkCon site.
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SO! Amplifies: The Women in L.A. Punk Archive- Alice Bag
Phantom Power is an aural exploration of the sonic arts and humanities, that launched in March 2018 with Episode 1: Dead Air (John Biguenet and Rodrigo Toscano) Hosted by poet + media artist cris cheek and sound + media scholar Mack Hagood, this podcast explores the sounds and ideas of artists, technologists, producers, composers, ethnographers, historians, cultural scholars, philosophers, and others working in sound. Because Phantom Power is about to kick off its second season on February 1, 2019, we thought we’d dig a little deeper into who they are and who they’d like to reach with their good vibrations.
Funded through a generous grant from the Miami University Humanities Center and The National Endowment for the Humanities, Phantom Power was created with the goal of bringing together three important streams of conversation in the humanities
(1) diverse and interdisciplinary scholarly pursuits, taking place under the umbrella of “sound studies,” that analyze and critique the sonic entanglements and practices of human beings;
(2) experimental aesthetic practices that use sound as a medium and inspiration to expand the boundaries of art, music, and poetry;
and (3) the nascent use of podcasting as a mode of scholarship, intra-/interdisciplinary communication, and public outreach.
The public-facing podcast draws on the extensive radio experience of co-host cris cheek, creator of Music of Madagascar, made for BBC Radio 3 in 1994, which won the SONY GOLD AWARD, Specialist Music Program of the Year. In 1998 he made crowding, a three and a half hour live-streamed webcast of largely improvised speech and sound events, commissioned as part of Torkradio from by Junction Multimedia in Cambridge. In 2004, cheek was part of the BBC series Between the Ears, on the subject of speaking in tongues, in conversation with the artist and film-director Steve McQueen, exploring the boundaries of vocal expression with actress Billie Whitelaw, and linguistics professor William Samarin. cheek appears in the first episode talking about the many contradictory experiences of “dead air” in an age of changing media technologies.
Phantom Power also alchemizes the scholarship of co-host Mack Hagood (see Hush: Media and Sonic Self-Control forthcoming in March 2019 from Duke University Press and his 2012 SO! post “Listening to Tinnitus: Roles of Media When Hearing Breaks Down”) as well as his audio production background as a musician, producer, and radio DJ—skills he has long incorporated into his scholarship and teaching. At Indiana University, for example, he and his students and won the Indiana Society of Professional Journalists’ 2012 Best Radio Use of Sound award for our documentary series “I-69: Sounds and Stories in the Path of a Superhighway.” The first episode even featured music by Hagood and by Graeme Gibson, who was touring on drums with Michael Nau and the Mighty Thread at the time. Additional sound is by Cl0v3n.
“We spend a lot of time on the production aspects of this podcast,” says Hagood, “because we want it to be a sonic and affective experience, not just an intellectual one. Many of us in sound studies have complained that we always find ourselves writing about sound. Phantom Power is our attempt to treat sound not only as an object of study, but also a means of understanding and feeling sound scholarship. This makes our show very different from most academic podcasts, which are usually lo-fi discussions between scholars about recent books. We love that kind of podcast but we build upon it by using narrative, sound design, and music to tell a compelling story that we hope will appeal to the public and sound specialists alike.”
In addition to their exploration of “dead air,” Phantom Power’s inaugural season included longform interviews with urban scholar Shannon Mattern (Episode 2, “City of Voices”), sound artist Brian House (Episode 3, “Dirty Rat”), Australia-based sound composer, media artist and curator Lawrence English (Episode 4, “On Listening In” ), and with scholar and SO! ed Jennifer Stoever (Episode 5, “Ears Racing”). The final two episodes explored what “the future will sound like” on World Listening Day (July 18th) [Episode 6: Data Streams (Leah Barclay and Teresa Barrozo) and featured Houston’s SLAB car culture [Episode 7: Screwed & Chopped (Langston Collin Wilkins)].
“I’m super excited about Season Two,” says Hagood. “Our opener stars one of my favorite sound scholars, NYU’s Mara Mills. It also uses one of my favorite formats that cris and I have developed, where one of us brings in some crazy sounds for the other to listen and react to, then we gradually develop the backstory to the sounds through our guest’s words, eventually landing on the sonic and cultural implications of it all. It’s like a fun mystery, where one co-host acts as guide and the other gets to stand in for the listener—reacting, laughing, and questioning.”
When Phantom Power returns next month, other new entries will feature cheek’s interviews with Charles Hayward of legendary experimental rock band This Heat and poet Caroline Bergvall, whose work has been commissioned by such institutions as MoMA and the Tate Modern. “I interview amazing sound scholars, but I’m a bit star struck by some of the musicians, sound artists, and poets cris interviews!” says Hagood.
REWIND!…If you liked this post, you may also dig:
SO! Amplifies: Cities and Memory–Stuart Fowkes
SO! Amplifies: #hearmyhome and the Soundscapes of the Everyday–Cassie J. Brownell and Jon M. Wargo
Here 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.
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.
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.
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.
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.
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.
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.
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A Listening Mind: Sound Learning in a Literature Classroom–Nicole Furlonge
Audio Culture Studies: Scaffolding a Sequence of Assignments–Jentery Sayers
This week, Sounding Out! dropped its 51st podcast episode. As the curator and producer, I thought it necessary to commemorate the occasion with some fanfare. I want to shout from the hilltops about how proud I am that our little podcast has turned 51!
Erm…at least I’m posting about it.
Also, I want to clear the air a little about what it is that we do. I’ve received feedback here and there over the years about how the sound of our podcasts, that we sound “different” and/or “inconsistent,” that we need to normalize the sound a bit: hello out there, audiophiles! Today, I want to say, once and for all, that our sound is intentional and that we are proud of it, hiss, distortion, and all! We think what some hear as “imperfections” are all part of what sets us apart from the ever-growing pack of podcasters. SO!’s podcast has sounded different since we MacGyvered our first episode from an epic talk, a few great ideas, and a rogue tape recorder at River Read Books in Binghamton, NY in April, 2011.
The Sounding Out! Podcast began as a series of conversations within the editorial team back in 2011. We knew that the blog was “talking the talk” in new, excellent, and often provocative ways, but that something was missing to keep pushing the form into the red, not just the content. We knew we needed something more—a little snap, crackle, and pop, if you will—a way to show how Sounding Out! was always listening, and a way for thinkers, artists, provocateurs, and more to engage with sound more directly. In 2011, podcasts were accumulating in the shadows waiting to lunge forth to center stage. They seemed really cool, but there were relatively few, and fewer still (if any at all) on the topic of sound studies. Even though we knew that podcasts were going to be a big thing eventually, we had no idea that they would blow up so quickly.
While we flipped around many ideas, we decided to put our energies behind what was then an occasional series of podcasts that allowed us to capture important yet fleeting moments—too quick and dirty to really transcribe. While our our initial vision for the podcast was to capture these rare and powerful moments, over the past 5 years we have kept this mission consistent while evolving to better accommodate artists and theorists alike. During that time we have hosted mystics and librarians, shared fieldwork from São Paolo, Brazil to Lodi, Ohio, interviewed theremin players and visionaries. See the full list of episodes here. Even though our content has been wide ranging and eclectic, we’ve made it a point to privilege access and immediacy in all of our episodes.
As I listen back to the past five years, I realize that our contribution to the fields of sound studies and podcasting has not just been in terms of who we broadcast and what we amplify, but through the sound of our podcasts themselves. Our podcasts don’t sound perfect. They’re spiritually aligned by the raw production ethic of bands like The Minutemen, who always privileged the emotive qualities of immediacy, access, and intimacy over the brooding qualities of studio production. Particularly because we founded the podcast upon these same principles, I have strived to prioritize radical visions and ideas and to amplify new voices above all else. I want each podcast to arrive in your queue like a wrapped gift—topic, content, production, and sound all equally mysterious. Some of our podcasts were recorded on cellphones and others were recorded in high-end studios and recording booths. Our 51st anniversary isn’t the perfect occasion, either. But, hey, we’re proud of these audible distortions.
“The Minutemen: #1 Hit Song”
So what do I mean that our podcast sounds different? Well, I mean two things: First, we sound different than what episodic radio sounds like. Our DIY—or, more accurately, we will help you “Do It Yourself”—ethics deliberately dial back radio’s genre conventions: smooth identifiable hosts, heavy compression, sound-proof rooms with the latest in equipment. We encourage and construct out podcast with a deliberate sonic diversity, providing little sonic conistency from episode to episode in order to challenge regimes of production that threaten to make all recordings sound the same. We have many many different announcers and hosts, for this podcast to be the space of radical discourse that we intend, it’s important to cast our net wide. This isn’t to say that we don’t care about “quality,” but rather that we define quality differently. Rather than an audiophilic emphasis on the sorts of tone found most frequently in microphone technique, sound booths, and—when all else fails—postproduction, we believe that a “quality” podcast—particularly one about sound—should explore sounds that we rarely here and allow its artists freedom over how they present their work.
I curate our podcast as a sonic refuge from the invisible regime of auditory production that has slowly constricted and strangled radio this past century. And I’m proud to share podcasts that have been recorded on in impromptu circumstances, Episode XXXIX: Soundwalking Davis, CA and New Brunswick, NJ, for example. We want artists to show more than they tell, Episode XII: Animal Transcriptions, Listening to the Lab of Ornathology is a perfect example of this. Here Skinners brilliant exploration of animal sounds perfectly balances sound and interview invites listeners to compare sounds to speech, and vice versa. Another example of this ethic is film professor Monteith McCollum’s remix of the original War of the Worlds broadcast. Although McCollum offers some commentary at the start of the recording, what follows is a unique and dazzling sonic experience. Giving radical ideas both the space and platform to be heard is this podcast’s mission. So far, so good!
The second way our podcast sounds different has to do with our deliberate curatorial resistance to consistency between our episodes. When programs bend to the whims of genre conventions, creativity is all but snuffed out. For our podcast to excel as a form for sharing visions, ideas, and experiments, we must allow our composers, authors, and auditors the freedom to explore sonic space. We celebrate Sounding Out!’s anniversary annually with a series of mixes hand-picked by our stable of authors (Listen to years 1, 2, 3, 4, 5, and 6 here!), we’ve entertained interviews, panels, and sound art alike. You may have missed it, but we even have an episode diving into the work of ambient sound in a Dungeons and Dragons game.
While I do think about the sound of our podcast aesthetically—I used to run a music production studio out from the trunk of my car—we do not cultivate a DIY anything-goes ethic strictly for a “cool factor” or just for its own sake. Rather, we have calibrated our different sonic approach in deliberate defiance of styles of production which are all too frequently celebrated within the cultures of straight white men. (Check out SO! Editor-in-Chief Jennifer Lynn Stoever’s epic three-part treatise on the tape recorder in popular film to glean some sense of the tape-recorder’s role as an instrument of masculine control. Part 1, Part 2, Part 3). The standards of taste which have long governed the domain of radio production (and audio production, as a whole) are historically connected to the communities of practice which have occupied invisible yet powerful roles as audio producers, engineers, critics, and marketers.
As Jonathan Sterne explains in MP3, the science of audio fidelity has historical roots within a corporate logic that privileges sounds that are easily shared through telephone cables. “AT&T encountered hearing as an economic problem once its options for extracting additional profit through price were limited,” Sterne says, “Among other strategies, it sought to learn which frequencies could be excluded from the market for telephone signals” (14). In other words, the entire craft of audio engineering has historical roots in privileging sounds that make money above all else. Not only this, but the standards of fidelity cultivated by engineers allow them to gatekeep and demand money at the outset, blocking access to the means of production. These standards are more often than not embedded within the cultures of listening and sales fostered by the radio industry. Fortunately, podcasts have been able to challenge many of these genre tropes, We’re proud to contribute to this momentum and to propel it forward as we continue our series. And we’re not stopping! Up on deck in 2016 we have some amazing compositional sound art, more from Marcella Ernest’s trek to uncover lost sounds, and some notes on a forthcoming project in archiving one city’s local music scene.
So, in the spirit of Sounding Out!’s annual blog-o-versary we’re popping the cork for our podcast’s 50th episode with a few of the milestones we hit this past five years.
We found a theme song. This was a small but important step in our development. What would a podcast about sound be without some kind of awesome anthem representing it? (Nothing, that’s what!) We need to officially thank the members of Hunchback (Miranda, Mike, Jay, and Craig) for donating their song “Feeling Blind” to our podcast. Hunchback was a legendary horror-surf band from the NJ basement scene who endeavored to produce highly visceral sonic experiences of the highest caliber in their songwriting. You can still find a ton of their recordings on the internet. Thanks, crew!
We got listed on iTunes and Stitcher. It bears mentioning that quite a bit of technical muscle is involved in establishing a podcast. We would have gotten nowhere without Andreas Duus Pape’s help and guidance during our earliest moments. Andreas was instrumental in opening up the hood of the podcast and making it purr. Not only did he donate his time to plug us into iTunes’ network of podcasts, but he also shared some excellent philosophical thoughts on the topic. You can listen here and read them here.
We went monthly. Originally we had conceived the podcast as more a haphazard, occasional treat for our readers. Slowly but surely as demand and interest grew, we began to carve out a more regular calendar space for our podcast. First we switched to a bi-monthly format, and then we started with monthly broadcasts. Can’t slow this beat down.
We are the sonic archive of a sound art conference. That’s right, we featured sonic mixdowns of the entire Tuned City of Brussels sound art festival. Over the course of the festivals three days, we featured daily mixdowns of the prior day’s key sounds and moments. Each mixdown is brilliant and a testiment to the raw passion of our podcast contributors. They worked round the clock to produce such an amazing series. Check out the night before, and days 1, 2, and 3.
We produced a LOT of soundwalks. If you’re a listener you know that we love our soundwalks. We’re proud to be host to play host to a variety of soundwalks from cities around the world. Last month’s Yoshiwara soundwalk by Gretchen Ju challenged listeners to critically engage with the city’s fraught history of sex work. Other contributors in our soundwalk series like James Hodges have considered how the ambient music of big box stores and shopping malls are part of the architecture of commerce. Finally others like Frank Bridges have taken us to the edge of history and soundwalked the grounds of Thomas Edison’s workshop in Edison, NJ. No matter what the locale, our soundwalks are part of our podcast’s signature.
We found a regular contributor. Regular contributors are the heart and soul of Sounding Out! They lead the conversation on sound and work to bring you the best, most interesting content. For these reasons we’re proud to announce that Marcella Ernest will be joining our podcast as a regular contributor with her series “Searching for Lost Sounds.” Marcella will be interviewing a variety of sonic practitioners in an effort to give voice to the voiceless. Her most recent entry in the series was posted last Thursday. You can listen here.
We’re going to keep it coming. That’s our promise to you! We’ll be producing great content as long as you’re listening. Take a moment to subscribe to our iTunes or Stitcher accounts and also explore our Episode Guide to see if you missed anything this past 5 years. It’s been a rewarding adventure so far and we guarantee that we’ve already got some great content lined up in the coming months.
Aaron Trammell is a Provost’s Postdoctoral Scholar for Faculty Diversity in Informatics and Digital Knowledge at the Annenberg School for Communication and Journalism at the University of Southern California. He earned his doctorate from the Rutgers University School of Communication and Information in 2015. Aaron’s research is focused on revealing historical connections between games, play, and the United States military-industrial complex. He is interested in how military ideologies become integrated into game design and how these perspectives are negotiated within the imaginations of players. He is the Co-Editor-in-Chief of the journal Analog Game Studies and the Multimedia Editor of Sounding Out!
Featured image is “Roscoe Considers Recording a Podcast” by zoomar @Flickr CC BY-NC.
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Sounding Out! Podcast #1: Peter DiCola at River Read Books – Peter DiCola
It’s Our Blog-O-Versary — Jennifer Lynn Stoever
Sounding Out! Podcast #51: Creating New Words from Old Sounds – Marcella Ernest