Ghosts in the Machine: Sampling Dr. King
Education is never politically neutral. Many of us advocate for social justice when we’re outside of the classroom but struggle to continue that work inside as well, especially with issues that appear on the surface largely unrelated to our disciplines. This inaction maintains the centering of the white experience, continuing to normalize and prioritize it at the expense of all others. Marginalized voices remain marginalized. We don’t need our own students to be directly impacted by policies to advocate on behalf of those who are. This is work we all must do.
While social issues have made important inroads within musicology and ethnomusicology, they rarely make an appearance in music theory or composition, especially in a classroom setting. To begin these conversations, we must expand the scope beyond the purely technical and examine the ways in which music is a social and cultural phenomenon. Understanding how a triad functions, for example, is only part of the story. We must also recognize that any musical activity involves a network of people who might be engaged in any combination of producing, performing, buying, selling, listening, analyzing, teaching, institutionalizing, and so on. Discussing these networks means discussing their persistent systemic inequalities and power differentials, and understanding that these are social and not just musical issues. Cultivating this awareness is crucial in the development of our students as critical thinkers who can question the society in which they live, who can locate injustice and fight to advance social good. Abstract music theory is important, but music theory combined with a social awareness is vital.
Georgetown University hosts an annual Let Freedom Ring! initiative, a recurring project to honor the legacy of Dr. Martin Luther King. “Teach The Speech,” in particular, is a cross-campus curriculum project where interested faculty and staff incorporate that year’s selected work by Dr. King in our courses and workshops, sparking campus-wide conversations rooted in themes of social justice. The first time I joined the “Teach the Speech” efforts, I redesigned my basic theory class to include guiding principles from King’s entire body of work. In addition to covering the expected chords, scales, and other technical material, we discussed the disparity in representation faced by women and POC within music, viable modes of protest in music, and the possible roles of government sponsorship and censorship of artists. We rooted these issues in the real-life examples of the Grammy’s, the Women’s March, and the threats by the Trump administration to cut funding to the NEA and the NEH. Final projects based on these bigger-picture topics provided students further opportunity to reflect on the ways in which these and similar topics manifest in their own lives, transcending a preoccupation with “notes on a page.”
My second time participating in the “Teach the Speech” initiative, I used a recording of Dr. King delivering “I Have Been to The Mountaintop” as part of a module on sampling for my DJing and production class. Students had to create short tracks using this recording as the only permissible sound source. Anything resembling a kick, snare, hi-hat, melody, or harmony had to be constructed from a sample. Using something we don’t typically consider to be music as the sound source for creating music demonstrates the power of the studio and illustrates just how far creative slicing, dicing, and processing can take us. Beyond these important practical applications, though, the use of speech provides us with a framework for discussing why context matters. Do context and history always travel alongside the immediate acoustic phenomenon of sound? Can we identify something as “the music itself”? Through wrestling with these and related questions, students begin to understand sample-based composition as both a musical and a moral undertaking.
The process of sampling is largely a process of curation, involving a responsibility not just for the product but also for the source. If a student chooses to sample a large-enough portion of Dr. King’s speech, so that one can recognize words, phrases, even full sentences, then her choice includes the layers of extra-musical meaning attached to those words in addition to their musical qualities. “Violence,” for example, has a particular sonic profile and meaning that most listeners understand. How we actually interpret this word depends on many factors, including the context in which it is used in the original source, the identity of the speaker, and any audio processing that students might apply. The addition of distortion, for example, will influence the impact of that word on and its reception by the listener. The sampled word might be a fragment of a larger word, “violence” snipped from “nonviolence,” and never appear in its own right in the source. These and other complex issues involved in the process of sampling exist whether or not the student chooses to engage with them.
If the student samples an extremely small fragment of the Dr. King speech, obscuring the source and working with sound on an almost molecular level, then perhaps these questions go away. Can we still discuss the attendant connotations and denotations of indecipherable fractions of words or slices of the ambient hiss between the words? In this situation, is the origin of the sample still relevant for the work being done? When the ties connecting a heavily processed source to the finished product are untraceable, does it matter where we sampled from? Is white noise simply white noise?
Arriving at these kinds of questions is largely the point of the exercise. With a little deliberation, students realize that there is a very clear distinction between sampling the word “violence” from a speech by Trump and from a speech by MLK. There is a context, a lineage, and a history to samples that lives outside the phenomenon of pure sound, and this holds true even at the molecular level. This is crucial for students to understand, and its implications extend far beyond a music class.
We can, for example, ask students to consider the related question about whether or not it’s possible to separate art from the artist. Can we ever listen to pre-MAGA Kanye with the same ears? How do we interpret a post-MAGA Kanye song about uplift and resilience? What does it mean to watch a film where Harvey Weinstein had a major role in producing? A minor role? Moral dilemmas form a part of every media interaction we have, and similar questions comprise other aspects of our lives. Can we continue to allow the misappropriation of Dr. King’s “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character” without acknowledging the “radical” Dr. King? Can we reconcile a country built on expropriation, slavery, and genocide with one whose propaganda extolls the principles of equality and freedom? These are indeed crucial lines of moral inquiry, and our pretending otherwise enables current systems to remain in place. Sampling King’s speech enables my students to engage with those lines of inquiry from an angle they have not considered before: at the level of sound.
This is work we all must do. Within academia, we need to combat injustice inside the classroom as well as outside to bend the arc of the moral universe toward justice. One way we can engage is through careful attention both to the examples we choose and the way we contextualize them. Students and educators alike need to understand the political nature of education that is too often a means of upholding the power structures within society that position whites at the top, and white males at the very top. These largely invisible systems have very real impacts on our lives, and the only way we can evolve to a more just society is by questioning their seeming inevitability. We must foster dialogue that transcends the classroom. We must engage with social problems. We must look beyond the accumulation of knowledge as an end in itself. We must, in short, to do good. This is work we all must do.
—
Featured image: “Martin Luther King, Jr. Memorial” by Flickr user Cocoabiscuit, CC BY-NC-ND 2.0
—
Dave Molk teaches composition and theory at Georgetown University. He’s close friends with producer Olde Dirty Beathoven, a founding member of District New Music Coalition, and a board member of New Works for Percussion Project. Outside of music, Dave is a leader of CCON, an organization devoted to supporting undocumented communities in higher ed in the DMV. Find him online at https://www.molkmusic.com/ and @DaveMolkMusic.
—
REWIND!…If you liked this post, you may also dig:
A Listening Mind: Sound Learning in a Literature Classroom–Nicole Furlonge
Freedom Back: Sounding Black Feminist History, Courtesy the Artists– Tavia Nyong’o
My Music and My Message is Powerful: It Shouldn’t be Florence Price or “Nothing”–Samantha Ege
Everyone’s Going to the Rumba: Trap Latino and the Cuban Internet
In “Asesina,” Darell opens the track shouting “Everybody go to the discotek,” a call for listeners to respond to the catchy beat and come dance. In this series on rap in Spanish and Sound Studies, we’re calling you out to the dance floor…and we have plenty to say about it. Your playlist will not sound the same after we’re through.
Throughout January, we will explore what Spanish rap has to say on the dance floor, in our cars, and through our headsets. We’ll read about Latinx beats in Australian clubs, and about femme sexuality in Cardi B’s music. And because no forum on Spanish rap is complete without a mixtape, we’ll close out our forum with a free playlist for our readers. Today we start No Pare, Sigue Sigue: Spanish Rap & sound Studies with Michael Levine’s essay on Trap cubano and el paquete semanal.
-Liana M. Silva, forum editor
—
Trap Latino has grown popular in Cuba over the past few years. Listen to the speakers blaring from a young passerby’s cellphone on Calle G, or scan through the latest digital edition of el paquete semanal (the weekly package), and you are bound to hear the genre’s trademark 808 bass boom in full effect. The style however, is almost entirely absent from state radio, television, and concert venues. To the Cuban state (and many Cubans), the supposed musical and lyrical values expressed in the music are unacceptable for public consumption. Like reggaetón a decade before, the reputation of Trap Latino (and especially the homegrown version, Trap Cubano) intersects with contemporary debates regarding the future of Cuba’s national project. For many of its fans however, the style’s ability to challenge the narratives of the Cuban state is precisely what makes Trap Latino so appealing.
In an article published last year by Granma (Cuba’s official, state-run media source), Havana-based journalist Guillermo Carmona positions Trap Latino artists like Bad Bunny and Bryant Myers as a negative influence on Cuba’s youth, claiming the music sneaks its way into the ears of unsuspecting Cuban youth via the illicit channels of Cuba’s underground internet. With lyrics that celebrate the drug trade and treat women as “slot machines,” coupled with a preponderance of sound effects instead of “music notes,” Carmona considers Trap Latino aggressive, dangerous, and perhaps most perniciously of all, irredeemably foreign.
Towards the end of the article, Carmona focuses on his biggest concern: the performance of Trap Latino in public spaces. Carmona writes of those who play Trap from sound systems that “…they use portable speakers and walk through the streets (dangerously), like a baby driving a car. The combat between the bands that narrate some of these songs gestures towards another battlefield: the public sound space.” For Carmona, this public battlefield is sonically marked by Trap Latino’s encroachment on Cuba’s hallowed musical turf. His complaints highlight the fact that this Afro-Latinx style largely exists in Cuba on one side of what Jennifer Lynn Stoever refers to as the sonic color line, an “interpretive and socially constructed practice conditioned by historically contingent and culturally specific value systems riven with power relations” (14).
In Cuba, historically constructed power relations are responsible for much of the public reception of Afro-Cuban popular music, including rumba, timba, and reggaetón. But Trap Latino’s growing presence on the digital devices of Cuban youth is reshaping the boundaries of Cuba’s sonic color line. While these traperos are generally unable to perform in public (due to strict laws governing uses of Cuba’s public spaces) their music is nonetheless found across Havana’s urban soundscape, thanks to the illicit, but widespread, distribution of the “Cuban Internet.”Historically marginalized Afro-Cuban artists, like Alex Duvall, are today using creative digital strategies to make their music heard in ways that were impossible just a decade ago.
The Cuban Internet
To get around the lack of an internet infrastructure either too costly, or too difficult to access, Cubans have developed a network for trading digital media referred to as “el paquete semanal,” contained on terabyte-sized USB memory sticks sold weekly to Cuban residents. These memory sticks contain plenty of content: movies, music, software applications, a “Craiglist”-styled bulletin board of local products for sale, and even an offline social network, among others. The device is traded surreptitiously, presumably without the knowledge of the state.
(There is some question surrounding the degree at which the state is unaware of the paquete trade. Robin Moore, in Music and Revolution, refers to the Cuban government’s propensity to selectively enforce certain illegalities as “lowered frequency”. Ex-president Raul Castro has publicly referred to the device as a ‘necessary evil,” suggesting knowledge, and tacit acceptance, of the device’s circulation.)
By providing a means for artists to circulate products outside of state-sanctioned channels of distribution, el paquete semanal greatly broadens the range of content available to the Cuban public. The importance of the paquete to Cuba’s youth cannot be overstated. According to Havana-based journalist José Raúl Concepción, over 40% of Cuban households consume the paquete on a weekly basis, and over 80% of citizens under the age of 21 consume the paquete daily. A high percentage of the music contained on these devices is not played on the radio or seen in live concerts. For many Cubans, it is only found in the folders contained on these devices. The paquete trade therefore, serves as an invaluable barometer of music trends, especially those of younger people who represent the largest number of consumers of the device.

A listing of folders on el paquete semanal from October 30, 2018.
Alex Duvall
There is a random-access, mix-tape quality to the paquete that encourages consumers to discover music by loading songs onto their cellphones, shuffling the contents, and pressing play (a practice as common in Cuba as it is in the US). This mode of consumption encourages listeners to discover music to which they otherwise would not be exposed. Reggaetón/Trap Latino artist Alex Duvall takes advantage of this organizing structure to promote his work in a unique manner: Duvall packages his reggaetón music separately from his Trap Latino releases. As a solo act, his reggaetón albums position catchy dembow rhythms alongside lyrics and videos that celebrate love of nation, Cuban women, and Havana’s historic landmarks. As a Trap Latino artist in the band “Trece,” his brand is positioned quite differently. Music videos like Trece’s “Mi Estilo de Vida” for instance, contain many of the markers that journalist Guillermo Carmona criticized in the aforementioned article: a range of women wear the band’s name on bandanas covering their faces, otherwise leaving the rest of their bodies exposed. US currency floats in mid-air, and lyrics address the pleasures of material comforts amid legally questionable ways of “making it.”
Especially as it becomes more and more common for Latinx artists to mix genres freely together in their music (as the catch-all genre format referred to as música urbana shows), it is significant that Alex Duvall prefers to keep these styles separate in his own work. The strategy reveals a musical divide between foreign and domestic elements. Duvall’s reggaetón releases emphasize percussive effects, and the Caribbean-based “dembow riddim” that many Cubans would quickly recognize. The synthesized elements in his Trap Latino work however, belong to an aesthetic foreign to historic representations of Cuban music, representing broader circulations of sound that now extend up to the US. Textures and rhythms originating from Atlanta (along with their attendant political and historical baggage) now share space in the sonic palette of a popular Cuban artist.
Going to the Rumba
These cultural circulations complicate narratives coming from the Cuban state that tend to minimize the cultural impact of music originating from the yankui neighbor to the north. These narratives exert powerful political pressure. Because of this, artists are careful when describing their involvement with Trap music. Duvall’s digital strategy allows for a degree of freedom in traveling back and forth across the sonic color line, but permits only so much mobility.
In an interview conducted by MiHabanaTV, Duvall distances himself from Trap Latino’s reputation, defending his project by appealing to the genre’s international popularity, and the need to bring it home to Cuba. But the 2017 song “Hasta La Mañana” documents one of his most concise explanations for his involvement in Trece, in the following lyrics:
| “El tiempo va atando billetes a cien Pero todos va para la rumba Entonces yo quiero sumarme tambien.” |
Time is tying hundred dollar bills together Everyone is going to the rumba And I also want to join. |
He uses “rumba” here as shorthand to refer to the subversive actions that people take in order to succeed in difficult situations. Duvall needs to make money. If everyone else gets rich by going to “the rumba,” why can’t he? The reference is revealing. Rumba marks another Afro-Cuban tradition with a history of marginalized figures engaged in debates over appropriate aural uses of public space. Today, cellphone speakers and boom boxes sound Havana’s parks and streets. Historically, Afro-Cuban rumberos made these spaces audible through live performance, but similar issues of race animate both of these moments.
In the essay “Walking,” sociologist Lisa Maya Knauer explains that it was not uncommon for police to break up a rumba being performed in the streets or someone’s home throughout the twentieth century “on the grounds that it was too disruptive.” (153) Knauer states that rumba music is historically associated with “rowdiness, civil disorder, and unbridled sexuality, while simultaneously celebrated as an icon of national identity”. (131) The quote also reveals a contrast between the public receptions of rumba and Trap Latino. Duvall’s work, and Trap Latino more generally, is similarly fixed amid a complex web of racialized associations. But unlike rumba, refuses to appeal to state-sanctioned ideals of national identity.
Afro-Cuban musicians are often pressured to adopt nationally sanctioned modes of participation in order to acquire official recognition and state funding. The acceptable display of blackness in Cuba’s public spaces, especially while performing for the country’s growing number of tourists, is a process that anthropologist Marc D. Perry calls the “buenavistization” of Cuba in his work Negro Soy Yo. This phrase refers to the success of popular Son heritage group Buena Vista Social Club, and the revival of Afro-Cuban heritage musical styles that this group and its associated film popularized. Unlike Rumba and Son however, Trap Latino is considered irredeemably foreign (given its roots in both the US city of Atlanta and later, Puerto Rico), therefore presenting difficulties in assimilating the genre to dominant models of Cuban national identity. This tension, I believe, is also responsible for it’s success among Cuba’s youth.
Trap Cubano’s growing appeal stems instead from artists’ adoption of a radically counter-cultural positionality often avoided in popular contemporary styles like reggaetón. While it would be unfair to accuse reggaetón as being entirely co-opted (a point musicologist Geoff Baker makes convincingly in “Cuba Rebelión: Underground Music in Havana”), it is certainly true that as reggaetóneros achieve greater success in ever widening circles of international popularity, the amount of scandalized lyrics, eroticized imagery, and the sound of the original dembow riddim itself (with its well documented roots in homophobia and virulent masculinity) has diminished considerably. Trap Latino’s sonic subversions fill this gap. While the genre similarly praises the fulfillment of male, material fantasies, it troubles the narrative that increased access to money solves social, racial, and gender imbalances, while sonically acknowledging the role that the US shares in shaping it’s musical terrain.
This centering of materialism amid representations of marginalized Afro-Cuban artists is foreign to both historic and touristic representations of Cuba, but relevant to a younger generation increasingly confronted with the pressures of encroaching capitalism. Trap Cubano renders visible (and audible) an emerging culture managing life on the less privileged side of the sonic color line. From the speakers blaring from a young passerby’s cellphone on Calle G, to the USB stick plugged in to a blaring sound system, to the rumba where Alex Duvall is headed, Trap Latino broadcasts the concerns of a younger generation challenging what it means to be Cuban in the 21st century, and what that future sounds like.
—
Involving himself in the music scenes of Brooklyn, N.Y. over the past decade and currently attending The University of North Carolina at Chapel Hill’s musicology program, Mike Levine utilizes a dual background in academic research and web-based application technologies to support sustainable local music scenes. His research now takes him to Cuba, where he studies the artists and fans circulating music in this vibrant and fast-changing space via Havana’s USB-based, ‘people-powered’ internet (el paquete semanal) amidst challenging political and economic circumstances.
—
Featured image: “Hotel Cohiba – Havana, Cuba” by Flickr user Chris Goldberg, CC BY-NC 2.0
—
REWIND!…If you liked this post, you may also dig:
Spaces of Sounds: The Peoples of the African Diaspora and Protest in the United States–Vanessa Valdes
SO! Reads: Shana Redmond’s Anthem: Social Movements and the Sound of Solidarity in the African Diaspora–Ashon Crawley
Music Meant to Make You Move: Considering the Aural Kinesthetic– Imani Kai Johnson






















Recent Comments