Welcome to Voices Carry. . . a forum meditating on the material production of human voices the social, historical, and political material freighting our voices in various contexts. What are voices? Where do they come from and how are their expressions carried? What information can voices carry? Why, how, and to what end? Today John Melillo offers us a multi-track rerecording of Bernadette Mayer reading from The Ethics of Sleep. He urges us to “value illegibility over legibility and the abstract over the figured. If we deemphasize voice, we acknowledge the ways in which voices can undo themselves in their production.” –SO! Ed. Jennifer Stoever
What separates voice from noise? At what point does a voice dissipate into the sounds that surround and, at times, threaten to overwhelm it? In “The Dream Life of Voice,” I draw special attention to the ways in which attending to voice—and its precarity—entails a heightened sensation of noise. Through my manipulation of recorded audio in this project, I argue that noise is not merely an unwanted or surprising sound: it is the material sonic trace of an unconscious listening that continues to work beneath, around, and within a conscious listening to voice.
In this audio recording, I have taken a selection from a reading by the poet Bernadette Mayer that I recorded for the Tucson-based poetry and arts organization, POG, on February 6, 2016. I used a standard SM58 microphone, a digital audio recording interface, and the software program Logic. Mayer is known as a poet who has tested the boundaries of poetic statement through poems that engage with the conscious and unconscious uses of language. In this selection, she reads a long poem from her book The Ethics of Sleep (Trembling Pillow Press, 2011) on the power of dreams and dream language. In the performance, the poem and her voice create a sense of continuous movement, with quick and unpredictable turns of phrase sutured together by a syntactic and rhythmic familiarity. In this audio project, I flatten the sonic space in this recording of Mayer in order to abstract the voice and place it within a wider frequency spectrum of noise. Just as Mayer’s words engage her book’s title, my audio project argues for the possibility of an unconscious but engaged listening to noise.
Roland Barthes famously defined listening as “a psychological act” and hearing as a mere “physiological phenomenon” (Barthes 246). In a kind of doubling of listening’s action, the work of formulating or understanding a voice involves a selecting for sounds as a significant figure—the mark of a person or persona. Yopie Prins calls the recorded, mediated voice of 19th century poetry a “voice inverse,” a prosthetic figure composed out of its imprint by mechanical means, whether those means be metrical, print-based, or phonographic (48). Of such mechanical means—in particular, audio recording—Charles Bernstein argues, “the mechanical semblance of voice has become the signal in a medium whose material base is sonic, not vocal. In such a phonic economy, noise is sound that can’t be recuperated as voice” (110). In taking up this binary phonic economy, however, I want to hear how voice and noise interweave and interpenetrate, with the sonic figuration of voice as a threshold that opens out to other sounds not ostensibly included in its composition.
Press Play to hear “The Dream Life of Voice” by John Melillo, a rerecording of Bernadette Mayer reading from The Ethics of Sleep.
In this 12’43” audio recording, I have devised an analytic and synthetic method that allows listeners to reframe and refocus their hearing toward the trace of noise in voice, as well as the voice’s trace in noise. The final recording is composed of three simultaneous tracks, each of which represents a different “noise regime” in relation to the poet’s voice.
The first, original, track contains the “straight” recording of Mayer’s voice and speech: one hears her performance of the poem loud and clear. This is the imprint of voice on the recording mechanism in a phonic economy of voice and noise, in which voice seems to counteract and silence its opposite.
The second track contains a manipulated version of the original track, in which I have removed all the audio of Mayer’s voice and constructed a “background noise” track from what remains. In this method, I simply cut out Mayer’s voice from the audio file, keeping only the “silent” moments of the reading. I then combined and looped these fragments to create an amplified track of the background sounds—sounds of the people in the room, cars outside, a train passing, and the recording medium itself (hiss). In this way, I flip the binary toward that which is explicitly unheard in the recording.
For the third track, I manipulated the original recording by applying a Fast Fourier Transform with the software program Spear. This method breaks down the sounds into a collection of sine wave frequencies that can be graphically manipulated in the software program. I then removed the loudest frequencies (present mostly as Mayer’s voice) in order to emphasize the upper partials and continuous non-vocal frequencies masked by the force of the voice. This track marks a synthesis in which voice blends with and disappears into the frequency spectrum.
I combined these three tracks and slowly adjusted the volume for each one. The track with Mayer’s voice starts off as the loudest of the three. Her comments on the noise from a train that has just passed begin the montage. This track then undergoes a long, slow diminuendo, and by the end of the piece, it is silenced. At the same time, the background noise track becomes louder and peaks in the middle, interfering with and working alongside the voice. The track of synthesized frequencies slowly crescendos so that it is loudest at the end of the piece.
By distributing the volumes in this chiasmatic way, I want to call attention to the layered listenings happening within the situation of Mayer’s reading. Just as the figure of voice arises out of the ground of noise, it also contains frequencies that are not so easily differentiated from their background. A voice is an acoustic entity figured by a body and a performance. However habitual and repetitive the action is, it takes effort to suture vocal sounds to the body, place, and apparatus that they emanate from. In this track I want to find a way to hear a drifting, unconscious meandering within that focused effort. I want to materialize listening’s paratactic wavering of attention to one thing after another.
In the production of this movement toward noise, I value illegibility over legibility and the abstract over the figured. If we deemphasize voice, we acknowledge the ways in which voices can undo themselves in their production—which is the ethics of dream life that Mayer argues for and illuminates within her poem. The outside within the voice is a frequency scatter that connects the dissipation of an emitted sound in space with all the other sounds that interfere or resonate with that sound. The strange whisper music that ends my audio project “flattens” the sonic space idealized by the division of figure and ground. By abstracting Bernadette Mayer’s performance, I seek a synthesis that brings the noisy dream life of voice into relief.
Featured Image: “Scream” by Flickr user Josh Otis CC BY-NC-ND 2.0
John Melillo is an assistant professor in the English Department at the University of Arizona. His book project, Outside In: The Poetics of Noise from Dada to Punk, examines the ways in which poetry and performance make noise during the twentieth century. He has written and presented work on empathy in sound poetry, folk-song utopianism, the post-punk band DNA, and tape noise in Charles Olson. John performs music and sound art as Algae & Tentacles.
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Instrumental: Power, Voice, and Labor at the Airport – Asa Mendelsohn
“Don’t Be Self-Conchas:” Listening to Mexican Styled Phonetics in Popular Culture – Sara Veronica Hinijos
On Sound and Pleasure: Meditations on the Human Voice – Yvon Bonenfant
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.
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A Listening Mind: Sound Learning in a Literature Classroom–Nicole Furlonge
“World Music,” both as a concept and as a convenient marketing label for the global music industry, has received a fair deal of deserved criticism over the last two decades, from scholars and musicians alike. In his famous 1999 op-ed, David Byrne wrote that the term is “a none too subtle way of reasserting the hegemony of Western pop culture. It ghettoizes most of the world’s music.” Ethnomusicologists have aldo challenged the othering power of this term, inviting us to listen to “worlds of music” and “soundscapes” as the culture of particular places and times, suggesting that these sonic encounters with difference might teach “us” (in “the West”) to consider how our own musical worlds are situated in social and historical processes.
While this has been an important move toward recognizing the multiplicity of musicking practices (rather than reinforcing a monolithic “Other” genre), the study of “musical cultures” runs the risk of territorializing musical “traditions.” Linking them to geographically delineated points of origin, nations or homelands that are made to seem natural, fixed, or timeless often overlooks the heterogeneity of places, essentializing the people who make and listen to music within, across, and in relation to their ever-changing borders. The challenge for music critics and scholars has been–and still is–to delegitimize the alienating broad brush of the “world music” label without resorting to a classification system that reifies music production and circulation into exotic genres or fetishized “local” traditions.
In her 2018 book, On Site, In Sound: Performance Geographies in América Latina(Duke University Press), Kirstie A. Dorr demonstrates a method for conceptualizing relations between music and space while avoiding the pitfalls of colonial and capitalist definitions of “culture” and “identity.” She takes the term “performance geography” from Sonjah Stanley Niaah, whose discussion of Jamaican dancehall employs this analytic as “a mapping of the material and spatial conditions of performance: entertainment and ritual in specific sites/venues, types and systems of use, politics of their location in relations to other sites and other practices, the character of events/rituals in particular locations, and the manner in which different performances/performers relate to each other within and across different cultures” (Stanley Niaah 2008: 344). Dorr looks at “musical transits” rather than musical cultures, focusing on the politics and relations within sound and performance across South America and its diasporas; one particular relation serves as the central argument of the book: “that sonic production and spatial formation are mutually animating processes” (3).
Three conceptual frames help Dorr follow the musical flows that push against national and regional boundaries sounded by the global music industry: listening, a form of attention toward the interplay of sensory content, form, and context; musicking, or conceptualizations of music-making in terms of relationships and creative practices, rather than the musical “works” they produce and commodify; and performance as “a technique of action/embodiment that. . .potentially reshapes social texts, relationships, and environments” (14-16). Through close listenings to performances in Peru, San Francisco, and less emplaced sites such as YouTube and the “Andean Music Industry,” Dorr makes a strong case for performance geographies as creative decolonial strategies, both for participants in musical transits and for scholars who imagine and invent the boundaries and trajectories of musicking practices.
Nearly a century after Peru won its independence from Spain, limeño playwright Julio Baudouin debuted El Cóndor Pasa, a two-act play promoting national unity through a tale of indigenous miners in a struggle against their foreign bosses. The play’s score, composed by musician and folklorist Daniel Alomía Robles, weaves Peruvian highland music into Western-style arrangements and instrumentation, and was widely received by its 1913 audience as the sound of what Peru was to become: a modern nation firmly rooted in the cultures of its indigenous peoples.
In the century that followed, the score’s homonymous ballad has been interpreted and recorded by countless artists around the world. Easily the most well-known rendition of this famous melody is Simon and Garfunkel’s “El Cóndor Pasa (If I Could),” (1970) which Dorr credits with catalyzing a Latin American music revival as well as spurring on a wave of Euro-American musicians and producers who collaborated with and brought into the international spotlight a number of groups who otherwise would have remained in relative obscurity. The tendency to see these projects as the work of (typically white) Westerners “discovering” and “saving” or paternalistically “curating” the dying musical cultures of the world, Dorr suggests, is part and parcel of a World Music concept that frames “primitive” traditions as fair game for extraction and appropriation into innovative sonic hybrids.
The “exotica” category follows the same logic, as the case of Yma Sumac illustrates. From the beginning of her career in the early 1940s with el Conjunto Folklórico Peruano to her 1971 psychedelic version of “El Cóndor Pasa,” Sumac’s vocal versatility and stylistic experimentations map out an experience of Andean indigeneity that Dorr hears in stark contrast to the narratives of the global music industry. While Capitol Records performed their own geography via their marketing of this sexualized “Incan princess,” the singer strategically composed her own sonic-spatial imaginary, not rejecting the difference suggested by “exotica,” but by synthesizing a “space-age” modern aesthetic with traditional songs. Dorr challenges us to listen to Sumac’s “El Cóndor Pasa” against Simon’s arrangement, thinking of her performative dissonances as disruptions of “the static geotemporal imaginaries of ‘authentic indigeneity’ that have most often informed the ballad’s deployment” (59).
If Chapter One makes a case for performance’s potential to shape notions of place and time, Chapter Two explores “spatial(ized) relations of musicking” (68) through a broader consideration of market strategies and the politics of sound in public space. Putumayo serves as another classic example of the global music industry’s pandering to multicultural idealism, promoting itself as “lifestyle company” that brings conscious capitalism into the curation of musical worlds. Dorr keeps her critique of Putumayo rather brief, but uses it as a convincing contrast for the focus of this chapter: the informal streams of economic activity and performance that she calls the “Andean music industry” (AMI). Among other examples from transnational and virtual “sites,” the Andean bands that performed in San Francisco’s Union Square throughout the 1990s demonstrate how performance geographies can challenge state and capitalist power while simultaneously running parallel to the marketing and distribution practices of the world music industry.
The AMI story is one of migration and the formation of a pan-Andean diaspora, of busking and bootlegging tactics that tested the boundaries of zoning and noise regulations as well as California’s immigration and labor policies, and of transposing music networks onto the internet when public performance became too precarious. It is also another case of dissonance, in which musicians willfully use their own cultural difference to their advantage, but not without consequences for poor musicians in South America; a telling example is the “Music of the Andes” CD, a mass-produced compilation used by various groups who, instead of having to record and press their own albums, could simply print their own covers for the Putumayoesque compilation and sell them to their none-the-wiser U.S. audiences (84).
But if the diasporic politics of the AMI came up short in challenging a monolithic representation of “Andean culture” or in highlighting the dynamic transits of Andean fusions such as chicha and Nueva Canción, the daily performances of street musicians in the race- and class-ordered Union Square support Dorr’s argument about the co-constitutive relationship between sound and space: “This unmediated display of embodied and sonic ‘otherness’ threatened the coherence of the square’s representational function by converting it into a spectacle of work and play for a population upon whose concealed labor the economic foundations of California’s wealth largely depend: undocumented migrant workers from the global South” (81).
Elsewhere in 1990s San Francisco, musicians, artists, and activists formed a collective that, like the busking Andean groups, challenged dominant notions of public and private space while performing its own transnational and migratory experiences of Latinidad. In Chapter 4, Dorr relates the story of La Peña del Sur, a grassroots organization in the Mission District and, like the many anti-imperialist peñas popular throughout Latin America since the 1960s, a space for artists to perform or display their work for local audiences. While this peña provided a community for undocumented immigrants and local residents threatened by gentrification, it also served as an unsettling force against the sort of geographies that separate “queer space” from “heterosexual space” without regard for how these neighborhoods are also classed and racialized.
The founder and director of La Peña del Sur, Chilean exile Alejandro Stuart, was among several queer community members whose efforts constituted their shared space as a challenge to normative boundaries, a site for musicking that engendered dialogue among a wide range of people with divergent visions and motivations. Community organizers and students of cultural sustainability would do well to read Dorr’s account of this decade-long experiment that “enabled the exploration of sound-based solidarities rooted in the identification of common historical and political ground through improvisation and participatory performance” (168).
Between these two compelling tales of the dynamic relationship of sound and space in San Francisco, Chapter 3 explores the significance of race, nation, gender, and sexuality within the performance geographies of several Afro-Peruvian artists. Dorr traces the movements of performers and activists who challenged the colonial boundaries that framed blackness as “antithetical to the emergent nation” (111); unlike the indigenous traditions that could be appropriated for an imagining of Peru as modern yet firmly rooted in history, Afro-Peruvian bodies and sounds were treated as contaminants within the postcolonial order.
Listening to Black feminist performance geographies, from Peru’s Black Arts Revival in the ’60s and ’70s to the recent hemispheric collaborations of “global diva” Susana Baca, one can hear the formation of not only such racially imagined communities as “the coastal” and the “Afro-Latinx diaspora,” but also of “the body.” A powerful case of this latter sort of performance is heard in the lyrics and experiences of Victoria Santa Cruz, who, in her choreographed, cajón- and chorus-accompanied poem, “Me Gritaron Negra,” contests the ways in which “[t]he physical contours of her body – her lips and skin and hair – become a geography inscribed with social meaning, an ideological imposition intended to enact and legitimate her ongoing displacement” (121).
Santa Cruz’s pedagogical and performative practices, in particular, reveal why Dorr has chosen sound – and not only broader analytics of performance and musicking – as a central theme to explore in terms of its relation to places and bodies. While this book might leave a few sound studies scholars wanting more elaborate description of particular sonic phenomena or ethnographic consideration of how sound is imagined among Dorr’s interlocutors, a few examples in particular are keys to thinking about how sound signifies, and is signified by, racially mapped bodies and places.
Most intriguing here is a discussion of Santa Cruz’s 1971 book, Discovery and Development of a Sense of Rhythm, which outlines the artist’s approach to “listen[ing] with the body” and tuning in to “rhythm’s Afro-diasporic logics” (116). A pedagogy and practice developed well in advance of Henri Lefebvre’s theory of rhythmanalysis, Santa Cruz’s concept of ritmo–internal rhythm— deserves consideration alongside the work of Amiri Baraka, Jon Michael Spencer, Fred Moten, and Daphne Brooks as crucial for thinking about how Black aesthetics and diasporic sensibilities are cultivated through sound and capable of mobilizing new mappings of bodies and their worlds.
On Site, In Sound also calls for renewed thinking on sonic-spatial relations and the meanings that emerge from within them – how the sounds of particular Latin American voices and instruments come to be understood as masculine or feminine, indigenous or modern, exotic or local. Although “sound” as a specific performative or sensory medium might seem, at times, only one among many phenomena examined within the book’s threefold conceptual framing – listening, musicking, and performance – Dorr weaves it throughout her own performance geography where it takes on multiple forms and scales, challenging even the very boundaries defining what sound “is.” More importantly, this is a geography that scholars of “the sonic” or “music worlds” should read (and hear) as a reminder of sound’s unique ability to create and transcend boundaries – but rarely without a great deal of dissonance.
Featured Image: “Gabriel Angelo, Union Square,” by Flickr User Brandon Doran
Benjamin Bean is a PhD student in sociocultural anthropology at The University of California, Davis. His research interests include Afro-Caribbean music and sound, food and the senses, Puerto Rico, religion and secularism, and the Rastafari movement. During his undergraduate studies at Penn State Brandywine and graduate studies in cultural sustainability at Goucher College, Ben’s fieldwork focused on reggae music, the performativity of Blackness, and the Rastafari concepts of Word, Sound, and Power and I-an-I. His current fieldwork in Puerto Rico examines flavor, taste, and marketing in the island’s growing craft beer movement. Ben was formerly a vocalist and bass guitarist with the Philadelphia-based roots reggae band, Steppin’ Razor.
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SO! Reads: Dolores Inés Casillas’s ¡Sounds of Belonging!–Monica De La Torre
SO! Reads: Roshanak Khesti’s Modernity’s Ear–Shayna Silverstein
On April 2, 2018, the MIT CoLab published the incredible Listening to the City Handbook: Community Research and Action through Sound and Story, a 181-page toolkit dedicated to furthering civic engagement as expressed in sound studies research, art, and pedagogy. Free and downloadable via the CoLab website, Listening to the City works toward “cultivating empathy and developing a multi-layered understanding of place. . .[while urging] academics and practitioners alike to explore emergent methods for making meaningful change within communities,” as the book’s overview states (10). Assembled by Allegra Williams (Project Curator and Principal Author) and Maggie Coblentz (Researcher and Graphic Designer), the book offers engaging, accessibly written lesson plans, practical strategies, best practices, worksheets, and real-life community models from organizations such as LA Listens, the Binghamton Historical Soundwalk Project, the Anti-Eviction Mapping Project, the Urbano Project, the Frontier of Change Soundwalk, and OJBKFM Third Coast Pop-Up Community Radio.
Listening to the City the book began as the experimental conference Listening to the City: Engagement, Exploration + Intervention through Sound held in Cambridge, Massachusetts (and the Greater Boston Area) on May 25-26 2017. A National Endowment for the Arts-funded collaboration between the MIT Community Innovators Lab, (CoLab), LA Listens, and the Design Studio for Social Intervention (DS4SI), the free conference offered an innovative, interactive weekend that brought artists, activists, and academics together to discuss sonic orientations to social change.
For a review of the conference, click here.
When conference attendees began excitedly sharing assignments, drafts of grants, syllabi, and other resources via Google Drive, the organizers realized the necessity to commemorate the conference and widen the conversation. If folks at the center of the conversation were this starved for like-minds and start-up materials, then the greater need for a handbook was definitely out there. In the months following the conference, Williams and Coblentz conducted interviews with attendees, followed up on sources, led testing and feedback sessions, and organized the ensuing material into sections based on eight emerging methods: meditative listening, audio mapping, soundwalking, personal storytelling, pop up listening, drama, story mapping, and photovoice.
In the introduction, Williams and Coblentz identify four key guiding principles for Listening to the City, as both a volume and a culmination of a collaborative research process. They selected projects, methods, and practices for the book based on 1) accessibility–having a low barrier of entry for participants, 2) transferability–how readily the material could be used across disciplines and in varying communities, 3) high levels of participation and collaboration, and 4) possibility for transformation–strong interest in enacting community change. By compiling and sharing these methods more widely,” Willams and Coblentz write, “the creators of this handbook hope others will come to see the unique power they hold to uplift and amplify critical community voices and their struggles through community research and action” (16-17).
Collaborators and contributors to the volume include Allegra Williams, Maggie Coblentz, Kenneth Bailey, Jessica Blickley, Douglas Burnham, Emily Cohen, Erik DeLuca, Katie Diamond, Rachel Falcone, Michelle Fine, Jocelyn Frank, Terra Graziani, Matt Green, Elisa Hamilton, Krista Harper, Dey Hernandez, Josie Holtzman, Aurie Hsu, W.F. Umi Hsu, Salvador Jiménez-Flores, Nathan John, Steve Kemper, Beau Kenyon, Isaac Kestenbaum, Jonas Kirkegaard, Lori Lobenstine, Stella Aguirre McGregor, Liz Ogbu, Anthony Peña, James Rojas, Katy Rubin, Catherine Sands, Katherine Shozawa, Jennifer Stoever, Brett Stoudt, María Elena Torre, and Marc Weinblatt.
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SO! Amplifies: Cities and Memory–Stuart Fowkes
SO! Amplifies: #hearmyhome and the Soundscapes of the Everyday–Cassie J. Brownell and Jon M. Wargo