‘No Place Like Home’: Dissonance and Displacement in Gimlet Media’s Fiction Podcast “Homecoming”
In honor of International Podcast Day on 30 September, Sounding Out! brings you Pod-Tember (and Pod-Tober too, actually, now that we’re bi-weekly) a series of posts exploring different facets of the audio art of the podcast, which we have been putting into those earbuds since 2011. Enjoy! –JS
Last month, Gimlet media released the audio-feature length podcast The Final Chapters of Richard Brown Winters, starring Catherine Keener, Parker Posey, Bobby Cannavale, Sam Waterston, and Darrell Britt-Gibson, many of the same cast members from their critically-acclaimed podcast Homecoming, and also co-written by Eli Horowitz, Homecoming’s co-creator and co-showrunner. Along with the podcast’s famous move to Amazon TV in 2017, Gimlet’s podcast reunion prompted me to re-listen to Homecoming, trying to figure out how its signature use of audio—characterized by Horowitz as “letting the scenes and the conversation create the action instead of describing the action”—propelled the series to its success in the first place.
Homecoming concerns characters connected with afictional military rehabilitation facility in Tampa, Florida, that ostensibly prepares soldiers suffering PTSD for a return for civilian life. The soldiers are subjects of an experimental drug treatment program devised by the US Defence Department-affiliated Geist Group to erase traumatic memories of combat and eliminate resistance to re-deployment. Set in a specifically post-9/11 political milieu, the series plays out in the implied real world context of multiple and on-going US foreign military interventions. Homecoming foregrounds the sonic/auditory modes associated with war–in particular covert electronic surveillance–working to create an atmosphere infused with suspicion, secrecy and deception. In Homecoming’s dissonant sonic/narrative environment ‘home’ is as perilous as the frontline.
Dissonance and displacement inherent in the auditory experience are overarching themes in Homecoming and manifest in an atmosphere of uncertainty regarding temporality, memory, identity and ideas of “home” itself. The sonic world of Homecoming is infused with a sense of discord—recorded audio is subject to manipulation and misinterpretation—and the voice is a site of multiplicities that destabilise concepts of identity and reality. The podcast’s pervasive “out of tune-ness” produces a heightened state of listening – a hypervigilance – both in Homecoming’s characters as they attempt to decipher multiple conflicting aural “intel,” and in the podcast’s audience as we do likewise. It is this dissonance that compels Homecoming’s listeners to prick up our ears and listen more keenly.
GETTING “SITUATED”
The series’ distinctive non-linear, explicitly sound technology-mediated storytelling style takes the form of an “enigmatic collage” of sound artifacts: recorded therapy sessions between Heidi Bergman (Catherine Keener), a case worker/counsellor at the Homecoming facility, and Walter Cruz (Oscar Isaac), a soldier whose recovery she is monitoring; fraught phone conversations between Heidi and the heavily-compromised senior management at Geist; covert surveillance tapes of interaction at the facility between Walter and fellow soldier, Schrier (Babak Tafti), and between Walter and Heidi; and a series of voice messages ostensibly left by Walter on a mobile phone he has given to his mother.
In “Mandatory,” Homecoming’s opening episode, in a fragment of a recorded counselling session between Heidi and her client Walter Cruz, the second in a succession of these fragments that play out over Series One, Heidi tells Walter that her objective is to help to get him “situated” now that he’s back. Through abrupt temporal shifts between the recorded past and the present, the series reveals that this objective was always already thwarted and that Walter’s “situation” in the present is unfixed, unknown and potentially unknowable. Homecoming’s specific atmospheric aural/narrative mode conveys an unsettling sense of fractured selves in an ever-more fractured sonic landscape. Walter functions in this landscape as a reflexive site of multiple sonic presences. At once static and mutable, fixed and shifting he “exists” and is transmitted across a range of sound technologies. Though captured by these recordings, at the same time he evades capture by those seeking him out.
In Homecoming, Walter’s presence is constructed through absence, which positions him as a kind of acousmêtre, described by Michel Chion in The Voice in Cinema as “one who is not-yet-seen but is liable to appear at any moment” (21). Chion has described how “an entire story… can hang on the epiphany of the acousmêtre”…the quest to bring the acousmêtre into the light” (23). In considering the podcast form, being “seen” can be understood as the conveying of presence, that is, the technical and affective means through which a character is felt or experienced. In Homecoming’s specific reflexive use of sound technology to construct Walter as present yet “unseen,” Walter is everywhere and nowhere, always there but at the same time always not there. The series finds a means of achieving what Chion has suggested is unachievable in radio and, by inference, in the podcast – “playing with” presence, partial presence and absence (21). This affective ‘play with presence’ works too to challenge concepts of the ‘disembodied’ voice and speaks to Christine Ehrick’s call in “Gendered Soundscapes” for a more nuanced exploration of the voice/body relationship. As Ehrick puts it – “if the voice is not the body, what is it?”.
In “Mandatory,” Walter is specific about his willingness to adhere to the conditions of his treatment: “I want to be in compliance,” he tells Heidi. Yet Walter’s multiple itinerant sonic selves seem to resist compliance. Though his presence in Homecoming is constructed through a series of seemingly fixed recordings that might suggest change is precluded, Walter is, paradoxically, a site of radical change. In his technology-contingent presence in the series, Walter, having removed himself from circulation, becomes a ‘soldier-body’ in revolt, resisting placement, compliance and commodification. Goldberg and Willse have identified the “soldier-body” as a “temporary” conduit of “the networks of technoscience and capital [that allows] these networks to adapt and survive” in “Losses and Returns: the Soldier in Trauma” (266-267). It is an argument that manifests in Homecoming in Geist’s covert pharmacological strategies to remediate the psychological fragmentation of war trauma in order to render the ‘soldier-body’ utterly compliant and redeployable. Walter’s perpetually withheld presence revokes his soldier-body’s viability as bio-capital and is framed in the series as an existential threat to the military-industrial complex.
“IF WE’RE NOT IN FLORIDA, WHERE ARE WE?”
Ideas of place and presence, particularly in relation to the non-compliant soldier-body, are further problematized in Homecoming in the sole interaction we hear between Walter and Schrier, another returned soldier, in yet another mode of voice recording. In Episode 2, “Pineapple,” within an internet-based call, Heidi’s boss Colin plays her a surveillance recording from the Homecoming cafeteria, one of several instances in the series of the multiple-layering of sound technology. We listen in as Walter and Schrier eat the pineapple-based dessert they’ve been served and debate Schrier’s “pineapple-induced” doubts about their actual location. For an agitated Schrier, pineapple is pineapple-no-longer but a repository of a sinister excess of meaning – a sign that “they,” the military, are “really laying it on thick with this Florida shit.” Are they in Florida or not? Schrier demands evidence: “the only reason we think we’re in Florida is because that’s what they told us”. These duplications, both actual (the recording) and suspected (a fake Florida), produce an atmosphere layered with dissonance and uncertainty.
While Shrier’s suspicion of a fake Florida proves unfounded, this other duplication (the surveillance recording) has catastrophic consequences for him. In Episode 6, “Hysterical”, we learn that after being dropped from the Homecoming treatment programme, Schrier was abruptly taken off the medication that was being administered to him without his knowledge (via the pineapple, as it happens). In yet another fraught call with a distressed Heidi, Colin matter-of-factly recounts the disastrous aftermath for Schrier: “he bit off a chunk of his tongue, spit it at an orderly, then he tried to hang himself. They’ve got him in restraints.”
Not only do the Homecoming soldiers bring traces of war home with them – traumatic memories and symptoms of PTSD – but the place to which they return turns out to bear traces of a war zone. The America of Homecoming is a liminal space, an environment that harbours hidden dangers. While ostensibly home turf, America is a space that functions, in an orchestrated clandestine manner, as an outpost of war, or rather, encompassed within what Ben Anderson has identified as the borderlessness of “total war” (169-171). For Schrier, sonic capture within the Homecoming surveillance recordings pre-figures further physical capture. Ultimately, he ends up hospitalised and literally restrained.
“HEY MA, IT’S ME, IT’S WALTER…”
Though carceral, a place of enclosure that gestures toward the enclosure inherent in the idea of “total war,” the sonic space of the recorded voice artifact in Homecoming exists also as a site of resistance. Walter’s presence in Season Two manifests via a series of voicemail messages left on a cell phone he has given to his mother, Gloria (Mercedes Ruehl). In Episode 8, “Cipher,” Colin, masquerading as a lawyer taking a class action against the government on behalf of the soldiers maltreated at the Homecoming Facility (one of several fake identities he assumes), persuades Gloria to hand over this phone. As if also infected with Walter’s restlessness, the audio files of these messages migrate from Gloria’s phone to the Geist Server to Heidi’s laptop before we actually hear them. The messages provide a cartographic trace of Walter’s movements west, then north, then south and provide those tracking him, Colin and Heidi, with the first hard evidence of his possible whereabouts. Or at least they seem to.
Again Homecoming draws attention to technologies of reproduction and their influence in how we “conceptualise the voice and its powers” as Weidman states in her essay on “Voice” in Keywords in Sound (236). Walter’s phone is understood as an extension of his affective presence. When subsequent faked messages are left on the phone—the first constructed by Gloria to throw Walter’s trackers off the scent, the second by Heidi in order to entrap Colin—it is this aura of authenticity, the misplaced faith in the faithfulness of the sound recording that serves to legitimate the fakes. The messages, both real and faked, carry the aura of the original voice but their increasingly uncertain status signals “the ontological plasticity of the voice” that Nick Prior has articulated in “On Vocal Assemblages” (489), how “the voice sounds out in a social space comprised of a whole panoply of discourses, techniques and machines that objectify and posit it as a particular kind of object and information”(495). In this instance simulation is an act of ‘pushback’ against networks of power, against the seemingly-fixed borders of recording technology, it is an act that for Walter effects a kind of escape. He remains ‘un-situated.’ Perhaps the safest place for Walter, the only place like home, is in the ‘no place’ of the digital recordings in which he manifests.
Farokh Soltani describes the podcasting form as “the key transformative development in the history of audio drama” in “Inner Ears and Distant Worlds: Podcast Dramaturgy and the Theatre of the Mind” because of the way it “detaches drama from the economic, institutional and political requirements of the radio broadcast” (189). The vast trove of alternative, ‘unsanctioned’ voices podcasting has made audible can be said to resonate with the discernible hum of difference, the form itself can be understood as inherently dissonant. Its fundamental alterity imbues it with the affective essence of dissonance that Sean Gurd articulates in Dissonance: Auditory Aesthetics in Ancient Greece (2016) as “extra-audible information…[a kind of] roughness, a richer, grainier, less-polished sound” (11). The sense of palpable auditory/affective ‘roughness’ or dissonance permeates Homecoming sonic world, frequently in the foregrounded presence of sonic ‘dirtiness’ but always in its distinctive non-linear assemblage and in its inherent critique of the far-reaching and devastating impacts of war. Homecoming’s audio and structural strategies, shifting both temporally and between sonic modes, demand too that we, the listeners, like Walter and Heidi, are actively and continually engaged in the urgent process of attempting to find our bearings, to get ourselves ‘situated.’
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Featured Image: “American Redaction,” by Jared Rodriguez / truthout (CC BY-NC-ND 2.0)
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Miranda Wilson is a Creative Practice Ph.D. Candidate in Film Studies at the University of Auckland, New Zealand. Her creative and scholarly thesis (Supervisor, Prof. Annie Goldson) interrogates and experiments with the ways in which voice/image positioning in documentary can and might invigorate screen space as a site of common space and counter-space. Her research encompasses strategies of indirect representation, in particular with regard to gender and voice/image relations; ensemble narratives that work to de-centre the protagonist; low/no budget filmmaking methods that democratize the means of production and documentary practice that is as much about interrogating the documentary form as it is about the subject it engages with. The research project seeks to detect and articulate documentary space in which individuals cohere as a citizenry and everyday practices of democracy are enlivened. Miranda also holds a BA Honours (First Class) from the University of Auckland. Her graduate studies have encompassed research into sound and dissonance; sound/image relations; documentary theory and practice; and representations of spatial transgressions in cinema space.
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SO! Podcast #79: Behind the Podcast: deconstructing scenes from AFRI0550, African American Health Activism – Nic John Ramos and Laura Garbes
A Manifesto, or Sounding Out!’s 51st Podcast!!! – Aaron Trammell
Acousmatic Surveillance and Big Data-Robin James
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Teaching Soundwalks in a Course on Gentrification, Black Music, and Corporate America
On May 5, 2018, the C-ville Weekly, a newspaper based out of Charlottesville, Virginia, published an article titled “Sex, drugs and rock ’n’ roll: new apartment complex promises at least one of those.” The headline referred to the complex being built at 600 West Main St. in Charlottesville. The complex has since been completed and studio bedrooms currently cost more than $1000 a month. As the C-ville Weekly headline shows, the developers were using the term and connotations of “rock ’n’ roll” to sell exclusive – and in many ways unaffordable – housing.
After reading this headline, I began to develop an idea for a summer course at my institution, the University of Virginia (UVA). I ultimately titled that course “Black Music and Corporate America” which I offered online during the summer of 2021 (syllabus available for download via the link above). Although the course discussed varied content – from the multi-ethnic, multi-racial, and multi-gendered histories of rock and roll to the endorsement of conspicuous forms of consumption in hip hop – I wanted to spend one unit focusing on the interrelationship between music, corporate America, and gentrification. I strove to solidify this connection by assigning two related articles. The first article, by geographer and sociologist Brandi Thomson Summers, argues that black residents in Washington D.C. adopt go-go music as a form of reclamation aesthetics to combat their city’s increasingly rampant gentrification. In the second article, ethnomusicologist Allie Martin conducts a soundwalk of D.C.’s Shaw District to forefront the experience of a black woman in the city and help displace white hearing as the default standard of interpreting sound (see Sounding Out!’s Soundwalking While POC series from Fall 2019). These two articles served as a foundation for one of the assignments the students had to complete in class: conducting a soundwalk of their own in which they had to walk around a field site of their choosing and think critically about the sounds they were hearing.
Throughout the summer sessions, students completed three main assignments related to the course topic. They had to think about marketing themselves and thus wrote a cover letter for a job or internship they were interested in pursuing in the future. We also, as a class, sent a suggestion to literary scholar John Patrick Leary, who has created a list of “keywords of capitalism:” buzzwords that get adopted in corporate lingo; we suggested “rockstar” as a term and offered him a brief explanation why:
Students also had to conduct a soundwalk. I asked them to model it after Martin’s and to also take into consideration Summers’ arguments about gentrification, white policing of black sound, and a community’s response to attempts to silence their music and culture.
The soundwalks I received merit sharing with readers of Sounding Out for three primary reasons: 1) The assignment benefited from the online format, especially since students could conduct soundwalks in Charlottesville as well as in their homes across the country. 2) the students made compelling arguments that deserve recognition. 2) the students brought up issues that teachers interested in assigning soundwalks in the future might want to preemptively address.
Students who walked around Charlottesville focused mostly on The Corner, the portion of the city where most of UVA’s student body eats, shops, and drinks. As one student noted, during the regular semester, hundreds of students populating The Corner on any given day during the semester can silence out – literally – the concerns of the homeless and the panhandlers who make the area their home. However, over the summer, Charlottesville’s Corner becomes significantly less populated and, as this student noted, much more silent. As a result of this silence, pedestrians might be much more attuned to Charlottesville’s rampant inequality. This student, over the course of their summer soundwalk on The Corner, came to a radical conclusion: while communities might need moratoriums on evictions, or moratoriums on construction, maybe Charlottesville needs a moratorium on student noise as well.
In addition to focusing on inequality, many students’ soundwalks pointed out discrepancies between what they saw and what they heard while on their soundwalks. Another student writing about The Corner noted how, as a transfer student, the music that they heard emanating from a barbershop helped make them feel at home in Charlottesville. Businesses on The Corner have historically not been entirely welcoming to people of color. Additionally, most pedestrians and patrons of The Corner are white. However, this student remarked how comfortable they felt on The Corner because they could hear one of their favorite artists, Moneybagg Yo, playing from the sound system of the barbershop they were going to visit. Long before they could visually see the business, the soundscape let this student know they were welcome. In this way, this barbershop helped create a sense of community in a similar way that the broadcasting of go-go music from Shaw’s many businesses helps create in Washington D.C.
Another student focused specifically on the contradictions between the activism they “saw” demonstrated in their upper-class Boston suburb and the activism they “heard” while walking around their neighborhood. This student noted that residents of their neighborhood strove to create an inclusive atmosphere by putting up “Black Lives Matters” and “Immigrants Welcome” yard signs. However, they also cited Jennifer Lynn Stoever’s work – who we read in class – and noted the presence of what Stoever calls the “sonic color line.” As this students’ own field recordings of their neighborhood illuminated, most residents of this neighborhood valued silence. Harlemites during the 1940s and 1950s, as Stoever writes, certainly appreciated restful nights, but her scholarship also demonstrates how dominant narratives constructed black communities as “noisy,” “chaotic,” and “dangerous,” and white ones as “silent,” “efficient,” and “disciplined.” Although residents in this Boston suburb think of themselves as progressive and demonstrate their liberalism through visual signifiers such as yard signs, this student concluded that they still live in a community that privileges certain (silent) soundscapes. In doing so, such communities continue to perpetuate the sonic color line.
Admittedly, several students living in America’s suburbs struggled to conceive of the sounds they heard as worthy of discussion. For instance, the sounds of cars made frequent appearances in their writing but were often dismissed as inconsequential. Instead, students lamented that they were not experiencing a vibrant public sphere that resembled the setting of Spike Lee’s 1989 film, Do the Right Thing (a film we watched together in class), as if that representation wasn’t a very particular historicized and localized representation. On an individual basis, I tried to get students to think more critically about the sounds of cars in their neighborhood. We read about the role of automobile in the development of G-Funk during the early 1990s as well as the death of Jordan Davis, who was murdered in his car for playing rap too loudly. However, neither article resonated with students’ experience on their soundwalks since they were simply hearing cars passing by their houses or driving down the street. Most of the time, they could not tell what type of music was being listened to at all inside the car nor could they hear it emanate onto the street.
Therefore, teachers, depending on the living conditions of their students, might want to preemptively include discussions of car culture within American society. After all, more than go-go music broadcasted from storefronts, or second line parades, or music playing from boomboxes, or the noise of nature, (my) students typically hear cars in their day-to-day life. As a result, teachers assigning soundwalks may want to talk about the role of highway construction and the automobile industry on suburbanization and white flight. Discussions of automobiles within the context of environmental racism might also be useful for students to consider. Steph Ceraso’s Sounding Composition also discusses the immense time and energy corporations have devoted to car sounds and soundscapes within cars, buffering occupants from car noise as well as that of the neighborhoods outside.
In addition, I found that students need a more robust historical understanding of suburbanization in the United States, particularly alongside an understanding of their own racial and ethnic histories. Some students living African American suburbs could have benefited from some contextualization about when and how they came to be. Talking about suburbanization in general, the development of White suburban liberalism in the 1970s and 1980s would have helped the student living in a Boston suburb make more sense of the politics of their neighborhood. Karen Tongson’s Relocations also provides context for shifts in America’s suburban landscape after sweeping changes in immigration law in 1965, as well as a rethinking of expressions of sexuality in the suburbs. These are just some topics I wish I had focused on more to help prepare my students for their soundwalks.
Future teachers may feel inclined to refer to the conclusions my students came to, as well as the literature I wish I had included in course, as they think about assigning soundwalks in their own classes. Both my students and I appreciated the soundwalk assignment and its invitations to listen differently. Teaching soundwalks in a course focusing on “Black music and marketing strategy” prompted my own necessary meditation as a non-Black scholar working in this field. Guided by Loren Kajikawa’s new research on “Music, Hip Hop and the Challenge of Significant Difference” that examines how the popularity of courses on black music help subsidize a university’s classical music offerings, I want to incorporate future discussions of Black music as sonic diversity marketing in contemporary higher ed, both at the microlevel of scholarship and the macro- institutional level, which remains far from equitable despite ongoing challenges to its status quo. For students, the soundwalks–in their words–allowed them to learn about themselves and think differently about the area in which they live. They also become more attuned to their surroundings–questioning what makes a neighborhood and for whom?–and how different cultures use their voices where they live, necessary skills for our moment that will help us envision a world beyond it.
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Featured Image: Wall Mural right next to Bowerbird Bakeshop in Charlottesville, VA, image by Tom Mills, (CC BY-SA 2.0)
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Rami Toubia Stucky is a PhD candidate at the University of Virginia and scholar of the music of the African diaspora, music of the Americas, commercial culture, intercultural exchange, and music and migration. Sometimes he composes/arranges jazz music and plays drums. He is currently writing a dissertation on the arrival of Brazilian bossa nova to the United States during the 1960s. He runs a personal and professional website dedicated mostly to talking about the songs his sister likes.
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REWIND!…If you liked this post, you may also dig all this good stuff about sound studies pedagogy! Good luck with Fall semester, folks!:
The Sounds of Anti-Anti-Essentialism: Listening to Black Consciousness in the Classroom- Carter Mathes
Making His Story Their Story: Teaching Hamilton at a Minority-serving Institution–Erika Gisela Abad
Deejaying her Listening: Learning through Life Stories of Human Rights Violations– Emmanuelle Sonntag and Bronwen Low
Audio Culture Studies: Scaffolding a Sequence of Assignments– Jentery Sayers
Deep Listening as Philogynoir: Playlists, Black Girl Idiom, and Love–Shakira Holt
“Toward A Civically Engaged Sound Studies, or ReSounding Binghamton”–Jennifer Lynn Stoever
“Heavy Airplay, All Day with No Chorus”: Classroom Sonic Consciousness in the Playlist Project—Todd Craig
SO! Podcast #79: Behind the Podcast: deconstructing scenes from AFRI0550, African American Health Activism – Nic John Ramos and Laura Garbes
Listening to #Occupy in the Classroom–D. Travers Scott
SO! Podcast #71: Everyday Sounds of Resilience and Being: Black Joy at School–Walter Gershon
Sounding Out! Podcast #13: Sounding Shakespeare in S(e)oul– Brooke Carlson
A Listening Mind: Sound Learning in a Literature Classroom–Nicole Brittingham Furlonge
My Voice, or On Not Staying Quiet–Kaitlyn Liu
(Re)Locating Soundscapes of Schooling: Learning to Listen to Children’s Lifeworlds–Cassie J. Brownell
If You Can Hear My Voice: A Beginner’s Guide to Teaching–Caroline Pinkston
Mukbang Cooks, Chews, and Heals – David Lee
SO! Podcast #80: Refugee Realities Miniseries–Steph Ceraso
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