Evoking the Object: Physicality in the Digital Age of Music
In our current relationship with technology, we bring our bodies, but our minds rule–Linda Stone, “Conscious Computing”
I begin with an epigraph from Linda Stone, who coined the phrase ‘continuous partial attention’ to describe our mental state in the digital age. The passive cousin of multi-tasking, continuous partial attention is a reaction to our constantly connected lifestyles in which everything is happening right now and where value is increasingly equated with our ability to digest it all. Almost everything we do has the potential to be interrupted, be it by an email, a text or a tweet; often we will give only partial attention to any one thing in anticipation of the next thing that will require our attention. In this internal fight for mental attention, listening to music has been seriously impacted.
The digital era has seen more music releases than ever before. Unfortunately, the massive influx of quantity is by no means a measure of how we are engaging with said music. iPhones and similar devices, for which music players have become mere features, enable listening to become a thing of partial attention. From allowing the shuffle or random modes to choose music selections for you, or even streaming music algorithms to calculate things you might like, to listening while playing Angry Birds or reading your Twitter stream, less commitment is made to the act of listening, and as such only a portion of our working memory is committed to the experience. Without working memory actively processing musical information, it is less likely to be stored for the long term, particularly if other information is continuously vying for space and attention.

These days video games sell better than music. Despite being a digital product, games are able to instill memories (even of the music) into one’s consciousness, because the game interface allows our sensory memories to work together in an active manner with the medium. Iconic memory stores visual cues from the game, echoic memory takes the audible cues from the game and the haptic memory is engaged in controlling game play. There is only so much more which can be done while playing a video game. If something were to interrupt game play, the game would be paused to address the new information rather than giving it partial attention. This is quite different from music which plays a background role in so much of our lives even when we are actively putting music on we tend to only engage it with partial attention.
When I began thinking about turning Concrète Sound System into a record label, one of my main goals was to create works that could engage the audience in active musical experiences that could create long term memories. I felt that as important as the music would be, it would take something material to create these memories, a physical product more evocative of earlier moments in recording history than the CD, its most recent gasp. I wondered if, by creatively evoking the physical object, the listener could be engaged in an active manner that would enable the memory of music and its power to persist through the everyday waves of digital noise.
The first mass duplicated audio medium was the Gold Moulded Edison Cylinder at the turn of the twentieth century. Imagine two cylinder copies of one of these recording today, as musical objects. Each of them would have over a hundred years of physical history. From the wear of the cases to the condition of the wax based on the temperature in which they were stored, each of these cylinders would be unique musical objects, with completely different histories, despite having the same origin. It is reasonable to assume that if the cylinders were played today on the same playback device, despite the fact that the compositions and performances are exactly the same, the differences between the recordings would be audible.

Wax Cylinders in the Library of Congress preservation Lab, Image by Flickr User Photo Phiend
Even without a century of history, there would likely be audible differences between the cylinders. If one cylinder was the first copy made, and another the 150th –master cylinders of Gold Moulded Edison Cylinders could only produce 150 copies reliably–the physical wear in the process of reproduction would leave its own imprint, making each of those copies distinct musical objects. In the analog world, as the technology improved the differences between copies decreased substantially. Cassettes were manufactured in batches of ten to hundreds of thousands without audible differences. But even in circulations so high, over time each of those analog copies took on their own identity and collected their own memories.
The listener as an active agent contributed to the development of these unique musical objects. After a purchase, any number of variables played into the ritual of the first experience of the music. Was there a way to listen upon walking out of the store? Were there liner notes or lyric sheets inside? Would you read those prior to listening or as you listen? Where would you listen? Through headphones? The listening chair in front of the hi-fi stereo? Or on the boombox with some friends? All of these possibilities shaped memories as musical objects that defined the music consumption culture of the past.
For example, I bought the debut 2Pac album 2Pacalypse Now on cassette the day it was released. I loved the album so much I kept it in regular rotation in my Walkman for months until finally the tape popped. Rather than go out and buy a new copy I decided to perform a surgery. It was in a screwless reel case which meant I couldn’t just open it up to retrieve the ends of the tape trapped inside, but rather had to crack the reel case open and transplant the reels into a new body. So, my copy of the 2Pacalypse Now cassette is now inside of a clear reel holder with no visual markings. It also has a piece of tape that was used to splice it back together, which makes an audible warp when played back. I can pretty much be sure that there is no other copy of 2Pacalypse which sounds exactly like mine. While this probably detracts from the resale value of the cassette (not that I’d sell it), it is imbued with a personal history that is priceless.
Cassettes, in particular, played a significant role in the attachment of physical memories to music beyond the recordings they held. They gave birth to the mixtape. The taper community was born from personal tape recorders that allowed concert-goers to record performances they attended, and, prior to the rise of peer to peer sharing online, these communities were trading tapes internationally via regular postal mail. European jazz and rock concerts were finding their way back to the states and South Bronx hip-hop performances were traveling with the military in Asia. All of these instances required a physical commitment with which came memories that inherently became their own musical objects.

Needless to say the nature of musical exchange has changed with the rise of the digital age of music. This is not to say that memories as musical objects have gone away, but they are being taken for granted as the objects lose their physicality. I remember going to The Wiz on 96th Street with $10 to spend on music. I spent at least ten minutes trying to decide between Sid and B-Tonn and Arabian Prince. I ended up with Arabian Prince and have regretted it since I got home and listened that day, as I never found Sid and B-Tonn for sale again. Today I could download both in the time it took me to walk to the train station. After skimming through the first few songs of Arabian Prince I could decide it was not for me and drag drop it in the trash where the memory of it would disappear with the files. No matter how I felt about the music then, the memory of it is a permanent fixture in my mind because of the physical actions it took to listen.
The first release for Concrète Sound System, Schrödinger’s Cassette, tackled this issue head on by presenting the audience with its own paradox, an update of physicist Erwin Schrödinger’s famous Thought Experiment, where the ultimate fate of the cassette inside is left up to the individual. Schrödinger’s Cassette sought to take listeners out of digital modes of consumption by using an analog medium to evoke the physical. The cassette release trend has been growing over the last few years, almost in parallel to the rise of the digital music and speaking to the need to separate music from our digital lives and to a desire to work harder for it. At the minimum, listening to a cassette requires having a cassette player, and acquiring one these days takes commitment. Unlike digital media, listeners cannot instantly skip a song on a cassette or put a favorite on repeat. It takes physical manipulation of the medium to move through its songs and doing so is a time investment. All these limitations make the cassette a medium that is best for linear listening, from beginning to end (unless you physically cut, rearrange, and splice it yourself).

Schrödinger’s Cassette, Image Courtesy of The Wire
Schrödinger’s Cassette took the required commitment a step further by encasing the cassette itself in industrial grade concrete. This required the user to actively crack the concrete (or the french concrète meaning ‘real’, from which the label derives its name) in order to listen to the music. The paradox is that, depending on the listener’s method for cracking, harm could be done to the cassette that might render it ‘unlistenable’. Upon receiving one of these pieces, the listener holds in their hands a musical object which they must physically act upon in order to create an unrepeatable musical event. Schrödinger’s Cassette has a look, a sound (if shaken you can hear the cassette reels), a feel, a smell, and a taste as well (though I wouldn’t advise it). All of the senses can be actively focused on the object and, as such, the whole of one’s working memory is engaged in the discernment of the object’s musical contents.

The Wire breaks open Schrödinger’s Cassette courtesy of their Twitterstream
For many, Schrödinger’s Cassette was taken as a work of art and left uncracked. The Wire magazine successfully cracked one edition open, revealing a portion of the musical contents on their regular radio program. For those that decided not to crack it, digital versions were made available so that they could listen, though this option was only made available after the listener spent some time with their physical object. In this way, the music from the project, a compilation called Between the Cracks, was directly connected to physical memories spurred by a material presence.
Triggering active memory during the consumption of music through physical objects need not be this complex. Old medium such as vinyl and cassette releases inherently have the physical properties required without the concrete or much else. Perhaps for this reason they show new signs of life despite the rise of digital. No matter how much our reality is augmented by our digital lives, we still inhabit those bodies that we bring with us, and, as far as the memories those bodies carry with them go, physicality rules.
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Featured Image: Wax Cylinders in the Library of Congress, Image by Flickr User Photo Phiend
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Primus Luta is a husband and father of three. He is a writer and an artist exploring the intersection of technology and art, and their philosophical implications. He is a regular guest contributor to theCreate Digital Music website, and maintains his own AvantUrb site. Luta is a regular presenter for the Rhythm Incursions Podcast series with his monthly showRIPL. As an artist, he is a founding member of the live electronic music collectiveConcrète Sound System, which spun off into a record label for the exploratory realms of sound in 2012.
Listening to #Occupy in the Classroom
Yes, it’s that time again, readers. You are going to have to stop pretending the “Back to School” aisles haven’t been appearing in stores for the past few weeks. We at SO! are here to ease your transition from summer work schedules to the business of teaching and student-ing with our fall forum on “Sound and Pedagogy.” Developed to explore the relationship between sound and learning, this forum blends the thinking of our editors (Liana Silva), recruited guests (D. Travers Scott), and one of the winners of our recent Call For Posts (Jentery Sayers) to explore how listening impacts the writing process, the teachable moment, and the syllabus (and vice versa). We hope to inspire your fall planning–whether or not you teach a course on “sound studies”–and encourage teachers and students of any subjects to reconsider the classroom as a sensory space. We also encourage you to share your feedback, tips, and experiences in comments to these posts and on our Twitter, Facebook, and Reddit sites. As I said in the Call for Posts for this Forum: “because teaching is so crucial—yet so frequently ignored at conferences and on campus—Sounding Out! wants to wants to provide a virtual space for this vital discussion.” This conversation will be ongoing: we will also bring you a “Spring Break Brush-Up” edition in 2013 featuring several more excellent posts by writers selected from our open call. Right now, the bell’s about to ring–so take a seat, open those ears, and enjoy this shiny auditory apple of an offering from D. Travers Scott in which he discusses how the sounds of #Occupy invigorated his classroom. And, yes, it will be on the test. —JSA, Editor-in-Chief
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In the late fall of 2011, I was teaching a class on cultural studies of advertising. I presented the Occupy Student Debt campaign, a subcategory or spinoff of the larger Occupy movement, while we were examining ways people challenged consumer culture. We discussed education as a commodity and students as consumers. Unsurprisingly, my seniors were dissatisfied consumers. They expressed that what had been advertised to them was a product that guaranteed or at least would strongly increase their chances for quality employment (of course, it was also a product they had worked for years in creating, and one they couldn’t return.) If higher education really did land you the lucrative job it had been advertised as guaranteeing, in theory, then, you would be able to more easily pay off student loan debt. To address this dissatisfaction, I showed them two artifacts: a video from the launch in New York City on November 12, 2011, and the OSD debtors’ pledge*.
In the video, OSD founder Pamela Brown reads the pledge one line at a time, with each line chanted back by others. I played the video in a dark classroom. I also projected it on the room’s main screen, but I didn’t use the room’s amplification system because it sounds too much like an authoritarian public address and disperses the audio in a dominating way. External speakers connected to my laptop made the sound feel, to me, more localized and objectified, something we could focus on rather than an institutional part of the room. The students’ first reaction was, not to the words, but the sound: the verbal relay used at the public demonstration. Brows furrowed and heads cocked quizzically, they asked, “Why are they all repeating the speaker like that?” I explained how this provides additional amplification, but the students’ listening experience was instructive to me. Their unfamiliarity with a sonic practice of vocalization indicated their unfamiliarity with larger practices of collective, public social action.
Listening to OSD, and paying attention to how my students listened to it, informed me of larger contexts they needed to understand and discuss it, in ways that the object of the text did not suggest to me. It made me think about the experience and process of my students’ encountering OSD. I immediately noticed its ambient sounds of city life, which I no longer hear. These sounds of traffic, the acoustics of being surrounded by buildings, etc. gave several urban dimensions to the movement the pledge text did not. From the perspective of Upstate South Carolina, “urban” is not a simple thing, an identity or geography category, but intersectional: our largest city, Greenville, has a population under 60,000. City noises feel not merely urban, but un-Southern, and thereby alien. (I say un-Southern rather than Northern or Yankee because another thing I’ve learned here is the inadequacy of that binary: Los Angeles, for example, is not a Northern city but most certainly is as un-Southern as New York. Cities also carry a class dimension.) Even though my school is one of the elite institutions in this area, this region is still worse off economically than the rest of the country and has a generally lower cost of living. Cities require money to live in. In spatial, class, and urban dimensions, OSD felt alien.

Opening of the Occupy Student Debt Campaign, Image by Flickr User JohannaClear
The experience of listening to the ODS rally illustrates how a sound studies perspective foregrounds experiential processes over exclusive categories of things and ideas. For example, when I read the OSD Debtors’ Pledge aloud to my students—vocalizing the text and sounds and listening to them— it brought the text into my body, making it an action. It also made students uncomfortable. Even just a round-robin reading of theory seems to make then anxious and fidgety. While I try to understand and accommodate anxieties around public speaking, I think the way sound makes a text enter the body can be a powerful affective experience. And no one ever said the classroom always had to be comfortable. For me, reading the text aloud personalized the OSD pledge. It evoked sensory memories: “Pledge of” evoked saying the pledge of allegiance in public school; saying “We believe” took me to attending Lutheran church services with my husband at the time where they collectively recite the Apostles’ Creed. These associations evoked emotional disidentifications from organized religion and mandatory collective professions of patriotism. It also temporalized and spatialized OSD for me, positioning it in relations to Dallas, Texas in the 1970s and Greenville, SC today.
Overall, the reading aloud of the pledge staged a tension or dialectic of identification and disidentifications. Although I agreed and identified with the sentiments of the movement, several alienating and unsettling aspects of the pledge came through as I read aloud: the blithe collapsings of “we” and “as members of the most indebted generations” made me wary (collectives always do, but so do easy historical assertions. Really? Are we more indebted than indentured servants who came to America, or people born into slavery?), and the sudden shift to first person singular at the very end seemed jarring: (After saying “we” six times, suddenly it’s ‘I’ now – what happened?). Lastly, the numerous alliterations also had an alienating effect, making the text seem sophistic and manipulative, artificial, composed.
The auditory experience of OSD can also provide insight into how we create texts. A video of Andrew Ross shows him presenting the first, “very rough draft” weeks earlier at an OWS event. Listening to him read this different, earlier version underscores the text as process. The pledge is something that developed. While his flat tone and straight male voice do not appeal to me, they do complexify and dimensionalize Brown’s reading, giving it depth. They also show that some things that bothered me in the final version – the collectivity and alliterations – were not there. This intertextual, diachronic listening does not erase troublesome aspects of the ‘final’ text, but it mediates them. I am moved closer to it by listening to its different origin.
Arguably, any of these points could have been arrived at by good ole’ textual analysis. My point is not that listening always should supplant visual modes; sound studies tries to break that false dichotomy by not denigrating or replacing the visual but by elevating the sonic to complementary – not superseding – status. I argue that reading aloud should be a fundamental, basic component of sound studies methodology, as it allows anyone to hear, voice, embody, and experience a text. I not only noticed these aspects sooner through listening – my first time speaking it aloud, despite having read it at least a dozen times before. Moreover, I didn’t just notice them: I felt them on a personal, emotional, level, which spurs thinking and analysis that is, if not completely new and unique, definitely qualitatively different in its potency and urgency.
Listening to OWS, and the OSD in particular, brings insights affective and personal. Yes, I can read a statistic from a survey stating that a certain percentage of participants in OWS feel angry or betrayed. That doesn’t mean anything to me in a specific, personal, and empathetic way – and empathy is crucial for a social movement to garner support. Listening to both Ross and Brown, I am reflective and conflicted over my professional role – no longer a grad student, but certainly not an established scholar like Ross. I feel connected to OSD in ways beyond the literal facts of my debt. Listening draws me into a contemplative, reflexive space beyond a sticky note on my office desk saying “OWS: teachable moment.” I can see a map with big, red OWS circles over Washington D.C. and New York, but I don’t feel the distance from myself and my students in the same way—and this is crucial for my teaching and engaging them in dialogue about what could be the most significant social movements of their lifetimes.
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