Voices at Work: Listening to and for Elsewhere at Public Gatherings in Toronto, Canada (at So-called 150)
“Decolonization,” Eve Tuck and K. Wayne Yang propose in “Decolonization is Not a Metaphor,” “is not an ‘and.’ It is an elsewhere.”
Elsewhere, not here, not now. Not here. Not now. Enough!
In the context of decolonization, elsewhere is a refusal to accept the conditions of life as is in the here and now.
Elsewhere is that place that already is, that place that used to be, that place that might just be.
Elsewhere, an endeavor to enact otherwise.
Elsewhere, a commitment to perform the work to create, memorialize, and sustain some place else because the here and now are not enough.
This essay listens to and for elsewhere in the voices performing decolonial efforts at some public gatherings—rallies, protests, marches, and memorials—in Toronto between March 2016 and June 2017. These gatherings took place in the lead-up to Canada (at so-called) 150, the federally funded, almost countrywide commemoration of Canadian Confederacy. At these public gatherings, the dissenting sounds of elsewhere reverberate to break the silence tantamount to Canada as a white settler colonial nation-state. It is by disrupting this silence that elsewhere takes form; “a break of something,” writes Sara Ahmed in her latest book, Living a Feminist Life, is also “the start of something” (200). This essay is about listening to the voice as a social prism of sound that disperses and reflects power. Thus by listening to and for elsewhere at public gatherings, we hear voices at work—in formation—producing an elsewhere by refusing to comply with the sonic demands of a Canadianness based on white settler colonialism, dependent on state-sanctioned multiculturalism, and rendered as silence.
Canadian Multiculturalism as Silent Visibility,
or the Visible Silence of White Settler Colonialism as Canada
Silence is often a condition of belonging that nation-states attach to citizenship. Indeed in Canada, visibility begets silence. Canadian Prime Minister Pierre Elliott Trudeau (1968–1979; 1980–1984) adopted Multiculturalism within a Bilingual Framework as official policy in 1971. This would subsequently catalyze the appearance of the figure of the visible minority, a demographic designation for anyone who is non-white and non-Indigenous but used as an umbrella term to denote “person of color.” The visible minority has been central to the discourse of diversity as multiculturalism; and diversity continues to be an enduring tenet of Canadian nationalism.
However, according to Eva Mackey’s The House of Difference: Cultural Politics and National Identity in Canada, the policy of multiculturalism is “primarily concerned with mobilising diversity for the project of nation-building, as well as limiting that diversity to symbolic rather than political forms” (80). To be understood as Canadian, one must ascribe to its multicultural terms, namely accepting white settler colonialism—and the sonic politics of whiteness—as norm; and typically, whiteness is thought to be unmarked and inaudible, silent.
It is in this way that in Canada silence is understood as harmony. Another way to put this: social harmony is believed to derive from silence. Any person or group or form of sound that breaks this social contract, what Audra Simpson refers to in “The State is a Man: Theresa Spence, Loretta Saunders and the Gender of Settler Sovereignty” as “Canadian silence,” is categorized as noise or noisy. Thus in the context of the US, and yet very much applicable to Canada, Jennifer Lynn Stoever writes in her book The Sonic Color Line, “As dominant listening practices discipline us to process white male ways of sounding as default, natural, normal, and desirable…they deem alternate ways of listening and sounding aberrant” (12).
Social censorship in Canada of what can and cannot be said in public is a distinguishing feature of everyday life. Silence is a sonic means by which white settler colonialism thrives. Stay quiet. Be quiet. Or, else; where the threat becomes a dare to live a life unrestrained by what Lesley Belleau describes as “the false safety of silence” in The Winter We Danced (181).
This else though. What are the possibilities of this else? Where might it lead?
Black Lives Matter Toronto Rally /// #BLMTOblackOUT
#BLMTOtentcity /// Toronto Police Service Headquarters
Saturday, March 26, 2016
It was a blustery, cold, spring day. Black Lives Matter Toronto (BLMTO) had organized a rally, #BLMTOblackOUT, to commemorate the then one-week anniversary of #BLMTOtentcity—their occupation of Toronto Police Service Headquarters’ outdoor plaza. On Sunday, March 20, 2016 outside Toronto City Hall in Nathan Phillips Square, BLMTO held a rally against anti-black racism—police brutality (in particular the killing of Andrew Loku and Jermaine Carby by the police), carding, and the defunding of black cultural programs, Afrofest namely. By evening’s end, the rally had moved to Toronto Police Service Headquarters where it became an occupation that lasted two weeks.
BLACK LIVES THEY MATTER HERE,” a BLMTO member shouted into a microphone; a call and declaration of a black elsewhere affirmed by the audience’s response: “BLACK LIVES THEY MATTER HERE.”
#BLMTOblackOUT, Toronto Police Service Headquarters, Toronto, Saturday, March 26, 2016, recording by author
She reiterated, “BLACK LIVES THEY MATTER HERE,” as Rhythms of Resistance Toronto, a band that performs at social justice events across the city, began to accompany her with a samba groove; this was elsewhere as a black diasporic space. “BLACK LIVES THEY MATTER HERE,” confirmed the audience in response who were now clapping along to the beat. A back-and-forth ensued where repetition and the obstinacy of the leader’s voice marked what Daphne Brooks has identified in “All That You Can’t Leave behind”: Black Female Soul Singing and the Politics of Surrogation in the Age of Catastrophe” as “urgency and excess.” This urgency and excess were further compounded by the start of another chant, which interlocked with the one she was leading. Another member of BLMTO then exclaimed into a microphone, “NO JUSTICE, NO PEACE. NO RACIST POLICE.” Some of the audience members began to heed her call. “BLACK LIVES THEY MATTER HERE / NO JUSTICE, NO PEACE. NO RACIST POLICE.” Together, the two chants, loud and overpowering, created a tension that paralleled the social pressures wrought by a Canadian silence that takes the form of anti-black racism.
After a few rounds of the layered chant were exhausted, the second leader stopped to catch her breath. By bringing the chant to a halt, she demonstrated not only the toll that shouting takes on a person but also the labor, power, and duress needed, according to Kelley Tatro, “to express personal and collective rage.” “I can’t breathe,” said Eric Garner eleven times while the police officers holding him down against the pavement disavowed him of his personhood. In the US and Canada, breathing and shouting are presumed antithetical to life within the realms of white settler colonialism.
Shouting, performing anger and defiance via sound in public, is considered noise under the logics of whiteness. Thus, as Jack Halberstam writes in the introduction to Stefano Harney and Fred Moten’s The Undercommons, “In order to bring colonialism to an end then, one does not speak truth to power, one has to inhabit the crazy nonsensical, ranting language of the other, the other who has been rendered a nonentity by colonialism” (8). What both BLMTO members leading chants indicated at #BLMTOblackOUT is that shouting, in this case in the form of chanting, is another way of breathing elsewhere into existence.
#NoDAPL Solidarity March with Standing Rock
Queens Park to Nathan Phillips Square
Saturday, November 5, 2016
It began where many politically motivated public gatherings in Toronto do: outside Queen’s Park, which houses the Government of Ontario offices. Participants made speeches, chanted, cheered, jeered, and sang songs. The crowd then headed south on University Avenue sounding their discontent in front of the US Consulate building, which coincidentally is on the way to Nathan Phillips Square.
The march had been organized by and alongside Indigenous groups to show support for protesters at Standing Rock. In solidarity with the Water Protectors holding camp at Sacred Stone Camp, marchers in Toronto were expressing their disapproval of the US government’s efforts to construct an oil pipeline through Indigenous territory, a project that endangers clean water resources and violates treaties.
Once at Nathan Phillips Square, Indigenous people led participants in a pan-tribal round dance. Most strongly since Idle No More, or #IdleNoMore, in the winter of 2012/2013, round dances became emblems of Indigenous self-determination across what is typically referred to as Canada. Taking place in public venues, notably malls, as part of Idle No More actions, round dances served as communal claims not to Canada and Canadianness but rather to Turtle Island and Indigeneity.
Along with drumming, singing makes up the sonic elements of a round dance all the while those participants not playing a drum in the middle of the circle hold hands and move in a clockwise direction to the music. The high-pitched singing voice invites and welcomes those who have passed to join. In this way, the singing voice is an understanding that life and kinship do not cease at death. As such, the high-pitched singing voice is also a reach towards something else, a nameless elsewhere describable, graspable, through vocables. These vocables, these sonic registers of possibility, cannot be contained by the limitations of any official language. As part of round dances, then, vocables announce that while this elsewhere has yet to be legitimized through language, it exists in sound. And elsewhere’s existence is celebrated by what Anna Hoefnagels writes in “Northern Style Powwow Music: Musical Features and Meanings” are the improvised “whoops, shouts, yelps or ululations by singers” (14).
Through round dances, Indigenous people recognize that according to treaties signed by Indigenous groups and European settlers the land and its resources are to be shared. Round dances are a means to assert that Turtle Island is not another name for North America but rather a place that exists alongside North America.
Women’s March on Washington: Toronto
Queen’s Park to Nathan Phillips Square
Saturday, January 21, 2017
The labor, the creativity, of women of color is largely to thank for the organizing and mobilizing efforts that led to the Women’s March on Washington. Toronto’s “sister march” made evident the ways in which the work that women of color, particularly black women, perform in producing elsewhere has and continues to go unrecognized. The use of songs with black female vocals to lead Toronto’s Women’s March is an example of how audibility accompanies invisibility in Canada.
he joyous tenor of the march was introduced partially through disco and disco-inflected songs like Sister Sledge’s “We Are Family” (1979) and the Eurythmics’ and Aretha Franklin’s duet “Sisters Are Doin’ It for Themselves” (1985). March organizers wanted participants to feel that this march was a celebration of sisterhood, of women, like Aretha Franklin and Annie Lennox, coming together harmoniously as kin. Intersectionality need not apply—maybe as a catchword but definitely not in practice.
Women’s March on Washington: Toronto, Queen’s Park, Toronto, Saturday, January 21, 2017, recording by author
The emotional labor that Debbie, Joni, Kim, and Kathy Sledge of Sister Sledge and Aretha Franklin perform in these songs was not meant to be heard as women belaboring a black feminist, or womanist or queer, elsewhere; instead, marchers—like much of white feminism historically—enjoyed the benefits, without the risks, of an elsewhere made possible by the emotional labor that black female singers perform in dance music. In the voices of Sister Sledge and Aretha Franklin, some marchers did not recognize the invisible labor required to flourish in white settler heteropatriarchal nation-states; at the march, the power of black female voices was misappropriated to signal thriving because of white settler colonialism, paternalism, and blanket sisterhood.
Women’s March on Washington: Toronto, Queen’s Park, Toronto, Saturday, January 21, 2017, recording by author
Barbara Hall Park
Monday, June 12, 2017
Adjacent to Toronto’s AIDS Memorial in Barbara Hall Park, attendees gathered to remember the forty-nine victims of the shooting at Pulse Nightclub in Orlando, Florida. The event commemorated the one-year anniversary of the shooting with a short film screening, a DJ set, musical performances, poems, short speeches, and food. Surrounded and sustained by the light of candles, the names of the forty-nine primarily Latinx victims were read by the event’s three MCs against the flickering screen of the lit wicks.
Pulse Memorial Event, Barbara Hall Park, Toronto, Monday, June 12, 2017, image by author
|Stanley Almodovar III, age 23
Amanda Alvear, 25
Oscar A. Aracena-Montero, 26
Rodolfo Ayala-Ayala, 33
Alejandro Barrios Martinez, 21
Martin Benitez Torres, 33
Antonio D. Brown, 30
Darryl R. Burt II, 29
Jonathan A. Camuy Vega, 24
Angel L. Candelario-Padro, 28
Simon A. Carrillo Fernandez, 31
Juan Chevez-Martinez, 25
Luis D. Conde, 39
Cory J. Connell, 21
Tevin E. Crosby, 25
Franky J. Dejesus Velazquez, 50
|Deonka D. Drayton, 32
Mercedez M. Flores, 26
Peter O. Gonzalez-Cruz, 22
Juan R. Guerrero, 22
Paul T. Henry, 41
Frank Hernandez, 27
Miguel A. Honorato, 30
Javier Jorge-Reyes, 40
Jason B. Josaphat, 19
Eddie J. Justice, 30
Anthony L. Laureano Disla, 25
Christopher A. Leinonen, 32
Brenda L. Marquez McCool, 49
Jean C. Mendez Perez, 35
Akyra Monet Murray, 18
Kimberly Morris, 37
Jean C. Nieves Rodriguez, 27
|Luis O. Ocasio-Capo, 20
Geraldo A. Ortiz-Jimenez, 25
Eric I. Ortiz-Rivera, 36
Joel Rayon Paniagua, 32
Enrique L. Rios Jr., 25
Juan P. Rivera Velazquez, 37
Yilmary Rodriguez Solivan, 24
Christopher J. Sanfeliz, 24
Xavier E. Serrano Rosado, 35
Gilberto R. Silva Menendez, 25
Edward Sotomayor Jr., 34
Shane E. Tomlinson, 33
Leroy Valentin Fernandez, 25
Luis S. Vielma, 22
Luis D. Wilson-Leon, 37
Jerald A. Wright, 31
The reading of their names was an incantation of forty-nine lives lost and an invocation of an elsewhere maintained through remembrance. The vocalization of their names was thus a commitment to an understanding of intimacy that refuses the state’s limited definitions of what and whom constitutes a (grievable) life; and concurrently, their names were sonic acknowledgments of the violence that is basic to life for many under white settler colonialism, what Christina Sharpe calls “being in the wake.” Their names, too, were evocations of the queer of color dancefloor. It us under and around the disco ball, after all, that many queers of color enact an elsewhere, love light in flight. Therefore, the reading of the forty-nine names was an assertion that life and intimacy are sonic demands and collective endeavors.
George Hislop Park to Old City Hall
Wednesday, June 21, 2017
Annually, some queer Canadians take it upon themselves to organize a Night March, an unofficial (by choice) Pride event that insists that Pride has been and will continue to remain political. Night March is a refusal to abide by the respectability politics attached to the visibility and corporatism that Pride garners across Toronto. “LET’S GET CRITICAL, OUR PRIDE IS POLITICAL,” one of the chants goes. Participants meet at a predetermined location, announced through posters and social media, somewhere near or in the Church and Wellesley Neighborhood—Toronto’s “gayborhood.” Before setting out to march, participants listen to a small set of speakers who share information on some of the issues that are not being discussed at Toronto’s official Pride events: the defunding of organizations working on HIV/AIDS and the housing discrimination faced by trans women and sex workers, for example.
The gathering at George Hislop Park this year also made evident a particular rift among LGBTQ+ people, groups, and institutions surrounding this year’s Pride festivities: whether to support BLMTO’s actions and demands at last year’s Pride Parade, namely the removal of uniform police from partaking in future parades. On Sunday, June 26, 2016 and in their role as honored guests of the parade, members of BLMTO halted Toronto’s Pride Parade at the intersection of Yonge and College Streets for thirty minutes—to the dismay of some and the approval of others. It was then that BLMTO served Pride Toronto, the organization that runs Pride in the city, with a list of demands. Pride Toronto’s Executive Director at time Mathieu Chantelois hastily signed BLMTO’s list of demands only to retract his approval shortly thereafter. Following months of heated debate and backlash against BLMTO, the Pride Toronto membership formally agreed to adopt all of BLMTO’s demands at its Annual General Meeting (AGM) on January 27, 2017—uniformed police would not march at this year’s Pride parade.
At George Hislop Park, Night March participants were unequivocal in their support of BLMTO. The mostly millennial and predominantly white gathering’s chants, which they shouted as they made their way down Church Street, included “BLACK LIVES MATTER” and “NO JUSTICE, NO PEACE. NO RACIST POLICE.”
Night March participants even halted traffic on College Street as they briefly occupied the traffic lanes in front of Toronto Police Service Headquarters. Accompanied by Rhythms of Resistance Toronto, a few participants called out “BLACK LIVES THEY MATTER HERE.” The rest of the gathering responded, “BLACK LIVES THEY MATTER HERE.”
Night March, Toronto Police Service Headquarters, Toronto, June 21, 2017, image by author
Police officers who were following the marchers on bicycles sounded out a short siren, a sound of disapproval and a warning to disperse. The marchers continued chanting. They then switched chants and began shouting in unison, “NO JUSTICE, NO PEACE. NO RACIST POLICE.” After a few rounds of this chant, one participant led the gathering into another chant:
WHEN BLACK LIVES ARE UNDER ATTACK, WE REVOLT, UNITE, FIGHT BACK. x9
WHEN TRANS LIVES ARE UNDER ATTACK, WE REVOLT, UNITE, FIGHT BACK. x3
WHEN INDIGENOUS LIVES ARE UNDER ATTACK, WE REVOLT, UNITE, FIGHT BACK. x3
WHEN WOMEN’S LIVES ARE UNDER ATTACK, WE REVOLT, UNITE, FIGHT BACK. x3
WHEN QUEER LIVES ARE UNDER ATTACK, WE REVOLT, UNITE, FIGHT BACK. x3
The chants at Night March were sonic testaments of an elsewhere impossible to imagine and enact without the collective labor of BLMTO’s membership since its formation in 2014, which has included but has not been limited to #BLMTOtentcity and their protests at Toronto’s 2016 Pride Parade. The chants were also a compilation and validation of noisy political activity—a loud elsewhere—in a city and in a nation-state that prefers, promotes, and is predicated on the silence, the violence, that is white settler colonialism.
“Only together,” argues Gloria Anzaldúa in Borderlands/La Frontera, “can we be a force” (209).
Together, these voices at public gatherings say NO to Toronto, Canada at so-called 150; NO is a refusal to be complicit, to stay silent, to death. These are voices that do not consent to white settler colonialism. A NO to police brutality, the disappearance and murders of Indigenous women and girls, the conditions that drive Indigenous youth to suicide, lack of clean drinking water, carding, anti-semitic and Islamophobic hate crimes, the different forms of violence LGBTQ+ people, particularly trans women, face, the municipal, provincial, and federal governments defunding and unfunding of public housing and healthcare programs. It is by amplifying and listening to these NOs that we actually hear the workings of a YES, to an affirmation of elsewhere in the here and now that is always already attuned to the past and future, to lives—black, trans, Indigenous, feminine, queer—that matter, to life otherwise.
Featured Image: Round Dance, Nathan Phillips Square, Toronto, Saturday, November 5, 2016, photo by author
Gabriela Jimenez defended her PhD dissertation in ethnomusicology at the University of Toronto this spring. Her dissertation is on the ways in which nonnormatively gendered and sexually oriented persons in Mexico City use musical performances to alter their surroundings. Her writing has been featured in Black Music Research Journal and The Fader.
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Here at Sounding Out! we like to celebrate World Listening Day (July 18) with a blog series that focuses on the importance of listening. This year, we bring your attention to the role of listening when it comes to the sounds of the K-12 classroom, and by extension, the school.
Any day in a K-12 school involves movement and sounds day in and day out: the shuffling of desks, the conversations among classmates, the fire drill alarm, the pencils on paper, the picking up of trays of food. However, in many conversations about schools, teaching, and learning, sound is absent.
This month’s series will have readers thinking about the sounds in classrooms in different ways. They will consider race, class, and gender, and how those aspects intersect how we listen to the classrooms of our past and our present. More importantly, the posts will all inspire assignments that educators at all stages can use in their classrooms. Our first post came from Shakira Holt, a playlist of her black girl students’ songs as philogynoir. Our second post was penned by Caroline Pinkston, and in it she questions common classroom management strategies for quieting a classroom instead of listening to students. Today’s post comes from the point of view of a student, teacher, and now researcher, who reflects upon how we listen to the sounds (and students!) in our classrooms.
Time’s up, pencils down, let’s take our notebooks outside to the playground and listen along with Cassie J. Brownell. –Liana Silva, Managing Editor
I have spent much of my life listening in schools. I essentially grew up in the public elementary school in Montana where my mother taught for over 40 years. The sounds of my childhood are those of feet squeaking on the tile floor of the hallways, the bounce of a kickball in the gym, and the slam of desks opening and closing throughout the day.
Across my elementary school years, I spent many early mornings attempting to write my name in cursive with a squeaky dry erase marker on the whiteboard in her classroom. Other mornings, I rapidly clicked the keyboard as I played Oregon Trail alongside two friends whose guardians also worked at the school. After school, I chased these same friends across the schoolyard, shot hoops with them in the gym, or discovered new worlds in the stacks of the library. The whipping Montana winds on the open playground later gave way to new sonic experiences, as I transitioned from elementary student to classroom teacher and, eventually, educational researcher.
When I later became a teacher at an elementary school in post-Katrina New Orleans, Louisiana, the chorus of sounds from my childhood reverberated around me. The delightful shrieks of children on the playground and the sounds of trays being stacked after lunch were familiar. So, too, was the daily stacking of chairs. The frequencies of childhood, both my own and that of my students, informed my entrée into teaching. The familiar rhythms of pencil sharpeners and stapled butcher paper were welcoming waves as I settled into not only my new role, but my new school community in the neighborhood of Algiers Point. Yet, with the opening bells of the school year at this New Orleans elementary school, I began to hear schooling in new registers.
On my first day of teaching, I was acutely attuned to the “noise” the second-grade children in my classroom made—sounds I had not been aware of as a student. I quickly tried to “correct” their behavior with promises of external rewards if they could only make better “choices,” including quieting themselves to listen to me. Yet, few of the classroom management “tricks” I had learned in my educational training seemed to work. After the last child walked away from the schoolyard, I crumbled in the classroom of my mentor teacher. Crying, I told her I was not cut out for such work. She laughed as she told me that to be a teacher I must (re)learn to listen to the sounds of my classroom.
In time, I learned to listen. The day-to-day sounds of teacher-directed schooling, or what I now know as the banking model of education, quickly gave way to my listening to children. I slowly learned the value of listening to the whispers of children as they read, the scuffle of their feet as they sought a different color crayon from a child at another table, and the wise words they shared with one another about how they used an alternative route to solve a given math problem. I listened to them too when they found my hand to hold during recess and the high-fives before they departed each day. Rather than hearing their sounds as unruly chatter, I opened my ears to the excitement and learning children were sharing with one another.
That semester Hurricane Gustav appeared in the Gulf Coast. The impending arrival of the storm coincided with the three-year anniversary of Hurricane Katrina. As the whole city of New Orleans was encouraged to evacuate, I felt the resonances from Katrina’s devastating impact in the stories and questions of my second-grade students. As Gustav approached, many of the children shared In the final days before we evacuated, we commemorated Katrina and shared hopes for protection during Gustav.
While I listened to their words, I also learned to listen to their bodies. I could hear their worries about the storm in their hugs, the intonation of their voices, and in their reactions to thunderstorms shaking our classroom windows. As a bodily experience, multimodal listening quite literally moves beyond just what our ears can hear to how sound moves across/through/with bodies, materials, and contexts. Through multimodal listening, listeners can develop their skills as both critical consumers and producers of sound. Listeners are thus better positioned to reflect on and identify how sound informs other sensations and feelings. Although I have only recently put words to what it means to engage in multimodal listening, my body was already experienced with it.
I returned to the city almost two weeks later, after the Gulf Coast suffered the one-two-punch of Hurricanes Gustav and Ike. Whispers of wind rustled art supplies by sneaking through fresh cracks in the windows. As my colleagues and I hurriedly re-vamped our classrooms, the traditional staccato sounds of schooling slowly echoed in my ears. In the quiet clean-up of the storm, new frequencies of the school soundscape could be heard. This soundscape was not new in and of itself, but rather it was the absence of the consistent beat that harmonized the everyday sounds to which I had become attuned. Without the slap of a jump rope on the ground or the cheers of children playing kickball to punctuate the silence, waves of emotion—despair, hope, and uncertainty—underlying the soundscape of schooling I thought I knew became apparent to me for the first time.
As an educational researcher in an urban, elementary classroom in the Midwest, I now find myself hearing other frequencies of schooling that remained unheard even in my early teaching. In my new role, my job is to engage in multimodal listening at all times as I participate in elementary classrooms. As a teacher in New Orleans, I was only just beginning to engage in the task of multimodal listening that Ceraso describes. Still today, I am often still attempting to hear and feel all the vibrations happening around me. Yet, as a researcher, I can attend more fully to the task of listening.
Unlike when I was teaching, I do not need to adhere to strict policies regarding the learning of a group of students, but I can instead take an exploratory approach to learning alongside children. Specifically, in collaboration with a culturally and linguistically diverse group of 3rd-grade children in Mr. Holiday’s classroom this past year, I started to earwitness the ambient soundscapes of children’s life spaces. Although I first began listening with the children at Community School J three years earlier, I entered in to Mr. Holiday’s class this year interested in considering the ways children were engaging with and drawing upon various cultural, linguistic, and modal experiences to communicate. I did so aware that, for many historically marginalized children, such communicative practices are often overlooked or unheard in standardized curricular materials.
Mr. Holiday challenged his students to think—and hear—beyond the standardized curriculum by considering how sound can be a tool to write with and through.
“You’re writing, but you can use words, pictures, you can sketch…anything you want to,” Mr. Holiday shared with his class of diverse 3rd graders one day. “Just remember to listen. When we come back inside, we will all share what we heard and then we will talk about how we could use this in our stories about our school.”
Outdoors, a low-flying plane could be heard. With little bodies quietly kicking them back-and-forth, swings creaked. On the playground, we listened to the whipping wind and felt the cool fall weather on our skin. From the slide, one child sounded out for his peers the word chilly, stretching the ls as long as he could. The mulch of the dry ground was kicked by one child as another, with her stomach on the seat of a swing, pushed the ground under her feet to glide back-and-forth.
Some children imagined the empty playground to be filled with the familiar sounds of their daily recesses. Others began to set strict boundaries for how they and their peers might begin to listen. In an attempt to control the bodies of her peers, one girl sent away her friend, suggesting that they could not hear together. Almost simultaneously, another child silently waved from the highest playground tower to the three boys from her class seated closely next to each other on a bench.
As Mr. Holiday called for all children to make a line outside his classroom door, a cacophony of cheers and groans lurched from the children as they sprinted from their observation sites.
“Look at how much I noticed!” one little boy shouted as he handed his notebook to me with a list of sounds. He included sounds heard in the moments we were outdoors like the airplane, but he also included imagined shrieks of children at play.
The sounds of elementary schooling have shown me that much of classroom teaching and learning needs to be grounded in listening. From the structured directions—like those presented by Mr. Holiday—to the daily screams of children racing across the school grounds. In other words, we must listen to children, to their experiences, and to their emotions in order to critically consider how schooling, as a space, informs and is informed by children’s bodies and sounds.
I sometimes wonder what frequencies and rhythms are unheard. With each passing observation in a school, I question whether Western schooled notions of listening contaminate the uniquely trained ears of children. As I observed in the listening exercise with Mr. Holiday’s class, children were capable of engaging in multimodal listening: they not only heard, but felt the wind; they created and felt the vibrations of the swings. They imagined the movement of bodies across the playground and cacophony of sounds and emotions that accompanied them. All of these were embodied sounds I missed as an adult and classroom teacher.
At the same time, I remain hopeful. I am hopeful because the children I came to know in Mr. Holiday’s classroom took the task of listening seriously. They understood hearing as more than simply about the cars passing by or the birds in the nearby trees, but instead engaged in listening with their bodies. Throughout the year, I noticed they were acutely aware of the sniffles or the slow shuffle of feet of a peer who was having a rough day. Their eyes grew large as they danced along with their friends on brain breaks and they often cheered with the whir of a fidget spinner balanced on their teacher’s thumb.
This hope is also based in my various sonic experiences, across spaces and places that visually appear quite different. Teachers interested in learning to listen with their students might consider how they, like Mr. Holiday, might foreground sound as a mode of primacy within the perceived constraints of the mandated curriculum. Engaging in a multi-sensory experience may be as simple as Mr. Holiday’s listening task on the familiar grounds of the schoolyard. Or, perhaps, it is starting your curriculum with the children’s stories of their lived experiences as I did in New Orleans. As others have discussed, when it comes to listening, there is not a clearly defined beginning or end as there does not exist a “blink of an ear.” I am slowly becoming more attuned to the sonic possibilities of how children’s stories and experiences of schooling may be amplified if we, as Mr. Holiday shared, “Just remember to listen.”
Featured image: “listen” by Flickr user Ren:), CC BY-ND 2.0
Cassie J. Brownell is a doctoral candidate and Marianne Amarel Teaching and Teacher Education Fellow in the Department of Teacher Education at Michigan State University. A corecipient of a 2015 NCTE-CEE Research Initiative Grant, Cassie’s most recent collaborative project—#hearmyhome—explores how writing with and through sound might help students and teachers attune toward literacies and communities of difference.
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What does the opposition to global Trumpism sound like? Or the opposition to neoliberalism? With extreme centrist Emmanuel Macron the frontrunner and eventual winner of the French presidential elections, there were calls from the Left to take the struggle to the streets, rejecting both the fascism of the Front National and the continuation of the neoliberal status quo. This podcast puts the listener into the midst of the many demonstrations in Paris and its suburbs during the presidential election campaign. By listening in on these recordings (made over the course of three months of fieldwork) we hear a determination to fight for a genuine alternative to state repression alongside the difficulties in uniting a divided left. These recordings also provide a testament to the horror of police violence and an opportunity to reflect on the value and limitations of black-bloc tactics.
Naomi Waltham-Smith is Assistant Professor Music at the University of Pennsylvania. A graduate of the University of Cambridge and King’s College London, her research sits at the intersection of music theory, recent European philosophy, and sound studies. Music and Belonging Between Revolution and Restoration comes out with Oxford University Press on July 1, 2017 and she is writing a second monograph on The Sound of Biopolitics. She has published articles in journals including Music Theory Spectrum, Music Analysis, Journal of Music Theory, and boundary 2, and writes reviews for the LA Review of Books and b2o. She is currently engaged in a multi-site, comparative project on “Listening under global Trumpism” that involves building a sound archive of resistance on the streets in the US, the UK, and France; for more information or to contribute recordings, please send an email to email@example.com.
Featured image is of a black bloc demonstration on May Day in Paris. Image used with permission by the author.
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Dr. Marie Thompson is currently a Lecturer at the Lincoln School of Film and Media, University of Lincoln. Her new book Beyond Unwanted Sound: Noise, Affect and Aesthetic Moralism has just been published by Bloomsbury. We’ve been following each other on Twitter for a while(@DrMarieThompson and @AbstractTruth) and I have become very interested in her ideas on noise. I’m David Menestres, double bassist, writer, radio host, and leader of the Polyorchard ensemble (“a vital and wonderfully vexing force of the area’s sonic fringes”) currently living in the Piedmont region of North Carolina.
In her new book, Dr. Thompson covers a wide variety of ideas from Spinoza to Michel Serres’s cybernetic theory, acoustic ecology and the politics of silence to the transgressiveness of noise music, and many other concepts to show how we are affected by noise. Thompson is also the co-editor of Sound, Music, Affect: Theorizing Sonic Experience (Bloomsbury, 2013). Here is a conversation we had over email in February 2017 about Beyond Unwanted Sound.
David Menestres (DM): Why now? Why did you feel compelled to write this book? What do you hope this book will accomplish?
Marie Thompson (MT): I think my ‘academic’ interest in noise began as an undergraduate music student – I was interested in thinking ‘beyond’ distinctions of avant-gardism and popular culture and noise, as something that traverses such separations became an evermore appealing concept. So I’ve been circling some of these ideas for quite a while.
I felt compelled to write the book partly due to what I perceived as a gap between some of my ‘everyday’ experiences of noise and how noise was represented in discourse – particularly noise’s representation as an essentially negative phenomenon; or as a shocking, sublime, radical, overwhelming, transgressive force. Noise seems to be one of those topics that makes ordinarily quite progressive thinkers revert to quite uncritical and reactionary tropes – there’s something about it that ‘touches a nerve’. Consequently, much of the discourse around noise is underlined by an often-unacknowledged conservatism. I’ve always found the grandiose rhetoric of noise comparatively quite seductive but at the same time, more often than not, noise is quotidian and banal rather than overwhelming or sublime (which isn’t to say it can’t also be those things). Likewise, I felt like this grandiose rhetoric resulted in an amplification of certain sonic arts practices, while silencing others. I guess I was compelled by a desire to expand the (material and discursive) universe of noise while also trying to maintain some consistency in definition.
Quite simply, I hope the book will contribute something helpful to the recent discussions around noise in media theory, acoustic ecology and music.
DM: What is the difference between a subjective-oriented definition of noise vs. an object-oriented definition and how do both lead to the ethico-affective approach that you champion in the book?
MT: When I refer to subject- and object-oriented definitions I’m referring, quite simply, to noise being defined either in relation to the ear of the beholder, or in relation to the sound-itself. [MT also defines her “ethico-affective approach” as a perspective that “recognises the entanglement of the ethical and the affective: affective relations are also ethical relations.” –ed.]
What I think is useful about a subject-oriented definition is that it remains open to what noise might be, what form it might take – it might be your neighbour hoovering, it might be a fellow travelers mobile phone, or it might be a buzzing wasp. However, subject-oriented definitions of noise are typically wedded to liberal notions of subjectivity and the politics that carries. Noise becomes an issue of personal taste – one person’s music is another’s noise etc. Subject-oriented definitions also struggle to account for noise that isn’t ‘unwanted’, ‘bad’, ‘negative’, and so on; and for noise that might not be perceptible, or noticeable.
Object-oriented definitions which treat noise as a type of sound are helpful insofar as there is a consistency of definition and it does not assume noise to be a solely negative phenomenon; however, to my mind, they risk losing sight of context: a particular sound is noise irrespective of how it is heard, what it does.
The ethico-affective approach I develop can be understood to maintain aspects of both these definitional approaches. It maintains the separation created by an object-oriented definition of noise between noise and negativity, so that noise’s ‘unwantedness’ becomes secondary and contingent. It also maintains the contextual focus of a subject-oriented definition, so that noise is not tethered to particular types of sound or sound sources.
DM: I’ve been very interested in the idea of noise as a weapon: the use of sound cannons to silence and sicken protestors, the use of the “Mosquito” device (which produces high frequency pitches thought to be audible only to teenagers in order to keep them from loitering), or the use of classical music to annoy young people.
You talk in one section about the noise of neighbors and the “policed silence of the suburbs.” I am also interested in the use of noise as protest. At the Women’s March in Raleigh on January 21, there were so many fascinating sounds: the sounds of thousands of voices bouncing off tall buildings, drummers, people leading chants with the crowd shouting back, the singing of classic protest songs (“A Change is Gonna Come,” “This Land Is Your Land,” etc.).
What do you think the role of noise will be in our current political climate? I can definitely see noise being used as a weapon by both sides: the government trying to use it as a weapon against the people and the people using noise to amplify their voice against the government. But there is a stark difference between these two sides: the use of sound weapons is clearly for their intended negative affect on people (both the physical effects of sound weapons and the psychological effects of the endless noise that comes from Trump’s press conferences and general bullshit), but I see the protestors intending to use sound in a positive way, to amplify their message, to make sure those in charge hear their voices, to ensure the message arrives intact.
MT: As a concept, noise seems evocative of much about our current political climate: be it the ‘noise’ of ‘fake news’, and ‘alternative facts’ (how does one determine ‘signal’ from ‘noise’, and who gets to determine that distinction); be it the ‘white noise’ of the Trump campaign administration (I recently saw a performance lecture with Barby Asante which effectively performed the ‘tuning out’ the noise of recently-bolstered white supremacy); or be it the collective noise of protest against the brutality of borders, white supremacy and police-state violence.
That noise can be both a force of domination and resistance is revealing of its ambiguity more generally – what I refer to as the ‘both-and’ of noise. Of course, that is not to conflate these uses of sonic force. One of the ways in which I’ve thought about this ethico-political difference in sonic forces is through the Spinozist distinction of power-over/power-to. The ethico-political entangles ethical questions (good-bad) with political questions (power over/power to).
So, when sound is weaponized to exert authority, to bring people into line, by diminishing their capacity to act and do, then this can be thought of as an exertion of power-over. Likewise, when sound becomes a means of collective resistance, or of connectivity (I’m thinking partly here of various ‘noise-protests’ at prisons and detentions centres, where sound is used to traverse walls and borders) then it might be understood as an expression of ‘power-to’ – a (collectivized) body’s capacity to act, to be, to do.
DM: You talk in the book of the “conservative politics of silence.” How does this conservativism affect both how people perceive sound and how we relate to it? Is there something at the other end of the scale, a “liberal politics of silence” so to speak?
MT: To my mind, the conservative politics of silence informs a number of assumptions that are frequently made about what are ‘good’ and ‘bad’ sonic environments; it relates to a preference for the simple over the complex, sameness over difference, past over present, predictability over unpredictability, the ‘synthetic’ over the ‘natural’ (whatever that might mean) and, ultimately, quietude over noise. This ideological framework underlines much ‘common sense’ about auditory experience, however it frequently remains unacknowledged.
We might consider a liberal politics in opposition to this conservative politics of silence, which recognises responses to sonic environments as ‘personal’ and therefore refuses overarching moral judgements about ‘good’ and ‘bad’ sound. However, I’m also wary of endorsing a politics that treats the individual, autonomous subject as the primary site of the political. Indeed, the conservative politics of silence that we see in the work of figures such as R. Murray Schafer is often indebted to a liberalism that prioritises control and the freedoms and rights of the individual – I’m thinking here of Schafer’s complaint that you can rid your private property of a physical intruder but not an aural one: “A property-owner is permitted by law to restrict entry to his private garden or bedroom. What rights does he have against a sonic intruder?” (1993, 214)
DM: One of the sections I particularly liked was the “What does noise do?” section where you delved into information theory through the work of Claude Shannon to show how noise was an essential part of a communications system, how noise can be a necessary, amplifying presence, needed to successfully transmit a message (voice over phone lines, data packets over the internet, etc.), how noise can enrich a system. I found myself thinking about this section a lot, often in relation to R. Murray Schaffer’s Platonic ideal state of silence. (“a Platonic, transcendent realm of a pure and ideal sonority, which paradoxically exists as undisturbed and eternal silence”).
I was also thinking about Cosmic Microwave Background radiation, the residual signature of the Big Bang, the background noise that carried all the information that formed our universe. It seems like noise is an intrinsic part of our world, both human made and naturally occurring, and fighting against it seems like such a waste of energy.
MT: It strikes me that when Schafer and other acoustic ecologists talk about fighting noise, they’re fighting a symptom rather than a cause. In these discourses, there is much talk of noise and environmental destruction but very little on how these processes relate to capitalism and settler-colonialism. In that regard, while I don’t think fighting against noise in absolute terms is futile, I do maintain that there are still fights to be had against high levels of noise. While I am critical of liberal notions of privacy and control and the ‘right’ to silence, I do also recognise that noise can feel oppressive in some contexts. That said, more often than not high levels of noise is a symptom of bigger social and political problems – for example, of poor quality housing, and a lack of economic choice over where one lives.
DM: One of the themes explore in the book is the idea of the parasite, based on the work of Michel Serres. How does the parasite relate to your idea of noise?
MT: I take from Serres’ figure of the parasite the idea of noise as a relational, transformative and ambiguous in its necessity. In Serres’ reading, the parasite changes things, for better or for worse. Either way, the parasite does something, it adds something to the mix. In other words, it is affective. And yet, there is no ‘mix’ without it. Parasitic noise is the ‘excluded middle’ that must be included: it is the necessary ‘third term’, which pertains to the necessity of the material medium/milieu. From this perspective, there is no original state of calm, which is then broken by noise. If there is mediation there is noise, if there is the relation there is the parasite.
DM: Could you talk some about “the poetics of transgression” as you call it? How does this “transgression” relate to your ethico-affective approach?
MT: The poetics of transgression refers to the centrality of ‘line-crossing’ narratives in accounts of noise’s use in the sonic arts and art more generally. It’s predicated on what Henry Cowell calls the ‘time-honoured axiom’ that noise and music are opposites. Bringing noise into music, or music into noise relies on the crossing of boundaries, of material and discursive borders. This ‘line-crossing’ is often accompanied by a rhetoric of extremity and radicalism, shock and awe.
While different notions of transgression have certainly been influential for various noise music practitioners, I seek to decentre it as a way rather than the way of understanding noise’s use as an artistic resource. I argue that the dominance of the poetics of transgression has risked reducing noise music to its most ‘extreme’ manifestations. In light of the ethico-affective approach to noise that I develop throughout the book, which understands noise as a transformative force and necessary component of mediation, I suggest that noise music can be understood as an act of exposure, which, rather than bringing noise into music (or vice versa) exposes, extends and foregrounds the noise that is within the techno-musical system so as to generate new sonic sensations. With this approach, I hope to make more space for noise music practices that do not fit comfortably with the poetics of transgression and its aesthetics and rhetoric of extremity.
Featured Image: Noise Music
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