Archive | Urban studies RSS for this section

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

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.

*Even though OSD punctuates it “debtors’ pledge,” I believe it should be debtor’s pledge  because it is a pledge an individual, not group, makes. However, here I defer to the original.
Featured image by Flickr User  Sasha Y. Kimel
D. Travers Scott is Director of Graduate Studies and Assistant Professor of Communication Studies at Clemson University in South Carolina. He researches cultural and historic studies of new media, communication technologies, gender, and sexuality, often drawing on feminist and sound studies perspectives. Recent publications include a chapter in The First Time I Heard Joy Division/New Order and “Intimacy Threats and Intersubjective Users: Telephone Training Films, 1927–1962,” in the sound studies issue of American Quarterly(book version forthcoming). Current projects include co-editing with Devon Powers a special issue of the International Journal of Communication on critical historiography and revising his book manuscript, Sick: Constructing Users in Pathological Technoculture, under review with NYU Press. His former lives include advertising executive, novelist, and performance artist. You can find him at http://oneofthesethings.blogspot.com/

Sound + Vision: Andy’s Mick

Andy Warhol – Mick Jagger 1975, Image by Flickr User Oddsock

Hello Internet! It’s great to be here in cyberspace! Are you ready to rock? Today’s dispatch from our Spring Series, Live from the SHC, finds Cornell’s Society for the Humanities Fellow Eric Lott  jamming it out on the relationship between the early 70s sound and vision of one Sir Mick Jagger. If you happen to be thinking that Monday morning at 9:00 a.m. is the least rock and roll time slot possible, just remember that’s when Jimi Hendrix gave “The Star Spangled Banner” the business at Woodstock. To give earlier installments by Damien Keane, Tom McEnaney, and Jonathan Skinner a listen, click here.  As May comes to a close and the “Sound: Culture, Theory, Practice, Politicsfellows reluctantly break up the  A.D. White House house bandlook for our final two dispatches from Jeanette Jouili and Society Director Tim Murray. Until then, we’ll keep turning it up to 11 here at Sounding Out! –JSA, Editor in Chief (and 2011-2012 SHC Fellow)

After we left the Carlyle I told Jerry I thought Mick had ruined the Love You Live cover I did for them by writing all over it—it’s his handwriting, and he wrote so big.  The kids who buy the album would have a good piece of art if he hadn’t spoiled it. –Andy Warhol

Andy Warhol’s complaint in his Diaries captures the almost cartoonish play for artistic control between himself and Jagger in the 1970s—between painter and singer, portrait artist and subject (Jagger and the other Stones biting each other), the visual and the verbal (“he wrote so big”!): between sight and sound in the realm of popular music.  Warhol was no stranger to sound artistry, of course, from his work with the Velvet Underground to the everyday taping he did with his portable cassette recorder, the machine he called his “wife.”  But Warhol as visual conceptualist returns us to a moment when, through album art and other commercial iconography, the visual domain shaped our sonic experiences perhaps more immediately than it does in these digital days.  At the recent EMP conference in New York, I raised the question of the visual/conceptual from the perspective of sound, looking and listening to how the modalities were conjoined during an excellent and rather brief (and nowadays mostly scorned) passage of Jagger time in the middle 1970s: Jagger in his thirties.

Andy Warhol designed cover for Sticky Fingers (1971)

A funny thing happened after Exile on Main St. in the early 1970s: the Rolling Stones became a New York band instead of a London and L.A.-based one, and their frontman Mick Jagger, always an outlandish presence, became a swishier one.  The manner in which this happened owes a lot to their encounter with Andy Warhol.  From his cover designs for Sticky Fingers (1971) and Love You Live (1977) to the Stones’ renting of his Montauk house to rehearse for their 1975 tour to conspicuous late-70s hanging out together at Studio 54 and New York dinner parties of the rich and not so fabulous, it’s clear the Stones, or at least Jagger (and for sure his wives, Bianca and Jerry Hall), steered ever closer to Warhol’s orbit.

Good writing about the Stones’ New York phase has recently begun to appear, including Cyrus Patel’s 33 1/3 book on Some Girls (2011) and Anthony DeCurtis’s liner notes to that record’s 2011 deluxe re-release; Ron Wood’s Ronnie: The Autobiography (2008) opens with the band’s famous promo stunt playing on the back of a flatbed truck rolling down lower Fifth Avenue on 1 May 1975 to advertise their upcoming tour.

.

But the influence on them of the Andy aesthetic has gotten far less attention, at least in pop music criticism (the Warhol Museum mounted a show, Starfucker: Andy Warhol and the Rolling Stones, in 2005, full of great stuff).  In particular, Warhol’s 1975 Ladies and Gentlemen black drag queen series, and the draggy portrait series of Jagger done at the same time and in the same way, attest to their mutual influence on each other.  The gain for the Stones was exponential: a new persona for a new decade and indeed a new town.

Andy’s Mick, Image by Flickr User Shreveport Bossier

The persona as influenced by Warhol arrives at the nexus of drag, hustling, and stardom, and Jagger in the 70s can be seen to be addressing and/or capitalizing on all three.  Warhol’s Ladies and Gentlemen was originally referred to as simply the Drag Queen series.  As Bob Colacello tells the story in Holy Terror: Andy Warhol Close Up, some Factory workers were sent to the Times Square gay bar The Gilded Grape to hire several hustlers there to sit for some Warhol Polaroids for fifty dollars a pop.  (They later quipped that they were used to doing a lot more than that for fifty bucks.)  As was his practice at the time, Warhol transferred these images to silkscreen for mechanical reproduction, over (or under) which he painted in unusually expressive fashion, at times applying collages of torn paper as well.  Geometries of color in these pictures war with the photographic image; they signify on race as well as the drag queen’s everyday glamour and its defensive-aggressive thrust-and-parry.  In any case, Times Square hustlers of color became stars in Andy’s hands.  At this point the title was changed to Ladies and Gentlemen—perfect, since his subjects in the works can be thought of as both—and it may be that the title was taken from the 1974 Stones film of their celebrated 1972 tour, Ladies and Gentlemen, the Rolling Stones (it’s worth recalling lest we be tempted to discount such a film that almost everyone in a broad swath of the New York milieu saw it—in Just Kids (2010), for example, Patti Smith writes of seeing the film with Lenny Kaye and then going off to CBGB to catch a set by Television).  What is certain is that Warhol at this same moment was giving Polaroids he had taken of Jagger in Montauk the exact treatment he gives the drag queens in Ladies and Gentlemen.

Andy Warhol’s Mick, 1975, Image by Flickr User Thomas Duchnicki

Being a drag queen is really hard work, Warhol famously wrote in The Philosophy of Andy Warhol (1975), and it is in part the connections between hard work, its celebrity remuneration, drag, and prostitution that link the Ladies and Gentlemen series with the portraits—paintings and then prints—of Jagger.  These connections link this output with Warhol himself, making the portraits a sort of displaced self-portraiture.  Their mechanics, if you will, seem homologous with drag, in fact.  Starting with the Warhol-snapped Polaroid—not, say, with newspaper photos or commercial iconography as in Warhol’s 60s silkscreens—the works depend on Warhol’s presence, which then puts the images through the silkscreening process, after which (or before it) an uncharacteristically painterly (or collagist) procedure is applied, the latter akin to make-up itself.  Where in some of the series the paint obscures the face, acting as a kind of negation or comment on the negation behind black queer hustling, in most of it the faces rise to a new form of presence or fabulousness, as if by repeating the act of drag the portraits affirm its “success.”  Warhol’s make-over of Jagger, meanwhile, both drags the singer and makes him Warhol’s: Andy’s Mick.

According to a scheme worked out by Warhol and Jagger, the latter signed the portraits so that they could promote both artists.  Which, if it doesn’t exactly make Jagger a co-author of the works, does signal his endorsement of Warhol’s vision of him.  (Indeed the Warhol Museum has a facsimile of a 1983 letter from Jagger to Warhol asking for his assistance with Mick’s autobiography—a collaboration that boggles the mind.)  As John Ashbery had it in Self-Portrait In a Convex Mirror, his multiple-prize-winning long poem of 1975:

Your [the artist Parmigianino’s] eyes proclaim

That everything is surface.  The surface is what’s there

And nothing can exist except what’s there;

It [the surface] is not

Superficial but a visible core. . .

Your [Parmigianino’s] gesture . . . is neither embrace nor warning

But . . . holds something of both in pure

Affirmation that doesn’t affirm anything.

Not a bad definition of the Warholian image, this, and in the 1970s, as the Rolling Stones entered their second decade of performance and stardom, Jagger took the lesson and ran with it.  A new self-consciousness about his own stardom enters Jagger’s (underrated) lyrics in the 70s; while self-reference is not unknown in the band’s 60s work (cf. 1968’s “Street Fighting Man”), and while one of their first hits takes on the culture industry itself (“Satisfaction”), in the 70s a new kind of meditation on rock-star celebrity enters the picture—I have seen the culture industry, and it is me: Jagger begins to write about himself as the culture industry.  And this under the sign of Warhol, I think, which is to say, with a queerly knowing intimacy informed by a sense of the artist-star as a hustler for money in what we might call image-drag.  Everything is surface, the surface is what’s there and nothing can exist except what’s there, and it’s not superficial but a visible core.

From 1973 forward, in the music from Goat’s Head Soup to Tattoo You (with It’s Only Rock n Roll, Black and Blue, Some Girls, and Emotional Rescue in between), and even more on the covers of these albums, culminating in the one for Some Girls with the Stones in drag—Andy in the Warhol Diaries: “[Mick] showed me their new album and the cover looked good, pull-out, die-cut, but they were back in drag again!  Isn’t that something?”; the Some Girls cover, though Warhol didn’t do it, really does recall his drag queens, right down to the double drag of the inner-sleeve pull-out—to say nothing of the made-up glam of the 1975 and 1978 tour performances: in all this one sees a flouncier, queerer Mick, one that Jagger nodded to in various lyrics (for that demonstration you’ll have to wait for the longer version of this piece!).  What this means in part is that the cliche we have of Jagger strutting like a neo-blackface soul man is due for revision: it’s much more precise to think of his aura as proximate to black femininity (icons like Tina Turner, say, who of course opened for the Stones), which he (re-)crafted through the adoption of a persona right out of Warhol’s colored drag queen sensibility.

.

So why the now-canonical assumption of the Stones’ decline at just this moment?  Is their 70s sound discounted because of the queer reinvigoration of their visual/conceptual appeal?  (One counter to this hegemony is Ellen Willis’s fine 1974 review of It’s Only Rock n Roll, included in her Out of the Vinyl Deeps.)  Did the Stones’ sound change all that much, beyond new acquisitions of this reggae vibe or that funk riff or the other disco groove, or does the insistence on their fall come from a sense of their queening around?  Is it this—not only this, I know, I know, Mick’s such an asshole, but still—that lies in part behind the (particularly post-Life) cult of Keith?

Eric Lott teaches American Studies at the University of Virginia. He has written and lectured widely on the politics of U.S. cultural history, and his work has appeared in a range of periodicals including The Village Voice, The Nation, New York Newsday, The Chronicle of Higher Ed, Transition, Social Text, African American Review, PMLA, Representations, American Literary History, and American Quarterly. He is the author of the award-winning Love and Theft: Blackface Minstrelsy and the American Working Class (Oxford UP, 1993),  from which Bob Dylan took the title for his 2001 album “Love and Theft.” Lott is also the author of The Disappearing Liberal Intellectual (Basic Books, 2006). He is currently finishing a study of race and culture in the twentieth century entitled Tangled Up in Blue: The Cultural Contradictions of American Racism. This post is adapted from a talk Eric gave at the 2012 EMP POP Conference in New York City entitled Andy’s Mick: Warhol Builds a Better Jagger.”