Breaking down the paywalls of academia can take many forms, but lifelong learning collectives centered around a shared passion may perhaps be one of the most fun. The Blues and Jazz Dance Book Club is an international group of people connected by a love of blues and jazz culture, who read books together and tune in—free of charge—via Youtube Live to lectures and Q and As from experts and scholars from around the United States. Literature scholars such as Jessica Teague have discussed jazz poetry and August Wilson’s blues influence; dancer and scholar Dr. Fenella Kennedy has offered an online mini-workshop and discussion forum; and blues musician Tad Walters has played music and discussed the Delta Blues and its origins, among other lectures. All of these lectures are available on the Book Club’s website and on YouTube for anyone to enjoy.
An open-access scholarly project founded in 2014, The Blues and Jazz Dance Book Club (BJDBC) was the brainchild of Sara Cherny, Damon Stone, Devona Cartier, Brenda Russell, and Kelly Porter (no longer a participating member). This team envisioned a free online space where people could learn about and discuss the history of blues, jazz, and African American dances, enriching both their own knowledge and the knowledge of the blues and jazz groups in which they participated. The Book Club’s current administrator, Chelsea Adams—PhD candidate at the University of Nevada, Las Vegas with a specialty in blues and African American dances in literature—took over operations in 2016.
Since then, Adams has worked hard to create a space where all blues and jazz lovers could access new scholarship on both the music and the dances done to that music, building a website to better facilitate the growing global group. Adams even coordinates live lectures at times that work the best to connect audiences who regularly chime in or visit the BJDBC website from Australia, England, Korea, Spain, France, Canada, Brazil, Sweden, the Netherlands, Germany, China and Hong Kong, among other places.
A Blues and Jazz Book Club live lecture by Dr. Jessica Teague, UNLV English
Recently, the Book Club has expanded to include multiple offerings for both scholar and enthusiast. One addition is quarterly feature articles, interviews, and community spotlights on blues and jazz topics. International dance instructor Julie Brown recently wrote the article “A Landscape of Slow Drag,” cataloguing and exploring how scholars and dancers have described the partnered blues idiom dance. Also featured is a never-before-published interview with Joe McQueen, the Oklahoma Jazz Hall of Fame inductee and Ogden, Utah’s King of Jazz.
Other feature articles have been spotlights on community engagements, literary criticism, and even a how-to on how to dive into research on blues and jazz topics. Practicioner and dance historian Damon Stone’s “A Brief Introduction to Savoy Walk,” Dr. Caryl Loney-McFarlane’s “‘Inside Nothing’: The Silent Protest March in Tony Morrison’s Jazz“ and Dr. Licia Morrow Hendricks’s “A Dog Named Blue: Song as Patrilineal Legacy in August Wilson’s Fences“ have all been popular pieces among group members and beyond. The website will soon publish an article all about Barbara Morrison‘s work in LA for the California Blues and Jazz Museum and the charity event called Signifyin’ Blues that raises money for her museum (forthcoming June 15th, 2019). And, in September 2019, Pat Taylor will be writing our third feature for the year on her work and life as a jazz dance choreographer.
The Blues and Jazz Dance Book Club’s signature offering is of course its quarterly book readings, where groups around the globe read together. Currently, we are reading Beyond the Crossroads: The Devil and the Blues Tradition by Adam Gussow, which we will finish during the first week of July 2019 (access the schedule here). Should you want to join us to read in 2019, future offerings include Jookin’: The Rise of Social Dance Formation in African-American Culture by Katrina Hazzard-Gordon (Summer 2019; start date July 21), Moanin’ at Midnight: The Life and Times of Howlin’ Wolf by James Segrest and Mark Hoffman (Fall 2019; start date September 15), and a blues-inspired novel for December 2019, Alice Walker’s The Color Purple (December 1). For the full 2019 reading list, click here.
Furthermore, the group’s website is a hub that also offers new reading lists and watch lists, including ones on African American history (and soon to include updated lists for blues and jazz music, and African American dance) and a discussion questions archive, where readers can find past discussion questions for previous books and films that they can access for their own thought or to read and discuss these books with others. Our Facebook page not only has regular posts about not only the Book Club, but also shares other research, news and information on blues and jazz around the United States, as does our Facebook Group.
“Open access groups like Book Club offer a friendly environment to learn how to approach academic literature,” Book Club Organizer Adams says, “while enjoying gaining more knowledge about their hobbies and interests. It’s a form of scholarly outreach that I think is vital if we truly believe in the idea that our research can make a difference outside of the academy.
Groups like this are important because they offer guided access to scholarship and literature to people who for one reason or another do not have the opportunity to learn in formal academic environments or other professional institutions. Scholarly literature is a specific and often intimidating genre to tackle alone, even if someone is interested in learning more about a topic.”
And the engagements the Book Club has are rich and multifaceted. “My favorite experience with a live lecture,” Adams remembers, “was with Dr. Kennedy, when they demonstrated dances out of Jean and Marshall Stearns’ diagrams from their book Jazz Dance. Watching the group actually learn how to dance some of these dances listed in the book was a joy.”
In April 2018, the Blues and Jazz Dance Book Club announced the goal to provide two yearly scholarships: a Community Learning Scholarship for blues and jazz events to bring out a scholar, musician, or practitioner to teach about blues or jazz culture and history, and another for an individual with financial need to attend an event with a blues or jazz history and culture focus or to perform research. To provide these scholarships, the Book Club relies solely on community donations. To date, they have been able to raise the money to fund one Community Learning Scholarship, which will be open for applications starting in August of 2019.
If you would like to participate in the Blues and Jazz Dance Book Club, please check out our website: bluesjazzbookclub.com. We accept abstract submissions for feature articles on a year-round basis, and have multiple volunteer positions available, from one-time positions like guest lecturer to rolling positions such as book discussion leader. If you would like to support the open-access project goals but do not have time to volunteer, we always welcome donations to the cause!
Featured Image from the Blues and Jazz Book Club, “A Landscape of Slow Drag,” 1925/Published 1961, Info Likely from Harlem, NY Dancers.
Currently a PhD candidate in English at UNLV, Chelsea Adams focuses her studies on African American literature, blues and jazz music, and African American dance. She writes about minority culture representation in literature, with a focus of representation of black musicians, dancers, and the art forms they produce. She also runs the Blues and Jazz Dance Book Club, an international online book club project, to offer the public open access information about the history of blues, jazz, and black dances. You can learn more about Chelsea and her work at cjuneadams.com.
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SO! Amplifies: Memoir Mixtapes–Kaitlyn Liu
SO! Amplifies: Cities and Memory–Stuart Fowkes
Pedagogy at the convergence of sound studies and rhetoric/composition seems to exist in a quantum state—both everywhere and nowhere at the same time. This realization simultaneously enlightens and frustrates. The first page of Google results for “sound studies” and “writing instruction” turns up tons of pedagogy; almost all of it is aimed at instructors, pedagogues, and theorists, or contextualized in the form of specific syllabi. The same is true for similar searches—such as “sound studies” + “rhetoric and composition”—but one thing that remains constant is that Steph Ceraso, and her new book Sounding Composition (University of Pittsburgh Press: 2018) are always the first responses. This is because Ceraso’s book is largely the first to look directly into the deep territorial expanses of both sound studies and rhet/comp, which in themselves are more of a set of lenses for ever-expanding knowledges than deeply codified practices, and she dares to bring them together, rather than just talking about it. This alone is an act of academic bravery, and it works well.
Ceraso established her name early in the academic discourse surrounding digital and multimodal literacy and composition, and her work has been nothing short of groundbreaking. Because of her scholarly endeavors and her absolute passion for the subject, it is no surprise that some of us have waited for her first book with anticipation. Sounding Composition is a multivalent, ambitious work informs the discipline on many fronts. It is an act of ongoing scholarship that summarizes the state of the fields of digital composition and sonic rhetorics, as well as a pedagogical guide for teachers and students alike.
Through rigorous scholarship and carefully considered writing, Ceraso manages to take many of the often-nervewracking buzzwords in the fields of digital composition and sonic rhetorics and breathe poetic life into them. Ceraso engages in the scholarship of her field by demystifying the its jargon, making accessible to a wide variety of audiences the scholar-specific language and concepts she sets forth and expands from previous scholarship (though it does occasionally feel trapped in the traditional alphabetic prison of academic communication).. Her passion as an educator and scholar infuses her work, and Ceraso’s ontology re-centers all experience–and thus the rhetoric and praxis of communicating that experience–back into the whole body. Furthermore, Ceraso’s writing makes the artificial distinctions between theory and practice dissolve into a mode of thought that is simultaneously conscious and affective, a difficult feat given her genre and medium of publication. Academic writing, especially in the form of a university press book, demands a sense of linearity and fixity that lacks the affordances of some digital formats in terms of envisioning a more organic flow between ideas. However, while the structure of her book broadly follows a standard academic structure, within that structure lies a carefully considered and deftly-organized substructure.
Sounding Composition begins with a theory-based introduction in which Ceraso lays the book’s framework in terms of theory and structure. Then proceeds the chapter on the affective relationship between sound and the whole body. The next chapter investigates the relation of sonic environments and the body, followed by a chapter on our affective relationship with consumer products, in particular the automobile, perhaps the most American of factory-engineered soundscapes. Nested in these chapters is a rhetorical structure that portrays a sense of movement, but rather than moving from the personal out into spatial and consumer rhetorics, Sounding Composition’s chapter structure moves from an illustrative example that clearly explains the point Ceraso makes, into the theories she espouses, into a “reverberation” or a pedagogical discussion of an assignment that helps students better grasp and respond to the concepts providing the basis for her theory. This practice affords Ceraso meditation on her own practices as well as her students’ responses to them, perfectly demonstrating the metacognitive reflection that so thoroughly informs rhet/comp theory and praxis.
Chapter one, “Sounding Bodies, Sounding Experience: (Re)Educating the Senses,” decenters the ears as the sole site of bodily interaction with sound. Ceraso focuses on Dame Evelyn Glennie, a deaf percussionist, who Ceraso claims can “provide a valuable model for understanding listening as a multimodal event” (29) because these practices expand listening to faculties that many, especially the auditorially able, often ignore. Dame Glennie theorizes, and lives, sound from the tactile ways its vibrations work on the whole body. From the new, more comprehensive understanding of sound Dame Glennie’s deafness affords, we can then do the work of “unlearning” our ableist auditory and listening practices, allowing all a more thorough reckoning with the way sound enables us to understand our environments.
The ability to transmit, disrupt, and alter the vibrational aspects of sound are key to understanding how we interact with sound in the world, the focus of the second chapter in Sounding Composition. In “Sounding Space, Composing Experience: The Ecological Practice of Sound Composition,” Ceraso situates her discussion in the interior of the building where she actually composed the chapter. The Common Room in the Cathedral of Learning, on the University of Pittsburgh’s main campus, is vast, ornate, and possessed of a sense of quiet which “seems odd for a bustling university space”(69). As Ceraso discovered, the room itself was designed to be both vast and quiet, as the goal was to produce a space that both aesthetically and physically represented the solemnity of education.
To ensure a taciturn sense of stillness, the building was constructed with acoustic tiles disguised as stones. These tiles serve to not only hearken back to solemn architecture but also to absorb sound and lend a reverent air of stillness, despite the commotion. The deeply intertwined ways in which we interact with sound in our environment is crucial to further developing Ceraso’s affective sonic philosophy. This lens enables Ceraso to draw together the multisensory ways sound is part of an ecology of the material aspects of the environment with the affective ways we interact with these characteristics. Ceraso focuses on the practices of acoustic designers to illustrate that sound can be manipulated and revised, that sound itself is a composition, a key to the pedagogy she later develops.
Framing the discussion of sound as designable—a media manipulated for a desired impact and to a desired audience–serves well in introducing the fourth chapter, which examines products designed to enhance consumer experience. “Sounding Cars, Selling Experience: Sound Design in Consumer Products,” moves on to discuss the in-car experience as a technologically designed site of multisensory listening. Ceraso chose the automobile as the subject of this chapter because of the expansive popularity of the automobile, but also because the ecology of sound inside the car is the product of intensive engineering that is then open to further manipulation by the consumer. Whereas environmental sonic ecologies can be designed for a desired effect, car audio is subject to a range of intentional manipulations on the listener. Investigating and theorizing the consumer realm not only opens the possibilities for further theorization, but also enhances the possibility that we might be more informed in our consumer interactions. Understanding the material aspects of multimodal sound also further informs and shapes disciplinary knowledge at the academic level, framing the rhetorical aspect of sonic design as product design so that it focuses on, and caters to, particular audiences for desired effects.
Sounding Composition is a useful and important book because it describes a new rhetoric and because of how it frames all sound as part of an affective ontology. Ceraso is not the first to envision this ontology, but she is the first to provide carefully considered composition pedagogy that addresses what this ontology looks like in the classroom, which are expressed in the sections in Sounding Composition marked as “Reverberations.” To underscore the body as the site of lived experience following chapter two, Ceraso’s “reverberation” ask students to think of an experience in which sound had a noticeable effect on their bodies and to design a multimodal composition that translates this experience to an audience of varying abledness. Along with the assignment, students must write an artist statement describing the project, reflecting on the composition process, and explaining each composer’s choices.
To encourage students to think of sound and space and the affective relationship between the two following chapter three, Ceraso developed a digital soundmap on soundcities.com and had students upload sounds to it, while also producing an artist statement similar to the assignment in the preceding chapter. Finally, in considering the consumer-ready object in composition after the automobile chapter, students worked in groups to play with and analyze a sound object, and to report back on the object’s influence on them physically and emotionally. After they performed this analysis, students are then tasked with thinking of a particular audience and creating a new sonic object or making an existing sonic object better, and to prototype the product and present it to the class. Ceraso follows each of these assignment descriptions with careful metacognitive reflection and revision.
Steph Ceraso interviewed by Eric Detweiler in April 2016, host of Rhetoricity podcast. They talked sound, pedagogy, accessibility, food, senses, design, space, earbuds, and more. You can also read a transcript of this episode.
While Sounding Composition contributes to scholarship on many levels, it’s praxis feels the most compelling to me. Ceraso’s love for the theory and pedagogy is clear–and contagious—but when she describes the growth and evolution of her assignments in practice, we are able to see the care that she has for students and their individual growth via sound rhetoric. To Ceraso, the sonic realm is not easily separated from any of the other sensory realms, and it is an overlooked though vitally important part of the way we experience, navigate, and make sense of the world. Ceraso’s aim to decenter the primacy of alphabetic text in creating, presenting, and formulating knowledge might initially appear somewhat contradictory, but the old guard will not die without a fight. It could be argued that this work and the knowledge it uncovers might be better represented outside of an academic text, but that might actually be the point. Multimodal composition is not the rule of the day and though the digital is our current realm, text is still the lingua franca. Though it may seem like it will never arrive, Ceraso is preparing us for the many different attunements the future will require.
Featured Image: Dame Evelyn Glennie Performing in London in 2011, image by Flickr User PowderPhotography (CC BY-NC-ND 2.0)
Airek Beauchampis an Assistant Professor of English at Arkansas State University and Editor-at Large for Sounding Out! His research interests include sound and the AIDS crisis, as well as swift and brutal punishment for any of the ghouls responsible for the escalation of the crisis in favor of political or financial profit. He fell in love in Arkansas, which he feels lends undue credence to a certain Rhianna song.
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Botanical Rhythms: A Field Guide to Plant Music -Carlo Patrão
Sounding Our Utopia: An Interview With Mileece–Maile Colbert
Eurovision—that televisual song pageant where pop, camp, and geopolitics annually collide—started last week. This year’s competition is hosted in Tel Aviv, and continues a recent trend in the competition in which geopolitical controversy threatens to overshadow pop spectacle. Activists accuse the Israeli government of exploiting Eurovision as part of a longstanding government PR strategy of “pinkwashing”: championing Israel as a bastion of LGBT+ tolerance in order to muddle perceptions of its violent and dehumanizing policies towards Palestinians. The BDS movement mobilized a campaign to boycott Eurovision. Reigning Eurovision champion Netta Barzilai, echoing many pro-Israel voices (as well as celebrities concerned about “subverting the spirit of the contest”), referred to the boycott efforts as “spreading darkness.”
While this year’s competition opened already mired in contention, I’m going to listen back to the controversial winning song of the 2016 contest, whose media frenzy peaked in its aftermath. That year’s champion, a pop singer of Crimean Tatar heritage who goes by the mononym Jamala, represented Ukraine with a song called “1944.” Just two years before, Crimea had been annexed from Ukraine by Russia following a dubious referendum. Some Crimean Tatars—the predominantly Sunni-Muslim Turkic-language minority group of Crimea—fled to mainland Ukraine following the Russian annexation, viewing the Ukrainian state as the lesser threat; many of those that stayed continue to endure a deteriorating human rights climate (though there are some Crimean Tatars who have bought into—and who reap benefits from—the new Russian administration of the peninsula.)
Jamala’s very presence in the contest inevitably evoked the hot geopolitics of the moment. Her victory angered many Russians, and the subject of Eurovision became fodder for conspiracy theories as well as a target of disinformation campaigns waged online and in Russian-influenced media in Ukraine. In much of the Western European and North American media, the song was breathlessly interpreted as an assertion of indigenous rights and a rebuke to the perceived cultural genocide enacted against Crimean Tatars by Russian state power.
In the wake of her victory, many commentators described Jamala as giving voice not only to the repressed group of Crimean Tatar indigenes living in the Russian-annexed territory of Crimea, but to threatened indigenous populations around the world (for better or worse). But indeed, it was not only her metaphorical voice but the sound of vocal anguish that intensified the song’s effectiveness in the contest and made it relevant well beyond the specific geopolitical bog shared by Crimean Tatars, Ukrainians, and Russians. Specifically, the timbre, breath, and dynamic force of Jamala’s voice communicated this anguish—particularly during the virtuosic non-lexical—wordless—bridge of the song. Despite her expertly controlled vocal performance during the dramatic bridge, Jamala’s voice muddies the boundaries of singing and crying, of wailing from despair and yelling in defiant anger. To pilfer from J.L. Austin’s famous formulation, what made Jamala’s performative utterance felicitous to some and infelicitous to others was as much the sound of her voice as the words that she uttered. Put simply, on the bridge of “1944,” Jamala offers a lesson in how to do things with sound.
Some background: the world’s longest-running televised spectacle of song competition, the Eurovision Song Contest began in 1956 with the peaceful mandate of bringing greater harmony (sorry not sorry) to post-war Europe. Competitors—singers elected to represent a country with a single, three-minute song each—and voters come from the member countries of the European Broadcasting Union. The EBU is not geographically restricted to Europe. Currently, some fifty countries send contestants, including states such as Israel (last year’s winner), Azerbaijan, and Australia. Many of the rules that govern Eurovision have changed in its 62-year history, including restrictions governing which language singers may use. Today, it is common to hear a majority of songs with at least some text sung in English, including verses of “1944.” Some rules, though, have been immutable, including the following: songs must have words (although the words need not be sensical). All vocal sounds must be performed live, including background vocals. Voters, be they professional juries or the public—who can vote today by telephone, SMS, or app—cannot vote for their own nation’s competitor (though unproven conspiracy theories about fans crossing national borders in order to vote in defiance of this rule have, at times, flourished.) Finally, reaching back to its founding mandate defining Eurovision as a “non-political event,” songs are not permitted to contain political (or commercial) messages.
Both the title and lyrics of Jamala’s “1944” refer to the year that Crimean Tatars were brutally deported from Crimea under Stalinist edict. Indicted wholesale as “enemies of the Soviet people,” the NKVD rounded up the entire population of Crimean Tatars—estimated to be some 200,000 people—packed them into cattle cars, and transported them thousands of miles away, mostly to Uzbekistan and other regions of Central Asia. The Soviet regime cast this as a “humanitarian resettlement” intended to bring Crimean Tatars closer to other Muslim, Turkic-language populations. However, Crimean Tatars, who estimate that up to two-thirds of their population perished before arriving in Central Asia, consider this a genocidal act. They were not given the right to return to Crimea until the late 1980s. So, through clear reference to a twentieth-century political trauma with consequences that stretch into the present, “1944” was not the feel-good fluff of classic Eurovision.
Jamala’s performance of “1944” at Eurovision was also atypical in that it largely eschewed pizzazz and bombast. Little skin was shown, there were no open flames, no smoke machines befogged the scene. Instead, Jamala stood, mostly still and center stage, encircled by spotlight. Large projections of flowers framed the stage for the first two minutes of the song, as she sang verses (in English) and a chorus in (Crimean Tartar) that utilized lyrics from a well-known twentieth-century Crimean Tatar protest song called Ey, Güzel Qirim (Oh, My Beautiful Crimea). The groove of the song is spare and rather slow, and the singer’s voice meanders within a fairly narrow range on both verse and chorus.
But then comes the vocalise on the bridge: two minutes and fifteen seconds into the Eurovision performance, the song’s chilled-out but propulsive motion stops, leaving only a faint synthesizer drone. In the sudden quiet, Jamala mimes the act of rocking an infant. Beginning in the middle of her range, she elaborates a melismatic wail that recalls the snaking modal melody of the traditional Crimean Tatar song Arafat Daği. The bridge consists of two phrases interrupted by a forceful and nervous inhalation of breath. Her breath is loud and intentional, calling attention to the complex ornaments that she has already executed, and preparing us for more ornaments to come.
Over the course of eight seconds, Jamala’s voice soars upwards, increasing steadily in volume and intensifying timbrally from a more relaxed vocal sound to an anguished belt. At the apex of the bridge, the Eurovision camera soars above the stage just as the singer looks into the camera’s eye. Meanwhile, the screens framing the stage explode into visuals that suggest a phoenix rising from the ash. The crowd erupts into applause.
Other renditions of “1944” deliver a similar emotional payoff at the climax of the bridge. In the dystopian narrative of Jamala’s official music video, a tornado whips free, setting a field of immobilized human figures into chaotic motion (minute 2:35). In a reality TV song contest called Holos Kraïny (the Ukrainian Voice), a young singer’s powerful elaboration of the bridge propels a coach out of her seat as she wipes tears from her eyes (minute 3:42). In other covers, the bridge is too difficult to attempt: one British busker leaves the “amazing vocal bit in the middle” to “the good people of Ukraine to sing along.”
Timbrally and gesturally, I also hear the resonance between the plangent sound of the duduk—a double-reed wind instrument associated most closely with Armenia, and often called upon to perform in commemorations of the 1915 Armenian genocide—and Jamala’s voice on the vocalise. According to Jamala (who generously responded to my questions via email through her PR person), this was not intentional. But the prominence of the instrument in the arrangement, the lightly nasal quality that her voice adopts in the bridge, and the glottalized movements she uses between pitches suggest that this connection might have been audible to listeners. After all, the opening melodic gesture of “1944” is sounded by a duduk, and it re-enters spectacularly just after the peak of the bridge, where it doubles Jamala’s vocal line as it cascades downwards from the high note. Through sonic entanglement with the duduk, Jamala here communicates anguish on another register, without translation into words.
The performance of sonic anguish through the voice might be understood, in Greg Urban’s terms, as a “meta-affect.” Jamala delivers the emotion of anguish but also fosters sociality by interpellating listeners into the shared emotional state of communal grieving. I paraphrase from Urban’s well-known analysis of “ritual wailing” to argue that Jamala, through this performance of vocal anguish, makes both intelligible and acceptable the public sentiment of grief. This utterance of grief is a statement of “separation and loss that is canonically associated with death” (392) that included the Eurovision audience as co-participants in the experience of grieving, of experiencing anguish over loss. A popular fan reaction video by “Jake’s Face Reacts,” posted to YouTube, and the hundreds of comments responding to it, attest to this experience of co-participation in the experience of grief. Furthermore, the power of this meta-affect is almost certainly heightened through normative gendered associations with performative anguish. Lauren Ninoshvili (2012) identifies this in the “expressive labor” of mourning mothers’ wailing in the Republic of Georgia, while Farzaneh Hemmasi (2017) has recently elucidated how the voice of the exiled Iranian diva Googoosh became iconic of the suffering, feminized, victimized nation of Iran.
The sociologist of music Simon Frith once wrote that “in songs, words are the sign of the voice” (97). To put it in slightly banal terms, songs, as we generally define them, include words uttered by human voices. (Or if they don’t have words uttered by voices, this becomes the notable feature of the song, c.f. Mendelssohn Songs Without Words, Pete Drake’s talking guitar, Georgian vocable polyphony). But non-lexical vocalities also function as a sign of the voice, and, as scholars such as Ana Maria Ochoa (2014) and Jennifer Stoever (2016) have argued, expand our capacity to recover more complex personhoods from the subjugated vocalities of the past. In fact, often the most communicative, feelingful parts of songs occur during un-texted vocalizations. As generations of scholars have argued, timbre means a lot—Nina Eidsheim’s The Race of Sound: Listening, Timbre, and Vocality in African American Music (Duke University Press: 2019) presents a very recent example—and it is often overlooked when we take the key attributes of Western Art Music as our sole formal parameters for analysis: melody, rhythm, harmony, form. So as we watch the parade of aspiring Eurovision champions duke it out in the pop pageant of geopolitics, let’s attune ourselves to the vocal colors, the timbral gestures, the ululations and the growls, to the panoply of visual and auditory stimuli demanding our attention and, more important (depending on where we live), our vote.
Featured Image: “Jamala” by Flickr User Andrei Maximov, CC BY-NC-ND 2.0
Maria Sonevytsky is Assistant Professor of Ethnomusicology at the University of California, Berkeley. Her first book, Wild Music: Sound and Sovereignty in Ukraine, will be out in October 2019 with Wesleyan University Press.
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“The mashup of the two things we all love to talk about: ourselves & music”
Memoir Mixtapes is a nonprofit literary magazine that is entirely volunteer-run. Created by Samantha Lampf, the idea for the magazine came about on a commute home from Santa Monica to Koreatown in 2018. At the time, Lampf’s life was rapidly changing. After marrying, moving to Los Angeles and changing her career path, she felt as if something was still missing. When “Silver Springs,” by Fleetwood Mac, came on the radio — an artist her dad used to play constantly. Lampf was immediately transported to a specific time in her childhood where she experienced insomnia and depressive thoughts, saying “the music taunted me at all hours.” Soon after, she had the thought to write an essay about this song. She then began to think that many people had their own stories about songs, and Memoir Mixtapes was officially underway.
The first call for submissions was put out that night, and Lampf was unsure if she would receive more than five pieces. However, the first volume, titled “Origin Stories,” published 34 tracks. Since then, they have published eight volumes, with topics ranging from guilty pleasures to our personal anthems. Each volume consists of creative nonfiction submissions and a song (or two) to accompany each piece. The goal of the magazine is to use music as a natural provocation of emotion and memories, using music to connect with each other while reading about some of our most personal experiences.
While Memoir Mixtapes’ primary focus is their full volume works, they also support other literature about music or memoir that might not fit into their main magazine topics. Deep Cuts, a section created for these pieces, features recordings, visual art, playlists and more. Not a writer, but still interested in the project? Consider sharing a song recommendation! All you have to do is create an account on Medium and follow the steps listed on the website for a chance to have your song featured either Monday, Wednesday, or Friday.
Memoir Mixtape’s 2019 Playlist
Memoir Mixtapes is special because it gives us a way to discuss the impact of music on our lives. Music is an integral part of birthdays, weddings, religion and many other cultural practices, yet we often understand music as a separate entity from identity — one that is universal in its message rather than individualized and personal. However, writers at Memoir Mixtapes are allowing us to listen to music as they experience and hear it, providing us with a new method of listening to songs we have our own histories with.
If music and memoir sounds appealing to you, check out the Memoir Mixtapes magazine to read, listen or submit a piece of your own — they have rolling submissions, so submit anytime! For their tenth volume, Memoir Mixtapes is ready to talk about “Ballads & Breakups,” or the whimsical, disastrous search for love. As their page states, “if you felt it in your heart, we want to read it.” Calls for submissions are open now until June 30th!
Kaitlyn Liu is a freshman at Binghamton University majoring in English Literature with a concentration in rhetoric. Kaitlyn takes interest in writing about gender and race along with other intersectional classification systems. Kaitlyn currently writes for the opinions section for the student newspaper, Pipe Dream, as well as working as a copy editor. Outside of writing, Kaitlyn enjoys reading historical fiction and singing for Binghamton University’s oldest co-ed a cappella group, the Binghamtonics.
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SO! Amplifies: Cities and Memory–Stuart Fowkes
SO! Amplifies: Phantom Power–Jennifer Stoever