Welcome back to our summer series on “Sound and Sport.” In today’s post, Josh Ottum discusses the sonorous sounds and unique rhythms of the sport of skateboarding. For an instant replay of last month’s post, click Tara Betts‘s “Pretty, Fast, and Loud: The Audible Ali.” For May’s post, click Melissa Helquist‘s “Goalball: Sport, Silence, and Spectatorship.” Next month’s grand finale will feature a doubleheader on Brasil, with a post by Kariann Goldschmitt on the promotional sounds of FIFA 2014 and a podcast by Andrea Medrado entitled “The Sounds of Rio’s Favelas: Echoes of Social Inequality in an Olympic City.” We’ll close with another take on the Olympics, excerpted from David Hendy‘s recent Noise broadcasts for BBC Radio 4 on the politics of boos at the games. For now, get out your board, strap on your helmet, and prepare to jam. —J. Stoever-Ackerman, Editor-in-Chief
Seven layers of screen-printed, sugar pine maple whack the concrete. Aluminum axles pivot on rubber bushings as they slide across steel coping. Circular, molded polyurethane encases lubricated bearings that spin in midair before slamming onto birch. Vocal cords are strained as exclamations are made in response to a maneuver. These are the unmistakeable sounds of the skatepark. As skaters ride through the park, a unique sonic tapestry emerges revealing a constantly shifting array of timbre, pitch, and rhythm. This sliding aural space is similar to the compositional flow between rehearsed maneuvers and improvisatory actions, connecting skaters in the skatepark to musicians improvising in a jam session.
Just as the results of a musical performance depend on acoustics of the venue and the idiosyncrasies of the instrument, the skater is beholden to a similarly complex signal chain. The aural atmosphere of the skatepark relies on the number of other players, as well as their chosen instruments, and unique approach to playing. While surveying the sonic and social dynamics of four skateparks in Ohio and California for this study, the line between performer and listener was often unclear. Skaters are consistently sliding between roles as passive observers and active participants, watching and being watched, making sound and listening to the sounds of others. And, just as an improvising musician aims to develop her own unique voice, the skater intertwines sonic and visual elements into a unique stylistic signature all her own. In this study I will look at the skatepark as a site for skaters to express themselves much in the same way that a musician plays an instrument at a jam session. I will explore the board and terrain, the importance of style, and the culture of the park itself. To begin, I will contextualize the ways in which the skateboard has been constructed as a sonic instrument.
As a skater lands an ollie in the Vans Skatepark in Orange, California, the sound of hard polyurethane wheels slamming against a hollow birch ramp emanates throughout the warehouse, entangling with distinctive sounds made by other participants. The listener is made acutely aware of each skater’s instrument and stylistic approach to performance. What differentiates the rider on a board in the skatepark from a guitarist playing in a rock club? Just as the materials of the electric guitar and its signal chain inform the sonic nature of the instrument, the skateboard and its engaged terrain sound out unique and identifiable characteristics of each device. I spoke with a skater at Flipside Skateboard Shop in Athens, Ohio about the specifics of wheel construction and his own personal preferences:
Just like the layered wood of an electric guitar body, boards are made through a multistep manufacturing process that involves layering thin plies of wood. Maple is most commonly used with the relative flexibility of the deck determining qualities of audible resonance as a skater ollies or railslides. And trucks, which function as axles, can be heard grinding along a surface such as pool coping, a painted curb, or a handrail.
In order for these materials to make sound they must be controlled by a rider and engage with some kind of terrain. The combination of what materials are chosen and how they are used result in a rider’s unique approach. In the skatepark, skaters swathe themselves in clothing, pads, and helmets while riding devices wrapped in visual signposts of self-expression that sound out the priorities of the particular rider.
Following Henri Lefebvre, Iain Borden speaks of the skateboard as a “lived component of the body, its actions and its self-image in relation to the terrain” (28). Similarly, from my time spent at skateparks in Ohio and California, I have noted the malleability of terrain as a domain to express one’s own unique style. Skaters use their devices as instruments, playing the park, repeating phrases, overlapping with sounds emitted from their peers. All the while, advertisements adorn both bodies and instruments and maneuvers mimic the iconic moves of sponsored skaters viewed in magazines. Visiting Focus Boardshop across the street from the Etnies Skatepark in Lake Forest, California reminds the observer that the elusive, focal point of style in the world of skateboarding is not only confined to the visual realm. As reissued decks from Powell Peralta, Slimeball wheels, and multiple videos adorn the walls of the shop, teenage skaters hang out, asking to bend and stand on decks and spin wheels, all the while watching and listening to newly released videos. Just as guitars and synthesizers reflect the users aesthetic outlook, the look and sound of skateboards signal to a skater’s audience (often other skaters in the park) what kind of skater he or she is.
Tara Rodgers’ insightful article on wood paneling on synthesizers for Sounding Out! has its analogue in the spiritual aura of the object in skateboarding. Bound up in this aura are genre-shaping histories that have taken the sport in innumerable directions. Whether it is the catwalk ethos of Vision Street Wear, Danny Way’s connection with Monster and Red Bull energy drinks, or enjoi’s self-referential marketing, the graphics that wrap around skate gear carry with them weighty connections to the sport’s most original moments. These moments are, of course, defined by marketing campaigns, hosted in influential magazines such as Thrasher and Transworld, and the zietgeist of the time. Intertwined with these branded materials is the sonic quality of the instrument. The sound of the instrument itself reflects the particular ethos of the skater who selected it. In the clip below, an employee working at Focus Boardshop in Lake Forest, California talks about the particular way his board’s sound reflects the idiosyncratic nature of its components. Notice how he skater speaks about the sound of his bearings as a direct link to his style, connecting to Borden’s idea of the board as a lived component of the body.
During my visit to the community skatepark in Athens, Ohio I come across two skaters who have returned to the sport after a two-decade break. One skater sports a longboard with 70a wheels so soft you can’t hear him skate through the concrete pool. Immediately after interacting with the longboarder, another skater finishes a session in the pool at the Athens skatepark with a long slide. I ask him about the role of his wheels and what he calls “the best sound in the world”:
Skaters related the histories of their boards to me with a sense of fond nostalgia. These histories functioned, primarily, as a mode of individuation, through which those observed were seen refining their identities within the community through conversation. As more time is spent at each of the parks, I begin to notice communal flows of conversation between skaters and their engaged terrain as well. Competitive aspects to out-do each other, synchronized maneuvers, and vocal responses are percolate the soundscape. As listeners perform and performers listen, connections with well-formed cultural codes of improvisational music begin to emerge.
Jamming the Skatepark
Improvising musicians often use the context of the jam session as an opportunity work out new ideas and rehearse repertoire. Minton’s Playhouse in New York is one of the original sites for the jazz jam session. Here, “cutting contests” allowed players the opporunity to outplay each other with virtuosic displays of improvisational prowess. Musicians play to hear each other individually and as a unit, often pushing each other to extremes. The sound is composed, listened to, and then reacted to. Skateparks provide a similar atmosphere. A trick (like an ollie) is immersed in the sonic flows of the surrounding skaters. The skatepark is simultaneously encouraging and competitive, forgiving and relentless.
When I visited the Vans Skatepark on National Go Skateboarding Day park employees tempted skaters to display their best moves throughout the park with the promise of free swag. The environment remained friendly and encouraging as skaters rose to the challenge, welcoming the pressure.
The rituals of the skatepark are varied in their scope. When a skater lands a difficult trick, it is common to hear the tapping of board tails on the ground; applause. Vocal reactions to maneuvers (landed or failed) are also quite common.
What sets the sonic atmosphere of the skatepark apart from the sound of skating outside the park is the palpable lack of intruding sounds from the outside world. As communities continue to accept the skatepark as part of their permanent landscape, the once transgressive sound of the sport takes on a new meaning. The scrapes and slides that once signaled intrusion are now contained in a controlled space. While visiting these jam sessions, it became clear that the sounds of the skatepark remain a mostly male-dominated activity. While the instruments and terrain remain available to the wider public the sound of the skatepark reflects a relatively closed environment often shrouded in platitudes of youth culture. However, once a sense of acceptance and experimentation is cultivated, some other aspects of the skatepark are revealed. The skatepark is a place to play and explore the range of one’s repertoire. It is a place to engage with the limitations of the instrument and one’s own physical faculties. And, it is an environment that encourages friction, noise, and distortion. The skatepark is a communal amplifier, obscuring and reflecting sound as the players immerse themselves in the ultimate sounding board.
While immersing myself in the sounds of the skatepark for this project, the idea came up to reimagine the sounds of the skatepark as a musical composition. I asked musicians Michael Deakers, Casey Foubert, Junior High, and Ryan Richter to make a piece that used any portion of the recordings of the four skateparks I visited. Their work reflects a deep connection to the rehearsed and improvisational aspects of music-making and skateboarding. The sounds of these pieces emerged from hours of practice and spontaneous decisions allowing for a particularly effervescent creative outcome. To hear these, check out out my Soundcloud here.
Featured Image, “Grinding” courtesy of Luke Hayfield Photography
Josh Ottum holds an MFA in Integrated Composition Improvisation and Technology from UC Irvine and is currently a PhD student at Ohio University in the School of Interdisciplinary Arts. His research interests include sound, energy extraction, Van Dyke Parks, Southern California, library music, and synthesizers. As a singer-songwriter, composer, and producer, Josh has released multiple records on various labels, completed numerous international tours, and composed music that has appeared on MTV, AMC’s Mad Men, and NPR.
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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.
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.