[Warning: Spoilers Ahead for Folks Not Caught Up with Season 7, Episode 5!]
In one of the more memorable – and squirm-inducing – scenes of this season of AMC’s Mad Men, brilliant but eccentric copywriter Michael Ginsberg (Ben Feldman) presents his colleague, agency copy chief Peggy Olsen (Elisabeth Moss) with his own severed nipple, placed carefully in a gift box. Ginsberg explains to the understandably horrified Peggy that the gift is both a token of his affection and a means of relieving pressure caused by the arrival of Sterling, Cooper & Partners’ (SC&P) newest acquisition: a humming, room-sized IBM System/360 mainframe computer. Explaining his enmity for the machine and his increasingly erratic behavior, Ginsberg tells Peggy that the “waves of data” emanating from the computer were filling him up, and that the only solution was to “remove the pressure” by slicing off his “valve.”
The arrival of the IBM 360 in the idealized 1960s office space inhabited by Mad Men is obviously an unsettling presence – and not only for Ginsberg. Since its debut in Episode 4, commentators (e.g. WaPo’s Andrea Peterson, Slate’s Seth Stevenson) have meditated on the heavy-handed symbolism surrounding the machine – both in terms of its historical significance and its implications for plot and character development. Typically cued through noise (or lack thereof), it is worth reflecting upon the role of sound in establishing the computer as a source of disruption. Between the pounding and screeching of installation and the drone of the completed machine’s air conditioner and tape reels, the sonic motifs accompanying the computer underline tensions between (and roiling within) SC&P staffers grappling with the incipient digital age. Likewise, the infernal racket produced by the installation and operation of the IBM 360 adds an important dimension to the tensions resulting from its presence, which can be read as allegories for the complexities and contradictions of our relationship with technology.
The tone of the conflict is set even before we meet the IBM 360 toward the end of Episode 4: The Monolith – a reference to Kubrick’s 1968 classic 2001: A Space Odyssey (Slate’s Forrest Wickman ably discusses the references). Like the unnerving silence used with such great effect in that film, the absence of sound frames our first encounter with the computer – or at least its promise. Early in the episode, Don Draper (Jon Hamm), newly rehabilitated from his forced exile from the agency, arrives one morning at SC&P to find the office deserted. The ghostly sequence is clearly meant to symbolize Draper’s detachment from the firm. But as the episode progresses and tensions mount over the possibility that the IBM 360 will render jobs obsolete, the desolate office suggests a more ominous meaning – a once lively space muted by cold, impersonal automation.
In following scenes, successive stages of mainframe installation are marked by convergences of conflict and cacophony. First, there is the din of the creative team as they evacuate their beloved lounge – now earmarked as computer space – and during which a distraught Ginsberg projects his indignation onto art director Stan Rizzo, who appears more accepting. “They’re trying to erase us!” Ginsberg exclaims bitterly. Later, Draper lounges on his office couch as a clop clopping of hammers outside signifies tangible change. As if this weren’t enough of a distraction, two men in the corridor begin to chat loudly over the noise. Going out to investigate, Draper strikes up a conversation with one of the men, Lloyd Hawley, installation supervisor and founder of a small technology company competing with IBM. “Who’s winning?” Draper asks innocently, “who’s replacing more people?” Clearly irritated by Draper’s tone, Harry Crane – SC&P media director and the computer’s lead cheerleader – offers Draper a condescending apology for the loss of his “lunchroom,” assures him the change was “not symbolic.” “No, it’s quite literal,” Draper retorts. Unabated, the pounding and screeching of construction work emphasizes his point.
For the remainder of the episode, the raucous noise of construction acts as a leitmotif underscoring tensions between characters – between Peggy and Lou Avery (Draper’s priggish replacement at creative director), and between Draper and the interloper Lloyd. Finally, the end of construction is punctuated by a return to silence, as Peggy arrives one morning to see workers glide mainframe components noiselessly into the office.
With this emphasis on technology as a source of symbolic, physical, and sonic disruption, Matthew Weiner and the creators of Mad Men draw upon a rich literary tradition. A relevant example contemporaneous with the show’s “present,” is literary critic Leo Marx’s 1964 text The Machine in the Garden, which examines the complicated relationships between a “pastoral ideal” and technological progress within American literature and popular imagination. Marx’s analysis reveals that sound is often used to convey the disruptive presence of technology within the bucolic landscape of the American continent. In Hawthorne’s Sleepy Hollow for example, it is the interrupting shriek of a locomotive whistle that breaks the author’s harmonious reverie: “Now tension replaces repose: the noise arouses a sense of dislocation, conflict, and anxiety” (15). In the decidedly un-pastoral modern office space, the noise of the computer installation nevertheless signifies a momentous social change and irrevocable loss. Picking out these tensions has always been one of the show’s strengths – whether it is the computer, Draper’s double identity, or the quiet endurance of women to the misogyny of midcentury work and domestic life.
Change, however, has significant consequences for Ginsberg, the young copywriter and Holocaust survivor who, as CBS’s Jessica Firger observes, has been deteriorating psychologically for some time. The proximity of the IBM 360, and the incessant drone of its mind-controlling waves eventually puts him over the edge. As Draper and Peggy enter the office early in Episode 5, Ginsberg glowers into the room housing the IBM 360. “Stop humming, you’re not happy!” he explodes. As Peggy attempts to soothe her colleague, our perspective shifts to look out at them from inside the glass-encased computer room. From here, the mainframe’s ambient noise muffles Peggy’s words, suggesting isolation between human and non-human. This play of speech and silence reoccurs later in the episode as Ginsberg, working alone on a Saturday with tissues wedged in his ears, spies Lou Avery and SC&P partner Jim Cutler inside the computer room, their voices made inaudible by the droning computer in a delicious homage to 2001 (see Vulture’s amusing gif). But the noise is clearly affecting Ginsberg. “It’s that hum at the office! It’s getting to me!” he tells Peggy later that evening. He even claims the computer has affected his sexuality.
Ginsberg’s noise complaints would have resonated in 1969 New York. In November of that year, the New York Times ran a feature on the city’s nerve-shattering noise pollution, calling it a “slow agent of death.” In addition to the myriad construction projects, subways, car horns, jet planes, and standing machinery populating the city soundscape, office workers found scant respite indoors where phones, air conditioners, “computers and typewriters and tabulators” whirred, whined, and clacked throughout the day. The article went on to report that scientists studying the impact of prolonged noise exposure on the human body had concluded a variety of ill effects on the heart and nervous system. Though no connection was made between computers and sexuality (as Ginsberg claimed), the article reported that laboratory rats under prolonged noise exposure had indeed “turned homosexual,” an opinion that underlined deterministic associations between sexuality, psychological disorder, and external stimuli.
As SO! editor Jennifer Stoever-Ackerman has argued, noise in midcentury New York also signified a sonic-racial politics, in which the mainstream “listening ear” recoiled at the “noise” created by Black and Puerto Rican others. In terms of Mad Men’s computer however, it is technology, economic anxiety, and mental illness, rather than ethnicity that frames sonic disruption. The basis of these tensions are similar however, and various interactions with SC&P’s IBM 360 demonstrate, as Stoever-Ackerman writes in SO!, “the ways in which Americans have been disciplined to consider some sounds as natural, normal, and desirable, while deeming alternate ways of listening and sounding as aberrant [and] dangerous.” Though similar, the conflict with technology on Mad Men does not suggest a clear us/them, or us/”it” binary. The banging of construction may be at first antagonistic, but it’s finite – eventually the computer is normalized within the SC&P office space to the extent that Peggy chides Ginsberg’s exasperation in Episode 5 by insisting “it’s just a computer!” Ginsberg’s reaction is more complex however, implicating a contradictory relationship with technology: once fully installed, has the droning computer become “natural, normal, and desirable” despite previous ambivalence? Is the keen awareness and anxiety towards technology symbolized through Ginsberg (albeit in a extreme form) suggested as the “aberrant” listening practice, or could it be Peggy’s apparent acceptance?
Like most cultural texts set in the past, it is possible to read Mad Men allegorically, as suggesting a certain ordering of meaning and values. From the perspective of those who have long since domesticated computers, the controversies and tropes activated by SC&P’s IBM 360 might strike us as familiar, even quaint. As the sociologist Bruno Latour has argued however, we would be wise to consider how technology exerts a kind of social agency that structures and impacts our daily lives. As historical symbolism, the sounds and noises of the IBM 360 on Mad Men should remind us that technological progress is not teleological, but a struggle over meaning in which anxieties (about jobs, mind-control, surveillance, subjectivity, etc.) may be variously accommodated, suppressed, or dismissed as irrational.
Featured image: An IBM 360 Mainframe. Borrowed from Wikimedia Commons CC 2.0
Andrew J. Salvati is a Media Studies Ph.D. candidate at Rutgers University. His interests include the history of television and media technologies, theory and philosophy of history, and representations of history in media contexts. Additional interests include play, authenticity, the sublime, and the absurd. Andrew has co-authored a book chapter with colleague Jonathan Bullinger titled “Selective Authenticity and the Playable Past” in the recent edited volume Playing With the Past (2013), and has written a recent blog post for Play the Past titled “The Play of History.”
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Speaking “Mexican” and the use of “Mock Spanish” in Children’s Books (or Do Not Read Skippyjon Jones)
Cinco de Mayo. ‘Tis the season when many Americans don sombreros, order their frozen margaritas, and, God help us, speak “Spanish.” We are well used to hyper Anglicized renditions of “amigo,” “adios,” and happy hour specials brought on by the commercialization of Cinco de Mayo. The holiday celebrates a significant event in Mexico’s history – the battle of Puebla and victory over France in 1862 – through narrowing ideas about language, culture, and tequila. That said, let’s not just blame Cinco de Mayo for the disconcerting use of Spanish. Unfortunately, the incessant use of phrases such as “ay caramba” and “no problemo” are heard much, much earlier in contemporary children’s books.
The New York Times recently published the startling figure that just 93 of the 3,200 children’s books published in 2013 were about African American children. Within these few 93 texts, African American children all-too-often read about themselves within the past tense, in reference to slavery and civil rights legacies. Children of color are left to identify with the adventures and imaginative stories of white characters amid white settings. Aptly characterized as an, “apartheid of children’s literature,” two moving first-person accounts from Walter Dean Myers and Christopher Myers detail the significance of incorporating more characters of color for all readers. One major effect of this dearth of representation, according to Christopher Myers,
…is a gap in the much-written-about sense of self-love that comes from recognizing oneself in a text, from the understanding that your life and lives of people like you are worthy of being told, thought about, discussed and even celebrated.
Just as significant, is the number of children’s books about Latino children from the 2013’s trove of 3,200 books: 53. That’s 5-3. As a reminder, the United States Census tallied 53 million Latinos in the United States, representing the nation’s youngest demographic (children!).
However, perhaps worse than the actual lack is the rise of stereotypic in-your-face representations of race within children’s books – award-winning ones, actually – and their role in teaching children troubling ideas about race, language, and “difference.”
My name is Skippito Friskito. (clap-clap)
I fear not a single bandito. (clap-clap)
My manners are mellow,
I’m sweet like the Jell-O,
I get the job done, yes indeed-o.
Case in point: Skippyjon Jones, a Siamese cat that pretends to be a Chihuahua superhero. Skippyjon speaks English, but his super hero alter ego speaks in Mock Spanish in his recurring and imaginative quests. Speaking “Spanish” in hyperanglized fashion recasts Skippyjon from an English-speaking (white) cat to a Spanish-accented (brown) dog. His auditory performance of Mexicanness, what Reina Prado considers “sonic brownface,” reeks of white privilege as he code-switches from cat/white/English to dog/brown/”Spanish.” What’s worse, as a children’s book, directed at those between the impressionable ages of 4-8, Skippyjon encourages both adult readers and young readers to read out loud and perform sonic brownface. Listening to the book’s trite word choice (amigos, adios, frijoles), fake Spanish (indeed-o, mask-ito) and embellished accents (“ees” for is) trains the ear on how to speak “Mexican,” presumably, of course, for the listening amusement of non-Mexicans.
“I am El Skippito, the great sword fighter,” said Skippyjon Jones.
Apparently, these tried and true tactics sell quite well. This award-winning children’s book character, by Judy Schachner, has spawned into a lucrative empire that includes fourteen books, a coordinating plush toy figure, online webisodes of the books’ stories, CDs of Schachner reading out loud, the obligatory Ipad app, a starring role in the department store Kohl’s “We Care” charity campaign in 2012, and get this, a children’s musical. Of course, Skippyjon is not really recognized as a book series about Latinos (like fellow television darlings, Dora the Explorer, Handy Manny, or Dragon Tales) yet it taps into every flinching stereotype we know of, and should avoid, about Mexicans. Equating Mexicans and Mexican tales to the canine of a Chihuahua is hardly new but it does not make it less problematic.
For instance, in the inaugural self-titled Skippyjon Jones book, the cat’s adventures take place “far, far away in old Mexico.” Much like the perpetual placement of African Americans in the past tense within children’s books, situating Mexico in the imaginative past reinforces perceptions of all-things-Mexican as distant, foreign, and old. Skippyjon and his chimichangos – his sidekicks (good guys) –set out to save their rice and beans from Alfredo Buzzito and Bumblebeeto Bandito (bad guys). Zorro-esque masks, swords, fiestas followed by siestas, fellow Chihuahuas, piñatas, plenty of cacti, and lots of clap-clap cues frame the rice-and-bean rescue. His adventures, book after book, via a Skippito brown identity sends a disquieting message about power and privilege. Skippito, even when masked, still plays the role of Great White Hero to the masses of “Mexican” dogs.
Then all of the Chimichangos went crazy loco.
Several of Schachner’s Skippyjon books have received notable accolades including, for instance, the 2004 E.B. White Read Aloud Award and a spot on the coveted “Teachers’ Top 100 Books for Children” by the National Education Association in 2007. The former comes with an adorning gold seal on future editions of honored books. A sampling of the series’ laudatory press, from the E.B White Read Aloud press release, “Peppered with Spanish expressions and full of energized fun, SkippyJon Jones is not only entertaining for the listener, it’s also enjoyable for the reader.” And from the author’s webpage: “Each of my adventures are ay caramba, mucho fun but they’re educational too!” The insinuation that the Skippyjon Empire teaches Spanish not only ignores the richness of Spanish but it also feeds popular ideals that Spanish is an “easy” and “fun” language to learn.
Schachner’s recurrent use of “Spanish,” in particular, not only structures the silly narrative adventures of Skippyjon as he imagines himself to be Skippito but the racialized language play has also become the hallmark element of Skippyjon. Written and read out loud by parents and teachers, some of Skippyjon’s signature phrases include “Holy Guacamole!” and “Holy Frijoles!” – textbook examples of Jane Hill’s renowned writings on Mock Spanish (or fake, incoherent Spanish uttered and deemed “funny” by non-native Spanish speakers). Because we already hold native Spanish-speakers (U.S. Latinos) with such little regard in the first place, Mock Spanish done for laughs, as argued by Hill, comes quite easily. Carmen Martínez-Roldán takes the Skippyjon Jones series to task in necessary detail; see her analysis of Mock Spanish in the equally troubling, Skippyjon Jones in the Doghouse. Her emphasis on the cultural representations of Mexicans vis-a-vis language in children’s books supports my tirade against this cat/dog. Martínez-Roldán found that several teachers, particularly those from the Southwest, expressed a sense of inexplicable uneasiness to these books. Amazon ratings are (painfully) positive for Skippyjon, yet, according to Martínez-Roldán, those who expressed low ratings were “accompanied by lengthy explanations, mostly related to misrepresentations of Mexicans and the poor use of Spanish.” Her research calls for more diversity within children’s literature but, central to this essay, reminds us that U.S. Latinos hold both a personal and political relationship to Spanish.
Anthropologist Bonnie Urciuoli explains how Spanish, when overheard in designated public spaces (think: Cinco de Mayo or Mexican restaurants) is safely “ethnified,” yet Spanish is regarded as out of place or “racialized” when heard as bilingual announcements at local grocery stores or school sites. When heard by monolingual English speakers outside of its designated spaces in the U.S., Spanish carries “racialized” connotations such as “impoliteness” and “danger.” The insistence many American employers place on speaking English and prohibiting non-English language conversations at workplaces, for instance, speaks to the public boundaries imposed on Spanish and Spanish-speakers. (Yes, Whole Foods. I am looking at you.)
Jane Hill’s provocative argument, built from Uricuolli’s writings, examines Whites’ use of Spanish (Mock Spanish). Unlike Latinos, who learn early on to self-monitor where and how they speak English and Spanish, non-native speakers of Spanish do not carry this same burden, according to Hill. In fact, they have the privilege of speaking grammatically incorrect Spanish, in hyper Anglicized Spanish, or mockingly (by adding a stupid “o” or prefacing a phrasing with “el”) without surveillance.
Then, using his very best Spanish accent, he said, “My ears are too beeg for my head.
My head ees too beeg for my body. I am not a Siamese cat… I AM A CHIHUAHUA!”
In addition to overplayed colloquial expressions, Schachner demarcates a racial line with “visual accents” (“beeg” for big) (see Jennifer Stoever-Ackerman, Priscilla Peña Ovalle and Sara V. Hinojos). In line with Uricuolli’s ideas, even Skippito’s English is accented and marked while in “Mexican” character. Readers stammer through “ees” and “beeg” in an effort, as prepped, to use their “very best Spanish accent.” The practice teaches children that accents are performative and easy to take on and off rather than hear accents as indicative of someone’s larger family histories of migration and culture.
For children unfamiliar with Mexicans and Latinos, these books cast Spanish with archaic imageries of Mexican bandits and modern-day Frito Banditos. Spanish is not used as a language to communicate given its incoherence. Instead, Schachner uses Spanish to laugh at Skippito and by extension, Mexicans and Latinos in the U.S.; its runaway success is indicative of how “funny” Spanish and Mexicans continue to be to White and/or monolingual English speakers.
For Latinos, these books plant early attitudes about their own language differences. For children positioned as the family translator or struggling to maintain a bilingual, bicultural existence, these books teach children to shun their accent and those of their families. These books are clearly not for my two kids, whose young ears are already familiar with their grandmother’s Spanish-accented English and their own mother’s English-accented Spanish.
“Vamos, Skippito- or it is you the Bandito will eato!”
Reading children’s books out loud and listening to race through scripted accents sends troubling messages about “difference” at an early age. Educators have long argued that children’s books serve as both mirrors and maps to affirm and inspire readers’ identities, experiences, and future motivations. True. But I would also argue that the woeful absence of more diverse children’s tales mirrors a number of campaigns directed at working-class, communities of color; namely, our nation’s shaky commitment to universal preschool, lack of public support for Women Infant and Children (WIC) and Food Stamp programs, and outdated approaches to parental leaves (six measly weeks). In particular, Skippyjon Jones is a kid’s rendition of grownup racial and language politics, a pint-size version of NAFTA and English-only propositions presented for five-year old audiences. These policies, like the woeful crop of contemporary books, do little to provide a map for the livelihoods of children of color. Instead, Skippyjon’s use of language, a reincarnation of Speedy Gonzalez normalizes English, white characters (even in brown drag), and helps keep Cinco de Mayo antics alive.
NOTE: On 5-8-14, the author added a passage to this article to reflect the relationship of her work to Carmen M. Martínez-Roldán’s “The Representation of Latinos and the Use of Spanish: A Critical Content Analysis of Skippyjon Jones” published in The Journal of Children’s Literature (2013).
Featured Image by Flickr user The Long Beach Public Library, CC BY-NC-ND 2.0
Dolores Inés Casillas is an assistant professor in the Department of Chicana and Chicano Studies and a faculty affiliate of Film & Media Studies at the University of California, Santa Barbara. She writes and teaches courses on Latina/o sound practices, popular culture, and the politics of language. Her book, Sounds of Belonging: U.S. Spanish-language Radio and Public Advocacy will be published this fall by New York University Press as part of their Critical Cultural Communication series.
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