By the age of six, I could circumscribe my world in song. I was not particularly precocious — my world was just small. Ultimately, it would be fractured by its own rebellious genesis.
Two genres of folk music marked out the poles of my preciously tiny planet. Heaven’s jubilee rang in one ear: a cappella gospel, sturdily founded upon the biblical injunction to make melody in the heart. In the other ear, however, was the music of the devil himself: alcohol-drenched, two-stepping, hell-raising honky-tonk, enticing one to sin not just in the heart, but with the entire body. Together, they formed an eternally reciprocal refrain: Saturday night sin prompted Sunday morning renewal. There was little room for anything else, particularly dissent.
Sunday morning resounded with four-part harmony based on a shape-note system of musical notation, widely referred to as Sacred Harp. We sang again at our Sunday evening and mid-week services. Throughout the year, we also hosted regional “singings,” bringing together folks from other congregations, swelling our own sound by double. It was an easy form of music to learn by design, with its origins in early 19th-century America. Its strongest base was in the American South, and I inherited at least two generations’ worth of experience. It set the tone for my interactions with the world for the first three decades of my life.
Musicologists have documented and analyzed Sacred Harp thoroughly, with Alan Lomax having had a particular fascination for it. He considered it as not only an extension of four-square Anglo forms but also as the crossroads where the Reformation met the Democratic Experiment. In Lomax’s view—expressed in a 1982 interview at the Sacred Harp Convention at Holly Spring, Georgia—European migration to colonize America broke the established authority of the church, leaving every person to forge a singular relationship with God. This supposition harmonizes perfectly with the views of the congregational church I attended. We had no hierarchy, no choir, no piano. Every man, woman, and child added their voice, as best they knew how, to raise an egalitarian song of praise. Songs such as “This World is Not My Home,” “The Glory Land Way,” and “Blessed Assurance” exemplify the form: simple rhyme schemes; closely-yoked shifts in harmony and rhythm; and southern gospel’s initial shunning of poly-rhythms or syncopation.
For me, Sacred Harp music created an immersive and experiential soundscape; emotionally and spiritually motivating, it was the sound of temporal and eternal life. Like our singing style, our church service presented a model for our lives outside the sanctuary. “Trust and Obey” was a frequently sung hymn—and it summed up our approach to life in all matters. Obedience was expected, deviation discouraged.
Worlds away from my sheltered existence, leaders of the Civil Rights Movement embraced a cappella singing as a powerful means to encourage, motivate, and activate. In the 2009 documentary Soundtrack for a Revolution, U.S. Representative and civil rights icon John Lewis said, “It was the music that created a sense of solidarity.” His a cappella community was connected to the church and the streets, challenging the status quo, and seeking greater brotherhood. Mine was by the book, increasingly authoritarian, very narrow in scope and population.
To us, the New Testament authorized one and only one instrument for offering songs to God: the unaccompanied human voice. The root of this belief was a concise motto coined in the early 1800s by Alexander Campbell, a leader in the Second Great Awakening: “Where the Scriptures speak, we speak; where the Scriptures are silent, we are silent.” Applying this principle, then, the apostle Paul, in his epistles to the Ephesians and the Colossians, encouraged Christians to sing. But nowhere did he or another New Testament writer suggest using an instrument. This silence equals prohibition. It sets its own reality, ignoring abundant biblical evidence to the contrary: the Old Testament presents many examples of instruments used in worship, as does the New Testament’s Book of Revelations.
Our a cappella song service was, therefore, more than a sound—it was a belief system, a worldview in which other sounds or ideas were alien. We applied Campbell’s principle across-the-board, backing ourselves into corners: slaves were to obey their masters; wives were to submit to their husbands; children were to be fully subject to their parents. Questioning authority, let alone defying it, was strongly condemned by Paul in his letter to Christians in Rome: “Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God. Whosoever therefore resisteth the power, resisteth the ordinance of God: and they that resist shall receive to themselves damnation.”
Alternately, classic honky-tonk’s twangy resistance seemed to defy the innovations and complexity of modern life. As I was growing up, the sinful songs of Ray Price, Lefty Frizzell, Webb Pierce, and George Jones flowed like wine from my family’s record collection and radio settings. Songs of murder, drunkenness, alienation, revenge, adultery, and the workingman’s blues are staples of the honky-tonk catalog. Its celebrated ethic of “three chords and the truth” favored a rural do-it-yourself ethic. My church’s music was both challenged and validated by this unlikely and unruly roommate; honky-tonk was a matched bookend for Sacred Harp.
For in the background of many of those honky-tonk sounds, whether they were about larceny, war, or revenge on the boss, I heard the same harmony that filled my church. In the 1950s or so, southern gospel groups such as the Jordanaires, Blackwood Brothers, and the Statler Brothers, began backing country music artists including Johnny Cash, George Jones, Tammy Wynette, and Gary Stewart. Their sonic presence lent an almost holy sanction to the commission of sin, as if Jesus and Satan met after-hours to share a drink and balance the books.
This sonic emulsification of sin and salvation formed my youthful identity and bracketed a very small existence. My world consisted of very gendered personal struggles: man vs. temptation; man vs. alcohol; man vs. boss; woman vs. womanizer. The solution provided for these struggles was always the same: the efficacious grace of God. All failings and victories were personal, not structural or systemic. The fight against personal sin was the only fight.
Southern gospel music and honky-tonk have enjoyed an institutional relationship since the founding of the Grand Ole Opry in 1920s, sanctioning the blending of reprobation and redemption. Though initially politically ambivalent, the Opry listed towards social conservatism during the 1960s—Johnny Cash’s nascent social awareness notwithstanding. In 1970, however, the Opry and the industry it represented found itself an unlikely accessory to Richard Nixon’s “southern strategy.” He declared October 1970 to be Country Music Month, and a few years later blessed the Grand Ole Opry with its first presidential visit.
Politically conservative messages had entered country airwaves during the late 1960s, epitomized, if not pioneered, by Bakersfield stalwart Merle Haggard. His “Okie From Muskogee” ridiculed hippies, dope smokers, draft dodgers, long-hairs, flag burners, and college activists, all within a 3-minute single format. Though ostensibly written as a joke, it struck a chord among conservative, Christian, country music fans. Sensing a market, Haggard followed up with the flag-waving “Fightin’ Side of Me,” wherein he further shames pacifists.
These songs contained the truth as I believed it in grammar school: protestors, adulterers, and dope smokers were all in defiance of God. Haggard’s refrain in “Fightin’ Side”—“if you don’t love it, leave it”—made sense to me, and was safely non-challenging. Conveniently, the religious body of which I was a member had, a generation prior to me, actively opposed pacifism.
A world composed only of personal demons, however, leaves little room for social issues. Being so long accustomed to seeing the sin in man left me unable to recognize the sin in the system. Sam Cooke’s great risk in recording “A Change is Gonna Come,” for example, was lost on me, even though we both shared a battle between religious and secular personas.
I never heard his call to address greater systemic problems such as racism, audibly or socially. Even as I entered my 20s, my white patriarchal religious sonic defense system kept the freedom struggles of people of color at bay. Even if dissenting sounds managed to sneak through–Marvin Gaye’s struggles in “Inner City Blues” for example—I quickly dismissed them as exaggeration or the natural outcome of personal sin. I could not process a sound which conflicted with my God-given world view. I saw only men and women avoiding their duty and surrendering to temptation.
My mother frequently said that the lives portrayed in honky-tonk songs were not her life. But in another sense, those desperate lives, and the more hopeful ones portrayed in gospel music, were our lives collectively. We were part of a greater social identity: Southern, white, Fundamentalist, change-averse, full of latent conflicts. Those sounds, rich with heritage and lived-in context, formed us. In other words, our vernacular limited our hearing. Our world was formed within a fixed sonic boundary, and we ignored, resisted and sometimes even combatted discordant sounds.
Within this soundscape, I had never heard of any march from Selma to Montgomery, not from church, family, the radio, or, sadly, even school. The larger movement of which it was a part—perhaps the biggest social movement of the 20th century—was inaudible and therefore irrelevant to me. When I did begin to hear of protests against white racial violence, I could only condemn anyone who defied authority. I did not know what to say about authority which abused the people. Raised to function in a law-and-order world, I could only repeat the Apostle Paul’s instruction that we all must obey authority or incur the wrath of God.
But thankfully, sound travels in subversive ways, such as through the transmitters of listener-supported community radio.
I found Dallas’ KNON completely by chance. Commuting to work through the city’s legendary rush hour, I’d get fidgety. While searching the dial, I heard a familiar song in an unfamiliar arrangement. I don’t recall the song now, but do remember its force: a honky-tonk classic played through a stack of Marshall amps, turned up to the proverbial ’11.’ Perhaps it was Leon Payne’s Lost Highway as rendered by Jason and the Scorchers—anarchistic, upending, challenging, it still carried enough familiarity to keep me listening. I stayed tuned in for the next song, then another. When the DJ, Nancy “Shaggy” Moore, signed off her show, I gave a listen to the next show—at least until they said something a bit too dissonant.
But the next day, I tuned in to Shaggy again. And I listened a bit longer when the next show came on. And even longer the day after that. Dallas at that time was wracked by racial strife, some of it focused on the politicized deaths of two police officers, one white and one black, in separate incidents. I had tuned out the duplicity, but KNON gave me reason to reconsider. City council member Diane Ragsdale, an African-American woman representing one of the city’s most trod-upon districts, refused to let the issue go. KNON provided the venue for her to express her outrage unmitigated, and to explain the inconsistencies in a way that an entitled white male suburbanite, such as I, could understand.
Tim Rice suggests that we are not free agents in the creation of our identities—but given the right stimuli, we will resist, to the point of rebellion, the personhood prepared for us. The latent heretical ethics of Sacred Harp and Honky-tonk finally responded to the sonic stimuli flowing through the breach, triggering an insatiable devil’s advocacy: “Prove yourself to me,” I said to everything I had once believed, religious faith included. St. John wrote in his First Epistle: “Beloved, believe not every spirit, but try the spirits whether they are of God.” This was to be the last biblical directive I would follow.
My radical shift in musical listening also greatly impacted my political, and cultural beliefs and listening practices, something which continued throughout my life. For example, I ended my professional career as well, having understood the devastating effects that high tech industries have on the environment and workforce. I traded a six-figure salary for minimum wage in foodservice. Not once have I looked back.
Kitchen work comes with immersive sound: machines hum and sometimes roar; the radio blasts through the static; humans must shout to be heard. Working throughout the western US, in a variety of independent restaurants, I learned to understand and speak Spanish. I participated in defying a language ban placed on my colleagues by an overbearing owner: I noted that she forbade speaking in Spanish, but not singing in Spanish. So sing we did, about needing a potato peeler, taking out the trash, and what we were going to do over the weekend.
As I worked my way up the ranks and crossed the country from California to Manhattan, I listened to the stories told me by immigrants from Mexico, Guatemala, Dominica, Morocco, South Africa. They shared their music with me, via radio, iPod, cassette, or any object we could plug into an overcooked boom box. Every song and conversation has pulled me into greater participation in their lives and the systemic issues faced by most of the world around me.
Dismantling one’s identity, regardless of how deliberately it is done, happens amidst lots of noise: illusions shatter, idols crash to the ground, walls tumble into rubble. Dissent comes in myriad expressions, and for me, it has come via my own three-chords-and-the-truth and through a multimedia socially-progressive dining event which I call Peace Meal Supper Club. Its very raison d’etre is to illuminate dissonance on issues such as the right to sanctuary, our diminishing seed supply, the plight of the rural poor, and other devastating threads of intersectionality. Music is a critical component of each event, as Otis Taylor, Lila Downs, and Caetano Veloso share playlist space with Manecas Costa and Majida El Roumi Baradhy. Old favorites like “Sixteen Tons” get their say, as well—for behind that song’s well-earned swagger is a system of devastating intersectional oppression that demands our action.
Featured Image: Image of a Stained Glass Crosley Cathedral, Image by Tubular Bob
Kevin Archer is a multi-media artist who left corporate security for a DIY life as a farmer, activist, educator, and chef. He’s planted gardens coast-to-coast, and washed his own sauté pans from Denver to Mendocino, Santa Fe to NYC, and random locations in between. Kevin’s current project is Peace Meal Supper Club, a series of immersive dining events which explore ecojustice, human rights, the capitalistic conquest of the seed and soil, and the power of progressive movements. He has written for Civil Eats, No Depression, Secular Web, and the Museum of Animals & Society. He has spoken on the intersection of food and social issues at numerous conferences within the Eastern US.
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What is a Voice? – Alexis Deighton MacIntyre
The Listening Body in Death – Denise Gill
“I Am Thinking Of Your Voice”: Gender, Audio Compression, and a Sonic Cyberfeminist Theory of Oppression
I developed the text I recite in this post as the theoretical framework for an article I’m working on about audio compression. As I was working on the article, I wondered about the role of gender and race in the research on audio compression. Specifically, I was reminded of the central role Suzanne Vega’s “Tom’s Diner” played into research that led to the mp3. Karl-Heinz Brandenburg used the song to test the compression method he was developing for mp3s because it sounded “warm.” Sure, the track is very intimate and Vega’s voice is soft and vulnerable. But to what extent is its “warmth” the effect of a man’s perception of Vega addressing him as either/both an intimate partner or caregiver? Is its so-called warmth dependent upon the extent to which Vega’s voice performs idealized white hetero femininity, a role from which patriarchy definitely expects warmth (intimacy, care work) but can’t be bothered to hear anything beyond or other than that from (white) women?
In other words, I’m wondering about what ways our compression practices are shaped by white supremacist, patriarchal listening ears. Before anyone even runs an audio signal through a compressor, how do patriarchal gender systems already themselves act as a kind of epistemological and sensory compression that separates out essential from inessential signal, such that we let women’s warm, caring voices through while also demanding they discipline themselves into compressing their anger and rage away?
The literature does address the role of sexism and ableism in the shaping of audio technologies, but this critique is most commonly framed in conventionally liberal terms that understand oppression as a matter of researcher bias that excludes and censors minority voices. For example, the literature addresses the way “cultural differences like gender, age, race, class, nationality, and language” are overlooked by researchers (Jonathan Sterne), offers cursory nods to the biases and preferences of white cis men scientists (Ryan Maguire), or claims that “the principles of efficiency and universality central to the history of signal processing also worked to censure atypical voices and minor modes of communication” (Mara Mills). Though such analyses are absolutely necessary components of sonic cyberfeminist practice, they are not sufficient.
We also need to consider the ways frequencies get parsed into the structural positions that masculinity and femininity occupy in Western patriarchal gender systems. Patriarchy doesn’t just influence researchers, their preferences, their choices, and their judgments. How is the break between essential and inessential signal mapped onto the gendered break between what Beauvoir calls “Absolute” and “Other,” masculine and feminine? Patriarchy is not just a relation among people; it is also a relation among sounds. I don’t think this is inconsistent with the positions I cited earlier in this paragraph; rather, I am pursuing the concerns that motivate those positions a bit more emphatically. And this is perhaps because our objects of analysis are slightly different: I’m a political philosopher interested in political structures that shape epistemologies and ontologies—such as the patriarchal gender system organized by masculine absolute/feminine other—whereas most of the scholars I cited earlier have a more STS- and media-studies-approach that is interested in material culture.
As a way to address these questions, I made a short critical karaoke-style sound piece where I read a shortened version of the text below over the original version of “Tom’s Diner” from Vega’s album Solitude Standing (which, for what it’s worth, I first owned on cassette, not digitally). I recorded my voice reciting a condensed version of the framework I develop for a sonic cyberfeminist theory of oppression over a copy of the original, a cappella version of “Tom’s Diner.” If I were in philosopher mode, I would theorize the full implications of this aesthetic choice, but I’m offering this as a sound art piece, the material and sensory dimensions of which provide y’all the opportunity to think through those implications yourselves.
[Text from audio]
Perceptual coding and perceptual technics create breaks in the audio spectrum in the same way that neoliberalism and biopolitics create breaks in the spectrum of humanity. Perceptual coding refers to “those forms of audio coding that use a mathematical model of human hearing to actively remove sound in the audible part of the spectrum under the assumption that it will not be heard” (loc 547). Neoliberalism and biopolitics use a mathematical model of human life to actively remove people from eligibility for moral and political personhood on the assumption that they will not be missed. They each use the same basic set of techniques: a normalized model of hearing, the market, or life defines the parameters of what should be included and what should be disposed of, in order to maximize the accumulation of private property/personhood.
These parameters are not objective but grounded in what Jennifer Lynne Stoever calls a “listening ear”: “a socially constructed ideological system producing but also regulating cultural ideas about sound” (13). Perceptual coding uses white supremacist, capitalist presumptions about the limits of humanity to mark a break in what counts as sound and what counts as noise…such as presumptions about feminine voices like Suzanne Vega’s.
Perceptual coding subjects audio frequencies to the same techniques of government and management that neoliberalism and biopolitics subject people to. For this reason, it can serve as a specifically sonic cyberfeminist theory of oppression.
It shows us not just how oppression works under neoliberalism and biopolitics, but also its motivations and effects. The point is to increase the efficient accumulation of personhood as property by white supremacist capitalist patriarchal institutions. Privilege is the receipt of social investment and the ability to build on it by access to circulation. Oppression is the denial of this investment and access to circulation. For example, mass incarceration takes people of color out of circulation and subjects them to carceral logics…because this is the way such populations are most profitable for neoliberal and biopolitical white supremacist capitalist patriarchy.
Featured image: “Solo show: Order and Progress at Fabio Paris Art Gallery (Brescia, 15 January 2011)” by Flickr user Roͬͬ͠͠͡͠͠͠͠͠͠͠͠sͬͬ͠͠͠͠͠͠͠͠͠aͬͬ͠͠͠͠͠͠͠ Menkman, CC BY-NC 2.0
Robin James is Associate Professor of Philosophy at UNC Charlotte. She is author of two books: Resilience & Melancholy: pop music, feminism, and neoliberalism, published by Zer0 books last year, and The Conjectural Body: gender, race and the philosophy of music was published by Lexington Books in 2010. Her work on feminism, race, contemporary continental philosophy, pop music, and sound studies has appeared in The New Inquiry, Hypatia, differences, Contemporary Aesthetics, and the Journal of Popular Music Studies. She is also a digital sound artist and musician. She blogs at its-her-factory.com and is a regular contributor to Cyborgology.
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Tape Hiss, Compression, and the Stubborn Materiality of Sonic Diaspora–Christopher Chien
On Whiteness and Sound Studies–Gustavus Stadler
Here at Sounding Out! we like to celebrate World Listening Day (July 18) with a blog series that focuses on the importance of listening. This year, we bring your attention to the role of listening when it comes to the sounds of the K-12 classroom, and by extension, the school.
Any day in a K-12 school involves movement and sounds day in and day out: the shuffling of desks, the conversations among classmates, the fire drill alarm, the pencils on paper, the picking up of trays of food. However, in many conversations about schools, teaching, and learning, sound is absent.
This month’s series will have readers thinking about the sounds in classrooms in different ways. They will consider race, class, and gender, and how those aspects intersect how we listen to the classrooms of our past and our present. More importantly, the posts will all inspire assignments that educators at all stages can use in their classrooms. Our first post came from Shakira Holt, a playlist of her black girl students’ songs as philogynoir. Our second post was penned by Caroline Pinkston, and in it she questions common classroom management strategies for quieting a classroom instead of listening to students. Today’s post comes from the point of view of a student, teacher, and now researcher, who reflects upon how we listen to the sounds (and students!) in our classrooms.
Time’s up, pencils down, let’s take our notebooks outside to the playground and listen along with Cassie J. Brownell. –Liana Silva, Managing Editor
I have spent much of my life listening in schools. I essentially grew up in the public elementary school in Montana where my mother taught for over 40 years. The sounds of my childhood are those of feet squeaking on the tile floor of the hallways, the bounce of a kickball in the gym, and the slam of desks opening and closing throughout the day.
Across my elementary school years, I spent many early mornings attempting to write my name in cursive with a squeaky dry erase marker on the whiteboard in her classroom. Other mornings, I rapidly clicked the keyboard as I played Oregon Trail alongside two friends whose guardians also worked at the school. After school, I chased these same friends across the schoolyard, shot hoops with them in the gym, or discovered new worlds in the stacks of the library. The whipping Montana winds on the open playground later gave way to new sonic experiences, as I transitioned from elementary student to classroom teacher and, eventually, educational researcher.
When I later became a teacher at an elementary school in post-Katrina New Orleans, Louisiana, the chorus of sounds from my childhood reverberated around me. The delightful shrieks of children on the playground and the sounds of trays being stacked after lunch were familiar. So, too, was the daily stacking of chairs. The frequencies of childhood, both my own and that of my students, informed my entrée into teaching. The familiar rhythms of pencil sharpeners and stapled butcher paper were welcoming waves as I settled into not only my new role, but my new school community in the neighborhood of Algiers Point. Yet, with the opening bells of the school year at this New Orleans elementary school, I began to hear schooling in new registers.
On my first day of teaching, I was acutely attuned to the “noise” the second-grade children in my classroom made—sounds I had not been aware of as a student. I quickly tried to “correct” their behavior with promises of external rewards if they could only make better “choices,” including quieting themselves to listen to me. Yet, few of the classroom management “tricks” I had learned in my educational training seemed to work. After the last child walked away from the schoolyard, I crumbled in the classroom of my mentor teacher. Crying, I told her I was not cut out for such work. She laughed as she told me that to be a teacher I must (re)learn to listen to the sounds of my classroom.
In time, I learned to listen. The day-to-day sounds of teacher-directed schooling, or what I now know as the banking model of education, quickly gave way to my listening to children. I slowly learned the value of listening to the whispers of children as they read, the scuffle of their feet as they sought a different color crayon from a child at another table, and the wise words they shared with one another about how they used an alternative route to solve a given math problem. I listened to them too when they found my hand to hold during recess and the high-fives before they departed each day. Rather than hearing their sounds as unruly chatter, I opened my ears to the excitement and learning children were sharing with one another.
That semester Hurricane Gustav appeared in the Gulf Coast. The impending arrival of the storm coincided with the three-year anniversary of Hurricane Katrina. As the whole city of New Orleans was encouraged to evacuate, I felt the resonances from Katrina’s devastating impact in the stories and questions of my second-grade students. As Gustav approached, many of the children shared In the final days before we evacuated, we commemorated Katrina and shared hopes for protection during Gustav.
While I listened to their words, I also learned to listen to their bodies. I could hear their worries about the storm in their hugs, the intonation of their voices, and in their reactions to thunderstorms shaking our classroom windows. As a bodily experience, multimodal listening quite literally moves beyond just what our ears can hear to how sound moves across/through/with bodies, materials, and contexts. Through multimodal listening, listeners can develop their skills as both critical consumers and producers of sound. Listeners are thus better positioned to reflect on and identify how sound informs other sensations and feelings. Although I have only recently put words to what it means to engage in multimodal listening, my body was already experienced with it.
I returned to the city almost two weeks later, after the Gulf Coast suffered the one-two-punch of Hurricanes Gustav and Ike. Whispers of wind rustled art supplies by sneaking through fresh cracks in the windows. As my colleagues and I hurriedly re-vamped our classrooms, the traditional staccato sounds of schooling slowly echoed in my ears. In the quiet clean-up of the storm, new frequencies of the school soundscape could be heard. This soundscape was not new in and of itself, but rather it was the absence of the consistent beat that harmonized the everyday sounds to which I had become attuned. Without the slap of a jump rope on the ground or the cheers of children playing kickball to punctuate the silence, waves of emotion—despair, hope, and uncertainty—underlying the soundscape of schooling I thought I knew became apparent to me for the first time.
As an educational researcher in an urban, elementary classroom in the Midwest, I now find myself hearing other frequencies of schooling that remained unheard even in my early teaching. In my new role, my job is to engage in multimodal listening at all times as I participate in elementary classrooms. As a teacher in New Orleans, I was only just beginning to engage in the task of multimodal listening that Ceraso describes. Still today, I am often still attempting to hear and feel all the vibrations happening around me. Yet, as a researcher, I can attend more fully to the task of listening.
Unlike when I was teaching, I do not need to adhere to strict policies regarding the learning of a group of students, but I can instead take an exploratory approach to learning alongside children. Specifically, in collaboration with a culturally and linguistically diverse group of 3rd-grade children in Mr. Holiday’s classroom this past year, I started to earwitness the ambient soundscapes of children’s life spaces. Although I first began listening with the children at Community School J three years earlier, I entered in to Mr. Holiday’s class this year interested in considering the ways children were engaging with and drawing upon various cultural, linguistic, and modal experiences to communicate. I did so aware that, for many historically marginalized children, such communicative practices are often overlooked or unheard in standardized curricular materials.
Mr. Holiday challenged his students to think—and hear—beyond the standardized curriculum by considering how sound can be a tool to write with and through.
“You’re writing, but you can use words, pictures, you can sketch…anything you want to,” Mr. Holiday shared with his class of diverse 3rd graders one day. “Just remember to listen. When we come back inside, we will all share what we heard and then we will talk about how we could use this in our stories about our school.”
Outdoors, a low-flying plane could be heard. With little bodies quietly kicking them back-and-forth, swings creaked. On the playground, we listened to the whipping wind and felt the cool fall weather on our skin. From the slide, one child sounded out for his peers the word chilly, stretching the ls as long as he could. The mulch of the dry ground was kicked by one child as another, with her stomach on the seat of a swing, pushed the ground under her feet to glide back-and-forth.
Some children imagined the empty playground to be filled with the familiar sounds of their daily recesses. Others began to set strict boundaries for how they and their peers might begin to listen. In an attempt to control the bodies of her peers, one girl sent away her friend, suggesting that they could not hear together. Almost simultaneously, another child silently waved from the highest playground tower to the three boys from her class seated closely next to each other on a bench.
As Mr. Holiday called for all children to make a line outside his classroom door, a cacophony of cheers and groans lurched from the children as they sprinted from their observation sites.
“Look at how much I noticed!” one little boy shouted as he handed his notebook to me with a list of sounds. He included sounds heard in the moments we were outdoors like the airplane, but he also included imagined shrieks of children at play.
The sounds of elementary schooling have shown me that much of classroom teaching and learning needs to be grounded in listening. From the structured directions—like those presented by Mr. Holiday—to the daily screams of children racing across the school grounds. In other words, we must listen to children, to their experiences, and to their emotions in order to critically consider how schooling, as a space, informs and is informed by children’s bodies and sounds.
I sometimes wonder what frequencies and rhythms are unheard. With each passing observation in a school, I question whether Western schooled notions of listening contaminate the uniquely trained ears of children. As I observed in the listening exercise with Mr. Holiday’s class, children were capable of engaging in multimodal listening: they not only heard, but felt the wind; they created and felt the vibrations of the swings. They imagined the movement of bodies across the playground and cacophony of sounds and emotions that accompanied them. All of these were embodied sounds I missed as an adult and classroom teacher.
At the same time, I remain hopeful. I am hopeful because the children I came to know in Mr. Holiday’s classroom took the task of listening seriously. They understood hearing as more than simply about the cars passing by or the birds in the nearby trees, but instead engaged in listening with their bodies. Throughout the year, I noticed they were acutely aware of the sniffles or the slow shuffle of feet of a peer who was having a rough day. Their eyes grew large as they danced along with their friends on brain breaks and they often cheered with the whir of a fidget spinner balanced on their teacher’s thumb.
This hope is also based in my various sonic experiences, across spaces and places that visually appear quite different. Teachers interested in learning to listen with their students might consider how they, like Mr. Holiday, might foreground sound as a mode of primacy within the perceived constraints of the mandated curriculum. Engaging in a multi-sensory experience may be as simple as Mr. Holiday’s listening task on the familiar grounds of the schoolyard. Or, perhaps, it is starting your curriculum with the children’s stories of their lived experiences as I did in New Orleans. As others have discussed, when it comes to listening, there is not a clearly defined beginning or end as there does not exist a “blink of an ear.” I am slowly becoming more attuned to the sonic possibilities of how children’s stories and experiences of schooling may be amplified if we, as Mr. Holiday shared, “Just remember to listen.”
Featured image: “listen” by Flickr user Ren:), CC BY-ND 2.0
Cassie J. Brownell is a doctoral candidate and Marianne Amarel Teaching and Teacher Education Fellow in the Department of Teacher Education at Michigan State University. A corecipient of a 2015 NCTE-CEE Research Initiative Grant, Cassie’s most recent collaborative project—#hearmyhome—explores how writing with and through sound might help students and teachers attune toward literacies and communities of difference.
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SO! Amplifies: #hearmyhome and the Soundscapes of the Everyday–Cassie J. Brownell and Jon M. Wargo
(Sound)Walking Through Smithfield Square in Dublin— Linda O’Keeffe
A Listening Mind: Sound Learning in a Literature Classroom–Nicole Furlonge
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WOMEN, UNITED, WILL NEVER BE DEFEATED!
As reported by the statistics gurus at fivethirtyeight.com, almost half a million people marched in Washington and Los Angeles each on Saturday, January 21st 2017. New York City reported 400,000 folks in attendance at their own march and Boston, Chicago and Seattle each tallied over 100,000 people in their streets. Just south of Los Angeles, I attended the Women’s March in Santa Ana where 12,000 folks took to the streets with signs and pussy hats in support of civil rights. As friends to my side chanted along with the crowd, I documented the aural contours of the event with my recorder. Here it is, for posterity’s sake, a soundwalk of the women’s march in Santa Ana, CA.
WOMEN, UNITED, WILL NEVER BE DEFEATED!
Co-Founder and Multimedia Editor Aaron Trammell is an Assistant Professor of Informatics at UC Irvine. He earned his doctorate from the Rutgers University School of Communication and Information in 2015 and was a a Provost’s Postdoctoral Scholar for Faculty Diversity in Informatics and Digital Knowledge at the Annenberg School for Communication and Journalism at the University of Southern California from 2015-2016. Aaron’s research is focused on revealing historical connections between games, play, and the United States military-industrial complex. He is interested in how military ideologies become integrated into game design and how these perspectives are negotiated within the imaginations of players. He is the Co-Editor-in-Chief of the journal Analog Game Studies and the Multimedia Editor of Sounding Out!
Featured image taken before the Yost Theater in Santa Ana, image used with permission by the author.
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