Welcome to Voices Carry. . . a forum meditating on the material production of human voices the social, historical, and political material freighting our voices in various contexts. What are voices? Where do they come from and how are their expressions carried? What information can voices carry? Why, how, and to what end? Today John Melillo offers us a multi-track rerecording of Bernadette Mayer reading from The Ethics of Sleep. He urges us to “value illegibility over legibility and the abstract over the figured. If we deemphasize voice, we acknowledge the ways in which voices can undo themselves in their production.” –SO! Ed. Jennifer Stoever
What separates voice from noise? At what point does a voice dissipate into the sounds that surround and, at times, threaten to overwhelm it? In “The Dream Life of Voice,” I draw special attention to the ways in which attending to voice—and its precarity—entails a heightened sensation of noise. Through my manipulation of recorded audio in this project, I argue that noise is not merely an unwanted or surprising sound: it is the material sonic trace of an unconscious listening that continues to work beneath, around, and within a conscious listening to voice.
In this audio recording, I have taken a selection from a reading by the poet Bernadette Mayer that I recorded for the Tucson-based poetry and arts organization, POG, on February 6, 2016. I used a standard SM58 microphone, a digital audio recording interface, and the software program Logic. Mayer is known as a poet who has tested the boundaries of poetic statement through poems that engage with the conscious and unconscious uses of language. In this selection, she reads a long poem from her book The Ethics of Sleep (Trembling Pillow Press, 2011) on the power of dreams and dream language. In the performance, the poem and her voice create a sense of continuous movement, with quick and unpredictable turns of phrase sutured together by a syntactic and rhythmic familiarity. In this audio project, I flatten the sonic space in this recording of Mayer in order to abstract the voice and place it within a wider frequency spectrum of noise. Just as Mayer’s words engage her book’s title, my audio project argues for the possibility of an unconscious but engaged listening to noise.
Roland Barthes famously defined listening as “a psychological act” and hearing as a mere “physiological phenomenon” (Barthes 246). In a kind of doubling of listening’s action, the work of formulating or understanding a voice involves a selecting for sounds as a significant figure—the mark of a person or persona. Yopie Prins calls the recorded, mediated voice of 19th century poetry a “voice inverse,” a prosthetic figure composed out of its imprint by mechanical means, whether those means be metrical, print-based, or phonographic (48). Of such mechanical means—in particular, audio recording—Charles Bernstein argues, “the mechanical semblance of voice has become the signal in a medium whose material base is sonic, not vocal. In such a phonic economy, noise is sound that can’t be recuperated as voice” (110). In taking up this binary phonic economy, however, I want to hear how voice and noise interweave and interpenetrate, with the sonic figuration of voice as a threshold that opens out to other sounds not ostensibly included in its composition.
Press Play to hear “The Dream Life of Voice” by John Melillo, a rerecording of Bernadette Mayer reading from The Ethics of Sleep.
In this 12’43” audio recording, I have devised an analytic and synthetic method that allows listeners to reframe and refocus their hearing toward the trace of noise in voice, as well as the voice’s trace in noise. The final recording is composed of three simultaneous tracks, each of which represents a different “noise regime” in relation to the poet’s voice.
The first, original, track contains the “straight” recording of Mayer’s voice and speech: one hears her performance of the poem loud and clear. This is the imprint of voice on the recording mechanism in a phonic economy of voice and noise, in which voice seems to counteract and silence its opposite.
The second track contains a manipulated version of the original track, in which I have removed all the audio of Mayer’s voice and constructed a “background noise” track from what remains. In this method, I simply cut out Mayer’s voice from the audio file, keeping only the “silent” moments of the reading. I then combined and looped these fragments to create an amplified track of the background sounds—sounds of the people in the room, cars outside, a train passing, and the recording medium itself (hiss). In this way, I flip the binary toward that which is explicitly unheard in the recording.
For the third track, I manipulated the original recording by applying a Fast Fourier Transform with the software program Spear. This method breaks down the sounds into a collection of sine wave frequencies that can be graphically manipulated in the software program. I then removed the loudest frequencies (present mostly as Mayer’s voice) in order to emphasize the upper partials and continuous non-vocal frequencies masked by the force of the voice. This track marks a synthesis in which voice blends with and disappears into the frequency spectrum.
I combined these three tracks and slowly adjusted the volume for each one. The track with Mayer’s voice starts off as the loudest of the three. Her comments on the noise from a train that has just passed begin the montage. This track then undergoes a long, slow diminuendo, and by the end of the piece, it is silenced. At the same time, the background noise track becomes louder and peaks in the middle, interfering with and working alongside the voice. The track of synthesized frequencies slowly crescendos so that it is loudest at the end of the piece.
By distributing the volumes in this chiasmatic way, I want to call attention to the layered listenings happening within the situation of Mayer’s reading. Just as the figure of voice arises out of the ground of noise, it also contains frequencies that are not so easily differentiated from their background. A voice is an acoustic entity figured by a body and a performance. However habitual and repetitive the action is, it takes effort to suture vocal sounds to the body, place, and apparatus that they emanate from. In this track I want to find a way to hear a drifting, unconscious meandering within that focused effort. I want to materialize listening’s paratactic wavering of attention to one thing after another.
In the production of this movement toward noise, I value illegibility over legibility and the abstract over the figured. If we deemphasize voice, we acknowledge the ways in which voices can undo themselves in their production—which is the ethics of dream life that Mayer argues for and illuminates within her poem. The outside within the voice is a frequency scatter that connects the dissipation of an emitted sound in space with all the other sounds that interfere or resonate with that sound. The strange whisper music that ends my audio project “flattens” the sonic space idealized by the division of figure and ground. By abstracting Bernadette Mayer’s performance, I seek a synthesis that brings the noisy dream life of voice into relief.
Featured Image: “Scream” by Flickr user Josh Otis CC BY-NC-ND 2.0
John Melillo is an assistant professor in the English Department at the University of Arizona. His book project, Outside In: The Poetics of Noise from Dada to Punk, examines the ways in which poetry and performance make noise during the twentieth century. He has written and presented work on empathy in sound poetry, folk-song utopianism, the post-punk band DNA, and tape noise in Charles Olson. John performs music and sound art as Algae & Tentacles.
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Here at Sounding Out! we like to celebrate World Listening Day (July 18) with a blog series. 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 include assignments that educators at all stages can use in their classrooms.
Time’s up, pencils down, and if you can hear Caroline Pinkston‘s voice, you should clap once for this personal essay. –Liana Silva, Managing Editor
Editorial Note (7/17/2017, 11:55 am): After careful consideration, I have changed the last photo of the post, as it was from a NATO Flickr account, and it could be seen as supportive of military presence in Afghanistan. I have added a different photo that compliments better the original intention of the author and the editorial mission of SO!.–Liana Silva, Managing Editor
[C]ontrolling who has the floor is the mark of your authority and a necessity to your teaching.
I am twenty two, new to New York City and new to teaching. In six weeks, I will be in charge of my own classroom, and like most new teachers, I am worried about classroom management. In my summer pedagogy classes I soak up the advice I am given, dutifully taking notes. Controlling my classroom, I learn, means controlling noise: my own and my students’. My words should be clear, carefully chosen, purposeful. I should eliminate words altogether when I can, using hand signals instead: students who need to use the bathroom, for example, can simply raise their hand with two fingers crossed. I should determine when and how students will answer my questions. I should memorize the names of different participation strategies: cold call, popcorn, call and response. Students should not speak out of turn, even if their responses are well intentioned or correct. Even nonverbal sound should be prevented. “Don’t let them suck their teeth at you,” a veteran teacher cautions me. Unsanctioned noise, I learn, can signal rebellion.
I should never, under any circumstances, talk over my students, or let them talk over me. I learn techniques to quiet large groups efficiently. “If you can hear my voice, clap once,” I learn to say. “If you can hear my voice, clap twice.”
On the first days of school, learn to begin many of your sentences with, “You will … “ An alternative would be, “The class procedure is…” The first few days are critical. This cannot be stressed enough.
Harry K. Wong & Rosemary Wong, The First Days of School: How To Be An Effective Teacher
For the first few weeks, I write my lessons in complete sentences, rehearsing them in advance like a play. In the lesson plans I write each night, I attempt to impose order on the noise of the classroom the next day with scripted responses. I plan for periods of speaking and silence. I write out the questions I will ask, giving thought to the most effective wording, and I try to anticipate every possible answer. I think through how I might address a misunderstanding, correct a behavior, dole out consequences. In my lesson plans I speak, students respond, and we go back and forth together.
But in the classroom, noise emerges in less predictable ways, bubbling up through the cracks in ways I haven’t planned for. I am listening for outbursts, students speaking out of turn, challenging my authority: the sorts of sounds I’ve been trained to respond to. But mostly, there are pencils tapping on desks. My tongue tripping over names that are at first unfamiliar to me. My voice, to my dismay, shaking. The door, swinging open and shut. Students arriving late, administrators stepping in: sorry to interrupt but could I borrow…? The fire alarm. The crackling loudspeaker.
My voice is tired and hoarse at the end of each day. The hand signal to use the bathroom does not go over well.
Quiet Power. When you get loud and talk fast, you show that you are nervous, scared, out of control. You make visible all the anxieties and send a message to students that they can control you and your emotions… Though it runs against all your instincts, get slower and quieter when you want control. Drop your voice, and make students strain to listen. Exude poise and calm. (Lemov, Teach Like a Champion)
In October of my first year, something strange happens at the beginning of B period. I’ve come into class a little late, flustered and overwhelmed and tired of pretending so hard that I know what I’m doing, to be calm and authoritative and in control. I open my mouth to say the right words to get class started, but instead I find myself laughing—I’m not sure why, really—and then I can’t stop laughing, and I laugh till I cry a little, and I have to step out into the hallway to compose myself.
Outside, I am sobered by the thought of what I’ve just done: whatever authority and professionalism I had gained, gone. I’ll have to start all over. But when I walk back in, my students are laughing, too, at me, and with me, and through that laughter something tiny but important shifts. It is one of the best days of teaching I’ve had all year.
The soundscape begins to shift. The less I try to extinguish every noise I hear, the more I begin to hear things I hadn’t noticed before: singing in the hallways, laughing. Students asking me about my day.
[K]eep in mind that all students – no matter what age – respond to authenticity. They crave teachers who see them as real people, and they do back flips for the ones whose interactions with them are based on sensitivity and respect. Remember to let them know – this is my single greatest pearl of wisdom, Caroline – let them know every single day that you like them. Laugh with them. Lift their spirits. Sing with them!
(Marsha Russell, personal email).
I observe a veteran teacher whose class of seniors is putty in her hands. At her request, they even burst into song, in unison. How do you get them to do that? I ask. And she tells me: You just have to believe that they will.
She writes me an email of classroom management tips. I print out my favorite part and keep it; I unfold it and I reread it and I put it in my pocket and I pass it along to other teachers.
Sing with them! It’s a revelation, that teaching could be conducting, that learning could be music.
Economy of Language. Fewer words are stronger than more. Demonstrating economy of language shows that you are prepared and know your purpose in speaking. Being chatty or verbose signals nervousness, indecision, and flippancy. It suggests that your words can be ignored. (Lemov, Teach Like a Champion)
My second teaching post is at a private, Episcopal school, where students transition between classes to the sound of music playing through the loudspeakers. In daily chapel, the whole community marks a moment of silence, signaled by a bell that reverberates through the rafters. We sit together patiently, four hundred people breathing. I wonder what combination of school culture and privilege and training creates a student body this quiet and calm, and what unseen tradeoffs might come with such silence. It’s peaceful, but I also find myself nostalgic for the stream of noise I’d grown accustomed to in New York, constant and lively and joyful.
I am finally confident in my ability to quiet a classroom, but the skill proves unhelpful in this new space, where on the first day my seniors sit quietly and wait for me to begin. I find this a little unnerving, like I’ve stepped into a game I thought I knew well, only to find that the rules have changed.
Ineffective teachers say things like:
“Where did we leave off yesterday?”
(Translation: I have no control.)
“Open your books so that we can take turns reading.”
(For what reason?)
“Sit quietly and do the worksheet.”
(To master what?)
“Let’s watch this movie.”
(To learn what?)
“You can have a free period.”
(Translation: I do not have an assignment for you. I am unprepared.)
(Wong & Wong, The First Days of School)
F period teaches me that silence can be deadening, too. They answer when I ask them to, but they wait to be asked, or for one of their classmates to resign themselves to raising their hands, again. And the moment of waiting, the stillness that follows the question, punctures the energy in the room as perfectly as a needle: we arrive at an answer, but something important has been lost along the way.
I’m learning that sometimes controlling noise is easier than producing it, creating sound where before there was silence. And sound is not enough: I must layer speech on top of speech to build a conversation, which is something altogether different and more precious. We have to create something, together. That’s the real challenge.
Teaching isn’t magic, says every classroom management book I’ve ever read. And it isn’t, if you’re talking about technique, about participation strategies, about getting everyone quiet or deciding who speaks. But at the center of all that structure is something elusive and harder to describe or replicate — a moment all those management books try to help you approach, when you and your students arrive at something powerful and important together. I’m not sure that moment requires a lively classroom or a silent one, and I don’t think you can conjure it. It comes unbidden. It might be chance. It might happen like this.
You’ll be in second period English, reading King Lear, at the part when Kent tells Lear to see better. You’ll be telling a story about the very first days of your teaching, when you were too concerned about controlling your classroom to really notice the students in front of you, to see them as real, whole people. You use the story to talk about sight, about what it might mean to see better, how what we pay attention to shapes what we think we know. This story matters to you. You believe in it.
And on this afternoon, for whatever reason, the intensity of your students’ attention will be so sharp and clear it will raise goosebumps on your arms. You’ll feel it and look up, and they will be listening exactly the way you’re talking about seeing, and the room will be so quiet that it almost hums. It’s the kind of quiet you can’t get from silencing noise, just like you can’t create a conversation by making students speak. It grows from the ground up, a momentary enchantment brought on through some alchemy of their interest and your story and the book and the weather that day.
You’ll yield to it, listening, holding your breath in case it disappears.
Featured image: “Inside My Classroom” by Flickr user Marie, CC BY-SA 2.0
Caroline Pinkston is a PhD candidate in American Studies at the University of Texas at Austin. Her work brings education into conversation with childhood studies and cultural memory. She holds a B.A. in American Studies and English from Northwestern University (2008), an M.S. in English Education from Lehman College (2010), and an M.A. in American Studies from the University of Texas (2014). A former high school English teacher, she has taught and worked in public, private, and nonprofit settings in New York City and Austin, Texas.
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Dr. Marie Thompson is currently a Lecturer at the Lincoln School of Film and Media, University of Lincoln. Her new book Beyond Unwanted Sound: Noise, Affect and Aesthetic Moralism has just been published by Bloomsbury. We’ve been following each other on Twitter for a while(@DrMarieThompson and @AbstractTruth) and I have become very interested in her ideas on noise. I’m David Menestres, double bassist, writer, radio host, and leader of the Polyorchard ensemble (“a vital and wonderfully vexing force of the area’s sonic fringes”) currently living in the Piedmont region of North Carolina.
In her new book, Dr. Thompson covers a wide variety of ideas from Spinoza to Michel Serres’s cybernetic theory, acoustic ecology and the politics of silence to the transgressiveness of noise music, and many other concepts to show how we are affected by noise. Thompson is also the co-editor of Sound, Music, Affect: Theorizing Sonic Experience (Bloomsbury, 2013). Here is a conversation we had over email in February 2017 about Beyond Unwanted Sound.
David Menestres (DM): Why now? Why did you feel compelled to write this book? What do you hope this book will accomplish?
Marie Thompson (MT): I think my ‘academic’ interest in noise began as an undergraduate music student – I was interested in thinking ‘beyond’ distinctions of avant-gardism and popular culture and noise, as something that traverses such separations became an evermore appealing concept. So I’ve been circling some of these ideas for quite a while.
I felt compelled to write the book partly due to what I perceived as a gap between some of my ‘everyday’ experiences of noise and how noise was represented in discourse – particularly noise’s representation as an essentially negative phenomenon; or as a shocking, sublime, radical, overwhelming, transgressive force. Noise seems to be one of those topics that makes ordinarily quite progressive thinkers revert to quite uncritical and reactionary tropes – there’s something about it that ‘touches a nerve’. Consequently, much of the discourse around noise is underlined by an often-unacknowledged conservatism. I’ve always found the grandiose rhetoric of noise comparatively quite seductive but at the same time, more often than not, noise is quotidian and banal rather than overwhelming or sublime (which isn’t to say it can’t also be those things). Likewise, I felt like this grandiose rhetoric resulted in an amplification of certain sonic arts practices, while silencing others. I guess I was compelled by a desire to expand the (material and discursive) universe of noise while also trying to maintain some consistency in definition.
Quite simply, I hope the book will contribute something helpful to the recent discussions around noise in media theory, acoustic ecology and music.
DM: What is the difference between a subjective-oriented definition of noise vs. an object-oriented definition and how do both lead to the ethico-affective approach that you champion in the book?
MT: When I refer to subject- and object-oriented definitions I’m referring, quite simply, to noise being defined either in relation to the ear of the beholder, or in relation to the sound-itself. [MT also defines her “ethico-affective approach” as a perspective that “recognises the entanglement of the ethical and the affective: affective relations are also ethical relations.” –ed.]
What I think is useful about a subject-oriented definition is that it remains open to what noise might be, what form it might take – it might be your neighbour hoovering, it might be a fellow travelers mobile phone, or it might be a buzzing wasp. However, subject-oriented definitions of noise are typically wedded to liberal notions of subjectivity and the politics that carries. Noise becomes an issue of personal taste – one person’s music is another’s noise etc. Subject-oriented definitions also struggle to account for noise that isn’t ‘unwanted’, ‘bad’, ‘negative’, and so on; and for noise that might not be perceptible, or noticeable.
Object-oriented definitions which treat noise as a type of sound are helpful insofar as there is a consistency of definition and it does not assume noise to be a solely negative phenomenon; however, to my mind, they risk losing sight of context: a particular sound is noise irrespective of how it is heard, what it does.
The ethico-affective approach I develop can be understood to maintain aspects of both these definitional approaches. It maintains the separation created by an object-oriented definition of noise between noise and negativity, so that noise’s ‘unwantedness’ becomes secondary and contingent. It also maintains the contextual focus of a subject-oriented definition, so that noise is not tethered to particular types of sound or sound sources.
DM: I’ve been very interested in the idea of noise as a weapon: the use of sound cannons to silence and sicken protestors, the use of the “Mosquito” device (which produces high frequency pitches thought to be audible only to teenagers in order to keep them from loitering), or the use of classical music to annoy young people.
You talk in one section about the noise of neighbors and the “policed silence of the suburbs.” I am also interested in the use of noise as protest. At the Women’s March in Raleigh on January 21, there were so many fascinating sounds: the sounds of thousands of voices bouncing off tall buildings, drummers, people leading chants with the crowd shouting back, the singing of classic protest songs (“A Change is Gonna Come,” “This Land Is Your Land,” etc.).
What do you think the role of noise will be in our current political climate? I can definitely see noise being used as a weapon by both sides: the government trying to use it as a weapon against the people and the people using noise to amplify their voice against the government. But there is a stark difference between these two sides: the use of sound weapons is clearly for their intended negative affect on people (both the physical effects of sound weapons and the psychological effects of the endless noise that comes from Trump’s press conferences and general bullshit), but I see the protestors intending to use sound in a positive way, to amplify their message, to make sure those in charge hear their voices, to ensure the message arrives intact.
MT: As a concept, noise seems evocative of much about our current political climate: be it the ‘noise’ of ‘fake news’, and ‘alternative facts’ (how does one determine ‘signal’ from ‘noise’, and who gets to determine that distinction); be it the ‘white noise’ of the Trump campaign administration (I recently saw a performance lecture with Barby Asante which effectively performed the ‘tuning out’ the noise of recently-bolstered white supremacy); or be it the collective noise of protest against the brutality of borders, white supremacy and police-state violence.
That noise can be both a force of domination and resistance is revealing of its ambiguity more generally – what I refer to as the ‘both-and’ of noise. Of course, that is not to conflate these uses of sonic force. One of the ways in which I’ve thought about this ethico-political difference in sonic forces is through the Spinozist distinction of power-over/power-to. The ethico-political entangles ethical questions (good-bad) with political questions (power over/power to).
So, when sound is weaponized to exert authority, to bring people into line, by diminishing their capacity to act and do, then this can be thought of as an exertion of power-over. Likewise, when sound becomes a means of collective resistance, or of connectivity (I’m thinking partly here of various ‘noise-protests’ at prisons and detentions centres, where sound is used to traverse walls and borders) then it might be understood as an expression of ‘power-to’ – a (collectivized) body’s capacity to act, to be, to do.
DM: You talk in the book of the “conservative politics of silence.” How does this conservativism affect both how people perceive sound and how we relate to it? Is there something at the other end of the scale, a “liberal politics of silence” so to speak?
MT: To my mind, the conservative politics of silence informs a number of assumptions that are frequently made about what are ‘good’ and ‘bad’ sonic environments; it relates to a preference for the simple over the complex, sameness over difference, past over present, predictability over unpredictability, the ‘synthetic’ over the ‘natural’ (whatever that might mean) and, ultimately, quietude over noise. This ideological framework underlines much ‘common sense’ about auditory experience, however it frequently remains unacknowledged.
We might consider a liberal politics in opposition to this conservative politics of silence, which recognises responses to sonic environments as ‘personal’ and therefore refuses overarching moral judgements about ‘good’ and ‘bad’ sound. However, I’m also wary of endorsing a politics that treats the individual, autonomous subject as the primary site of the political. Indeed, the conservative politics of silence that we see in the work of figures such as R. Murray Schafer is often indebted to a liberalism that prioritises control and the freedoms and rights of the individual – I’m thinking here of Schafer’s complaint that you can rid your private property of a physical intruder but not an aural one: “A property-owner is permitted by law to restrict entry to his private garden or bedroom. What rights does he have against a sonic intruder?” (1993, 214)
DM: One of the sections I particularly liked was the “What does noise do?” section where you delved into information theory through the work of Claude Shannon to show how noise was an essential part of a communications system, how noise can be a necessary, amplifying presence, needed to successfully transmit a message (voice over phone lines, data packets over the internet, etc.), how noise can enrich a system. I found myself thinking about this section a lot, often in relation to R. Murray Schaffer’s Platonic ideal state of silence. (“a Platonic, transcendent realm of a pure and ideal sonority, which paradoxically exists as undisturbed and eternal silence”).
I was also thinking about Cosmic Microwave Background radiation, the residual signature of the Big Bang, the background noise that carried all the information that formed our universe. It seems like noise is an intrinsic part of our world, both human made and naturally occurring, and fighting against it seems like such a waste of energy.
MT: It strikes me that when Schafer and other acoustic ecologists talk about fighting noise, they’re fighting a symptom rather than a cause. In these discourses, there is much talk of noise and environmental destruction but very little on how these processes relate to capitalism and settler-colonialism. In that regard, while I don’t think fighting against noise in absolute terms is futile, I do maintain that there are still fights to be had against high levels of noise. While I am critical of liberal notions of privacy and control and the ‘right’ to silence, I do also recognise that noise can feel oppressive in some contexts. That said, more often than not high levels of noise is a symptom of bigger social and political problems – for example, of poor quality housing, and a lack of economic choice over where one lives.
DM: One of the themes explore in the book is the idea of the parasite, based on the work of Michel Serres. How does the parasite relate to your idea of noise?
MT: I take from Serres’ figure of the parasite the idea of noise as a relational, transformative and ambiguous in its necessity. In Serres’ reading, the parasite changes things, for better or for worse. Either way, the parasite does something, it adds something to the mix. In other words, it is affective. And yet, there is no ‘mix’ without it. Parasitic noise is the ‘excluded middle’ that must be included: it is the necessary ‘third term’, which pertains to the necessity of the material medium/milieu. From this perspective, there is no original state of calm, which is then broken by noise. If there is mediation there is noise, if there is the relation there is the parasite.
DM: Could you talk some about “the poetics of transgression” as you call it? How does this “transgression” relate to your ethico-affective approach?
MT: The poetics of transgression refers to the centrality of ‘line-crossing’ narratives in accounts of noise’s use in the sonic arts and art more generally. It’s predicated on what Henry Cowell calls the ‘time-honoured axiom’ that noise and music are opposites. Bringing noise into music, or music into noise relies on the crossing of boundaries, of material and discursive borders. This ‘line-crossing’ is often accompanied by a rhetoric of extremity and radicalism, shock and awe.
While different notions of transgression have certainly been influential for various noise music practitioners, I seek to decentre it as a way rather than the way of understanding noise’s use as an artistic resource. I argue that the dominance of the poetics of transgression has risked reducing noise music to its most ‘extreme’ manifestations. In light of the ethico-affective approach to noise that I develop throughout the book, which understands noise as a transformative force and necessary component of mediation, I suggest that noise music can be understood as an act of exposure, which, rather than bringing noise into music (or vice versa) exposes, extends and foregrounds the noise that is within the techno-musical system so as to generate new sonic sensations. With this approach, I hope to make more space for noise music practices that do not fit comfortably with the poetics of transgression and its aesthetics and rhetoric of extremity.
Featured Image: Noise Music
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Hear YE! Below is the introduction to the latest installment of Medieval Sound, Aural Ecology, by series co-editors Dorothy Kim and Christopher Roman. To read their previous introduction, click here. To read the first run of the series in 2016, click here.
What is considered music, noise, or harmony is historically and culturally contingent. For example, some medieval musical theory, or musica speculative, such as Jan Herlinger’s “Music Theory of the Fourteenth and Early Fifteenth Centuries” in Music as Concept and Practice in the Late Middle Ages, defined music as “contemplation that serves the moral edification of the mind” (293). Influenced by the work of Boethius’s De Musica, music is not just everyday music but “connotes harmony conceived broadly enough to encompass the relationships obtaining in the human body and psyche and governing the motions of planets” (293). This kind of ecological harmony is explored in the work of Boethius, especially in his discussion of abstract qualities in the prelude to the De Musica, The Book of Arithmetic (as translated by Calvin Martin Bower) “Indeed these things themselves are incorporeal in nature and thrive by reason of their immutable substance, but they suffer radical change through participation in the corporeal, and through contact with variable things they change in veritable consistency” (24). For Boethius these “essences” are concordant with mathematical properties expressed in music. Thus, music was both speculative and moral, and these intertwining purposes derived from music’s phenomenological pleasures derived in the environment, “for nothing is more consistent with human nature than to be soothed by sweet modes and disturbed by their opposites” (Bower 32).
Boethius also comments on the psychological effects experienced in hearing music as they “affect and remold the mind into their own character” (Bower 34). Boethius gives examples of how certain groups of peoples, such as the Thracians or Lacedaemonians, delight in different kinds of music that harmonizes with their natures. For Boethius, music is transcendent in that it exists as a kind of eternal sound, but also an immanent sound, in that it appeals to various peoples depending on their nature and environment. Boethius’ speculations lead him to think about harmony and sound as available to reason and sensory perception. Thus the notion of harmony itself is “the faculty of considering the difference between high and low sounds using the reason and senses. For the senses and reasons are considered instruments of this faculty of harmony” (Bower 295). Harmony (and disharmony in the form of noise) became a marker of the aural ecology for an individual or group.
The essays in “Aural Ecologies” also address the issue of unharmonious sounds, sounds that often mark dissonant critical identities—related to race, religion, material—that reverberate across different soundscapes/landscapes. In this way, this group of essays begins to open up the stakes of Medieval Sound in relation to what contemporary sound studies has begun to address in relation to cultural studies, architectural and environmental soundscapes, and the marking of race through the vibrations of the body. —Dorothy Kim and Christopher Roman
In the neo-medieval A Game of Thrones (2011), the medieval Saracen-inspired and violent Dothraki utilize bells as a symbol of victories in battle. Each time a leader or khal defeats a foe, he incorporates the bells from his foe’s shorn black braid into his own braid. Khal Drogo, khal of the most powerful khalasar in Essos, sports an uncut braid sensuously described by George R. R. Martin as “black as midnight . . . hung with tiny bells that rang softly as he moved. It swung well past his belt, below even his buttocks” (37).
Dothraki bells serve both a hypermasculine and deterritorializing function: esteem and prowess for Eastern men comes from the symbolic castration of their enemies and the eradication of civilizations. For the Dothraki, sexualized and territorial conquest is centralized around amplitude of noise made by an aggregate of bells adorning a phallic braid. Drogo is frightening because of his noise: he wears “[b]ells so his enemies w[ill] hear him coming and grow weak with fear” (802). In the pilot episode of Season 1 of HBO’s Game of Thrones, writers David Benioff and D. B. Weiss and director Tim Van Patten emphasized the contrast in noise between the copper-skinned Dothraki and the white Valyrians of the Free Cities:
East disrupts West in this scene through a racialized auditory disruption of white silence.
The association of the Middle East with noise pervades Western culture. One need only recall juxtapositions of quietly carefully groomed news anchors in sterile American news sets conversing with correspondents struggling to be heard in earsplitting raucous streets embroiled in Middle Eastern crises in countries like Iraq and Syria. See Aron Brown of CNN announcing the U.S. War on Iraq in 2003, for example:
However, this association of the Arab world with noise is not a new one. In medieval literature, noise played a crucial role in distinguishing Saracen East from Christian West. Bells and particularly the cacophonous noise they cumulatively make came to be associated with a violent imagining of the East in literature of the medieval period. The late medieval crusading romance Richard Coer de Lyon, centered on the exploits of the twelfth-century crusading king, Richard the Lionheart, situates the pealing bell as its central object. [Note: Richard Coer de Lyon is cited by line number. All quotations come from the widely-used complete modern version, Richard Löwenherz, ed. Karl Brunner, Wiener Beiträge zur Englischen Philologie (Vienna and Leipzig, 1913)].
As in Dothraki warrior culture in A Game of Thrones, bells gain symbolic power in the romance through replication and accumulation. Richard Coer de Lyon features pealing bells in two crucial episodes concerned with the East and a maternal rather than phallic male body: 1) the exorcism of Richard’s demonic Eastern mother at Mass with a sacring bell (l.221-34); and 2) the appearance of Saladin’s demonic mare arrayed in clamorous bells attached to her crupper at the climactic battle of Acre (l.5532-49, 5753-8). Drawing on both medieval treatises on the function of bells and Gilles Deleuze and Felix Guattari’s theory of the refrain, I argue that the bell—initially a symbol of Christian order, the West, and patriarchy—becomes a disorienting aural force associated with chaos, the East, and maternity.
Early on in the romance, the king’s men try the piety of Richard’s mother, Cassodorien of Antioch, a bewitching foreigner whose only apparent fault is that she cannot remain in church to hear Mass, by physically restraining her during a service. To the shock of the English parishioners, at the ringing of the sacring bell, Cassodorien breaks free of her male captors, seizes two of her children, and flies through the church roof never to be seen again:
And whene þe belle began to ryng,
And when the bell began to ring,
The preest scholde make þe sakeryng,
And the priest was about to do the sacring,
Out off þe kyrke sche wolde away…
Out of the church she tried to go away…
Out of the rofe she gan her dyght,
Out of the roof she began to make her way/transform,
Openly before all theyr syght…
Openly before all of their sight…
— Richard Coer de Lyon, 221-5.
At this striking moment of contact between queen and masculine material object, the bell is forever altered, (re)oriented on a trajectory that transmogrifies it from a symbol of priestly power to a chaotic symbol of maternity and the East.
Medieval thinkers conceptualized the church bell as an agent for revealing both foreign and demonic threats from within the community. In The Rationale Divinorum Officiarum of William Durand of Mende thirteenth-century French liturgical writer and bishop, William Durand,xplains the significance of the pealing of bells– “when the bell rings . . . the people are unified with the unity of faith and charity” (51) –but also expounds on this exorcising function of the church bell:
[T]he bells are rung in processions so that the demons who fear them will flee . . . They are so fearful when they hear the trumpets of the Church militant, that is the bells, that they are like some tyrant who is fearful when he hears in his own country the trumpets of some powerful king who is his enemy (51).
Durand conflates the demonic with the East, both qualities embodied by Cassodorien who hails from Antioch (near the border of Syria and Turkey). He also imbues the bell with an emasculating quality; it renders even a tyrant fearful. The measured sounding of the church bells forms a tonal refrain, an aural sequence to familiarize Christian space.
The purpose of the aural refrain, for Gilles Deleuze and Felix Guattari, is to deterritorialize and then reterritorialize unfamiliar space. In A Thousand Plateaus, they explain the refrain/‘ritournelle’ as a threefold place of disorientation, the familiar, and escape:
They are three aspects of a single thing, the Refrain (ritournelle)…. Sometimes chaos is an immense black hole in which one endeavors to fix a fragile point as a center. Sometimes one organizes around that point a calm and stable “pace” (rather than a form): the black hole has become a home. Sometimes one grafts onto that pace a breakaway from the black hole (312).
The bell was arguably the most important and pervasive aural symbol in medieval Europe, one whose refrain regularly demarcated Christian spaces in times of chaos. Sound theorist R. Murray Schafer has called the medieval church bell “the most salient sound signal in the Christian community” in The Tuning of the World (53), and a unifying force “acoustically demarking the civilization of the parish from the wilderness beyond its earshot” (55). Yet, as the bell multiplies through contact with Cassodorien and Richard wanders into the wilderness or black hole of the East, its sound is layered and its signification coopted by the East and transformed into a disorienting force that decenters Saladin’s enemies.
The bell resurfaces once more as Richard prepares for his epic battle against Saladin at the gates of Babylon. In this climactic battle with a second pairing of mother and son, reimagined in the form of a demonic belled “mere” and her “colt” summoned by Saladin’s necromancer, bells occupy a central place of prominence on the mare’s accoutrements. In 1192, Saladin reportedly sent two new horses to Richard after his horse was slain in battle (For an overview of this event, see page 73 of Sir Steven Runciman’s A History of the Crusades, Vol.3: The Kingdom of Acre and the Later Crusades). The mare, as one of only two mothers in the romance, uses the same aural symbol to assault the English Christians that they had used to exorcise Cassodorien. As Saladin’s mare proudly strides onto the battlefield, the poet emphasizes the deterritorializing effect of her cacophonous bells:
þerffore, as þe book vs telles,
Therefore, as the book tells,
Hys crouper heeng al ful off belles,
The mare’s crupper hung all full of bells;
And hys peytrel, and his arsoun.
From the armor, too, and the saddlebow,
þree myle men my3ten here þe soun.
For three miles men could hear the sound.
Þe mere gan ny3e, here belles to ryng,
His mare began to neigh, her bells she rang
Ffor gret pryde, wiþouten lesyng.
With great pride, it is no lie.
–Richard Coer de Lyon, 5753-8.
Fascinatingly, Brunner again diverges in this passage from Caius 175, and changes “þe mere” to “his mere,” further stripping the demonic mare of her agency.
Whereas the church bell is a singular symbol of order, symmetrical and “acoustically demarking” space with its meted refrain, the bells of the mare are multiple, discordant, chaotic, and cacophonous, designed to disorient rather than to unify (see Schafer 55). The medieval illuminator of the Luttrell Psalter (c.1325-1335) similarly emphasizes the clamorous quality of the belled mare, and distinguishes Saladin’s mount from Richard’s by the vast array of bells attached to its crupper and the noise these bells suggest.
The noise, suggested in the Luttrell Psalter by the movement and detail given to the crupper bells, can be heard on a smaller scale in the following video clip of a horse merely walking noisily with a smaller bell-laden crupper:
One can easily infer the discordant sound a running mare might make with a crupper “hung all full of bells.” The poet suggests that the noise encompassed an aural disturbance of three-miles and disrupted the Christian crusaders. The bells also serve an insidious maternal purpose: they serve as a trap to lure her colt to abandon Richard and “knele adoun, and souke hys dame” (kneel down and suck his dame)” (Richard Coer de Lyon, 5547). In A Thousand Plateaus, Deleuze and Guattari suggest the layering of sounds, particularly maternal sounds, can disrupt and deterritorialize space. In their discussion of the reterritorializing effects of layered song, Deleuze and Guattari provide the strikingly maternal example of Debussy’s Sirens, which, they posit, integrates voice with orchestra to make the voices of child and woman inextricable from “the sea and the water molecule” (340). In much the same way in Richard Coer de Lyon, the mare’s imbrication of voice over bells seeks to make the dichotomies of the romance—mother and son, east and west, chaos and order, demonic and angelic—implode as the demarcated boundaries between them are dissolved in her cacophonous demonic lullaby.
While A Game of Thrones and its HBO counterpart pick up on the resonances of medieval noise to differentiate between East and West, noise is gendered differently. In RCL the threat signaled by the sound of bells is that Richard will be emasculated by his inability to cut ties with the specter of his mother’s influence and disambiguate himself from the Eastern Saracens she represents. However, in Martin’s series, the Dothraki bells, like much of Dothraki culture, exist only to be subsumed under Daenerys’ imperial ambitions for an Iron Throne the Dothraki neither care about nor want. Daenerys’ bell, affixed to her hair after the death of Drogo and the dissolution of his khalasar, becomes a symbol of cultural and racial appropriation Martin stages under the guise of (white) feminism. That is, the issues noise signals have changed from the challenge of excising Christian West from Islamic East (a fear literalized in Richard’s cannibalistic consumption of Saracen flesh) to cultural appropriation (the devouring of Dothraki culture for the benefit of white colonialism).
Thomas Blake is Assistant Professor of English at Austin College.
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