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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A Listening Mind: Sound Learning in a Literature Classroom–Nicole Furlonge
Audio Culture Studies: Scaffolding a Sequence of Assignments–Jentery Sayers