Pedagogy at the convergence of sound studies and rhetoric/composition seems to exist in a quantum state—both everywhere and nowhere at the same time. This realization simultaneously enlightens and frustrates. The first page of Google results for “sound studies” and “writing instruction” turns up tons of pedagogy; almost all of it is aimed at instructors, pedagogues, and theorists, or contextualized in the form of specific syllabi. The same is true for similar searches—such as “sound studies” + “rhetoric and composition”—but one thing that remains constant is that Steph Ceraso, and her new book Sounding Composition (University of Pittsburgh Press: 2018) are always the first responses. This is because Ceraso’s book is largely the first to look directly into the deep territorial expanses of both sound studies and rhet/comp, which in themselves are more of a set of lenses for ever-expanding knowledges than deeply codified practices, and she dares to bring them together, rather than just talking about it. This alone is an act of academic bravery, and it works well.
Ceraso established her name early in the academic discourse surrounding digital and multimodal literacy and composition, and her work has been nothing short of groundbreaking. Because of her scholarly endeavors and her absolute passion for the subject, it is no surprise that some of us have waited for her first book with anticipation. Sounding Composition is a multivalent, ambitious work informs the discipline on many fronts. It is an act of ongoing scholarship that summarizes the state of the fields of digital composition and sonic rhetorics, as well as a pedagogical guide for teachers and students alike.
Through rigorous scholarship and carefully considered writing, Ceraso manages to take many of the often-nervewracking buzzwords in the fields of digital composition and sonic rhetorics and breathe poetic life into them. Ceraso engages in the scholarship of her field by demystifying the its jargon, making accessible to a wide variety of audiences the scholar-specific language and concepts she sets forth and expands from previous scholarship (though it does occasionally feel trapped in the traditional alphabetic prison of academic communication).. Her passion as an educator and scholar infuses her work, and Ceraso’s ontology re-centers all experience–and thus the rhetoric and praxis of communicating that experience–back into the whole body. Furthermore, Ceraso’s writing makes the artificial distinctions between theory and practice dissolve into a mode of thought that is simultaneously conscious and affective, a difficult feat given her genre and medium of publication. Academic writing, especially in the form of a university press book, demands a sense of linearity and fixity that lacks the affordances of some digital formats in terms of envisioning a more organic flow between ideas. However, while the structure of her book broadly follows a standard academic structure, within that structure lies a carefully considered and deftly-organized substructure.
Sounding Composition begins with a theory-based introduction in which Ceraso lays the book’s framework in terms of theory and structure. Then proceeds the chapter on the affective relationship between sound and the whole body. The next chapter investigates the relation of sonic environments and the body, followed by a chapter on our affective relationship with consumer products, in particular the automobile, perhaps the most American of factory-engineered soundscapes. Nested in these chapters is a rhetorical structure that portrays a sense of movement, but rather than moving from the personal out into spatial and consumer rhetorics, Sounding Composition’s chapter structure moves from an illustrative example that clearly explains the point Ceraso makes, into the theories she espouses, into a “reverberation” or a pedagogical discussion of an assignment that helps students better grasp and respond to the concepts providing the basis for her theory. This practice affords Ceraso meditation on her own practices as well as her students’ responses to them, perfectly demonstrating the metacognitive reflection that so thoroughly informs rhet/comp theory and praxis.
Chapter one, “Sounding Bodies, Sounding Experience: (Re)Educating the Senses,” decenters the ears as the sole site of bodily interaction with sound. Ceraso focuses on Dame Evelyn Glennie, a deaf percussionist, who Ceraso claims can “provide a valuable model for understanding listening as a multimodal event” (29) because these practices expand listening to faculties that many, especially the auditorially able, often ignore. Dame Glennie theorizes, and lives, sound from the tactile ways its vibrations work on the whole body. From the new, more comprehensive understanding of sound Dame Glennie’s deafness affords, we can then do the work of “unlearning” our ableist auditory and listening practices, allowing all a more thorough reckoning with the way sound enables us to understand our environments.
The ability to transmit, disrupt, and alter the vibrational aspects of sound are key to understanding how we interact with sound in the world, the focus of the second chapter in Sounding Composition. In “Sounding Space, Composing Experience: The Ecological Practice of Sound Composition,” Ceraso situates her discussion in the interior of the building where she actually composed the chapter. The Common Room in the Cathedral of Learning, on the University of Pittsburgh’s main campus, is vast, ornate, and possessed of a sense of quiet which “seems odd for a bustling university space”(69). As Ceraso discovered, the room itself was designed to be both vast and quiet, as the goal was to produce a space that both aesthetically and physically represented the solemnity of education.
To ensure a taciturn sense of stillness, the building was constructed with acoustic tiles disguised as stones. These tiles serve to not only hearken back to solemn architecture but also to absorb sound and lend a reverent air of stillness, despite the commotion. The deeply intertwined ways in which we interact with sound in our environment is crucial to further developing Ceraso’s affective sonic philosophy. This lens enables Ceraso to draw together the multisensory ways sound is part of an ecology of the material aspects of the environment with the affective ways we interact with these characteristics. Ceraso focuses on the practices of acoustic designers to illustrate that sound can be manipulated and revised, that sound itself is a composition, a key to the pedagogy she later develops.
Framing the discussion of sound as designable—a media manipulated for a desired impact and to a desired audience–serves well in introducing the fourth chapter, which examines products designed to enhance consumer experience. “Sounding Cars, Selling Experience: Sound Design in Consumer Products,” moves on to discuss the in-car experience as a technologically designed site of multisensory listening. Ceraso chose the automobile as the subject of this chapter because of the expansive popularity of the automobile, but also because the ecology of sound inside the car is the product of intensive engineering that is then open to further manipulation by the consumer. Whereas environmental sonic ecologies can be designed for a desired effect, car audio is subject to a range of intentional manipulations on the listener. Investigating and theorizing the consumer realm not only opens the possibilities for further theorization, but also enhances the possibility that we might be more informed in our consumer interactions. Understanding the material aspects of multimodal sound also further informs and shapes disciplinary knowledge at the academic level, framing the rhetorical aspect of sonic design as product design so that it focuses on, and caters to, particular audiences for desired effects.
Sounding Composition is a useful and important book because it describes a new rhetoric and because of how it frames all sound as part of an affective ontology. Ceraso is not the first to envision this ontology, but she is the first to provide carefully considered composition pedagogy that addresses what this ontology looks like in the classroom, which are expressed in the sections in Sounding Composition marked as “Reverberations.” To underscore the body as the site of lived experience following chapter two, Ceraso’s “reverberation” ask students to think of an experience in which sound had a noticeable effect on their bodies and to design a multimodal composition that translates this experience to an audience of varying abledness. Along with the assignment, students must write an artist statement describing the project, reflecting on the composition process, and explaining each composer’s choices.
To encourage students to think of sound and space and the affective relationship between the two following chapter three, Ceraso developed a digital soundmap on soundcities.com and had students upload sounds to it, while also producing an artist statement similar to the assignment in the preceding chapter. Finally, in considering the consumer-ready object in composition after the automobile chapter, students worked in groups to play with and analyze a sound object, and to report back on the object’s influence on them physically and emotionally. After they performed this analysis, students are then tasked with thinking of a particular audience and creating a new sonic object or making an existing sonic object better, and to prototype the product and present it to the class. Ceraso follows each of these assignment descriptions with careful metacognitive reflection and revision.
Steph Ceraso interviewed by Eric Detweiler in April 2016, host of Rhetoricity podcast. They talked sound, pedagogy, accessibility, food, senses, design, space, earbuds, and more. You can also read a transcript of this episode.
While Sounding Composition contributes to scholarship on many levels, it’s praxis feels the most compelling to me. Ceraso’s love for the theory and pedagogy is clear–and contagious—but when she describes the growth and evolution of her assignments in practice, we are able to see the care that she has for students and their individual growth via sound rhetoric. To Ceraso, the sonic realm is not easily separated from any of the other sensory realms, and it is an overlooked though vitally important part of the way we experience, navigate, and make sense of the world. Ceraso’s aim to decenter the primacy of alphabetic text in creating, presenting, and formulating knowledge might initially appear somewhat contradictory, but the old guard will not die without a fight. It could be argued that this work and the knowledge it uncovers might be better represented outside of an academic text, but that might actually be the point. Multimodal composition is not the rule of the day and though the digital is our current realm, text is still the lingua franca. Though it may seem like it will never arrive, Ceraso is preparing us for the many different attunements the future will require.
Featured Image: Dame Evelyn Glennie Performing in London in 2011, image by Flickr User PowderPhotography (CC BY-NC-ND 2.0)
Airek Beauchampis an Assistant Professor of English at Arkansas State University and Editor-at Large for Sounding Out! His research interests include sound and the AIDS crisis, as well as swift and brutal punishment for any of the ghouls responsible for the escalation of the crisis in favor of political or financial profit. He fell in love in Arkansas, which he feels lends undue credence to a certain Rhianna song.
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Last week, Carlo Patrão published “On the Poetics of Balloon Music: Sounding Air, Body, and Latex (Part One),” which examined the history of the association between balloon travel and experimentation and the idea of silence, along with a round up of conceptual artists who have used balloons in their work. Today’s post continues this exploration with an in-depth conversation between the author, producer Marina Koslock and sound artist Judy Dunaway.
We look at alien grace,
by any determined form,
and we say: balloon, flower,
heart, condom, opera,
lampshade, parasol, ballet.
Hear how the mouth,
of longing for the world,
changes its shape?
Excerpt from Difference, by Mark Doty
Against Levity: Experimental Music and the Latex Balloon
The term balloon music gained some virality in 2011 after Finn, the protagonist of the animated series Adventure Time, rubbed a toy balloon and improvised a rap over its squeaky sounds. “Balloon music is the future,” says the character. This few second-long scene became an instant meme, inspiring many to share their own versions of the “futuristic sound of balloon music.”
Balloons themselves are viral objects. Designed to infect our moods, they are part of social rituals ranging from the deeply personal to collective (political) euphoria. They are cheap, amusing and awe-inducing. As resonant chambers, balloon membranes are sonically responsive to touch while, at the same time, highly tuned to the vibrations of the environment. To start playing a balloon, no prior experience is required. In this sense, the balloon is a democratic instrument whose sonic textures circumvent expensive music equipment.
The Jazz composer Anthony Braxton was once asked why he used balloons in his Composition 25 (1972). Braxton replied: “I didn’t have enough money for the electronic equipment that could make those kinds of sounds. I’m interested in the expanded reality of sound opened up by the post-Webern continuum, but I’m restricted to using cheap materials. So, you know, I was walking down the street one night and I thought, Hey! I gotta have balloons!”
Anthony Braxton, B-Xo/N-0-1-47a or Composition 6G, w/ Leroy Jenkins, Leo Smith and Steve McCall, with balloon sounds, 1969
“For me, that piece (Composition 25) really best demonstrates the full symbolic meaning of the balloon in the early avant-garde,” says balloon music composer Judy Dunaway. “I’ve discussed this with Braxton himself – the balloon replicated electronic equipment that he couldn’t afford at the time, but he also saw it as a way to open up the minds of the performers to get them to think differently about how they were improvising and how they were interacting in the piece.” Braxton’s Composition 25 is scored for 250 balloons and musicians are required to produce sound by squeezing, rubbing and popping balloons. “I like the idea that he breaks down the hierarchy,” adds Dunaway, “black musicians were discriminated against and they didn’t have the financial means that the white musicians had… and he was using this as a way to get beyond that and say: Here, I’m going to do electronic sounds without any electronics, I don’t need to go buy a Buchla or be associated with an academic institution that can give me access to equipment, right?”
Producer Marina Koslock and I met Judy Dunaway at MassArt in Boston to talk about her balloon-based sculptural sonic performances and the ready-made latex balloon as a sound producing instrument. For the past 25 years, Dunaway has been developing a singular specialization in the balloon as a medium for sound and music. You can keep just broadening out and do more things with a concept; or you can work in a particular parameter as an artist and keep digging deeper and deeper and deeper, and that for me as been more interesting, is to pursue that line”, explains Dunaway.
As a consequence, her balloon work has spanned out through several records (e.g. Balloon Music and Mother of Balloon Music), scores, sound sculptures, solo performances, ensembles, and numerous installations. The poetics of the latex balloon as a sound producing instrument contrast with the atmospheric balloon explored in part one of this article. The balloon, no longer buoyant, stays in close proximity to the body of the performer. The surface of the balloon is vibrated through rubbing, stroking, squeezing, pulling, popping and through the control of air releases. These sonic tactile acts bring forth dialogues between the performer’s body and the latex body of the balloon. “I limited my playing techniques to the balloons and my body,” says Judy Dunaway, “it was essential to be able to feel everything that was happening with the balloon in order to be able to fully explore all the sonic possibilities.”
The Balloon Music, DF#, by Tina Touli, 2013-2015
The balloon functions as an external sensory organ, like a skin, that vibrates when sound passes through. In Deaf culture, balloons have a long history of being used as resonating chambers that amplify vibration and facilitate hearing. Deaf people use them at concerts, musicals, clubs and raves to hear the music through the vibration of the balloon’s membrane. David Toop writes about Alexander Bell in the 1870s encouraging students from a Boston school for deaf children to hold balloons in their hands while walking on the street as a safety measure in order to hear the vibrations from the cobblestones as fast horse-drawn wagons passed by. Vibrational information is processed in the same way as sound information. As the scholar Steph Ceraso proposes, the common definition of listening needs to be expanded to include the sensory, contextual, and material aspects of a sonic event. Dunaway’s sound installation Manual Eardrums invites participants to a different mode of listening through the vibration of the balloon. “You are given earplugs at the door and an inflated balloon, and you hold it between your hands as you walk around the space. There’s a low tone playing that sweeps between 100Hz and 150Hz and it causes different vibrational patterns in the room that you can feel and map them out,” explains Dunaway. “Your eardrum is the balloon that you’re holding.”
Judy Dunaway started to play balloon music in the late 1980s, first as a preparation for guitar string and soon after as a solo instrument. It was in the midst of the AIDS Crisis and Dunaway was part of the downtown improv scene in NYC. “Many of my friends were dying,” she recalls. “Everybody was saying what caused this? Nobody knew how the disease was being spread,” adds Dunaway. “Then, of course, there was this discovery that it was sexually transmitted and you could prevent transmission with latex condoms. Suddenly, they had this power,” she says, “latex had this power to save people’s lives, and I say that that is when balloons really began to speak to me. They were something beyond a mere mechanism to make sound.” Within the envelope of the balloon Dunaway found space for memory, life, and sensuality.
From the beginning, her balloon work has articulated tensions between explicit and implicit meaning around issues relating to social activism, environmentalism, and feminism. “In an era, which continues to be that a woman’s control of her own body is restricted or attempts are being made to restrict our bodies, I coupled myself to this instrument that expresses sensuality, sexuality, and humanity,” says Dunaway. The balloon, as a resonating chamber, bypasses western musical traditions that mechanize the body and gender stereotype musical expression. For Dunaway, the balloon generates a “non-judgmental somatic relationship.”
“Seeing my connection to the body of the balloon, that to me served as an unspoken rebellion against the patriarchy, against the power structures that have oppressed women and, ultimately, all humankind by severing the psyche and the body,” says Dunaway. Following the scholar Robin James, the patriarchy is not just a “relation among people” but is also a “relation among sounds” that are coded in a gender system of masculine absolute/feminine other. “The way I approach the balloon is not nailed or fixed or part of this history,” clarifies Dunaway. The balloon as an instrument has allowed Dunaway to develop a musical lexicon outside of a male-dominated classical heritage.
Judy Dunaway performing Piece for Tenor Balloon, written notation with improvisational passages, 2002
For example, this is her description of the round balloon as a sounding instrument:
Imagine a string, a string on a violin or guitar, and this string is held taut on either end by a the tuning pegs and the bridge now imagine that string suddenly melted and spun out into an orb and it’s all held tight by a column of air. . .this is the palette that I have to access when I play the Tenor Balloon, I have all these harmonics on this curved shape, and I control it partially with my knees.
The Tenor Balloon is placed between both knees and Dunaway applies and releases pressure on the balloon producing microtonal changes on its surface. “And I also use water,” she adds, “copious amounts of water, warm water on the balloon and on my hands because that’s the way I get this stick and slip mechanism to work.” The hands gliding on the balloon’s surface act similar to a bow on a string reaching different nodes and moving through harmonic series.
Judy Dunaway performing “Hommage à Kenneth Noland”, for amplified giant balloon, vibrators, synthesized tones, and projected video, with Max/MSP/Jitter interface, 2017
Each balloon requires its own specific touch or sounding technique. On the piece Amplified Giant Balloon, vibrators are used to resonate the surface of a giant balloon creating a low drone sound. “It’s like vibrating a giant bass string”, says Dunaway, ”I tune my vibrators, I go to the sex shop and I listen to vibrators, and I tune the vibrators to each other so there’s a little beating pattern between them that I can control.”
Around 2015, Dunaway added a new balloon to her solo performances, the Amplified Twister Balloon. The twister balloon is equivalent to the long balloons used to make balloon-animals. Due to its string-like shape, the sounds produced through rubbing or gliding differ from the sounds of a round balloon. “The harmonic series isn’t so predictable,” she continues, “the tension is highest close to the navel of the balloon and that makes it microtonal different from one end to the other like an out-of-tune bugle.” Visually, the Amplified Twister Balloon performance delivers a feminist affirming statement. Defying the tradition of the male guitarist stroking the female form of the guitar, Dunaway finds musical material in a phallic-shaped balloon. “I sort of invert this”, she says, “now I have the penis form that I’m stroking and caressing and I’m taking this phallic power for myself in the Amplified Twister Balloon.”
“My work doesn’t come out of a void,” states Dunaway. In the article My Beautiful Balloon, Dunaway maps out a detailed history of the balloon in experimental and avant-garde music. Many Fluxus artists used the balloon in events, concerts and instructional scores. The sounds of the balloon embodied Fluxus’ humorous/satirical attitude towards art and the collapse of hierarchies of experience by reframing everyday life objects. Balloons are used by DIY artists that re-invent, hack and create new music instruments (Jean Francois Laporte, Thierry Madiot, Aaron Wendell, Tom Nunn, Javier Bustos). Balloon sounds are explored by many artists with backgrounds ranging from improvised music, rock, electronic or electro-acoustic and sound installation (Ricardo Arias, David Bedford, Mauricio Kagel, Alvin Lucier, Terry Day, Tod Dockstader, Christine Sun Kim, Davide Tidoni, Sharon Gal, Eugene Chadbourne, Matmos, EVOL, Alan Nakagawa, to name a few).
To develop a practice around the accessibility of latex is to engage with politics of mass-production and exploitation of resources and labor. Dunaway mentions the connection between the air and breath that fills the balloon and the mass-extraction of latex from the lungs of the Earth. “[Balloons] are literally the blood from a tree in the Amazon,” says Dunaway, “and there’s a whole history of how the indigenous people there were and still are persecuted. Now, they are mostly farmed in Malaysia,” she adds.
Between 1890 and 1920, a rubber fever led to a boom of extraction and exploitation of rubber-bearing plants in the Amazonian countries and to the forced displacement, slavery and mass killing of its indigenous people. The same happened in many African countries. As John Tully writes in his book The Devil’s Milk, “it is still true that where there is rubber there is often human suffering.” Ricardo Arias, a Columbian composer working with balloons (balloon kit) since 1987, has acknowledged this suffering through his balloon work. In Musica Global, Arias composed a series of 20 short balloon pieces called Caouchu: The Weeping Tree/El Árbol Que Llora in memory of the native Americans tortured and killed by the North American and European hunger for natural rubber latex.
These ontological relations between the balloon’s materiality and the environment inform Dunaway’s work. “I’m writing a piece for a large 30 to 35 person balloon ensemble. This piece is called Wind Ensemble and is all about the air going out of the balloon, and the sound of the mouthpiece being vibrated as the air comes out.” Dunaway shares a video recording of this work and the room is filled with high pitched sounds changing at different speeds. The experience is immersive; a meditation on air and vibration. “It’s rather minimal in the concept because I really want you to notice the small changes and nuances over time.” The performative element of the piece has balloon players squeezing the balloon’s mouthpiece and bending over large balloons to make them vibrate until the balloon’s last breath. “Ideally, I would like 60 balloon players, that would be great!” she exclaims. The embodied relationship that Dunaway has developed with the balloon over the past decades resulted in an artistic practice extremely tuned to the sonic proprieties of every inch of the latex balloon.
The poetics of balloon music bring forth alternative narratives that challenge dominant hierarchies of music production, bypassing expensive technology and expectations of gendered musical expression. The balloon as an object of childhood and of playfulness is charged with emotional resonance and invites the construction of meaning while offering an opportunity to build upon subversive themes. In this two-part article, the balloon was analyzed as an object that is able to generate a vertical dimension of self and the construction of a sense of Place within the silence of the upper air regions that informed the “listening ear” to perceive difference. As a Probe, the balloon navigates the irreversibly altered constitution of the airspace, sonifying masses of air and weather data. Filled with breath or air, in Play, the latex balloon is an extra ear attached to our bodies that vibrate in sympathy with the terrestrial agitations of the Earth. Maybe Finn from Adventure Time is on to something. “Balloon music is the future.”
Thanks to Judy Dunaway for the interview and records; Marina Koslock for co-producing the interview with Judy Dunaway; and Jennifer Stoever for your help and excellent editing.
Featured Image: Judy Dunaway, photo by Alice Bellati
Carlo Patrão is a Portuguese radio producer and independent researcher based in New York city.
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Editors’ note: As an interdisciplinary field, sound studies is unique in its scope—under its purview we find the science of acoustics, cultural representation through the auditory, and, to perhaps mis-paraphrase Donna Haraway, emergent ontologies. Not only are we able to see how sound impacts the physical world, but how that impact plays out in bodies and cultural tropes. Most importantly, we are able to imagine new ways of describing, adapting, and revising the aural into aspirant, liberatory ontologies. The essays in this series all aim to push what we know a bit, to question our own knowledges and see where we might be headed. In this series, co-edited by Airek Beauchamp and Jennifer Stoever you will find new takes on sound and embodiment, cultural expression, and what it means to hear. –AB
A stage full of opera performers stands, silent, looking eager and exhilarated, matching their expressions to the word that appears on the iPad in front of them. As the word “excited” dissolves from the iPad screen, the next emotion, “sad” appears and the performers’ expressions shift from enthusiastic to solemn and downcast to visually represent the word on the screen. The “singers” are performing in Christine Sun Kim’s conceptual sound artistic performance entitled, Face Opera.
The singers do not use audible voices for their dramatic interpretation, as they would in a conventional opera, but rather use their faces to convey meaning and emotion keyed to the text that appears on the iPad in front of them. Challenging the traditional notions of dramatic interpretation, as well as the concepts of who is considered a singer and what it means to sing, this art performance is just one way Kim calls into question the nature of sound and our relationship to it.
Audible sound is, of course, essential to sound studies though sound itself is not audist, as it can be experienced in a multitude of ways. The contemporary multi-modal turn in sound studies enables ways to theorize how more bodies can experience sound, including audible sound, motion, vibration, and visuals. All humans are somewhere on a spectrum between enabled and disabled and between hearing and deaf. As we grow older most people move farther toward the disabled and deaf ends of the spectrum. In order to experience sound for a lifetime, it is imperative to explore multi-modal ways of experiencing sound. For instance, the Deaf community rejects the term disabled, yet realizes it is actually normative constructs of hearing, sound, and music that disable Deaf people. But, as Kim demonstrates, Deaf people engage with sound all of the time. In this case, Deaf individuals are not disabled but rather, what I identify as difabled (differently-abled) in their relationship with sound. While this term is not yet used in disability scholarship, it is not completely unique, as there is a Difabled Twitter page dedicated to, “Ameliorating inclusion in technology, business and society.” Rejection of the word disabled inspires me to adopt difabled to challenge the cultural binary of ability and embrace a more multi-modal approach.
Kim’s art explores sound in a variety of modalities to decenter hearing as the only, or even primary, way to experience sound. A conceptual sound artist who was born profoundly deaf, Kim describes her move into the sound artistic landscape: “In the back of my mind, I’ve always felt that sound was your thing, a hearing person’s thing. And sound is so powerful that it could either disempower me and my artwork or it could empower me. I chose to be empowered.”
For sound to empower, however, cultural perception has to move beyond the ear – a move that sound studies is uniquely poised to enable. Using Kim’s art as a guide, I investigate potential places for Deaf within sound studies. I ask if there are alternative ways to listen in a field devoted to sound. Bridging sound studies and Deaf studies it is possible to see that sound is not ableist and audist, but sound studies traditionally has suffered from an aural fixation, a fetishization of hearing as the best or only way to experience sound.
Pushing beyond the understanding of hearing as the primary (or only) sound precept, some scholars have begun to recognize the centrality of the body’s senses in sound experience. For instance, in his research on reggae, Julian Henriques coined the term sonic dominance to refer to sound that is not just heard but that “pervades, or even invades the body” (9). This experience renders the sound experience as tactile, felt within the body. Anne Cranny-Francis, who writes on multi-modal literacies, describes the intimate relationship between hearing and sound, believing that “sound literally touches us,” This process of listening is described as an embodied experience that is “intimate” and “visceral.” Steph Ceraso calls this multi-modal listening. By opening up the body to listen in multi-modal ways, full-bodied, multi-sense experiences of sound are possible. Anthropologist Roshanak Kheshti believes that the differentiation of our senses created a division of labor for our senses – a colonizing process that maximizes the use-value and profit of each individual sense. She reminds her audience that “sound is experienced (felt) by the whole body intertwining what is heard by the ears with what is felt on the flesh, tasted on the tongue, and imagined in the psyche” (714), a process she calls touch listening.
Other scholars continue to advocate for a place for the body in sound studies. For instance, according to Nina Sun Eidsheim, in Sensing Sound, sound allows us to posit questions about objectivity and reality (1), as posed in the age-old question, “If a tree falls in the forest and no one is there to hear it, does it make a sound?” Eidsheim challenges the notion of a sound, particularly music, as fixed by exploring multiple ways sound may be sensed within the body. Airek Beauchamp, through his notion of sonic tremblings, detaches sound from the realm of the static by returning to the materiality of the body as a site of dynamic processes and experiences that “engages with the world via a series of shimmers and impulses.” Understanding the body as a place of engagement rather than censorship, Cara Lynne Cardinale calls for a critical practice of look-listening that reconceptualizes the modalities of the tongue and hands.
As these scholars have identified, privileging audible sound over other senses reinforces normative ideas of communication and presumes that individuals hear, speak, and experience sound in normative ways. These ableist and audist rhetorics are particularly harmful for individuals who are Deaf. Deaf community members actively resist these ableist and audist assumptions to show that sound is not just for hearing. Kim identifies as part of the Deaf community and uses her art to challenge the ableist and audist ideologies of the sound experience. Through exploring one of Christine Sun Kim’s performance pieces, Subjective Loudness, I argue that we can conceptualize sound studies in the absence of auditory sound through the two concepts Kim’s piece were named for, subjectivity and loudness.
In creating Subjective Loudness, Kim asked 200 Tokyo residents to help her create a musical score. Hearing participants were asked to use their bodies to replicate sounds of common 85 dB noises into microphones. The sounds Kim selected included: the swishing of a washing machine, the repetitive rotation of printing press, the chaos of a loud urban street, and the harsh static of a food blender. After the list was complete, Kim has the sounds translated into a musical score, sung by four of Kim’s closest friends. The noises then become music, which Kim lowers below normal human hearing range for a vibratory experience accessible to hearing and non-hearing individuals alike; The result is music that is not heard but rather felt. As vibrations shake the walls, windows, and furniture audience members feel the music.
Kim’s performance expands upon current understandings of the body in sound by incorporating multiple materialities of sound into one experience. Rather than simply looking at an existing sound in a new way, she develops and executes the sound experience for her participants. Kim types the names of common 85 dB sounds, what most hearing people may call “noise” on an iPad – a visual representation of the sound.
By asking participants to use their bodies to replicate these sounds – to change words into noise – Kim moves visual representation moves into the audible domain. This phase is contingent on each participant’s subjective experience with the particular sound, yet it also relies on the materiality of the human body to be able to replicate complex sounds. The audible sounds were then returned to a visual state as they were translated into a musical score. In this phase, noise is silenced as it is placed as musical notes on a page. The score is then sung, audibly, once again shifting visual into audible. Noise becomes music.
Yet even in the absence of hearing the performers sing, observers can see and perhaps feel the performance. Similar to Kim’s Face Opera, this performance is not just for the ear. The music is then silenced by reducing its volume beyond that of normal hearing range. Vibrations surround the participants for a tactile experience of sound. But participants aren’t just feeling the vibrations, they are instruments of vibration as well, exerting energy back into the space that then alters the sound experience for other bodies. The materiality of the body allows for a subjective experience of sound that Kim would not be able to as easily manipulate if she simply asked audience members to feel vibrations from a washing machine or printing press. But Kim doesn’t just tinker with the subjectivity of modality, she also plays with loudness.
In this performance Kim creates a think interweaving of modalities. Part of this interplay involves challenging our understanding of loudness. For instance, participants recreate loud noises, but then the loud noise is reduced to silence as it is translated into a musical score. The volume has been dialed down, as has the intensity as the musical score isolates participates. The sound experience, as the score, is then sung, reconnecting the audience to a shared experience. Floating with the ebb and flow of the sound, participants are surrounded by sound, then removed from it, only to then be surrounded again. Finally, as the sound is reduced beyond hearing range, the vibrations are loud, not in volume but in intensity. The participants are enveloped in a sonorous envelope of sonic experience, one that is felt through and within the body. This performance combats a long-standing belief Kim had about her relationship with sound.
As a child, Kim was taught, “sound wasn’t a part of my life.” She recounted in a TED talk that her experience was like living in a foreign country, “blindly following its rules, behaviors, and norms.” But Kim recognized the similarities between sound and ASL. “In Deaf culture, movement is equivalent to sound,” Kim stated in the same talk. Equating music with ASL, Kim notes that neither a musical note nor an ASL sign represented on paper can fully capture what a music note or sign are. Kim uses a piano metaphor to make her point better understood to a hearing audience. “English is a linear language, as if one key is being pressed at a time. However, ASL is more like a chord, all ten fingers need to come down simultaneously to express a clear concept in ASL.” If one key were to change, the entire meaning would change. Subjective Loudness attempts to demonstrate this, as Kim moves visual to sound and back again before moving sound to vibration. Each one, individually, cannot capture the fullness of the word or musical note. Taken as a performative whole, however, it becomes easier to conceptualize vibration and movement as sound.
In Subjective Loudness, Kim’s performance has sonic dominance in the absence of hearing. “Sonic dominance,” Henriques writes, “is stuff and guts…[I]t’s felt over the entire surface of the skin. The bass line beats on your chest, vibrating the flesh, playing on the bone, and resonating in the genitals” (58). As Kim’s audience placed hands on walls, reaching out to to feel the music, it is possible to see that Kim’s performance allowed for full-bodied experiences of sound – a process of touch listening. And finally, incorporating Deaf and hearing individuals in her performance, Kim shows that all bodies can utilize multi-modal listening as a way to experience sound. Kim’s performances re-centers alternative ways of listening. Sound can be felt through vibration. Sound can be seen in visual representations such as ASL or visual art.
Through Subjective Loudness, it is possible to investigate subjectivity and loudness of sound experiences. Kim does not only explore sound represented in multi-modal ways, but weaves sound through the modalities, moving the audible to the visual to the tactile and often back again. This sound-play allows audiences to question current conceptions of sound, to explore sounds in multi-modalities, and to use our subjectivities in sharing our experiences of sound with others. Kim’s art performances are interactive by design because the materiality and subjectivity of bodies is what makes her art so powerful and recognizable. Toying with loudness as intensity, Kim challenges her audience to feel intensity in the absence of volume and spark the recognition that not all bodies experience sound in normative ways. Deaf bodies are vitally part of the soundscape, experiencing and producing sound. Kim’s work shows Deaf bodies as listening bodies, and amplifies the fact that Deaf bodies have something to say.
Sarah Mayberry Scott is an Instructor of Communication Studies at Arkansas State University. Sarah is also a doctoral student in Communication and Rhetoric at the University of Memphis. Her current research focuses on disability and ableist rhetorics, specifically in d/Deafness. Her dissertation uses the work of Christine Sun Kim and other Deaf artists to explore the rhetoricity of d/Deaf sound performances and examine how those performances may continue to expand and diversify the sound studies and disability studies landscapes.
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