A multimodal musical analysis: visualizing diaspora

Since I work in the CDLR, I get to raise all kinds of wild questions that don’t fall into the purview of traditional, disciplinary bound scholarship. To prepare for my presentation at the Pop Conference (instituted by Experience Music Project in Seattle), this year combined with IASPM-US (International Association for the Study of Popular Music), I became preoccupied with the question: “How do I visualize a music analysis about space and place?”

My paper extends my dissertation work on The Kominas, a South Asian American punk band tied to the alternative Muslim subculture self-labeled as Taqwacore. In this paper, I chose to focus on the band’s music. Through a couple of song readings, I investigate the form and content of diasporic spaces as articulated by the band’s music. I argue that this unique geo-musical formation discursively moves seamlessly between a conventional notion of diaspora—migration of people away from an ancestral homeland—and a minority-centered, multi-diasporic space. Through a recent engagement with multimodal scholarship, I challenged myself to think beyond writing, a mode that conventionally represents academic work. I already use the concepts such as cartography and mapping as metaphors. Why should I limit the expression of my ideas to text only? Why not create a map of my music analysis especially since it’s about space and place?

Visualizing a musical analysis is nothing new. Music theorists have used music notations to represent sonic patterns key in their interpretation. More recently, theorists and information scientists used computational means to process sonic materials for patterns. Visualization became a way to explore patterns, bringing sounds into a (visual) domain that were previously inaccessible with the human senses.

My paper, however, does not engage with the use of the computational technologies to process sonic materials. It does something rather old-school. It simply draws several points on a map and then links them. It does not overlay demographic or musical data. It displays a couple of different geographical formations that illustrate the changing contour of a musical diaspora, a geographical space comprised of lyrical, sonic, and choreographic references. [I deployed Josh Kun’s concept of “audiotopia” to argue for the social and cultural effects of this geo-musical space.]

I began with a hand-drawn map. I used the Penultimate app on my iPad.

I quickly realized that my hand drawn diagram is not only messy but almost illegible. Through searching and playing, I settled with the web-based mapping program Scribble Maps to map this unique diasporic spaces. Using features such as vector graphics, media imports, and baselayer settings, I created a couple of maps that best approximate the geo-musical entities for which I argue in my analysis.

This map articulates The Kominas’ worldview. I positioned South Asia in a visually central spot, with the cultural region of Punjab and the city of Lahore highlighted. The song “Par Desi” articulates this geographical formation:

The song’s title explicitly figures the South Asian diaspora. Vocally and lyrically, the song evokes an ethnic and geographical quandary. The singer and bassist Basim’s voice shivers as he sings the chorus line, ‘In Lahore it’s raining water, in Boston it rains boots.’ The subject in the song defines his physical home in Boston, where he experienced an assault by skinhead punks. He sings, ‘They tried to stomp me out, but they only fueled the flame.’ The song narrates a history of migration and the emotions of displacement. It raises the questions, ‘Where do I point to blame, when men scatter like moths? /…  how’d I get here, from a land with long monsoons?’

The song’s references to traditional bhangra, a dance music genre that originated in Punjab, further complicates this geo-musical formation. In my analysis, I argue that the band projects a transnational bhangra-punk sound:

An 8-second analog sample of live bhangra percussion comes into the musical present. Immediately, this sample transports me, the listener, away from the emotional space of the lament. Continuing the triplet pattern of the bhangra sample, the band transforms the bhangra rhythm into a collective punk-style chanting of ‘la-la-la’ in the final section of the song. This chant rejoices in the form of a Clash-like punk choir, roughly in unison with a distorted guitar.

This bhangra-punk aesthetic is projected from a South-Asian- or desi-identified ethnic space: imagined somewhere between Punjab, 1970s punk England, and present-day home in the northeastern United States. The Kominas, I contend, elides its physical home in Boston and the U.S.; at the same time, the band self-consciously embeds itself into historical punk England to reclaim a new musical home.

This bhangra-punk aesthetic is projected from a South-Asian- or desi-identified ethnic space: imagined somewhere between Punjab, 1970s punk England, and present-day home in the northeastern United States. The Kominas, I contend, elides its physical home in Boston and the U.S.; at the same time, the band self-consciously embeds itself into historical punk England to reclaim a new musical home.

I discovered a different but related diasporic configuration in “Tunnnnnn.” This song articulates a minoritarian, multi-diasporic space.

The Kominas alludes to the original roots reggae version of the song (“Armagideon Time” Jamaican artist by Willi Williams). In doing so, the band resituates their version of the song into a Rastafari time-space. The Kominas locates its own battleground, while borrowing from the Rastafari visions of Armageddon.

I hear The Kominas calling for its own ‘Armagideon,’ in the new lyrics written in Punjabi. According to Basim’s translation, the first verse states: ‘We will only drink that / That they are drinking in Iraq / We will only drink that / that they would drink in Karballah (sic).’ It is not a coincidence that both Iraq and Karbala are iconic battle sites both in the past and present. The War in Iraq after the events on September 11 has been a topical preoccupation by The Kominas since its first album (entitled Wild Nights in Guantanamo Bay). The band has made clear its stance of castigating the western world, in particular the United States, for waging a war motivated by Islamophobia, militarism, and imperialism. Following the Punjabi lyrics, Basim evokes the overthrow of 21st century Babylonians. In English, he sings the lines, ‘A lot of people won’t get justice tonight / A lot of people wont’ get no supper tonight / Just remember to / Kick it over / And praise Jehovah / And kick it out.’

The Kominas’ musical alliance with roots reggae, the music of those in Jamaica as well as the Jamaican immigrants, rewrites the history of the racial dynamics in 1960s and 1970s England. Challenging the history of “paki-bashing” in England, The Kominas’ music prominently figures the South Asian subjectivity. This musical geography has discursively reorganized the racial relations between blackness, whiteness, and Asianness. It also forges a musical alliance between a South Asian American band and the Afro-Caribbeans in Jamaica and the U.K..

In its overlays, these maps bring into relief various sites of geopolitics related to postcolonial struggles. This spatial articulation, I contend, is a minority-centered project of reterritorialization. It points away from the band’s physical home in the United States to re-focus on geographical sites symbolic of resistance. Its identification with loci of anti-white-supremacy and anti-imperialism, I argue, is a response to the post-9/11 social alienation and melancholia. Through the creative adaptations of Punjabi musical roots and transnational routes via the U.K., Jamaica, and Lahore, the band has built a psycho-social home in its music.

Coda: These two maps are extensions of my work at UVa’s Scholars’ Lab where I made a series of Myspace friendship distribution maps of a handful of bands (including The Kominas) featured in my dissertation. I’m happy that I’m in the position to use experimental and digital methods to further my explorations of the relationship between pop music and postcolonial geography. This cluster of ideas and modes of inquiry truly excites me.

[Cross-posting from my personal blog]

Posted in Digital Humanities | Tagged , , , , , | Comments Off

Improving WordPress Search Function: Plugin Fun

I recently decided to start sharing my reflections on my day-to-day as a postdoc in digital scholarship at Oxy. I welcome feedback on my work because at times I feel as if much of our work could go unnoticed in a world so dominated by conventional notions of research and learning. Anything alternative to traditional research (i.e. publishing) and teaching (within the curriculum) — or labeled as #altac – could get lost in the mix. I’m cross-posting from my personal blog.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

One of the faculty projects associated with the CDLR is Lisa Wade’s Sociological Images, one of the most visible and influential public sociology sites in the blogosphere. To follow up on our last meeting with Lisa, I scoped out the use of a plugin as a possible solution to improve the search function on a WordPress site. Specifically I played with a WordPress search plugin called Relevansii because of its high ratings and robust documentation community.

On the backend, the admin can configure the setting of the search to enable a specific combination of AND/OR queries. For instance, it could run a AND query first and if no results return, it would run an OR search. It does a good job with phrase search with quotes (e.g. “hillbilly music”). And it has fuzzy matching (matching partial words if complete words don’t match).

With a bit of script tweaking, with the help from Relevansii’s documentation page, I got the plugin to work pretty well on my course blog for CSP27 Race and Gender in Pop Music. I have it set so that it searches the post content, title, tags, and categories. I gave more weight to post titles than  tags and comments. Based on the configured algorithm, the search gives a “relevance score” which determines the order of the research results. I also got the result page to highlight the search terms in excerpts and indicate the number of hits.

To display the number of search results, I tweaked the one-line code that I found on the documentation page and inserted it into the line scripted to return the search term in the header section of the code in search.php. [The WP theme that I use for the blog is Twentyeleven.]

<?php printf( __( $wp_query->found_posts . ' Search Results for: %s', 'twentyeleven' ), '<span>' . get_search_query() . '</span>' ); ?>

One could further tweak the look of the search results; for instance, changing the length of the excerpts, font style of the search terms, etc.

What’s cool about this plugin is that one could do a category/tag filter in the search. This restricts the search to process only the documents labeled with a selected category/tag term [similar to the search on commercial sites like newegg.com or Amazon].

I tweaked the standard searchform.php using the example code snippet that I found on the documentation page. This is the bit of code that I ended using:

<form method="get" id="searchform" action="<?php echo esc_url( home_url( '/' ) ); ?>">
 <label for="s"><?php _e( 'Search', 'twentyeleven' ); ?></label>
 <input type="text" name="s" id="s" placeholder="<?php esc_attr_e( 'Search', 'twentyeleven' ); ?>" />
 <?php wp_dropdown_categories(array('show_option_all' => 'All categories'));
     /*this is code snippet from relevansii for category filter */
  ?>
 <input type="submit" name="submit" id="searchsubmit" value="<?php esc_attr_e( 'Search', 'twentyeleven' ); ?>" />
</form>

On my blog, I have it set up so that the search results can be filtered by the existing post categories (namely, reading responses, assignment, etc). In the case of Sociological Images, it would be useful to restrict the search using the existing tags on the site. Alternatively, one could further refine the structure of the posts by assigning them with higher-level category terms.

Give it a shot and play around: http://cdlrsandbox.org/wordpress/racegenderpop

Posted in Digital Humanities, making + coding | Tagged , , | Comments Off

Call for 2012 Mellon Summer Digital Scholarship Institute

We are announcing the call for the third Mellon Summer Digital Scholarship Institute at Occidental College. Please review the flyer for the details and keep in mind the following dates.

April 12th: Mellon Digital Scholarship Symposium (5-9pm), with a preceding open office hours (4-5pm) where you can learn more about the 2012 DSI in conversation with the Scholarship Technology team and previous institute attendees.

May 4th: Deadline for applications

May 11th: Announcement of 2012 DSI cohort

DSI 2012 Call for Applicants

Posted in digital pedagogy, digital scholarship, Occidental, open access | Tagged , | Comments Off

Digital Scholarship Symposium @ Occidental College

As a capstone to our Mellon Digital Scholarship Speaker Series and as an opportunity to share with the broader campus some of the important work and ideas that are going on at Occidental with regard to open, public, and digital scholarship, we are hosting a Digital Scholarship Symposium, set to take place on the evening of Thursday, April 12th. In addition, a special session focusing on students scholarship with and through digital tools will take place the day before.

The schedule for the symposium looks like this:

Wednesday, April 11th
12-2pm: Digital poster session featuring student scholarship (@ CDLR)

Thursday, April 12th
5:00-6:15pm: Digital / Public / Open scholarship roundtable featuring Amy Lyford, Shanna Lorenz, and Lisa Wade (@ Mosher 1)
6:15-7:00pm: Break and reception (Mosher courtyard)
7:00-8:15pm: Keynote speaker: Pat Aufderheide on Fair Use (@ Mosher 1)
8:15-9:15pm: Closing reception (Mosher courtyard)

These events are open to the entire Occidental Community, as well as to our friends and colleagues outside of Oxy.

CDLR Digital Scholarship Symposium

Posted in digital scholarship, Occidental, Speaker Series | Comments Off

CDLR Studio Sessions

Today, during our iMovie Studio Session, the CDLR team (along with some of the members of our wonderful Scholarship Technology group, and a few Oxy students we roped in) created a brief trailer to promote our Studio Sessions.  These hands on sessions where we invite students and faculty to come create with technology are part of our broader Year of Critical Making + Code.  But, we’ll let our Muppet friends fill you in on all the details…

Have an idea for a Studio Session that involves tinkering with technology or critical making?  Do you want to be kept informed about upcoming Studio Session events sponsored by the CDLR?  Contact me at suzannescott@oxy.edu

Posted in Occidental | Comments Off

Upcoming Event: iPad Studio Session – iMovie

iPad Studio Session: iMovie
presented by Center for Digital Learning + Research

Ground floor in Academic Commons (AKA Library)
Wednesday, April 4th, 12:30 – 3:30
with refreshments

The Studio Session on iMovie is a hands-on engagement in media production using the iPad. The CDLR will transform into a mini movie studio, using the shoot-edit-display capabilities of the iPad and iMovie to create short films.  All you need to bring is your creativity, we will provide the iPads and iMovie training, along with some costumes and props.

The Challenge: To conceptualize, shoot, and edit a 3 minute movie in 3 hours

The Schedule:

  • 12:30-1:00 – Orientation and brainstorming in groups
  • 1:00-2:00 – Go shoot your film on the iPad in groups
  • 2:00-3:30 – Group editing in iMovie in the CDLR

This Studio Session is the third event of our “Year of Collective Learning through Critical Making + Code” designed to encourage the Oxy community to experiment with technology in ways that go beyond the end-user / consumer roles.

Please RSVP to Suzanne Scott [suzannescott@oxy.edu].

All faculty, students, and aspiring Scorseses are welcome to attend.  Bring some friends, or ideas for a short film to be shot and edited in the iPad!

Posted in Occidental | Comments Off

Upcoming Event: Studio Session: Arduino 101

Studio Session: Arduino 101
presented by Center for Digital Learning + Research

CDLR, Ground floor
Academic Commons (AKA Library)
Thursday, March 29th, noon – 3pm
with refreshments

Ever wonder how the Wii works? What tracks the movement of an iPhone? Want to play with circuit boards? Learn to sense and control the physical world using the Arduino microcontroller platform. Through this hands-on workshop designed for beginners, participants will learn the basics of the Arduino programming environment, the world of sensors, and analog/digital inputs and outputs. Using basic components such as buttons, light sensors, and LEDs, we will develop an Arduino-based interactive musical instrument. Since we will be learning the basics of Arduino step by step, we encourage you to attend the entire session. Please bring a laptop if you prefer to use your own.

This workshop will be led by Steven Kemper, PhD Candidate in the Composition & Computer Technologies program at the University of Virgina and a co-founder of EMMI (Expressive Machines Musical Instruments).

This Studio Session is the first of a series on Arduino. It is a part of our “Year of Collective Learning through Critical Making + Code” designed to encourage the Oxy community to experiment with technology in ways that go beyond the end-user / consumer roles.

Please RSVP to Wendy Hsu [hsuw@oxy.edu] by March 22th.

LED Cube | Mario Theme on Stepper Motors

Posted in making + coding | Tagged , | Comments Off

Citing Tweets?!

It’s true!

APA     Chicago Manual of Style     MLA

 

Posted in Occidental | Comments Off

54,748 OxyScholar Downloads to Date

Last month, OxyScholar had 3,320 full-text downloads, bringing the TD total to 54,748.

OxyScholar is a platform for digital scholarly work created at Occidental College by members of the Occidental community. Designed to collect, preserve, and provide open-access to faculty research, selected student projects, and journals, OxyScholar is sponsored by the CDLR.

February ’12 Stats:
The most popular paper downloads:
Beyond Cravings: Gender and Class Desires in Chocolate Marketing (183 downloads)
Judith Butler and the Althusserian Theory of Subjection (156 downloads)
Exploring Web 2.0:  The Impact of Digital Communications Technologies on Youth Relationships and Sociability (125 downloads)

The most popular publications:
Décalages (952 downloads)
ECLS Student Scholarship (799 downloads)
UEP Faculty & UEPI Staff Scholarship (678 downloads)

Posted in Occidental | Comments Off

Making songs to learn about songs: mobile music-making with iPad

Last week, we hosted the first of our Studio Sessions in the CDLR. Harnessing my interest in popular music, as a scholar and a performer, I thought that I would experiment with multi-track audio production using the iPad. I was inspired by all the iPad bands that are burgeoning on Youtube and especially empowered by this emerging genre that is heavily populated by women in Asia.

From my days of playing experimental music, I found that libraries are not only a day-job shelter for some of the most innovative experimental artists that I know (Khate, Jimmy Ghapherhy, Sharon Cheslow). Created for people to treat information and knowledge with care, libraries make a fantastic space for experimenting with the modes of production of cultural and intellectual content.

At the event, I transformed the CDLR into a mobile music recording studio. I moved some furniture out of the way. Using table cocktail tables, I set up multiple stations to track various instruments: electric guitar/bass, MIDI controller, USB voice/acoustic instrument. The guitar interface made by Apogee Jam makes it possible to plug an electric guitar directly into the iPad to control the built-in digital amp models. Via an Apple Camera Connection Kit, the MIDI controller and the USB microphones were connected to the iPad. The MIDI controller enabled the user to control and record various software instruments (fancy keyboard sounds like vintage organs and synths). I set up a “vocal booth” using the USB mic in the small compartment inside the CDLR to record sounds that travel through the air. We did a couple of close mic experiments. Tom Burkdall of the Center for Academic Excellence recorded his a capella version of an Irish pub song. Throughout the course of the session, Utsav, a student participant, recorded a cover of “Hey Soul Sister” that features his baritone ukulele.

The GarageBand Studio Session was the first event of CDLR’s “Year of Collective Learning through Critical Making + Code.” We designed this series with the intention to encourage the Oxy community to experiment with technology in ways that go beyond the end-user / consumer roles. I can say with confidence that the event achieved the goal of critical learning through making.

Let me illustrate this point by narrating my interactions with Amanuel, a first-year student at Oxy. He told me that he has had no experience in songwriting and audio production. He indicated that he didn’t feel comfortable starting out the session by playing with an instrument. I thought this would be a great opportunity to play with the sampler feature in the GarageBand app, which allowed the musically uninitiated to play with samples of sounds that are programmed to fit the (western) scalar tonal system. He quickly migrated into the Smart Percussion and Smart Keyboard. In a couple of hours, Amanuel made complex patterns of instrumental sounds.

While I was thrilled with Amanuel’s progress, he appeared to be discontent with his work. He told me that his music doesn’t sound right. After probing him, he revealed that his music doesn’t sound like Kanye West’s music. I recommended for him to sit down and study Kanye West’s music. We discussed principles and elements of pop song form. I left him to his own device to do some close listening. Without prompting him, I saw that he listened closely and jotted down notes about the song’s sections and structure. A little later, he tapped on my shoulder, “yo, this song sounds like really simple. The form is simple and is built on a few simple tracks.”

I said, “well, you’re totally right. Kanye West’s music is pretty simple in terms of its form. If you cam either be like him, make simple forms with your songs, or you can go with a form more complex than Kanye’s.” He seemed surprised by my claim.

He scratched his head and then went back to listen more examples of his favorite music. He played for me his recent favorite song “Tommy Chong” by the Blue Scholars as an example of a single-track keyboard introduction. Shaking his head, he indicated that he wished he could write a cool keyboard melody like the Blue Scholars. I said to him, “well, it’s not as hard as you think. This keyboard riff is in a pentatonic minor scale.” Then I showed him how to limit the keys on the GarageBand keyboard to only the tones in the specific preset scale. Bang! He instantly heard the difference between a pentatonic minor scale and a major scale by interacting with the keyboard algorithms in the app. [And if this were my Race and Gender in Popular Music class, then I would go on to the talk about the song’s keyboard riff in light of the group's Asian American identities and explain the semantic significance of the pentatonic scale in the representations of the east in western music and media. I may even throw out Orientalism as a theory to contextualize this musical sound.]

Contrary to how I usually teach the concept of scale, via musical notations drawn on a chalkboard, coupled with a demo on a piano, the method of learning music through making a song on a tablet seems incredibly efficient and effective. The immersive practice of constructing a song, enabled by the tactile and visual components of the GarageBand app seems to me a more holistic approach to learning musical principles. By piecing together elements like tone, timbre, scale, harmony, section, melody, and rhythm for the task of building a song, students can learn the relationship among these musical components through a series of sonic and visual exercise, trials & errors. Not only that, this process also demystifies songwriting and could help students gain a critical perspective on the “artistry” of popular music.

I have talked about the cycle of learning, making, and then back to learning—as illustrated in my title “making songs to learn about songs.” From here, I’m interested to see what other music scholars and teachers have said about learning through making, in particular mobile music-making as a pedagogical practice. Wayne Marshall has theorized on mashup as “musically expressed ideas about music.” While he has mostly suggested mashup as a scholarly practice to articulate music analysis, I’d be curious to see how he develop his theory to include it as pedagogical practice for students to explore in a classroom. Ultimately, I want to produce a mixtape containing critical songs about songs made by students. Maybe next spring.

Listen to our set of tracks from our GarageBand Studio Session [FYI: track 3 "Our Desert Sounds a Little Different" is by yours truly; track 2 "Like Sardine in the CDLR" is by Carey Sargent]:


Before I wrap up this post, I want to riff on one corollary related to gender [that is perhaps the beginning of another central point about critical making]. There were no female participants at the event, except for one student’s friend who was invited to come into the studio to record a vocal harmony part. This is especially surprising because among the four adults staffing the event, three were women. And I, as someone who was visibly female, was clearly running the show. Is a recording studio a conventionally masculine space? Does the name GarageBand imply an old boy network? Yes and yes. At times, the CDLR felt like a music instrument store where male student participants took up substantial sonic space, noodling loudly on an electric guitar. And no one, including me, stopped them. I was bothered by it, but I didn’t want to impede their explorations by “being anal.” It felt disruptive to me, but I wasn’t sure how much it was affecting the sonic space of the other participants in the room. I was timid, as other female participants would’ve felt in that space.

I should consider this observation within the current discussion on the gender issues in the DH making/coding community instigated most recently by Miriam Posner. I agree with Miriam and those who spoke up this week against a kind of (gender/color) blind liberalism in the DH making/coding community. The “yourself” in the DIY communities isn’t necessarily white boys, but it could be in many instances. But we should probably do what we can make sure not only that there’s room for others, but that these others are sufficiently empowered in ways that they desire to be. We will have to introduce e-textile and softwear at the future iterations of our studio session. And/or we may just institute a Riot Grrrl studio series or a Grrrl(THAT)Camp.

[cross-posting from my personal blog]

Posted in digital pedagogy, making + coding | Tagged , , | Comments Off