OneBeat Labs: Sound & The World Around Us

Objectives: To learn how and to what extent sound can impact our awareness and understanding of different environments, environmental change, and environmental crisis. To learn about sounds found in the natural world and what they tell us about science & environmental change.

Critical questions: How does sound affect our experience or understanding of something? What do particular sounds found in nature tell us about our earth and changing environment? How are artists using sound to amplify issues around our changing environment? How are the sciences turning to arts to amplify understanding of the environment and changing climate conditions?

Unit 1 – Sonic Ecosystems

PART 1:  The Soundscape

Discussion: How do we define our sonic environment?

What is the Soundscape? What is the difference between hearing and listening? What are the ways in which we locate and understand sound? Listening and subjectivity – in what ways are you subjective in your listening? Does this have an impact on how and what we communicate – if so what do you think that is, examples? Discuss ways of listening – perception of sound and awareness of changing soundscapes in one’s immediate environment. Hearing vs Listening – what is the difference (active vs passive etc.  Does this have an impact on how and what we communicate – if so what do you think that is, examples?

Opening Activity: Read Chapter 1 of The Soundscape by R Murray Schafer

Exercise: Sound Mapping + Listening.

**Students will need a large piece of paper and colored pencils / pens

Aim: Locating and discerning sounds within the soundscape

Lead the group through this deep listening activation. Eyes closed. First focus on breathing, intentional in and out breaths. Settle the body in the space through the breath. After a couple of minutes of slow and deep breaths, encourage students to attune their ears to the sonic environment, first locating sounds outside of the room, starting with the furthest and gradually leading back to within the circle. Discuss the locations of the sounds, the sound levels, the quality.

Questions to consider:

  • What is the loudest sound you hear?
  • What is the softest sound you hear?
  • Three sounds above you?
  • Three sounds behind you?
  • Moving sounds?
  • The ugliest  sounds?
  • The most beautiful?
  • A repetitive sound?
  • A sound that changed direction?
  • A sound made by something opening?
  • A repetitive sound?
  • Most remarkable sound?
  • A sound that either slowly rose or slowly fell in pitch?
  • The sounds you would have liked to eliminate from this soundscape?

Translate the soundscape as a visual map with yourself in the center.

Use different colors | patterns | symbols to indicate sound source, quality, volume etc – be creative.

Discussion | Reflection: What was interesting about this exercise?  How did you approach it? What do you notice about how you heard | listened vs fellow students?

Extra | Homework : Start a Sound Journal

Over the duration of this Lab students will keep a Sound Journal, keeping notes of sounds you hear each day.

  • Before you go to sleep, close your eyes for 5 minutes and make a note of all the sounds you hear. Do the same when you wake up in the morning
  • Write them down. Note where they are in relation to you in the room or the house or outside. How far or close are they? What kinds of sounds – moving, repetitive, short, long, high, low etc.
  • Write something everyday, taking notes of sounds you hear, the time you hear them, your reactions to them, general thoughts on the acoustic environment, and anything you consider significant from an aural perspective.

PART 2:  Sound Walks

Opening Activity: Group listen and discussion.

Discussion: What are the different styles | types of sound walks? How do they differ? What is a unique sound of your neighborhood? What does that sound tell you about your neighborhood?

Exercise: Pauline Oliveros Sonic Mediation V – Walk so silently that your feet become ears

Depending on space and location a few iterations of this exercise can be practiced. First, in the classroom, students can close their eyes – as if in darkness – and move very slowly and intentionally around the classroom. Alternatively, if you have access to outdoor space, guide the students through this exercise in an outdoor environment where there will be more access to a diversity of sounds.

Discussion: What did you notice during the exercise? How did this simple instruction help you to attune differently to your environment and open up your own “field of listening”?

Exercise: Lead the students on a 5-10 minute sound walk –  this can be around the school grounds, or neighborhood depending on the environment. This should be done in silence, with careful attention paid to the sonic environment. Ideally students should have access to basic recording devices – this can be their phones. First lead them silently on a particular route, asking them to pay careful attention to what they hear. Then have them repeat the route, focusing on the distinct sounds they noticed and recording them on their mobile devices.

Return to the classroom and have the students map the route on paper, marking the location of the particular sounds they heard and identified. Ask them to provide specific instructions for both walking and listening – focusing modes of listening towards the particular sounds they each identified. For example, if a sound heard was small and close to the ground – encourage them to provide instructions for really locating and reaching that sound eg: bend down towards the small hole in the wall…etc.

Extra | Homework: 

  • Practice Pauline Oliveros Sonic Mediation V – Take a walk at night. Walk so silently that the bottoms of your feet become ears. Use your sound journal to reflect on how this exercise made you feel, did you hear + listen differently? Did you discover new sounds you had not noticed before
  • Read Finding Purchase: Walks of Witness on Stolen Land by Nathaniel Popkin

Unit 2 – Sound and Environmental Awareness

PART 1:  Soundscape Ecology

Sound is a powerful indicator of environmental degradation and its study is an effective tool for developing more sustainable ecosystems. We often hear changes in the environment, such as shifts in bird calls, before we see them. In 2014 UNESCO (The United Nations Educational, Scientific and Cultural Organization) formed a sound charter to promote awareness of sound as a critical signifier in environmental health and urban planning.

Soundscape Ecology is a fairly new field of study and focus within environmental awareness and scientific studies of the environment. Sounds are a perpetual and dynamic property of all landscapes. The sounds of animals and the nonbiological sounds of running water and rustling wind emanate from natural landscapes. Urban landscapes, in contrast, are dominated by human-produced sounds radiating from a variety of sources, such as machines, sirens, and the friction of tires rotating on pavement.

Opening Activity: Watch Bernie Kraus TED Talk.

Can you think of and name any changes in your sonic environment due to changing climate, or influence of industrial development / gentrification / changing landscapes. Take a few minutes to write down some of these.

Visit Sanaya’s Ears2TheGround website. Read interview with Ajoy Thipaiah. Listen to audio from Kerehaklu on the interactive map.

Additional Resource: Sandunes Portrait

Discussion: How is sound and its study being used in this case to create environmental awareness? What kind of awareness is it engendering? A discussion about sounds that exist and perhaps sounds that no longer exist in the students’ immediate environments. A discussion about listening, how that has changed or been affected by the pandemic, by being isolated or at home more?

Exercise: Have students begin to create their own sound walk or “listening score”

**This can be done in pairs depending on class size and aims. 

  • First decide what the location of the soundwalk will be.
  • Plot out the route. Pick at least 5 locations of interest / importance
  • Map it out (Maps can be hand drawn and creative – or use Google Maps as a resource)
  • Consider the map as a score, what are the areas / sounds you wish to draw the listeners| participants attention to, mark them on your map
  • Provide instructions for walking and listening. What are the particular sonic experiences you would want the listener to have-  Is there a particular time of day necessary? Other things to consider?
  • Create a map legend to indicate important sites and instructions.

 

PART 2: Sonic Imagination

Opening Activity: Watch MIHNA video + read interview with Luisa Puterman

Discussion: How does the Imaginary Museum of the Amazon use imagination and sound to encourage awareness? In what ways is imagination important for the fight against climate devastation? Do you have examples of sound and/or music inspiring your own imagination?

Exercise: Revisit the sound walk maps / scores. Ask students to reconsider their scores with this element of environmental awareness in mind. Is there anything they would like to add or change to draw attention to the environment in a different way, or increase awareness among the listeners / participants.

 

Unit 3 – Making A Sound Walk

The last part of this module is reserved for students to continue developing and making their own sound walks or listening scores. Encourage them to review the various examples shared over the course of the module.

  • A sound walk can draw attention to the immediate existing environment, it can also draw the listeners attention to something in particular.
  • The sound walk could also make use of the imaginary as discussed in Unit 2.
  • Students could make guided walks for a space that no longer exists, imagining what it may have sounded like 50-100 years before, or they could create a walk for a future landscape – researching the effects of climate change on a particular place and painting a “sonic picture” of what that may sound like as a result.
  • Ask the students to consider whether they would like their sound walk to address a particular theme or issue – for example, does the sound walk take place in a particular location of environmental concern, or a landscape being heavily impacted by climate change, urbanization or gentrification?  Are there sounds becoming lost, or extinct as a result that the sound walk could highlight?  How could they use imagination, storytelling and sound to create a future or past sound walk?

Extra | Homework: 

  • Record your sound walk with a mobile recording device. Students can upload finished sound walks to Walk Listen Create website with a registered account, under a Creative Commons License

 

Return to Unit Overview

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