Sound is all around you. It manifests in music and alongside visual media; in espresso machines and drops of coffee filling your mug, in freeway traffic, in dog whistles, shouting bats, and cell phone transmissions – it exists as vibrations in the air even when we believe it to be silent.
Upon waking every morning, we are bombarded with sensory information but are not often taught how to wield the power of our senses to create new understandings of the world. This is the culture that audio production fosters.
Audio production includes your favorite CDs and vinyl records. It includes video game sound effects and everything you hear in movies. It is at the heart of live concerts and podcasts and broadcasts and the reason you can hear sound coming out of speakers. Audio production is the process of capturing sound and reproducing it back to an audience – or perhaps to document and archive to retrieve in the future.
In my personal process of integrating arts into the classroom at Madrona K-8, I have been striving to give audio production equal weight as an art form and as a tool for students to demonstrate their understanding of a topic in an unconventional way. To demonstrate this, I recorded and edited my own podcast to represent my own understanding of the unit topic: Poverty.
I worked with a fellow AmeriCorps member at Arts Corps to record one of their spoken word pieces that deals with privilege and opportunity, and then included an interview portion where they talked about the meaning and intention behind their piece. Not only did I end up with a great podcast example, but I managed to show multiple levels of art – not just the artistry of the podcast itself being put together, but the art in crafting words to create meaning and the power this has in a recorded medium.
For the poverty unit, my fellow teaching artist and I collaborated on a rubric to include the choice between a visual project, an audio project, or another mixed media project. Many students took to the idea of using audio recorders to perform a rap, song, or commentary that showed their understanding and interpretation of the poverty unit theme.
There is a certain fearlessness that young people possess when it comes to giving them choices. Too often, the school system institutes rote procedures that allow little room for creative exploration and personal expression. One project really struck me as an example of what we may have never learned about two students’ unique expressive ability had we not given them this creative choice in the classroom.
Audio production teaches young people how they can use their voice as a mechanism to express ideas, how to practice and plan for the moment of recording, and eventually transcend the fleetingness of time by contributing their voice to recorded history.
In the end, it can just be a playful process where students have a means to demonstrate their understanding of a topic in an unconventional way that now has a chance to be shared and celebrated.-AMY AmeriCorps Artist-in-Residence