Thinking Through Sonorities in Histories of Schooling – Schulgeschichte als Rekonstruktion von Klangbildern

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Abstract

This article uses an unattributed photograph taken around 1964 to commemorate an audio recording the junior choir was about to make at the girls’ state secondary grammar school I attended as a pupil from 1958 to 1965. In the photograph I am documented visually as the girl seated at the piano. I use the photograph to explore research techniques for acoustic histories (see also Burke/Grosvenor 2011; Goodman 2017; Hoegaerts 2017; Verstraete 2017). I chart four techniques for reading the sonorities of the photograph that each draws on a different scholar’s approach to the acoustic, which I outline along with links to related pedagogies. Following Edwards’ (2012, 128) stress on photography as a sensorially integrated medium, each of the historians’ work I discuss inter-weaves the senses (sound/sight; sound/touch/sight; sound/hearing/touch/sight), while the fourth approach focuses more explicitly on sound as vibrating material. Rather than providing an in-depth analysis of the photograph, I am interested here in what aspects of sonority the scholar’s research technique brings to the fore. I then consider the various ‘ensoundings’ of the photograph through their implications for my positioning as researcher who is also girl-at-the-piano. I end by opening a line of thinking around change in histories of girls’ education that is prompted by thinking about the photograph acoustically.
Original languageEnglish
Pages (from-to)277-288
JournalBildungsgeschichte - International journal for the historiography of education : IJHE
Volume17
Issue number2
Publication statusPublished - 11 Sep 2017

Keywords

  • Acoustic histories
  • Researcher positioning
  • Diffraction
  • Posthuman
  • Sonorities
  • Hearing
  • Touch
  • Schooling

Cite this

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title = "Thinking Through Sonorities in Histories of Schooling – Schulgeschichte als Rekonstruktion von Klangbildern",
abstract = "This article uses an unattributed photograph taken around 1964 to commemorate an audio recording the junior choir was about to make at the girls’ state secondary grammar school I attended as a pupil from 1958 to 1965. In the photograph I am documented visually as the girl seated at the piano. I use the photograph to explore research techniques for acoustic histories (see also Burke/Grosvenor 2011; Goodman 2017; Hoegaerts 2017; Verstraete 2017). I chart four techniques for reading the sonorities of the photograph that each draws on a different scholar’s approach to the acoustic, which I outline along with links to related pedagogies. Following Edwards’ (2012, 128) stress on photography as a sensorially integrated medium, each of the historians’ work I discuss inter-weaves the senses (sound/sight; sound/touch/sight; sound/hearing/touch/sight), while the fourth approach focuses more explicitly on sound as vibrating material. Rather than providing an in-depth analysis of the photograph, I am interested here in what aspects of sonority the scholar’s research technique brings to the fore. I then consider the various ‘ensoundings’ of the photograph through their implications for my positioning as researcher who is also girl-at-the-piano. I end by opening a line of thinking around change in histories of girls’ education that is prompted by thinking about the photograph acoustically.",
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author = "Joyce Goodman",
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Thinking Through Sonorities in Histories of Schooling – Schulgeschichte als Rekonstruktion von Klangbildern. / Goodman, Joyce.

Vol. 17, No. 2, 11.09.2017, p. 277-288.

Research output: Contribution to journalArticleResearchpeer-review

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