BLog Entry #2
The two assigned readings this week dive into the different forms of expression, mainly those that are produced through audio related mediums. In the article,“The Movement of Air, the Breath of Meaning: Aurality and Multimodal Composing”, the author Cynthia Selfe, introduces the concept of aurality, and breaks down its historical meaning in the educational system. While reading the article I found it interesting to learn about the history of aural expression and how it’s exposure in educational settings has changed with time. “As they emerged in this context, departments of English sought increasingly modern approaches to changing communication practices and values—hoping to distance themselves from the old-school education in oratory, which was considered increasingly less valuable as a preparation for the world of manufacturing, business, and science, and to link their curricula to more
pragmatic concerns of professionalism in the modern university” ( Selfe Cynthia, pg.621). With the advancements of technology in society, the act of writing became a popular tool that was necessary for success in the new and emerging world. While the introduction of writing became the new foundation of progression, the concept of aurality and aural based communication began to dwindle in society. During this point in time writing was seen as a skill only the privileged were allowed to educate and surround themselves with. As a result, under this leading pretense writing was mainly reserved for the eyes and ears of white males. Whereas the minorities of society in place were given the tool of aurality to express their thoughts and expressions. Allowing them to create and spread their storylines and experiences through the word of mouth. This fact I found inspiring, because even though the act of writing was restricted to some, the minority groups used aurality to their advantage in retelling their stories and beliefs. “Artifacts of this historical period
persisted in black communities in verbal games, music, vocal performance, storytelling, and other “vernacular expressive arts” (Richardson 680)”,( Selfe Cynthia, pg.624). These examples give insight into the ways that people used aurality to express themselves during a time the value of word of mouth was second to the written word. Aside from this article the second reading this week, “Composing for Sound: Sonic Rhetoric as Resonance”, written by Mary E. Hocks, Michelle Comstock focused on the concepts that define sound, like sonic rhetoric and sonic literacy. Through this article I was able to see the details that make up the composition of sound. A concept that is aurally based has become a necessity in a majority of the entertainment, news, and educational programs we see today. Being able to understand the different tracks and compositions that can make up the sounds we listen to is really interesting, and eye opening. This article helps me to see where the finished product originates from.
Works Cited:
Hocks E. Mary, Comstock Michelle. “Composing for Sound: Sonic Rhetoric as Resonance”.
Science Direct, Canvas,January, 27, 2017,https://canvas.csun.edu/courses/71672/files?preview=7936130
Selfe L., Cynthia. “The Movement of Air the Breath of Meaning: Aurality and Multimodal
Composing, Canvas, June 2009,