Exploring & Problematising the BBC Sound Effects Website, and Reflecting on my Visit to the British Library Sound Archive

Sometimes it can be difficult to record foley and get exactly what you want. Or sometimes you may want to access a previously existing piece of media to place within your work. This is where a sound library or sound archive may prove useful. A sound library consists of any amount (it can be large or small) of pre-recorded sounds that can be accessed by members of the public – this can either be free (in the case of freesound.org) or paid (for example, Splice).

This may prove useful to me. I’d like to build a soundscape of the setting I’m writing the script in (my narrowboat in East London), and I want to be able to access sounds that might be difficult for me to capture by myself – such as a plane flying overhead. In order to do some research and see what’s available to me, I decided to simply search ‘free sound library’ into Google. One of the first results that cropped up was the BBC Sound Effects website, first introduced in 2018. This is a collection of over 33,000 sounds recorded by the BBC over its 100 year existence, which are free for anyone to use provided the content is non-commercial. I tested it out by searching for a sound that resembles the planes that fly above my boat as they take off from the nearby London City Airport. This recording of a Boeing 747 seemed to do the trick:

Another sound effect that would be difficult to record as foley is the noise of sirens passing by on the nearby main road. This is impractical to record for the simple fact that you never know when an ambulance or police car is going to pass by, and if you get a bad recording you have to wait for a vehicle for a siren to go by again. I searched for a siren sound effect and after some scrolling found this one, aptly named ‘Dial 999 – Ambulance, pass left to right with two-tone horn siren, urban background’:

It’s very helpful that resources like this are free to access – even if I wasn’t using this sound library to produce my own work, some of the sounds on the website are quite interesting. There are various examples of indigenous music that I wouldn’t have listened to otherwise, for example. Obviously, this does raise the question of colonialism playing a big part in the creation of the sound library. This website consists of tens of thousands of recordings from the past 100 years, so it does take us back to the days of the British Empire. I would like to see some more acknowledgement of this by the BBC as when I try to find discussion about this online I can’t find anything – not even a reassurance by the corporation that these recordings were captured in ethical, consensual ways, which I find troubling.

The library is also not very affordable at all if one wants to use it for commercial purposes. Yes, it’s useful for me in my current situation where I am making this paper for University, however if I wanted to use the BBC’s recordings in a professional scenario I might have to shell out up to £1,650 for use of the full library. This might be standard practice and I can understand why the BBC does this, however it is certainly a barrier to me using it for professional work in the future. Maybe I’ll have to revert back to freesound.org in the future…

On top of my own research into sound archives, I also recently went on a visit with University to the British Library Sound Archives, where we had a talk about the history of not only the archives, but of the means of sound production and reproduction dating back to the Phonautograph, invented by Edouard-Leon Scott in 1857. We were shown various forms of music distribution, and were played a recording off a wax cylinder – this is a medium that dates from the 19th century! This was an interesting talk as we got to learn more about the processes and time constraints that go into digitising all of these recordings and putting them into the archives. For instance, the degradation of physical material sometimes means that archivists only have one shot at making the recordings digital before the original physical copies become unusable. This can happen in the case of reel-to-reel tape that has degraded. We also got shown around the equipment they use, such as the record flatteners they have that unwarp vinyl records.

A wax cylinder – they work much in the same way as a vinyl record, just they come in a different shape!

Something interesting that was mentioned was the efforts made by the library to repatriate recordings that were made tens of decades ago to the countries they were recorded in, especially if the recordings were obtained via what would now be considered non-ethical methods. Although the people who work at the the archives are obviously not the same people who made these recordings, it’s pleasing to see this step being made from a British institution to give these recordings back to the countries they belong to. I was going to say how this seems to be a better method of approaching the de-colonialisation of sound archives than the BBC, however when I looked this up online I also couldn’t find much about it, so maybe the BBC are making efforts to repatriate recordings to their home countries but just aren’t publicising it, although this would be a little odd.

Anyway, this was an enjoyable visit to the archives and maybe I will have more of a sift through them in the future.

Finishing the distortion circuit, outcome and problems

When I came back to record the circuit and put it in its enclosure today, I came across a problem – there was no sound coming out. The circuit was still working somewhat as the LED was still turning on, however something was going wrong. I noticed a couple of connections had come unsoldered where I had previously encountered trouble keeping them in place, mainly around the jacks. I soldered them back together and then saw that the ground connection from the volume pot had come unsoldered from the PCB. I soldered it back together, but there was still a problem somewhere. It seemed to be that there would be no sound coming from the circuit, but when I’d put my finger on the volume pot some noise would come out. I’d either get a tiny bit of my guitar signal or just a buzz, which was frustrating. I’m guessing my body was acting as some part of the circuit that wasn’t working. I checked the whole circuit multiple times but couldn’t find what was wrong – I decided to just put it in its enclosure for now and I will fix it in the future. It could be anything from bad soldering to a faulty part, but I can’t find anything visibly wrong at the moment.

The enclosure did also prove to be more challenging than I thought it would – I’ve realised that there’s a reason most of them aren’t made of soft material! However I did manage to get the circuit in there, although it was a bit of a squeeze. I started off by ripping all of the stuffing out of the toy:

I cut out holes in the eyes for the volume and tone knobs and a hole where the nose might be for the switch and the LED.

Then I put the components in:

Looks particularly hellish! I was originally going to place the battery inside the toy, but I realised I would have to undo all the needlework at the bottom every time I need to change the battery, so I’ve decided to leave it outside.

Now it was time to stuff the toy again:

I then had to sew the bottom shut. I placed the input and output jacks at the bottom (input on the left, output on the right), and sewed around them:

This is the finished product! Even though I have been experiencing difficulties with the reliability of the circuit, I am happy with how it looks – really absurd and a little scary. After I have handed in the project I am going to cut the toy open and have another crack at the circuit. I’d also like to find something to hold the LED and switch in place as they don’t feel too secure in their fittings. Still, I am happy to finally see somewhat of a finished product, and I know it can’t be far off fully functioning. The soft toy enclosure is a little impractical as nothing can really be held in place (apart from the tone and volume knobs as I put the tops on after the I put the potentiometers through which keeps them in place). It still looks how I wanted it to though, although next time I will probably try to make something in a harder enclosure.

Is Art with a Sense Humour Just as Valid?

Last year when we were making pieces for the Creative Sound Projects unit, my lecturer at the time said something that made me think. We were supposed to make a course Bandcamp account, where we could all upload our compositions for people to listen to and potentially pay for. It was to be run by us, with different students having different roles assigned to them. Along with a friend, I was assigned the task of finalising a name for the project. That was when my lecturer said something along the lines of “please don’t call it anything tongue-in-cheek because it degrades the value of your art”. It wasn’t exactly those words, but it was something similar.

My immediate reaction was “Why?” – To me, humour is very much a part of the art I would like to create and I think it’s a large part of the art I enjoy. Without going into too much detail on the blog, I have had a lot of traumatic events happen to me over my life, and humour and art have always been an amazing form of escapism for me, as I’m sure is the same for many people. I know it’s just the name of a Bandcamp page, but I do think it opens up an interesting discussion about the role humour plays in art, and how seriously it can be taken.

Until a few months ago, a prejudice against humour in my practice did exist in my head. I never really knew why, I just thought that whilst it’s good to laugh, proper art (and music as well, in my case) tackles difficult issues and takes itself seriously. Then I noticed I was finding it really challenging to sit down and create anything – I really felt as though I was in a slump, or just ‘not very creative’, for a long time. I would have ideas, but I’d say no. It felt as though there were a voice in my head saying “Don’t be ridiculous, that idea is stupid. People will not understand what you’re doing, and it will be less valid than other art”. I was having a hard time creating anything until I decided to just try making silly art and writing funny songs for a little bit to see where it went. I found it so freeing. I found that I love to make art that has a bit of a ‘stupid’ side to it, because I am expressing who I am as a person. To give you an example of what I mean, for my first practical project at LCC I made a piece about my experiences with sleep paralysis and night terrors. It wasn’t a bad piece, but I didn’t enjoy the process of making it either. I think this was because I was recalling intensely traumatic memories. Two weeks before I made the piece, for the first time in my life I had woken up in the middle of the night, sat bolt upright and started screaming because I thought someone was in the room trying to kill me. I had also been experiencing very regular sleep paralysis for around 3 years at that point, where dreams would turn sinister and melt into reality, only for me to wake up with the physical feeling and auditory sensation of a man sitting on top of me, swearing at me, strangling me. Looking back on it, of course I can see why I didn’t enjoy making that piece! I don’t enjoy talking about it now. It was taking me to a mental space I really didn’t want to be in. This year, I’m making a distortion box out a stupid emoji toy I found in a high street charity shop in Kent. Yes, it may not be going as deep inside my psyche as the sleep paralysis piece, but I also feel as though I’m getting myself across more through the art I’m making now. Although in many ways I do come from a position of privilege (white, male, middle class, born in a relatively stable country), I have also had a very difficult life on my own terms and I just want to make art that makes me happy (and hopefully others who feel the same way I do).

None of this is to say that I feel that art that does tackle sensitive issues or just takes itself more seriously is less valid or less enjoyable than humorous art – they are equally as valid. I just feel from my own experience that there can be a preconception that art that doesn’t take itself so seriously at face value doesn’t have a serious message behind it. I’m not the only one who shares the opinion – in a 2020 article for The Guardian, journalist Alexi Duggins writes that there is “no good reason for comedy’s inexplicable lack of recognition as high culture”. He asks if “there is something frivolous about an art form that exists to make people smile?” and gives examples of humour in wider art forms such as films and literature constantly being ignored; for example, out of the past 40 Best Picture awards at the Oscars, only 6 awards have been given to comedic films. Although this is not fully related to sound art, I do feel from my own experiences that within the sphere of art, humour tends to not be taken so seriously.

So, having said all this, I am quite happy to be making a playful piece of art for this unit and I am happy to have accepted humour and comedy as part of my practice who I am as an artist. I think I will still occasionally go back to making pieces with heavier themes, but silliness and being a little tongue-in-cheek is part of who I am and the point I want to get across.

L.H.O.O.Q by Marcel Duchamp, a brilliant example of irreverence and humour in art

Bibilography

  1. Duggins, A. (2020) Why is humour so rarely treated as high art?, The Guardian. Guardian News and Media. Available at: https://www.theguardian.com/culture/2020/oct/26/solved-why-is-humour-so-rarely-treated-as-high-art (Accessed: November 22, 2022).

Building my final circuit – distortion box in a cuddly toy!

I’ve decided that my final circuit for this element will be a distortion box placed inside one the emoji cuddly toy that I bought a few weeks ago (at the bottom of my breadboard synth blog!). I was originally going to build a touch sensitive synthesiser in there, where the more someone squeezes the toy, the more distorted/horrifying sound it makes – however I realised the circuit I make will probably be very delicate, so I don’t know if it will react well to being squeezed a lot.

For the distortion circuit I have decided to follow the Junkyard Jam Box book again, this time building the ‘Mud ‘n Sizzle’ fuzz preamp. Before I started soldering it together I was still feeling a little intimidated by the whole process as the previous synth I made did not go so well for me. However, this time I have the correct PCB and all the right parts to make it work!

To start off, I soldered one wire to each of the potentiometers I’m using for the circuit – one controls volume, and the other tone. I also soldered an electrolytic capacitor to the tone knob:

I then soldered the power switch to the battery clip and a resistor, which in turn was soldered to an LED:

I then started soldering the wires to the input and output jacks, and attached to the volume knob to the output jack:

It was now time to start soldering components to the PCB, I started with the transistor, two resistors and a capacitor:

The way of making connections on this PCB, which has no predefined traces, is to arrange the components you want to connect in a line and then solder the connections together. It looked like this:

I subsequently snipped the ends of the wires. Then I started to solder the potentiometers and jacks onto the board, along with another couple of resistors:

The final thing to do was to create a ground connection through the circuit. I did this by connecting the negative lead of the battery clip to the board, in between the bottom connections of the two resistors that run parallel to each other in the picture above. After that I got some uninsulated wire and ran connections from the potentiometers, jacks and the LED to the the same row as the negative battery wire. I employed the same connecting technique I had used before by soldering all of the connections together. It looked like this:

Something I found really difficult was that the uninsulated wire kept disconnecting from the jacks after I had soldered it on. I don’t know why it kept doing that – maybe it could’ve been to do with the fact I’m relatively inexperienced with soldering my technique isn’t great. My technique to get around this was to wrap the end of the cable around the connections as much as possible and then solder it together. It didn’t seem like a 100% correct thing to do, but it works for now.

It was now time to test out the circuit! Initially I wasn’t getting any light on the LED, which meant the signal was going wrong somewhere. After checking the PCB I noticed one of the ground wires had come disconnected – I re-soldered it and also moved some wires which I noticed were touching parts of the circuit they weren’t supposed to be connected to. One of these must have fixed the issue because the light turned on after that.

I took the circuit downstairs to test it out on my valve amplifier with my guitar. At first, it was picking up radio signals and not much else. I was a bit concerned but I plugged my guitar in anyway. The radio noises stopped soon after (I’m not sure why), and I got a really nice crunchy-fuzzy overdrive sound! What a result! This is my first circuit I’ve soldered together that actually works. Now I need to put it in the emoji toy…

I’ve attached an unlisted YouTube link of me playing my guitar through the circuit as myblog won’t let me upload longer videos:

https://youtube.com/shorts/e-W2Q7CRYVI

I am really pleased with the outcome of this as part of me was expecting the circuit not to work at all. I think I’ve gained a lot in confidence from finishing the circuit off, and now I feel ready to take on more challenging circuits in the future. One thing I’m concerned about is the radio noises – they started and then stopped without me doing much so I’m worried there might be something temperamental about the circuit still. I’m also concerned about the fact that when the circuit is in bypass mode the signal coming through is still a little fuzzy, even though I’m playing through the clean channel of my amp. Still, the circuit makes a great distortion sound so for now I am happy.

Visiting Practitioner – Johann Diedrick

A visiting practitioner on the course that inspired me recently was Johann Diedrick. Diedrick is a sound artist whose practice revolves around electronics and exploring their different uses within the medium. I was initially drawn to his work when looking at his website before the lecture. He had a project called ‘Sound Monsters’ from 2018, which was educational and used to teach people how to make circuits that produce sound and solder them together – much the same as what I am studying now. What I particularly enjoyed about this project is the fact that he encouraged participants to make the finished instruments look as strange and interesting as possible. Here’s an example from his website:

This looks very similar to the sorts of technology I want to make – playful, colourful and using a variety of materials to make it look unique.

In the lecture, Diedrick showed us a few examples of his work. One thing he said that resonated with me was that he much preferred working in the physical realm than on a computer. He said that he computer made him feel as though it reduced his creative process to being controlled by ‘office gestures’ and felt that it was ‘more akin to making an excel spreadsheet’. I can definitely empathise with this sentiment – I find physically making things much more enjoyable, and the less time I spend behind a screen, the better.

An instrument he’s made that I was impressed by is ‘The Harvester’:

It’s a handheld sampler and synthesiser that allows the user to record everyday sounds and upload them to the instrument, where they can then be played in a musical scale. It is also sensitive to movement – the user can tilt it and move it around and it will affect the sounds coming out. Diedrick showed us a video of him playing the Harvester, moving it around in a field and using his whole body to play this tiny instrument.

I particularly liked The Harvester because it seems like an accessible instrument that the user does not have to spend a long time trying to learn. It is simple once you have the samples uploaded and you don’t have to learn how to play it, you can let your instinctive body movements almost play the instrument for you. Why shouldn’t we able to control instruments with our impulsive movements rather than a predefined way of moving our body parts in a limited way (such as in a guitar or piano)? This kind of mentality (that is, producing instruments for anyone to use) is exactly what I want to bring into the instruments I make. I would love to have a bunch of instruments set up in an exhibition where viewers can interact with them and they are very simple to use – the lower the barrier to entry is, the more people can use it and feel inspired!

Bibliography

  1. Sound Monsters (2018) Johann Diedrick. Available at: http://www.johanndiedrick.com/# (Accessed: November 15, 2022).

I’m Not Just Talking – Performative Ideas to Enhance my Paper

This is, after all, an audio paper. It’s impossible for it to exist without some form of performance.

But does performance have to be carried out soley through my voice?

No.

I may also use other aspects of myself and being to perform.

Could I use an instrument to perform?

Yes.

Does it have to be a musical instrument?

No.

I will use a pencil and paper to perform.

For my first test of foley recording, I wanted to record myself writing the first draft of my essay with a pencil on paper, to run constantly underneath my voice. I think it’s my aim to make a distracting soundscape that reflects the difficulties I have with concentration and distraction.

I want to start the essay with just the sound of me writing. I then drop the pencil and begin to speak – “Well, why am I doing this anyway?“. The writing resumes, as does the pencil performance. In the first test recording, I started writing the sentences as I have written them in my draft script. Here I encountered my first problem – as I move the pencil along the page, the sound gets fainter and quieter due to its further proximity from the microphone.

Now, I could move the microphone along the paper with my pencil. However, that would be very impractical and probably produce unwanted noise. I soon realised that you can get the same sound by scribbling in the same spot. It’s not quite as conceptually interesting for me as handwriting the essay in full, however it’s much easier to get the sonic result I am looking for. Below is the paper I was writing on; you can observe the experiments that were occurring as you move down the page –

The scribblings of a madman.

And here’s a snippet of the audio result:

This is me writing the first sentence and then dropping the pencil, with a short sigh in the distance. Eventually through the 10 minutes I recorded this pencil scribble for, I started to feel a performance aspect to it. I could change the intensity and the speed at which I wrote, and add pauses – all for performative effect. I will keep this idea of scribbling on paper, although as I say, I would’ve liked to have written out the paper in real time. Still, I don’t think this will really detract from the listening experience and is simply part of a wider soundscape that I want to build.

Learning to solder – putting a synth on a circuit board

For my first attempt at using a PCB (printed circuit board), I have tried to build the ‘Single-Chip Space Invader’ synth from ‘Junkyard Jam Band’, a DIY electronics book written by David Erik Nelson. This is a very simple synthesiser that uses two oscillators to create a sound that should resemble the synths from old video games. It can be either be controlled by a red button that triggers notes individually, or a switch can be flicked to make the synthesiser keep producing a continuous note whilst the user twists the knobs (potentiometers) around to control the pitch.

I have only attempted soldering once before, and that was in my first year at LCC when I made a contact microphone – I found it difficult. I was a little apprehensive to return to it, however I am going to need to learn how to do it for my final circuit, so it’s best to have something else to practice on first! I followed the step-by-step guide in the book, which was very helpful. I started by soldering a switch, LED, resistor and battery clip together, which looked this:

I then soldered some wire to the three potentiometers and the button and switch controls. I then connected the output jack, switches and 10k ohm potentiometer together. After this, it was time to start adding components to the PCB. The first to go on the board was an IC, similar to the one I used on the breadboard circuit a few weeks ago.

The underside of the PCB after soldering the IC in

One problem with this project is that I have been using a PCB with a different layout to the one shown in the book, which is pretty much the same design as the breadboard I was using a few weeks ago. This PCB only has long vertical connections, and no breaks in between them at all. This meant that in order to avoid a short circuit, I had to scratch away at the metal between the two sides of the the IC with a file so that they weren’t connecting. I ended up being able to do this quite easily, although the layout of the PCB would prove to be more confusing to me later…

I kept going with the synth, soldering jumper wires and capacitors in:

I did have a problem with the capacitor at the bottom, where the legs weren’t long enough to bridge the gap between holes that the book was telling me to make. I solved this by getting a piece of wire and soldering it along from the hole below the capacitor to the hole where the capacitor was supposed to go. As the board is connected vertically, this meant that the wire was still making the same connection as the capacitor was supposed to.

One of the first big mistakes I made was to solder the red diodes in the wrong way around as I didn’t realised they were polarised. When I realised I’d done this, instead of trying to desolder the joint, I just clipped the diodes above the joint and soldered them each one row up. This would work, however I was leaving myself less and less room on the board which was soon going to become a problem.

I kept soldering and eventually added all the switches and potentiometers to the board, which looked like this:

However, my problem came when trying to add power. I started to get confused due to the different layout of my PCB to the one in the book. As the one in the book had a layout with two separate vertically connected lines at the bottom and top, it made sense to me how Nelson was adding power to the circuit as it was pretty much the same concept as what I had done before with my first circuit. However, I was starting to run out of room on my PCB, especially at the bottom, so I really wasn’t sure how to connect it all up to power. I could’ve maybe worked something out at the time, however I was really unsure of my knowledge of circuits and soldering at the time and wasn’t feeling confident enough to change the routing of the circuit. As I was eager to get a start on my final project, I decided to leave this synth for now, however I will be coming back to it (or rebuild it) in the future, as at the time or writing I am now feeling a lot more confident with circuits and I was very nearly finished with it.

What do I want to talk about? What perspectives should I seek?

Developing on my previous post, I want to discuss my ideas for the audio paper and the research I could do to make it as engaging as possible.

I want my paper to explore a topic that is related to how I want to amplify the voices of the neurodiverse, and speak about how my relationship with my likely undiagnosed ADHD affects how I study and create.

During a recent lecture, each student was asked to draw on paper a representation of what they thought they might want to cover in their audio paper. Every other student seemed to come up with an interesting topic, however my mind was just blank. I’ve sadly lost my drawing (I think I might’ve thrown it away in embarrassment), however I will give an explanation. I tried to draw completely from impulse to see if it would give me any ideas, but it didn’t go well. I ended drawing a scene of three people shouting gibberish at each other whilst a train rolls through the ceiling(?) and rats run rampant everywhere. Needless to say, it didn’t produce many ideas. However, when I discussed this with my lecturer we came to an idea that I could perhaps write about the nature of academic thinking and writing within art studies, and how it can potentially be off-putting or intimidating to students who may have joined a course to develop practical skills and have little to no experience with academia. This is somewhat similar to my position, although I do have an interest in reading around arts.

This could also be an interesting topic to link up with my goal of talking about neurodiversity within art studies. Speaking from my own perspective, I can often find it very difficult to read through pages of writing such as the Manifesto for Audio Papers that I mentioned in the first blog post for this unit. Usually I find it challenging to read as my brain skips past words and I get to the end of the page wondering “how did I get here?“. This is exacerbated when words and phrases I have not been introduced to before crop up, such as in the manifesto. I might have to read one sentence five or six times to actually have any clue as to what it means, and this makes for a very long reading process, especially when I forget half of what has been said at the end (Note to self – make more notes when reading!). The same can be said for writing – my brain constantly wanders mid-sentence when I write which means it takes me quite a while to get my thoughts down (I just timed myself, it took me 3 minutes to write that last sentence and it’s taken me almost 1 and a half hours to write the previous 450 words of this post – this isn’t even serious academic writing! I’ve just been writing down my thoughts so far in a conversational tone). It would be useful to explore all of this further, and develop ideas on whether arts universities need to better adapt to neurodiversity.

Primary research would be very useful for this paper, as I can gather students’ and academics’ opinions on the matter. A family friend of mine works as a senior lecturer at Kingston School of Art, so I may ask for his opinion whilst also getting vox pops from students on my course. I think this will help me keep my essay balanced and prevent me from going off on tangents. Secondary research is also useful, and I will do some work to find writers and studies I can reference.

Pure Data – using free software to build a synth

Being able to build synth designs on a breadboard is a really handy way of testing circuits out before you permanently solder them onto a circuit board. However, what if you wanted an even less resource-intensive way of building circuits that also could also be quicker to use?

Pure Data is a free to obtain programming software first written by Professor Miller Puckette in 1996. However, the difference between Pure Data and other proprietary sound softwares such as Pro Tools Or Max MSP is that it is open source, meaning users can change, rewrite, and rerelease their own versions of the program. There are many different versions of the software users can download, but for my first couple of tries I only used PD Vanilla which is the most basic version.

My first synth in Pure Data

My first synth was a basic sine tone with a slider to control the pitch. At first I had success with it, however after a while the slider stopped working properly and only made a clicking noise. I tried to edit the frequency value on Pure Data but every time I clicked on it, I wasn’t allowed to edit anything even though I was on edit mode. I could see that the frequency number was very low, however it wouldn’t change no matter what I tried. I found this a little frustrating but it may have been something I overlooked that was causing this – below is a video of the sine wave with the clicking noise:

My next encounter with Pure Data was an attempt to recreate the ‘Noise Toaster’ DIY synth by Music From Outer Space.

This was more successful, although I had difficulty finishing it as I was beginning to find the software very confusing and didn’t really know where to take it. At the top there is a slider which controls the pitch of the synth. There are two sound waves; a sine wave and a saw wave. There is a little box that says ‘send frequency’, under the slider – this then sends the frequency to the two waveforms which have ‘receive frequency’ commands. This means that the pitch of both waves is controlled by the slider. This is a video of what the synth sounded like at the point that I stopped:

It’s a very basic sound, but quite good, especially if you were to run it through some effects.

I do like the concept of Pure Data, and the idea of of open source software is amazing, and I hadn’t really heard of it before. The fact that the software is so accessible to anyone with a computer, and the fact that people can modify it to suit their own needs, is impressive and I would like to explore more free software. However, in practice I did find Pure Data a little confusing and not quite as engaging as real-life circuit building. It’s certainly technically easier to build patches on the software as you don’t have to physically obtain parts and solder them together/put them on a breadboard, however I personally find it harder to visualise what I am trying to build if there’s no tangible components that I can put together. I appreciate that this is just my experience though, and I’m sure it is a very useful software for many practising artists. However, I think I will be sticking to physical circuits for the remainder of this project.

Finding and considering my voice as an artist/researcher

In order to produce a convincing body of work that contributes effectively to a wider discourse within Sound Arts, I need to reflect and ask myself – where am I coming from? Who am I? What do I represent? Why does what I have to say matter?

My background coming into the world of Sound Arts is that of a multi-instrumentalist who plays in 6 bands and gigs across London regularly. I’m very much originally a musician who has dipped their toes into this world to develop my practice.

At The George Tavern with my fretless bass, earlier this month.

I like to inject humour into my work wherever possible (this is a practice I’ve tried to develop over the past year). I suppose this may come from some of the trauma I experienced when I was younger – nothing crazy, but a long and messy divorce of my parents, a bit of neglect on their part, getting bullied at school, etc. I feel as though a lot of the time I enjoy to make art for people to laugh along with and not take too seriously, whilst still getting a message across that art with humour is just as valid and real as art that covers more serious issues.

I also believe I struggle with undiagnosed ADHD – I have been in contact with the disability services at UAL recently to access support, and I have been on a waiting list on the NHS to be diagnosed for around a year. My GP said I most likely have it, but it’s incredibly difficult to get diagnosed through the system once you turn 18 years old – he actually apologised to me that he couldn’t really do anything to help.

Something that interests me is the role that neurodiversity (specifically ADHD) plays in arts education, and whether universities are doing enough to assist the learning processes of students with dyslexia, dyscalculia, Asperger’s, ADHD etc.

I recently found an interesting written by Luca M. Damiani, a lecturer at LCC, that discusses the relationship between art and neurodiversity:

https://sparkjournal.arts.ac.uk/index.php/spark/article/view/88/146

He specifically talks about his experiences with Asperger’s syndrome and is interested in “investigating how art and design expand perceptions of and give voice to neurological diversity”. I might like to cover something like this but from the perspective of a student with undiagnosed ADHD. I think it’s important to give voice to people with neurodiverse conditions and this is probably where I want to situate myself for this project.