In-Class Writing About Sonic Literacy

One of my primary questions from last night’s reading assignment, “Voice in the Cultural Soundscape,” was why sonic literacy is not emphasized more in both primary and secondary education. Musical and technical production are bonafide fields of study. Students create media projects with voice overs, host student radio and create podcasts and YouTube videos. So what constitutes one as a hobby and the other as a kind of literacy worthy of academic study? How is creating a voice over narrative for a YouTube video different than narrating a documentary, for example, if both are serious, thoughtful, passionate and fact-based projects? What makes one person a “voice artist” and another an amateur with a microphone?

I felt the article never really addressed this question. It discussed sonic literacy from an academic point of view but literacy of all kinds isn’t purely academic or intellectual.


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