what is right
parent
e20ce8782f
commit
1617a22fee
@ -0,0 +1,200 @@
|
|||||||
|
---
|
||||||
|
categories:
|
||||||
|
- SI18
|
||||||
|
- Sound
|
||||||
|
- Text
|
||||||
|
cover: office.jpg
|
||||||
|
cover_alt: Hard work at the sound office
|
||||||
|
date: 22/05/2022
|
||||||
|
description: Vocal drum machine for the weekly issue release with Em
|
||||||
|
pad: https://hub.xpub.nl/soupboat/pad/p/kamem_FIVE
|
||||||
|
slug: what-is-right-not-to
|
||||||
|
title: SI18.05 - What is right not to
|
||||||
|
links:
|
||||||
|
- title: 🎵
|
||||||
|
url: https://hub.xpub.nl/soupboat/SI18/05/recordings/what-is-right-not-to.mp3
|
||||||
|
- title: txt
|
||||||
|
url: https://hub.xpub.nl/soupboat/SI18/05/texts/what-is-right-not-to.txt
|
||||||
|
---
|
||||||
|
|
||||||
|
|
||||||
|
```
|
||||||
|
If we censor art what is left to discuss?
|
||||||
|
|
||||||
|
but
|
||||||
|
|
||||||
|
what is right not to say
|
||||||
|
not to explore
|
||||||
|
not to research
|
||||||
|
not to investigate
|
||||||
|
not to disturb
|
||||||
|
not to move
|
||||||
|
not to play around with
|
||||||
|
not to harm
|
||||||
|
not to modify
|
||||||
|
not to evolve
|
||||||
|
not to question
|
||||||
|
|
||||||
|
what is right not to issue
|
||||||
|
not to challenge
|
||||||
|
not to interrogate
|
||||||
|
not to query
|
||||||
|
|
||||||
|
what is right not to intrude
|
||||||
|
or not to invade
|
||||||
|
|
||||||
|
what is right not to mess
|
||||||
|
not to change
|
||||||
|
not to develop
|
||||||
|
not to evaluate
|
||||||
|
not to violate
|
||||||
|
not to bother
|
||||||
|
nor to bore
|
||||||
|
or to trouble
|
||||||
|
|
||||||
|
what is right not to analyze
|
||||||
|
not to consult
|
||||||
|
not to explore
|
||||||
|
not to investigate
|
||||||
|
not to probe
|
||||||
|
not to estimate
|
||||||
|
not to look into
|
||||||
|
|
||||||
|
not to care for
|
||||||
|
not to look for
|
||||||
|
what is right not to see
|
||||||
|
what is right not to choose
|
||||||
|
nor to pick
|
||||||
|
to want
|
||||||
|
to hear
|
||||||
|
nor to feel
|
||||||
|
|
||||||
|
what is right
|
||||||
|
not to deal with
|
||||||
|
not to stand for
|
||||||
|
nor to evoke
|
||||||
|
|
||||||
|
what is right
|
||||||
|
not to reflect on
|
||||||
|
not to think of
|
||||||
|
not to consider
|
||||||
|
not to remember
|
||||||
|
not to believe in
|
||||||
|
not to mention
|
||||||
|
|
||||||
|
what is right
|
||||||
|
not to understand
|
||||||
|
not to absorb
|
||||||
|
not to take over
|
||||||
|
not to control
|
||||||
|
nor to check
|
||||||
|
|
||||||
|
what is right not to collect
|
||||||
|
not to correct
|
||||||
|
nor to connect
|
||||||
|
|
||||||
|
|
||||||
|
what is right not to rush
|
||||||
|
what is right not to flash
|
||||||
|
not to smash
|
||||||
|
|
||||||
|
not to destroy
|
||||||
|
not to crash
|
||||||
|
|
||||||
|
what is right not to press
|
||||||
|
what is right not to compress
|
||||||
|
not to oppress
|
||||||
|
|
||||||
|
what is right
|
||||||
|
not to collection
|
||||||
|
not to exhibit
|
||||||
|
not to display
|
||||||
|
not to visualise
|
||||||
|
nor to admire
|
||||||
|
what is right not to
|
||||||
|
not to confess
|
||||||
|
not to say
|
||||||
|
not to convey
|
||||||
|
|
||||||
|
what is right not to illustrate
|
||||||
|
what not to diffract
|
||||||
|
not to diffuse
|
||||||
|
neither to share
|
||||||
|
|
||||||
|
what is right not to play with
|
||||||
|
not to start with
|
||||||
|
not to end with
|
||||||
|
not to
|
||||||
|
|
||||||
|
but
|
||||||
|
```
|
||||||
|
|
||||||
|
|
||||||
|
In connectioon with the topic of censorship, the research and question of the value of something that it's worth it to stay as it is because of what and how it is. So in a way something related to self censorship ?
|
||||||
|
|
||||||
|
There is a structure in the text used:
|
||||||
|
|
||||||
|
- if we censor art, what is left to discuss?
|
||||||
|
- but
|
||||||
|
- what is right
|
||||||
|
- not to
|
||||||
|
- nor to
|
||||||
|
- or to
|
||||||
|
- to
|
||||||
|
- + verb* [*variable]
|
||||||
|
|
||||||
|
The basic structure that should be kept in the played piece have to contain:
|
||||||
|
|
||||||
|
1. First line [the refrain]: if we censor art, what is left to discuss?
|
||||||
|
|
||||||
|
2. Container of the text: 2 "but" [one after the first line & one as the final line]
|
||||||
|
|
||||||
|
3. The text
|
||||||
|
|
||||||
|
|
||||||
|
### input
|
||||||
|
collectively written text and audio recordings
|
||||||
|
|
||||||
|
### tools
|
||||||
|
mini-microphone, Ableton, Audacity, Rack
|
||||||
|
|
||||||
|
### process log
|
||||||
|
|
||||||
|
## brainstorm
|
||||||
|
- pick a topic we want to write about
|
||||||
|
- pick a method we want to use
|
||||||
|
- start writing together on the same pad
|
||||||
|
- edit the text & proofread
|
||||||
|
- experiment audio recordings
|
||||||
|
- experiment with rack and our voices
|
||||||
|
- find the right method
|
||||||
|
- create a drum machine
|
||||||
|
1. record fragments
|
||||||
|
2. split them up in different audios
|
||||||
|
3. position audio recordings as notes
|
||||||
|
4. play!
|
||||||
|
|
||||||
|
#our usage of the notation system and the creation of the piece
|
||||||
|
|
||||||
|
1. pick verbs already divided in categories from the original text + the repetitive words
|
||||||
|
|
||||||
|
2. play around and create a rhythm out of them [see the fragments]
|
||||||
|
|
||||||
|
3. between the verbs, insert variations of what is right not to
|
||||||
|
|
||||||
|
4. add first line and containers [but]
|
||||||
|
|
||||||
|
5. done!
|
||||||
|
|
||||||
|
#export mp3
|
||||||
|
|
||||||
|
|
||||||
|
### output
|
||||||
|
instrument
|
||||||
|
audio piece
|
||||||
|
|
||||||
|
### who
|
||||||
|
Emm & Kamo
|
||||||
|
|
||||||
|
|
||||||
|
|
||||||
Loading…
Reference in New Issue