CURLS GALORE by Boscoe Holder
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@dtrblackbrooklyn-blog
CURLS GALORE by Boscoe Holder
Let me be patient let me be kind Make me unselfish without being blindâŠ
The lieux of which I speak are hybrid places, mutants in a sense, compounded of life and death, of the temporal and the eternal⊠the fundamental purpose of a lieu de mémoire is to stop time, to inhibit forgetting, to fix a state of things, to immortalize death, and to materialize the immaterial.
Pierre Nora, Realms of Memory, 15
getting to the end. almost. there.Â
This song is everything. It shapes a space of negation through her vulnerable disposition and her words âaint got no [insert slew of nouns here]â but in the span of 4 minutes and 7 seconds, it beautifully morphs into a space of affirmation as she exclaims âI got life!â That space of negation where she doesnât even have a homeland or friends or family resembles the silence in Brooklyn that lives in the crevices of the big buildings that make up the material environment and loudly proclaim the story of white Americans, the street signs that memorialize the names of slaveholders, and the history books that diminish the impact black people have made to develop Brooklyn. That silence is oppressive and powerful enough for it to be internalized.Â
But the metamorphosis.Â
The metamorphosis is even more powerful and brilliant and electrifying to watch. Nina Simone proclaims in that warm, raspy, and unforgettable voice, âI got my [insert slew of body parts that one uses to identify the self].â That identification is commanding because unlike the things she did not have which were a collection of material items (home, shoes, money, skirts, sweaters, perfume), she now asserts that she has things that indicate she has life. The body parts that develops inside of a womb that makes you whole (fingers, hair, ears, mouth, liver, blood). Even the sorrows of life from headaches and toothaches to bad times grant her a freedom that may never be afforded to you by material possessions. Before launching into all these things, she prefaces it very subtly with âWhat about God? Nobody can take away!â And itâs this moment of realization, this remembrance of what she does have, whether deemed acceptable in the eyes of the âdefiner,â that turns her sadness into joy. And this turning point is what I seek to reach with Dare to Remember: A Digital Memorial of Black Brooklyn. That even when acknowledging where we may have been disenfranchised in this (performative) space of negation, we also have life in terms that may not be considered recognizable by those who oppress us.Â
Dare I say it is the musical analogue to Dare to Remember: A Digital Memorial of Black Brooklyn?
Iâve been sorely MIA but thatâs because travel time from Amherst to Brooklyn while keeping up with class/home work can get a little exhausting. Also, a bunch of copyright laws means I canât share the things Iâve been working on.  But now that Spring Break is over (and I am 3.5 weeks from the publication of Dare to Remember: A Digital Memorial of Black Brooklyn, but whoâs counting) I have a little time to debrief.Â
My trips home have composed of coordinating times to meet with volunteers for the photo/ virtual reality series, actually getting to all the sites in Brooklyn on time, photographing and videoing the area using a DSLR and 360 camera, rescheduling time to meet with people to do all of the above, and work with the kiddies of PS161 as a workshop for the larger impact I want my thesis to actually make. (woo! deep breaths!) Because of the copyright issue, I canât share much of the aforementioned but the second portion of the photo/ VR series with the kids was a complete joy. Just the pure excitement when I show students of color and a predominately black class how to weave their knowledge of the digital sphere (photography and virtual reality) with history through my project, has been rewarding. Due to their exposure of photography and the burgeoning role of VR in games, explaining virtual reality to them was relatively easy. They were blown away by the Samsung 360 camera, the Google Camera and Cardboard, and the images that could be made and seen from these.
Our first class included understanding the significance of black institutions. These include everything from churches and barbershops to street signs and parks. We then spoke about who decides these symbols of memory and which histories are considered worthy of commemoration. Soon after, we listed numerous products and symbols of the digital sphere (computers, television, iPads and iPhones, Playstation, etc.), and in the middle of the Venn Diagram we spoke on the term, Afrofuturism, and how our project lies at the center of history and technology. We honed in on one of the sites for the photo series, Borough Hall, where Brooklynâs Congress of Racial Equality (CORE) dumped the trash from predominately black neighborhoods on the steps of the building as protest against the failure to have regular and proper sanitation in their neighborhoods in 1962. We discussed this site as one that preceded other places they were familiar from #BlackLivesMatter protests and how they were inextricably connected. And lastly, we named it our destination for the field trip where they will photograph the building and participate in my larger photo series.Â
Our second class, the second portion of the photo/ VR series, consisted of a micro version of our outing to the Borough Hall, where students took photographs and created VR images of their favorite places in the school building that tell stories of their time in the school. Before their mini-trips around the school, we discussed where those places were and why they were important to them and soon after, they set out on their chaperone-free voyage through The Crown School. Short on phones, I asked Mr. Porter to pick group leaders so for each phone, there were three students. Though not all students perfected the 360 degree image due to various factors like the movement of their peers (I tried to tell them to Mannequin Challenge with the video but my students were a bit excited) or the people around them not giving their consent to be photographed, my students were still enthralled by the potential of the technology. Faster than even me, these kids soon found out that they could look at the saved images on the Google Cardboard Camera app and even access YouTube 360 videos. That way, students whose phones were incompatible with the Cardboard apps could still use their Cardboard headsets. At a time where I was worried that there would not be enough phones, or just generally anxious about the timeline of the activity, I helped further the connection between documenting the past through innovations of the present and possibly future. Mr. Porter drove that lesson home when he discussed how much âyou donât take photos just to take photosâ or âphotography class isnât just about point and shoot.â He explained that it also heavily rests on what makes a great image and experience, and what those photos signify and could potentially be used for in the future.
This project expands black history beyond what we know of the South while determining how photography and virtual reality the social and physical landscape of Brooklyn has changed. And it all comes to life in the class! From providing cost effective resources to produce virtual reality as a mechanism to reimagining how we can commemorate our histories through the digital production, these classes have been so pivotal to my thesis. It has reproduced my work on a smaller, more digestible way for younger students while still incorporating the students into my larger project. And very intriguingly, in a world where there is so much exposure to digital products marketed to these children for mass consumption, this project focuses on producing these things for themselves.
So a special shoutouts to Mr. Porterâs fifth grade photography class. I could not have asked for better students or greater tech savvy minds. And I canât wait until we bring all that we learned in the classroom outdoors on May 31st! Â
*sings* some strange things are happening!
So basically all my sites of memory are in Northern Brooklyn. This is not at all shocking given the history of silence (segregation, little to no documentation, etc.) but it does make me uneasy for some reason. Whatâs also shocking is the absence of photography for Central Brooklyn - is that because of the recency of this population density. How do I represent that recency with a memory project which is heavily entwined with history?
Maybe this is the haunting feeling that I was initially talking about... The knowing that these people were there, but even in the most creative way I could have thought up of pulling this history forward and magnifying the silence, that there exist a silence that I still cannot make visual. That I know these people lived there, not even photos can serve as material entities that have become a symbolic element of the memorial heritage of the black community. Its overwhelming but Iâm sure some reckoning with silence and haunting and memory will provide clarity.Â
On another note, Iâve finally made an account on Scalar, the digital platform that will host my thesis. Woohoo! Now to play around with it, work on my thesis so it doesnât look like mumbo jumbo, and plug it into the webpage.
When certain minorities created protected enclaves as preserves of memory to be jealously safeguarded, they reveal what is true of all lieux de mémoire: that without commemorative vigilance, history would soon sweep them away.
Pierre Nora, Realms of Memory
A discarded photo album reveals a rich history of black lives, from the segregated South to Harlem dance halls to a pretty block in Crown Heights.
I saw this NYT article while scrolling down Twitter and I found it particualrly interesting. It is a story of a photo collection found by chance, revealing so much about memory and black history in Brooklyn. Given that I use photos in my thesis to highlight what public commemorative works do not, I was ecstatic.This story unraveling from one womanâs photo book aligned so perfectly with my thesis, which tells of many black people who resided in Brooklyn, who moved up from either the South or the West Indies, who faced housing discrimination, who saw drastic changes in their neighbors within a 20 year span as a result of white flight, and much more.Â
Another exciting piece on this article is itâs mention of silence. Though short enough to skip over it, its presence in the article meant a lot to me as someone chronicling this very idea of silence as an essence in itself worthy of memorialization. Though implicitly written all over a story of a discarded photo collection âbeneath a streetlamp on Lincoln Placeâ holding so much memory within its wooden cover, the actual mention of this silence felt too good to be true:Â
The Burtons remembered a niece from North Carolina, and the researcher found someone in Raleigh named Joann Barnes. She was now in her 70s. For months, the only other thing I knew about her was that she didnât pick up her phone. I didnât blame her. âHello,â I would say when I left voice mail messages, âIâm calling about a photo album that may have belonged to your family.â Even as I said it, I knew it sounded like a scam. I tried her relatives, calling, sending emails and friendly Facebook messages, but always with the same result: silence.
Something about this silence does not feel coincidental. It mirrors the negotiation of lives, often exploited for othersâ gain. It oozes a genealogy of silence, as âchildren were taught then to neither see, hear nor talk about the affairs in which grown ups were concerned.â (A Covenant of Color 69) A silence that transforms into wariness and skepticism come adulthood. A silence that wasnât breached until the reporter showed up at the front door of Joann Barnesâ retirement complex.Â
This article definitely makes me happy. It convinces me that I am using a useful methodology and even feels like someone did a spotlight on any given family from my research. Feel great to be in such good company!
Update 1.31.17
I havenât had a ton to update Tumblr about concerning my thesis. Itâs just been a lot of logistics like figuring out photo copyright, paying for things, booking trips home, setting an airtight thesis schedule, and organizing the informationâas opposed to well thought out written pieces or visuals (though they are coming soon!)
Hereâs to a peek behind the scenes and accountability!
. JanuaryÂ
updated bibliography
finish A Covenant of Color and Pierra Nora's books
. February
silence chapter HAS to be set/ completed
get started on photo series and VR work
at least one class at the public schools
virtual reality images of all of the places
consistently work on filling out the methodologiesÂ
last week: GIS maps MUST be done
. March
digital work for the virtual reality
1st week: written thesis completely transferred to scalar
last week: photo series COMPLETE
. April
all review
27th, thesis due!
Thursday 1.5.17, Brooklyn Collection at the Brooklyn Central Public Library. Friday 1.6.17!, Othmer Library at Brooklyn Historical Society.Â
Finding Aids
Note: This is more of a resource for me :) Just wanted somewhere to keep track of some finding aids from the Brooklyn Collection helpful for pulling images.Â
http://www.bklynlibrary.org/brooklyncollection/purchase-photograph-print http://www.bklynlibrary.org/brooklyncollection/historic-brooklyn-photographs
Jamel Shabazz http://catalog.brooklynpubliclibrary.org/search/X?SEARCH=%22jamel+shabazz%22&l=&m=k&s=&b=&SORT=D&Da=&Db=
African Methodist Episcopal Zion Church Collection http://www.bklynlibrary.org/brooklyncollection/finding-aid/african-methodist-episcop
Prints Collection (check paper for specific parts) http://www.bklynlibrary.org/sites/default/files/files/pdf/bc/PrintsCollection.pdf
Brooklyn Atlas Collection, Series 1 http://www.bklynlibrary.org/sites/default/files/files/pdf/bc/AtlasCollection.pdf
Black Brooklyn Renaissance Digital Archive http://www.bklynlibrary.org/sites/default/files/files/pdf/bc/Black%20Brooklyn%20Renaissance%2C%20Black%20Arts%20%26%20Culture%2C%201960%20-%202010%20Digital%20Archive.pdf
Civil Rights in Brooklyn Collection http://www.bklynlibrary.org/sites/default/files/files/pdf/bc/Civil%20Rights%20in%20Brooklyn%20Collection(1).pdf
Ephemera Collection http://www.bklynlibrary.org/sites/default/files/files/pdf/bc/Ephemera%20Collection.pdf
Photographs from the Brooklyn Daily Eagle - Brooklyn Subjects http://www.bklynlibrary.org/sites/default/files/files/pdf/bc/PhotosBDE-BKsubjects.pdf
Guide to Brooklyn High School Newspaper Collection http://www.bklynlibrary.org/sites/default/files/files/pdf/bc/HSNewspaper.pdf
Progress 1.5.17
On January 5th, I worked in the Brooklyn Collection of the Central Library in Brooklyn, NY and it was FANTASTIC. I absolutely loved spending time in the Howard Golden Reserve Room! I have a ton of images that I am permitted to reproduce for academic purposes so progress on my photo series will be well underway.
Despite updating Twitter on smaller things like using the micro-film machine and reading about slaveholding families in Brooklyn, I felt like I was hitting a HUGE roadblock when it came to photo reproduction copyright. Getting a hold of some of the owners and/ or creators of these collections has been a hassle. I have gotten the okay from 1/7 people so far. (I am eternally grateful for that 1 and super hopeful for the remaining 6.) Also, prior to spending time at the Brooklyn Collection, I spent a lot of time at the Schomburg Center and the one day I actually felt 100% ready (because some days 97.3% gets me up and going but that other 2.7% is the bad angel in my ear telling me maybe I should spend the day in bed and reschedule), they didnât have the information pulled despite me having made an appointment. The weather was especially bad that day (raining and freezing cold) and I had the usual 1.5 hour ride to Harlem. So safe to say I was pretty sad because I was starting to feel like my photo series was at a scary standstill.
But perseverance is key! I didn't let that one day keep me in a funk, especially after having so many other positive days and appointments at the Schomburg Center. So I got up and took a shot at the Brooklyn Collection and was met with such positive feedback and assistance and most importantly, useful images. Iâll be back at the Schomburg Center on Tuesday looking into the Colored School No.1 Collection as well as the Howard Orphanage and Industrial School (formerly the Brooklyn Howard Colored Orphan Asylum) records. So far, the images from the first collection were amazing!
Working on the microfilm machine at the Schomburg Center for Research in Black Culture to view the Ademola Olugebefola papers, 1967-1990, reel 7.Â
The images I was intrigued by and am hoping to reproduce for the photo series are photos of a Caribbean ensemble called Carifesta that included travel to the Caribbean. It also included an ad for an overseas shipping company which I know is important to all my black and brown brethren who reside in Brooklyn but have roots/ family in the Caribbean.
Silence & Memory & the Telling of Stories
I have been inspired by Toni Morrisonâs Beloved. So much so that two of my last five posts have included quotes from the book. And here I am today with more extensive thoughts on the aforementioned quotes concerning silence, and memory, and the telling and retelling of stories. There is one moment in the book when Paul D refuses to ask Beloved about where she came from, or where she wanted to go, or how she got to the house. He respects her silence because he knows that whatever accompanied her travel was traumatic. In greater context, Paul D assigns this same silence to any movement of black people during slavery and/ or 4-5 years post Civil War. And for my thesis, that silence works well into 2017.
âSilent, except for social courtesies, when they met one another they neither described nor asked about the sorrow that drove them from one place to another.â (Morrison 53)
This silence is critical. It is undoubtedly interconnected with the black experience in the U.S. and our history of movement. What influences/ influenced women and children and men and families and entire generations to up and move, yet remain engulfed in silence and sorrow for what has been lost or what has been gained? How do we continue to navigate this silence that bears these stories; the stories that convey more when unspoken?Â
To understand this silence is to understand the United Statesâ history of storytelling, or the production of history as described in my thesisâ
where black people (and of course other marginalized folk) have largely been the defined and white people, the definers; or more directly, where white people have been the storytellers and black people, the told.Â
oppressive silence -Â where black people have been forced to keep silent
optional silence -Â where black people have chosen to be silent as a means to redeem their livelihoods
Therefore, I make a prime distinction between stories and memories from the very title of my thesis, Dare to Remember: A Digital Memorial of Black Brooklyn. It functions off of memory more than it does stories, because these stories are typically controlled, reduced, and distorted by the âdefiners.â Silence has maintained a trifurcated relationship with the âdefinedâ and therefore is the bearer of our memory and the reservoir of our sorrow. Where (his)stories are stolen, altered, and rewritten, memories of our silence remain personal.
How do I give respect to this silence without tampering with the traumatic? I opt into the digital sphere and opt out of an oppressive one where physical landmarks and literature are the sole signifiers for achievement. I represent silence through media which does not require noise, quite literallyâGIS mapping, photography, and virtual reality. Culminating in virtual reality, for all of its merits in visceral reactions, my thesis will not only make the silence visual but also perceptible. Haunting if you may.Â
More coming on: How digital media allows the black population to preserve and respect this very nuanced silence but also make noise in a way that does not submit to the oppressors definition of achievement (public works, landmarks, literature, etc.). This is revelatory simply because it permits Black Brooklyn to exist outside of the violent definitions imposed on them. We do not always have to conform to public works as indications of our achievement when it inherently reproduces that oppressive silence. It allows them to be the definers. (Shoutouts to all the black people who have leveraged digital platforms to reclaim their stories of societal contributions and cultural production, be they through silence or not: Black Twitter, all the rising and shining stars on YouTube, etc.)
Hereâs a peek at some of my GIS maps detailing the black population in Brooklyn. L 1910, R 2010. Exactly 100 years apart!
I still have a bit more work to do, specifically for census data prior to 1910 not digitized or centralized on the NHGIS website. But! I found this amazing book, A Covenant with Color by Craig Steven Wilder, which has a TON of pertinent information that I know will be useful when filling out these maps.
Some key things I want to point out on the 1910 map is that black people are spread all throughout Brooklyn, substantiated by the census data used to construct it. This is indicated by the yellow (seems to be a 5-10% black population) which practically fills the map versus the very little amount of white, indicating no black people at all. This changes drastically come 2010. There is a dense population of black people in the central and northeast regions of Brooklyn made clear by the dark red. However, there are also much more white spaces in the southern region of Brooklyn indicating greater segregation in Brooklyn.
There are decades in between where we can see these shifts happening and these areas becoming largely segregated so I will do more research to flesh my analysis of it out. The first thing that comes to mind is the close proximity that black and white people lived to one another both during and a little bit after slavery. But when did this end and why? Was it prior to the rise of suburbia and white flight?
âClever, but schoolteacher beat him anyway to show him that definitions belonged to the definersânot the defined.â Beloved, Morrison 190
Quote that invigorates me in my thesis work. Reconstruct the power of the defined. Create a redemptive future.