ABSTRACT
Addressing the sustained historical and social structural micro-traumas that can manifest themselves in the everyday lives of people, the chapter explores how small acts of quietude within the immense noise of rock, metal, and noise music can create thriving educational spaces. In the case of Iranian rockers, the narrative coherence derived from rock music through sonic and poetic textures and sociocultural sound events becomes an inaudible restorative process that counteracts not only everyday sufferings but the ostentatious noise of the music education field that leaves little space for noise, distortion, amplified sounds, and overall disagreeable tones that may have the capacity to somatically assuage the noise of trauma within one's body. By intently listening to students and their sensory engagements and disengagements, the educator can intimately understand, or at least recognize, the degree of trauma in students' day-to-day encounters and find ways to create a wholesome environment in the classroom. Ultimately, this chapter encourages music educators to pay as much attention to the mundane and microscopic events of students' lives as they do to the monumental or epic ones that shape and redefine one's life. The knowledge acquired through this process can assist educators in creating quality sensory and social spaces to respond to students' conscious or subconscious recollections.
