american standard

It even makes little #amps sound better lol! 😆

@atlasstands Standard Series cherry wood amplifier stand, with 1957 #Fender #Champ, and 1987 American Standard #Stratocaster in Olympic white.

ToneHenge™ update: in my efforts to reconfigure the pile o’ #amps I call ToneHenge™ to incorporate the new #ampstand, I have completely disassembled the existing “Mark IV” version. At this point only time can tell what #ToneHenge™ Mark V will look like when I finally figure out how it should go together! Any and all suggestions are welcome…

#guitar #guitars #amp #amplifier #vintageamp #vintagefender #champ #fenderchamp #tweed #atlasstands #straturday #strat #americanstandard #fenderguitars #guitarphotography #ampphotography

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It is a well-documented fact that by the age of 5 monolingual White children will have heard 30 million fewer words in languages other than English than bilingual children of color. In addition, they will have had a complete lack of exposure to the richness of non-standardized varieties of English that characterize the homes of many children of color. This language gap increases the longer these children are in school. The question is what causes this language gap and what can be done to address it?

The major cause of this language gap is the failure of monolingual White communities to successfully assimilate into the multilingual and multidialectal mainstream. The continued existence of White ethnic enclaves persists despite concerted efforts to integrate White communities into the multiracial mainstream since the 1960s. In these linguistically isolated enclaves it is possible to go for days without interacting with anybody who does not speak Standardized American English providing little incentive for their inhabitants to adapt to the multilingual and multidialectal nature of  US society.

This linguistic isolation has a detrimental effect on the cognitive development of monolingual White children. This is because linguistically isolated households lack the rich translanguaging practices that are found in bilingual households and the elaborate style-shifting that occurs in bidialectal households. This leaves monolingual White children without a strong metalinguistic basis for language learning. As a result, many of these monolingual White children lack the school-readiness skills needed for foreign language learning and graduate from school having mastered nothing but Standardized American English leaving them ill-equipped to engage in intercultural communication.


What if we talked about monolingual White children the way we talk about low-income children of color?

Excerpt from a satirical blog post from The Educational Linguist that makes a good point about which language skills we value as a society and the problems with talking about a “language gap”. [Edit: I’ve seen a lot of comments asking how this is satire so if you’re wondering this I’d strongly recommend clicking through to the full post.]


[Gifset text reads:

“There’s a very good sentence written by a black woman named Kay Lindsey in which she said, ‘Where the white woman is the sexual object, black women are sexual laborers.’

White womanhood has been the prevailing standard of femininity in this country [the United States of America]. If you were beautiful you had pale skin,…you had light skin, preferably light hair, you were gentle, you were retiring, you were sweet, you were chaste.

Because of our historical position as black women, most of us were slaves which means we worked as hard as any man on the plantations, then we moved into factories. Most of us were not pure because on plantations we were bought to be breeders and whores. We were not qualified for the prevailing standards of femininity, white femininity, so we were passed down.

If you are a woman who does not fit women’s standards, you’re a piece of crap. So we [black women] got none of the benefits of being a woman. They’re double-edged benefits but they are benefits: money from wealthy men, so-on and so-forth. We [black women] got all of the liabilities. As I said before, we are on the lowest rung, even in a profession like prostitution because we are valueless as black women.

So we [black women] were brought up outside the pale of femininity but we weren’t considered worth turning into useful men; because 'What is a Black Woman?’ She’s a woman and she is also black. We weren’t as good as black men and we were useless, we weren’t good enough to be imitating white women. So we had nothing.

[Black women] were total outsiders. Which is why economically we are on the absolute bottom and psychologically, if you will, of the barrel.”]

Margo Jefferson on Some American Feminists (1980)


DXV - 3D-printed faucets by American Standard

Using a cutting-edge process called ‘laser sintering’, American plumbing manufacturers American Standard have created their DXV line… a range of elaborate metal taps that allow for a new way to present water. The designs are geometric abstractions of the traditional tap design; splitting up their lengths or simply fracturing into multiple openings at their height. 

I think my favourite has to be the first one pictured above. I really like the layering of individual apertures so the individual flows become one as they fall. 

Images sourced from: designboom

Now that white people want big lips, it’s considered cool and attractive. Excuse my language, but that’s some fuck shit.


So much guitar shopping to do…so little time.  And money.

  1. Gibson ES-355
  2. American Standard P-bass in a fetching colour (sonic blue?  I can never get these darn colours straight!)
  3. Lefty American Standard P-Bass
  4. Bizarre but funky Fender bass.  don’t know what it is but I kinda like it!
  5. Sparkly Gretsch
  6. Lovely figured top on this ES-335
  7. Faded ES-335
  8. Blue Peter.  Er…I mean blue Paul!
  9. Lovely but filthy Les Paul Supreme.  

I work at Chickfila. Every Tuesday is “Kid’s Night,” and we do some sort of craft, like make trees out of pipe cleaners, or glue tissue paper to a person outline. Today, it was paint flowers with celery stalks. It was also the first night I was asked to lead it.

I adored watching the kids paint flowers and stems and the different designs they swirled into the background. But most of all, I liked talking to them. Little kids say the darndest things. Maddie, 11, said her favorite color was sea green and she wanted an accent wall in her bedroom because she saw it in a Lowe’s commercial for painter’s tape. Kennedy, 8, said she likes doing cannonballs because she sinks all the way to the bottom of the pool. Christopher didn’t say anything, but he did make all the flower stamps into smiling people.

I asked every single one what their name was, what their favorite color was, and what grade they were going into.

But you know what every single one of them going into third grade said when I asked if they were excited for school? Every single one?

“I used to be.”

I used to be.

They have only had three years of school, but now they aren’t excited.

“Why aren’t you excited now?”

They all stopped painting, brows furrowing, before they looked up and gave me a sheepish smile.

“I’m scared about the STAAR test.”




University of Michigan education professor Holly Craig wants to take the idea of code switching and formalize it for the classroom. She calls it Toggle Talk, and it’s a new curriculum for kindergartners and first-grade students. It comes with its own set of picture books and lesson plans, and it treats Black English as a legitimate dialect with its own set of grammar rules. The idea is to help kids understand how code switching works on a grammatical level, which will then allow students to compare and contrast Black English grammar with Standard English. Studies show students who can master that do much better academically and beyond.

Craig says up until now teachers – the vast majority of whom are white – haven’t been given the tools to help kids successfully code switch.

“What we’ve done as teachers is to either hope that students would learn on their own and pick up the language of the classroom,” explains Craig, “or we’ve adopted methods that have not been positive and constructive; they’ve instead been very correctional in nature.”

Instead of using “right” and “wrong” to describe Standard American English versus African-American English, Craig’s model uses “formal” and “informal” designations, so there’s no judgment attached to either language. One isn’t “better” than the other per se, it’s all about when it’s appropriate to use one form or the other. It’s “this is how you talk in school,” rather than “don’t talk like that.” Craig calls it “a slight change” that makes a big difference in kids’ attitudes about their own language.


Teaching students how to switch between Black English and Standard English can help them get ahead (plus, the Toggle Talk website). 

Of course, it shouldn’t be necessary to change one’s speech in the first place in order to have access to higher education or better-paying jobs. But given that we still live in a world where linguistic discrimination is very real, it’s better to have explicit conversations valuing codeswitching rather than simply saying certain varieties are “wrong”.