Bill Oliver oral history

  • Very good.
  • All right. Well, good afternoon,
  • David Todd here.
  • And I have the great privilege of
  • being on the
  • line with Bill Oliver.
  • And with his permission,
  • we plan on recording this interview
  • for research and educational work
  • on behalf of the Conservation
  • History Association of Texas
  • and for a book and a web site for
  • Texas A&M University Press,
  • and for an archive at the Briscoe
  • Center for American History, which
  • is over at the University of Texas
  • at Austin.
  • And I really want to stress that he
  • would have all rights to use the
  • recording as he sees fit,
  • too.
  • And I wanted to
  • just confirm before we go any
  • further, that that's a good
  • arrangement for you, if that's,
  • that's okay with you.
  • That's wonderful.
  • That's okay with me.
  • Great.
  • Gig 'em,
  • Aggies.
  • Raised by Aggies.
  • Okay. All right,
  • well, let's gig 'em.
  • Let's get started.
  • It is Monday, July
  • 11th, 2022.
  • It's about 3:10
  • on a Monday
  • afternoon, Central Time.
  • My name is David Todd, as I said.
  • I'm representing the Conservation
  • History Association of Texas and
  • I am in Austin.
  • And we are very lucky
  • and fortunate to be conducting
  • a interview with Bill Oliver.
  • This is a remote interview,
  • but I understand that he is also
  • in the Austin area.
  • Remote!
  • At a secure, undisclosed location.
  • I am in a gated community
  • at the end of a dead end cul-de-sac,
  • and by the wrong ,the right
  • side of the tracks. It depends.
  • Well,
  • wherever you are, is the right side
  • in my book.
  • It's remote.
  • Okay.
  • Well, Mr. Oliver
  • is also widely known and fondly
  • known as Mr. Habitat,
  • and he is a singer, a
  • songwriter and a teacher.
  • Since the 1970s, he and his band,
  • "Bill Oliver and the Otter Space
  • Band", have played for audiences
  • across the country, entertaining
  • them, but also educating
  • them about conservation.
  • And we were
  • actually able to visit
  • with Mr. Oliver 20
  • years ago, in April of
  • 2002.
  • So we feel doubly lucky to
  • be back sitting with
  • him again.
  • And the goal
  • today
  • is to get an update about
  • his life and career
  • and to
  • give people a taste, an
  • introduction to how
  • he does what he does.
  • And
  • we thought that it might be helpful
  • to try to
  • dissect some of his
  • songs, a number of which
  • deal directly with
  • animals that have been
  • a subject for this project,
  • the Texas Fauna Project.
  • One is called, "Pine Away, Pine
  • Bark Beetle".
  • Another is called, "Turtle Island",
  • another, "Rio Grande Valley".
  • A fourth is "Queen
  • Invicta".
  • And the last that we thought we
  • might talk about is "Welcome back,
  • Black-capped Vireo".
  • And I
  • think it'd be really interesting
  • to find out, you know, how
  • you go about
  • creating and producing
  • and performing
  • these songs.
  • And then what sort of reactions
  • you get and why
  • you've been taken to
  • do this?
  • And so I thought maybe we could
  • just start with what's
  • that the general idea behind
  • "Pine Away, Pine Bark Beetle",
  • and what
  • instigated it?
  • What spurred you to write it?
  • Well,
  • there's munching in the song.
  • Munching, munch, munch, munch.
  • There was a munch track that was
  • a, that was a highlight of
  • that recording session.
  • The pine bark beetle issue
  • was part of the east
  • Texas wilderness campaign,
  • led by Ned Fritz
  • of Dallas, Texas Committee
  • on Natural Resources and
  • the, preserving the wilderness,
  • the literally kind
  • of small, relatively small
  • wilderness islands in the east
  • Texas wilderness
  • was the goal of this
  • campaign to protect to
  • get those protected, and get
  • more, get more wilderness out of
  • the much larger national
  • forest, which is multi-use,
  • which mostly means clear cutting at
  • the time.
  • And so,
  • the pine bark beetle was an
  • infestation that came
  • through and devastated a
  • lot of trees.
  • And the
  • devastation is, is, perhaps,
  • it killed them,
  • killed them.
  • However, it was more complicated,
  • naturally and politically and
  • actually, in that,
  • it was the way they
  • were taking the
  • pine bark beetle out of the
  • wilderness area was making it
  • worse and
  • was not
  • letting nature take its own course.
  • I am not
  • a professional biologist, but I play
  • one on TV.
  • No, I play one on
  • guitar and I was
  • hanging out more, I hung out in the
  • late '80s and '80s, into the
  • '90s with biologists,
  • more than, as much as I did,
  • songwriters and musicians.
  • My girlfriend was on the biology
  • department at ACC
  • and I was taking courses there and
  • writing songs in the margins.
  • And this was a mid
  • to late '80s issue, as all
  • of these songs are - funny.
  • And, but I
  • was getting
  • my resources from these folks
  • working on the issue that
  • it was, the pine bark beetle
  • was, yeah, it was tough on trees
  • but it was actually
  • thinning the weaker trees,
  • in the tree, and making the forest
  • stronger, thinning it out
  • and the stronger
  • trees were evolving or
  • surviving.
  • Or, the ones that survived evolved.
  • So, that
  • was the science and I just started
  • making little expressions
  • about it all and
  • sort of put them together and
  • started seeing which rhymed
  • and which felt good to play.
  • It's a very simple melody, as all of
  • mine are, and
  • the arrangement is very simple.
  • I was lucky to
  • work with very talented artists on
  • most of these songs
  • - Bob Livingston, Paul Pierce,
  • John Inman, Lost
  • Gonzo - Gonzos, the last incarnation
  • of the Lost Gonzos - worked
  • together with them in studio for 15,
  • 20 years, even more.
  • And so these are simple songs
  • that these guys could learn fast
  • and they'd bring the
  • arrangement pretty much, the
  • arrangements are very
  • straightforward folk singer /
  • songwriter like Western, you know,
  • "Doo doo dah".
  • And they just made a tight little
  • arrangement and played it.
  • And we added
  • the "munch" at the end.
  • And how did you make
  • the "munch"?
  • "Smack, smack, smack." That was it.
  • I don't know how that's going
  • to translate in a
  • transcript.
  • It was just, you know,
  • a short, short munch, actually.
  • Very nice.
  • But the thing is that they'd cut
  • down, they would cut these trees
  • down as a ruse.
  • Forest Service was actually
  • going along with it.
  • And they would take the trees
  • and sell them and they would haul
  • them down the logging road,
  • spreading the beetles.
  • They made a mess of it.
  • Instead of letting him just die in
  • place, they spread it around
  • and
  • plus there was, there was money
  • exchanged - that
  • it was, in
  • the salvaging, salvaging in these
  • areas and lots of damage
  • to get in and take them down.
  • So, these, these wilderness
  • areas weren't that big,
  • David. Maybe, you know, I'm talking,
  • what, 20,000 acres out of a
  • surrounding 100,000 acres,
  • chunk of national forest, of which
  • there was 500,000
  • acres in East Texas?
  • And we got a very small
  • amount of
  • the, relatively, of wilderness
  • protection. And
  • this was an excuse to
  • harvest more of it.
  • Condemn it, that's what we thought
  • felt. That's what we felt.
  • Do you recall anything about
  • the groups that you worked with or
  • the biologists that, that helped
  • you?
  • Well, well,
  • Texas Committee on National
  • Resources out of Dallas, that
  • is, lots of groups around,
  • lots of those folks, members and
  • then scattered around
  • East Texas that were
  • out of Lufkin and Nacogdoches.
  • What are some other towns over there
  • that we remember?
  • So, and many
  • of these folks were
  • not officially scientists, but they
  • were smart and
  • informed and concerned.
  • The Sierra Club, Audubon Society.
  • Of course.
  • Yeah. And they would all, you know,
  • there was, it was quite a bit of
  • networking.
  • So it was
  • a,
  • it was a novelty hook, the
  • Pine Away, Pine Bark Beetle, turn
  • the wilderness over to nature.
  • Now it's you know, we could talk, we
  • could move on to some other songs, I
  • guess, but you go to
  • beautiful places - Colorado,
  • Arizona and other forests and see
  • the beetles are at work out there.
  • They, it's scary, it's nuts, I
  • wouldn't want to, it's not
  • my first song to call out
  • at the campfire,
  • but at the time it would address
  • that issue in East Texas.
  • This is sort of an aside, but
  • one of the things I've always been
  • intrigued by
  • your songs,
  • the lyrics and some of the sound
  • effects, is that you
  • try to take these subjects, which
  • are pretty
  • dire and dismal and,
  • and you try to inject a little bit
  • of humor and a little bit of uplift.
  • And can
  • you comment about that?
  • I mean, why you don't go
  • with the
  • more heavy-handed approach?
  • Well, I don't want to
  • be argumentative, but actually
  • I do have a bunch of dirges - minor keys.
  • And I just don't
  • get played very much.
  • Why? Why?
  • Because it's, it's my nature.
  • I'm just, it's second nature to be
  • more of, you know, a
  • wise guy joking around.
  • First, my first band that I,
  • actually, well my first high school
  • band was called, "The Court Jesters'
  • Music for Just Any Old Occasion".
  • Class clown kind of a
  • personality,
  • you know.
  • Need I say more?
  • That's it.
  • It sounds like it, you came
  • by that naturally.
  • That's, that's great.
  • Besides, you find out what works
  • and, and
  • stick with it.
  • You know, it stays and you notice.
  • I was never encouraged
  • to be an entertainer
  • and much less a musician.
  • I mean, I just was kind of a folk
  • set of chords, handful of
  • chords.
  • But as an entertainer that never,
  • that didn't come around until the
  • last day of high school.
  • Some coach I thought was
  • really didn't like me, "Aww, you're
  • all right.
  • You know, you're going
  • to be an entertainer someday.
  • You could be an entertainer."
  • What? Why didn't you ever say that
  • before?
  • That would have been encouraging.
  • I hadn't thought of it, and I
  • actually didn't think of it that way
  • for a while, but it just crept
  • up and stayed there
  • and
  • just started being out
  • front with the
  • style, my style's to be more
  • jovial and up-tempo, when
  • it works. In an irony,
  • of course, I fell off the fence
  • politically and that really hurt,
  • as far as
  • being liked and being,
  • taking things lightly, because I do
  • wind up with a lot of more serious
  • songs and,
  • or double entendres that don't
  • work in the bars anymore.
  • Yeah.
  • By "anymore", I'm talking, mid-'70s.
  • I would, you know, I started
  • having more fun playing container
  • deposit songs and
  • getting commissioned
  • to do
  • recycling songs
  • for the city.
  • And that was more fun, than
  • trying to play those same songs in a
  • bar.
  • I could do it in school.
  • Schools liked it and they paid a lot
  • better and that attentive audience.
  • And so all of that
  • was good.
  • I love kid, kid shows,
  • tapping into that energy.
  • Yeah.
  • Especially when it's the same song.
  • It works in a, you know, I worked in
  • a family show and a campfire, in a
  • national park.
  • Right. So, so more
  • diverse kind of audiences, if maybe
  • you keep
  • things up-tempo and
  • jovial and ironic.
  • One ballad, one ballad, per set is
  • about all you can get away with
  • for most shows.
  • Okay, that's, that's a very
  • good clue there.
  • And the next two songs would be
  • those ballads, Turtle Island and Rio
  • Grande Valley.
  • It was hard to do the both of those
  • in a 45-minute
  • school set, but one of them.
  • Kids like, kids like serious songs.
  • That's interesting.
  • They want to be taken seriously, I
  • guess.
  • Well, let's talk a little bit about
  • Turtle Island.
  • You know, we've been lucky
  • to interview a number of people
  • about just one kind of sea
  • turtle that we see here in Texas,
  • the Kemp's Ridley sea turtle, but
  • you've written this wonderful song
  • and played it - Turtle Island -
  • which I think is, is
  • more broad-based.
  • From my understanding, it sort of
  • touches on the lives and
  • species of a number of different
  • kinds of sea turtles.
  • Can you talk about where that
  • song came from and where
  • it went?
  • Well, I.
  • I hope that song is,
  • you know, outlives me, so
  • to speak. But the,
  • the short, short - there's no short.
  • The introduction I give to this song
  • is, is that all,
  • all species of sea turtles have been
  • endangered, throughout their
  • range, for as long as,
  • pretty much long as I've been
  • singing this song, and
  • officially endangered by U.S.
  • standards. And some
  • maybe are
  • lapsing back into threatened, and I
  • don't want to get too technical
  • here, but there's some good
  • news here and there.
  • And it comes and goes, you
  • know, and I,
  • I but at the time they were all
  • severely threatened, Kemp's
  • especially.
  • And Kemp's being a Texas issue,
  • very much so.
  • But they all were, all species of
  • them, were on our beaches.
  • I always, you know,
  • turtles were
  • always, have been attractive to
  • people and it's lot of people's
  • favorite totem.
  • And cultures
  • found their, the
  • markings on their shells
  • to be very accurate
  • as calendars and
  • these are cultures
  • around the world with no contact
  • with each other. So there's some
  • great, great turtle mythology there
  • based on, based
  • on that.
  • And their skeletons show up
  • as calendars.
  • But, the
  • turtles are
  • just so great, and throughout
  • history and natural history and
  • stories and mythology.
  • And we have
  • had a couple of shows in Taipei
  • over the years. We went two years
  • over there for the
  • Taipei American School,
  • Glen Waldeck and I, and
  • stayed about a school
  • week, a whole school week, so we can
  • have a concert at the end.
  • The school had several thousand very
  • hard-working kids from
  • elementary to high school.
  • Very hardworking, very sweet, very
  • great kids.
  • Very well taken care of.
  • But they worked hard anyway.
  • Anyway, and we stayed with that family,
  • a very active family.
  • One of the first nights in
  • town, we went down to the market,
  • a very, very serious
  • market in Taipei on the waterfront.
  • And they were extremely
  • colorful and, you know, rustic
  • and rough.
  • And, there was a
  • pen of turtles, sea turtles, five
  • or six of them, or more.
  • Most of them very large - greens
  • - all lethargic.
  • Just pitiful.
  • No, hardly any movement at all,
  • crammed in.
  • One Kemp's ridley.
  • And we just, Glen and I,
  • were just, we were astounded.
  • And there were crates of other
  • turtles - freshwater turtles.
  • Crates and crates of them.
  • I mean, you know, four feet by four
  • feet, stuffed with turtles.
  • You know, live turtles, and so on,
  • most of them.
  • So, it was terrible,
  • to our sensibilities.
  • So, we asked around, talked
  • about it a little bit there.
  • And fast forward
  • to the end concert we did,
  • we put our tape sales towards a
  • turtle purchase and
  • we came down to the market after
  • our final concert with
  • the family, fine family, a
  • teenager
  • and his mom in
  • their mini, minivan
  • and a couple
  • of others. And we went down and
  • went to that pen and
  • the Kemp's ridley was gone and there
  • were several greens left and we
  • bought one for our, ah, tape money,
  • which was a little over $300 U.S.
  • And the thing must have weighed 150
  • pounds.
  • And we bought
  • the turtle and.
  • And took her to the beach.
  • And it was pretty late at night.
  • And it came awake and
  • just took off for the water as soon
  • as it ... well, it didn't really
  • take off, but it
  • became awake and
  • shook off its lethargy
  • and moved out.
  • So that was fine.
  • That was, that was really exciting.
  • I'll always remember
  • that.
  • Turtles are
  • great indicators of
  • our culture and our,
  • our interests, our concern.
  • What a nice story. That's, that's so
  • sweet. I mean, that you
  • went and rescued
  • this creature,
  • set it free.
  • There's some, so much disturbing,
  • um, you know, irony.
  • That was a very rugged market down
  • there.
  • It turns out many of the turtles
  • were bought by, for religious
  • purposes, by the,
  • I used to know a little bit more
  • about it. But Feng Shui
  • of some kind.
  • They were
  • bought by religious areas
  • and
  • consumed with
  • some kind of ceremony,
  • but it was
  • brutal on the population.
  • I think, yes, that's right,
  • Southern turtles crossing the road.
  • A lot of those, our turtles
  • are exported to
  • Asia because they were running out.
  • This is just ten
  • years ago, something, I don't
  • remember. It's
  • atrocious.
  • Turtle traps. Who wants to trap
  • turtles?
  • But there was a market
  • and when
  • we bought this large turtle,
  • we had, our translator very to our
  • teammates friend that we stayed with
  • - very nice guy -
  • he said the guy that's selling
  • it tells us that he can do an
  • engraving on the back of the turtle
  • before we take it to the beach
  • to protect the turtle.
  • I went, "What?
  • Does that mean...?" And it says
  • that the, if it gets caught again,
  • the engraving will make it
  • like unfit for ceremony.
  • It says, "Nope. Used turtle",
  • or something about it, or it's
  • already been claimed by
  • another
  • religion or
  • tradition.
  • And so it's, it's not,
  • it's a safety marker
  • on the turtle.
  • It was large: three characters.
  • We took a picture of it.
  • We have it somewhere.
  • So we got that extra.
  • And it didn't hurt the turtle.
  • It was hard to tell.
  • Didn't hurt the turtle.
  • That is fascinating.
  • Well, so tell me about the song
  • that that I guess
  • maybe grew out of some of these
  • experiences with turtles -
  • "Turtle Island".
  • Well, that's straight, straight off
  • of the Native American, and other
  • turtle origin stories.
  • And, there's some
  • great, Google that and you'll find
  • turtles all the way down, which is
  • another
  • adaption of that,
  • where there's a turtle on top
  • of a turtle, on top of a turtle.
  • And at some point there's a thin
  • crust of earth. And that's us.
  • I.
  • It works for me as much as any
  • others.
  • So, that's how the song started.
  • And then it got a little more
  • specific and it
  • stretches out to
  • all endangered species really, or it
  • can be applied to
  • all of the others and the
  • efforts to
  • share,
  • share our domain
  • with these creatures that
  • are slipping away.
  • Song, of course,
  • there's the song, of course,
  • you know, a subliminal
  • accidental, total accidental lift
  • that from two or three Jimmy Buffett
  • songs, bound to be, even better.
  • That's, that would be easy to trace.
  • I don't think there's a lawsuit in
  • it, but there hasn't been any money
  • either. So that's how you find
  • out if there's a lawsuit.
  • But I did
  • try to give it to Jimmy Buffett and
  • that didn't work out.
  • So and then I kept thinking,
  • maybe you're turning yourself in.
  • Well, you know, it's wonderful.
  • How do you figure out that one
  • of these songs will have
  • some currency, will, you know, have
  • legs and travel?
  • And I guess one way is to use
  • a melody that's familiar
  • to people. You know, you change the
  • lyrics and it has a different
  • meaning. But maybe
  • the ditty, the,
  • the chords, you know,
  • seem to to resonate
  • with people because they've heard it
  • before.
  • Well, I, yeah, it's
  • a...
  • You hear that?
  • David, I hear thunder.
  • I hear thunder.
  • Ah, yes.
  • Welcome sound.
  • Right here in South Austin. So,
  • this, I do a lot of parodies,
  • straight parodies that are, make
  • that, that use that
  • familiarity, you know, for, you
  • know, we use the same words, if
  • possible, for instance, and the same
  • rhyme schemes.
  • I do parodies a lot and
  • I always have.
  • That was a, yeah,
  • the lowest, it's the lowest form
  • they say. But
  • who are, what do they know?
  • It's a good kind of flattery.
  • Thank you.
  • Yeah, yeah,
  • yeah. A review in the Chronicle
  • said, "What do we need, another 200
  • weird Als for, something like that?
  • And I said, "Oh, I'm in the top 200
  • at least."
  • But,
  • but, the, this
  • Turtle Island, I got to say, as
  • was the, those are honest,
  • just derivatives.
  • That wasn't, these are not parodies
  • or attempts to ...
  • that's, that's subliminal
  • lifting of pretty basic stuff
  • actually.
  • It's, it's
  • not that,
  • I'm fine with those
  • songs and melodies, even though
  • they're, they sound like some other
  • stuff but they,
  • that's just what happens with an
  • art form with three chords
  • and seven notes, 26
  • letters.
  • I don't
  • know,
  • it's similar.
  • That's for sure.
  • But nobody's a ...
  • I haven't gotten harassed about it,
  • so.
  • They think they work.
  • Well, so I think part of what...
  • Oh, you find out, you know, how do
  • you find out? You find, you just
  • either, you probably after a while,
  • you do a few of these things, you
  • get to know what, a sense of,
  • what will work or what won't.
  • Plus, a lot of these
  • songs are written, too, got to get
  • to the rally or there's
  • an event coming.
  • Let's write it in the car on
  • the way, driving to the
  • campfire, you know, kind of thing.
  • And so you just try it and
  • select, see what works and what
  • doesn't. And
  • pretty soon you could kind of
  • predict what'll work or what won't.
  • Well, so you mentioned
  • campfires and rallies,
  • do you do you remember any
  • times that you've performed Turtle
  • Island in public?
  • I guess you mentioned this school
  • in Taipei.
  • Were there any performances
  • in Texas that
  • come back to mind?
  • Oh, well, sure.
  • They still do. We
  • now have five-foot
  • cardboard, very thick cardboard
  • turtles, costumes
  • to go with this, and the hula
  • hula beach party.
  • We have some props.
  • I like, my little festivals
  • generate props.
  • Kids walk around with these turtles
  • on and we've got a
  • whole herd of turtles.
  • They're anatomically correct,
  • and about the shells,
  • the shell patterns.
  • And
  • there're, we have a bunch of
  • big ones, five or six big ones,
  • and now we have three or four little
  • ones because we had too many
  • big ones. Bunch of little ones.
  • They're reversible for pumpkins on
  • Halloween. But,
  • they're like cardboard, you know,
  • signs, sidewalk signs.
  • But you wear it; your head
  • sticks out of it. There's a turtle
  • shape.
  • They even have fins.
  • So, we, we continue
  • to dress kids
  • up like sea turtles and sing the
  • song. And they dance around.
  • They're in the beach party.
  • What fun!
  • Well,
  • while we're talking about
  • your songs and I guess
  • about some of these turtles
  • that appear on South Texas beaches.
  • Do you think you could tell us about
  • Rio Grande Valley:
  • it's a big feature
  • of South Texas.
  • And I think one of the animals
  • that has a cameo
  • appearance in the song is the
  • ocelot, which is
  • something that we've managed
  • to hear a number of biologists
  • talk about. But I was curious
  • if you could talk about that song
  • and how it kind of weaves together
  • the ocelot and a number of other
  • creatures that are native to south
  • Texas.
  • Well, of course, the ocelot is
  • one of the most, the premier
  • megafauna, the glamor
  • poster child.
  • It's the indicator
  • of what is a wilderness and
  • what isn't. And
  • its southern
  • border, northern border,
  • I should say, has been the river
  • and the corridor along
  • the Rio Grande Valley.
  • And
  • biologists, and organized biology,
  • and environmentalists - Valley
  • groups - National Audubon, local
  • Audubon, Weslaco and
  • Brownsville, all the way through
  • to many, many
  • great birding areas.
  • And all the birding groups joined
  • together to put aside
  • as much of this
  • wildlife corridor as possible.
  • And they worked hard on it for about
  • 20 year - '70s,
  • '90s.
  • And this song is
  • inspired by that
  • and trying to connect all these
  • dots for, if you
  • do that for ocelot and the
  • jaguarundi, which is even more of
  • an elusive mammal,
  • if you do that for those,
  • you're protecting
  • quite a few other
  • birding species, for instance.
  • So, it's
  • a major campaign and one they could
  • focus on
  • and were successful until,
  • until the wall came around.
  • And the wall politics and
  • wall restrictions were just
  • devastating.
  • And I really don't know what the
  • story, what the story is on
  • that right now.
  • But that
  • song was commissioned actually
  • by Dede
  • Armentrout.
  • You know her?
  • With Audubon.
  • Yeah, and
  • she's so much fun.
  • And we did a lot of Audubon
  • conferences.
  • She said, "We need a, we need a
  • little theme song." And I had, I
  • don't know what
  • I had as a placeholder for that.
  • But she really wanted
  • more of a theme song in the Valley
  • and
  • several other folks were involved
  • too.
  • Dede - so much fun
  • - we wrote that theme
  • song. She wrote, "Ought to be an
  • Audubon", which is on that Audubon
  • Adventures Collection.
  • The,
  • oh, David, the deal, she said,
  • "The deal with, the commission was
  • that I would be able to
  • bring Glen from Philadelphia
  • to the rally, to
  • the gathering, to the conference
  • that, where the song would be
  • premiered.
  • So that's, those are
  • the kind of deals: she
  • would, she would bring Glen down if
  • I wrote this song.
  • So that was a good one
  • and a
  • good exchange there.
  • The song is long.
  • It's that long, repetitive,
  • Marty Robbins kind of feel to me.
  • Of course, you
  • know, wishful thinking there.
  • It's not a vocal stretch like he
  • would do, though.
  • But it was, I had
  • a lot of help,
  • and a lot of
  • folks down there
  • that are very knowledgeable
  • about
  • the species
  • that are mentioned, and the
  • creatures, and the
  • situations there,
  • and their personalities were
  • fun to
  • hear about and write down.
  • Let's see, this song
  • wound up, I wound up
  • going in elementary schools in a
  • little tour, so, you know, a week or
  • ten days, several
  • of those, and several school
  • districts. One, we would
  • go to the Gladys Porter Zoo and then
  • some schools.
  • And I say, "we", because they, there
  • was a school
  • that the teacher
  • was very active, very instrumental
  • in all this.
  • And their
  • whole class,
  • 15 or 16 kids, learned the song.
  • She said, "We know your song, Rio
  • Grande Valley song. And so, we will be doing
  • it with you. And I said, "Well,
  • which part?
  • The song doesn't have a refrain.
  • It only repeats.
  • It doesn't even have a refrain."
  • And so, she said, "The whole thing."
  • and I went, "The whole thing is 5
  • minutes long!" They'll do the whole
  • song.
  • And every time we played it, I would
  • always mess up.
  • I would mess up one place.
  • And it was never, never the same
  • place.
  • And it wasn't a big deal
  • when I was a soloist, you know.
  • But now here's this, this
  • group. And it got to be really
  • terrifying for me because I knew I
  • was going to mess up somewhere and
  • they knew I was and they were just
  • staring at me, waiting for it.
  • And, uh,
  • but they, they kept, they
  • kept it strong. I'd mess up a word,
  • and they'd be right on it.
  • So that was the fun part, doing that
  • song with this group of kids
  • that sang the whole song, all the
  • way through. But I probably did that
  • ten times.
  • You know, the performance of Rio
  • Grande Valley with that group of
  • students reminds me that
  • they're, I've heard
  • recordings of a lot of your songs
  • where there are these very
  • accomplished, professional adult
  • musicians.
  • But then there's this, this chorus
  • of young voices.
  • And I thought maybe you could
  • talk a little bit about
  • why and how you incorporate that in
  • your recordings and performances.
  • Well, why?
  • Because it's fun.
  • And how? Because it's usually pretty
  • easy.
  • There they are.
  • It's happening.
  • You know, it's different.
  • That's about it.
  • It ought to be.
  • It seems like the thing to do.
  • That's why.
  • And it's just
  • the,
  • well, the learning and doing
  • is more than just, you know,
  • is more powerful, I suppose, to the
  • participants than,
  • than just being an audience
  • member.
  • In fact,
  • we did some conferences where,
  • it was a three-day conference,
  • Audubon, Sierra Club.
  • Glen and I, I say "we".
  • But we did,
  • we had two days with
  • and we'd meet with the
  • day care people, these conference
  • kids.
  • People would bring their kids and
  • there would be stuff for them
  • to do while everyone really went to
  • the workshops, the adults.
  • But the kids would be taken care of
  • - you know, five, ten kids, maybe
  • more.
  • And so Glen and I
  • hung out with them and
  • set up a
  • show, got, recruited
  • people for Habitat and Turtle Island
  • and a couple others, a
  • couple of Condo.
  • And we went off and found props
  • and made stuff, made turtles
  • and turtle costumes and
  • the kids made them.
  • We showed them and then we would
  • try to do it together.
  • And as adults, they needed arts and
  • craftsy things to do.
  • So we're looking forward to this
  • conference to actually
  • show, I think, at some
  • point, I thought they're learning
  • more about these turtles while
  • they're making these costumes.
  • Because when they're singing the
  • song, they're just, they're just
  • petrified. You know, it's on stage;
  • it's a show.
  • They're not thinking about the
  • content when they're doing the show,
  • but they're thinking about it when
  • they're making the costumes.
  • See what I'm saying?
  • That kind of involvement is,
  • is
  • exciting, fun to be around.
  • So
  • every now and then we get a chance
  • to do that.
  • We're doing that soon, at the
  • Kerrville Folk Festival teen
  • music camp, doing that
  • sort of thing with them,
  • to get on the water with those guys.
  • It's about 60 teenagers,
  • and the hottest week of summer,
  • and Kerrville
  • Folk Festival site,
  • and for
  • four days.
  • They had about
  • 15 to 20 kids
  • a day. I
  • take them canoeing on the Guadalupe
  • at Center Point while the other
  • kids are learning songwriting.
  • But for one day they get to go
  • on the river.
  • And then we do little programs in
  • the evening and have a final concert
  • at the end where we break out
  • some costumes, get pretty silly,
  • spontaneous.
  • Teenage Saturday
  • Night Live, but with original
  • material right away, you know, that
  • they've made up.
  • Pretty fun.
  • It sounds great.
  • And I love your thought about
  • learning and
  • doing and maybe learning by
  • doing.
  • Maybe that is the way to really
  • get things to latch on.
  • Well, that's what, that's what
  • teachers do all the doggone time,
  • and we've worked with a bunch of and
  • we just ... It's just incredible to
  • go into classrooms and see all those
  • projects and they say, "Oh we
  • and we've, you know, we have your
  • song going in the background."
  • That's like, "Oh, all right!"
  • The kids, so exactly
  • what, thrilled
  • to hear that.
  • Yeah. So anyway, what I'm saying is
  • that what we do is, yeah,
  • just nibbles at it, compared
  • to the pros.
  • Well I would put you in the category
  • of pro,
  • but, so,
  • I'm curious: we've just, we talked
  • about
  • three songs so far, the Pine Bark
  • Beetle, Pine
  • Away, Pine Bark Beetle", "Turtle
  • Island", "Rio Grande Valley"
  • and a fourth that I thought
  • would be interesting to,
  • to discuss, just as an example,
  • I mean, you've got so many songs.
  • But
  • I think that Queen Invicta
  • tells a powerful story
  • about a little creature
  • that had a very big impact.
  • And I was hoping you could talk a
  • little bit about where that comes
  • from and what spurred you to do
  • it. And, you know, some of the
  • experiences of writing
  • and performing it.
  • Well.
  • Gee,
  • it was panic.
  • It was a panic.
  • It was written out of panic.
  • I mean, not out of panic, but in
  • response to that.
  • And so what I'm rolling through my
  • head right now is, is it really
  • changed, or are we just, you know,
  • we're just fine.
  • We're living, living with it.
  • We dealt with it.
  • We're dealing with it.
  • I have fire ants all over my place
  • here. I just brush them off and move
  • on.
  • But the,
  • so, I'm
  • curious because that's what the song
  • says is, don't,
  • don't burn down the barn
  • to get rid of the ants, you know,
  • kind of idea.
  • The song was a commission
  • from when
  • Hightower roamed the land, when
  • he was at Ag.
  • And some of his folks, they were
  • coming up with a more
  • benign
  • approach to fighting the fire
  • ant scare and
  • more benign than the
  • commercial, the more
  • mainstream conservative.
  • I don't know; I
  • hate to say conservative, but the,
  • the way it was going at the time was
  • a lot more poisons, and it would
  • overkill.
  • It was getting into food supplies,
  • and waterways -
  • just tough and bad to work around
  • or be near.
  • But my, I had
  • several people, that whole
  • Department of Agriculture, to
  • help me with it as far as the
  • science and the technical stuff.
  • So
  • I did that.
  • I hung out with those guys
  • and those folks and
  • got ...
  • I believe that
  • Beth Brown Bintner had moved on to
  • Ag with Hightower
  • from Austin's Recycling,
  • and I think she was pretty
  • responsible for me getting that gig,
  • something like that.
  • And so we wrote, we got the song
  • and finally got the hook.
  • It's a simple, "Ouch, ouch!
  • And then the slap of finding a fire
  • ant.".
  • You know, the
  • history of the fire ant was kind of
  • fun. So that was, that was easy
  • to get into that
  • melodrama.
  • And then we got this gal,
  • Vicki Fowler, to do the "Ho, ho, ho"
  • - the Queen.
  • I went after the Queen
  • part and then Invicta, the name,
  • Queen Invictus.
  • And so,
  • that just kind of
  • bespoke, haughty,
  • you know, silly, making
  • fun of British
  • setting.
  • So that's how the song kind of
  • worked out.
  • Plus, it's straightforward, simple,
  • almost slow bluegrass,
  • which, it's still fast song.
  • And we had a great band, once again.
  • Champ Hood plays fiddle on it.
  • And the,
  • let's see, john Emmett has a great
  • muddy part, he said, "Oh, I can get
  • muddy!" Brunnnabrunnna.
  • And he went out and he had a smile.
  • He went out in the car and came back
  • and with this thing, I haven't used
  • this in years. This is perfect.
  • But so
  • that's the going in story.
  • It was a very fun session
  • and
  • well-financed: it wasn't
  • as rushed as a lot of
  • them.
  • Had a budget, by gosh.
  • How exciting.
  • So, the real interesting
  • part of this is at the end.
  • The song got, finally they made
  • a video out of it, and we used kids
  • from elementary school, which was
  • just perfect.
  • We went to Zilker Park
  • and went to the studio
  • with the cameras and the kids.
  • The final product, it took
  • a while to get the video together,
  • and almost by the time they finished
  • it, Hightower was
  • no longer agriculture
  • commissioner.
  • Rick Perry moved in
  • and all of this kind of stuff was
  • shelved or forgotten or lost.
  • So it seemed, I guess.
  • Until a year or two later, somehow
  • Good Morning America calls up
  • and there, they had right
  • before it all got cleaned out
  • by Rick Perry's people,
  • it (sorry, Aggies)
  • it
  • moved the, somehow that video
  • got to Good Morning America, the
  • science editor, and now he's
  • doing a special on fire ants
  • and he introduces it with, "And it
  • even has a protest song!"
  • And they roll tape, video, the video
  • that the, from
  • Texas, that
  • had not been used for anything else.
  • They were going to use it in schools
  • and some other stuff but
  • nothing happened until this little
  • Good Morning America segment.
  • So, I heard
  • about it after it happened and
  • had to dig it out,
  • video.
  • Somehow we got it, a VHS copy, a
  • very rugged copy of it.
  • And they used the whole song.
  • And in and out of the whole song,
  • it played even in the background.
  • So that was pretty exciting.
  • They
  • were,
  • like they had a much longer segment.
  • They used it to come in and out of
  • the song.
  • Now. Let's
  • see if I can keep going.
  • The really
  • extra interesting part about this
  • was that I
  • got paid royalties,
  • the only decent royalties I ever
  • got, and it was BMI, Broadcast
  • Music International.
  • They didn't believe me.
  • I said, "It was used on ...", and
  • they said, "Oh, it was probably 30
  • seconds here or there." And I said,
  • "No it's more than that." And
  • they said, "Well, send me a copy.".
  • And that was that was not easy to
  • figure out how to copy this.
  • But we did. I sent it to them and
  • they wrote back saying, "You're
  • right, it was the whole song."
  • And so I got publisher
  • and writer - $2400,
  • David, in 19, what was it,
  • 87.
  • Whatever it was.
  • And I got my first computer, so.
  • And it's the only payday I've ever
  • had, I think, it seems like.
  • But it was all just
  • an accident.
  • Or maybe a happy accident.
  • They're the best kind.
  • Well, it was a surprise.
  • But, you know, one thing that you
  • mentioned just in passing for
  • this
  • production
  • is that you had some
  • pretty noted musician,
  • Champ Hood.
  • And then earlier you were talking
  • about how
  • Dede Armentrout managed to
  • get Glen Walbeck to come
  • down and join you.
  • And I thought this might be a chance
  • to talk about the many
  • musicians that you've pulled
  • together in the Otter Space Band and
  • your other incarnations.
  • Some really talented
  • folks that, you know, play
  • mandolin and guitar and fiddle
  • and flute and sax and
  • trumpet and accordion, and, I don't
  • know, drums.
  • It's an amazing assembly
  • of musicians.
  • And could you
  • give us some examples of people
  • you've played with and how you
  • recruited them?
  • Well, the first one recruited me.
  • Doug Powell, our
  • electric mandolin player, puts the
  • outer space in the Otter Space Band.
  • And it was a, when was
  • that? In the mid-'90s or something,
  • I was playing at the Colorado Street
  • Cafe and he came up said,
  • "Hey, you need a band, and I'm
  • it", or something like that.
  • And he he had already, he
  • was playing with
  • several really great - "Ain't
  • Misbehavin'", and CPR -
  • small vocal ensembles
  • with a kind of jazz.
  • More, way more jazz.
  • Much harder, much more complicated,
  • sophisticated songs,
  • and tighter vocal harmonies.
  • But he's always been generous and
  • friends and a real go-to guy
  • and way more than just
  • than just, just the music.
  • But so that was a good start.
  • And Doug Powell gave me a truck.
  • I
  • needed a truck.
  • And he bought a boat when I needed
  • to sell one.
  • Stuff like that.
  • I guess all the turtles right now,
  • we have to get those swapped
  • out.
  • Let's see, Beth Gallagher is a
  • multi-instrumentalist.
  • She plays quite a bit with
  • us, flute and sax
  • and she's
  • classically trained on the flute,
  • but fiddle.
  • That's a brave group of
  • different instruments to take on.
  • And sings and
  • knows her way around a keyboard.
  • She gives lessons and teaches
  • and I,
  • she, she plays, her
  • and Doug, and Dean
  • on bass, these
  • guys will play for rallies.
  • We play for a lot
  • of events that have no,
  • don't have a budget, but they
  • are fun and interesting
  • and they're real,
  • real tight, loyal
  • groups.
  • A lot of fun to be with those guys.
  • Let's see,
  • Dean Stinsmuehlen's our
  • more recent, just a few years,
  • our bass player, he
  • plays with so many groups
  • and has over the years, with
  • Balcones Fault in the early days.
  • Big hair!
  • I had big hair then, but his
  • was, he was on stage in lights, with
  • Balcones Fault,
  • doing these great songs in big
  • productions at Armadillo World
  • headquarters and I was just
  • blown away by, saying, "Wow, man,
  • I want to do that so
  • bad!". How that never happens, but
  • closest
  • thing we got it.".
  • Dean on bass and
  • he's actually with lots
  • of other bands in town too, as
  • the other players do.
  • But now this is the pretty much the
  • current version of the Otter
  • Space Band. And we have
  • Oliver Steck, multi-talented
  • Oliver Steck, he's a guest
  • Otter that frequents us.
  • And really, it's like a secret
  • weapon, turning him loose, he can
  • round up the whole crowd,
  • people of all sizes, and have a
  • conga line going
  • right away, and makes up songs
  • and plays multiple instruments,
  • accordion and horns.
  • And just a
  • funny guy, too, on the spot.
  • So that's fun to have him.
  • Oh, my sweetie, Virginia
  • Palmer, she
  • provides a lot of energy.
  • She's in the band a lot.
  • Let's see. Moving back in history,
  • we had the Los Gonzos I mentioned -
  • John Inman and
  • Bob and Paul showed up (Paul
  • Pearcy, Bob Livingston), they
  • were on the Texas Oasis
  • recordings,
  • several songs there and
  • four of them,
  • three of them.
  • And that was the most professional,
  • exciting, magical
  • session
  • that I'd ever been in.
  • And it was
  • just like, "Oh, that's
  • how it's done." It went very fast,
  • when they took over, right.
  • Right, appropriately, and
  • just knocked these songs out.
  • "Texas Oasis", the title song,
  • "Watt Won't Do" and "Shopping
  • Maul".
  • And it was so much fun: the power of
  • John Inman's guitar playing, and
  • the tightness of their rhythm.
  • And it was
  • exciting. Bob Livingston helped a
  • lot through getting
  • me up on stages
  • and groups and events
  • and meeting
  • people.
  • And Paul Pearcy, he's probably
  • one of my better friends,
  • and on a river level, too.
  • He spends a lot of time off in New
  • Mexico now, going to Colorado -
  • Paul Pearcy.
  • And John Inmon
  • remains a studio Otter.
  • And every now and then we can get
  • him in a, we get a gig that'll
  • support his playing, which is
  • large, really, just
  • doesn't work everywhere we need
  • a full band, seems
  • like it, have a good part.
  • But John's there and
  • has a great little studio.
  • Bob is, Bob Livingston has
  • just taken off on his solo career
  • so much, we don't see him very
  • much for, well, even before the
  • pandemic that happened.
  • But it'll be, he'll come
  • around.
  • And then before that, before that,
  • there was a Glen Waldeck.
  • He and I were a duo.
  • We were a band for 20
  • years, and it was a lot of fun.
  • He was a multi-talented
  • threat and I was the straight guy.
  • That was a great, fun band.
  • And we also had Fishbait and
  • the Nightcrawlers in the '70s.
  • That had a lot of people come and
  • go.
  • In fact, Esther's Follies is where
  • that was, kind of had its
  • heyday.
  • Hey, David, I have a gig
  • at Esther's in the end of July this
  • year.
  • So that'll be interesting.
  • All right!
  • A little opening slot.
  • First time, in I don't know, what,
  • 30, 40 years?
  • That is great.
  • That is great. I'll have to check that
  • out. Yeah.
  • Well, it sounds like you've had
  • this wonderful rotating cast
  • of, you know,
  • multi-talented
  • people that, you know, brought good
  • humor and loyalty
  • and all their instruments
  • as well.
  • And there's probably, there's 10
  • to 15 or 30 really
  • great occasional
  • Otters - Richard Bowden on fiddle
  • and folks that we'd meet
  • through different, oh,
  • causes and events.
  • But over the years
  • it's become fairly regular.
  • Yeah, go ahead, David.
  • No, no, that's, I
  • just admire what you've been able to
  • do to bring
  • people in and have them
  • contribute their
  • part of the puzzle
  • to making a really fine song.
  • Well, so speaking of songs,
  • I want to ask you about one last
  • production, the "Welcome
  • Back, Black-Capped Vireo".
  • And, you know, this rare
  • bird we have in the Hill Country.
  • And,
  • you know, it's making something of a
  • recovery. And this song
  • seems to, to tell that story.
  • Can, can you go through where
  • the song came from and
  • the career that it's had?
  • Well, it was a definitely
  • on purpose to
  • tell those stories that fill that,
  • that fill that spot.
  • It's sort of like if I was a
  • painter, I'd have to have a
  • bluebonnet painting or two, you
  • know. So,
  • actually I do have a bluebonnet song.
  • But the,
  • so, no, this was required
  • reading for a songwriter, for me,
  • I guess.
  • And it was
  • probably
  • the opening hook, "welcome back,
  • black-capped vireo".
  • The opening line set it all up and
  • the rest of it was pretty easy,
  • after that. Somehow, somehow, that's
  • the way some songs g.
  • You can
  • wait forever, try to, you can try
  • to force a opening line.
  • But, eh, they're so much better
  • when they pop
  • in and then just
  • write it out.
  • I think that's how that song
  • happened.
  • And it was
  • welcomed at Wild
  • Basin and the places that are
  • the name-dropped spots.
  • Right.
  • Yeah.
  • Is that got
  • Enchanted Rock in it, or am I
  • thinking of,
  • I'm thinking of another song, "April
  • in Austin".
  • No, but
  • the black-capped vireo,
  • and the warbler is, of course, in
  • the second line,
  • so it's for both of them.
  • And I like the
  • part that they've
  • been coming here since the
  • Pleistocene,
  • whenever that was.
  • That wasn't so long ago.
  • I think that's only what,
  • 20 or 30,000 years.
  • But they've,
  • they've been here long enough
  • to deserve, deserve some more
  • respect.
  • So, another
  • endangered species
  • song that we want
  • to,
  • you know, help put those,
  • there's our pedestals.
  • There's our heroes.
  • The people are fighting for them.
  • It reminds me a little bit of
  • Turtle Island that you,
  • I think, get some, some moral
  • power from just the idea that
  • these creatures,
  • and our relationship with them, is
  • really ancient
  • and that we shouldn't be so
  • negligent to just cast them aside,
  • you know, for short-term benefits.
  • Is that fair to say?
  • Oh, absolutely.
  • Yeah.
  • And.
  • Well, we're the only creatures that
  • I, I guess that have
  • guilt or care
  • on this level. On this, like this,
  • maybe, or
  • the influence.
  • Yeah, the influence to do something
  • one way or another.
  • So,
  • how you know, how does that work?
  • Do you just, just
  • move on and...
  • Like,
  • my bubble is
  • with activists and
  • engaged and enthusiastic people.
  • But this
  • is like, I guess pre-pandemic.
  • But,
  • I also read a lot
  • and try to keep up and it doesn't
  • sound like we're winning
  • a lot of the battles
  • we had, like solid waste,
  • for instance, of course global
  • warming, climate change.
  • It's,
  • it's hard to tell
  • how we're doing,
  • because I'm with
  • people with a lot of optimism, but
  • they're worn out. And you
  • can't tell,
  • day to day, what
  • that the progress
  • is, or the prognosis is.
  • What do you think?
  • I don't know. I think the jury
  • is out.
  • But, you
  • know, I think it's interesting that
  • the people that you
  • sing to and, you know, you've
  • talked about how these songs
  • were put together, the lyrics, the
  • melodies, the orchestration.
  • But I guess,
  • from what I can tell, you, you
  • really have a rapport
  • with a lot of your audiences where
  • you're trying to pass
  • a message on to them.
  • It's not just a,
  • you know, feel-good enterprise.
  • It seems like you're, you're a
  • teacher in many respects.
  • And
  • I was wondering if you could talk
  • about some of the audiences that
  • you've worked with, especially the
  • kids. It seems like you
  • have a following
  • among young people.
  • Why is that?
  • I mean really young people, not
  • even teenagers.
  • But
  • little people.
  • Well, I have a connection.
  • I don't know about the following.
  • But it's
  • just eyebrows, man.
  • And you've got good eyebrows.
  • I just, it's just, well,
  • wiggling those. I can get silly.
  • I don't
  • think that it's just because
  • they're an easier group
  • that I do it,
  • I don't think.
  • And they may be easier because
  • I guess I'm
  • willing to
  • go get a little silly
  • and bring that out
  • with those groups.
  • I'm not too, I'm not too
  • nervous around a large group of
  • kids, for 45 minutes
  • anyway, if it's going well.
  • Naturally, actually, if it's going
  • badly, let me out of here!
  • But it usually goes
  • pretty well.
  • But, as
  • opposed to adults.
  • And
  • they're can be more demanding.
  • And I
  • guess it depends on the adults,
  • too.
  • It was the rally of
  • EarthFirsters, I've use the same
  • songs practically, or I
  • can put an edge on the
  • doom and gloom songs that had some
  • silliness to them and well,
  • it would be fun.
  • The, I
  • forgot what we're talking about...
  • Just about audiences and
  • you know how you build that
  • connection and
  • ...
  • Well, just,
  • just ...
  • I don't know. Our
  • goal is to, you know, whatever
  • the, whatever the audience is,
  • you're supposed to rock the room.
  • Just go out there and
  • try to entertain
  • or perform, give a, make
  • it worth their while for a little
  • bit of time.
  • So, you just do
  • what you have.
  • And after a while, it's,
  • it's, you know, that part's,
  • that part's just second nature.
  • You just do it, it's not a lot of
  • analyzing going on.
  • Interesting because we spend this
  • team camp going over all this, and,
  • and for the life of me, I haven't
  • figured out how to, how to really
  • ...
  • I'm not one of the real teachers,
  • actually. I take them on the river
  • and we do produce
  • little skits.
  • But the teachers are there
  • and they're, they really...
  • It's much more tedious,
  • that's for sure.
  • So it's a different
  • kind of work, but,
  • and those are older kids.
  • And they're motivated they're there
  • for teen camp.
  • Motivation. Returning a circle,
  • as I used to try to describe it as a
  • cycle, a circle, of inspiration.
  • I can be
  • inspired, or,
  • or I can be the inspirer.
  • And a funny bass player said, he was
  • talking about sometimes the music
  • makes you happy, and sometimes you
  • make the music happy, the other way.
  • Got to, you know, you,
  • you got to
  • be there and deliver.
  • So,
  • and the cycle with
  • kids is particularly
  • rewarding when they,
  • they come up with
  • reactions or content, even,
  • help the content, that
  • gee, I hadn't thought about or put
  • an angle to it.
  • No, it grows itself.
  • It's a cool, it's a good gig.
  • Well, and you're good at it.
  • So, do you feel like
  • the audiences
  • are much the same
  • as they were, you
  • know, when you started performing, I
  • guess, in the late '70s, maybe
  • earlier?
  • Do you, do you see that
  • they respond, they
  • show interest in the same things, or
  • are they changing?
  • Oh...
  • I mean, this is 50-plus years
  • into the environmental movement and
  • I'm sort of curious how
  • the beast is evolving.
  • Well, there's certainly a lot less,
  • my
  • prime days or years
  • are behind in numbers and
  • sheer, you know, bookings.
  • That's for sure.
  • So,
  • and I, ambition and
  • this follows my ambition.
  • I don't really, I,
  • I don't have a lot
  • of energy
  • or patience for the tedious
  • that comes with that business part
  • of it. So it's just mostly
  • what comes, comes towards
  • me.
  • And that's been enough, I guess,
  • and it'd better be.
  • So,
  • to answer your question.
  • I have had, it does
  • seem the same, but less of it.
  • But it's less of it.
  • Why?
  • There's over the years, of course,
  • my particular niche
  • has a lot more.
  • There are a lot more folks
  • that are actual environmental
  • troubadours.
  • And two or three
  • of them have been, have
  • come through my festival.
  • Lucas Miller, he's fantastic, the
  • singing zoologist.
  • He's hard working, he has ambition
  • and he has a family,
  • he has responsibilities
  • and that he has to
  • work hard.
  • And he does and he's very
  • smart and he's a very authentic.
  • Part of my work ethic was to have
  • time off, lots of it
  • - river time, we called it - like
  • spending, you
  • know, spend it in a kayak somewhere.
  • So I, that
  • was, I was very successful still,
  • still am.
  • In fact we are going on the,
  • we go, we have a trip
  • Wednesday, Wednesday on Barton
  • Creek.
  • Music with the band.
  • But the audience that I go to,
  • it's so subjective that.
  • I mean, they still seem,
  • they still seem receptive.
  • We just finished playing Lady
  • Bird, its 40th anniversary,
  • and it didn't seem like
  • a large crowd, but it was very hot
  • and just barely
  • out of the pandemic.
  • But they said there were 600 people
  • there somewhere?
  • So a lot of it's the same.
  • But it seems to be
  • thinning out. I don't know
  • how Earth's days are.
  • It's been several years that I seem
  • to be
  • a little less charming to me.
  • Oh, of course.
  • And so, what are the typical
  • gigs that you've played?
  • Me, I think you mentioned,
  • I guess the recurring things that
  • might have happened at
  • a school, or
  • a rally for some event
  • or issue, and then and then things
  • like Earth Day,
  • you know, the 40th anniversary of
  • Lady Bird.
  • Are there other
  • sort of occasions that bring
  • you and an audience together?
  • Well, I've actually
  • 20 years of producing our little
  • festival in Zilker Park, two of
  • them. And that
  • took up a lot of my
  • energy.
  • 20 years ago, I was in the
  • middle of a failed attempt to
  • relocate to California, San
  • Francisco Bay area, and
  • that lasted about five or seven
  • years when I was really back and
  • forth in Austin a lot.
  • The irony was that that is when I
  • finally got to start my festival at
  • Zilker Park, Mother Earth Day
  • at the Springs.
  • So I wasn't really here,
  • oh, almost half the time.
  • But
  • everything, a lot of things
  • dropped off.
  • Schools quit having budgets.
  • And for one thing, it wasn't just
  • me, or my, or my
  • level of ambition.
  • Folks that tried hard noticed
  • it too.
  • But that was when I was cranking up
  • the festival. So I put a lot of my
  • energy into making this little
  • festival, that 500,
  • 600, maybe 800 kids would
  • show up, and
  • for 4 or 5 hours at
  • Zilker Park. And I was trying to
  • make it especially about
  • the local issues that for
  • youngsters at
  • schools also
  • that I didn't see.
  • There was one of those still isn't
  • one like that.
  • And so,
  • there I became a promoter
  • and a festival producer.
  • And,
  • a side,
  • an interesting effect of that was
  • that teachers said, "Well, we don't.
  • I said, "I still go to schools, you
  • know." He says, "Oh, why don't we
  • come to your festival for free?
  • So we do that." So, great.
  • Shot myself in the foot,
  • market-wise.
  • But
  • we're still struggling to come back
  • from the pandemic.
  • We've been taking the festival to
  • schools and did
  • one out at Manchaca a few months
  • ago. That was great.
  • 700 kids and we did a little mini
  • version and
  • had some of our booths
  • and some other folks, their art,
  • that..
  • Oh and Barton Hill
  • School: we had a
  • walk through the woods and
  • they hiked down, and had one class
  • of sixth graders hiked down and we
  • put on a mini festival at
  • Barton Creek, for
  • our full band and
  • some of our characters,
  • Lady Bird Lake, I mean,
  • Lady Bird Johnson, gal,
  • she talked about Lady Bird Lake.
  • And we had some poets
  • and put them on canoes
  • and kayaks for the rest of the,
  • rest of that event, for about two
  • hour and a half, then joined them
  • on our raft.
  • So that's an event that we're
  • working on.
  • Also, we've had two or three voyages
  • on the Lone Star riverboat.
  • We took about 100 kids
  • and did songs
  • and had Mark Twain and Lady Bird
  • Johnson characters
  • to give orations.
  • So that's where I'm looking at now.
  • And it's hard for
  • me to judge a larger,
  • the larger world
  • from inside these little
  • productions, but
  • it seems to be clicking along,
  • although the news
  • is frightening too.
  • But it's interesting and
  • heartwarming that you,
  • you know, try to reinvent
  • how to appeal and
  • pull people in when
  • budgets are tight and time is tight
  • and,
  • in the course of it all, you make it
  • fun. You know, whether you're,
  • you're on the
  • Lone Star riverboat or,
  • you know, you're taking a walk down
  • to Barton Creek.
  • That's good stuff.
  • You know, and the other thing that
  • strikes me is that a lot of these
  • people in the audience, especially
  • the children, are
  • probably getting education
  • through textbooks and
  • PowerPoints and,
  • you know, the droning teacher.
  • And you have found a way
  • to, I think, teach
  • with music and song.
  • And I'm wondering what you
  • think the niche is for that and
  • how you have come to
  • sort of develop that that way
  • of
  • educating people.
  • Oh,
  • well, it was certainly, lights
  • already well established
  • about when
  • I came on.
  • There was a group in
  • northeast New England that
  • Pete Seeger and
  • that generation
  • will be the first line
  • of elders.
  • They came to these events.
  • And there were
  • groups of, you know,
  • hippie, post-beatnik
  • musician, singer-songwriters,
  • mostly from the Northeast, but from
  • all over eventually, because they
  • were the most,
  • the most
  • well-lived, the established
  • traditional song or
  • singer-songwriters, they would
  • gather, gather together, political.
  • And a lot of the politics
  • eventually became
  • entwined with, oh,
  • younger,
  • with environmental specialties,
  • more specialties, teachers, lots of
  • teachers, so,
  • activists of all stripes.
  • And I was involved more
  • in environmental causes at the time
  • so easy to overlap.
  • And but that was one place
  • that opened my eyes to all of these.
  • There were lots of people that,
  • by that I mean dozens, of
  • acts and folks around the country
  • and the world that are
  • working about environmental and
  • nature issues
  • in their music.
  • Endangered species fairs - and
  • so I would go, I went
  • up and saw a conference or two and
  • that led to a conference or two and
  • more.
  • And we wound up
  • having a theme song. The Habitat
  • song worked really well.
  • Still does. I, I
  • always thought Olivia Newton-John
  • was going to cover it, but
  • it's going to have to be somebody
  • else.
  • So
  • I think that it's quite
  • a, there's quite a, quite a niche
  • now in Austin.
  • Texas Parks and Wildlife did a story
  • about Lucas Miller and Pearly
  • Gates, and I doing environmental
  • ed in schools through music.
  • And
  • there's three.
  • And there's several more right
  • around here.
  • But Texas Commission on the Arts,
  • you know, supports some of that.
  • I was with them for a while.
  • Lots of nature themes showing up in
  • storytelling. And not just showing
  • up, they've been there.
  • So, it's, I
  • guess it's partly storytelling,
  • in addition to,
  • you know, the rhymes. There's
  • a through line here,
  • a message that you try to
  • embed in these songs.
  • Yeah.
  • Yeah.
  • Sometimes. Yeah.
  • Big wind.
  • They call me, "Big Wind" in Alaska.
  • And that's not Break Wind,
  • Big Wind.
  • But, you know,
  • like Ray Wylie Hubbard
  • and Ramblin' Jack Elliott and
  • Arlo Guthrie.
  • I'm not, I guess,
  • I'm not saying, I'm not saying.
  • That's more like back to weird Al.
  • And I'm not saying I have stories
  • or that kind of humor.
  • But those guys would they, you know,
  • they'll do their whole set building
  • up to one song in their
  • introductions.
  • Other people, the audience yells,
  • you know, "Shut up and play."
  • And so,
  • I'm somewhere in between there.
  • And Kerrville
  • is a "shut up and sing", "shut
  • up and camp" kind of mottos
  • on T-shirts there.
  • But you don't you know, you don't
  • say that to Arlo Guthrie.
  • You keep talking.
  • Whatever.
  • So there was once
  • in Hawaii, I was trying to, I was
  • getting into a little
  • long introduction to Turtle Island,
  • and
  • the audience, somewhere in the
  • audience, came this very droll,
  • loud, "Can't say enough
  • about it."
  • "Okay, I guess we'll
  • do the song now." But,
  • yeah.
  • Well, I guess we all get impatient
  • from time to time. We
  • want to know what
  • the bottom line is, what the, the
  • joke is, or what the
  • song is.
  • Well, and I'm chewing
  • up your day. And shouldn't
  • keep you all day.
  • But I really
  • always enjoy talking with you
  • and
  • hearing what's on your mind.
  • And I think as
  • we wrap this up, maybe you can just
  • tell us a little about where
  • you think
  • things are going from here, both
  • for the future of conservation
  • and environmental protection, and
  • also for you.
  • I mean, what is your next
  • gig, you might say, your next
  • chapter?
  • Oh,
  • well, those are two
  • subjects, that's for sure.
  • The
  • environment - like
  • we often would say,
  • you have to continuously
  • save
  • an old-growth tree.
  • Cut it down once.
  • You have to continuously save a
  • spring.
  • You can't, you just,
  • it's a lot harder to bring a ruined
  • spring back.
  • And so constantly
  • protecting,
  • protecting, protecting, protecting.
  • But looking down the long line,
  • like politics come and go,
  • let things level off, and then it
  • just becomes a philosophical tug of
  • war, of power
  • and circumstances.
  • So it's like, man,
  • we only need a couple of bad dips
  • to really mess up.
  • And I mean, climate change, of
  • course, is just such a huge,
  • you know,
  • that was the basic example there.
  • I mean, nature is not going to wait
  • for us.
  • So we're going to have to just
  • be adapting
  • on these things. And
  • then we're surrounded by our own
  • debris in the oceans
  • and the
  • rising tides.
  • So, look at 100 years, 50 years,
  • everything, 200 years
  • that these philosophies
  • and power comes and goes.
  • When will we come up with an
  • enduring ethic?
  • So you'd like to think that
  • some of the power and energy
  • and ideas
  • that people are trying
  • to
  • create or maintain,
  • hoping that some of that's on track
  • and durable.
  • So who knows?
  • It's kind of,
  • I guess, makes, you know,
  • the only, there's no
  • other choice but to try.
  • So,
  • yeah.
  • Keep, keep at it and
  • enjoy, enjoy it when you can.
  • Have some river time.
  • I don't do either one enough.
  • That's for sure.
  • But let's see.
  • Personally, I don't know.
  • Well, I'm looking down the last few
  • years of
  • kind of organizing a lot of loose
  • ends. I've got a lot of songs that
  • we've actually recorded and never,
  • never could afford to master or put
  • them on the next level.
  • And they were,
  • I don't know, they, they, seems like
  • I'm catching up where we will
  • finally squeeze
  • them out in a video or a still
  • photo or some form.
  • The pandemic, the
  • pandemic I made a, made a studio
  • - stimulus money.
  • I got some
  • cameras and stuff and it's been kind
  • of fun - our own little projects.
  • And we
  • hope to do more of that.
  • A lot more of that.
  • And as well
  • as the, the festivals are,
  • really want to do the festivals. But they're
  • a lot of work and physical
  • work. And I'm trying to
  • at least taper, taper
  • off on that if possible.
  • But so
  • need a crew. Need more crew members.
  • That might happen and in the
  • meantime videos and songs -
  • I need to write
  • a few more songs, that's for sure.
  • I haven't been doing that so much.
  • We got so much homework to
  • catch up on, it seems like.
  • So, I'm,
  • I'm looking forward to
  • the opportunity, to
  • the work and projects coming up,
  • although it's really
  • rather grim times, actually.
  • I take it pretty seriously - the
  • politics and the power that comes
  • with it.
  • So I guess we could
  • talk all about that.
  • But I.
  • Yeah, no, it's daunting.
  • Well, tell me what
  • possible songs might
  • be coming down the pike
  • from Bill Oliver and the Otter Space
  • Band?
  • Oh, man, that's tough,
  • huh?
  • Well,
  • got any titles that are swimming
  • around in your
  • creative mind?
  • Oh, well,
  • kind of, sorta.
  • I wish I
  • could answer that quicker.
  • I have a, I want to,
  • it's,
  • I want a song, to write a song about
  • Hippie Highway, which is the
  • road that goes through
  • South 5th here, South 5th
  • and Dawson.
  • It's a
  • song
  • about,
  • oh, some of my
  • political songs.
  • I wanted to do a song about the, but it
  • would be a dirge, though,
  • (I'm looking for my notes), a
  • dirge about
  • the, whatever, it would be, about
  • the Civil War monument in
  • Texas to the Freethinkers
  • that were massacred for
  • trying to
  • escape to Mexico, not sign
  • the pledge.
  • That would be a civil
  • rights song.
  • And so, uh,
  • but that's, that's not
  • what you're asking.
  • The gal who,
  • whose,
  • the gal, the new road that we have,
  • Robert E. Lee, that has changed
  • -
  • that gal,
  • that road going to Barton Springs?
  • Do you know what I'm talking about?
  • Yeah, sure.
  • Absolutely.
  • Morton. Morton.
  • What's her name?
  • Yeah, I should know
  • that name.
  • Well, one thing I think is
  • important.
  • Is that Azie Morton?
  • Yeah. There we go. Thank you.
  • Azie.
  • Sure. Sure.
  • I want to do a song about her.
  • She has an amazing story.
  • Gosh.
  • Oh, Lord.
  • Oh, I know what I'm trying to think
  • of.
  • Ned Fritz is having a big
  • resurgence and there's
  • a project.
  • This,
  • your project reminds me of that.
  • It's a legacy sort of thing, but
  • it's about Ned Fritz.
  • And Ned Fritz, of course,
  • has many forests
  • and trails and creatures
  • and stories.
  • And so a bunch
  • of songs for that, some of which
  • are barely, you know,
  • were just done in campfires.
  • So, we'd
  • want to be
  • working on that collection.
  • And,
  • right, Azie Morton.
  • Well, I wish you well.
  • And I'm one of your
  • loyal fans.
  • And I look forward to these songs
  • getting lyrics and with
  • funny rhymes and
  • catchy melodies and,
  • and always a very important
  • message. So keep at
  • it.
  • And thank you so much for
  • both looking back at some, some
  • old songs and then telling me about
  • some new songs that may be
  • in the percolator.
  • Yeah, man, this is inspiring.
  • Exciting, and thank you for your
  • interest.
  • Oh, always interested.
  • Thank you so much, Bill.
  • And give my
  • regards to Mr. Habitat.
  • I will.
  • Good luck with your project.
  • What is there? Is there a,
  • is there a launch?
  • Is this just ongoing?
  • It's not a something
  • that you're going to publish?
  • Well,
  • you know, the interviews are,
  • I think, have their own
  • life, which I hope will go on for a
  • long time. I really enjoy hearing
  • people like you talk about
  • their work, and their lives, and
  • their ideas.
  • But yeah, we
  • are trying to distill some of this
  • into a book
  • that Texas A&M
  • hopefully will
  • like and be willing to publish.
  • Well, so that's the goal.
  • But it's,
  • you know, you can't always think
  • about the end
  • of the road. Just driving down the
  • road is often fine.
  • And so...
  • Yes, I understand that for
  • sure.
  • Doing these
  • interviews is a little bit like
  • river time.
  • So good.
  • I like that term a lot.
  • I hope you don't mind if I borrow
  • it.
  • No. Go right ahead.
  • Okay.
  • Well, and Bill, as well, thanks
  • for being patient with our technical
  • issues.
  • I think we've got a recording,
  • and all I need to do is
  • hit, "stop".
  • And we will wait on the line
  • for just a moment to let the
  • recordings upload.
  • And then we should
  • be good.
  • So, thank you very much.
  • Well, if you need
  • to redo, need to do redo it,
  • probably won't get any better, but
  • I hope there's a good editor over
  • there. Is that you?
  • I
  • wear one of those hats, yes.
  • No, this is great.
  • Thank you so much, Bill.
  • You have a good day and
  • I hope we get to cross paths
  • really soon.
  • Right. Well, best to the family.
  • All right. Take care.
  • Thank you.
  • All right. Bye now.