Beyond the Grave: The “Dies Irae” in Video Game Music
For those familiar with modern media, there are a number of short musical phrases that immediately trigger a particular emotional response. Think, for example, of the two-note theme that denotes the shark in Jaws, and see if you become just a little more tense or nervous. So too with the stabbing shriek of the violins from Psycho, or even the whirling four-note theme from The Twilight Zone. In each of these cases, the musical theme is short, memorable, and unalterably linked to one specific feeling: fear.
The first few notes of the “Dies Irae” chant, perhaps as recognizable as any of the other themes I mentioned already, are often used to provoke that same emotion.
Often, but not always. The “Dies Irae” has been associated with death since its creation in the thirteenth century, due to its use in the Requiem Mass for the dead until the Second Vatican Council (1962–65). Its text describes the Last Judgment, when all humanity will be sent to heaven or hell. But from the Renaissance to today, the “Dies Irae” has also come to symbolize everything from the medieval church and Catholic ritual to the sinister, superstitious, or supernatural, even violence and battle—and any combination of the above.
Because of its unique history not only within its original liturgical context but also within later musical genres, this chant has become largely divorced from its original purposes, at least in modern popular imagination. Instead, it now holds a multiplicity of meanings; composers manipulate these meanings by utilizing this chant in a new setting, and thus in turn continue to reinforce those meanings within modern media. Since its use within the Mass, concert music, and films has already been well documented, this blog post explores its presence in an as yet unexamined medium: video games.

By Willem Vrelant (Flemish, died 1481, active 1454 – 1481) 1481 – illuminator (Flemish) Details of artist on Google Art Project [Public domain], via Wikimedia Commons
Beginning in the late eighteenth century, the text was set in Requiems for the secular stage by composers such as Mozart, Verdi, and Britten. But due to both its evocative text and its memorable melody (often just the first sixteen, eight, or even four notes), the “Dies Irae” chant soon was incorporated into secular instrumental works, where it signified the past, the supernatural, the oppressive, the demonic, and death. No work is more responsible for this than Hector Berlioz’s Symphonie Fantastique, where the chant symbolizes the composer’s own death and the depravity of the demons and witches who dance at his funeral.
The history of this chant, together with its use in film, has been explored by scholars such as Linda Schubert and John Haines. Because the “Dies Irae” was already a well-known symbol of the aforementioned characteristics, and because early silent film musicians borrowed musical ideas from previously composed works, the chant segued quickly into early film, where its symbolic possibilities were reinforced. Thus, even in newly composed soundtracks, composers utilized this chant as an aural shortcut to a host of emotional and psychological reactions, especially (as James Deaville and others discuss) within horror films. It appears in scenes depicting inner anguish, fear, the occult, evil, and imminent death in films from It’s a Wonderful Life, The Seventh Seal, and The Shining to Disney’s The Lion King and Star Wars, in musicals like Sweeney Todd, and in literary works such as Gaston Leroux’s The Phantom of the Opera, but it also symbolizes power and even heroism, such as in this Nike shoe commercial.
The “Dies Irae” appears analogously in video game soundtracks, where it communicates the same symbolic meanings that it does in film scores and concert music. Its recognizability also lends itself to parody, as it did in Monty Python and the Holy Grail. Yet, unlike in film music, the evolution of its use in game music speaks also to the evolution of game music technology.
In the earlier years of video games, technology could not create continuous soundtracks. The first such was in Space Invaders (1978), although it consisted only of four descending notes looped indefinitely. Additionally, while voice synthesis was used in game soundtracks as early as 1982, reproduction of musical voices was limited even into the 1990s. William Gibbons describes how early systems had a limited number of channels (40); as a result, Baroque-style counterpoint worked well texturally, and reproducing music from earlier composers such as Bach was not only permissible by copyright but also demonstrated the capabilities of their systems (201–204). As such, earlier games were less interested in a monophonic chant, although several (such as Fatal Fury) did use Mozart’s setting of the “Dies Irae.”
The “Dies Irae” chant is first used in game music in the late 1980s and early 1990s, by which point most systems had five or more channels, allowing for improved timbres and sound synthesis. The opening theme song to F-19 Stealth Fighter (1988–92, DOS/PC/Amiga/Atari) subtly references the first phrase of the chant. Composer Ken Lagace sets the first eight pitches evenly in the lower voice before moving them to a higher, rhythmicized register. The chant is accompanied by a consistent percussive element and several higher, chordal voices, which splinter off into fast arpeggios before restating the opening. There is as yet no action, nor is the plot either spiritual or supernatural, so the chant here actually works in a somewhat anomalous way. It heightens the player’s tension through its aural connotations of fear and death, thus setting the stage for the battles still to come in the game itself.
Indiana Jones and the Fate of Atlantis (1992, PC) is another early instance of the “Dies Irae,” which appears at the end, when Indiana and his companion Sophia confront the malevolent Doctor. The chant again increases tension but also indicates the presence of evil. Musically, the first two phrases of the chant appear in long, low tones, accompanied by several high, sustained, dissonant pitches. New voices enter, reminiscent of the opening phrase, before the chant returns in full in all registers. The system’s capability for thicker textures allowed the composers to stack the monophonic “Dies Irae” against itself, further emphasizing the threat of imminent danger in this final encounter.
The last of the early case studies is Zombies Ate My Neighbors (1993, SNES/Genesis). These systems featured multiple channels capable of emulating a variety of acoustical settings. The game is a parody of 1950s horror films; the protagonists race through standard horror settings such as malls and castles to rescue their neighbors from demonic babies, vampires, zombies, and other stock creatures. The soundtrack also mimics the musical tropes in such films: chant itself, especially the “Dies Irae,” but also timbres such as tremolo, stingers, extreme ranges, and dissonance. The track “Curse of the Tongue,” which plays upon encountering the final boss, Dr. Tongue’s Giant Head, emulates a Gothic pipe organ. The low organ drone sustains underneath the first sixteen notes of the chant, which sound in a shrieking, vibrato-heavy register. The voices then move in parallel fifths as in medieval polyphony. The “Dies Irae” here brings to mind an entire film genre while also overtly characterizing the final battle against the otherworldly, sinister, evil Head. In this case, the chant works literally to signify the current battle and threat of death, but also parodically to indicate the absurdity of the situation.
The development of video game audio technology allowed first for voice emulation, then voice reproduction. Vocal samples were used as early as the 1980s, but were often confined to theme songs. Yet even after voices were reproduced within soundtracks, it is the “Dies Irae” melody alone that is most frequently sampled, strikingly paralleling its earlier use in film and concert music. When the “Dies Irae” text is used, it is set to newly composed music or borrowed from the Mozart or Verdi Requiems. Moreover, as in earlier media, all that is needed as an aural mnemonic is the first phrase, even just the first four notes, of the chant melody.
For example, two games released for PC in 1999—Heroes of Might & Magic III and Gabriel Knight 3: Blood of the Sacred, Blood of the Damned—both use just the first portion of the “Dies Irae.” In “Burying the Manuscript” from Gabriel Knight, pizzicato violins first allude to the first four or five notes of the chant (1:25); the full first phrase is then presented in parallel motion in the brass. The remainder of this theme alludes to the first few notes, making the “Dies Irae” a constant presence here and underscoring the secrecy, even the occult nature, of the manuscript in this scene.
Heroes III uses even less melodic material. In the Necropolis, composer Paul Romero uses the first four notes of the “Dies Irae” to underpin the entire theme. The bass plays the first four notes in a low register before seguing into newly composed material, but the contour of that phrase returns throughout the theme. The full chant phrases do not appear until the very end. The chant hints constantly at the overwhelming metaphor of death in this area, as well as to the presence of supernatural creatures such as vampires, zombies, and wraiths.
Unusual for many reasons, then, is the last case study: the game Dante’s Inferno (2010, PS3/Xbox360). It is the sole example here to use voices, but the text appears to be newly composed. As John Haines noted, the presence of Latin or pseudo-Latin is in and of itself a trope of the diabolical or demonic, which adds further nuance to this scene (129). The familiar melody is presented by a choir of mixed voices, accompanied by a roar of low brass, ambient noise, and a descant voice singing on open vowels, all signifiers of horror or the medieval. Moreover, the “Dies Irae” is not reserved for a final battle, as in previous examples, nor does it characterize supernatural creatures. Rather, it is the first theme heard in the game, reinforcing not only the medieval setting and the constant presence of death but also the ultimate trajectory of Dante, and the gamer, into Hell.
While the “Dies Irae” has been well studied as an aural signifier within film and concert music, its use in video games has, before now, been largely ignored. As in earlier musical genres, this chant brings to games a host of culturally accepted, musically mediated meanings that allow composers to immediately flesh out a character or scene. In so doing, game composers acknowledge that sound is not just sound, but rather it is (to borrow a phrase from Elizabeth Randell Upton) “a complex interaction of experiences and expectations on the part of the audience.” These experiences are continuously shaped by new compositions, scores, and soundtracks, which in turn continuously shape the audience’s expectations for future works.
As such, game soundtracks, along with other kinds of media, continue to transform the “Dies Irae” out of its original context and into an ever-growing set of pop culture symbols. The chant now signifies everything from the medieval to the present day, from judgment, battle, and death to demons, witches, and the occult. Within games in particular, though, it acts as a “memento mori,” a reminder of the mortality that game characters, and thus game players, seek to avoid through play. As such, it may instill fear in a player, but also suspicion, alertness, tension, even excitement, spurring the player to react in whichever manner suits the individual game.
The iconic status of the opening phrases of the “Dies Irae” chant marks it as a particularly useful polyvalent symbol for composers. Yet the utilization of this well-known trope is not without its problems. As I discuss in a forthcoming article, this chant, and indeed all plainchant, originates in a particular sacred, liturgical tradition. When a chant such as “Dies Irae” is used as a signifier of a general sense of spirituality, or of the medieval, or even of horror, then by default those characteristics are reified, if subtly, as Christian. Moreover, linking a chant such as the “Dies Irae” to the supernatural or the occult serves to perpetuate early modern stereotypes of Catholicism as nothing more than superstitious magic; see, for example, the purported origins of the phrase “hocus pocus.” Such anachronistic uses further obfuscate chant’s continuous role within Catholic (and other) liturgy; it is both a historic and a very modern practice.
Given that the “Dies Irae” is certainly not the only musical means to the aforementioned symbolic ends, perhaps these concerns are not pressing. Still, as Anita Sarkeesian points out, we can enjoy modern media while simultaneously critiquing facets that are problematic. There is no clear-cut way, at this point, to overturn hundreds of years of accumulated symbolic meaning for a musical icon such as the “Dies Irae,” but it behooves us as participants in auditory culture to become better aware of the multiple, and occasionally challenging, meanings within what we hear.
[Other games that also use the “Dies Irae” chant include Gauntlet Legends (1999, N64/PS/Dreamcast), Final Fantasy IX (2000, PS), EverQuest II (2004, MMORPG), Heroes of Might and Magic V (2006, PC), Sam & Max: Season 2 (2007–8, Wii/PC/PS3/Xbox 360), Ace Combat: Assault Horizon (2011, PS3/Xbox 360), and Diablo 3 (2012–4, PC/PS3/Xbox/PS4). My thanks go to VGMdb and Overclocked Remix for bringing several of these games to my attention, and to Ryan Thompson and Dana Plank for comments.]
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Featured Image: A mashup of the first lines of the Dies Irae and the Zombies Ate My Neighbors title screen. Remixed for purposes of critique.
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Dr. Karen Cook specializes in medieval and Renaissance music theory, history, and performance. She is currently working on a monograph on the development of rhythmic notation in the fourteenth and early fifteenth centuries. She also maintains active research interests in popular and contemporary music, especially with regard to music and identity in television, film, and video games. She frequently links her areas of specialization together through a focus on medievalism, writ broadly, in contemporary culture. As such, some of her recent and forthcoming publications include articles on fourteenth-century theoretical treatises, biographies of lesser-known late medieval theorists, and the use of plainchant in video games, a book chapter on medievalist music in Harry Potter video games, and a forthcoming co-authored Oxford Bibliography on medievalism and music.
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Making His Story Their Story: Teaching Hamilton at a Minority-serving Institution
In the summer of 2016, optimistic about a full-time teaching position at a minority-serving institution, yet unsure about what the U.S. election would mean for immigrants’ rights, I played the Hamilton soundtrack daily. Lin Manuel Miranda wrote the Pulitzer-prize winning musical inspired by Ron Chernow’s biography on the United States’ founding father because, he believed, Alexander Hamilton’s life embodied hip hop. My repeated listenings urged me to assign the musical as homework in my courses.
Colleagues with whom I engage on Twitter provided resources with which to begin. A public historian, Lyra Monteiro, wrote an important review for Public History,“Race-Conscious Casting and the Erasure of the Black Past in Lin-Manuel Miranda’s Hamilton,” which provide one key angle of critique. Latinx Theater scholar and SO! writer Trevor Boffone created an online syllabus, #Syllabus4Ham, that provided important critiques of the musical, news coverage of its growing popularity, and initial scholarly analyses of the cultural historical significance of the musical’s popularity. Pedagogically, Miranda’s archival research in addition to his belief that Hamilton’s life embodied hip hop sparked an interest to bring the production to my gender and interdisciplinary studies classrooms. While colleagues works’ inspired ways to discuss the musical in class, post-election coverage and the release of the Hamilton Mixtape provided more material to discuss. Teaching children of hip hop whose lives embody the struggle that Miranda made the central force behind his re-writing of Hamilton’s contribution to United States’ history, I wanted to develop lessons drawing on those relations.
By the spring 2017, I had done preliminary reading on the syllabus Boffone provided and replaced the musical with the Mixtape as my car ride soundtrack. When organizing my syllabus, I assigned tracks from the mixtape against the musical’s soundtrack with the intent of assigning students excerpts in both both my introductory Gender Studies course and Interdisciplinary Research Methods courses, but with a unique twist for each class. Gender Studies engaged with the content contextualized by discussions of immigration and citizenship. I assigned my Research Methods course Monteiro’s critique of race-consciousness of the musical against the mixtape and the musical. While students were in solidarity with Montiero’s argument, I invited them to consider Miranda’s original intent, the mixtape, which may have informed the themes Miranda prioritized.
Few of them had heard of the musical before my class and less had heard of the mixtape. Their limited exposure necessitated historicizing both Miranda’s career and the evolution Hamilton’s, which begins with 2009 Miranda’s White House performance. Miranda, invited by President Obama to perform a song from his previous hit In the Heights, instead decided to introduce his new project, a mixtape based on Alexander Hamilton.
Through discussion, I proposed that the students consider that the production, in 2009 envisioned as an album, served as a strategic catalyst to bring attention to his forthcoming mixtape. That attention evolved into encouraging Miranda to produce the musical; it would take a few more years till the intended mixtape was produced. Even though produced later, I speculated that the mixtape thematically benefited from the popularity of the musical because the musical’s focus on Alexander Hamilton rewrites the context of the mixtape.
Teaching Hamilton the musical and the mixtape felt politically necessary at a minority serving institution in this historical moment of anti-immigrant, and anti-black sentiment. Having, in the past, worked with other youth to mobilize youth empowerment through hip hop, Hamilton provided an avenue in which I could discuss its political potential because of its popularity not only in spite of it. In breaking down Miranda’s cultural and political significance, I summarized the evolution of awards he and the musical’s cast had won as well as the preliminary cast’s reflections on participating in Hamilton, along with what it means to have the success of the musical produce a wider audience for the mixtape.
After more than a semester working with students who grow frustrated with the traditional research paper and because of my own work producing research-based fiction and poetry, teaching the musical and mixtape provided an important example of research-based art. Because some students approach interdisciplinary research methods not understanding the possibilities of the relationship between art and research and some students are unsure of how to connect learning outcomes to their aspiring performance careers, I find teaching Miranda’s work remains necessary. Further, Miranda provides an avenue through which I could relate to students because of our shared interest in music as well as our conflicted relationship with consuming hip hop.
Teaching a student population that is 25% Latinx and who are either directly or indirectly affected by immigration policies, my students related, often quite deeply and intimately, to the message of the song. I watched their faces as they listened, particularly to “Immigrants (We Get the Job Done),” and their kinesthetic responses showcased what many of us ache for our students to experience: wonder, appreciation, and the illumination of insight.
I then guided them to hone in specifically on Puerto Rican rapper Residente rapping about the Mexican immigrant struggle in Spanish, emphasizing how he sonically and rhetorically urges a Latin pan-ethnicity while using his U.S. citizenship privilege to historicize border crossing Mexicans. Residente’s lyrics create an opportunity to discuss Puerto Ricans’ cultural reality of being perceived as immigrants while being legally defined as citizens, all the while calling back to the lyrical connection to the “Battle of Yorktown” from the musical.
I highlighted Miranda’s rhetorical strategy in building a song around one line that contexts changes across either song. The “Battle of Yorktown” centers on the contributions of immigrants to gaining freedom. During the lecture, I drew connections between the lyric that would become a song and the lyric subtly referencing the lack of freedoms for black people who were enslaved in the U.S. I asked about the parallels before explaining them, using the intentionality behind creating and compelling a racially diverse cast to script a narrative about who could and who had built the United States. What does it mean to hear these voices emanating from this cast, telling this story?
Pedagogically, teaching music in either course served the intent of reimagining the purpose and potential of sound, whether from a musical or a mixtape, as a site of critical thinking. Popular musicians’ cultural authority slowly decenters the white fragility I have come to expect from difficult conversations such as the ones Hamilton and The Hamilton Mixtape allow me to have. Furthermore, the call-and-response between the mixtape and the musical work address the silence of the unrecognized, exploited, and/or enslaved labor that continues to build this country. For my students, hearing musicians they like or who perform in their favorite genre, speaking truth to power about poverty, struggle, and not being thought of as good enough shifted not only our classroom energy, but many students’ perspectives.
Teaching the Hamiltons helped my student population make sense of their “invisible” status in the U.S. and want more than what’s expected. They gained something in being able to hear their stories in the classroom—not just read them on the page—but hear them from people who look and sound like them. Hungry for more material that speaks to their disenfranchisement, my students wondered why more songs that sound the complex beauty of our resilience and struggle are not on the radio. They wanted to know how they can ask for more.
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Featured Image: Screen capture from “Immigrants (We Get the Job Done)” remix video
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Erika Gisela Abad, Ph.D, is a Queer Latina poet, born and raised in Chicago. She received her PhD in American Studies in 2012. Since completing her degree, she has worked as: a customer service associate and a scheduler at a phone interpreter call center, head counselor for a caddy program affiliated with a high school scholarship fund, field director for an education policy campaign, an oral historian and ethnographer. Since August 2016, she has been a full time assistant professor teaching gender studies. Twitter: @lionwanderer531; @prof_eabad
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