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.Chant—monophonic music of the Western Christian tradition—is the largest surviving body of music from the medieval period. Although chant was not written down until the ninth century, it has been continuously sung for over two thousand years. Before the Reformation, chant permeated the musical landscape of Western Europe. But as John Haines points out, chant’s meanings changed in the sixteenth century; to Protestants, chant was a sign of superstitious, even sinister, ritual, whereas to Catholics it was a flawed but holy tradition (112). Chant became ever more confined to the Catholic liturgy; although composers continued to use chant in new compositions, by the late nineteenth century the only chant guaranteed to be recognized by a secular audience was the “Dies Irae.”
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.]
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.
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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CLICK HERE TO DOWNLOAD: Standing Rock, Protest, Sound and Power (Part 2)
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Part Two of a special series on Standing Rock, Protest, Sound and Power. The guest for today’s podcast is Tracy Rector. Tracy is a Choctaw/Seminole filmmaker, curator, community organizer, and Executive Director and Co-founder of Longhouse Media. In 2017 Indigenous grassroots leaders called upon allies across the United States and around the world to peacefully march in support of the Standing Rock Sioux Tribe. They asked allies to simply exist, resist, and rise in solidarity with Indigenous peoples and their rights–rights which protect mother earth for all future generations. In this podcast we talk about Tracy’s thoughts and observations as a filmmaker who was present at Standing Rock. We discuss the election of a new administration, increasing threats to native land, and police violence in today’s podcast.
In Part One, our host Marcella Ernest spoke with Dr. Nancy Marie Mithlo, a Native American art historian and Associate Professor of Art History and American Indian studies. They discussed how Nancy experiences the sonic elements of Native activism as a trained anthropologist. In Part Two, Tracy’s experience playing with sound and visuals as a documentarian brings a different perspective to understanding Native activism.
Marcella Ernest is a Native American (Ojibwe) interdisciplinary video artist and scholar. Her work combines electronic media with sound design with film and photography in a variety of formats; using multi-media installations incorporating large-scale projections and experimental film aesthetics. Currently living in California, Marcella is completing an interdisciplinary Ph.D. in American Studies at the University of New Mexico. Drawing upon a Critical Indigenous Studies framework to explore how “Indianness” and Indigenity are represented in studies of American and Indigenous visual and popular culture, her primary research is an engagement with contemporary Native art to understand how members of colonized groups use a re-mix of experimental video and sound design as a means for cultural and political expressions of resistance.
Featured image used with permission by Tracy Rector.
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This podcast focuses on the sonic landscapes of unwelcome which women and femmes of color step into when we walk down the street, take the bus, and navigate public and professional spaces. Women of color must navigate harassment, violent, and sexually abusive language and noise in public space. While walking to the market or bus, a man or many might yell at us, blow us an unwanted kiss, comment on our bodies, describe explicit sexual acts, or call us “bitch.” The way that women and femmes do or do not respond to such unwelcome language can result in retaliation and escalated violence. A type of harm reduction, women often wear headphones and listen to music while in public for the specific purpose of cancelling out the hostile sonic landscape into which we are walking. The way that women and femmes make use of technology and music as a tool of survival in hostile sonic landscapes is a form of femme tech as well as femme defense. What sort of psychological and emotional effect does constant and repeated exposure to abusive noise have on the minds and bodies of women of color?
Locatora Radio is a Radiophonic Novela hosted by Mala Muñoz and Diosa Femme, two self-identified locxs. Also known as “Las Mamis of Myth & Bullshit”, Las Locatoras make space for the exploration and celebration of the experiences, brilliance, creativity, and legacies of femmes and womxn of color. Each Capitulo of Locatora Radio is made with love and brujeria, a moment in time made by brown girls, for brown girls. Listen as Las Locatoras keep brown girl hour and discuss the layers and levels of femmeness and race, mental health, trauma, gender experience, sexuality, and oppression.
Featured image of Mala and Diosa is used with permission by the authors.
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Here at Sounding Out! we like to celebrate World Listening Day (July 18) with a blog series. This year, we bring your attention to the role of listening when it comes to the sounds of the K-12 classroom, and by extension, the school.
Any day in a K-12 school involves movement and sounds day in and day out: the shuffling of desks, the conversations among classmates, the fire drill alarm, the pencils on paper, the picking up of trays of food. However, in many conversations about schools, teaching, and learning, sound is absent.
This month’s series will have readers thinking about the sounds in classrooms in different ways. They will consider race, class, and gender, and how those aspects intersect how we listen to the classrooms of our past and our present. More importantly, the posts will all include assignments that educators at all stages can use in their classrooms.
Time’s up, pencils down, and if you can hear Caroline Pinkston‘s voice, you should clap once for this personal essay. –Liana Silva, Managing Editor
Editorial Note (7/17/2017, 11:55 am): After careful consideration, I have changed the last photo of the post, as it was from a NATO Flickr account, and it could be seen as supportive of military presence in Afghanistan. I have added a different photo that compliments better the original intention of the author and the editorial mission of SO!.–Liana Silva, Managing Editor
[C]ontrolling who has the floor is the mark of your authority and a necessity to your teaching.
I am twenty two, new to New York City and new to teaching. In six weeks, I will be in charge of my own classroom, and like most new teachers, I am worried about classroom management. In my summer pedagogy classes I soak up the advice I am given, dutifully taking notes. Controlling my classroom, I learn, means controlling noise: my own and my students’. My words should be clear, carefully chosen, purposeful. I should eliminate words altogether when I can, using hand signals instead: students who need to use the bathroom, for example, can simply raise their hand with two fingers crossed. I should determine when and how students will answer my questions. I should memorize the names of different participation strategies: cold call, popcorn, call and response. Students should not speak out of turn, even if their responses are well intentioned or correct. Even nonverbal sound should be prevented. “Don’t let them suck their teeth at you,” a veteran teacher cautions me. Unsanctioned noise, I learn, can signal rebellion.
I should never, under any circumstances, talk over my students, or let them talk over me. I learn techniques to quiet large groups efficiently. “If you can hear my voice, clap once,” I learn to say. “If you can hear my voice, clap twice.”
On the first days of school, learn to begin many of your sentences with, “You will … “ An alternative would be, “The class procedure is…” The first few days are critical. This cannot be stressed enough.
Harry K. Wong & Rosemary Wong, The First Days of School: How To Be An Effective Teacher
For the first few weeks, I write my lessons in complete sentences, rehearsing them in advance like a play. In the lesson plans I write each night, I attempt to impose order on the noise of the classroom the next day with scripted responses. I plan for periods of speaking and silence. I write out the questions I will ask, giving thought to the most effective wording, and I try to anticipate every possible answer. I think through how I might address a misunderstanding, correct a behavior, dole out consequences. In my lesson plans I speak, students respond, and we go back and forth together.
But in the classroom, noise emerges in less predictable ways, bubbling up through the cracks in ways I haven’t planned for. I am listening for outbursts, students speaking out of turn, challenging my authority: the sorts of sounds I’ve been trained to respond to. But mostly, there are pencils tapping on desks. My tongue tripping over names that are at first unfamiliar to me. My voice, to my dismay, shaking. The door, swinging open and shut. Students arriving late, administrators stepping in: sorry to interrupt but could I borrow…? The fire alarm. The crackling loudspeaker.
My voice is tired and hoarse at the end of each day. The hand signal to use the bathroom does not go over well.
Quiet Power. When you get loud and talk fast, you show that you are nervous, scared, out of control. You make visible all the anxieties and send a message to students that they can control you and your emotions… Though it runs against all your instincts, get slower and quieter when you want control. Drop your voice, and make students strain to listen. Exude poise and calm. (Lemov, Teach Like a Champion)
In October of my first year, something strange happens at the beginning of B period. I’ve come into class a little late, flustered and overwhelmed and tired of pretending so hard that I know what I’m doing, to be calm and authoritative and in control. I open my mouth to say the right words to get class started, but instead I find myself laughing—I’m not sure why, really—and then I can’t stop laughing, and I laugh till I cry a little, and I have to step out into the hallway to compose myself.
Outside, I am sobered by the thought of what I’ve just done: whatever authority and professionalism I had gained, gone. I’ll have to start all over. But when I walk back in, my students are laughing, too, at me, and with me, and through that laughter something tiny but important shifts. It is one of the best days of teaching I’ve had all year.
The soundscape begins to shift. The less I try to extinguish every noise I hear, the more I begin to hear things I hadn’t noticed before: singing in the hallways, laughing. Students asking me about my day.
[K]eep in mind that all students – no matter what age – respond to authenticity. They crave teachers who see them as real people, and they do back flips for the ones whose interactions with them are based on sensitivity and respect. Remember to let them know – this is my single greatest pearl of wisdom, Caroline – let them know every single day that you like them. Laugh with them. Lift their spirits. Sing with them!
(Marsha Russell, personal email).
I observe a veteran teacher whose class of seniors is putty in her hands. At her request, they even burst into song, in unison. How do you get them to do that? I ask. And she tells me: You just have to believe that they will.
She writes me an email of classroom management tips. I print out my favorite part and keep it; I unfold it and I reread it and I put it in my pocket and I pass it along to other teachers.
Sing with them! It’s a revelation, that teaching could be conducting, that learning could be music.
Economy of Language. Fewer words are stronger than more. Demonstrating economy of language shows that you are prepared and know your purpose in speaking. Being chatty or verbose signals nervousness, indecision, and flippancy. It suggests that your words can be ignored. (Lemov, Teach Like a Champion)
My second teaching post is at a private, Episcopal school, where students transition between classes to the sound of music playing through the loudspeakers. In daily chapel, the whole community marks a moment of silence, signaled by a bell that reverberates through the rafters. We sit together patiently, four hundred people breathing. I wonder what combination of school culture and privilege and training creates a student body this quiet and calm, and what unseen tradeoffs might come with such silence. It’s peaceful, but I also find myself nostalgic for the stream of noise I’d grown accustomed to in New York, constant and lively and joyful.
I am finally confident in my ability to quiet a classroom, but the skill proves unhelpful in this new space, where on the first day my seniors sit quietly and wait for me to begin. I find this a little unnerving, like I’ve stepped into a game I thought I knew well, only to find that the rules have changed.
Ineffective teachers say things like:
“Where did we leave off yesterday?”
(Translation: I have no control.)
“Open your books so that we can take turns reading.”
(For what reason?)
“Sit quietly and do the worksheet.”
(To master what?)
“Let’s watch this movie.”
(To learn what?)
“You can have a free period.”
(Translation: I do not have an assignment for you. I am unprepared.)
(Wong & Wong, The First Days of School)
F period teaches me that silence can be deadening, too. They answer when I ask them to, but they wait to be asked, or for one of their classmates to resign themselves to raising their hands, again. And the moment of waiting, the stillness that follows the question, punctures the energy in the room as perfectly as a needle: we arrive at an answer, but something important has been lost along the way.
I’m learning that sometimes controlling noise is easier than producing it, creating sound where before there was silence. And sound is not enough: I must layer speech on top of speech to build a conversation, which is something altogether different and more precious. We have to create something, together. That’s the real challenge.
Teaching isn’t magic, says every classroom management book I’ve ever read. And it isn’t, if you’re talking about technique, about participation strategies, about getting everyone quiet or deciding who speaks. But at the center of all that structure is something elusive and harder to describe or replicate — a moment all those management books try to help you approach, when you and your students arrive at something powerful and important together. I’m not sure that moment requires a lively classroom or a silent one, and I don’t think you can conjure it. It comes unbidden. It might be chance. It might happen like this.
You’ll be in second period English, reading King Lear, at the part when Kent tells Lear to see better. You’ll be telling a story about the very first days of your teaching, when you were too concerned about controlling your classroom to really notice the students in front of you, to see them as real, whole people. You use the story to talk about sight, about what it might mean to see better, how what we pay attention to shapes what we think we know. This story matters to you. You believe in it.
And on this afternoon, for whatever reason, the intensity of your students’ attention will be so sharp and clear it will raise goosebumps on your arms. You’ll feel it and look up, and they will be listening exactly the way you’re talking about seeing, and the room will be so quiet that it almost hums. It’s the kind of quiet you can’t get from silencing noise, just like you can’t create a conversation by making students speak. It grows from the ground up, a momentary enchantment brought on through some alchemy of their interest and your story and the book and the weather that day.
You’ll yield to it, listening, holding your breath in case it disappears.
Featured image: “Inside My Classroom” by Flickr user Marie, CC BY-SA 2.0
Caroline Pinkston is a PhD candidate in American Studies at the University of Texas at Austin. Her work brings education into conversation with childhood studies and cultural memory. She holds a B.A. in American Studies and English from Northwestern University (2008), an M.S. in English Education from Lehman College (2010), and an M.A. in American Studies from the University of Texas (2014). A former high school English teacher, she has taught and worked in public, private, and nonprofit settings in New York City and Austin, Texas.
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