Sounding Out! Podcast #63: The Sonic Landscapes of Unwelcome: Women of Color, Sonic Harassment, and Public Space
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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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CLICK HERE TO DOWNLOAD: Ni Le Pen, ni Macron: Parisian Soundscapes of Resistance
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What does the opposition to global Trumpism sound like? Or the opposition to neoliberalism? With extreme centrist Emmanuel Macron the frontrunner and eventual winner of the French presidential elections, there were calls from the Left to take the struggle to the streets, rejecting both the fascism of the Front National and the continuation of the neoliberal status quo. This podcast puts the listener into the midst of the many demonstrations in Paris and its suburbs during the presidential election campaign. By listening in on these recordings (made over the course of three months of fieldwork) we hear a determination to fight for a genuine alternative to state repression alongside the difficulties in uniting a divided left. These recordings also provide a testament to the horror of police violence and an opportunity to reflect on the value and limitations of black-bloc tactics.
Naomi Waltham-Smith is Assistant Professor Music at the University of Pennsylvania. A graduate of the University of Cambridge and King’s College London, her research sits at the intersection of music theory, recent European philosophy, and sound studies. Music and Belonging Between Revolution and Restoration comes out with Oxford University Press on July 1, 2017 and she is writing a second monograph on The Sound of Biopolitics. She has published articles in journals including Music Theory Spectrum, Music Analysis, Journal of Music Theory, and boundary 2, and writes reviews for the LA Review of Books and b2o. She is currently engaged in a multi-site, comparative project on “Listening under global Trumpism” that involves building a sound archive of resistance on the streets in the US, the UK, and France; for more information or to contribute recordings, please send an email to firstname.lastname@example.org.
Featured image is of a black bloc demonstration on May Day in Paris. Image used with permission by the author.
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Each of the essays in our “Medieval Sound” forum focuses on sound as it, according to Steve Goodman’s essay “The Ontology of Vibrational Force,” in The Sound Studies Reader, “comes to the rescue of thought rather than the inverse, forcing it to vibrate, loosening up its organized or petrified body (70). These investigations into medieval sound lend themselves to a variety of presentation methods loosening up the “petrified body” of academic presentation. Each essay challenges concepts of how to hear the Middle Ages and how the sounds of the Middle Ages continue to echo in our own soundscapes.
Read all the previous posts here, and, HEAR YE!, in April 2017, look for a second series on Aural Ecologies of noise! –Guest Editors Dorothy Kim and Christopher Roman
Freed though they have been from the historiographical pit of the Dark Ages, the Middle Ages inevitably slip ever further into the past. Nonetheless, they have never been easier to visit. We have but to open our computers or turn on our televisions to be transported into the past. As any good Sci-fi show will tell you, we must be careful when we travel into the past; we can change things.
The medium on which I wish to focus – videogame – relies precisely upon on this ability to affect change. It takes aspects of filmic medievalism but must also confront an intrinsic interactivity. This interactive capacity may seem to authenticate further the experience of the past by creating a rich and responsive world but it also frees aspects of narrative agency from the control of game designers, composers, and sound engineers. In this article, I will demonstrate some of the ways in which issues of space/place, identity, orientalism/otherness, and the norms of the medium itself can play out. In recomposing the past – be that with a nod to authenticity, within the realms of historical metafiction, or even the imagined (neo-)medievalism of the fantasy genre – videogames create something that sits between the past and present that nonetheless has a profound effect on the public conception of the medieval soundscape. My focus here is on CD Projekt Red’s high-fantasy game The Witcher III: Wild Hunt, addressing not only the musical score but also wider aspects of soundscape such as vocal accent, foley, and manipulation of the aural field.
The genre of fantasy could be described as medievalist in origin and aesthetic, taking clear inspiration from the medieval world and often using it, or a close approximation, as a geographical, historical, and cultural setting. Many of the more fantastical elements of fantasy too are drawn from medieval bestiaries and the genre of the medieval romance. The late Umberto Eco popularised the term neo-medievalism, albeit in a rather pejorative sense and in opposition to ‘responsible philological study’, to describe this interaction between medieval history and the fantastical. Perhaps due to the rather negative associations of neo-medievalism, both terms tend to be used somewhat interchangeably today.
A divide could perhaps be suggested as to whether medieval aspects are presented as unproblematic and nostalgic, or treated in a more critical and distanced manner. For instance, David Marshall defines neo-medievalism as ‘a self-conscious, ahistorical, non-nostalgic imagining or reuse of the historical Middle Ages that selectively appropriates iconic images…to construct a presentist space that disrupts traditional depictions of the medieval.’ In contrast, Kim Selling notes of medievalism that, after the breakdown of modernist historical metanarratives, the pre-modern world of the medieval offers a ‘rich, satisfying, and authentic’ counterpoint to the ‘profound social, spiritual, and political dislocation’ of postmodernism. From this viewpoint, the world of medievalist fantasy offers pure escapism back to a world in which old certainties can be re-asserted; perhaps, as Elkins notes, a reaction against the rationalistic, anti-heroic, materialist, and empiricist bent of modern society.
Regardless of the author’s framing of ‘the medieval’, it offers many narrative advantages. As Kim Selling has noted, in placing an imagined world in a simplified version of the Western European Middle Ages, the fantasy author can make use of narrative shorthands. The world of kings, queens, knights, peasants, dragons, magic, witches, and elves is already known from myth and fairy tale. These aspects require no explanation but rather build upon a tradition of understood western folkloric conventions – conventions that can also imply certain types of social structure.
The Witcher is certainly situated in a simplified medieval Europe (see the similarity between the coasts of Poland and Nilfgaard) and it clearly occupies a world with presentist concerns. More than this, its extreme use of narrative indeterminacy betrays a staunch adherence to postmodern concepts of storytelling and a distinct anti-heroic edge. The player navigates a world of many shades of grey, often choosing the lesser of many evils. They make decisions – which often result in unintended consequences – based on their own morality and desired outcomes. This said, perhaps the question of whether it could be defined as medievalist or neo-medievalist depends on the actions of the player and precisely the kind of narrative they construct.
An early example of unintended consequences and choosing the lesser of many evils
The visual world inhabited by The Witcher certainly relies on appropriating iconic images; the analogue aural world on appropriating iconic sounds, accents, and musical ideas as the player continuously explores regions with distinct identities, social structures, urban/pastoral settings, and religions. The rational, urban, and merchantile world of Oxenfurt (a city famous for its world-class university with a crest clearly based on that of the University of Cambridge and a name that hints at the university town of Oxford’s medieval etymology) and Novigrad are clearly at odds with the rural peasant life of the Velen wastelands or the Celtic imagery of the Skellige isles.
The landscape and soundscape of Oxenfurt
The landscape and soundscape of Novigrad
The landscape and soundscape of Velen (with multiple examples of the ‘combat music’)
The landscape and soundscape of Skellige (with the ‘combat music’ adapted for this area)
Like much medievalist fantasy the tension between rationalism and the fantastical is one of the central elements of dramatic tension. As the great cities of this world grow and the expansionist Nilfgaardian Empire press forward, the pre-modern world of The Witcher shrinks. Allied to the spread of rationalism, we also see the ‘Church of the Eternal Fire’ (an identifiable stand-in for Christianity) seek to eradicate magic, non-human populations, and more identifiably ‘pagan’ religions. The architecture of its buildings invite comparison with European sacred architecture and its witch hunters and inquisitions with particularly regrettable episodes of European history.
The Temple of the Eternal Fire burning people at the stake
Just as the visuals employ iconic imagery to imply certain ideas, the soundscape’s most important function is to provide the aural analogue of this. One aspect is the score. Within this, individual musical stems are layered in response to player actions. As the composer Marcin Przybylowicz noted in a recent interview with the Tech Times ‘[t]he cues (that were interactive) are divided into smaller layers, which come together, in the case of a combat cue, only when we are dealing with a very powerful enemy. If the enemy is small … only the first layer of the piece will play’. These layers are re-orchestrated in each area so as to preserve its aural identity. In a separate interview with IC-Radio.de, Przybylowicz notes:
No Mans (sic.) Land [Velen] is a war ravaged land… It’s also full of slavic references, pagan beliefs etc. …. Then, there’s Novigrad – the biggest city in northern kingdoms. … I decided music in Novigrad should be more civilized – that’s why there are lots of string instruments playing there (dulcimer, bouzouki, guitars, lutes, cimbalom etc.), and overall tone of the music is lighter, [and] reminds [me] a bit music of [the] Renaissance. Finally, [the] Skellige Isles – [a] region with Celtic, Scottish and Norse references, that had to be reflected in music as well. Use of bagpipes, flutes and Scandinavian folk instruments corresponds with that setting. On top of that, I had to think how it would all work together. That’s where our themes come in … We use those themes in every major location …. [and] we reorchestrate them with instruments corresponding to a particular region.
Combat music in Velen and Skellige respectively. Note how both utilise the orchestration of their own respective areas to alter the main theme and how additional layers are added to the music depending on the intensity of the fighting.
In viewing the different medievalisms on offer in this game, a comparison of the three areas mentioned above is instructive. The Skellige isles, an archipelago which looks curiously like Scottish islands, are occupied by inhabitants with Irish accents. As can be heard in the videos above, the clearly Celtic-influenced music of this area supports this association and the relative lack of diegetic music in this area, combined with natural sounds (the sea, wind, storms) combine to give a sense that the music is a part of the geography. Celtic folk music as a shorthand for the Middle Ages is nothing new. Simon Nugent has noted the tendency of many historically-situated films to draw on Celtic influence. His work has shown that the creation of ‘Celtic’ folk has little to do with a discrete geographical area or with historical accuracy but rather is a modern marketing creation that plays on associations with nature and an escape from modernity. This is precisely the case in The Witcher where, rather than utilising a real historical Celtic medieval repertory, it instead draws on aural cues from the popular medievalism of the filmic soundscape tradition, filtered through the need for an indeterminate score. This ‘packaging’ brings with it associations of an ‘authentic’ Celtic folk tradition as a remnant of the ‘true folk tradition’ that once existed for everyday people elsewhere.
We can perhaps see a link to the works of fantasy writers such as Gael Baudino and Patricia Kennealy-Morrison who turn to pagan Celtic sources as an alternative to what they perceive as the medieval Christian degradation of women, as Jane Tolmey has noted. This association between pagan prehistory, matriarchy, and freedom for women seems a common theme in the popular conception of the past, echoed by theorists such as Albert Classen. The fact that Skellige evokes a recognisably ‘Celtic’ soundscape (relying heavily on the Polish Folk band Percival who collaborated on both new works and who took several from a previous album which were then adapted for indeterminate playback) therefore comes with many associations, drawn almost entirely from the filmic soundscape tradition. This is a pre-modern, pagan land; a land with an authentic peasant class: roughhewn but honest. This Celtic imagery and soundscape also offers a counterpoint to the sexual politics of other areas. Women can more easily participate in areas which might otherwise be seen as male-dominated: depending on the actions of the player, a woman may rule Skellige. A matriarchal class of priestesses govern the region’s predominant religion in stark contrast to the male Priests in other areas. The soundscape here is therefore absolutely crucial to the identity of this area. In creating a Celtic sonic identity – equal part music and accent – the game designers have created a rich culture that need only be hinted at to be understood.
By contrast, the urban world of Novigrad and Oxenfurt is far less folk-influenced. Unlike the other areas of the game, it does not draw so heavily on either the pre-existent or newly composed music of Percival, make such explicit use of folk instrumentation, and seems far more closely related to a Renaissance dance music tradition. The urban/pastrol divide is enhanced by the sounds of a busy city compared to the sounds of nature and the frequent cries of the townsfolk give a sense of bustling urban life (this time with accents from the North of England – compare HBO’s Game of Thrones).
Compared to the wind instruments and female vocals of Skellige, percussion and plucked/struck strings predominate. There is indeed more of a Renaissance feel in an area already touched by modernity. Most notably, there is more diegetic music in these two cities. We frequently see and hear small Renaissance dance bands, using period instruments, entertaining crowds (watch from around 3:45 of the above video of Novigrad for an example; note how diegetic music slowly enters the soundtrack as they are approached). Perhaps the most significant diegetic moment, however, is the song by the Trobaritz Priscilla. The audio and visuals are surprisingly well matched, and the tuning of the lute adds emphasis to the fact of live performance. As a video cut-scene, this is one of few moments in the game where the player has no ability to affect their environs and must simply watch and listen.
Far more so than in other areas, the music in Novigrad and Oxenfurt is for and by people. This is in marked contrast to the soundscapes found on Skellige and in Velen where the music is almost purely non-diegetic. In contrast to the pre-Christian matriarchal associations of the priestesses of Skellige is the aural handling of the Temple of the Eternal Fire in Novigrad and its male priests. As Adam Whittaker has recently identified, there is a clear link between musicological discourse on purely vocal performance in Christian sacred space in Early Music, and its representation on screen. Male a capella voices, and a ‘chanting’ vocal style (again hinting at plainchant, rather than using pre-existent chant music), are often used to denote the aural identity of a church. Precisely this kind of vocal delivery is added to the soundtrack as the player moves closer to the Temple of the Eternal Fire, explicitly linking this Christian association with the aural presence of the Temple. The contrast with the female-dominated vocals elsewhere enhances the distinction and re-enforces the links between the ostensibly pre-Christian worlds of Skellige and Velen and the Christian associations made in Novigrad.
Approaching the Temple of the Eternal Fire
The music of the Velen wasteland and the neighbouring White Orchard, like Skellige, is more folk influenced, yet clearly distinct. Gone are the Celtic folk influences; instead, this area fuses a cinematic pastoral idyll (again laden with nature sounds and with a peasantry speaking with West Country accents – compare the idyllic ‘Shire’ in Peter Jackson’s The Lord of the Rings) with a dark and sinister undertone which draws on the ‘otherness’ of many non-western and folk instruments, particularly the kemenche, electric cello, hurdy gurdy, bowed gusli, gheychak, and the bowed yaylı – the vast majority of which only enter the soundscape in this area. The use of the medieval as a source of dangerous and primitive ‘otherness’ is common at the moment (evidinced, for instance, by the many recent descriptions in the West of the so-called Islamic State as ‘medieval’) and draws on modernist thought which characterized the middle ages as a period of dark and dangerous alterity between the glories of antiquity and the Renaissance.
That the soundscape of The Witcher draws on competing categorisations of the medieval as ‘dangerous’ and ‘pastoral’ says much about the mutability of medievalisms. Musically, this ‘otherness’ can be expressed as a kind of orientalism, both exotic and dangerous, and the microtonal inflections and use of glissandi here give a sinister undertone to what is otherwise a quintessentially pastoral film score. This area has one of the most memorable parts of the entire soundtrack ‘Ladies of the Wood’, underscoring a genuinely horrific narrative and visuals (some of the consequences of which are shown in the first video of this post with a lengthier section of the music given below). The exotic instrumentation combined with the driving repetition, at odds with an audio usually so responsive to the player’s actions, makes the experience unsettling and claustrophobic.
Ladies of the Wood
Taken together, these very distinctive sound worlds serve to demonstrate some of the many medieval soundscapes which permeate our collective consciousness. In utilising iconic aural cues, composers and sound designers in a neo-medievalist tradition can conjure up particular cultural and social structures with ease, taking many of the shorthands which have emerged from the TV and film traditions in recent years. The indeterminacy inherent to videogame, and the common response of using audio stems, means that the soundscape moves far beyond what is possible in TV and film. However, it also makes problematic the concept of using real, historically-informed music from the period being invoked which would not be able to respond to the interactivity of the world. In The Witcher, the decisions we make effect the world around us, including its soundscape. The effect is crucial both to helping to conjure the world of The Witcher and to helping us feel immersed in it – perhaps paradoxically this may make the soundworld invoked seem more authentic even if it simultaneously reduces the possibility of using ‘authentic’ historical repertoire.
Featured image by Carlos Santos @YouTube CC BY.
James Cook is a University Teacher in Music at the University of Sheffield. His work focuses on the musical period that falls neatly between the Middle Ages and the Renaissance. In particular, the ways that musical cultures in this period interact and how expatriate groups (merchants, clergy, and nobility) imported and used music. Some of his work (like this essay) concerns the representation of early music on stage and screen, be that the use of ‘real’ early music in multimedia productions, the imaginative re-scoring of historical dramas, or even the popular medievalism of the fantasy genre.
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