The Dionysian Middle Ages

Schoenberg in Structural Functions of Harmony views music as a swing back and forth between Apollonian and Dionysian epochs. Epochs of standardization and epochs of artistic liberation. That's not surprising, and it is surprising. Not surprising because he steals the idea from Neitzsche, and Schoenberg is just the person to do that. Surprising, because Schoenberg clearly in other places wants to view his atonal breakthrough of the 1920s as the capstone of musical progression since the 18th century. Yet here, in a more honest assessment, he's viewing the Second Viennese School (his school) as akin to the First (Mozart's and Haydn's) - standardization and regularization. Schoenberg, in the end, is sort of a mess. He's really an expressionist, a Wagnerian romantic on steroids, and it seems like he tries to mask it in 12-tone music, but it just comes off angsty, like his early tonal works. (Webern, oddly, doesn't come off as angsty - humorous, perhaps - but maybe that's my subjective opinion.)

But Schoenberg isn't whom this post is about.

Music history courses see the Middle Ages as a vehicle for getting us from monophony to the "tonal system" of music. It strikes me right off the bat as a bad way to approach any field of history - seeing it as another link in the chain that eventually leads to where we are in history. That's chronological snobbery, if anything is.

Modern music history really treats Medieval composers as if they're desperately groping to find the authentic V-I cadence. If only they could, they'd finally be out of the modal system they're in and into the system of chords and harmony that'll give us Bach and all that good stuff.

I was sitting in on a music history class at a big name university just recently, and I saw this happening. The professor showed the class how a typical V-I cadence results from the rules of species counterpoint. And it works perfectly well - imperfect intervals resolve to perfect ones, and we go from the bare-bones Medieval cadence to a tonal cadence you might hear in Bach. And so, naturally, we assume that the Middle Ages experienced just such a shift.

That's silly, though. One needn't listen to much hoquetus to know that these Medievals know exactly what they're doing with harmony. They're not kids at it. Maybe we just ought to consider the possibility that they choose the system they choose not because they can't come up with something better ("better" as defined as "more like the modern system"), but because they want to. They have a reason for doing the things they do, and a reason beyond, "We're having trouble figuring out how to make this sound natural."

What about the clever induction of the V-I cadence from species counterpoint? One has to remember where this comes from. I don't know - I don't have any sort of scholarship on this point, but it can't be from someone much earlier than Johann Fux. What does that mean? It means that this represents an "Apollonian" analysis of a "Dionysian" epoch. Fux is a regularizer. He's looking back on a period of relative freedom and imposing rules on it. That's what those darned Apollonians do.

That's my theory anyway. You all know this blog is me throwing out "theories", most of which are wrong, all of which are unproven. But let me go to college and try to find out if I'm right.

Running a Race in Zero Seconds

"Wagner's art recognises only superlatives, and a superlative has no future. It is an end, and not a beginning."

Edward Hanslick (1825-1904), in: Pleasants, ed., Hanslick's Music Criticism (1950).

True, but slightly misplaced. Hanslick may have thought Wagner was a superlative, but he was only the necessary comparative to Schoenberg, who was the true superlative. Taking a tonal center away from a piece as a whole was Wagner's subversion in the Tristan prelude. But taking it away at any and every given moment was the next, logical step. Perhaps another quote is appropriate about Wagner, then.

"Is Wagner a human being at all? Is he not rather a disease? He contaminates everything he touches -- he has made music sick. I postulate this viewpoint: Wagner's art is diseased." Friedrich Nietzsche, Der Fall Wagner (1866).

Schoenberg on Emancipation and History

"The procedure [of the "atonal" school] is based upon my theory of 'the emancipation of the dissonance.' Dissonances, according to this theory, are merely more remote consonances in the series of overtones. Though the resemblance of the more remote overtones to the fundamental tone gradually diminishes, their comprehensibility is equal to the comprehensibility of the consonances. Thus to the ear of today their sense-interrupting effect has disappeared. Their emancipation is as justified as the emancipation of the minor third was in former times."

(Arnold Schoenberg, Structural Functions of Harmony, from "Apollonian Evaluation of a Dionysian Epoch".)

Musical Education and Presuppositions

Lewis' quotation should have made the thoughtful, modern reader suspicious. If we were to educate our children, as Plato suggests, to have a specific emotional reaction to a waterfall or a Beethoven symphony demanded by the intrinsic value of the waterfall or the Beethoven symphony, we would be presupposing and imposing a conception of what is good, true, or beautiful on our children rather than educating them generally and allowing them to decide according to their own aesthetic intuitions. In imposing our cultural standards on our children, one might say, we are taking away a facet of their free will, and this, according to fellows like Kant and Locke, would be holding their individuality in contempt and thwarting their freedom to make choices based off who they are, rather than choices based off what their parents want them to be.

This sort of reasoning is primarily effeminate in its refusal to adhere to absolute values. To say that there is an absolutely wicked act or an absolutely magnanimous act is to suppose that, regardless of what other opinions are, the act is either wicked or magnanimous absolutely. It is not a matter for you to decide - it simply is. Hitler was a bad person. So far, my ostensibly effeminate audience would agree. But if I were to take this absolute truth to its obvious conclusion - that anyone who says otherwise is wrong (and is either ignorant and bad himself) - my audience would squirm and backpedal and qualify. No one would suppose that aesthetic tastes (especially musical tastes) are so clear-cut as moral judgments. But just because the path to adherence to an aesthetic standard is hard to follow does not mean that the path does not exist or should be abandoned.

This sort of reasoning is also foolish in its blind hypocrisy. Fish can't walk, donkeys can't fly, and men can't stop presupposing a conception of what is good, true, and beautiful. These cultural impositions on our children are always present, and never more than today. In the pedagogical act of refusing to draw a judgment on a waterfall or a Beethoven symphony for the sake of not imposing cultural, aesthetic standards, a teacher imposes the cultural, aesthetic standard that there are no cultural aesthetic standards. This is what he teaches, unwittingly or not, to his students with his ambivalence.

Musical education, like all education, always presupposes a conception of value. A student of Derrida or Nietzsche (as most modern educators are) would probably tell you there is no intrinsic value in art or music, which is, if nothing else is, a value judgment on the art or music. But a Medieval education presupposes that mimesis of the Trinity is always intrinsically good, true, and beautiful, which is why counterpoint, symmetry, and the antiphon demand a certain emotional response.

Simson on Nietzsche and Art

Von Simson also mentions, "for Nietzsche art is a lie, the consequence of the artist's heroic will to 'flee from "truth"' and to create the 'illusion' that alone makes life livable. The Middle Ages perceived beauty as the 'splendor veritatis,' the radiance of truth; they perceived the image not as illusion but as revelation. The modern artist is free to create; we demand of him only that he be true to himself. The medieval artist was committed to a truth that transcended human existence. Those who looked at his work judged it as an image of that truth, hence the medieval tendency to praise or condemn a work of art in terms of the ultimates of religious experience."(Otto von Simson, The Gothic Cathedral: Origins of Gothic Architecture & the Medieval Concept of Order, pg. xx.)

Doubtless we are picturing that a revolution in High music toward Medieval ideology would turn us into pious composers that only wrote pious-sounding pieces, and consequently, boring-sounding pieces. But isn't Flannery O'Connor a student of Maritain? Isn't she admittedly in her writing creating a mimesis of "the ultimates of religious experience"? If dissonance is possible from a Thomistic perspective in writing, then it is possible from a Thomistic perspective in music.