How To Worship

Oscar Peterson's Easter Suite

Plundering the Egyptians or Hanging Out in the Wrong Part of Philistia?

Olivier Messiaen

The following article I wrote is taken from Quo Vadis, a Catholic periodical written by the students and faculty of Regina Coeli Academy. Reproduced with the permission of Quo Vadis.

Many of the Catholics spearheading a full return to the Tridentine Mass in America have started to meet during the summer at a Sacred Music Colloquium. This year they're meeting at Duquesne University in Pittsburgh. The Colloquium, on its website at MusicaSacra.com, points out that "[A]s Pope Benedict XVI and the Second Vatican Council have emphasized, [Gregorian chant] is integral to Catholic liturgical life and should be heard and experienced with wide participation in every parish." The weekend is spent educating congregants, choirmasters, and organists to read, become facile with, and themselves to be able to teach Gregorian chant to their respective parishes.

But, the average layman attending the conference will be in for a totally unexpected ride. After having heard the sublime and accessible (or so he might think) Gregorian chant during the Mass on Sunday morning, he may hear this piece, or one like it, for the postlude. The chords strike us as dissonant, ominous, jarring, angular, formless, arbitrary—all of which are nice for the background while Voldemort is doing damage with his magic wand, but what are they doing here, you ask, in liturgy? And what does this piece have to do with its title, "Dieu parmi nous", which is "God with us"?

Meet Olivier Messiaen. I'm 17 and he died the year I was born. He's recent. Messiaen (if you want to learn how to pronounce it, I recommend Mrs. Thompson's excellent French class) was a modern Classical composer. But I seriously doubt this is Classical music the likes of which you've heard before. In fact, I bet you haven't heard this kind of music anywhere before. Messiaen is unprecedented. There's no one like him. He's right there, teaching Pierre Boulez, hanging out with Schoenberg and Webern, and being one of the most popular modern Classical composers (which isn't saying much). Yet there's one strange thing about him that makes him totally different from everyone around him.

Messiaen claimed that his audience didn't really understand his music. And he wasn't just being your typical pouty artist complaining about how misunderstood he is. He said his audience didn't really understand his music because they didn't have even a basic grasp of Catholic theology. Yes, that's right, Olivier Messiaen was a devout Roman Catholic. "The illumination of the theological truths of the Catholic faith is the first aspect of my work, the noblest, and no doubt the most useful and valuable".

Nor was he (at least, by the end of his life) an overly-mystical, pagan-mixed, post-modern liberal Catholic who uses religion as an excuse to look more profound. (I'm thinking of someone like John Tavener, an English composer who converted to Eastern Orthodoxy...that is, before he converted to Hinduism.) Messiaen was a Thomas-Aquinas-saturated composer. His music, he claimed, dripped with Catholic theology and no secular audience could put a towel on it to dry it off. Of course, many of his (secular) friends, wet blankets that they were, liked calling his music "mystical". But he corrected them. He said his output was, "above all theological (and not mystical as the majority of my audience think)".

So, then, why does his music sound so strange? Why so surreal? And, if he thought his music really was an illumination of Catholic doctrine, how come he seems to be confusing the matter more with his really weird music? I can't claim to have a great answer to any of these questions. But I could draw a helpful analogy, perhaps. Messiaen understands something essential about theology—it's not always comfortable. In that way, he's a lot like another Catholic Thomistic writer, Flannery O'Connor. And, like with her, I'll warn you at the outset. Enter this strange world of theology-soaked art with caution. Those who have a strong, Medieval understanding of the world as a sacramental place know that you can't walk away from a visible means of invisible grace without being radically changed. The same holds true for the music of Messiaen.

This is Messiaen's Chorale of the Holy Mountain from his work "The Transfiguration of Our Lord Jesus Christ". It's for a huge choir and a huge orchestra. You'll notice right off the bat that Messiaen has a bunch of strange sounding chords that always resolve to a gorgeous E major chord at the end of every phrase (with two exceptions, when it resolves to an F sharp minor seventh chord, also stunningly beautiful.) It will sound very weird to you at first. But picture what's going on here—the Transfiguration happens on top of a mountain. Music about a mountain should feel very immense and wide. And Messiaen still retains a sharp focus and clarity throughout the entire chorale, sort of like the air at high altitudes. If you think of this as Howard Shore's soundtrack to Lord of the Rings (it does bear some similarities), it might make more sense.

Slightly edgier is this piece "Candor est lucis aeternae" from the same work. Here Messiaen is concentrating on "candor", which is a bright-sounding and bright-meaning word. If you listen closely (which you must, if you want to get anything out of this music), you'll hear the altos in the background singing the words. Everything else is an exuberant and dizzying frenzy of shininess. If you saw the old BBC Tailor of Gloucester with Ian Holmes, this may remind you of Christmas.

Now, why am I doing all this? Am I or are those crazies at the Sacred Music Colloquium suggesting that a return to Gregorian Chant and Palestrina entails the use of this kind of stuff? Messiaen may have been a Catholic, you say, but that doesn't excuse him from writing some ugly music.

Well, anyone who has read Shakespeare and certainly anyone who likes reading Shakespeare will tell you that you can't read Shakespeare and get it in the first 15 minutes. I had trouble keeping awake through the majority of MacBeth. And it's supposed to be riveting. But, of course, those who like Shakespeare, myself included, know it's an acquired taste. Like blue cheese. Like Messiaen. You have to read lots of Shakespeare and take it on faith that it's worth your time. Messiaen is obviously not as reputed as Shakespeare, but I'd still say he's worth your time. This music won't make sense to you the first time you listen to it, most likely. Okay. It didn't to me either. Keep trying. It's rewarding.

The Musically Gifted, Part II: How About Classical Education

The whole mission of Magister Perotinus could be summed up in those two words—classical education. What brings together the hodgepodge of posts on this blog is the idea that music is an essential ingredient of paideia and must be treated as such.

As I've mentioned before, this is the reverse of our usual categories. We think of music as an art derived and governed by certain scientific principles. It's all about overtones and neurology, but with the "passion" and "human ingenuity" that only our artistic sides can add to the music. The classical model is the reverse of this. Music is a part of the quadrivium, or four-way intersection, in Latin, of, mathematics, geometry, astronomy, and music. These are the four liberal sciences. The three liberal arts are grammar, logic, and rhetoric, forming the trivium (yep, three-way intersection). The arts (or, perhaps we could, as I mentioned earlier, think of them as "skills" as well as "arts") are like a template. Grammar isn't necessarily a study in itself (unless you're talking about syntax and construction, which is a different thing). You study the grammar of several different subjects, like geometry—theorems, common notions, axioms, that sort of thing—or like what we might call general science—Na is sodium, the Fall of Constantinople was in 1453, and combustion has something to do with oxygen.

What's the equivalent for music? Studying the grammar of music would be gaining a basic knowledge of musical nomenclature. Reading music, learning your dominants and submedians, plagals and deceptives, and fun stuff like that. The logic would begin to delve into the reasons behind these things, like harmonic and structural analysis, polyphony in general, counterpoint analysis, substitutions, etc. And the rhetoric is the application and outgrowth of that—now write me a fugue.

What we're seeing is a radically different picture than what we're used to. Many parents might assume that giving their kids a classical education in music necessitated them throwing their kids into piano lessons or clarinet lessons where they'd learn how to play piano or clarinet. Somewhere in there, they'd learn some "ear training" and "music theory". Just so they know how to play. Obviously, we don't necessarily want our kids to become music majors.

But this isn't what the classical model is talking about when they speak of musical education. If you're musically educated, you're educated to write music, not just perform it. Or, to put it more bluntly—you think you're an educated person? Then, you should be writing music. Crank out a fugue!

They will probably say I set my sites too high. But this is the goal of Magister Perotinus. A restoration of composition as a part of education. Take an example like the New Saint Andrews College undergraduate degree. My suggestion is this—if they really take their higher education seriously, they should be aiming towards giving every graduate the ability to write a good Bach-style chorale. Why? Because this is a part of what they're trying to do. This is classical education.

And, as always is the proviso, this is also generational. My hope is not to see kids five years from now at some higher education college writing fugues as an undergraduate requirement. But I think my great, great grand-children should be doing that.

Why this is, I think, necessary both from a theological and aesthetic perspective, I'll have to take up some other time. This is long enough.

Secularism Says Achievement, Not Genius

"Genius is nothing you can be born with. No one is born with it. Not Mozart, not Picasso, not Tolstoy. In any field, world-class achievement demands at least 10,000 hours of practice. According to Daniel J. Levitin in This Is Your Brain on Music, dozens of cognition studeies have produced the same result: geniuses practice more. Neural pathways require repeated stimulation to attain a 'genius' level of mastery. The neurons must be stimulated and restimulated, over and again." ("My Brain on My Mind" from "The American Scholar", by Priscilla Long, Vol. 79, No. I)

Heifetz on Modern Music

I occasionally play works by contemporary composers and for two reasons. First to discourage the composer from writing any more and secondly to remind myself how much I appreciate Beethoven.

The Monody Argument

Monody: "all styles of accompanied solo singing practiced in the late sixteenth and seventeenth centuries (as distinct from monophony, which is unaccompanied melody)." (A History of Western Music, B., G., P., pg. 312)

The Argument: that the harmonic direction of Classical music was a direct consequence of Monody and the Florentine Camerata.

Camerata:
(a) founded for "the purpose of rediscovering the manner in which the Greeks had used music with the drama". (A History of Music, Finney, 228)
(b) "The sense of the drama depended upon the words being audible to the hearers, and the early experiments of the Camerata were directed toward the discovery of a style of music which would make that possible." (ibid.)

Consequently, "these men began by discarding the whole polyphonic method" because
(a) "Only a solo melody, [G. Mei] said, could enhance the natural speech inflections of a good orator or actor." (A History of Western Music, B., G., P., pg. 311)
(b) "When several voices simultaneously sang different melodies and words, in different rhythms and registers, some low and some high, some rising and others descending, some in slow notes and others in fast [i.e. polyphony], the resulting chaos of contradictory impressions could never deliver the emotional message of the text." (ibid.)

The Monody Argument asserts that this establishment of melody and accompaniment directed the course of this style of music [i.e. Classical music] towards a primacy of harmony because

(a) harmonic interest is a necessity of the dry recitative
(b) harmonic interest necessity of the primacy of emotion (at least in the mind of the monodists and consequently in the mind of Classical music)