Alan Watts On Deep Listening

On Music For Thought: Dub (Re)Mixing As A Metaphor For Mindfulness

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After reading Paul Sullivan’s excellent Remixology (Reaktion Books, 2014), a history of dub music and dub aesthetics from Jamaica to their infection of electronic musics in cities and scenes around the world, it struck me that remixing is an interesting metaphor for cultivating mindfulness.

Dub pioneers such as Lee “Scratch” Perry, King Tubby, The Scientist, and others innovated ways of creating instrumental versions of popular songs. In the recording studio, these producers and sound engineers dismantled tracks and put them back together in altered forms known as “versions” or “dubs.” The technology they used in their work was the standard equipment of the studio from the late 1960s until quite recently: the multitrack mixing console, magnetic tape, and effects processing units. What Perry and others achieved with their best versions was nothing short of game-changing, especially for anyone interested in electronic music, groove, and remixing. In a way, those Jamaican dub pioneers were the first modern music hackers.

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The notion of “life-hacking” is popular these days insofar as our interest in quantifying and optimizing ourselves physically, cognitively, and otherwise increasingly seems like a useful and progressive thing to do. It’s in this spirit that I suggest thinking metaphorically about the processes of the dub remixers as containing concepts that can be applied to our lives.

To start, consider some dub remixing techniques and aesthetics:

stripping things down.
The remixer mutes parts, silences voices, and reveals the essence of the music.

substituting one element for another, recontextualizing.
The remixer plays with different sounds, re-arranging and having them play new roles.

foregrounding groove.
Stripping down the music the remixer reveals its bass and drum rhythmic backbone.

EQing to emphasize or shape sounds.
The remixer brings out various frequencies to reveal sound colors or timbres that were in the mix all along, just hidden.

creating space by adding reverb and delay effects.
The remixer builds a huge, immersive environment for the music, letting it bounce off virtual surfaces at various rates of speed and play.

noticing malleability, fungibility.
The remixer finds every musical element flexible to the nth degree, capable of shape-shifting and mutation.

engaging creativity, imagination, audacity.
The remixer uses the music–as much as the music uses the remixer?–as an experiment in re-design and thinking anew.

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Practically speaking, how exactly would one apply these dub concepts to one’s life? I’m not sure. Scanning through the list though, I notice that they’re all fundamentally oriented around perception and altering elements–of music, of consciousness–with the goal of changing how they appear to our senses. This alone is music for thought and maybe useful advice in other realms too.

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On How The Shape Of A Sound Shapes Us

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I noticed a simple thing the other day while working on some music. The sounds I was working with were long tones with slow attacks and long decays. (Can you guess the instrument?) What I noticed was how instantaneously the shape of the sounds shaped me. The sounds literally slowed me down–making me feel as if I was resonating along with their contours and slow rhythms. I’m somewhat astonished that I had never noticed and articulated this perceptual phenomenon in my own musical experience until now, but there you go.

To re-phrase that Ralph Waldo Emerson quote: Be careful what sounds you make, for surely you shall become one with them!

On Lessons From Long Distance Activities Which May Also Apply To Making Music

1. It doesn’t feel great at the beginning.

2. Take it slow at first.

3. Have a plan of action.

4. Add a little each week.

5. Allow time between sessions to recover.

6. The activity itself is discipline.

7. If possible, use the activity as an opportunity for exploration and adventure.

8. Alter your plan of action depending on the specific circumstances of the day. Conditions are never optimal.

9. The longer the activity, the more your mind changes: new thoughts just…appear.

10. Fatigue makes clear the adage “mind over matter.” But still–it hurts.

11. Today sets up tomorrow and another plan of action.

12. Timing things is useful. But so is going by feel.

13. Steady rhythmic movement is fun.

14. Places feel different when you’re moving through them.

15. There is always something more to say, but that something hasn’t arrived yet!

Intangible Things: On Victor L. Wooten’s “The Music Lesson”

New Age : “an eclectic group of cultural attitudes arising in late 20th century Western society that are adapted from those of a variety of ancient and modern cultures, that emphasize beliefs (as reincarnation, holism, pantheism, and occultism) outside the mainstream, and that advance alternative approaches to spirituality, right living, and health

Victor L. Wooten’s book The Music Lesson (Berkley Trade 2008) caught me off guard. I came across the book entirely by accident and after having read its first few pages didn’t know if I felt quite compelled to keep at it. So I put it down. And then picked it up again, kept reading a bit. And then put it down again, back and forth, oscillating on how I felt about it. The Music Lesson was speaking in common tones, asking me to forget thick theory for a moment to follow an invented story about what it means to understand music and being musical, making music with meaning—or, as the cliché goes, with heart and soul. Hmm. I put the book down, and then picked it up again. I kept at it. If I stumbled upon the book I should at least have the patience to stay a while and listen, right?

Wooten is a distinctive musician. A bassist since he was a toddler, he’s well-known for his work with the banjo player Bela Fleck. Here is a clip of Wooten playing a virtuosic rendition of “Amazing Grace”:

As if musical skills on their own weren’t enough, Wooten is also a naturalist and animal tracker, directing a one of a kind music camp in Tennessee that teaches musicianship by way of not just musical instruction but also nature exploration.

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In The Music Lesson, a fictional account of a set of music lessons, we first encounter Wooten at time in his life when nothing seems to be working. He wants to improve his musicianship, but seems stuck in a rut of old practice habits that aren’t paying dividends. Then, as if by magic, a series of music teachers appear in Wooten’s life to guide him on his spiritual quest through a number of musical concepts. The main teacher is Michael, a mysterious trickster-like figure with eyes that change color on occasion and who comes across a little like a Native American sage and Zorro with a skateboard in tow. But there’s also Uncle Clyde, a homeless old man who plays a mean harmonica, Sam, a precocious boy wonder of a eleven-year old drummer who is wise beyond his years, and Isis, a quirky Russian fortune-teller with an intense interest in connection between numbers and music. Michael, Clyde, Sam, and Isis lead Wooten through a series of lessons on groove, notes, articulation, technique, emotion/feel, dynamics, rhythm/tempo, tone, phrasing, space/rest, and listening. By the end of the book, Wooten’s senses have been thoroughly reoriented, his musical life focused and energized.

Scattered through the text are a number of interesting ideas about music and musicianship. Below are a few of them that struck me.

First, music is inside the musician, not the musical instrument. There are many instances in the book where Michael admonishes Wooten for merely thinking of himself as a bassist rather than as a musician who happens to play the bass. The idea here is that musicality is more an orientation towards the field of the sonic rather than a technical competence on a particular musical instrument.

Second, dissonance in music is contextual. For instance, while two notes a semitone apart sounded together produce a “tense” sound when heard on their own (e.g. try playing the adjacent notes C and C-sharp at the same time), when surrounded by additional tones (e.g. try adding the notes F-sharp and A above to the C and C-sharp) the dissonance can sound quite different and in fact, consonant.

Third, when we say we dislike a music we are admitting a failure to perceive it adequately. In a passage about Wooten’s dislike of bluegrass, Michael tells him: “You are talking about you but blaming your lack of perception on this particular style of Music” (56).

Fourth, “beauty is something you experience, not something you prove” (73). This, to me, is a pure phenomenological stance, and probably what music does best: putting out an experience in time that may not mean anything specific or prove an argument, while at the same time bringing us on a virtual ride that feels important somehow.

Fifth, the idea that emotions are stored as a kind of infinite potential within a musical instrument (116). Admittedly, I had not thought much about this possibility, probably because I know myself to be more interested in what I’m feeling than what emotions may or may not be latent in the instrument. But each musical instrument certainly seems to have its own range of affective potential.

Sixth, a listener’s musical attention can be shaped and directed by playing fewer rather than more notes. Here, Michael explains to Wooten a strategy for accompanying a soloist in a way that his or her solo can shine: “We were creating a hole right in the middle of the music that allowed the soloist to stand there out in the open. We also simplified the music, directing all of the attention to the soloist. . .” (140). The lesson here is that by saying less, you can not only listen more, but also give other musical speakers room to breathe.

Seventh, “music is played from the mind, not the body” (158). This almost seems counter-intuitive, since musicians spend so much time refining their bodily relationship to their instruments. And yet, as listeners we’ve often had the experience of witnessing a musician who manages to hold our attention and compel us not so much through virtuosity per se but through sheer presence. The lesson here is that presence and focus are themselves kinds of musicality that transcend what the musical body can pull off.

Eighth, “you need to get your thoughts out of the way so that your true feelings can speak” (216). This idea relates to point number four above. If music is not about proving anything, but rather a tool for exercising perception, then we are best ready for it when we stop worrying about what it all means. From this perspective, music just is.

Finally, here’s Wooten on listening, perception and synesthesia: “What difference does it make who it is? What does it sound like and how does it make you feel? That is what is important. […] Allow your whole body to pick up the vibrations, using the whole body as an eardrum. […] We think that music stops at the ears. That is a mistake. Vibrations can be felt in all places and all times, even with the eyes. Music can be seen if your awareness is broad enough” (239-240). To illustrate this holistic approach to listening, there’s a striking passage at the end of the book where Wooten and Michael are out in the forest taking in its soundscape. As Michael learns to model his listening acuity on Michael’s, all of a sudden he’s having a full-blown synesthesia experience—seeing sound as color flowing through the forest creatures around him. (It’s pretty psychedelic actually and the image stayed with me for a while, even inspiring my own dream in which everyday objects began speaking in tones. But that’s for another blog post!) The lesson here is that there is potentially no end to listening as a full body—and even out of body—experience.

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In sum, The Music Lesson is an idealized account of the musician as a kind of deeply knowing, in-tune seer, healer, and phenomenologist. Michael and the other teachers in Wooten’s life are voiceboxes for the author’s own musical philosophy, and while these at times cartoonish characters are a writerly conceit, it’s a conceit that works well to get Wooten’s many thought-provoking points across. Moreover, it perhaps goes without saying that it’s difficult to talk about philosophical aspects of musical experience without risking sounding cliché or even New-Agey. So hats off to Wooten for trying. I’m glad that I stuck with his zany story to its end.

Last but not least, The Music Lesson is ultimately about the importance of oral tradition to how musical traditions survive and evolve. By the book’s end the narrative circles around on itself, Wooten having taken the place of Michael as a teacher himself, appearing in the life of young musician—a musician that bears a striking resemblance to Wooten himself at the beginning of the book—just at the very moment the young man needs guidance. And so Music—that presence Wooten characterizes as feminine and always worthy of a capital M—lives on as a teachable perceptual power, helping us understand both ourselves and the worlds we live in.

On Perception, Presence, And The Creative Process: John Berger’s “Bento’s Sketchbook”


“I’m taking my time, as if I had all the time in the world. I do have all the time in the world.” – John Berger

John Berger’s Bento’s Sketchbook (2011) is a meditation on the connections between seeing, feeling, and drawing, and how these connections shape how we perceive and make sense of the world. The book takes its inspiration from the writings of the 17th-century philosopher Baruch Spinoza (1632-1677). Spinoza worked as an optical lens grinder by day, and in his free time wrote monumental philosophical tracts on rationality that helped pave the way for the Enlightenment. (Is there is a better argument for having a humble day job so you’re set up to do serious work in your spare hours?) Among Spinoza’s assertions: that God and Nature are one and the same, that body and mind are unified, and that there are three kinds of knowledge–opinion, reason, and intuition (only the intuitive type is “eternal”). Spinoza is widely considered to have made significant (and early) contributions to our understanding of how the mind works.

Spinoza–“Bento” to his friends–apparently kept a sketchbook, but it was lost to history and no one seems to know what was in it. Berger (1926-), an eminent English art critic (author of the classic Ways Of Seeing, among many other works of criticism and fiction) and a painter himself, was inspired to use Spinoza as his muse when a friend gave him a beautiful leather-bound sketchbook. This sketchbook got him wondering: What did Spinoza’s sketchbook look like? Bento’s Sketchbook dovetails around excerpts from Spinoza’s writings, and Berger’s own included sketches–of plants, people, paintings in galleries–are a kind of reply to Spinoza’s missing ones. These drawings are the starting point for Berger’s engagement with Spinoza’s thought through the reflections, inquiries and stories that comprise this brief book.

There are many amazing little ethnographic vignettes in Bento’s Sketchbook that demonstrate Berger’s wizardly powers of observation and writing. But my favorite sections are those that zoom in on the creative process–and I don’t use that phrase as a cliché either. Berger can really unpack things as only a practitioner (who can write) can. For example, near the beginning of the book he describes, and shows sketches of, a small flower in front of him that he’s in the process of drawing–a series of lines that question what is observed, accumulating “the answers” (8). And here is the fulcrum of the process: “At a certain moment…the accumulation becomes an image–that’s to say stops being a heap of signs and becomes a presence…This is when your looking changes. You start questioning the presence as much as the model” (ibid.). Then the refining begins. “You stare at the drawing…at what is radiating from [it], at [its] energy” (ibid.). You take in, in other words, its presence. The accumulative process continues as you add and subtract bits until the work feels finished and right.

No matter what artistic field you work in, there are a lot of sound observations in Bento’s Sketchbook to mull over. The challenge, as any artist/composer/writer/Maker of Things knows, is getting to that point where the thing’s presence starts to assert its energy back at you. You know when this is happening (“this is where the looking changes”): the music starts to play in your head when you’re somewhere else, or the ideas from the page keep repeating themselves silently. That’s presence asserting itself.

Berger also articulates some of the more ineffable aspects of artistic craft. In this passage he describes the intuitive naturalness (for lack of a better phrase) of his craft: “When I’m drawing…I have the impression at certain moments of participating in something like a visceral function…a function that is independent of the conscious will…in something prototypical and anterior to logical reasoning” (149).

And even though this is primarily a book about seeing and drawing, in synesthesia moments Berger uses tactile and sonic metaphors when describing the search for the right color: “You search touch by touch for a timbre…and then you discover whether or not when applied…the color matches the ‘voice’ you were searching for” (22; italics added).

In sum, there’s a quiet magic to Berger’s writing–the way he says the right thing with the least amount of fuss and filigree, leaving clear prose that rings in your mind like a bell long after it’s struck. By noticing the things that count–and making things count by noticing them–Bento’s Sketchbook invests simple gestures, everyday transactions, and common moments with massive grace and resonance.