Thursday, February 10, 2011

Culture of mixing and sampling: Theories applied in John Oswald’s Plunderphonic CD


Introduction
Mixing and sampling are two most common terms in new media. Music production is one of the fields in new media applying these terms. Most of the current songs are based on sampling and mixing/remixing technique. For example, American Idol Season 6 runner-up Blake Lewis’s “Gots to Get Her” is with a melody sampling of Fred Astire’s “Puttin’ On The Ritz”. Besides, many rap/hip-hop artists would apply sampling in order to enrich their songs’ aesthetic presentation. Kanye West is one of the famous hip-hop artists known for sampling style. He widely uses recorded orchestra pieces for his songs and used vocal sampling in his songs, such as his remarkable No. 1 hit single “Stronger” containing a vocal sampling of “Harder, Better, Faster, Stronger” by Daft Punk.
In DJ culture, mixing and sampling are considered to be the important factors in sound production. Paul Miller (2004) has addressed that DJ culture is all about the potential of combining exciting pieces (p.349). In one kind of mixing, DJ would put a great number of hit popular songs in samplers and remix them with dance-style drum beat, mostly techno, and other effects. This also brings out the fact that almost every hit song has more or less mix/remix versions and the labels will release them in either B-side or LP/EP mode. For example, American Idol Season 8 runner-up Adam Lambert has released an EP titled Remixes with five remix versions of his two current singles. Also, Justin Timberlake has an album 12" Masters - The Essential Mixes containing 12 different remix versions of his career-long hit singles as solo artist.
John Oswald is one of the greatest mixing and sampling artists in music history. Milo Miles has judged that “For the moment, John Oswald is a solo movement, the most exciting school of one in music” (Canadian Music Centre, pars. 1). Oswald is a saxophonist and multi-media artists, but his best known work is his practice of Plunderphonic CD in 1989, which is a collection of his plundered sampling and radical re-editing of pop recordings (Oswald, 2004, p.131). The word Plunderphonic is a musical term significantly explains Oswald’s works in the mid-80s. In his paper titled Plunderphonics: Audio Piracy as a Compositional Prerogative in 1986, he argued that “for anyone who wanted to respond to a media environment that was saturated with lowest-common-denominator music, the only way forward was to impose your own preferences directly onto the very substance of that environment” (Duguid, 1994, pars. 31). Choosing this concept, he later examined it in his Plunderphonic EP with four tracks sampling different music artists’ works.  

Mixing and Sampling
       Mixing and sampling based on editing process is a creation of sequence (Miller, 2008). In the ideal of new media, the basic principle is about dueling with information. The concept of montage, collages and modularity in new media all take discrete databases and combination information into consideration. Izhaki (2008) has defined that mixing is “a process in which multitrack material—whether recorded, sampled or synthesized—is balanced, treated and combined into a multichannel format, most commonly two-channel stereo” (p.4). The practice of mixing is somehow similar to Burnett’s (2003) idea in modularity, which he stated that “modularity is based on the fact that an information database is composed of pieces of information to be retrieved separately and combined in whatever way the user wants” (p.3). Izhaki further stated that one of the crucial purposes of mixing is to create emotion and ideas (p.5), which Miller’s phrase of “the samples are given meaning only when re-presented in the assemblage of the mix” supports the same statement (2004, p. 350).
The idea of sampling also relates closely to the idea of modularity, where Professor Steve Fore (2010) in his lecture mentioned that “individual sound elements in a digitized file are discrete, and may be selected and assembled in any order”, a similar statement to Burnett’s. According to Paul Miller (2008) and David Sanjek (1997), the practice of sampling is based on familiarity. Holm-Hudson (1997) has addressed that Sanjek classified the practice of sampling primarily by the recognizability of the original source in four categories, where the first category he cited is “sufficient familiarity (may let the listener) recognize the quotation and may, in turn, pay more attention to the new material as a consequence of that familiarity” (p.19). Also, the third category from Sanjek that “recordings can be constructed wholecloth from samples to create a new aesthetic” (p.19) is also an important point in new media sampling.

Oswald and Plunderphonics
Oswald’s sampling works are different to the concept of sampling in rap/hip-hop artists, which the difference is known as plunderphonic sampling. This kind of sampling, according to Hom-Hudson, recontextualizes familiar fragments of popular music in which smallest musical unit is taken (p.21). Also in Andrew Jones’s word, plunderphonics is the concept of recognizable musical quotation (1995, p.132).
His “Dab” is one of the representative works to the idea of plunderphonic sampling. The work basically took out small pieces of Michael Jackson’s “Bad” and rearranged the fragment to a new song. In this song, we as the listener can hear that the sequence of “Dab” actually follow the original “Bad”, where the verse and the chorus were mixing separately, but each part of “Dab” only took a small piece of the lyrics and drum-beat from “Bad”. However, the sequence of “Dab” still has the verse-chorus structure. This kind of using a few second sampling is as Miller (2008) stated that music as information which the creator creates a loop of repetition and all of that is the fragment of time. In “Dab”, Oswald was using this repetition to interpret a new meaning to the aesthetic of art. As Sanjek stated, the practice of sampling is playing with similarity. In “Dab”, we can clearly identify it was Jackson’s voice due to his identical moaning, and the melody from the samples give the clue.
Another work “Pretender”, plundered Dolly Parton’s “The Great Pretender”, is a significant piece of Oswald’s. Leach (2000) said that “Pretender” seems to have garnered the most praise from music critics (p.126). Differed from “Dab”, “Pretender” was not sampling a small piece of the original song. On the contrary, it took the whole “The Great Pretender”, modified and distorted the whole song in different pitches. The modification creates a fresh feeling to the song. “The Great Pretender” is a soft and emotional country song, touching but flat. In “Pretender”, the frequently changing of pitches not only excites the song but also make Parton’s voice theatrical. Furthermore, in most of the “Pretender”, Parton’s voice was lowered in a baritone level. This interesting changing is to interpret and present a different version of the original song and also display Oswald’s ability in modify a song, and as Leach (2000) stated, a realization of certain latent meanings and nuances of the original song (p.126).

Conclusion
       In new media, the idea of cut-and-paste, assembly and modularity is about taking existing objects, dividing them into discrete pieces and recombining them. The idea of mixing and sampling in sound applies the similar system in which people, no matter they are professional or amateurs, can rearrange existing sounds. Many successful mix/remix art works demonstrate that the practice of mixing and sampling is essential in the contemporary music culture.
Sampling is a notion of presenting similarity, while the notion of mixing is related to reinterpret the discrete information (sound). In the case of John Oswald, he efficiently utilized existing materials, like post-modern sculptors, to create a new idea of aesthetic. His “Deb” is a plunderphonic idea that only uses a small piece of samples to compose a new art form, which the playing with similarity, stating by Miller and Sanjek, is manifested. “Pretender” applies another type of editing technique that gives the song a new sense of meaning and aesthetic.
       Oswald’s art works are successful and earned praise for his outstanding concept of plunderphonic sampling. However, his was threatened with legal action by the Canadian Recording Industry Association (CRIA) acting on behalf of CBS Records and Michael Jackson’s management corporation. This issue not only propelled Oswald surrender all of his remaining CD copies but also led to the questions of fair-use and sharing in digital period. In further study, these issues could be concentrated in a deep analysis.

That's "What I Go to School For"

Basic concept of semiotics
The idea of semiotics was first introduced by the nineteenth-century Swiss Linguist Ferdinand de Saussure and an American philosopher Charles Peirce (Danesi, 2002, p.28). Although the research definitions of these two scholars are different, yet the basic idea of semiotics is both considered as the analysis of signs and symbols. One of the broadest definitions is as Umberto Eco stated that “semiotics is concerned with everything that can be taken as a sign” (Eco, 1979, p.7). In this sense, signs can exist in any kinds of medium and transport in any form such as verbal, images, sounds and so forth (Chandler, 2002, p.2). Every sign, according to Leeds-Hurwitz, has two components: the visible part, the signifier, and the absent part, the signified. The basic idea concept of semiotics then can be expended as the analysis of finding the inner meaning (signified) from the objects (signifier).
 The understanding of signs is based on one’s experience (Monaco, 2000, p.155), because what signs “stand for” are the abstract concepts instead of the real things which is “as idealized mental approximations” (Danesi, 2002, p.29). In this sense, it is assumed that different individuals may have different understanding in “what the particular things stand for”. Therefore the idea of “sign” may not have to exist. The similar idea also was indicated by Eco that “semiotics is in principle the discipline studying everything which can be used in order to lie” (Eco, 1979, p.7).

Semiotics in music videos
The idea semiotics in music videos is complex, because music video is a combined subject with music, texts and visuals. All the three elements seem to be interdependent and independent in music video while each exerts a shaping force upon the other (Vernallis, 2004, p.153). Separately, for the music part, according to Elicker (1997), the analysis of musical works is based on structure (e.g. keys, tempo) and lyrics of meaning (e.g. linguistic meaning, language). The video part, on the other hand, owes much to the semiotics of film and television (Howells, 2003, p.245). In this sense, the idea of “how to shoot it” and “how to present the shot” (Monaco, 2000, p.163) also delivers the meaning connotatively in music videos.
Vernallis has discussed that music video can create a sync point, where musical feature could be recurred (2002, p. 175). This means music video supports the song (Howells, 2003, p.238). Song lyrics always carry the ideological signs, which a visual world is ideologically loaded (Howells, 2003, p.244). In fact, both musical and visual are important, because “(the combination) makes an impact on the ‘meanings’ of popular musical texts” (Strachan, 2006, p.192).

Analysis of “What I Go to School For” MV
“What I Go to School For” is the first hit single for a British pop-rock band Busted. The song is about they (play as three school boys) fancy their teacher Miss McKenzie. The lyrics of the song have a great amount of sexual hints. The music video, as the visual reflection of the song, also contains the image of sexuality.
Busted is not a sheer punk band. The average age of the three members in the band was 19 in the year of 2002, when their first album came out, and considering their clean looks, Busted is actually a teen-pop group with the outfits of rock ‘n’ roll. Their debut self-title album peaked No.2 in the UK Album Chart with selling more than 700,000 copies. First single “What I Go to School For” charted No.3 in the UK Singles Chart. Neil McCormick in Telegraph.co.uk wrote that Busted are a British pop phenomenon. The song “What I Go to School For” and its music video definitely represent the attitude to music of Busted, the audacious and authentic attitude towards youth culture and sexuality (other songs like “Britney”, “Air Hostess” and “Falling for You” also carry sexual messages).
Sexuality is a common topic for both rock and pop music. Began from the 1950s, the most successful rock artists “wrote and performed songs about love, sexuality, identity crisis, personal freedom, and other issues that were of central concern to teenagers” (Danesi, 2002, p.84). The topic of sexuality also is confirmed widely used in teen-pop music. According to Firth and McRobbie, sexuality in teen-pop is “transformed into a spiritual yearning carrying only hints of sexual interaction” (1990, p.375, in Brian Longhurst, 2007, p.112)
The most important sign of this music video is that the band members directly take part in the characters. Unlike those music videos finding other actors to play, it is an iconic sign that the story is about the band: they either have done it or imagined of doing that. In fact, the inspiration of the song is bassist Matt Willis’s high school dance teacher Michelle Blair, who is the original image of the lusted-after Miss McKenzie in this song. Willis admitted that he used to have a schoolboy crush on Ms. Blair[1]. Besides, the “singers-as-protagonist” format highlights the identity of the band. In this sense, the use of illustration constructs the stardom or persona the band members are.
The setting and dressing style in the “What I Go to School For” music video are the crucial signs of the theme. The band members are singing and playing as the school boys in a high-school set with wearing school uniforms. These signs in the music video not only present the theme of the song but also provide an outlook of the style of band, which is young and energetic: on one hand, these setting and outlook are the central storyline of the song, which the story of school-boy crush could be presented vividly. On the other hand, these setting and dressing style appropriately target the young consumers in a similar impression of identification.
The first verse (see Appendix) of the song contains the hints of sexuality. “To get the best view of her ass”, “she bends down and shows me more” are the signs for the “male students” yearning for female teacher’s body image. In the music video, the students sitting in a “sex education” class watching video about animals’ copulation. These literal and visual signs serve as the index of sexuality and “the students want to have sex with the teacher”. However, this type of signs seems to be too transparent and even as denotation. In the second verse, the storyline alters to the teacher’s home. “I climb a tree outside her home, to make sure that she’s alone”, “I see her in her underwear” brazenly express the students as the voyeurs. In the music video, the images assist to display the information from the lyrics by given a close-shot on McKenzie’s black silk hose and pink underwear.
In the video, there have several shots imply the idea of sexuality. First, women’s eyes seem to be frequently used to describe sexy in most of the commercials and films, and this video also contains this element. There have some close shots of Miss McKenzie’s eyes (Figure 1, Figure 2) and eyes connection from her (Figure 3).
At the end of the video, the boys play with Miss McKenzie in grassland (Figure 4). This scene is completely unrelated to the school scene before, so we can assume that it is the boys having psychosexuality to the teacher. It leaves a question that whether all those wild scene and behavior are not real.
  Figure 1-4                       







Conclusion
       Music video is a complex form to analyze because it both emphasizes on image and words (lyrics). Unlike films, however, images in music videos serve as the supporting function to the words (lyrics) and music. This establishes the idea that images have to be analyzed with words or music. Therefore, most of the scenes and events in the “What I Go to School For” video are visual reflection to the lyrics. Moreover, the images amplify the lyrics which make it more vivid, for example Miss McKenzie’s flirting eyes, in-class sex education videos.
       Although sexuality is a common theme in rock music, yet the explicit expression in a teen-pop band is rare. This is the reason why Busted became a hit in Britain in 2002. They dared to try everything including this video which is full of sexual messages. Most of the signs in the video portray the boys as voyeurs or flirty teenagers. In this sense, it is also believed these connect to youth culture and sex in school. In future study, this field could be taken as the main path.



[1] “She’s what Busted went to school for!” January 2005. BBC <http://www.bbc.co.uk/threecounties/theatre/2003/12/michelle_busted.shtml>