James MacMillan’s music of tranquility and discord

The composer’s music contends both the secular and sacred.

Jonathan Evens

Jonathan is Team Rector for Wickford and Runwell. He is co-author of The Secret Chord, and writes on the arts.

A conductor leans in toward an unseen orchestra with a raised hand.

MacMillan conducting.

Hans van der Woerd, Intermusica.

Sir James MacMillan is one of today’s most successful composers, as is evidenced by his achievements in 2024. This year alone has seen the premiere of a new work for choir ‘Ordo Virtutum’ (January), the UK premiere of his cantata ‘Fiat Lux’ (March), the premiere of his new version of Robert Burns’ song ‘Composed in August’ (March), the premiere of his ‘Concerto for Orchestra’ (September), and the premiere of his ‘Duet for Horn and Piano’ (November).

Back in March he also became the 26th Fellow of The Ivors Academy, joining a rollcall of extraordinary composers and songwriters, including John Rutter, John Adams, Sir Elton John, Sir Paul McCartney, Dame Judith Weir and Sting. While, in September, he accepted the Sky Arts Classical Music Award 2024 on behalf of The Cumnock Tryst, the annual music festival he founded in his hometown, which brings together many local community groups on stage alongside some of the world’s most acclaimed musicians.

His music, which is notable for its energy and emotion, is imbued with influences from his Scottish heritage, Catholic faith, social conscience and close connection with Celtic folk music, blended with influences from Far Eastern, Scandinavian and Eastern European music. Accordingly, Tom Gray, Chair of The Ivors Academy, describes MacMillan as “a titan of music, generous in his creativity and craft” and “a foremost proponent of the power of music to communicate and forge bonds”.

He first became internationally recognised after the extraordinary success of ‘The Confession of Isobel Gowdie’ at the BBC Proms in 1990. Since then, his prolific output has been performed and broadcast around the world with his major works including his most performed work the percussion concerto ‘Veni, Veni, Emmanuel’ (1992), a cello concerto for Mstislav Rostropovich (1996), an opera ‘The Sacrifice’ (2007), the ‘St John Passion’ (2008), and five symphonies. For his services to music, he was awarded a CBE in 2004 and a knighthood in 2015.

“In this age of unbelief, the search for the sacred in art and music hasn’t gone away”.

James MacMillan

As will be clear from the titles of works cited thus far, many of his works, such as ‘Ordo Virtutum’, a setting of a sacred music drama by Hildegard of Bingen concerned with the struggle for the human soul in a battle between good and evil, and ‘Fiat Lux’, a celebration of the divine gift of light, directly express his Catholic faith. David Clayton writes that, “Aside from being one of the greatest living composers and conductors of classical music, Sir James is a Catholic whose faith informs all his work”. Clayton also describes him as “a deep thinker who communicates clearly the nature of the creative process when one seeks to create beauty to bring Glory to God”.

MacMillan believes that “Far from being a "spent force", religion has proved to be a vibrant, animating principle in modern music and continues to promise much for the future.” When he speaks about music and the idea of the sacred, as he did most recently at The Sheldonian Theatre in Oxford in October, he emphasises that music seems to be “the most spiritual of the arts, and composers have always seemed to be on a search for the sacred in their work”. He notes that “In this age of unbelief, the search for the sacred in art and music hasn’t gone away”.

In brief, he sees himself as standing in a modernist tradition that includes: Stravinsky, who “was as conservative in his religion as he was revolutionary in his musical imagination”; Schoenberg, “a mystic who reconverted to practising Judaism after the Holocaust”; John Cage, who explored “the spiritual connections between music and silence”; Olivier Messiaen, who “was famously Catholic” with “every note of his unique contribution to music” being “shaped by a deep religious conviction”; Jonathan Harvey, “who has allowed eastern mysticism and his own Anglicanism to adorn his searchingly original scores”; John Tavener, whose conversion to Orthodoxy “had a dramatic impact on his style and aesthetic”; and the “intriguing and disturbing religious shadings of musical modernity” to be found in the post-Shostakovich generation from eastern Europe - Henryk Górecki (Poland), Arvo Pärt (Estonia) Giya Kancheli (Georgia), Galina Ustvolskaya, Alfred Schnittke and Sofia Gubaidulina (Russia).

In this 'obedience' of listening and following, we are stretched and deepened, physically challenged as performers, imaginatively as listeners.

He argues that while, for a time, a post-War reaction led many modernist composers to opt for a primarily abstract style and eschew the stirring up of emotions through music, in more recent years, composers have increasingly re-embraced emotion and, thereby, also spirituality. He also notes significant connections between the music of antiquity and that the modern world. The influence of plainsong and Gregorian chant on modern music, for example, demonstrates a continuing relationship between faith and the arts.

He has suggested that God's power “is presence as absence; absence as presence” and that this is also “precisely what music is”. So, “The umbilical cord between silence and music is the umbilical cord between heaven and earth”. As a result, “the war against silence is a war against ourselves and against our interior life”. He is in agreement with the Scottish Jesuit John McDade, who wrote that "Music may be the closest human analogue to the mystery of the direct and effective communication of grace". MacMillan suggests, therefore, “that music is a phenomenon connected to the work of God in the way it touches something deep in our souls and releases a divine force”.

In similar vein, he also quotes Rowan Williams who, in a sermon some years ago for the Three Choirs Festival, said: "To listen seriously to music and to perform it are among our most potent ways of learning what it is to live with and before God, learning a service that is a perfect freedom... In this 'obedience' of listening and following, we are stretched and deepened, physically challenged as performers, imaginatively as listeners. The time we have renounced, given up, is given back to us as a time in which we have become more human, more real, even when we can't say what we have learned, only that we have changed."

Being stretched and deepened in this way is certainly our experience as listeners of MacMillan’s works. Michael Capps suggests that MacMillan knows that “music dealing openly and honestly with the Christian tradition will not always be pleasing, safe, or tame”. His music “contends” in that it “produces arguments and embodies alternatives, not only to its many secular substitutes, but also to allegedly Christian options that lack the tang and piquancy of Christian particularity.” As a result, “MacMillan’s music also reveals: it shows us a world of both tranquility and discord that we readily recognize, and allows us to better appreciate that world’s fleeting harmonies”.

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.