Music and Political Theory

I created this page as a starting point for anyone interested in using music to teach political theory. It is based on my article in the Journal of Political Science Education. The compositions included below are mostly drawn from that article so this is not intended to be comprehensive.

However, I am always interested to learn of musical compositions worth including, so please let me know what you've been doing in your own courses: kpetersenoverton@gmail.com

Plato

"For they must beware of change to a strange form of music, taking it to be a danger to the whole. For never are the ways of music moved without the greatest political laws being moved." — The Republic

For Plato and Aristotle, music is inherently political because it exerts a moral influence on the listener. In The Republic, Socrates considers the political implications of the various modes, rhythms, and harmonies and he warns of the special threat posed by musical innovations: “For they must beware of change to a strange form of music, taking it to be a danger to the whole. For never are the ways of music moved without the greatest political laws being moved” (Plato 1968, 102, 424c). 

The problem when it comes to ancient Greece is that we don't have a very good sense of what the music sounded like—though recent work on this is interesting:

Niccolò Machiavelli

"When well handled, [military] music regulates the army, which by moving in paces that correspond to its beats, easily keeps in rank. Thence it is that the ancients had whistles and fifes and musical instruments perfectly modulated; because, just as one who dances moves in time with music and keeping with it does not err, so an army moving in obedience to music does not get disordered." — The Art of War

Fortuna Desperata

The Italian song “Fortuna desperata” was one of the most famous and widely known compositions throughout 15th century Europe and it inspired numerous derivative compositions for nearly a century (Meconi 2001, ix). The Flemish composer Alexander Agricola, who came to Florence at the request of Medici, produced a magnificent six-part arrangement of the song, which describes a woman’s suffering at the hands of fate.

Desperate fate / iniquitous and maledicted / who blackened the good name / of a woman beyond compare

As Machiavelli writes, “Fortune is a woman and it is necessary, in order to keep her under, to cuff and maul her” (Machiavelli 1989a, 92). In seeking to dominate fortuna, one must take precautionary measures, for “any prince who relies exclusively on Fortune falls when she varies” (Machiavelli 1989a, 90). Agricola’s arrangement illustrates the wider cultural context in which Machiavelli adapted the basic idea of human endeavor set against unpredictable forces always threatening to undermine one’s position.

Gerrard Winstanley

With spades and hoes and ploughs, stand up now, stand up now, With spades and hoes and ploughs, stand up now Your freedom to uphold, seeing cavaliers are bold To kill you if they could, and rights from you to hold. Stand up now, Diggers all — "The Diggers Song"

The Diggers Song

Anticipating questions taken up by socialist thinkers of later centuries, Winstanley’s political writings express a clear-eyed view of the connection between political power and control over the land. Yet, few of his written works share the blunt radicalism of the protest anthem he wrote for his short-lived movement. In quick succession, the song establishes a “right” of the people to maintain the land, dismisses the deceptions of lawyers and priests as so much self-serving ideology, questions the elite monopoly of violence (“the club is all their law”), and dreams of a world in which “the poor shall wear the crown.” But the song resonates beyond the lyrics; as a folk ballad sung in the traditional style of the English peasantry, the musical form also mirrors the target demographic of Winstanley’s political concerns: the “poor oppressed people of England.”

Thomas Hobbes

"Mr T.H. was much addicted to music, and practised on the bass viol." — Aubrey's Brief Lives

There is circumstantial evidence that Hobbes performed in the consort of lutes maintained by his patrons in the Cavendish family (Kassler 1995, 59). As he waited out the English Civil War in Paris (where he wrote Leviathan), it seems plausible that his musical interests would have drawn him to performances by the French violist masters. We know that he enjoyed the Commonwealth and Restoration-era composers, Henry Lawes and Matthew Locke. 

He owned a copy of Lawes’s anthology Ayres and Dialogues for One, Two and Three Voyces (1653) and enjoyed singing aloud to himself when no one else was around, “not that he had a very good voice” (Aubrey 1982, 158). One of the more beautiful compositions published in the Lawes collection is "Dialogue on a Kisse." Because there are no obvious parallels with his political work, the song qualifies as a moderate (B1) connection. Still, the song might be worth including, if only to provide a fuller contextual image of Hobbes as an individual with evident musical taste. It is certainly amusing to imagine Hobbes, the life-long bachelor, singing about kisses (“a creature born and bred/betwixt the lips all cherry red/by love and warm desires fed”). 

The historical period is an obvious place to begin. Henry Lawes’s arrangement of "Zadok the Priest" cites the Old Testament origins of monarchy and was performed at the coronation ceremony of Charles II upon the restoration of the monarchy in 1660. Hobbes had tutored Charles as a boy and the Stuart king would later look out for him when a heresy scandal threatened. The various participants in the English Civil War produced an abundance of political music, much of which captures the spirit of the times and provides a lively soundtrack to Hobbesian political thought. The popular royalist ballad, "When the King Enjoys his Own Again," for example, complements Hobbes’s acute interest in the causes of civil strife: 

There is no Astrologer, then I say / can search more deep in this then [than] I / To give you a reason from the Stars / what causeth peace, or civil Wars / The man in the Moon, may wear out his shoone / In running after Charles his wain / But all to no end, for the times they will mend / When the King comes home in peace again

John Locke

"Music is thought to have some affinity with dancing, and a good hand, upon some instruments, is by many people mightily valued. But it wastes so much of a young man's time, to gain but a moderate skill in it, and engages often in such odd company, that many think it much better spared; and I have, amongst men of parts and business, so seldom heard any one commended or esteemed for having an excellency in music, that amongst all those things, that ever came into the list of accomplishments, I think I may give it the last place." — Some Thoughts Concerning Education

Anti-Catholic Popular Ballads

Jean-Jacques Rousseau

"Music is thought to have some affinity with dancing, and a good hand, upon some instruments, is by many people mightily valued. But it wastes so much of a young man's time, to gain but a moderate skill in it, and engages often in such odd company, that many think it much better spared; and I have, amongst men of parts and business, so seldom heard any one commended or esteemed for having an excellency in music, that amongst all those things, that ever came into the list of accomplishments, I think I may give it the last place." — Some Thoughts Concerning Education

Rousseau described music as his “consuming passion” (Damrosch 2007, 110) and his interests extended widely across related fields, including musical antiquarianism, musical ethnography, music theory, operatic esthetics, and systems of musical notation. If Rousseau had never submitted an essay to the Academy of Dijon in 1750, he would likely be remembered today as an important musical theorist, critic, and composer. About 20% of his written work is preoccupied with music and much of it reflects his political interests, particularly the valorization of pastoral innocence, esthetic simplicity, and radical democracy. 

For Rousseau, music captures the recursive relationship between the particular and the individual; the melody of a soloist expresses an individual’s “voice” articulated amidst the other voices of the community (Davis 2019). In his Dictionary of Music, Rousseau describes a Swiss mountain song, the “Ranz des vaches,” by which cowherds are said to have summoned their animals. This song, he writes, is “so cherished by the Swiss that it was prohibited from being played to their troops under penalty of death because it made those who heard it melt into tears, desert or die, because it excited in them the ardent desire to return to their country” (Simon 2013, 120–121). 

Rousseau’s esthetic concerns in his musical and political theory—as well as his musical compositions—stress authenticity, emotion and intuition over reason, simplicity and vernacular forms over sophisticated accompaniment, and an artless lack of frills. Rousseau’s opera, Le Devin du village (1752), launched him to fame as a leading composer of the age. Louis XV adored it and, according to Berlioz, “never tired of singing J’ai perdu mon serviteur, more out of tune than any of his subjects” (Bertram 2004, 13). 

With its pastoral themes and characters, the opera is readily interpreted as a musical expression of his social views (Scott 1998). In his political writings, Rousseau argues for the superiority of ancient practice, which he seeks to recreate in a modern context. Similarly, in his musical theory, as Scott argues, he “appeals to the powerful influence of music and language experienced among the ancients while seeking to rekindle it on the basis of a properly redirected modern philosophic approach” (Scott 1998, 304). Rousseau attributed the opera’s success to the “perfect accord between the words and the music,” which he believed demonstrate the same ideas and “feelings” of his political thought (cited in Scott 1998, 292). 

Rousseau’s role in the so-called querelles des bouffons, moreover, further underscores the importance of music as a central concern. The debate emerged in response to Pergolesi’s opera La Serva Padrona and centered on the respective virtues of French and Italian music, essentially a dispute over the place of reason and sentiment in art. Does esthetic pleasure derive from the mathematical elegance of harmony or from the emotional response to melody? Rousseau was predictably an advocate for the latter, pro-Italian camp. In a withering attack on French prioritization of harmony (“a continual barking, unbearable to all unprejudiced ears”) that won him lasting enemies, Rousseau argued that music should be driven by simple melodies aimed at arousing the listener’s passions (Rousseau 1998, 174).

Karl Marx

Really free labor, the composing [of music] for example, is at the same time damned serious and demands the greatest effort." Grundrisse

While Karl Marx is known to have enjoyed the standard array of German composers, it barely registers in his written work. There is a single reference in the Grundrisse to musical composition as “damned serious” labor, but this was not grounded in any firsthand knowledge. 

Engels seems to have indulged in musical performance before he became obsessed with political affairs, Marx and his wife Jenny Von Westphalen simply did not have the resources to spend on such things. Marx was notoriously profligate with the little money he had, but the main expenses in this regard seem to have been piano and singing lessons for his daughters, Jennychen, Laura, and Eleanor. Even by the standards of educated Germans of the time, music seems not to have played little role. 

Marx was more inclined to the literary arts in general. Still, there are some direct connections and amusing anecdotes. Marx’s taste seems to have been modestly conservative, which would resonate with what we know him. Unlike other leftist intellectuals in his circle, Marx had little interest in the artistic avant-garde and once reacted in dismay when a friend of the family played Wagner’s “music of the future” for them. In correspondence, Marx would call Wagner a “latter-day Prusso-German imperial court musician” and mock the bourgeois appetite for gossip about his personal life. Jonathan Sperber recounts an amusing story in his book Karl Marx: A Nineteenth Century Life:

Marx, Edgar Bauer, and Wilhelm Liebknecht had taken part in a pub crawl one night. After considerable consumption, they came to an establishment where a group of Odd Fellows, working-class members of an English lodge, were drinking. At first the encounter went well ... But gradually another mood took over and Edgar Bauer denounced English 'snobs,' followed by a drunken Marx, who launched into an enthusiastic speech praising German Wissenschaft and German music. No other country, Liebknecht remembered him saying, had produced musical artists like Mozart, Handel, Haydn, and Beethoven. ... The assembled Odd Fellows were less than happy and turned on their guests with cries of “Damned foreigners!” Just barely escaping a beating, the three émigrés rushed out into the street, where they began throwing rocks at gas lamps, and had to flee again to avoid being arrested by the Bobbies who had appeared to investigate the tumult.

The Internationale

Given the absence of overt musicality, the most obvious candidate for Marx must surely be The Internationale, which needs no introduction. Its lyrics and revolutionary spirit underscore Marx's double identity as social theorist and political activist.

Musical Connection Rubric

I have developed a simple rubric to aid in the selection of music for use alongside primary written material. Each column illustrates the different kinds of connections one may establish, while the rows further classify those connections as strong, moderate, or weak. Music with weak connections (Row C) should be avoided.

Column 1: Direct

Column 1 designates music that bears a direct connection to a thinker. This will include their own compositions or collaborations, music that was somehow performed or inspired in firsthand connection with their work, as well as music about which they may have written in some capacity. Strong examples (A1) include Rousseau’s opera, Le Devin du Village, the music Verdelot composed for Machiavelli’s comedies, and the music of Wagner and Ellington for Nietzsche and Adorno respectively. Moderate examples (B1) in this column have direct connections with less clear justification. As discussed below in greater detail, Machiavelli wrote playful carnival songs and Hobbes is known to have enjoyed the music of Henry Lawes, but there is little discernible connection to their political writing in either example.

Column 2: indirect contemporaneous 

Column 2 designates music composed or performed in same general period, but which has no direct connection to the thinker under consideration. Music in this column may be used to illustrate historical periods, specific events, or broad political and cultural currents. Strong examples (A2) might include Royalist and Parliamentarian songs. Anti- Catholic popular ballads highlight the politics that culminate in the Glorious Revolution. The rise of reformist and revolutionary workers movements can be depicted in the Chartist anthem as well as the Internationale. Each of these selections are overtly political, taking sides, making arguments, and sometimes even projecting a vision of the good life. Moderate examples (B2) in this column will include less overtly political music, but which nevertheless capture important historical context. With its themes of light over dark and the promise of reason, for example, Mozart’s The Magic Flute is often held up as an embodiment of Enlightenment values. Similarly, Bizet’s arrangement of the Marseillaise helps draw a line of continuity from the French Revolution to the barricades of 1848 and beyond. Particularly for thinkers who have clear musical interests or influences, this column provides a way to include music as part of a wider historical contextualization. 

Column 3: indirect non-contemporaneous 

Column 3 includes any music from a completely different historical period that resonates with themes and ideas in a thinker’s work. Unless one is teaching a contemporary thinker, of course, examples in this column include recordings discussed in studies that focus exclusively on contemporary popular music. The musical connections in this col- umn typically rely on the instructor’s ability to match lyrics to concepts. Because the purpose of bringing music into the classroom should be clear to students, I suspect that strong connections (A3) are even more desirable in this column than in the others. If the connection is merely moderate (B3), one is less able to overcome the challenges cited above.