We recently returned from a road trip. In the past I would play one of my playlists of 80’s music or queue up albums. I always felt that if I am driving, then I am in control of the music.[1] This time around though I tasked my daughter with creating a playlist for the drive. As the youngest, like a bower bird, she is very observant of everyone else’s tastes and likes. It also gave her something practical to do to help out with the trip. Therefore, over a few days she progressively curated a playlist.
One of the interesting consequences of this was the way that different tracks bled into each other. It was like when you mix and match different foods, where one influences the other. On the one hand this process can normalise or flatten tracks, making them seem less unique and individual. However, it also has the effect of bringing certain aspects out of songs that may have been missed on previous listens.
I particularly noticed this with the Twinkle Digitz tracks that were added and how they contrasted with the other tracks. Taylor Swift’s ‘Anti-Hero’ played after ‘Autonomous Thomas’, highlighting the rhythmic backbone of both tracks, while ‘Dancing in My Dreams’ after Sabrina Carpenter’s ‘Bed Chem’, touched on the overlapping melodies, where you never quite know which is the true voice you are supposed to be listening to.[2] What I found interesting was the way in which listening to songs in a different light can give a song new life. This had me wondering about whether there are in fact different stages in listening to music?
Thinking about stages, I wondered if the structure of observed learning outcomes (SOLO) taxonomy might be a useful model to build upon. The Solo Taxonomy is a model that describes levels of increasing complexity in students’ understanding of subjects:
- Pre-structural – The task is not attacked appropriately; the student hasn’t really understood the point and uses too simple a way of going about it. Students in the pre-structural stage of understanding usually respond to questions with irrelevant comments.
- Uni-structural – The student’s response only focuses on one relevant aspect. Students in the uni-structural stage of understanding usually give slightly relevant but vague answers that lack depth.
- Multi-structural – The student’s response focuses on several relevant aspects but they are treated independently and additively. Assessment of this level is primarily quantitative. Students in the multi-structural stage may know the concept in tidbits but don’t know how to present or explain it.
- Relational – The different aspects have become integrated into a coherent whole. This level is what is normally meant by an adequate understanding of some topic. At the relational stage, students can identify various patterns & view a topic from distinct perspectives.
- Extended abstract – The previous integrated whole may be conceptualised at a higher level of abstraction and generalised to a new topic or area. At this stage, students may apply the classroom concepts in real life.
Source: Wikipedia
With the SOLO Taxonomy in mind, here is my attempt to map a set of stages associated with listening to music:
- Discover new music. This might be serendipitously, via an algorithm or through a playlist.
- Listen to new music to build a deeper appreciation. This is where something spikes our attention and we actively return to it. Here I am reminded of Ed Droste’s argument that it usually takes five listens to form a judgment on a record. (And for the tracks of an album to all blend into each other?)
- Make connections and comparisons. Having formed some sort of judgment, this stage involves hearing the music in a wider context, making connections with other songs and artists, categorising it, and possibly revising the initial judgment based on new inputs.
- Actively explore further ideas. This involves actively making further connections and comparisons beyond the music in question. If it is a new artist, it might be going into the back catalogue or exploring other work by the same producer. It might also involve secondary material, such as interviews or reviews.
- Being inspired and making anew. This last step involves being inspired by the music to write something new, curate a list, remix the track.
Having thought through all of this, I am left wondering if all music can magically seem ‘new’ for some in that it never ceases to step beyond background sound, but unconsciously gets consumed over time to be something that we just know, without having actively sort it out? This is what Liz Pelly touches on in her book Mood Machine – The Rise of Spotify and the Cost of the Perfect Playlist, where she talks about music as being in competition with silence:
Choosing the music that soundtracks our lives can be part of how we process who we are. But Spotify’s ideal mode of lean-back listening feels different, less an act of choosing than testing one’s tolerance, how much one prefers the sound of “Deep Focus” or “Brain Food” to nothing at all. It follows that a population paying so little conscious attention to music would also believe it deserving of so little financial remuneration. Plus, passively soundtracking your everyday moments through song is not the only reason people listen, and the escalation of this single listening mode in service of boosting engagement is a disservice to artists, listeners, and music as an art form; it disregards the many different reasons why someone might listen to music.
Source: Mood Machine by Liz Pelly
I am also aware that not everyone loves music. This is something Michel Faber touches on in his book Listen – On Music, Sound and Us:
A lifetime of listening to how people relate to music has taught me that the love of music for its own sake is comparable to the love of cooking, gardening, antique furniture, animals, poetry and so on. Some people have it; a lot don’t.
Source: Listen – On Music, Sound and Us by Michel Faber
Some people even actively dislike music, having congenital amusia, where, as Faber explains, they simply ‘don’t get on with music’.
It is interesting to think about all this alongside the discussions around reading and attention. Kevin Munger has written about the way in which our indulgence of shortform reading has shortened our context window.
By abandoning the technology of longform reading and writing, we are shortening our context windows and thus weakening our capacity for attention. At the same time, LLMs advance by expanding their context windows and refining their capacity for attention (in the form of some hideously high-dimensional vector of weights).
Attention is all we need — and the lesson of media ecology is that it doesn’t come easy.
Source: Attention Is All You Need by Kevin Munger
I wonder if the same can be said for music? Has our indulgence of background music[3] reduced our ability to listen and appreciate? What impact will this have on music with the growing presence of AI to the mix? As Faber’s book captures, this is a complex question.
- I have not literally glued the dial onto Gold 104.3, “only the shit you love“, as one relative did when I was growing up. ↩
- I think that the difference is that Twinkle Digitz often doubles down on the parts, whereas Carpenter seems to buff all edges. ↩
- While writing this, I am listening to Aphex Twin’s Supreme playlist. ↩On