Publication: Film Music Vol.X / No.2 / pp. 8-11, November - December 1950
Publisher: New York: National Film Music Council
Copyright © 1950, by the National Film Music Council. All rights reserved.
The music for the cartoon GERALD McBOING-BOING departs happily from the routine score in ways more than one. First of all, it does not trail the action in the customary way, supplying the equivalent of sound-effects, runs and stops, hurry-ups and slow-downs, climbs and falls, squeaks and grunts. (Such musical mimicry, carefully co-ordinated and synchronized with the visual animation, is called, in the technical language of screen composers, “micky-mousing.”) Instead, the musical fabric of this latest of Kubik's functional scores makes continuous musical sense. Far from impeding the show, this independence on the composer's part actually injects depth and intensity into the visual images and the unfolding of the story. It seems to me that this is so for reasons both personal and general. On the personal level, Kubik’s “independence” does not represent the unauthorized self assertion of an underling, for the producer and the director invited him to create the musical continuity from the script and a few colored pencil sketches. Only after he had composed the score did the animators and narrator take up their duties, mindful of the tempo and rhythm of the music. This procedure is in some ways reminiscent of THE RIVER where Virgil Thomson's score guided the spacing of Pare Lorentz’ narration. The musician has always been part of the working team, and he would be both a fool and a knave to attempt otherwise. But the point is that in such old documentaries as THE RIVER and in the present cartoon he is an important and respected, rather than a subordinate member of that team.
On the general level the success of the co-operation between director, narrator, animator and composer is due, in considerable part, to Kubik's underlying philosophy concerning what constitutes the proper music for films. This philosophy enables him to endow his music with a self-assertiveness that is unusual under the customary working conditions of Hollywood. Yet, this prominence never steals the show, rather it helps it. (Lest I be misunderstood, I may add hastily that the resident Hollywood composer deserves the same conditions; it is through no fault of his that he does not at present enjoy them.)
Kubik's aesthetic creed may be summarized along these lines:
It is this third and last point that makes it necessary to evolve an idiom which is truly “filmic” while at the same time it is mature and genuinely contemporary. In McBOING, as well as in MEMPHIS BELLE, THUNDERBOLT and C-MAN Kubik's procedure is to reduce his vocabulary drastically in order to make it fit the tempo of the screen and the ability of the audience to comprehend. This simplified musical language bears a relationship to the parlance of his symphony and piano sonata that is comparable to the relationship between Basic English and regular English.
Basic English restricts the vocabulary to about one-fifth of the words we generally use in our daily verbal and written communication. It does so with a conspicuous emphasis on simple and short terms. But reducing musical or verbal phraseology to its lowest common denominator of communication enables the author and composer to reach the mass audiences which prefer the tabloid to the serious newspaper, the funnies to the letterpress, the Hit Parade to the N.B.C. Symphony. That we must adjust our modes of expression to reach these audiences has never been denied. Some composers and arrangers have departed so radically from the standards of the concert hall that the new idiom is an altogether different language, comparable, let us say, to Esperanto rather than Basis English. Others have reduced, stripped and simplified the language of the concert hall; have grafted upon it new ways of sound, texture and counterpoint, peculiar to the microphone and the dubbing process yet, they have preserved a stylistic rapport between their “absolute” and their functional music. This rapport has made it possible for Kubik to utilize passages from his documentaries in his piano sonata and for Copland to borrow, for his violin sonata, material used in his feature films. Both composers, with a keen awareness of the dictates of either medium, have transformed their musical stuff, not merely transferred it mechanically. Yet, that transformation could not have taken place had there not existed a fundamental similarity in their styles of functional and so-called “absolute” music.
The challenge here is to create a form of expression which, in its time dimensions and its sonorities, satisfies the cinema at the same time that it maintains general musical standards in its integrity and craftsmanship. The musical purist will extol the composer who writes complex long-spanned music without much concern for the dramatic exigencies, and the “film only” boys will claim that whether the style is quite irrelevant. A synthesis of the two is always difficult to achieve, and it is not for the critical bystander to belittle the achievement from his narrow vantage point. Patently, the true objective lies between the two extremes, though a little nearer the second: in good film music, as in any dramatic music, the show comes first. But if the essence of the script permits and even demands full-bodied and full-blooded music, then the excellence of the score, in terms of the medium of music, is certainly one of the relevant standards of judgment.
The basic outline of the McBOING story calls for a musical rather than a verbal organization. Gerald McBoing Boing is a little boy who does not talk in words, - he makes sounds instead. To characterize this unusual child, to depict the bewilderment of his parents over their freak off-spring, to express his loneliness and dejection; these are subjects that cry for music. Indeed, music can mirror them poignantly and briefly, and with more understanding than a whole volume of psychological probings. The conclusion of the plot is a satire on the radio industry and on those who have more faith in the hucksters than in their own children and pals. For when little Gerald proves a sensational success on the air, where his non-verbal suggestiveness goes over big, parents and playmates reverse their earlier attitudes and fete him. Here, again, is a cue for the composer to ridicule the conventional music of the radio with its overly assertive fanfares and its barren substances.
Kubik's first job was to create the personality of Gerald in musical terms. This he did by identifying him, in rhythm and sonority, with the percussion group of the orchestra. Just as the speechless Gerald in the script is surrounded by talking humans, so the percussion group, with its incisive rhythms and few variations of pitch is surrounded by the melody-carrying instruments of the orchestra. As a matter of fact, the whole score is basically a concerto for percussion and orchestra, just as Stravinsky's Petrouchka is a concerto for piano and orchestra, and neither the American cartoon nor the Russian ballet yield any of their dramatic punch to the music, although the music is foreground, rather than background, in both cases.
The very beginning of the Main Title (or the Overture, if you like) introduces Gerald by way of three percussive chords (Example l). This little theme sets the mood for the entire piece: its rhythm is incisive, its sonority recaptures the sound of a drum. I say “recaptures” because this is not a mechanically accurate reproduction of a drum-sound; after all, a single drum would serve that purpose best. Rather, it is a stylized impression, translated into orchestral terms: vigorous sounds at the bottom of the tonal range (cello, bassoon, left-hand of piano), supplemented by brisk overtones at the high end of the gamut (flute, oboe, clarinet, trumpet, right-hand of piano), with a comparative absence of the middle range (represented by inconspicuous doublings in French horn and viola). Of course, the three chords at the beginning of Example 1 lend themselves very well to paralleling the metrical pattern of the sounds which little Gerald emits, and at times the narrator relates the hero's “boing- boing- boing” in precisely the same rhythm as these three chords. Such deliberate timing is used but rarely in the score and it is quite effective when it occurs, as at bar 128. (Thanks to the considerable musical interest of McBOING a concert arrangement is to be performed during the 1950-51 season by the Little Orchestra Society under Thomas Scherman. The orchestral score has been published by the Southern Music Company of New York City. Thus, readers of FILM MUSIC NOTES can easily supplement the musical quotations at the end of this analysis.)
In the Main Title music the three chords of Example 1 are followed by the little fanfare at the beginning of Example 2. The chords reappear at bars 5 and 9 and then the overture introduces us quickly (Examples 3 and 4 - square brackets indicate related motives) to some characteristic variations of the fanfare before the story proper begins at bar 43. This first sequence, which states the case of the strange little boy, develops Example 1 and 2 and adds the little motive of Example 5. There follows the episode of the doctor, whom the unhappy parents consult. Dr. Malone has his bit of tune, Example 6, which is stated quite a few times (bars 91, 106, 132) and which vies musically with various appearances of Example 4, just as the very unconventional and unexpected boing- boing-boings of the boy. Needless to say, Example 4 and Gerald win, and the exasperated Dr. Malone withdraws.
The next episode, which pits our non-conforming hero against the public school system, develops a new variation of Example 3 to depict Gerald in his new environment (quoted as Example 7 below). A plaintive oboe phrase, introduced when Gerald's mother reads the distressing report card, appears throughout the sequence (Example 8; cf. bars 171, 193, 202 of score).
We reach the tragic climax of our story: the rejected Gerald in a state of utter despair. The dirge starts out quietly, with subdued instrumentation (oboe, French horn, viola, cello: Example 9). Violent tone colors ensue when the short-tempered father loses his patience, and the height of the boy's loneliness is again expressed in a single oboe line (which derives its awkward melodic skips from Example 9.) As Gerald walks in the snow toward the railroad depot shrill sixteenth-note figures make us fear the worst. The unexpected happy ending arrives by way of the owner of a radio station. At last Gerald's qualities are appreciated: “Your gong is terrific, your toot is inspired.” At this point the composer follows the proceedings partly by illustrating what might be called nondescript radio-music, partly with tongue in cheek. The musical station signals (bar 243), the empty scale runs to accompany the build-up of the commentator (bars 256-273), all come in for a gentle ribbing. And now we listen to Gerald's star performance which, in the cartoon, consists of a sound-effects concerto in which percussive elements are prominent; in the concert suite it is an outright percussion concerto. After this one-man show Gerald's vindication is quite properly reflected by the triumphal reappearance of Example 1, 2, 3 and 4.
In re-hearing and re-studying the score one is impressed with the composer's ability to capture the essence of the dramatic problem in the first few bars and to mirror the hero's trials, dejection and final victory so poignantly in the music. By the time the listener returns to the themes of the beginning the intervening stages have been so intense and convincing that one hardly realizes how little time they have taken. But the ten minutes or so that separate the first statement from the final peroration are packed with music of both dramatic and stylistic integrity.
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