Last night I used movie clips to help my students understand a bit more about monastic life. I did, in fact, use a clip from Sister Act (1992) as a set-up for a discussion of Vatican 2. (None of the seminar students are Catholic, but all of them are able to discuss cogently the differences of the staid presentation at the front end of “Hail Holy Queen” and the more animated popularized version with clapping and jazzy riffing at the back end). That example also gave me an excuse to bring in a quick discussion of Salve services.
But the core of our discussion was on vocation and discernment, and for that, I offered several longer clips, mostly from the amazingly beautiful film In This House of Brede (1975) starring Diana Rigg as Philippa Talbott. To me, the novel and the movie are compelling in different ways -- and the movie is easier to teach with!
I recently discussed age at entry and at profession at Thalbach in Bregenz, and I shared those data with my students. But I suspect they appreciated the movie clips more since they bring the sights and sounds of monastic ceremony to life.
1. From secular space to sacred: Postulancy (7:08-16:46)
How do you leave the world you have inhabited? I love the film’s many details, but for my students chose to start with Philippa’s arrangements for her cat. This act of providing caring for the life she’s lived is important, as are the visual symbols of the luxuries she’s foregoing. But then, she arrives at Brede Abbey, a (fictional) Benedictine community, and has to ask permission to enter:
“What do you ask?” “To try my vocation as Benedictine in this house of Brede”
With her, we follow the thread of music into the heart of the convent, where the sisters are gathered in choir…
2. Joining the novitiate (29:07-31:10 and 48:10-51:18)
Different stages are marked by different clothing, as people of different life backgrounds merge into a community. I showed two clips of the Reception of the Habit (aka Investiture), one for Philippa, and then one for Joanna, a much younger sister. In both clips, we hear chants from the ceremonies; Philippa’s is accompanied by the “Veni Creator Spiritus” and Joanna by “Jesu corona virginum” and “Te Deum laudamus.”
In this male celebrant-led ceremony, a Benedictine sister receives the white veil and habit that marker her as a dedicated and committed learner, and some, like Joanna, take on a new name.
“What do you ask? “The mercy of God, and the grace of the Holy Habit”
Joanna’s ceremony contrasts visually, since she dresses as the bride of Christ, but both go through the process of petition, and both have locks of hair shorn, a symbol of renunciation and transformation.
Philippa’s Investiture (29:07-31:10):
Joanna’s Investiture (48:10-51:18):
3. Making Solemn Vows: Profession (52:21-53:50)
Taking permanent vows is the final stage in making a lifelong commitment to religious life. As depicted here, the professed prostrates herself as prayers are said over her, a symbol of dying to the world and rising to new life within the monastic order. My students were uncomfortable with the element of prostration – it isn’t used in their personal faith practices – so it sparked a conversation about the humbling of self before God and visual signals of a choice to serve.
4. Death of the Abbess (17:02-19:56)
One more clip for today, and that is the death of the abbess. This depiction is compressed (obviously) and lacks the full gathering and prayers of the sisters at her final bedside, but the movie version uses the moment to show Philippa’s farewell and foreshadow some of the later elements of the film's story-line. And I do like the glimpse of the funeral we get. The death of an abbess is a deeply significant moment for a convent, and that this one comes so early in the story will drive some of the “afterwards” of Philippa’s personal narrative.
CONCLUSION
Sometimes it’s helpful to visualize (and audiate) the ceremonial events which serve as such significant markers in women’s monastic lives. These rituals – whether the quiet renunciation of the postulant, the symbolic transformation of investiture, or the solemnity of final vows – embody a deep and deliberate commitment to the religious path.
By engaging with these depictions in In This House of Brede, I think my students were able to see (and hear) not only the formality of the monastic life, but also the personal, spiritual, and communal dimensions of vocation. Their reactions, particularly to the act of prostration, reveal how physical expressions of devotion vary across traditions, sparking valuable discussions about embodiment, humility, and dedication in religious practice.
Works Consulted
Rumer Godden, In This House of Brede (Viking, 1969; digital copy Open Road Integrated Media)
See also the arrival of novice Richardis at Disibodenberg from Hildegard of Bingen (1994), https://www.youtube.com/watch?v=MlziyM3xWWs, especially 2:24-8:13, which includes a performance of “O Eucharii” and a discussion of music learning
Leprosy (now more properly designated Hansen’s Disease) is a
disease of almost overwhelming stigma. It can cause disfigurement and
is associated with poverty, all the more so now that treatment is
readily available. It is a disease that also causes us to attend to
our social response, highlighting the tension between charity and
revulsion, inclusion and fear.
The work that goes
on around the globe on World Leprosy Day seeks to create social
change – to reduce stigma, emphasize treatment and inclusion in
community, and break the inter-generational cycle in which leprosy
leads to isolation leads to reduced education and livelihood
opportunities leads to poverty which leads again to leprosy.
While it’s early yet to see what will be issued for THIS year’s
world leprosy day, I’d like to take up three examples of the
campaign from previous years which provide a glimpse into the
power that music has in these socio-medical campaigns. It is, in
other words, an example of music as public health, and one that I
like to talk about with students in my Music, Pandemics, and History
class.
EXAMPLE 1: A Leprosy Awareness song
“Gandhi’s dream: India should be Leprosy Free”
The
song conveys straightforward yet impactful messages.
One theme is that of
awareness. “It does not spread by touching”; treat early;
it’s eradicable. Also, finish your course of treatment, “medicine
has to be given till the end.”
A second is working toward a
more inclusive society: “We should get a little more, we
should get all the rights, we should get a sense of belonging in the
heart, the society should accept us from the heart, leprosy has to be
eradicated from the body, mind and thought also.” Likewise,
eliminate discrimination and avoid stigma by adopting a
caring attitude -- “Avoid grudges or bad mouthing”; “Keep the
patient happy with a loving face.”
A
final message is the fact that we are all implicated in this
work: “Through a joint effort we can all make India free from
leprosy.”
The music reinforces this
vision in several ways. It adopts traditional Indian idioms and
instrumentation. The musical style is approachable, trending toward
pop. The presence of a lilting, danceable percussive backbeat, for
instance, gives the performance energy. There’s a good deal of
musical and verbal repetition, and sections are marked with dramatic
gestures such as a rising swoop in the strings. There is a chorus
that comes in to add richness to the texture. Put together, these
choices are signaling that theme of collective effort together; just
as this is “our music,” so is its challenge “our problem.”
EXAMPLE 2: Sparsh Awareness Campaign (A governmental educational program)
Theme: United for dignity
This initiative was a government-sponsored campaign to use a festival model to facilitate education and awareness of the disease. The performances include skits, dance, and song, in between giving speeches about the disease. The (edited) example here comes from Vellore district, and condenses the cultural offerings to focus in on the speeches that convey this 2022 message:
“The disease will not spread through treated persons. Hence all cured leprosy persons should not be neglected or disliked. The WHO Theme for SPARSH Leprosy Awareness Campaign 2022 is "UNITED FOR DIGNITY". Therefore, let us strive to uphold the honour and dignity of leprosy cured persons.” (Excerpt of the YouTube description)
At the beginning of the clip, we again get singing, this time by a woman singing in the traditional Indian style, celebrating the local region, Tamil Nadu. The song depicts the importance of local culture and the importance of state initiatives. This is followed by a traditional circle dance to sung accompaniment which visibly expands to include the community gathered in an outdoor venue.
This
initial set-up emphasizing music and dance creates
a bridge between cultural pride and public health awareness
messaging that follows. There is the familiar sound of local musical
practice. The performances, though polished, are not unduly
professional; they seem to stem from within the community. This is
reinforced in the dance, where the circle of women visually segues
into the circle of the listening audience, many of whom bob and sway
to the sounds they are hearing. We have been brought from the joys of
cultural expression into community, “United for Dignity,” which
shares its appreciation for such beauty. The implication is that they
will share as well in the understanding from the day’s educational
program.
There’s a bit of slippage
here: enjoyment of song, and enjoyment of message are portrayed as
somehow equivalent. This is an important public health messaging
strategy that we see on a variety of fronts (see AIDS awareness in
Uganda, for instance). Music, dance, and other cultural expression
draws in the crowd, garnering attention and preparing them for the
harder-hitting messaging about disease safety, treatment, and the
need for change.
Here in the Vellore
video,
that stratey is made
explicit. After
these initial song and dance excerpts, we cut
to a series of speakers each
of whom speaks from a seat in
front of a poster about leprosy awareness. The
poster behind the series
of speakers is busy
delivering text. It mentions symptoms (“loss of feeling”) but
also seeks to normalize the disease; we should “treat it like TB.”
Lastly, it makes the point that clinics will provide evidence-based
care, there is “no experimentation” (!) in delivering treatment
for the disease. As a
backdrop, the poster is a bit overwhelming; the amount of text and
the array of type-faces and colors seem to function more like a flag
backdrop than a conveyance of information. Tired eyes might prefer
instead to focus on the speaker, and maybe that’s part of its
purpose. It is “official” without being “interesting.”
Reading is work; listening is easier.
Indeed, what IS interesting,
in contrast to the poster, are the series testimonials
from individuals who have had the disease. These
testimonials make up the
central portion of this “Leprosy awareness day.” The first [in a
google translation based on a notta.ai transcript], reads:
My
name is Shafuddin. I am speaking from Vellore. My body has been
damaged since 2001, so I went to the hospital. They said it is
leprosy. In the hospital they said it will be cured by treating it. I
took similar medicine for two years. The body recovered to some
extent. Hands and feet are very nerve affected, there is a lot of
pain, so they said that by doing an operation the hands will be
cured. After doing the operation it got cured. I do my work myself. I
can eat. I do all the work myself. There is no problem. Feeling good.
Leprosy is not a bad disease. If you take the right medicine you will
be cured.
This shared personal
experience helps the audience understand the multiple treatment
options. There were the meds, and then afterwards a surgical
intervention. The success of his treatment and his subsequent
independence would be important to anyone who fears that they
themselves might be suffering. Moreover,
his story demonstrates personal resilience and also the societal
support needed to uphold dignity for those affected by leprosy.
Shafuddin’s journey from diagnosis to recovery directly embodies
the campaign’s call to honor the dignity of those affected by
leprosy. Likewise, his ability to regain independence challenges
stigmatizing narratives. His message, as I see it, reinforces the
hope embedded in the festival's music and dance.
Later in the video (1.59)
there is a masked and
costumed dancer and supporting chamber ensemble; the elaborate
costume and intricate steps contrast with the packed-earth dance
circle and the backdrop of cow and crops. A second and then third
character come in to enliven the skit. This cultural
offering too is followed
by impassioned speakers.
Alternation of entertainment
and education keeps the audience engaged. Such alternations also
subtly suggests that there is a “whole-life” experience in
illness treatment. Just as we (here the we of the community audience
and its internet echo) enjoy the singing and dramatic action, we –
the united “we” of community – should enjoy our support for
these companions who have suffered with the disease, and for their
invisible compadres.
The
video ends with a medical overview of symptoms and treatments, and an
emphasis that treatment is free. The government is working to support
eradication, and anyone who has the disease should be treated.
Here,
we see music as an attention-getter,
valuable for its entertainment value, and providing a forum in which
other socially-critical messages can be sent. We
also see music as a community-building
element, identifying the “united we” of the messaging campaign.
The visual placement –
an outdoor festival setting, with birds and other nature sounds –
create an ironically “homey” atmosphere, in which you are hearing
from neighbors and compatriots about what is possible. And
throughout, the upbeat
music goes along with the upbeat message: Leprosy can be cured. That
message is worth celebrating.
In short, I think this
approach – blending
traditional cultural expressions with modern health messaging
– creates
a shared space for education, empathy, and celebration of civic
progress in a
significant public
health initiative. Like
“Gandhi’s Dream,” the message here is simple: just as we
collectively respond to the music, we should collectively respond to
the disease itself. Through its blend of traditional cultural forms
and modern health education, the Sparsh Awareness Campaign
demonstrates the potential of music and other performative arts to
transform public health initiatives into inclusive, community-driven
movements.
EXAMPLE 3 An Award-winning leprosy awareness short (from 2003)
Dungarpur Films' 2003 award-winning short, recipient of the Indian Documentary Producers’ Association (IDPA) Gold for the best public service film for leprosy awareness, delivers a powerful yet simple message:
One intervention can make a difference.
The film follows a woman and her son as they navigate the stigma surrounding leprosy and move toward the hopefulness of seeking treatment. It begins with the village headman’s stark declaration: “There’s no place in the village for leprosy patients.” This sets the stage for conflict, as the family’s diagnosis has sparked fear among the villagers, who seek to exile him and his mother so that the disease stigma doesn’t pass to the broader community.
Yet,
one woman raises her hand and calls to the mother and son. She speaks
out against exclusion, commanding them not to leave the village, but
rather to go straight to the health center. She reinforces this
message by publicly inviting the mother’s touch, hand to head. Her
intervention shifts the focus from judgment to action and the
narrative from vague crowd mutterings to crucial public health
information: “A disease-free body… Leprosy is completely cured
with MDT [Multi-Drug Therapy]. And this MDT is available completely
free at every government health center.”
The film ends with a
resolution—the mother and son are welcomed at the clinic, where
they receive treatment. The final frame features the National Leprosy
Eradication Programme (NLEP) symbol: four connected stick-figure
hands alongside the message, “Join hands: eradicate leprosy.”
This visual reinforces the short’s central theme of connection and
collective responsibility.
At its core, the film frames stigma as a more pervasive and
damaging issue than the disease itself. We initially sit with the
discomfort of an unhappy village; we are grounded in the reality that
the ill one might be ostracized. The disease is contagious, but
attitudes are even more contagious. The woman’s intervention not
only counters this stigma but also demonstrates the courage and
compassion needed to enact change. By touching and interacting with
the family, she visibly defies the rumor and shunning which had
seemed increasingly normative. Her actions embody the film’s call
for inclusion and understanding.
This act of bravery is pivotal. It transforms a moment of
potential exclusion and banishment into one of connection and hope.
The journey to the clinic becomes a metaphor for the broader societal
journey—from ignorance and fear to knowledge and action. The
message is clear: intervention, grounded in education and empathy,
can dismantle stigma and pave the way for healing.
Her intervention is successful; we follow these characters as they
move toward the clinic, receiving crucial public health information.
Leprosy is completely curable. Treatment is free at all government
health centers. There is a solution. We end with an arm around the
shoulder in support – connection, not stigma, will solve the
disease.
The film’s music underscores this narrative journey, amplifying
the emotional stakes and reinforcing the thematic arc. At the start,
the suspenseful score reflects the villagers’ tension and
hostility. There’s a traditional voice, and threatening
intermittent and unpredictable drum. We hear discussion and crowd
noise. This is the acoustical chaos of bad things happening.
Yet, after a woman intervenes, we move toward acceptance and a
resultant shift of musical idiom. A more hopeful lyrical voice
emerges, as well as more instruments playing in a coordinated and
more predictable way. We have a reiterated drone pitch to provide a
harmonic reference point, making the point that stability comes from
seeking treatment. So does optimism, for a series of arched phrases
accompany images of the journey to the clinic – the boat, a bike
and walk into the clinic. The highest of these vocal phrases is
delivered as our patient receives her packet of medicine, not only a
climax, but a happy one. Throughout this section, there is also more
complexity in the drum rhythms, accompanied with the tinkle of high
bells – a brighter timbre, with more interesting patterns. This is
music that we want to listen to. It is music as “accompaniment to
action.”
The music of this 90-second
short, in other words, tells us that inclusion and intervention are
the right choices, the ones that will lead to a positive, major-key
kind of place. We have, in the final frame, the joy of treatment with
the final high arched phrase. Layered over that is the visual cut-in
– the NLEP symbol, and four connected stick-type figures, with the
words of the final message: “join hands: eradicate leprosy.”
Dungarpur Films’ offering blends narrative, music, and
public health messaging together in order to inspire change. By addressing stigma
through a compelling story of intervention – by illustrating the
transformative power of knowledge and empathy – the film leaves
viewers with a clear and actionable message: inclusion and education
can eradicate both the disease and its associated stigma.
The
music, serving as both a narrative driver and an emotional guide,
amplifies the film’s impact. From the acoustical chaos of exclusion
to the lyrical harmony of hope, the soundtrack underscores the
journey from fear to acceptance. Storytelling and music here foster understanding and community-building. The film's call to “join
hands” remains as resonant today as it was in 2003: just as we
collectively respond to music, we must collectively respond to
disease and its societal implications.
TAKE-AWAYS
As we have seen in these
three examples of leprosy intervention, music plays a vital role in
public health. It bridges the gap between complex medical messaging
and community engagement. Its ability to evoke emotion, foster
community, and reflect local cultural values makes it a powerful tool
for reducing stigma, promoting awareness, and encouraging positive
collective action.
Whether through traditional
idioms, modern compositions, or community-driven performances, music
transforms abstract health messages into relatable, memorable
experiences. By integrating music into campaigns, public health
initiatives transcend mere information dissemination; they build
empathy, solidarity, and hope, empowering communities to confront
challenges together. Music, in essence, resonates not just in sound,
but in its capacity to inspire societal change.
I would like to thank Avagail Hulbert, whose seminar contributions
on India’s leprosy eradication programs introduced me to these
and other compelling examples of music in public health. I would also like to thank my colleague and friend Gregory
Barz, whose work on medical ethnomusicology was my first introduction
to the topic. Lastly, I’d like to thank all those many people –
musicians, film-makers, dancers, educators – whose capacity for
empathy and commitment to optimistic service is the active force for
good that makes real change happen in the world.
Two men in hats on a rubble heap, one playing a wall-attached string instrument
I watched the Iranian film “The House is Black” to see if it would be useful for my Music and Pandemics course. It has a couple of short musical examples, but they didn’t really have enough context to be useful for a teaching purpose.
And yet, I want to make a plea to you, dear reader, that you take the 21 minutes to watch this amazing film about a leper colony, a film created in 1962, the year before I was born. Feminist Iranian poet Forough Farrokhzad made only this one film, but her documentary about ugliness and beauty and grace and humanity – and isolation – and disfiguring disease is truly transcendent.
Her film is a profound meditation on the resilience of humanity and the power of community in the face of disfiguring disease and social exclusion. Through stark and compelling visuals, poetic reflections, and moments of shared joy—a few of which are marked by music—the film challenges viewers to confront our own perceptions of beauty, grace, and shared humanity. The message of the film is that we humans are not limited to our disease-prone body; perhaps the most important things to all of us everywhere are the moments of joy, the beloved doll, and the connectedness one to another.
“On this screen will appear an image of ugliness, a vision of pain that no caring human being should ignore,” she warns us at the beginning of the film. Disfigured bodies, and the care that they need, are dealt with unflinchingly. Well, that’s not true. Farrokhzad may not have flinched from showing the care of a diseased foot, even returning to it, but I flinched. The hands, yes, pressing the hands to straighten them out makes sense. It’s even akin to the treatment that mom went through, though she had a different disease. But the dead flesh on the foot, yikes, that was hard to see. Why look? Because, as she says, we should care enough to know.
Superimposed over the glimpses of life in the leper colony, we get segments of Farrokhzad’s poetry. “Remember that my life is wind. I have become the pelican of the desert, the owl of the ruins, and like a sparrow I am sitting alone on the roof” (12:03). We watch members of the community at games, and Farrokhzad reminds us again that “Remember my life is wind, and you have given me a time of idleness, and around me the song of happiness...” (13:32). These poetic evocations help us to process what we’re seeing. They aren’t a narrative per se, but rather the evocation of meaning that goes in tandem with the visual element. More lyrical than prosodic, Farrokhzad reaches to us at a visceral level to command our engagement and provoke us into understanding of what we are seeing, and ultimately, it is to be hoped, into acceptance of the shared humanity of these scenes.
Music appears in a few segments of the film. It accompanies the scenes of play, work, grooming, and childcare (14:17-14:43). This is self-made music, internal to the community, not from outside, and not complex, but rather a simple thrumming of an instrument I don’t recognize. The community does, though: we see the dancing feet of a member of the community in time to the thrumming. “Let’s listen to the soul who sings in the remote desert,” says Farrokhzad, “The one who sighs and stretches his hands out saying: Alas, my wounds have numbed my spirit.” Numbed my spirit, perhaps, but not deadened it. There is still a capacity to dance, and to love.
We have a bit of singing at (15:09), but it is a momentary lead-in to visions of more personal grooming: a mother (one presumes) with her daughter, and a woman with deformed hands applying makeup to her eyes. These images are accompanied by an exhortation that vanity is in vain:
“O the time-forgotten one, dressing yourself in red, and wearing golden ornaments, anointing your eyes with kohl, remember you have made yourself beautiful in vain, for a song in the remote desert, and your friends who have denigrated you…”
The question of beauty is particularly fraught, of course, in the environment of a leprosarium.
The third musical example of the film is a bit of ceremony, with drum (15:52-17:10) interlaced with singing mixed with murmurs as the crowd moves in what seems to be procession. The procession segues directly into a chamber ensemble environment, with visual closeups of a strummed fretted string instrument (an Iranian Tar), a double reed, and a flute-like instrument, as well as the pervasive drum, shown toward the end of the section. This music is met with enthusiasm – the audience smiles, indulges in clapping along, and dances. The film seems to argue that music is integral to community, and I can get behind that sentiment! With music driving the gathering, we are led to see these people not as patients, but as engaged participants in an inclusive community.
We may know that this is a leper colony, but the film doesn’t make that point explicit until the gates close in on the inhabitants at 20:30. By that point, we have been so engaged with the life of these people that the closing gate – the separating out, the quarantine, the segregation – comes as a disturbing rejection of our shared humanity.
Which is probably exactly the message that Forough Farrokhzad meant to convey.
Note: Nowadays leprosy is called Hansen’s disease to avoid the stigma associated with the terms “leper” and “leprosy.” I use the former term since it is the language used in the film’s translation. The disease is still relatively common; the CDC points out that 250,000 around the world are diagnosed with Hansen's disease each year. But it is also treatable, a point that Farrokhzad emphasized in her narrative.
