In the Sea’s Giving 

Poem by David Malouf, Music by Jessica Wells

  • A world so close that was not
    ours. Though we could swim,
    my sister and I,
    before we could walk,

    it was not our element;
    the ocean that all night
    breathed in our sleep
    was two thirds of a planet

    we’d not inherited,
    and deeper than daylight
    could fathom. Even in dreams
    we failed to make friends

    with its creatures. Cuttlefish
    could not be reconciled
    to their birdcage bones, seahorses
    were fabulous strangers,

    more fabulous because,
    unlike the beasts of air
    and earth, all our wishing
    could not make pets

    of them, like tabbycats
    in butter boxes killed with kindness,
    willy wagtails
    tempted with rainbow cakecrumbs —

    snap! These others
    melted in our heads.
    Hauled out into the sun
    they came unstuck, their souls

    spit-white, opaque as iceblocks,
    stank. Sunshine it seemed
    was fatal to them.
    How then did we manage

    to live with it? What
    had we traded to be safe?
    Past midnight, sealed off
    in the bronze bell of the moon,

    we plunged over the sea ledge seeking answers,
    climbed back
    at dawn wearing our magic
    skin — only later

    found what we had lost.
    In the flush of warm salt floating
    out of ourselves
    the ghosts, fishlike, transparent,

    that light our flesh, we stumbled
    on the shores of an ice-blue earlier
    kingdom; before us
    sunshine and a death.

  • David Malouf was born in Queensland, Australia, in 1934 and became a full-time writer in 1978. He has published poetry, novels and short stories, essays, opera librettos and a play, and has been widely translated. His first two published books were collections of poetry. His first novel, Johnno (1975), is the semi-autobiographical tale of a young man growing up in Brisbane during the Second World War. His second novel, An Imaginary Life (1978), is a fictional life of the poet Ovid. Later novels include Child’s Play with Eustace & The Prowler (1982), Fly Away Peter (1982), Harland's Half Acre (1985), The Great World (1990), which won the Commonwealth Writers Prize (Overall Winner, Best Book) and the Prix Fémina Etranger (France); and the acclaimed Remembering Babylon (1993), which was shortlisted for the Booker Prize for Fiction, won the first International IMPAC Dublin Literary Award in 1996, and the Commonwealth Writers Prize (South East Asia and South Pacific Region, Best Book). The Conversations at Crulow Creek (1976) followed. His collections of short stories include Antipodes (1985); Dream Stuff (2000); and Every Move You Make (2006). Recent publications are Ransom (2009), a novel inspired by a part of Homer’s Iliad, and Earth Hour (2014), a poetry collection. He was shortlisted for the Man Booker International Prize in 2011. His most recent volume of poetry is An Open Book (2018).

    Source.

  • Jessica Wells is a versatile composer, orchestrator, and arranger for concerts, films, theatre, and album recordings. Since obtaining her Master of Music in Composition (Sydney Conservatorium) and Master of Arts in Screen Composition (AFTRS), her career has gone from strength to strength. Her business of 15 years, Jigsaw Music, provides music preparation services for clients all over the country and overseas. Jessica has orchestrated over 70 films, and wrote the theme music for ABC TV’s “Q&A” program which makes her kids think she’s famous. She was a 2017 Finalist in the APRA Art Music Awards, in the category of “Instrumental Work of the Year” for her piece “Moon Fire” for the National Carillon and electronic track. From 2017-2020 she has been the Musical Director of the APRA Screen Music Awards, and she is the current Vice President of the Music Arrangers’ Guild of Australia.

  • When choosing a poem from the vast library of David Malouf’s work, I was immediately drawn to “In the Sea's Giving” as it brought back childhood memories of seaside holidays at Ocean City, Maryland USA in the early 80’s. David’s poem reminisces about his time spent with his sister exploring the ocean’s mysteries and this paralleled some of my experiences with my little brother chasing birds, digging up crabs and looking curiously at dead jellyfish washed up on shore.

    When composing a piece for voice I always start with the rhythm of the words and how they can reflect the subject matter. I began the piece with a wordless wash of chords to set up the mysterious oceanic atmosphere, and then a female and male voice sing words together representing the sister and brother, the other two voices in accompaniment. The melodies that emerged from this harmonic palette suited the text, reminiscing about the deep and mystical ocean that inhabited the children’s imagination.

    The second section jumps straight into a fast rhythm in the two female voices, just using phonems “dee-dit-dee” to facilitate a flowing accompaniment to the Tenor. The Tenor (as the voice of David Malouf) sings of his fascination with animals such as cuttlefish, seahorses, cats and willy wag tails, all of which were out of reach to him as possible pets! The Bass voice joins in where needed and also comments on the action.

    The third section “Half Time” slows down again and focuses on the emotions of memory - looking back wistfully and using a lot of word-painting to bring out the meaning of the text to the audience. For example the word “Stank” sinks and bends downwards for a comedic effect. “Opaque as Ice blocks” is sung very breathy (something the ensemble brought to the score as their own wonderful interpretation!) After a slightly more operatic exclamation by three of the singers about their expectations not being met, the music heads back into the harmonic world of the opening of the piece, mysterious and dark “past midnight” and “seeking answers”. The coda drifts away on an oceanic tide - three singers accompanying the plaintive tenor with a wash of chords and “shhhh” sounds for the waves.

    1. Listen to a recording of the sea. Click here. Discuss with the students how the sound is not regular but comes in waves (literally) layering upon itself. The sound of a wave coming into shore is sometimes overlayed by the sound of a wave leaving the shore.

    2. Find sounds in the classroom with which you could replicate the sound of the sea – paper clips inside a hand drum, dried beans or rice inside a bottle, vocal sounds, fingers rubbed on the skin of a tambourine or drum skin etc.

    3. Devise a layered class composition that uses these sounds. Choose one or two sounds to be the drone or continuous layer and then bring the other sounds in and out to illustrate the movement of the waves.

  • Listen to a recording of In the Sea’s Giving by Jessica Wells based on a poem by David Malouf.

    1. This piece begins in 6/8 – which mirrors the rocking of the sea.

      Teacher demonstrates how to move in 6/8 with a rocking movement.

      Students move around the room mirroring this rocking feeling in movement.

    2. After the introduction an ostinato part is introduced by the Soprano and Mezzo Soprano.

      Explore this rhythmic ostinato using body percussion on knees (patch). Click here to view the rhythm.

      Repeat it many times until it becomes secure

      Identify where this pattern is heard in the piece.

      What is happening in the other parts when this is being sung? (the Tenor has the melody and the Bass joins the top two parts every now and then)

    3. The piece explores a variety of textures. Listen to the piece and identify where the parts come together and when one part is more prominent. For eg:

      The parts come together in unison to sing

      ‘tempted with rainbow, tempted with rainbow cake…crumbs…snap!’

      ‘as… ice.. blocks’

      The parts sing separately. Click here to view parts.

      At the end of the piece the Tenor sings the melody and the other parts make the sounds of the sea: sighing like an ocean tide - ‘Ahh…shhh

    4. Listen to the piece and identify the changes of texture.

    1. Listen to the beginning of ‘In the Sea’s Giving’ and identify how the voices appear in layers of slow-moving sounds Link to recording

    2. Identify where the Soprano begins singing the phrase ‘a world so close that was not ours’ and is joined by the Tenor on ‘though we could swim my brother/sister and I

      what compositional device (rhythmic unison) is used between the tenor and soprano?

      What does this illustrate and how does it contribute to the story of the poem? (David and his sister playing at the beach)

    3. The parts continue in layers with rhythmic unison being used to accentuate the text
      ‘it was not our element’,
      ‘the ocean that all night breathed in our sleep was two thirds if a planet we’d not inherited and deeper than daylight could fathom’.

      What effect does this have?

    4. Identify the rhythmic ostinato sung by the top two parts in the second section of the piece:

      deedit deedit deedeedee deedit deedit dee dadadada

      Click here to view the rhythm.

    5. What is the effect of the rhythmic unison of the bottom two parts on the phrase ‘all our wishing could not make them pets!’ (it accentuates the dramatic effect of the text). Click here to view the rhythm.

    6. How is word painting used:

      when the soprano sings ‘Willy Wagtail?

      when the group sings the word ‘spit’ using a short sound ‘aspirated’ in unison,

      when the group sing a unison glissando on the word stanK (with an emphasis on the K).

    7. The texture then thins out and the phrases are ‘traded’ between the parts as if they were having a conversation. How does this help extend the understanding of the text? Click here to view the reference score.

    8. The soprano and tenor parts sing the next section of the poem in unison giving emphasis to the words. The texture is further filled out by the alto part singing in rhythmic unison with them on the phrase ‘seeking answers’. Why has Jessica Wells done this? Click here to view the reference score.

    9. The last section goes back to the sounds of an ocean tide where each part is making long soft sighing sounds – with the sounds ‘Ah’ and ‘shh’ being like the sound of the waves on the beach and the tune is in the Tenor part. How does this support the text sung by the Tenor?

    1. Explore sounds sources you have at home or school that you could make the sounds of the sea with.

    2. Record the sounds you have collected using a digital program such as Garage Band or Keezy (or equivalent).

    3. Experiment with layering these sounds over each other and having one or two layers being more prominent every now and then.

    4. Listen carefully to your composition and note where it needs more contrast or dynamic changes.

    5. Refine your work.

    6. Perform for the class. Discuss the similarities and differences between the class compositions and the focus listening piece (In the Sea’s Giving’).

  • Music Stage 3: Mus 3.1, 3.2, 3.4

    Music Stage 4: MU4-PER-01, MU4-LIS-01, MU4-COM-01

    Music Stage 5: MU5-PER-02, MU5-LIS-01, MUS-LIS-02, MUS-COM-01, MU5-COM-02

  • Music Stage 3: ACAMUM088, ACAMUM090, ACAMUM091

    Music Stage 4: ACAMUM095, ACAMUM097

    Music Stage 5: ACAMUM100, ACAMUM102

    • Link to a recording of the sea such as this one.

    • Found sounds in the classroom with which you could replicate the sound of the sea

    • paper and pens


  • Music Stage 3: Mus 3.1, 3.4

    Music Stage 4: MU4-PER-01, MU4-LIS-01

    Music Stage 5: MU5-PER-02, MU5-LIS-01, MUS-LIS-02

  • Music Stage 3: ACAMUM088, ACAMUM090, ACAMUM091

    Music Stage 4: ACAMUM095, ACAMUM097, ACAMUM098

    Music Stage 5: ACAMUM100, ACAMUR104, ACAMUR105


  • Music Stage 3: Mus 3.4

    Music Stage 4: MU4-LIS-01

    Music Stage 5: MU5-LIS-01, MUS-LIS-02

  • Music Stage 3: ACAMUM091

    Music Stage 4: ACAMUM097, ACAMUM098

    Music Stage 5: ACAMUR104, ACAMUR105


  • Music Stage 4: MU4-PER-01, MU4-LIS-01, MU4-COM-01

    Music Stage 5: MU5-PER-02, MU5-LIS-01, MUS-LIS-02, MUS-COM-01, MU5-COM-02

  • Music Stage 4: ACAMUM095, ACAMUM097, ACAMUM098

    Music Stage 5: ACAMUM100, ACAMUM102, ACAMUR104, ACAMUR105

    • A selection of sound sources to make the sounds of the sea

    • Access to programs a digital program such as Garage Band or Keezy (or equivalent).

    • Manuscript paper and pencils

    • Recording of In the Sea’s Giving found at the top of this page.

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Church Cantatas BWV 115 Choral