Early Opera in Spain and the New World. Chad M
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The Transformation of Pushkin's Eugene Onegin Into Tchaikovsky's Opera
THE TRANSFORMATION OF PUSHKIN'S EUGENE ONEGIN INTO TCHAIKOVSKY'S OPERA Molly C. Doran A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF MUSIC August 2012 Committee: Eftychia Papanikolaou, Advisor Megan Rancier © 2012 Molly Doran All Rights Reserved iii ABSTRACT Eftychia Papanikolaou, Advisor Since receiving its first performance in 1879, Pyotr Il’yich Tchaikovsky’s fifth opera, Eugene Onegin (1877-1878), has garnered much attention from both music scholars and prominent figures in Russian literature. Despite its largely enthusiastic reception in musical circles, it almost immediately became the target of negative criticism by Russian authors who viewed the opera as a trivial and overly romanticized embarrassment to Pushkin’s novel. Criticism of the opera often revolves around the fact that the novel’s most significant feature—its self-conscious narrator—does not exist in the opera, thus completely changing one of the story’s defining attributes. Scholarship in defense of the opera began to appear in abundance during the 1990s with the work of Alexander Poznansky, Caryl Emerson, Byron Nelson, and Richard Taruskin. These authors have all sought to demonstrate that the opera stands as more than a work of overly personalized emotionalism. In my thesis I review the relationship between the novel and the opera in greater depth by explaining what distinguishes the two works from each other, but also by looking further into the argument that Tchaikovsky’s music represents the novel well by cleverly incorporating ironic elements as a means of capturing the literary narrator’s sardonic voice. -
Bear Hug/Abrazo De Oso —An Opera I Had the Pleasure of Creating Myself
Dear Music Educators and Administrators, For nearly twenty-five years, Nashville Opera has enhanced the education of children through live per - formance by bringing opera into your schools. Nashville Opera On Tour has reached over a quarter of a million students and adults across Middle Tennessee, and we continue this rich tradition in our 24th sea - son by presenting Bear Hug/Abrazo de oso —an opera I had the pleasure of creating myself. Teachers like you strive to provide a rich learning experience for their students, and Nashville Opera On Tour is an exciting opportunity for your students to see a live performance tailored especially for them, without leaving your school campus! To best prepare your students for their exciting operatic experience, we provide a study guide to assist you. Not only will you find basic knowledge about the art form and musical terminology useful to a well-rounded understanding of music, but you will also find interactive games, activities, and projects to enhance each student’s understanding and enjoyment. By connecting opera to your music and general classroom curriculum, we hope to provide ways to collaborate with classroom teachers and arts special - ists. All of the activities in the guide are tied directly to the Tennessee Curriculum Standards and are la - beled with the GLE number, if they exist, or the standard code. This guide is designed to benefit both the student and educator with regard to the development of an in - terdisciplinary approach to opera education. The activities provided in the teacher guide assist students to actively listen and observe live opera. -
The Magic Flute
The Magic Flute PRODUCTION INFORMATION Music: Wolfgang Amadeus Mozart Text (English): Emanuel Schikaneder English Translation: J.D. McClatchy World Premiere: Vienna, Theater auf der Wieden Austria, September 30, 1791 Final Dress Rehearsal Date: Friday, December 13, 2013 Note: the following times are approximate 10:30am – 12:30pm Cast: Pamina Heidi Stober Queen of the Night Albina Shagimuratova Tamino Alek Shrader Papageno Nathan Gunn Speaker Shenyang Sarastro Eric Owens Production Team: Conductor Jane Glover Production Julie Taymor Set Designer George Tsypin Costume Designer Julie Taymor Lighting Designer Donald Holder Puppet Designers Julie Taymor and Michael Curry Choreographer Mark Dendy 2 Table of Contents Production Information 2 An Introduction to Pathways for Understanding Study Materials 4 Meet the Characters 5 The Story of The Magic Flute Synopsis 6 Guiding Questions 8 The History of Mozart’s The Magic Flute 10 Guided Listening Overture 12 I’m sure that there could never be 13 Such loveliness beyond compare 14 Don’t be afraid, now hear my song 15 The wrath of hell is burning in my bosom 16 Now I know that love can vanish 17 If only I could meet her 18 Pa-pa-ge-na! – Pa-pa-ge-no! 19 The Magic Flute Resources About the Composer 20 The Enlightenment & Singspiel 22 Online Resources 25 Additional Resources The Emergence of Opera 26 Metropolitan Opera Facts 30 Reflections after the Opera 32 A Guide to Voice Parts and Families of the Orchestra 33 Glossary 34 References Works Consulted 38 3 An Introduction to Pathways for Understanding Study Materials The goal of Pathways for Understanding materials is to provide multiple “pathways” for learning about a specific opera as well as the operatic art form, and to allow teachers to create lessons that work best for their particular teaching style, subject area, and class of students. -
Music on Stage
Music on Stage Music on Stage Edited by Fiona Jane Schopf Music on Stage Edited by Fiona Jane Schopf This book first published 2015 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2015 by Fiona Jane Schopf and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-7603-8 ISBN (13): 978-1-4438-7603-2 TO SUE HUNT - THANK YOU FOR YOUR WISE COUNSEL TABLE OF CONTENTS List of Illustrations ...................................................................................... x List of Tables .............................................................................................. xi Foreword ................................................................................................... xii Acknowledgments .................................................................................... xiii Introduction ................................................................................................. 1 Opera, the Musical and Performance Practice Jane Schopf Part I: Opera Chapter One ................................................................................................. 8 Werktreue and Regieoper Daniel Meyer-Dinkgräfe -
New Orleans Spanish World New Orleans New Orleans Collection and the MUSEUM • RESEARCH CENTER • PUBLISHER Spanish World
1 and the The HistoricNew Orleans Spanish World New Orleans New Orleans Collection and the MUSEUM • RESEARCH CENTER • PUBLISHER Spanish World Teacher’s guide: grade levels 7–9 Number of lesson plans: 6 © 2015 The Historic New Orleans Collection; © 2015 The Louisiana Philharmonic Orchestra All rights reserved © 2015 The Historic New Orleans Collection | www.hnoc.org | © 2015 The Louisiana Philharmonic Orchestra | www.lpomusic.com 2 BASED ON THE 2015 CONCERT MUSICAL LOUISIANA: AMERICA’S New Orleans and the Spanish World CULTURAL HERITAGE presented by Metadata The Historic New Orleans Collection and the Grade levels 7–9 Louisiana Philharmonic Orchestra Number of lesson plans: 6 What’s Inside: Lesson One....p. 4 Lesson Two....p. 9 Lesson Three....p. 13 Lesson Four....p. 17 Lesson Five....p. 20 Lesson Six....p. 23 Common Core Standards CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-LITERACY.RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-LITERACY.RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. -
The Challenges of Opera Direction
UNLV Retrospective Theses & Dissertations 1-1-2000 The challenges of opera direction Dean Frederick Lundquist University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Lundquist, Dean Frederick, "The challenges of opera direction" (2000). UNLV Retrospective Theses & Dissertations. 1167. http://dx.doi.org/10.25669/wzqe-ihk0 This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substarxfard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. -
A Mini-Guide
A MINI-GUIDE The Story . .2 Meet the Cast . .3 What is zarzuela? . .5 Meet the Creator of Little Red . .6 The Composers . .7 Activity: Make your own castanets! . .10 The Story: Bear Hug/Abrazo de oso! Bear Hug/Abrazo de oso! is a bilingual (in two different languages) youth opera and the cast sings in both English and Spanish. It is set in a zoo. The Zookeeper enters the stage while feeding some of his favorite animals including Marla, the koala bear, and Polly the panda bear. He admits that while he loves his job as zookeeper, he’s nervous about the grizzly exhibit next door. Grizzly bears are known to eat meat and he feels less than confident. Polly the panda greets the audience and mentions her love of reading and learning. She hears singing next to her exhibit and meets Bernardo, a very special Spanish brown bear and newest exhibit to the zoo. In fact, the entire zoo is decorated to welcome the newest bear! Bernardo, who has just arrived to the zoo and doesn’t speak much English, is nervous and feels lost. He misses his family. Polly distracts him from his loneliness by playing games like charades, trying to understand her new friend. They come across a locked gate. Polly has always wondered what was on the other side of the zoo and her adventur - ous personality starts the bears on a search for the key and out of their exhibit. The two meet Marla, the zoo’s koala bear. Koalas are actually marsupials—that means Marla isn’t really a bear at all! Koala bears are generally sleepy and like to eat plants such as eucalyptus. -
Problem Solving in Music the Camerata
Collective "Problem-Solving" in the History of Music: The Case of the Camerata Ruth Katz Journal of the History of Ideas, Vol. 45, No. 3. (Jul. - Sep., 1984), pp. 361-377. Stable URL: http://links.jstor.org/sici?sici=0022-5037%28198407%2F09%2945%3A3%3C361%3AC%22ITHO%3E2.0.CO%3B2-9 Journal of the History of Ideas is currently published by University of Pennsylvania Press. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/upenn.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. -
Traditional Spanish Music and Dances While Many First-Time Travelers To
Traditional Spanish music and dances While many first-time travelers to Spain think of passionate flamenco as being Spain's so-called "national" music, traditional Spanish music is far more complex. In fact, flamenco music didn't even formally hit the Spanish music scene until around the beginning of the 19th century, centuries after the evolution of other traditional Spanish music. However, while most of Spain's regional dance and music fly well beneath the international music radar, flamenco has become a recognizable sensation around the globe. Traditional Spanish Music – history Spain's traditional music is essentially a multi-faceted mosaic of the many cultures of Spain's long and colorful history. For this reason, the traditional music and dance vary as you travel from region to region. The traditional music of the Islas Canarias(Canary Islands), for example, boasts influences from the archipielago's mysterious indigenous Guanche civilization while the bagpipe music of Galicia and Asturias speaks volumes about these northern regions' rich Celtic heritage. Traditional Spanish music throughout Spain's vastly diverse regions first flourished while the country was still under Moorish rule. For much of these period (up to eight centuries, in some areas), Spain's Christian, Jewish and Muslim communities coexisted rather peacefully and various facets of their respective culture were free to develop. With the Reconquest, the development of traditional Spanish music came to a temporary standstill, as the ultra-Christian Spanish monarchy (Fernando and Isabel were called the "Catholic Kings," after all) eventually banned Sephardic and Islamic music. The Renaissance and Baroque periods were clutch for the evolution of traditional Spanish music. -
Confronting "Carmen" Beyond the Pyrenees: Bizet's Opera in Madrid, 1887-1888
Confronting "Carmen" beyond the Pyrenees: Bizet's Opera in Madrid, 1887-1888 Author(s): Elizabeth Kertesz and Michael Christoforidis Source: Cambridge Opera Journal, Vol. 20, No. 1 (Mar., 2008), pp. 79-110 Published by: Cambridge University Press Stable URL: http://www.jstor.org/stable/27720432 Accessed: 02-07-2018 18:22 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms Cambridge University Press is collaborating with JSTOR to digitize, preserve and extend access to Cambridge Opera Journal This content downloaded from 129.105.215.146 on Mon, 02 Jul 2018 18:22:28 UTC All use subject to http://about.jstor.org/terms Cambridge Opera Journal, 20, 1, 79-110 ? 2008 Cambridge University Press doi: 10.1017/S0954586708002413 Confronting Carmen beyond the Pyrenees: Bizet's opera in Madrid, 1887-1888 ELIZABETH KERTESZ and MICHAEL CHRISTOFORIDIS Abstract: Bizet's Carmen entered Spain's cultural consciousness when it was first staged in Madrid in the 1887?8 season. A public battle for the performance rights in the autumn of 1887 led to competing productions at major theatres: the first in a new Spanish translation at the Teatro de la Zarzuela, and the second in the fully-sung Italian version at the Teatro Real. -
Libretto in Italian and Spanish for a Festival Opera on the Subject of Jason and the Golden Fleece with a Strong Possibility of a New World Connection
Libretto in Italian and Spanish for a Festival Opera on the Subject of Jason and the Golden Fleece with a strong possibility of a New World connection Il vello d'oro conquistato. Composicion dramatica para representarse en el real Coliseo del Buen-Retiro festefandose el feliz dia natalicio de su magestad Catholica ey Rey nuestro Señor D. Fernando VI. Replicado por order du su Magestad misma. El Año de MDCC.XLIX (1749) / Il Vello D’Oro. Componimento drammatico da rappresentarsí nel Regio Teatro del Buon-Ritiro, festeggiandosi il felice giorno natalizio di Sua Maestà . Ferdinando VI. (Madrid): en la Imprenta de Lorenzo Francisco Mojados, Red de San Luis, s.d. (1749). Second edition, the original was issued in 1748 with different cast listed. Sartori 24451; Palau 211070. Not in Sonneck. Locations: OCLC: GIU (Univ. of Girona) and UKM (British Library) only. Rare!! The composer is Giovanni Battista Mele (1701-1752) (Note 1). The text is based on the Apollonius Rhodius’ 3rd century B.C. epic Argonautica. With ideas incorporated from 16th-century writing on alchemy by Giovanni Francesco Pico della Mirandola (1470-1533) (Note 2). The scenic elements were designed by Santiago Pavia of Bologna, who was Director of the Real Academy in Madrid. The opera has a possible connection to Hispanic America (Note 3). Quarto (5 3/4 x 7 3/4"). Contemporary publisher's sheep (same binding as 1748 edition), some rubbing of gilt rules and scuffs to back cover; first few leaves with minor dampstains at top of gutter margin. Last few leaves with very minor dampstains. -
This Document Is from the Cornell University Library's Division of Rare and Manuscript Collections Located in the Carl A
This document is from the Cornell University Library's Division of Rare and Manuscript Collections located in the Carl A. Kroch Library. If you have questions regarding this document or the information it contains, contact us at the phone number or e-mail listed below. Our website also contains research information and answers to frequently asked questions. http://rmc.library.cornell.edu Division of Rare and Manuscript Collections 2B Carl A. Kroch Library Cornell University, Ithaca, NY 14853 Phone: (607) 255-3530 Fax: (607) 255-9524 E-mail: [email protected] Guide to the Donald J. Grout, 1902- Papers , 1929-1980. A. Klejment, 1976 Revised and Updated: M. Warren, 1982 E. Engst, 1982 1) NYCV84-A1217 TJ:: Froutr Donald Jarr 1902- agr Parersr 1929-1980. 23.3 cubic ft. - gz 4 Professor of Musicolosr, Cornell Universitr, 1945-1970. 0 Summary: Includes rrofessional correspondence uith William W. Austinr Andpea della Corte, Archibald Davisonr D. Keith Falkner. Scott Goldthuaiter Otto 5 Kinkelder, Rer Longrear, Arthur Hendelr A. Tillman Merrittr Rohert U. Nelsosr Nino Pirrottar Eduard Reeser, Walter Rubsamen, Leo Schrade, Denis Steven;? m Oliver Strunkr Peter Gram Swin9r Robert Tangemanr Frederic Tillotson, Herlrgan Woodwardr GI Wallace Wooduorthr and Columbia Universitr Press; and arrlicatgonz and recomser~dationsfor grants and university ~ositions. Alsor Personal corresronderlce with his Parents while studrins in Europe and tcachinsl at MiAl.5 College (1933-1936) and with a friend and former student, Jonathan Schiller (194371963); worksheets, rhotosrarhs and saller proofs for HISTORY OF WESTE~N MUSIC and hoth editions of A SHORT HISTORY OF THE OPERA; notes and notebook on 'Early Or'era Cominue' (ca.1936-1941)~ 'Moli'ere's Con,-edie-Ballets' (ca.19 7- 19421, 'Gherardi's Music' (1939)~and 'Parodies in Op'era Comioue' (1939); i+,is dissertation manuscript (1939); a manuscript on West Indian Music (1942); 4 lecture notes; musical tares; and annotated Prodrams.