Opera is the fastest growing of all the performing arts, attracting audiences of all ages who are enthralled by the gorgeous music, vivid drama, and magnificent production values. If you've decided that the time has finally come to learn about opera and discover for yourself what it is about opera that sends your normally reserved friends into states of ecstatic abandon, this is the book for you. Opera 101 is recognized as the standard text in English for anyone who wants to become an opera lover--a clear, friendly, and truly complete handbook to learning how to listen to opera, whether on the radio, on recordings, or live at the opera house. Fred Plotkin, an internationally respected writer and teacher about opera who for many years was performance manager of the Metropolitan Opera, introduces the reader (whatever his or her level of musical knowledge) to all the elements that make up opera, including: A brief, entertaining history of opera; An explanation of key operatic concepts, from vocal types to musical conventions; Hints on the best way to approach the first opera you attend and how to best understand what is happening both offstage and on; Lists of recommended books and recordings, and the most complete traveler's guide to opera houses around the world. The major part of Opera 101 is devoted to an almost minute-by-minute analysis of eleven key operas, ranging from Verdi's thunderous masterpiece Rigoletto and Puccini's electrifying Tosca through works by Mozart, Donizetti, Rossini, Offenbach, Tchaikovsky, and Wagner, to the psychological complexities of Richard Strauss's Elektra. Once you have completed Opera 101, you will be prepared to see and hear any opera you encounter, thanks to this book's unprecedentedly detailed and enjoyable method of revealing the riches of opera.

Singing and Teaching Singing: A Holistic Approach to Classical Voice, Third Editioncontinues to be a beloved resource for singers and their teachers, speech-language pathologists, and laryngologists and an adopted text for instructors and students in voice, singing, and performing arts courses. Janice L. Chapman is able to draw on her experiences as a singer with some of the world's leading opera companies to present a teaching technique specifically focusing on voice in the areas of classical and opera singing. Interspersed with the concepts and components of Chapman's methods are vignettes from her life and career, animated by her conversational and vibrant style to guide (and entertain) the reader through the book in a step-by-step fashion. The philosophy of teaching presented combines three main facets: Holistic, Physiological, and Incremental. The Holistic segment emphasizes that the act of singing involves the whole person (i.e., body, mind, spirit, emotion, and voice); the Physiological segment stresses anatomy, muscular function, and effects of muscular interactions so that students and teachers alike can understand and visualize the functional workings of the torso, larynx, and the vocal tract and their impact on good singing practices; and the Incremental section shows that the act of singing can be broken down into manageable components that have a natural hierarchy that eventually interact and interlock. This teaching model provides a framework to master one element at a time, with the resulting effect of a complete and integrated mastery of technique. Chapman recommends this framework for rehabilitative work with the dysfunctional singer, for working with the developing singer, and for the ongoing development and maintenance of the technically able professional singer. Case studies, examples, exercises, and contributions from some of the world's best-known voice professionals further highlight the text. New to this edition: The addition of a completely new chapter: an interview with voice specialist osteopath Jacob Lieberman on the subject of manual therapy and voiceA rewriting of Marilyn McCarthy's chapters on teaching and learning in light of advances in the fields of neuroscience and educationUpdates to Pamela Davis's chapter on voice and the brain, as well as John Rubin's chapter on vocal and respiratory anatomy and physiologyClarifications by Ron Morris on the use of the accent method of breathing as a highly effective remedial and training techniqueRefinements to chapters on breathing and support, phonation, and resonance*Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.

Fully updated and expanded, this bestseller now takes into account new reseach in teaching methods, draws from sports science, considers special needs, including adolescent males, and features new illustrations and exercises. 'The indispensable bible. It is difficult to over-emphasise the significance this book has. Remarkable.' Singing Magazine

This book was inspired by the author's real life actor dog, who performed in operas at The Metropolitan Opera. Meet Jaxx, a happy-go-lucky New York City dog, whose life is suddenly turned topsy-turvy when he gets lost during a blizzard. Struggling to survive without his human family, Jaxx is rescued by kind people at the opera house.

This volume brings together a group of leading international researchers and practitioners in voice pedagogy alongside emerging academics and practitioners. Encompassing research across voice science and pedagogy, this innovative collection transcends genre boundaries and provides new knowledge about vocal styles and approaches from classical and musical theatre to contemporary commercial music. The work is sure to be valuable in tertiary institutions, schools and community music associations, suitable for use by private studio teachers, and will appeal to choral leaders and music educators interested in vocal pedagogy. “I thoroughly enjoyed reading this book and I am confident it will help bring all aspects of vocal pedagogy firmly into the 21st century. Refreshingly, many different areas of pedagogy are included in the text so we can all work together to more fully understand the singing voice. Up to the moment research is included along with an exploration of the evolving contemporary styles of singing. Further, areas regarding teaching and curriculum in higher education are also reviewed. All in all, this text a crucial addition to a professional's vocal library.” Jeanne Goffi-Fynn, Teachers College, Columbia University, USA.

Feasting and Fasting in Operashows that the consumption of food and drink is an essential component of opera, both on and off stage. In this book, opera scholar Pierpaolo Polzonetti explores how convivial culture shaped the birth of opera and opera-going rituals until the mid-nineteenth century, when eating and drinking at the opera house were still common. Through analyses of convivial scenes in operas, the book also shows how the consumption of food and drink, and sharing or the refusal to do so, define characters’ identity and relationships. Feasting and Fasting in Opera moves chronologically from around 1480 to the middle of the nineteenth century, when Wagner’s operatic reforms banished refreshments during the performance and mandated a darkened auditorium and absorbed listening. The book focuses on questions of comedy, pleasure, embodiment, and indulgence—looking at fasting, poisoning, food disorders, body types, diet, and social, ethnic, and gender identities—in both tragic and comic operas from Monteverdi to Puccini. Polzonetti also sheds new light on the diet Maria Callas underwent in preparation for her famous performance as Violetta, the consumptive heroine of Verdi’s La traviata. Neither food lovers nor opera scholars will want to miss Polzonetti’s page-turning and imaginative book.

When the opera diva Madame SoSo gets laryngitis, her singing cat Alma fills in for her.

The diary of Anton Reiff Jr. (c. 1830–1916) is one of only a handful of primary sources to offer a firsthand account of antebellum riverboat travel in the American South. The Pyne and Harrison Opera Troupe, a company run by English sisters Susan and Louisa Pyne and their business partner, tenor William Harrison, hired Reiff, then freelancing in New York, to serve as musical director and conductor for the company’s American itinerary. The grueling tour began in November 1855 in Boston and then proceeded to New York, Philadelphia, Baltimore, Pittsburgh, and Cincinnati, where, after a three-week engagement, the company boarded a paddle steamer bound for New Orleans. It was at that point that Reiff started to keep his diary. Diligently transcribed and annotated by Michael Burden, Reiff’s diary presents an extraordinarily rare view of life with a foreign opera company as it traveled the country by river and rail. Surprisingly, Reiff comments little on the Pyne-Harrison performances themselves, although he does visit the theaters in the river towns, including New Orleans, where he spends evenings both at the French Opera and at the Gaiety. Instead, Reiff focuses his attention on other passengers, on the mechanics of the journey, on the landscape, and on events he encounters, including the 1856 Mardi Gras and the unveiling of the statue of Andrew Jackson in New Orleans's Jackson Square. Reiff is clearly captivated by the river towns and their residents, including the enslaved, whom he encountered whenever the boat tied up. Running throughout the journal is a thread of anxiety, for, apart from the typical dangers of a river trip, the winter of 1855–1856 was one of the coldest of the century, and the steamer had difficulties with river ice. Historians have used Reiff’s journal as source material, but until now the entire text, which is archived in Louisiana State University’s Special Collections in Hill Memorial Library, has only been available in its original state. As a primary source, the published journal will have broad appeal to historians and other readers interested in antebellum riverboat travel, highbrow entertainment, and the people and places of the South.

Written without technical jargon, this book will provide a stimulating and useful guide to teachers and student-teachers looking to improve their knowledge of the moving image and its place in the English curriculum.