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Study Guide Objectives

Opera is an art form that benefits from spoilers; the more prepared students are in advance of attending the performance, the deeper and richer their experience will be!

This study guide has been designed to be accessible to all teachers regardless of previous experience in music or opera. The lessons within this guide provide opportunities for students to learn about the opera they will be watching and think critically about art and its meaning. Lessons can be either quick or in-depth; used either before and/or after the performance; and can be adapted to meet the dynamic needs of the students.

How deeply students go into this material will depend on each teacher. However, we recommend the following as the minimum commitment to preparing for the performance.

• Students are familiar with the synopsis and at least one piece of music.• Students can identify the socio-historical context of the opera (when and where it was written)• Students are given the opportunity to reflect on and discuss their response to the performance.

Connections to the Curriculum

The study guide has been prepared in accordance with the new BC Curriculum and targets secondary classes. Each activity includes specific learning objectives and can be adapted for use in most arts and humanities coursework. Elementary teachers will be able to modify the activities to meet the needs of their students with little difficulty.

Throughout the secondary arts education curriculum, the big ideas are connected to the role the arts play in society and in our individual lives. The activities within this study guide address the following themes found within the specific big ideas at each grade level:

1. Dance, drama, music and visual arts are all unique languages for creating art and communicating.2. The arts are an essential aspect of building community and interpersonal relationships.3. The arts react and respond to the cultures within which they are performed. Creative works are socially

constructed and often challenge the status quo.4. Personal and collective identity is explored, expressed and impacted through arts experiences.

These larger concepts can be linked to the big ideas found in the social studies and English/French language arts curriculum. The study guide has also been prepared in consideration of the First Peoples Principles of Learning and whenever possible, activities will include resources that address the learning standards related to Indigenous knowledge and education.

The study guide for The Music Shop was prepared by music teacher Rebecca Paulding and Jacci Collins, Vancouver Opera’s Learning and Engagement coordinator.

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GETTING READY

Three Questions to Ask (And Have Answered) Before Watching an Opera

1. WHAT IS OPERA?

Opera is an interdisciplinary experience in which singers and musicians put on a dramatic production. This means that, just as in musicals, music (sung and instrumental), theatre, and visual art (the set design and creation, costumes and lights) come together to tell a story. Because opera was first popular in Italy, many of the words associated with it are from the Italian language. The word opera means work in Italian, as in work of art. Opera is usually written in the language of the composer and the language of the country it will be heard in.

2. WHAT IS IT LIKE TO SING OPERA?

If you were a top opera singer, you could make as much as $20,000 per performance! And what’s so hard about being an opera singer, you ask? Opera singers often have as many years of training as physicians.

Opera has been around for over 400 years therefore opera singers sing without microphones, which hadn’t yet been developed at the time opera started. Opera singers have developed a special singing technique to be heard over the orchestra without microphones. They sing so loudly that to protect each other’s hearing, they make sure not to face directly towards each other while singing. They must also learn to have a voice powerful enough to project across a full orchestra, yet flexible enough to taper to a soft piano level when it is called for.

Singers must also learn English, French, German, Italian, and even Russian and Czech! They must be able to memorize and sing many different operas (which can be up to 4 hours long!), and to dance and act while singing under hot lights. Critics and journalists are not always kind, and singers must also learn to brush off negative reviews in time to perform the same show the following night.

3. HOW DOES AN OPERA GO FROM WORDS AND NOTES ON THE PAGE TO FULLY STAGEDPERFORMANCE?

The first thing to happen is the assembly of a creative team which includes the music director, stage director, singers, orchestra musicians, and set and costume designers. Everyone works with the score (the music) and libretto (the text) to prepare for the first rehearsal. The singers are expected to arrive at the first rehearsal “off book” meaning that they must have the entire score memorized in advance!

Once the designers have completed their designs, artists and sewers work to create the props, sets and costumes. Lighting designers work with the stage director to add light and shade to the stage. At first the opera is rehearsed in sections, one scene at a time. During “tech week” everyone moves into the theatre and all aspects of the opera—from the acting to the music to the moving of the sets—are practiced over and over again. The dress rehearsal is the final rehearsal that takes place in front of a live audience in which everything is done as it would be in a real performance. Finally, opening night arrives. Et voila! There is an opera!

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ABOUT THE MUSIC SHOP Music and Libretto by Richard Wargo From A Chekhov Trilogy

Synopsis

The Music Shop is a one-act opera based on the Chekhov short story, “Forgot”. The opera is set in 1890s Russia and is the story of Ivan, a slightly disheveled, upper class gentleman, on a full day quest to pick up all the items his wife needs for her recital for the prince. His last stop is to pick up the sheet music for her recital at the largest music shop in all of Russia. This charming shop is owned by the quirky, impatient Dmitri who surprisingly is having a fabulous day because he just got gifted a rare manuscript by a famous composer. Masha, his assistant, clocks his good mood and decides that today is the perfect day to ask for a raise and a vacation.

Ivan bursts through the music shop’s front doors, his arms full of boxes, ready to make his last purchase of the day. Dmitri is thrilled to see a customer as it gives him an excuse to ignore Masha, who seems to want something from him. The interaction starts out well but when Ivan continually can't remember the song title, chaos begins to ensue. Ivan desperately tries many different tactics in order to remember it, making a total mess of Dmitri’s perfectly organized music shop. Ivan’s domineering wife begins to materialize throughout the shop as different, forbearing figures reminding him to not dare forget the song title. As his wife becomes more threatening, Ivan becomes more terrified and more desperate to remember the song title and not disappoint her (she could possibly even execute him)! And as for poor Dmitri, well his happy day slowly disappears.

Will Ivan remember the song title, or will his wife kill him for forgetting it? Will Dmitri keep his sanity, and will Masha finally get her raise? All of this is explored in The Music Shop with a delightful, slapstick, farcical flare.

About the Composer

Richard Wargo is a native of Scranton, PA and a graduate of the Eastman School of Music. His opera Ballymore, based on Brian Friel’s play Lovers, was premiered in 1999 while he was serving as composer-in-residence at Skylight Opera Theatre in Milwaukee and was recorded for PBS. Wargo’s A Chekhov Trilogy consisting of three one-act operas was premiered by Chautauqua Opera in 1993 and since then has received numerous performances, including a recent production of the Trilogy’s third segment, The Music Shop, at Juilliard, conducted by Maestro Osgood. During the summer months, Wargo serves as curator of the Sembrich Opera Museum in Bolton Landing on Lake George, NY.

What is a Musical Farce?

Farsa (Italian, literally: farce, plural: farse) is a genre of opera, also sometimes called farsetta. Farce is a comedic dramatic piece that uses exaggerated, highly improbable, funny situations for the entertainment of the audience. Farce differs from other forms of comedy in that its sole aim is to make the audience laugh. It uses absurdity and physical humor to achieve this goal. Its popularity as a genre has contributed to its persistence in the Western world.

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CLASSROOM ACTIVITIES

Lesson One: Learn Before You Listen

Big Ideas: Dance, drama, music and visual arts are each a unique language for creating and communicating. Experiencing art is a means to develop empathy for others’ perspectives and experiences.

Category: Before Performance/Quick

Overview: Richard Wargo wrote a short, one act opera that is not in the traditional style, yet in a more contemporary “through composed” style, where most of the music is new, and nothing repeats. Since the musical adventure doesn’t contain traditional arias or chorus numbers, it is harder to recognize tunes. However, there are a few “odes” to famous operatic showstoppers!

Objective: The objective of this lesson is to ensure students are familiar with what is happening in the opera. They should be able to consider the impact of repeated listening to enhance their understanding of a piece of music. In this particular case, students will be exposed to a variety of famous operatic arias within a contemporary performance work.

Materials: High quality recording of:

• “Habanera” from Carmen https://youtu.be/K2snTkaD64U• “Toreador” from Carmen https://youtu.be/Vr8sc4EjsTQ• “Libiamo” from La Traviata https://youtu.be/3pmo3quLpMQ• 8.5” x 11” piece of paper divided into three columns (for the three selections)

Lesson:

1. This lesson makes an ideal opening activity for the three or four classes before watching aperformance. Simply have the students listen to the aria straight through while writing down what theyare hearing, feeling and questioning each time. You may choose one of the arias listed above orsample them all.

2. To get them started the first time, brainstorm a list of things they could listen for including:o Type of voice (female, male, unsure, soprano, tenor, etc.)o Instruments they hear (violin, cello, trumpet, piano, etc.)o Tempo—fast, slow, both, etc.o Form—does the aria have sections they can identify—does anything repeat?o How does it start? How does it end?o What emotions could be used to describe the music?o How does it make them feel?o What questions do they have? I wonder...

3. At the end of each listening session, collect the paper and continue with the lesson.

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4. Repeat the listening activity at each lesson and encourage the students to add to their list. Thequestions can be used again to focus on new aspects of the aria.

5. After the final listening session, lead a group discussion on how their understanding and appreciationof the music changed over time. Did it grow on them? Were they able to anticipate each section? Whatdid they hear at the end that they didn’t hear at the beginning? Compare and contrast with aneighbour!

Extension: Repeat the listening activity by having students bring in a song that is unknown to others in the class. Encourage students to use music that is meaningful to them and repeat the process. When does a piece of music “stick?” Why is some music easy to listen to repeatedly while other music becomes less interesting over time? Think, Pair and Share!

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Lesson Two: Chekhov Who? Big Ideas: Dance, drama, music and visual arts are each a unique language for creating and communicating. Artists experiment in a variety of ways to discover new possibilities and perspectives. Category: Before Performance/Quick Overview: Anton Chekhov (1860-1904), was a famous Russian author, playwright and philosopher. He wrote many famous short stories and plays and was influenced by the world around him. He first went to school to become a physician, but then soon realized his true calling. Following an attack of tuberculosis, Chekhov retired in about 1898 to the resort city of Yalta on the Crimean coast. In search of an even milder climate, he made frequent visits to the French Riviera. Despite these efforts, the disease took his life at Badenweiler, Germany, on July 15, 1904. During the last seven years of his life Chekhov gave four dramatic masterpieces to the world. Dyadya Vanya (Uncle Vanya) finished about 1896 is a reworking of an earlier Chekhov play. Chayka (The Seagull) was first performed in 1896. Tri sestry (Three Sisters) dates from 1901 and Vishnyovy sad (The Cherry Orchard) from 1904. Chekhov also wrote thousands of letters that are now esteemed as literature. Objective: The objective of this lesson is to learn the brief history of Anton Chekhov and to take a further look at some of his most famous quotes. Students will choose a favourite quote and build a dramatic tale around it complete with a list of characters, storyline and outcome! Materials:

• Anton Chekhov quotes YouTube link: https://youtu.be/fy3NhTuJpuA • Paper/iPad/poster paper • pencils/pens/markers

Lesson: Introduce Anton Chekhov and give a brief outline of his life/career (see above). Some websites that provide worksheets and a more in-depth look at his life are:

• https://kids.britannica.com/students/article/Anton-Chekhov/273617 • https://kidskonnect.com/people/anton-chekhov/

Play the YouTube link provided above, which displays many of Chekhov’s famous quotes. Alternatively, print the quotes off or write them on a board/chart. In pairs or groups, have students pick their favourite quote and begin to brainstorm a short, dramatic tale with the Chekov quote as inspiration. Students should write down the quote, short storyline and list of characters. If there is time, a presentation of the mini play to the class or another group. Extension: Have students create costume sketches, set designs and lighting ideas to go along with their Chekhov stories. These could be done using iPad, sketchbooks, charts, or even other materials such as clay, fabrics, etc. If time permits, students could write lines for their characters, and create a mini booklet with all the design ideas, Chekhov quote, and storyline.

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Lesson Three: Welcome to My Music Shop! Big Ideas: Dance, drama, music and visual arts are each a unique language for creating and communicating. Experiencing art is a means to develop empathy for others’ perspectives and experiences. Category: After performance/in-depth Overview: Whether small family run or large corporate entities, music shops all over B.C. offer an array of musical instruments, sheet music and records and where creativity and wonder is encouraged! How does one know which shop to walk into? By the superb marketing and advertising perhaps? The inviting storefront display? The cool design of the inside walls? Or is it all in the name? Some things to consider when you’re about to open up your own music shop! Objective: The objective of this lesson is to learn about the local music shop businesses in B.C., maybe even one in your hometown. Students will create their own music shop by critically examining how the businesses are run, what designs are used to advertise, and what kind of instruments and records are inside some of B.C.’s best music stores. Students will create a 3, 2, 1 writing prompt that will help jump start their design process. Websites and YouTube videos are also included in this lesson to heighten exposure and gain knowledge of online content and visual advertising. Materials:

• paper/journals/sketchbooks/iPad/laptops • pencils/markers/pencil crayons/iPad/laptops • Websites - included in the lesson outline • YouTube links:

o Tapestry Music Vancouver BC: https://youtu.be/kxqnfYddE5k o Redcat Records Vancouver BC: https://youtu.be/oWawqN-x9X4 o Vinyl Envy: Live Performance Victoria, BC: https://youtu.be/H8XTFB5o6y8

• 3, 2, 1 writing prompt: Three music shops you learned about today and really liked are...Two things you like about those music shops are...One thing you do NOT want to include in your music shop is...

Lesson: Gather students and open a discussion about local music shops in the community. Did anyone visit one recently? Does anyone know someone who’s employed at a music shop? Does anyone have a favourite store they go to when needing: a new guitar, records, strings, keyboards, music, etc? Watch YouTube clips (included above) from three local music shops on the west coast. Compare and contrast each of the videos - which one stood out as a solid marketing video? Which one makes you want to visit that shop? As a whole class or split into groups (technology depending), take a look at these websites, and make a list of the pros and cons of each. Are they easy to use? Do they carry a wide variety of instruments and music? Do they specialize in one particular instrument? Is the website inviting? Does it capture your attention? What could be changed or updated?

https://www.long-mcquade.com/https://www.long-mcquade.com/ http://redcat.ca/ https://vinylenvy.com/ http://vancouverpianos.com/

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https://www.guitarsplusvictoria.com/ https://www.turntablerecordsbc.ca/ https://www.wentworthmusic.ca/ http://www.soundfactory.ca/

Three, Two, One writing prompt: This can be done in a group, pairs, or on your own. In pairs or groups, begin to design your own music shop. What does your shop sell? Where is your shop located? What is the name of your shop, and what does the logo look like? Use your 3, 2, 1 writing piece, it will help! Present Music Shop to the class. Be creative with presentation: pass out brochures, do a google slideshow, a pretend radio interview, a YouTube ad, a mock newspaper article—the sky’s the limit! Extension: Give students the option of visiting their own local or favourite music shop. Anything you notice? If possible, try and ask the owner a few questions about why they started the company/store, and what advice they would have for young entrepreneurs. One could even ask how they battled the pandemic, and what measures they took in order to stay open and serve the public. Type up or record the interview, and present in class or publish in local school newspaper

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Lesson Four: What’s the Occasion? Big Ideas: Dance, drama, music and visual arts are each a unique language for creating and communicating. Artistic expressions differ across time and place. Category: After the Performance/In-depth Overview: In most cultures, music often commemorates a certain occasion. Richard Wargo’s The Music Shop is centered around finding a specific piece of music for the Prince of Russia. Think of all the famous tunes you’ve heard for birthdays, graduations, weddings, bar mitzvahs, holidays, festivals, inaugurations, etc. Can anyone in your class sing or recite lyrics to a song sung during a celebration or holiday in another language? Is there a story that goes along with that tune? If you were singing a special song for a very important and famous person, what would it be? Objective: In this lesson, students will share about their own culture, and the music that surrounds it. In choosing a special or significant/famous person, each student will think about a piece of music they would perform for that person. Students will use “Think, Pair, Share” as they learn about different significant people, and the music that their classmates would perform! YouTube links are provided with examples of music performed at special events around the world. Materials:

• pencils/pens/markers/iPad/laptops • paper/laptop • headphones/projector/speakers

Lesson: Open with a class discussion about favourite celebrations or occasions, and any music that surrounds those events. Ask if anyone has ever attended an event for a famous or significant person. Was there music? If so, what? Watch YouTube clips of:

• Lady Gaga at the Biden Inauguration https://youtu.be/HezPdHTwdGA • Yo Yo Ma, Itzhak Perlman, Anthony McGill and Gabirela Montero at Obama

Inauguration https://youtu.be/FFALyKG_Bck • Renee Fleming at the 2014 Superbowl https://youtu.be/N1h4zfO8Ais • Lin-Manuel Miranda Rose Garden Freestyle with Obama https://youtu.be/ZHY-FAAUCBM • Mr. Bean London 2012 Olympic opening ceremonies https://youtu.be/CwzjlmBLfrQ • k.d. lang Vancouver 2010 Olympic opening ceremonies https://youtu.be/tcOQSk_cMO0 • Jeremy Dutcher* 2019 Juno Awards https://youtu.be/htuSO4RlYbw

Reflect on the live performances that were heard and discuss with the person next to you. What was your favourite? What moved you the most? Why? Think about an important or famous person you respect. Who are they? What song or piece of music would you perform for them? Write down ideas on your paper/iPad/laptop. Think Pair Share with the person next to you. What did you learn? Who would they perform for?

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Extension: *Jeremy Dutcher is Maliseet, and a member of the Tobique First Nation in New Brunswick. He is a classically trained tenor, composer, musicologist, performer and activist. He expanded his classical training to include the traditional songs and styles of his community. Dutcher was previously responsible for development coordination and Indigenous outreach at Eagle Canada, which is currently the country's only national LGBTQ human rights organization. In the Two-Spirit Roundtable project he speaks on the lack of gendered pronouns in the Maliseet language, and advocates for a "less western" way of thinking about gender. Jeremy won the 2019 Juno Award Indigenous Album of the Year. He explains why he sings in his traditional language, “I’m doing this work because there’s only about a hundred Wolastoqey speakers left. It’s crucial for us to make sure that we’re using our language and passing it on to the next generation. If you lose the language, you’re not just losing words; you’re losing an entire way of seeing and experiencing the world from a distinctly indigenous perspective.” https://jeremydutcher.com/about/ Have students take the time to explore Jeremy’s music either in class or on their own time.

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Lesson Five: What If? Choose Your Own Ending Big Ideas: Dance, drama, music and visual arts are each a unique language for creating and communicating. Artists experiment in a variety of ways to discover new possibilities and perspectives. Category: After Performance/In-depth Objective: A story is only as good as its ending...or is it? In this activity, students will get to choose their own ending to Richard Wargo’s The Music Shop. Instead of the actual ending, students will pretend at the very last second, the special piece of music was found! Now what happens?! Students will write a continuing script and act out an alternate ending. Materials:

• Paper/pencils/iPad/laptop/markers/notebooks • Space to physically act out the alternate ending • Video/iPad/recording device

Lesson: Open a discussion about some of the most famous storybook endings—what makes them epic? What movies or shows have the best endings and why? What musical or show has the worst ending? Why? Show YouTube clips of a few of the best movie endings - OR find your own!

• The Breakfast Club https://youtu.be/lL1iOJCSr4g • Inception https://youtu.be/Hhavsmsi_5M • Grease https://youtu.be/kl8vj9KZLvc • La La Land https://youtu.be/SY40M1lhknY • Parasite https://youtu.be/hU7nz8f0_00 • The Lion King https://youtu.be/UkPUaVfeorI

Divide students into groups and have them write their own ending to The Music Shop. You can decide depending on age and grade level how long the ending should be. Students can act out the ending (spoken text) for the class, film the ending or even do a stop motion video of the new ending. Extension: Think your ending to The Music Shop is pretty epic? Film it and submit it to Vancouver Opera. It just might be featured on our Instagram or website! *Please make sure all students in the video have consent to be filmed/viewed by the public. Submit with names, grade, teacher and school. Email submissions to: vois@vancouveropera.ca

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