Fragments of Your Imagination

Much of history is educated guesswork, especially in the study of ancient cultures and civilizations. Although we now know much more about the Egyptian past than in Verdi’s time, Aida was composed when the systematic study of ancient Egypt was less than a century old. The opera, as a result, is not a rigorous depiction of a historical society but rather an imaginative evocation of a particular time and place by a set of artists—namely, Verdi and his collaborators—who had relatively limited knowledge of that history.

Michael Mayer’s new production of Aida makes this distanced perspective explicit by incorporating two nonspeaking roles, one man and one woman, representing Egyptologists who uncover ancient tombs and envision the action of the opera. In this activity, students will have the chance to encounter ancient Egyptian art, make inferences about its contexts and meanings, and reflect upon how we fill in the gaps of the historical past.

STEP 1. REVIEW

For students who are interested in learning more about the history of ancient Egypt, consider distributing or discussing excerpts from the included Deep Dive essay “Power and Knowledge.” It might also be helpful to frame the activity by mentioning that the Met’s new production of Aida will feature two nonspeaking Egyptologists loosely inspired by Auguste Mariette, who is credited with outlining the story of Aida. Younger students might find it more helpful to review the plot of the opera, either by reading through the synopsis as a group or distributing the illustrated synopsis (metopera.org/aida-illustrated).

STEP 2. RESEARCH

Ask students to search for ancient Egyptian artwork using an online search engine. They can find paintings, reliefs, or sculptures. Each student should identify one piece of art that they will use for the rest of the activity.

Have each student print out the artwork they have chosen. Then, they should rip or tear pieces off the printout, creating a fragment. Next, divide the class into pairs or groups of three. Within each pair or group, have the students trade fragments. Each student should end up with a different artwork from the one with which they started the activity.

STEP 3. CREATE

Once each student has received their fragment, they can affix it to a piece of plain paper or construction paper using tape or glue. Then, they should use pencils, pens, colored pencils, markers, or crayons to “complete” the fragment as they see fit, filling in gaps and adding to the image wherever possible. They can continue to consult online images of ancient Egyptian artwork to guide their creative decisions.

STEP 4. REFLECT

After they have finished drawing and coloring their fragments, ask students to complete the handout included with this guide. The worksheet asks them to reflect on broader questions about their creative decision making and how we approach the ancient past. For older students who have studied Aida in more depth and have greater familiarity with ancient Egypt, you may want to consider how the opera specifically imagines—or misrepresents—its historical setting.

STEP 5. SHARE

Once everyone has completed their fragments and worksheets, have students volunteer to share their designs, their creative choices, and what they learned from the exercise. Afterward, you can display the fragments and handouts around the room, or convene a gallery walk so students can see and learn from each other’s work.