Musical Portraits
MATERIALS
- Handouts
- Audio tracks
- Synopsis
- Illustrated synopsis (optional)
- MOoD clips (optional)
- “Who’s Who in The Magic Flute” (optional)
COMMON CORE
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
CORE ARTS
MU:Re7.2.6.a
Describe how the elements of music and expressive qualities relate to the structure of the pieces.
MU:Re8.1.H.5.a
Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when appropriate) the setting of the text.
MU:Re8.1.C.HSI.a
Develop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent by citing technical and expressive aspects as well as the style/genre of each work.
Introduction
Since the beginnings of opera in the 16th century, there has been a distinction between speechlike sections of music designed to move the action forward or to communicate information and those of a more reflective nature. Within this second type of music, the aria has long been the primary vehicle for operatic characters to communicate their feelings and thoughts. An aria is a self-contained piece for solo voice, typically with orchestral accompaniment. Arias provide an opportunity for composers to use all of the musical and dramatic tools at their disposal to paint a portrait of a character.
In this activity, students will explore the ways in which opera composers differentiate characters; use musical terminology to describe aspects of melody, harmony, rhythm and tempo, and orchestration; and explore the different musical characterizations of the major characters of The Magic Flute.
Steps
STEP 1. REVIEW
It will be helpful for students to have an understanding of the basic plot outline and characters of The Magic Flute. You may wish to allow for time at the beginning of class for students to read the synopsis or illustrated synopsis (metopera.org/flute-illustrated) or to summarize the story for them. Alternatively, you may ask them to come to class having read the synopsis as homework beforehand. You may also want to provide them with a photocopy of the “Who’s Who in The Magic Flute” chart to give them a few more details on the major characters.
STEP 2. LISTEN
Begin your study of the arias by having students listen to the audio examples while following along to the libretto, provided in the handouts included with this guide. The arias are provided in Tracks 6 through 10 (along with corresponding MOoD clips). Before beginning to make notes or analyze the musical elements, listen to all of the arias one after the other.
STEP 3. ANALYZE
Return to the first aria and have students begin to make notes on the musical attributes of melody, tempo, and orchestration. Space for students’ thoughts is provided on the handouts. It will likely be necessary to play the audio example several times.
A guide to the arias is provided for your reference below.
STEP 4. SHARE
Once you have completed this process for each of the five arias, have students discuss their findings as a class. Encourage them to compare the individual sounds of the arias. What are the attributes that give each solo its unique character? How does the sound of the music match the text? Is this sound appropriate to their understanding of the character’s temperament?
Diving Deeper
Have students choose their favorite character and write a short paragraph about how the music symbolically represents that character. How does the music make the character distinctive? What about the music do students find appealing or off-putting?