Students learn about opera
Students throughout Fayette County are being introduced to opera as their teachers explore its use in education. “I think it’s an untapped resource of not only entertainment but also education,’ said Rick Workman, elementary vocal music teacher for Laurel Highlands. “There are historical settings, customs of other countries plus the stories are timeless. They never grow old because they are about the human condition.’
In fact, Pittsburgh Opera believes that opera education is so important that it has a $5 million endowment for education, training and outreach. A press release from Pittsburgh Opera reported the funding program now reaches “more than 12,000 students in grades 3-12, college students and adult learners.’
That includes a program called Opera Academy, which is available to teachers of various disciplines, as well as “Behind the Curtain.’ The program offers students a chance to see opera performed live as well as a look at what is required to put it all together.
Almost 500 Fayette County elementary students recently participated in “Behind the Curtain,’ visiting the Pittsburgh Opera at the Benedum Center for a program on “Madama Butterfly.’
Pittsburgh Opera spokeswoman Melissa Forsyth said participating schools included A.J. McMullen, Ben Franklin, Lafayette, Menallen and Wharton, all in the Uniontown Area School District; and Hatfield, Marshall and J.F. Kennedy in the Laurel Highlands School District.
The program featured Pittsburgh Opera company singers as well as a special appearance by Uniontown native and Laurel Highlands graduate Paula Delligatti, a professional opera singer who recently played the lead role in Pittsburgh Opera’s production of “Madama Butterfly.’
In addition to vignettes, the curtain was raised in-between scenes so the students could see how scenery is changed, makeup and wigs are applied to actors, costume changes and how special effects work. The stage manager explains all this to the students.
Marilyn Egan, director of education for Pittsburgh Opera, explained why the company believes it’s important for students to learn about opera.
“We feel opera is the ultimate art form and allows people to get a glimpse into the soul,’ Egan said. “Art enriches our lives. It’s a fundamental part of the learning process and can be incorporated into all parts of school. Art is important because that’s what makes us human.’
And yet, Egan noted, “Opera is not something you can go to cold without previous exposure. It’s such a different art form. We want them to be prepared.’
Art Fronzaglio, fifth-grade teacher at Lafayette School in the Uniontown Area School District, agreed.
“To take a child to the opera without proper development is a waste of time,’ said Fronzaglio, who has participated in Opera Academy for several years and is a program mentor for other Uniontown teachers. “You have to be prepared.’
With preparation, however, students not only understand but enjoy opera. Fayette County teachers spent weeks before and after their students saw “Madama Butterfly’ in a “Behind the Curtain’ program on March 21.
Marshall offered West Virginia University music students while Lafayette was visited by singers from the Pittsburgh Opera. Students throughout Fayette County listened to the music, acted out parts and saw a film version of “Madama Butterfly’ before making that trip to Pittsburgh to see opera performed live.
Many of them were able to make use of an opera trunk, supplied by the Pittsburgh Opera, that featured teaching tools to help them better understand “Madama Butterfly.’
Using these various methods of preparation, students throughout Fayette County studied the story of “Madama Butterfly,’ the music, voices, clothing, culture.
And what do the students think of opera? Fronzaglio invited his fifth- grade students to speak for themselves.
“I think it was nice, exciting. Some of it was sad,’ said Shaneque Walker. “I loved it.’
Brian Rippingale commented, “I thought it was half boring, half not. Some it was cool, like how they did it (the behind-the-scenes look).’
Like many students, Nicole Nestor had hoped to see the full opera and didn’t like it when scenes were cut short.
Laryssa Prince agreed: “I didn’t like how they stopped it. She’d be singing and they’d stop. … We watched a movie that was more interesting because we got to see the whole thing.’
But these students enjoyed the story of the opera: “It was exciting all the way through,’ said Prince.
And there were parts of the stage production that fascinated the students.
“I liked the sunset in the opera,’ said Jaleesa McLee, speaking of one of the special effects.
Kevin Stevenson noted, “The orchestra was cool. We got to see what the orchestra looked like. We went into the pit.’
Doogie Sanner said, “I liked how they showed how they pulled things up: how they changed sets. The theater was huge. They had a big chandelier on top. They pull up the chandelier to clean it and the stage is slanted in the back.”
Deelores Fitzgerald said, “The parts I liked were the sunset and how they brought the curtains up (to show the backstage).’
Fitzgerald enjoyed many of the special effects and said of the music, “I liked the music. First it was loud, then soft. It was sad.’
Simone Hollingworth commented, “I thought it was exciting but tragic because she (Butterfly) committed suicide at the end and Pinkerton used her. You wouldn’t expect him to get married (to an American). I liked the effect and the music.’
“I thought it was nice,’ said Gabrielle Criswell. “I liked how they showed people putting costumes on. I liked they showed how life was back then (1904). I liked how the orchestra was live.’
Brooke Conner, who also didn’t like when the action stopped, commented on the pretty scenery and was interested in how a wig is put on an actor.
“I liked how they showed the live orchestra.”
Paul Cavalcante said, “I thought it was boring but relaxing because of the music and singing. I liked the costumes (and special effects).
There were those who don’t like opera and Fronzaglio told his class that everyone is entitled to his or her opinion.
“I didn’t like it,’ said Jules Wolfe.
“I liked it a little bit, but some of it was boring. I fell asleep. I didn’t mean to,’ said Chantal Randolph, who nonetheless was fascinated by the Benedum’s chandelier and the orchestra.
Fronzaglio noted this is the second opera his students have seen. Last year, they attended Mozart’s “Marriage of Figaro.’
Through their visits to the opera, the students also learn what is expected in certain social settings.
For example, the boys wore suits and the girls wore dressed when they attended the opera, and they said they enjoyed dressing up.
Student teacher Tiffany Blaho said of the students: “I was impressed that it held their attention. They were well versed. They loved it.’
She added, “I think it opened up a love of opera that will continue.’