Sound Mind - A Classical Music Blog



Ileana Montalbetti as Elettra in Canadian Opera Company performance of Mozart's Idomeneo.
(Photo Michael Cooper)
Last night, members of the Canadian Opera Company's Ensemble Studio -- an apprenticeship program for promising young singers and accompanists -- took over the non-chorus cast of the current production of Mozart's Idomeneo.

An announcement over the PA system said that last night was the result of 7 weeks of intensive work. It's labour that paid off, because everything on stage appeared to work as smoothly and seamlessly as with the professional cast on opening night two weeks ago.

In reality, the Ensemble Studio singers were already heavily involved in the production. Last night, several of them merely exchanged their roles for something more significant. If there were more than one performance with the Ensemble cast, I would have recommended it as highly as the original.

Although everyone's singing was fine, there were two particular stars on the stage last night: soprano Ileana Montalbetti, as Elettra, and tenor Michael Colvin, who traded his role of Arbace in the regular run for a chance to sing the title character.

Montalbetti is ready for a great career. Period. Her voice rings, her breath support is flawless, she can turn an elegant phrase and she has dramatic ability.

via Star Blog

:: note :: ... been her dream since three years old ... make it real Ily ...

Comments

Post a Comment

Popular posts from this blog

Heart Play

My thoughts are wounds in my head. My brain is a scar. I want to be a machine. Arms to drag legs to walk no pain no thinking. (Heiner Müller , 'Hamletmachine' ) Heartplay A May I lay my heart at your feet. B If you don't make a mess on my floor.. A My heart is clean.. B We'll see, won't we.. A I can't get it out.. B Would you like me to help you.. A If you wouldn't mind.. B It'll be a pleasure. I can't get it out either.. A cries. B I will remove it surgically. What have I got this penknife for anyway. We'll have this sorted out in no time. work will keep you from despair. Right, there we are. But this is a brick. Your heart is a red brick.. A Yes, but it beats only for you.. (1981) A beats B to death with the brick.. (Addition, July 1991). ------------- Heiner Müller ----------------- from Heiner Müller Theatremachine translated and edited by Marc von Henning
Read more

Dobong

Image
 ... moved into a new place ...  ... first night there in a deep sleep was visited by a short middle aged man ... well dressed in a black suit ... seemed to be Korean but not sure ... although silent the figure's presence was so strong i was pulled out of dream to fully awake ... as I lay in bed the after image of him remained standing silently in the hallway just outside the open bedroom door ... he wasn't really looking at me but i felt he sensed i was now aware of his presence and didn't wish to startle me ... finally assured he was a dream figure i fell back to sleep ... only later to be visited again ...  this time not in dream but upon waking saw him standing fully in the doorway ...  a serious, calm face he looked directly into my eyes ...  ...  i knew he was an apparition  & examined his demeanour ... he was likewise examining me with a gentle questioning look ... oh a previous owner of the apartment i thought ... he didn't move or speak ju...
Read more
* The teacher rarely tells students what he thinks. * Generally, he does not accept a single statement as an answer to a question. * He encourages student-student interaction as opposed to student-teacher interaction, generally avoids acting as a mediator or judging the quality of ideas expressed. * His lessons develop from the responses of students and not from a previously determined "logical" structure. (Postman & Weingartner, 1969, p. 33-36) * Generally, each of his lessons pose a problem for students. * He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought. "* He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought." ( Teaching as a Subversive Activity: Book Review ) (via Incorporat...
Read more