Micaelaâs numbers are conventional, self-contained (possibly even Da Capo, the ultimate closed form), diatonic, and sentimental. Micaelaâs opposite, the “bad” girl Carmen, often sings chromatic lines and is accompanied by chromatic harmony. This is especially true when she is being devious, as in Carmen’s seguidilla aria which is tonally unstable (i.e., it starts in the âwrongâ key of F-sharp then modulates to other keys and only later reaches the key of b minor that matches the key signature. She also is involved in long scenes (especially with Don José) that are open in form and arioso like. Find another place in the opera where this use of arioso and open form happens and identify it (i.e., act, scene or give a starting/ending time on the video)
In a few sentences explain how are the characters Don José and Carmen different in the opera from the ways they are presented in the novella. Often differences seem to have been motivated by the opera comique audienceâs expectations. Thus, Don José in the opera is more of a victim and less of a bad person than in the novel. Show how the novellaâs action is modified to accomplish this. For example, in the opera Don José comes straight from jail to his assignation with Carmen at Pastiaâs tavern, where in a matter of minutes he must decide whether to give up his military life and follow Carmen and her band of smugglers or continue with the military life he loves. After deciding to do the ârightâ thing (i.e., leave Carmen and return to his military unit) something happens that forces him to give up his career. What is it? How is the book different? In other words, how does the book make him seem more culpable and less like a victim of circumstances? Does the opera show him to be less inclined to follow the smugglers than the book does? Does Don José kill anyone in the opera? How about the book? What are the circumstances? Does Don José in the opera enjoy smuggling? What about in the book? Be able to say where in the opera or the book this is indicated.
The Prelude (Overture) to Carmen has as its second main theme (after the famous toreador song) a theme in d minor that features the augmented second (i.e., c-sharp to b-flat; listen to it at 4:44 on the subtitled video). Augmented seconds in western music are often used to symbolize the âotherâ (where âotherâ can mean jews, orientals, muslims, or anybody else that is non-European and exotic). The augmented-second tune returns at several points in the drama, acquiring meaning every time it returns. Describe a place in which it returns (tell me what is happening at that point and what act itâs in)? Does this theme ever change from its initial form? Where (give a time on the video)? What do you think the tune symbolizes?
Sample Solution
âWhen these memories are tightly competing for our attention the brain steps in and actually modifies those memories,â says Jarrod Lewis-Peacock, a neuroscientist at UT Austin. Once the brain crowns the winner and loser the memory that wins is then strengthens and the loser is weakened and then eventually forgotten about. Many equate âto knowâ with âto understandâ. However, âknowingâ something is not the same as âunderstandingâ something. In the allegory of the cave, the prisoners watch the stories that shadows play out, and because the shadows were all they ever got to see, they believed them to be the most real things in the world. But, because theyâve never experienced anything other than the shadows they did not understand that the shadows were just figures of what was really there. Not having an understanding of the outside world caused many difficulties in their society, leading to death. Many also believe that having access to more information produces more knowledge, which will result in more wisdom. In the essay âWisdom in the Age of Information and the Importance of Storytelling in Making Sense of the Worldâ Maria Popova states, âWe believe that having access to more information produces more knowledge, which results in more wisdom. But, if anything, the opposite is true â more and more information without the proper context and interpretation only muddles our understanding of the world rather than enriching it.â For example, many people get upset at the sight of others staring at their phones or taking pictures, it is from a lack of understanding that technology feeds our primitive desires like connection and belonging. In all, gaining knowledge should be based on not just memorizing facts. Gaining knowledge should be based on desire, and wanting to learn. One must understand that the brain c>
âWhen these memories are tightly competing for our attention the brain steps in and actually modifies those memories,â says Jarrod Lewis-Peacock, a neuroscientist at UT Austin. Once the brain crowns the winner and loser the memory that wins is then strengthens and the loser is weakened and then eventually forgotten about. Many equate âto knowâ with âto understandâ. However, âknowingâ something is not the same as âunderstandingâ something. In the allegory of the cave, the prisoners watch the stories that shadows play out, and because the shadows were all they ever got to see, they believed them to be the most real things in the world. But, because theyâve never experienced anything other than the shadows they did not understand that the shadows were just figures of what was really there. Not having an understanding of the outside world caused many difficulties in their society, leading to death. Many also believe that having access to more information produces more knowledge, which will result in more wisdom. In the essay âWisdom in the Age of Information and the Importance of Storytelling in Making Sense of the Worldâ Maria Popova states, âWe believe that having access to more information produces more knowledge, which results in more wisdom. But, if anything, the opposite is true â more and more information without the proper context and interpretation only muddles our understanding of the world rather than enriching it.â For example, many people get upset at the sight of others staring at their phones or taking pictures, it is from a lack of understanding that technology feeds our primitive desires like connection and belonging. In all, gaining knowledge should be based on not just memorizing facts. Gaining knowledge should be based on desire, and wanting to learn. One must understand that the brain c>