Paul Curran, on directing Yale Opera’s production of “Eugene Onegin”

Paul Curran. Photo by Christopher Reece-Bowen

Acclaimed stage director Paul Curran will lead the Yale Opera next month in a new production of Tchaikovsky’s Eugene Onegin. Curran has shared the following words about working with the Yale Opera casts and will continue to take us behind the scenes of the rehearsal process and the performances. 

Tchaikovsky’s Eugene Onegin is not only one of the most popular operas in the repertoire, it is also one of the greatest. Why, you might ask, is it so great? An easy answer: extraordinary music and vocal writing; a whip-crack-hot plot; fantastic, fascinating characters; and relationships that span the decades and centuries so as to feel they could be happening today or any day in our lifetimes. For me, as director, this is exactly why Onegin is such a splendid choice for young voices and developing artists.

Over the next few weeks, I will be writing about our production as it takes shape, tracking our rehearsal process at Yale and even reflecting on the most difficult and personal learning process of all: the performances themselves. I hope you will find time to check out what we’re up to!

Onegin is essentially a story of a teenager falling in love with a slightly older man and the struggles she endures coming to terms with his rejection—and his desire for her when it’s too late and she makes the smart, adult decision to stay with the man she’s married. I have heard this story told and retold for decades by friends of mine (no names!); rejection remains as difficult a pain to endure today as it was in the 19th century. Our casts need to make this story come alive, to make it their own. In relating, through performance, such a private and painful story, they need to show a vulnerability that makes you feel like writing to your best friend and telling her or him to get over the creep they’re dating and move on. Onegin is a modern tale—very modern.

As a story, Onegin needs very little explanation beyond what’s provided by the vivid, rounded characters and their compelling relationships. This is the challenge for all artists but particularly young singers. Memorizing hours of music, especially in a language as difficult as Russian, is not easy, but it is the challenge we embrace in taking on this piece, and that is at the heart of young singers’ development.

My aim with this production is to feature and support its young cast. I truly believe young singers need as much help in development as they can get, not to be bogged down with the unnecessary ideas of an added-on “concept” that’s often contrary to the piece itself. That is not to say such concepts are not part of the opera world or in any way invalid. Many pieces not only benefit from a very strong “concept,” but actually need it. Our casts will meet these ideas in the fullness of time, but, right now, for them, it’s a question of mastering a character and the myriad emotions that come with her or him. Singing and acting are very personal—after all, nobody at a bank or an office is spending six to eight hours a day expressing their heartache after a major rejection or crying into their pillow over a lost love, are they? Our task as directors, designers, and musicians in this venture is to afford these singers every bit of help we can offer.

So, we begin …

We hope you’ll join us on our journey as we prepare to stage Tchaikovsky’s Eugene Onegin at New Haven’s historic Shubert Theatre, and that you’ll be in the audience when the curtain rises.

Yale Opera will present Tchaikovsky’s Eugene Onegin February 15-17 at the Shubert Theatre.

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Published January 16, 2019
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YSM composer presents “Stinney: An American Execution” in New York

Baltimore premiere of Stinney: An American Execution. Photo by Will Kirk, Homewood Photography

While pursuing degrees and performing at the Yale School of Music, students also actively engage in collaborations outside of Yale, and work to affect change in their communities and beyond. YSM composer Frances Pollock ’19MM has worked in conjunction with the Prototype Festival, French Institute Alliance Française, and Harlem Stage to present the opera Stinney: An American Execution, for which she wrote the score and co-wrote the libretto. Stinney was originally premiered in Baltimore in 2015, where Pollock earned a master’s degree from the Peabody Conservatory. Speaking about the premiere, Pollock said, “Part of our audience came to the show because of their profound dedication to new music. The other part came out of a profound dedication to the fight for human rights. I caught my first glimpse of how art can be a powerful unifier in a moment when there doesn’t seem to be a way to move forward.” Hailed by the Baltimore Sun as a “bold, bracing opera that pulls no punches and never flinches,” Stinney will be performed this weekend at Flourence Gould Hall in New York City.

Stinney tells the story of George Junius Stinney Jr., who was executed at age 14 for a crime he didn’t commit. According to the Prototype Festival website, “Having been wrongly accused and convicted of the rape and murder of two white girls in Alcolu, SC, in 1944, George became the youngest person legally executed in 20th-century America. Stinney tells the story of George, his family, his community, and the jury of ten white men that sent an innocent black boy to the electric chair. A new opera with roots in both gospel and electronic techniques, Stinney: An American Execution spotlights the anger and agony of the entire populous of Alcolu, connecting the dots to our own socio-political climate in 2019 and the pervasive ‘fear of the other.’”

We recently spoke with Pollock and the production’s music director, Alex Blake, about the opera and its importance in today’s world.

Q. What do you think is the role of an artist in tackling issues of racism and oppression? 

Blake: I feel like art should reflect the times that we are in and should reflect the struggles of a people. Art allows artists to reach people, a way to present difficult topics, and a way for audiences to enter into a conversation without feeling defensive or feeling like they have to respond to a topic in the moment. We tell stories and we open up dialogue in an emotional sense that push beyond the academic or intellectual spaces.

Pollock: The thing that I’m most interested in right now is challenging the systems in which art is created. In telling charged stories, we as artists must be aware of our limited perspective and make sure we are working with collaborators who will challenge that perspective in the creative process. For this project, it was crucial to decentralize the role of the composer and focus on establishing a team that is invested in crafting the story. For me personally, being in touch with the Stinney family and including them at every step was the only way to make sure that we were telling the story in a way that truly listened.

We are also trying out a new model for royalties on this opera. As the opera goes on, most of the royalties will go directly to the Stinney family. The cast and creative team will also continue to receive collaborative royalties as the show progresses. This model ensures that the team is recognized for role in the creative process even as the show goes forward.

Q. Why is this opera important? Do you think it is particularly important now, in our current social and political climate? 

Blake: This opera is extremely important. We have seen more and more cases of the struggles and interactions between police and people of color, including Black children. From a socio-political sense this piece definitely brings up questions that we need to respond to as a population in these times right now.

Musically, this opera is important because it involves a story of a community that rarely feels represented in classical music and more specifically in opera. To hear the story of someone in the community and to see members of that community represented on stage is an experience that has not been offered to people of color, and that representation is essential when we talk about the relevance of opera to an American populous.

The status quo for opera is dominated by heteronormative caucasian stories told from a singular perspective. This story about this African American boy and the American systems that have been detrimental to the success and progression of marginalized populations are beautifully represented in Stinney.

Pollock: I totally agree with Alex. It’s also important to challenge the spaces of western art music—spaces that are still predominantly white and predominantly wealthy. There is nothing wrong with canonic repertoire itself nor the audiences that attend these performances, but often these spaces pride themselves on being elite. Elitism often leads to exclusion, and the history of elitism in opera manifests in whole communities being excluded from classical music spaces.

Q. What led you to begin this project? 

Blake: Frances Pollock called me and told me about this opportunity to perform Stinney in New York. I had already read about the first run-through and was both elated and horrified to be asked to be a part of it—you see, this is my first experience conducing an opera, and I remember asking if she was sure that I would be a good fit. I’m very honored and excited to be a part of telling this story.

Pollock: I have been interested in the conversation that surrounds race relations in the South since I was in high school. In college, I spent a little while working with the Innocence Project in North Carolina and became profoundly aware of systemic racism in the prison system. When I moved to Baltimore and began teaching in the public schools, I was faced with the reality that many of my students lived with daily—that low-income communities of color were chronically under-supported and over policed, which perpetuated the cycle of the school-to-prison pipeline. At the same time, I was confronted with the status quo of classical music training, training that felt wholly unaware of the social injustices that were taking place right outside the ivory walls of the conservatory. (Co-librettist) Tia [Price] and I started writing Stinney to start having a conversation with our colleagues.

Stinney: An American Execution will be performed on January 12, at 5 p.m., and January 13, at 3 p.m, with tickets starting at $30. On January 10, at 7:30 p.m., co-presenter Harlem Stage will host a moderated panel discussion, Democratic Ideals and Racism: An Examination of the Cradle to Prison Pipeline, on the creative responses of artists as they witness, experience, and analyze the collective trauma of being Black in America. The discussion will feature members of the creative team of Stinney, and tickets start at $5.

Published January 10, 2019
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YSM Student News | December 2018

Maura Scanlin

Tenor Luis Aguilar ’18MM ’19MMA, bass-baritone Brady Muth ’19MM, mezzo-soprano Rachel Weishoff ’19MMA, and soprano Laura Nielsen ’20MM, were the soloists for the Waterbury Symphony Orchestra’s performance of Handel’s Messiah with the Hartford Chorale.

San Jittakarn ’19MMA won third prize and Yun Lu ’20MM was one of eight semifinalists in the piano division of the 2018 Geneva International Music Competition.

Violinist Bora Kim ’16MM ’17MMA ’23DMA performed with the Sejong Soloists at Carnegie Hall in November for the ensemble’s Annual Gala Concert, which included works by Wagner, Vivaldi, Ewazen, and a premiere by Augusta Read Thomas MM.

Violinist Julia Mirzoev ’20MM was featured as a soloist in Mozart’s Sinfonia Concertante, K. 364, with the Durham Youth Orchestra in Whitby, Ontario, Canada.

Violinist Maura Scanlin ’19MM has recorded albums with her two folk bands. The Celtic fiddle/guitar duo Rakish released a self-titled debut EP in October, and Pumpkin Bread, an experimental group that blends Celtic folk and jazz, will release its second album in March 2019.

Xiaoyi Xu ’20MMA placed third and Po-Wei Ger ’20MM placed fifth at the Panama International Piano Competition.

Published December 13, 2018
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YSM Alumni News | November 2018

Molly Joyce. Photo by Nadine Sherman

Flutist Amanda Baker ’00MM returned to Yale in April 2018 to become Senior Associate Director for Young Alumni for the Yale Alumni Fund. She was also a guest lecturer this spring at the University of Hartford, where she taught “Entrepreneurship in the Arts,” and continues to teach flute at Eastern Connecticut State University.

Double Bassist Mark Elliot Bergman ’97MM received a Performing Arts Fellowship in Music from the Wyoming Arts Council, one of four recipients in the state. Bergman’s winning original compositions include Ondine, The Temple, and Shenandoah Suite, a string trio commemorating the 75th anniversary of the founding of Shenandoah National Park.

Violist Emily Grace Brandenburg ’17MMA was named Administrative Assistant at the McDuffie Center for Strings at Mercer University in Macon, Ga. MORE

Published November 7, 2018
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Soprano Leah Brzyski ’19MM, on preparing for Yale Opera’s Fall Scenes productions

Leah Brzyski

Each year, Yale Opera presents two programs of scenes from beloved and important works. Parts are assigned at the beginning of the academic year, giving singers relatively little time to learn, memorize, and inhabit their roles—sometimes more than one and in different languages. We spoke with soprano Leah Brzyski ’19MM about her preparation for this year’s programs and about developing as a singer and performer here at YSM.

Q: What roles will you be performing in this year’s Fall Scenes program, and what has the preparation experience been like?

A: This year I could not be more excited for our scenes production because I have the opportunity to perform two of my dream roles: Blonde from Mozart’s Die Entführung aus dem Serail and Ophelia from Ambroise Thomas’ Hamlet. While the characters are quite different, each has such a strong willfulness and passion about them that makes digging into their music so appealing. The preparation for my roles this year has been really rejuvenating. After being gone all summer, coming back to dive headfirst into these powerful pieces has been such a driving force behind the semester.

Now that memorized runs are done, we’re into our staging period, which is my favorite! We finally get to explore not just how [the characters] speak and sing, but how their bodies would react to a situation or another person. Not to mention our Stage Director, Chris Murrah, is one of the most artistically genius people I have ever met. He is full of unique insights and always allows us the freedom to explore and play rather than micromanaging every action we do on stage.

Q: What is the benefit and what are the challenges of having to learn multiple roles, in different styles and in different languages, in a short amount of time?

A: Every year we are assigned our roles and are given three weeks to learn and memorize all of our music. At the end of the three weeks we perform a memorized run for the voice faculty so that they can see how we’ve progressed. This process is always more than a little hectic—to memorize the notes, rhythms, language, but more so the characterization of your assignments in such little time. Just being able to physically produce the right sounds is nowhere near enough. You have to know what motivates [the characters], how they interact with the other characters, why they say and sing what they do, and so much more.

Last year I remember feeling like it was an impossible feat, but after hours and hours of weekly coaching, lessons, group rehearsals, and individual practice time, the music becomes so ingrained in you that every year we all manage to meet the deadline, (sometimes to our own surprise!). This quick learning process has actually benefited me in so many ways. Oftentimes, last minute opportunities to sing a concert or a role come up and you might only have a week or even a few days to accept and learn your music. Practicing that skill in a comfortable learning environment makes taking on professional tasks like that so much more manageable. This summer it helped me learn five roles in just a few months and prepare arias in different languages without much stress at all. This year, I noticed that the memorization of my music was so much easier, even though I had much more to learn. It’s a skill most of us don’t get to practice on our own time, so having it as part of the curriculum makes it a mandatory part of our skillset.

Q: What’s required of you, in terms of moving from one role to another in the course of one Fall Scenes production? How do the faculty help with this process?

Brzyski as the Queen of the Night in Yale Opera’s 2018 production of Mozart’s “The Magic Flute”

A: The ability to switch back and forth between such contrasting roles is absolutely demanding. To go from singing a role in French about a woman who has gone mad to the point of suicide because of lost love to suddenly switching to singing a comedic maid who is cunning and pedantic and lighthearted in German is one heck of a transition. But, in a way, all of those unique qualities help you differentiate as a performer what it feels like to be one character versus the other. Last year, singing the all-consuming and powerful role of Queen of the Night as well as the loving and tender Fairy Godmother in Cendrillon at first seemed like an overwhelming transition. But those qualities help make up the identity of each character. After living in her shoes, I would never start thinking in French or singing in the same Fairy Godmother-esque floated lines when performing Queen and vice versa. At the end of the day, it’s the differences that make the switch easy. The faculty all help in this process of course, perfecting our diction, demonstrating style differences between composers, and creating characterization of our roles.

Q: In what ways have you learned from your peers throughout this process and in the Yale Opera program in general? How, in the past year, have you developed as an artist and in what ways has YSM’s opera program informed that growth?

A: I don’t even know where to begin when it comes to this amazing group of artists. There is never a rehearsal or recital or class where I don’t learn something from my peers. We all come from such unique and enriched backgrounds that it’s like a treasure trove of skills all sitting in the same classroom. I might hear someone singing an aria I have learned but they do something different in a cadenza or approach a note in such an amazing way that I can use and apply to my own singing. So often in our movement classes, when we’re improvising, someone will take a risk and do something completely unexpected, which makes you feel more willing to take risks yourself and work off of that energy. Many people here also speak several foreign languages and it’s so amazing to be able to ask for insight on translations and specifics on pronunciation from someone who is native to that language.

I owe the Yale Opera program so much of who I am as an artist. In our undergrad training, we broadly cover so many topics, languages, requirements, etc. But here, there is such great attention to detail given to specific skillsets that are absolutely necessary in order to succeed as an opera singer. French, German, Italian, and Russian diction are taught with such finesse and accuracy that sometimes I wonder how I stumbled my way through before my two years here. Most important, however, I have grown because I have been given the opportunity to act as an artist and take artistic liberties that I wouldn’t have been given at another university, such as picking my own recital repertoire, teaching voice students, singing for top managers in the business, and performing mature roles that challenge me. Not only am I a more technically savvy singer because of the skilled guidance of my voice teacher, Doris Yarick-Cross, but I am also a more confident and independent musician. Our faculty members are some of the most experienced, intelligent instructors in their field. Learning from them every day has most definitely paid off.

Yale Opera presents its annual Fall Scenes programs on Friday & Saturday, Nov. 2 & 3, in Morse Recital Hall. 

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Published October 24, 2018
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Yale Opera’s production of “The Magic Flute” asks what it means to be human

Dustin Wills

Theater director Dustin Wills, a 2014 graduate of the Yale School of Drama, says there is a reckoning happening in his industry, an accountability for what one is putting on stage and what that work has to say socially and politically. “That’s where I’m coming from,” he said recently, during rehearsals for Yale Opera’s new production of Mozart’s The Magic Flute, which he is directing. The 1791 opera, a Singspiel, was Mozart’s last. It added punctuation to his life and to an Age of Reason that was giving way to Romanticism. The story of The Magic Flute, crafted by librettist Emanuel Schikaneder, explored and celebrated Enlightenment ideals, the flaws of which, Wills pointed out, we are dealing with today. A movement that was born of goodwill, Wills said, forgot those who were not white, male European landowners.

“It would be irresponsible for me to allow this opera to happen in a vacuum,” Wills said. And while he can’t change the libretto, he has used the work as a vehicle for revisiting the original inquiry. “What is our modern-day equivalent of this movement?” he asked. Male-focused heroism, for one thing, is “really old nonsense,” Wills said, mentioning his own struggles with playing roles steeped in male stereotypes. With that in mind, he has reframed the focus—which Schikaneder trained on Tamino—to equally include Pamina. Wills’ fundamental inquiry is: What does it mean to be human?

The answer, to Wills, can be found, in part, in our relationship with artificial intelligence. “AI today is the exact same experiment,” he said, revisiting Enlightenment-period themes of egalitarianism and individualism. “You have to really investigate what a human is. In Saudi Arabia, they gave citizenship to a robot.” Wills’ turn directing The Magic Flute brings up the same moral questions that 18th century philosophers and artists were asking in their time. And that, he believes, is part of the responsibility of the artist who is faced with staying true to a piece of work while bringing it into a modern-day context without going too far. “If we’re not making attempts to find that line,” Wills said, “I don’t know how much of an audience in the future there’s going to be.” In other words, “How do you reconcile these beautiful, amazing old works with politics that are potentially very harmful and triggering today?”

The goal, he said, “is really to be absolutely more inclusive, to try to open the door wider to more people.” This production, he explained, gives us the opportunity to take a break from the chaos around us and also leaves us with questions to ask ourselves and one another. It is his job, he said, to push members of an audience beyond their comfort zones. “The artists are the ones who’re up all night thinking about the future,” he said.

It’s not all about angst, though. “We rehearse from a place of joy at all times,” he said, “because that’s what’s at the center of this thing.”

Soprano Anush Avetisyan ’18MM, who is sharing the role of Pamina with soprano Sylvia D’Eramo ’18MM, said, “It has truly been a joy working with Dustin on this production of The Magic Flute. What I have noticed and really appreciated is Dustin’s commitment to the work at hand. His vision and personality are rare in this world and I am grateful for them every day of rehearsal.”

Yale Opera presents a new production of Mozart’s The Magic Flute at the Shubert Theatre Feb. 16-18.

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Published February 9, 2018
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Guest post: baritone Zachary Johnson ’17MM ’18MMA, on performing Opera Scenes

Baritone Zachary Johnson

On a chilly day in February 2015, I walked into Doris Yarick-Cross’ office for my audition interview. Nervous, and very excited, I answered a series of well-thought-out questions about my education, musicianship, and hopes for the future. I remember the interview well, but there will always be one question that sticks out to me: “Can you learn and memorize music quickly?” I answered, sang my audition, and later accepted my position and moved to New Haven the following September. Within the first week of school I was given a large envelope of music for my first production at Yale: Opera Scenes. I was to perform four different roles, in four different opera scenes — two in Italian, one in German, and one in English. I had just over a month to learn the repertoire, work with coaches, and sing the music from memory. I had my work cut out for me, but I thought back to that interview question and knew that this is what is expected from a singer in this program, and I was not going back down.

“Così fan tutte,” 2017

Opera scenes are an incredibly useful venture for singers, especially young singers intending to pursue a career in opera. While teaching us how to learn multiple styles of music in multiple languages at once, they also help us develop the skill of switching gears emotionally, mentally, and physically as we jump from character to character. I can remember transforming from an eccentric, dancing butler to a slow, dim-witted carpenter all in one night. What is unique about the Yale Opera is that the scenes programs are fully costumed and staged, so each snippet of these incredible operas can stand alone and tell their own stories. We get to work with incredibly talented vocal coaches that help us achieve a deeper understanding of the music and text so we are fully prepared to step on stage and bring these stories to life. Strengthening the ability to jump from character to character and language to language is an extremely useful skill for all opera singers, and Opera Scenes is one of the best programs for that. Following our scenes program in the fall, we perform a complete, fully staged production at the Shubert Theatre. The work chosen is usually one we performed a scene from the previous semester, which is an incredibly useful feature of the Yale Opera program. While developing the skill of balancing multiple roles is important, diving into an entire role and being able to understand the growth and trajectory of a single character is equally as vital for a young singer. the Yale Opera provides its singers with opportunities for both, and you will finish this program with a quicker mind, a thicker resume, and the skills you will absolutely need to balance the multifaceted workload of a professional opera singer.

“Don Quichotte,” 2016

In my third year here at the Yale School of Music, I still think back to that interview. I think back to that question. I will admit, in February 2015, that my answer lacked confidence. I was unsure if I possessed what it takes to be an opera singer. If you were to ask me the same question today, another chilly day, in November 2017, I would smile, think back on the incredible amount of opportunities I have been given in this program to develop as a singer, a musician, and a human being, and give you the most confident “Yes.”

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Published November 2, 2017
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Yale Opera prepares for Fall Opera Scenes programs

Richard Cross, left, and Doris Yarick-Cross

Shortly after arriving at the Yale School of Music to study in the Yale Opera program, ascendant vocalists are handed an envelope containing the repertoire they’re expected to learn and memorize for the Fall Opera Scenes performances. This year, those concerts take place on November 3 and November 4 and feature excerpts from classic and contemporary operas.

The repertoire is chosen by faculty soprano and Yale Opera Artistic Director Doris Yarick-Cross and YSM faculty bass-baritone Richard Cross with each student’s development in mind. That approach, Yarick-Cross said, is “how we can best get them ready for their future. We choose the roles that we feel will give them the best opportunity to progress.

“What we try to do is give them the tools to be professionals,” Yarick-Cross said. “Our students get hired because they’re prepared.”

And that means going beyond the vocal parts, “to break through inhibitions,” Cross said. “To become a convincing character on stage” isn’t just about singing and acting, he said. “It’s also internalizing the repertoire” — “to get them into the habit of meeting the demands” that will be placed on them throughout their careers, Yarick-Cross added.

As much as the repertoire for the Fall Opera Scenes programs is chosen with pedagogy in mind, the Yale Opera audience is also part of the programming equation. While “La Bohème is perfect for young singers,” Cross said, pointing out that the characters in that opera are themselves young, it’s long been an audience favorite, too.

Jake Heggie’s Dead Man Walking, based on Sister Helen Prejean’s 1993 book of the same title, has been appreciated by audiences since its premiere in 2000 at the San Francisco Opera. The New Haven audience, Yarick-Cross said, will be “overwhelmed by the Heggie.” Likewise, she said, the first act of Strauss’ Ariadne auf Naxos will appeal to local concertgoers. “I think they will really like it,” Yarick-Cross said. “It will be new to most of them. There’s a lot going on” and “There is some wonderful singing.”

On Friday and Saturday, November 3 and November 4, the Yale Opera presents performances of scenes from Mozart’s Die Zauberflöte and Don Giovanni, Heggie’s Dead Man Walking, Massenet’s Cendrillon, Puccini’s La Bohème, Humperdinck’s Hänsel und Gretel, Donizetti’s Lucrezia Borgia, and Strauss’ Ariadne auf Naxos

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Published October 26, 2017
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YSM now accepting applications for fall 2018 enrollment

Violinist Wynton Grant ’17MM. Photo by Matt Fried

The School of Music is now accepting applications for enrollment in fall 2018. “We have openings in all areas, including the tuba and harpsichord studios and the orchestral conducting program,” Donna Yoo, YSM’s director of admissions and alumni affairs, said. “It is unusual for us to have available spaces across all programs, and we are looking forward to welcoming new students to all areas of study.”

The Admissions Office anticipates interest in the School’s revamped B.A./M.M. program, which is now open to applications from high-school seniors. The program, Yoo said, “should appeal to students who are interested in pursuing both academic and musical excellence at an Ivy League institution.”

The School will announce available fellowship opportunities in December. These would include openings in the string quartet fellowship program and the recently launched collaborative piano program. Applications for the Morse Postgraduate Teaching Artist Fellowship will also be accepted starting in December.

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Published September 15, 2017
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Convocation 2017 defines YSM as place for “Music Among Friends”

School of Music Dean Robert Blocker often describes music as “the currency of hope” and has long championed the School’s commitment to inclusivity and diversity. That commitment was reiterated emphatically on Thursday night in his 2017 Convocation speech, “Music Among Friends,” in which he celebrated “courage, inclusivity and diversity, connectedness, tolerance and respect, and compassion.” Upon its founding, he said, “the School of Music opened wide its doors and heart to all those who brought their gifts of talent and intellectual curiosity to campus.” Today, Blocker pointed out, the School stands in solidarity with those whose place in our community hangs in the balance.

“All of us bring anxieties, concerns, and even fears about the human condition to this room tonight,” he told new and returning students, faculty, staff, alumni, and guests, “for we live in a time in which human dignity and indeed humanity are being assaulted throughout the world. Nothing, I think, is as incomprehensible and unimaginable as the vengeful rescindment of the Deferred Action for Childhood Arrivals policy, known as DACA. Now, these young people we call Dreamers live with fear rather than hope. This action touches our community profoundly because we are witnesses to the deep grief and stressful uncertainty these Dreamers and their families suddenly face. I do believe reasonable and compassionate leaders among us hear and feel the anguished cries of Dreamers and that they, with our encouragement and support, will find a way to keep their American dream alive.”

Connecting YSM’s values to its mission, Blocker said, “music teaches us that every voice is distinct and important, that each is necessary for harmony, and that is precisely why we know that our combined voices will help repair our troubled world.”

Following University Provost Benjamin Polak’s installation of the incoming class, whose members come from five continents, 25 countries, 26 states, and 58 institutions, Convocation attendees sang Schubert’s An die Musik (with Franz von Schober’s text, as translated by YSM faculty bass-baritone Richard Cross), as is School tradition. Blocker then delivered his remarks before introducing the faculty, alumni, and current students who performed as part of the ceremony.

Violinist Daniel S. Lee ’06MM ’08AD, a newly appointed faculty member in early music whose ensemble, The Sebastians, is in residence at the Yale Collection of Musical Instruments, performed Heinrich Ignaz Franz von Biber’s Sonata No. 3 in F major, C. 140 (from Sonatae, violino solo) with faculty harpsichordist Arthur Haas. Bass-baritone Dashon Burton ’11MM sang “Grosser Herr, o starker König,” from Bach’s Christmas Oratorio, BWV 248, and “Mache dich, mein Herze rein,” from the St. Matthew Passion, BWV 244, with pianist David Fung ’11MM ’13MMA ’17DMA. And violinist Sirena Huang ’19AD performed Tchaikovsky’s Valse-Scherzo, Op. 34, with pianist Lam Wong ’18MM.

The performances added punctuation to Blocker’s remarks, which concluded with him telling members of the incoming class that “here at YSM, you will experience fully the gift that is ‘Music Among Friends,’ and encouraging all in attendance, referencing a favorite story about Robert Louis Stevenson, to “take hope, and make holes in the dark with the beauty and light of your music.”

Photos by Harold Shapiro

Published September 8, 2017
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