| W h at t o E x p e c t f r o m a i da

From the soft, stirring notes of the prelude to the magnificent The Work
Triumphal March and the heart-wrenching finale, Aida has captured the aida

imaginations of operagoers for nearly a century and a half. At first glance Opera in four acts, sung in Italian

an epic, monumental drama of ancient Egypt, it is at its heart the simplest Music by Giuseppe Verdi (1813–1901)
and most tragic of tales—an intimate story of loves forbidden, unrequited, Libretto by Antonio Ghislanzoni
and enmeshed in a struggle for imperial power. Verdi’s boldly atmospheric
First performed on December 24,
and colorful score never overwhelms the expressions of tenderness, 1871, at the Khedivial Opera House,
jealousy, and longing that drive its three central characters: an Egyptian Cairo, Egypt
warrior, the enslaved Ethiopian princess he loves, and her royal mistress.
Few opera companies can match the grandeur and style of the Met’s PRODUCTION
production of Aida. Horse-drawn carriages lead a conquering army and Fabio Luisi, Conductor
its captives across the vast stage. Grand temples and moonlit riversides Sonja Frisell, Production
evoke an era thousands of years in the past. Colonnades and tombs rise
Gianni Quaranta, Set Designer
and descend, while the voices of some of the world’s greatest singers bring
Dada Saligeri, Costume Designer
the story to life—on stage and on screen.
This guide can help your students explore all aspects of Aida—its setting Gil Wechsler, Lighting Designer

and archeological background, its musical architecture, and the passions Alexei Ratmansky, Choreographer
at its core. The activities spotlight social and psychological connections
among Verdi’s characters, as well as the compositional techniques through STARRING
(in order of vocal appearance)
which his music brings them to life. Students will consider the Western
Štefan Kocán
European essence of this ancient Egyptian opera, as well as the relevance
Ramfis (bass)
of its artistry a century and a half after its premiere. Calling attention to
Roberto Alagna
both the opera’s timeless truths and its cultural contradictions, this guide
Radamès (tenor)
offers students knowledge and critical resources with which to enhance
Olga Borodina
their enjoyment of this Live in HD production.
Amneris (mezzo-soprano)

Liudmyla Monastyrska
Aida (soprano)

Miklós Sebestyén
The King (bass)

Hugo Vera
A Messenger (tenor)

Jennifer Check
A Priestess (soprano)

George Gagnidze
Amonasro (baritone)

Production a gift of Mrs. Donald D. Harrington

monastyrska borodina alagna gagnidze

1
 | A G u ide t o a i da

The guide includes four types of The activities in this guide address several aspects of Aida:
activities. Reproducible student
• the structure of character relationships at the heart of this epic story
resources for the activities are
available at the back of this guide. • Verdi’s use of compositional technique to direct attention during the
opera
CLASSROOM ACTIVITY:
a full-length activity, designed to • comparisons between the opera’s fictional setting and historical Egypt
support your ongoing curriculum • the production as a unified work of art, involving creative decisions by
MUSICAL HIGHLIGHTS: the artists of the Metropolitan Opera
opportunities to focus on excerpts
from Aida to enhance familiarity The guide is intended to cultivate students’ interest in Aida whether or
with the work
not they have any prior acquaintance with opera. It includes activities for
PERFORMANCE ACTIVITIES: students with a wide range of musical backgrounds, seeking to encourage
to be used during The Met:
them to think about opera—and the performing arts in general—as a
Live in HD transmission, calling
attention to specific aspects of this medium of entertainment and as creative expression.
production

POST-SHOW DISCUSSION:
a wrap-up activity, integrating the
Live in HD experience into students’
views of the performing arts and
humanities
Roberto Alagna as Radamès
Ken Howard / MET OPERA

2
| The Story

Egypt, during the reign of the Pharaohs

ACT I: The royal palace in Memphis. Radamès, an Egyptian officer, loves Aida, the
Ethiopian slave of the Egyptian princess Amneris. He doesn’t know that Aida, who
returns his affections, is the daughter of the Ethiopian king. Amneris also loves
Radamès.
When the high priest Ramfis warns Radamès of an impending new Ethiopian
assault on Egypt, Radamès hopes to be made commander of the army: a victory
would enable him to set his beloved free. Amneris realizes that Radamès is in love
with her slave. When the king does appoint Radamès to lead the army, Aida finds
herself torn between two loves: for Radamès and for her Ethiopian homeland. In a
grand ceremony, Ramfis appoints Radamès the new commander.

ACT II: The palace at Thebes. News has arrived of Egypt’s victory over Ethiopia and
Amneris is preparing for Radamès’s return. To confirm her suspicions about him
and Aida, Amneris lets on that the commander has been killed. After observing her
slave’s grief, Amneris tells the truth, that he is alive. Now, detecting Aida’s joyous
relief, the princess knows her concern to be justified. She leaves for the victory
celebration. Aida prays to her own gods.
The victorious army enters in a grand parade before the king, its Ethiopian
captives trailing behind. Radamès is honored above all. Aida recognizes her father,
Amonasro, among the prisoners, but he signals her not to reveal his identity.
Amonasro pleads mercy for the captives. Radamès, in turn, asks the Egyptian king
to overturn a priestly decree that the Ethiopians be killed. To honor his commander,
the king not only agrees, but offers Radamès his daughter, Amneris, as bride.

The Triumphal Scene in Act II

Marty Sohl / MET OPERA

3
 ACT III: On the banks of the Nile. Together with Ramfis, Amneris enters the Temple
VOICE TYPE of Isis to prepare for her wedding. Nearby, Aida secretly awaits Radamès’s arrival,
Since the early 19th century,
while dreaming of her homeland. Amonasro appears and asks his daughter to
singing voices have usually
been classified in six basic serve Ethiopia by convincing Radamès to reveal Egypt’s battle plans. He watches
types, three male and three from the shadows as Aida asks Radamès about the military plans. When he reveals
female, according to their them, Amonasro emerges and Radamès realizes what he has done just as Ramfis
range:
and Amneris leave the temple. Amonasro and Aida escape. Radamès surrenders,
SOPRANO acknowledging his treason.
the highest-pitched type
of human voice, normally
possessed only by women ACT IV: The hall of judgment – A tomb below the temple. Amneris tries to convince
and boys Radamès that she can save him—if only he will accept her in marriage. Radamès
MEZZO-SOPRANO refuses and is led off to judgment. Amneris is left in a state of love, fury, and pain
the female voice whose range as she hears the priests sentence Radamès to be buried alive. Sealed into his tomb,
lies between the soprano Radamès discovers Aida, who has hidden there, determined to die with him. The
and the contralto (Italian
lovers meet their fate as Amneris remains behind atop the tomb, praying for them.
“mezzo” = middle, medium)

CONTRALTO
the lowest female voice, also
called an alto

TENOR
the highest naturally
occurring voice type in
adult males

BARITONE
the male voice lying below
the tenor and above the bass

BASS
the lowest male voice

4
| w h o ’ s w h o i n a i da

CHARACTER PRONUNCIATION VOICE TYPE THE LOWDOWN

Aida Princess of ah-EE-dah Soprano Though powerless to all

Ethiopia, appearances, Aida holds
imprisoned the key to the central drama
in Egypt as of the opera.
Amneris’s
slave

Amneris Princess of ahm-NEH-rees Mezzo-soprano Amneris is honestly, but

Egypt hopelessly, in love with
Radamès.

Radamès Egyptian rah-dah-MAYS Tenor Radamès is torn between

warrior his love for Aida and his
devotion to the kingdom of
Egypt.

Amonasro King of ah-mo-NAHZ-ro Baritone When Amonasro is

Ethiopia captured by the Egyptians,
only his daughter knows
he’s actually the king.

Ramfis High priest RAHM-fees Bass The true power behind the
Egyptian throne

The King Bass Amneris’s father, the King

plays only a minor role in
the opera.

5
 | c l a ss r o o m ac t ivi t y

Who Do You Love: A Close Look at the

Interpersonal Relationships in Aida

In Prepar ation For all its visual splendor and exotic atmosphere, Aida is fundamentally an intimate
For this activity, students will need tale of love and social responsibility. At its center is the romantic triangle of Radamès,
the reproducible resources available
Aida, and Amneris, which by extension mirrors Radamès’s devotion to his native
at the back of this guide. It may help
to provide colored pencils and several Egypt and Aida’s to her beloved Ethiopia. In this Classroom Activity, students will
colors of sticky notes as well. These use a tool from the social sciences, the sociogram, to untangle the complicated
can be used in the construction of allegiances and animosity within and among Verdi’s characters. They will:
sociograms (see Step 3).
• listen to operatic selections revealing characters’ attitudes and concerns
You will also need the audio selections • use a clearly defined method to take notes on the feelings expressed
from Aida available online or on the
• construct sociograms depicting the feelings and relationships that drive the
accompanying CD.
opera
• predict, explain, and debate characters’ decisions based on the sociograms they
Curriculum Connections
Social Studies (Sociology/Psychology) have constructed

Language Arts (character STEPS

development and relationships)
Aida is a grand spectacle set in an ancient society as imagined by 19th-century
Mathematics (graphic depictions of French and Italian intellectuals and artists. Though its setting and depiction of
information)
Egyptian culture may be fictitious, the opera rests on timeless truths about social
relations: love, hate, manipulation, seduction, betrayal, responsibility, and belief.
Learning Objectives
Verdi was interested in recent advances in archeology, but more importantly, he
• To experience an analytic approach
to recording and understanding might also have considered another social science that blossomed during his lifetime:
complex social situations sociology. In this activity, students will use a tool from that discipline—the socio-
• To think critically about character gram—to explore relationships among Verdi’s Egyptian and Ethiopian characters.
development and narrative structure

• To consider the effects of mixed

feelings upon decision-making

• To appreciate the use of dramatic

and musical structure in delineating
characters and their relationships

• To become familiar with the

characters in Aida, the complexity
of their relationships, and Verdi’s
genius in depicting them for the
opera audience

6
 Step 1: Introducing the Sociogr am Common Core ELA
The sociogram, a graphic representation of interpersonal relations, can be used to College and Career Readiness
Standards for Reading: Grades 6-12
illuminate the love triangle of Aida. Introduce the concept of the sociogram to your
class by distributing the reproducible Data 2 Ways on page 23 of this guide. This Key Ideas and Details
3.Analyze how and why individuals,
reproducible shows two different ways to notate the relationships among a group events and ideas develop and interact
of fourth-grade children (a smaller version can be seen below). over the course of a text.

The data table at the top of the page is simply a record of the children’s feelings. Integration of Knowledge and Ideas
The data indicates each child’s feelings toward one of the others. Three indicators 7. Integrate and evaluate content
presented in diverse formats and media,
are used: including visually and quantitatively, as
+ means the child likes the other well as in words.

– means the child does not like the other

~ means the child feels neutral toward the other National Center for
History in the Schools
Historical Thinking Standards for
Reading the table from left to right: Grades 5-12
• Abigail doesn’t like Ben, but likes Charlie and Diana.
Standard 1: Chronological Thinking
• Ben doesn’t like Abigail, likes Charlie, and is neutral toward Diana. B. Identify the temporal structure of a
• Charlie doesn’t like Abigail, likes Ben, and is neutral toward Diana. historical narrative or story.

• Diana likes Abigail and Ben, and is neutral toward Charlie. Standard 2: Historical Comprehension
D. Differentiate between historical facts
and historical interpretations.
At the bottom of the page, a sociogram provides a graphic depiction of the same
data. It doesn’t simply record, but shows, the relationships among the children.
Note that three types of symbols are used in the sociogram:
• Shapes: A triangle represents a male; a circle represents a female.
• Lines: A solid line represents “like.” A dotted line represents “dislike.” A wavy line
represents “neutral feeling.”
• Arrowheads: The arrowheads indicate the direction of the feeling. Where feelings Ben

are mutual, a single line appears with two arrowheads.

Allow students a few minutes to compare the data table and sociogram and to trace
the relationships depicted. Do these sound like typical relationships among fourth- Abigail Diana

grade boys and girls? Why? (The sociogram reveals strong intra-gender friendships,
but different—and developmentally typical—patterns of inter-gender feelings: The
girls are more interested in boys than the boys are in girls.)
Charlie

Sociologists often collect data for sociograms by observing behavior. In Step 2,

students collect their data by listening to conversations from Aida.

Step 2: Data Collection

Students can collect data on the characters’ feelings by “eavesdropping” on conver-
sations in several scenes from Aida. The class should listen to each excerpt as a group,
reading along with the texts and translations included on the reproducible Listening
In. (If appropriate in your classroom, they may enjoy discussing the excerpt as well.)

7
 Then they should use the data table on the reproducible Sociological Observations
Olga Borodina as Amneris to record their observations about the feelings expressed, before going on to the
jonathan tichler / MET OPERA

next excerpt.
Notes on filling out the data table:
The activity explores feelings and relationships among the opera’s three principals:
• the Egyptian military leader, Radamès,
• the Egyptian princess, Amneris, and
• the Ethiopian princess, Aida, who is enslaved to Amneris.

These are listed on the data table’s vertical axis. But the musical excerpts also
reveal information about relations with other characters, such as the Ethiopian king
Amonasro, as well as about characters’ feelings toward their native lands. These
additional topics are listed on the horizontal axis.
Students should add indicators (+, -, and ~ symbols) after listening to each excerpt,
then compile their observations at Step 3.
Students need not include an indicator in every single cell for every excerpt. If
there is no information about a character’s feelings toward a person or place, they
may leave the corresponding cell blank.

A Listening Guide to the Excerpts

Excerpt 1
Track 1 presents the very first notes of Verdi’s prelude to Aida. This melody repre-
sents Aida herself. Students should listen for it as the excerpt continues.

Tracks 2 through 6, from early in Act I, Scene 1, summarize Aida’s romantic triangle
in less than a minute and a half.
Track 2: Radamès expresses his hope that the goddess Isis will choose him as
leader of Egypt’s forces in the coming battle with Ethiopia.

Track 3: Amneris asks Radamès whether he has another, more romantic dream.
She evidently hopes that dream involves herself.

Track 4: Radamès worries that Amneris has discovered his love for Aida.

Track 5: Amneris becomes suspicious of Radamès’s hesitation.

Track 6: The orchestral phrase heard in Track 1 wordlessly brings Aida onto
the stage, and Radamès responds by exclaiming “It’s her!”

Students should be able to discern from this excerpt that Radamès has strong
positive feelings for both his native Egypt and for Aida, while Amneris is attracted

8
to Radamès. No information is provided about Aida. Some students may infer that
Radamès is not attracted to Amneris.
The entire excerpt, including an elision between Tracks 5 and 6, can be heard in
Track 7. FUN FACT Within two
years of its Cairo premiere,
Excerpt 2 Aida had been staged in
Tracks 8 through 12, from later in Act I, Scene 1, reveal Aida’s feelings toward her Milan, New York City, and
native Ethiopia and toward Radamès. Buenos Aires, followed by
more than 100 productions
Track 8: Here, the priests, ministers and captains of Egypt all cry out for war
over the next decade,
and for the extermination of their Ethiopian enemy. including a performance
in Australia.
Track 9: Aida herself leads the call for victory.

Track 10: Alone now, Aida catches herself: How could she wish for Egypt’s
victory—which means the defeat of Ethiopia and her father, its king?

Track 11: Aida changes position, calling now for the gods to bring her father
victory, and to return her to him.

Track 12: But she catches herself yet again: How can she call for the defeat of
her beloved Radamès, the only hope in her enslavement? The Khedivial Opera House, site of
Aida’s premiere

This excerpt should provide students with a sense of Aida’s ambivalent feelings
toward Egypt and her homeland, complicated by her conflicting loves for her father
and Radamès.
The entire excerpt, including an elision between Tracks 10 and 11, can be heard in
Track 13.

Excerpt 3
In Act II, Scene 1, with Radamès not yet returned from war, Amneris tries to confirm
her suspicion that he and Aida are in love.
Track 14: Amneris announces to Aida that she, the daughter of Pharaoh, is
Aida’s rival for the love of Radamès.

Track 15: Aida responds with royal ferocity, then remembers that Amneris
knows her only as a slave, not as a princess of Ethiopia. She suddenly worries
that she has revealed more than she intended.

Track 16: Aida’s tone changes to one of submission and supplication.

Track 17: Amneris flaunts her certainty that she will win Radamès over.

This excerpt conveys the mutual dislike of Aida and Amneris, but it also reveals them
as wily adversaries, Amneris through assertion and Aida by stealth.
The entire excerpt can be heard in Track 18.
9
 Excerpt 4
Act III finds Aida outside the Temple of Isis. Awaiting a secret rendezvous with
Radamès, she is surprised by her father, who has escaped Egypt’s prison. Amonasro
plays on his daughter’s love of country. Aida finds herself caught between respon-
sibility and romance.
Track 19: Amonasro lays out the strategic situation: Ethiopia’s army can be
victorious if they learn Egypt’s intended path of attack—and only Aida is in a
position to gather that intelligence. She seems not to understand.

Track 20: Amonasro explains that she can coax the information out of her
lover—a plan Aida instinctively rejects.

Track 21: Amonasro plays on Aida’s feelings, accusing her of having become
nothing more than a slave, unworthy to be his daughter.
FUN FACT Aida is the
second most performed Track 22: Aida insists on her loyalty to Ethiopia.
opera in the history of the
Met, with a total of 1,122 In Excerpt 2, Aida’s conflicting loves caused her worry, but here the stakes are
performances through the
raised. As her father plays upon her feelings, she feels forced to take sides—even
end of the 2011–12 season.
Only Puccini’s La Bohème has by betraying her beloved Radamès.
been heard more frequently The entire excerpt can be heard in Track 23.
(1,245 times). The photo
above shows the 1908 staging.
Step 3: Constructing a Sociogr am
Having collected data on the relationships in Aida, students can now construct their
sociograms, using the reproducible Sociogram Construction Site.
The key at the bottom of the reproducible includes symbols for a basic set of
social relationships. (Notice the addition of squares as symbols for places. Students
may enjoy enhancing the list by devising connectors of different thicknesses
or colors to
• distinguish between weak and stronger feelings,
• distinguish friendship and romantic love,
• distinguish romantic love from familial love, or
• depict such emotions as jealousy, guilt, and shame.
Also, while simple geometric shapes are generally used in sociograms, students
may enjoy color-coding the shapes to include even more information, such as age
or social status.
The arrangement of elements in a sociogram is a matter of choice. Students may
prefer to put one character (e.g., Aida) at the center of the diagram, just as Verdi
puts her at the center of the opera. Or they may prefer to create a web like the one
seen on the reproducible Data 2 Ways. They should feel free to experiment with

10
different arrangements of characters and objects. (Sticky notes can make it easier A scene from Act I
Marty Sohl / Met opera

to try different configurations.)

Step 4: Discussing the Sociogr am

Since each student will have constructed his or her own diagram of the relationships
in Aida, it can be useful to have students share, explain, and discuss their choices.
Depending on their awareness of the opera and its resolution, they can use their
diagrams to predict and/or explain Aida’s, Radamès’s, and Amneris’s behaviors in
the remainder of Act III and in Act IV.

Step 4a (Optional)
After discussing the characters’ “future” behavior, students may find it instructive to
listen to a fifth excerpt: the scene in which Aida does betray Radamès.

Excerpt 5 (Optional)
Act III comes to an end with a fateful meeting between Aida and Radamès. Aida
convinces her lover that their only salvation is escape—but she also has another
intention.

11
 Aida, Egypt, and Verdi: All Is Not as It Seems
With its temple on the banks of the Nile, its prayers to Ptah, and its famous sealed tomb, the tale of Aida
seems to come straight from the papyri of ancient Egypt. It doesn’t. Verdi and his librettist, Antonio
Ghislanzoni, used a story created by the prominent French Egyptologist Auguste Mariette (who also
oversaw the design of the sets and costumes for the opera’s original production). There is no evidence
that Mariette’s ideas came from anywhere but his own imagination—his general sense of an “ancient
Egyptian” aesthetic based on archeological finds from several centuries and dozens of dynasties. There
are also deliberate historical inaccuracies: for instance, Egyptologists in Mariette’s day knew that only
male priests, never priestesses, presided in Egyptian temples. But Verdi knew that priestesses made for
a better musical story.
It is sometimes reported that Aida was composed to celebrate the opening of the Suez Canal, which
in fact took place in November 1869, two years before the opera’s premiere. Aida had its first perfor-
mance at the newly built Khedivial Opera House in Cairo (which had opened in 1869 with Verdi’s earlier
Rigoletto) in December 1871. As for Verdi himself, he never traveled to Egypt and treated Aida’s opening
at Milan’s La Scala six weeks later as its true world premiere.

12
 Track 24: Aida and Radamès sing of their plan to keep their love safe by
escaping together—though a final chord indicates that all may not be as idyllic FUN FACT Roughly a year
passed between the time Verdi
as it seems.
finished Aida and its Cairo
premiere: the newly built sets
Track 25: Aida asks an apparently innocent question: Is there an escape route
and costumes were stranded
free of Egyptian troops? in Paris because of the Franco-
Prussian War.
Track 26: Radamès answers confidently but also vaguely.

Track 27: Aida presses the point. (You may want to pause here to have
students guess at Radamès’s reaction: Why is Aida not satisfied with his
earlier response?)

Track 28: Radamès reveals the army’s path. (Again, students may enjoy
guessing what comes next—whether this revelation will be of consequence.)

Track 29: Amonasro appears. He has heard the secret and reveals that he
is Aida’s father and king of Ethiopia. Radamès realizes that he has betrayed
his homeland.

The entire excerpt can be heard in Track 30.

FOLLOW-UP: Having analyzed the social relationships that bind and divide the
characters in Aida, students are prepared to consider a question particularly
relevant to adolescents: Must feelings and social roles dictate behavior? Does
Aida do the right thing in eliciting key intelligence from Radamès? Does she have a
choice? Students can write persuasive essays elaborating their views—and personal
experiences—on the influence of love, peer and family pressures, and self-image in
making difficult life decisions.

13
 Egypt’s Fascinating Past
The term “ancient Egypt” refers to a multitude of places and a civili-
zation spanning nearly 4,000 years, whose remains were buried in
sand and history for another millennium and a half. (In other words,
we are closer in time today to the latest known Egyptian hiero-
glyphs, which were created around 400 CE, than those writings
are to the first hieroglyphs ever carved in stone around 3100
BCE!)
Around 830 CE, nearly two centuries after the Arab
conquest of Egypt, the Caliph Al-Mamun is said to have
made his way inside a gigantic building of longstanding
mystery: the Great Pyramid of Giza. But the modern history
of Egyptology doesn’t begin until 1798, when the French
army under Napoléon Bonaparte made its way to Egypt.
The following year, a French soldier stumbled across a
rock inscribed in three writing systems—hieroglyphs, a
later Egyptian script, and ancient Greek. Since all three
represented the same text, and Greek was still familiar, the
Rosetta Stone (right) became the key to understanding the
writings of ancient Egypt. Egyptology was born.
French, German, and British explorers, trained in
the new social science of archeology, flocked to Egypt
throughout the 19th century, taking away thousands of
artifacts. Their expeditions filled the museums of Europe
and North America—the Louvre in Paris, the British
Museum in London, Berlin’s New Museum, and the Brooklyn
and Metropolitan Museums in New York—with sculptures,
architectural elements, papyri, and mummies in painted
sarcophagi. Westerners were fascinated by the objects
arriving from exotic desert landscapes. Ancient Egyptian
shapes and colors came to influence Western clothing,
hairstyles, make-up, and architecture. Pharaonic mysteries
filtered into books and movies.
Today, the remaining relics of ancient Egypt are
protected as the patrimony of the modern Egyptian state
and form a major tourist attraction. Twenty-first-century
students can learn more about Egypt’s fascinating past at a
fine website created by Egypt’s Center for Documentation
of Cultural and Natural Heritage, eternalegypt.org. Other
authoritative websites include the British Museum’s ancien-
tegypt.co.uk, the BBC’s bbc.co.uk/history/ancient/egyptians,
and the Brooklyn Museum’s interactive Mummy Chamber
at tinyurl.com/brooklynmummy.

14
| M u si c a l Hig h lig h t

In the Spotlight:
A Close Look at Voice as a Narrative Tool (Act II, Scene 2)

Filmmakers direct an audience’s attention by alternating between close-ups, long Musical Highlights are
shots, and shots from different characters’ perspectives. An opera composer like brief opportunities to
Giuseppe Verdi performs a similar feat with musical means. Act II, Scene 2 of Aida, • help students make sense of opera

in which the victorious Egyptian army marches into Thebes, followed by its prisoners • whet their interest in upcoming Live
(and accompanied in the Metropolitan Opera production by an array of carriages in HD transmissions

and live animals), offers a prime example. Each focuses on audio selections from
In the music heard in Track 31, Aida has discovered her father among the Aida available online at metopera.org/
education or the accompanying CD.
prisoners (though only she knows him to be the Ethiopian king). As the track begins,
Texts and translations are available in
Radamès sings of the sorrow he sees in her expression. Within moments, Amneris, the back of this guide.
misinterpreting his sympathy, comments on Radamès’s desire for Aida and her own
These “mini-lessons” will in practice
yearning for vengeance. Then Amonasro, together with the Ethiopian prisoners, the take up no more than a few minutes
people of Egypt, and their king all sing of mercy for the vanquished. All of this is of class time. They’re designed to help
heard at the same time. In a movie, it would be a “cast of thousands” scene. Then you bring opera into your classroom
while minimizing interruption of your
suddenly Aida’s voice soars wordlessly above the throng—the musical equivalent of
ongoing curriculum. Feel free to use
a close-up. as many as you like.
Track 32 takes place a few moments later. The assembled crowd sings “Glory
to Egypt”—Egyptians for their victory, Ethiopians for their conqueror’s mercy. In
Track 33, the priests join in, stressing the role of the goddess Isis against the same
martial rhythm. Track 34 provides another close-up on the despairing Aida. The
choruses of Egyptians, Ethiopians, and priests sing on: Radamès worries that, as the
victorious captain, he will have to marry Amneris; and Amneris believes her dreams
are about to come true—yet Aida’s grief soars above them all.
In Track 35, Verdi “cuts” to a different close-up: we hear Amonasro hurriedly,
stealthily encouraging his daughter to take heart. Then Verdi promptly turns back
to the main action. For a brief moment at the start of Track 36, we hear Radamès
continue his plaint, then Amneris, Amonasro, and the rest continue their parts. At
last, in Track 37, six soloists and a full chorus restore order with the original “Glory
to Egypt” (heard in Track 32), initiating the grand orchestral and choral climax of
Track 38. But thanks to the genius of Verdi’s writing, amid dozens of triumphant
voices and instruments Aida’s distinctive soprano soars above the throng again and
again. Against the power of mighty Egypt, the slave’s voice asserts itself—right up
until a reprise of the familiar Triumphal March brings the proceedings to a close (See
Musical Highlight: Five Little Pitches.)
The entire sequence can be heard in Track 39.

15
 | M u si c a l Hig h lig h t

Five Little Pitches:

A Close Look at Aida’s Triumphal March (Act II, Scene 2)

Few operatic melodies are more familiar than the march that accompanies Radamès’s
victorious army into the city of Thebes. Certainly few are simpler. The theme, played
by a small chorus of trumpets, comprises only five different pitches (Track 40). The
phrase is heard twice (Track 41), then the same notes are rearranged into a new
melody to form a middle section (Track 42), before the original phrase recurs one
more time (Track 43). In Track 44, Verdi repeats this pattern, but in a seemingly
unrelated key. Track 45 adds a simple ornamentation to the middle section that
keeps playing when the main melody returns to conclude the march in Track 46.
The Triumphal March is one of very few passages in which Verdi sought to bring
genuine historical effect to Aida. Recent archeology had uncovered simple, valve-
less horns, which prompted Verdi to commission special trumpets in an attempt
to recreate the spare, stirring tones the ancient Egyptians might have heard when
celebrating a victory.
The composer turned out to be more historically accurate than he could have
known. Half a century after Aida, in 1925, a pair of horns was found in the tomb of
King Tutankhamen. One was tuned in A flat, the other in B—precisely the same two
keys Verdi had chosen for his triumphal march!
Please note that all tracks are orchestral only (no reproducible pages). The entire
piece can be heard in Track 47.

1 2, 3 4 5

16
| M u si c a l Hig h lig h t

West Meets East:

A Close Look at Verdi’s Exotic View of Egypt

For all its Egyptian splendor, Aida is firmly rooted in the European musical tradi-
tion. This is nowhere more apparent than in the settings of two of the opera’s most
“Egyptian” texts: the battle cry “Su! del Nilo al sacro lido” (“Up! To the sacred shore
of the Nile,” Track 48) and the chorus in the triumphal scene, “Gloria al Egitto”
(“Glory to Egypt,” Track 32). Both are closely modeled on Western military marches.
Even the famous Triumphal March (see Musical Highlight: Five Little Pitches) is
Western in rhythm and tempo.
The few bits of orientalism in the score of Aida are mostly heard from offstage.
For instance, Act I, Scene 2, opens with the singing of an unseen priestess as she
prays to the god Ptah (Track 49). Her song is sinuous and lush, with a distinct Middle
Eastern flavor, accompanied at the end by a chorus of priestesses in dark, myste-
rious harmony. (Interestingly, Verdi had reason to know there were no female priest-
esses in Egypt. He apparently consulted with an authority on ancient Egypt before
deciding to create some.)
Supposed sounds of the East can also be heard at the beginning of Act III, which
takes place on the banks of the Nile. To a very soft, sparse accompaniment of strings
(Track 50), an undulating flute emerges, beckoning and teasing with trills and leaps
like a genie rising from a lamp (Track 51). Yet the priests and priestesses osten-
sibly dedicated to the goddess Isis sound more like Christian monks practiced in
Gregorian chant—about as European as it gets (Track 52).
The entire priests of Isis sequence can be heard on Track 53.
Prayers to Ptah are heard once more at the end of the opera, but these differ from
the serpentine chant of Act I’s priestess. In Track 54, Radamès and Aida, entombed
alive beneath the temple, share a final duet. They are interrupted in Track 55 by the
percussive sounds of a priestly invocation. This prayer has less of Act I’s Eastern exoti-
cism. It peaks and falls incessantly, steady as a living heart, impregnable as the Great
Pyramid. Meanwhile the lovers prepare for death, gasping, in Track 56: “Heaven
opens!” Any contrast between Eastern and Western music has been supplanted by
a more universal opposition: between the bland persistent beat of a physical heart
and the lyricism of a spiritual one, lovely and liquid, though doomed.
This excerpt from the final scene can be heard, continuously, on Track 57.

17
 | p e r f o r m a n c e ac t ivi t ies

Supporting Students During

The Met: Live in HD Transmission

Thanks to print and audio recording, much about opera can be enjoyed long
before a performance. But performance itself brings vital layers of sound
and color, pageantry and technology, drama, skill, and craft. Performance
activities are designed to help students tease apart different aspects of the
experience, consider creative choices that have been made, and sharpen
their own critical faculties.
Each Performance Activity incorporates a reproducible activity sheet.
Students bring the activity sheet to the transmission to fill out during
intermission and/or after the final curtain. The activities direct attention
FUN FACT In 1987, tenor to characteristics of the production that might otherwise go unnoticed.
Plácido Domingo led a Ratings matrices invite students to express their critique: use these ratings
cast of hundreds of singers,
to spark discussions that call upon careful, critical thinking.
musicians, and extras in a
production of Aida at the The basic activity sheet is called My Highs & Lows. Meant to be collected,
Temple of Luxor in Egypt. opera by opera, over the course of the season, this sheet points students
toward a consistent set of objects of observation. Its purposes are not
only to help students articulate and express their opinions, but to support
comparison and contrast, enriching understanding of the art form as
a whole.
For Aida, the other activity sheet, Secrets of the Stage, invites students to
build on their enjoyment of the Metropolitan Opera’s fabulous staging by
imagining what goes on behind the scenes during a performance of this
grand opera.
The Performance Activity reproducibles can be found in the back of this
guide. Either activity can provide the basis for class discussion after the
transmission. On the next page, you’ll find an activity created specifically
for follow-up after the Live in HD transmission.

18
| p o s t- s h o w dis c u ssi o n

Rocking the Pyramids:

Comparing the Aidas of Two Different Centuries

Students will enjoy starting the class with an open discussion of the Met IN PREPAR ATION
performance. What did they like? What didn’t they? Did anything surprise This activity requires no preparation
other than attendance at the Live in
them? What would they like to see or hear again? What would they have
HD transmission of Aida. Optional
done differently? This discussion will offer students an opportunity to resources on the works discussed
review the notes on their My Highs & Lows sheet, as well as their thoughts during the activity can be found with
about this Met production—in short, to see themselves as Aida experts. a simple online search.

Aida is one of the most widely performed operas in the repertoire. At

the Met alone, it has been seen more than 1,100 times over a period of 125 Curriculum connections
Social Studies (History and Culture)
years. Unlike many other great stage works, its story is entirely original
and not based on an existing source (if of course inspired by historical and Music

archeological findings about ancient Egypt). That’s why many people were
surprised when an entirely new telling of Aida’s story arrived on Broadway LEARNING OBJECTIVES
• To explore changes in cultural forms
in the year 2000.
and values across history
The show, officially entitled Elton John & Tim Rice’s Aida, features music
• To compare and contrast the
and lyrics by two of the 20th century’s best-known pop and rock artists. It
creative choices of two different
ran on Broadway for more than four years, toured across the U.S. and in sets of artists at two periods
20 other countries, and has been widely performed in school and amateur in history
productions. • To consider what aspects of a work
Students can sample the latter-day Aida in videos available on youtube. are timeless and which are products
com and learn about its history on a number of other websites. They may of a particular time, place, and set
of circumstances
enjoy comparing Elton John’s pop tunes, which feature elements of gospel,
reggae, and Motown, among others, to their favorite moments from Verdi’s • To incorporate the experience of
Aida into broader understandings of
Aida. In particular, it can be enlightening to contrast the plots of the opera
creative works and cultural forms
and the musical. As a synopsis reveals, the new work weaves a more elabo-
rate plot around the original:
• Aida is captured in the war by Radamès.
• He gives the slave girl to his betrothed, Amneris, but later comes to fall
in love with her.
• Radamès, in line to become king of Egypt himself, finds himself caught
up in a conspiracy to kill Amneris’s father, the reigning king.
• Aida is sensitive to Amneris’s emotional insecurity, evidenced by the
princess’s love of fashionable clothes.
• A newly introduced character, Radamès’s father, tries to have Aida killed
to keep her from his son.
• Aida and Amonasro plan to escape Egypt not during a battle, but during
Radamès and Amneris’s wedding party.
• Both Aida and Radamès are charged with treason.
• The king, not priests, declares the death sentence.
• Amneris ends the musical in line to become queen herself.

19
Common Core ELA • Neither jealous nor vengeful, Amneris arranges for the lovers to be
College and Career Readiness entombed together—a sign of her respect and affection for them both.
Standards for Reading: Grades 6-12
Depending on your class’s interests and response to Verdi’s Aida, activities
Craft and Structure comparing the opera and musical can take one of two different directions.
6. Assess how point of view or purpose
shapes the content and style of a text. Students can compare and contrast the plots of the two works, debating
their views of the changes made by Elton John, Tim Rice, and their libret-
Integration of Knowledge and Ideas
9. Analyze how two or more texts ad-
tists. Which version strikes students as more emotionally authentic? Which
dress similar themes or topics in order feels truer to the setting of ancient Egypt? Why?
to build knowledge or to compare the
approaches the authors take. Students can try their own hands at “adapting” Verdi’s Aida. Would
they make choices similar to those of the Broadway or Metropolitan Opera
National Center for team? What circumstances and motivations can they imagine to
History in the Schools • elaborate on the backstory
Historical Thinking Standards for
Grades 5-12
• rearrange the structure of personal relationships (explored in the
Classroom Activity) or
Standard 2: Historical Comprehension
• change specific plot points in the original opera?
F. Appreciate historical perspectives.
Individually or in groups, students may enjoy presenting their new Aidas
Standard 3: Historical Analysis and
Interpretation as short stories, skits, or music videos.
D. Draw comparisons across eras and re-
gions in order to define enduring issues.

20
The met: LIve in HD
Aida

Aida Educator Guide CLASSROOM ACTIVITY: Who do you love

Track List 1 ACT I: Orchestral prelude; Aida theme
2–6 ACT I: Radamès; wishes to be the leader in battle
7 Tracks 2–6 continuously
Met Radio Recording
January 7, 1989 8–12 ACT I: Egyptian’s cry for war against the Ethiopian enemy
13 Tracks 8–12 continuously
Aida 14–17 ACT II: Amneris and Aida; fighting over their love for Radamès
Aprile Millo 18 Tracks 14–17 continuously
19–22 ACT III: Amonasro and Aida; Father/Daughter duet (“Ciel! mio padre”)
Radamès 23 Tracks 19–22 continuously
Plácido Domingo 24–29 ACT III: Radamès, Aida, and Amonasro; the lovers plan for escape with
an unexpected twist
Amneris 30 Tracks 24–29 continuously
Stefania Toczyska
Musical Highlight: In the Spotlight
Amonasro 31–38 ACT II: Radamès, Ramfis, priests, Aida, Amneris, Amonasro, the King,
Sherrill Milnes and chorus; the victorious Egyptian army marches into Thebes
(“Gloria all’Egitto”)
Ramfis 39 Tracks 32–38 continuously
Paul Plishka
Musical Highlight: Five Little Pitches
Conductor 40–46 ACT II: Orchestra; Triumphal March (“Marcia”)
James Levine 47 Tracks 40–46 continuously

Metropolitan Opera Musical Highlight: West Meets East

Orchestra and Chorus 48 ACT I: The King; leads the Egyptians in praising the victorious war
heroes (“Su! del Nilo al sacro lido”)
49 ACT I: High Priestess; praying to Ptah
50–52 ACT III: Chorus and orchestra; beginning of Act III
53 Tracks 50–52 continuously
54–56 ACT IV: Radamès, Aida, and chorus; final love duet (“O terra, addio”)
57 Tracks 54–56 continuously

21
The met: LIve in HD
Aida

Aida Educator Guide ACT I

Track List— 1 Orchestral overture; Aida theme
Chronological Order 2–6 Radamès; wishes to be the leader in battle
7 Tracks 2–6 continuously
48 The King; leads the Egyptians in praising the victorious war heros
(“Su! del Nilo al sacro lido”)
8–12 ACT I: Egyptian’s cry for war against the Ethiopian enemy
13 Tracks 8–12 continuously
49 High Priestess; praying to Ptah

ACT II
14–17 Amneris and Aida; fighting over their love for Radamès
18 Tracks 14–17 continuously
40–46 Orchestra; Triumphal March (“Marcia”)
47 Tracks 40–46 continuously
31–38 Radamès, Ramfis, priests, Aida, Amneris, Amonasro, the King, and
chorus; the victorious Egyptian army marches into Thebes
(“Gloria all’Egitto”)
39 Tracks 32-38 continuously

ACT III
50–52 Chorus and orchestra; beginning of Act III
53 Tracks 50–52 continuously
19–22 Amonasro and Aida; Father/Daughter duet (“Ciel! mio padre”)
23 Tracks 19–22 continuously
24–29 Radamès, Aida, and Amonasro; the lovers plan for escape with an
unexpected twist
30 Tracks 24–29 continuously

ACT IV
54–56 Radamès, Aida, and chorus; final love duet (“O terra, addio”)
57 Tracks 54–56 continuously

22
The met: LIve in HD
Aida

classroom activity

Who Do You Love: Data 2 Ways

feels about Abigail feels about Ben feels about Charlie feels about Diana

How Abigail…
- + +
How Ben…
- + ~
How Charlie…
- + ~
How Diana…
+ + ~

Ben

Male

Female

Abigail Diana
Like

Dislike

Neutral

Charlie

23
The met: LIve in HD
Aida

classroom activity

Who Do You Love: Listening In

Excerpt 1—Act 1, Scene 1

Track 1
Orchestral

Track 2
RADAMÈS: D’un sogno avventuroso si beava il mio cuore— My heart delighted in a glorious dream—
Oggi, la Diva profferse il nome del guerrier today the goddess has chosen the name of the warrior
che al campo le schiere egizie condurrà. who will lead the Egyptian forces into battle.
Ah! s’io fossi a tale onor prescelto… Ah! If only I could be chosen for such an honor!

Track 3
AMNERIS: Nè un’altro sogno mai… Has not another dream…
più gentil… più soave… gentler…sweeter…
al cuore ti parlò? ever spoken to your heart?
Non hai tu in Menfi desideri… speranze? Don’t you desire or hope for anything in Memphis?

Track 4
RADAMÈS: Io? (Quale inchiesta! Me? (What a question!
Forse… l’arcano amore Perhaps…she has discovered the
scoprì che m’arde in core.) secret love burning in my heart.)

Track 5
AMNERIS: (Oh! guai se un altro amore ardesse a lui nel core!) (Oh woe, if another love burns in his heart!)

Track 6
RADAMÈS: Dessa! Her!

Track 7
Reprises Tracks 2-6.

Excerpt 2—Act 1, Scene 1

Track 8
PRIESTS, SOLDIERS, and ALL: Guerra! War!

Track 9
AIDA, then ALL: Ritorna vincitor! Return victorious!

Track 10
AIDA: Ritorna vincitor! E dal mio labbro uscì l’empia parola! Return victorious! Such evil words have come from my mouth!

24
The met: LIve in HD
Aida

classroom activity

Who Do You Love: Listening In (continued)

Track 11
AIDA: L’insana parola, oh Numi, sperdete! Wipe out these crazy words, oh gods!
Al seno d’un padre la figlia rendete; Return this daughter to her father’s embrace;
Struggete le squadre dei nostri oppressor! Ah! Destroy the armies of our oppressors! Ah!

Track 12
AIDA: Sventurata! Che dissi? Wretched woman! What have I said?
E l’amor mio? And what about my love?
Dunque scordar poss’io questo fervido amore che, oppressa Can I, oppressed and enslaved, just forget this burning love
e schiava, come raggio di sol qui mi beava? that has been my one delightful ray of sunshine?

Track 13
Tracks 8–12 continuously

Excerpt 3—Act II, Scene 1

Track 14
AMNERIS: Sì…tu l’ami… Yes…you love him…
ma l’amo anch’io… but I love him too…
intendi tu? do you understand?
Son tua rivale… I am your rival…
figlia dei Faraoni. the daughter of the Pharoahs.

Track 15
AIDA:Mia rivale! My rival!
Ebben sia pure. Then so be it.
Anch’io…son tal… I too…I am…
Ah! che dissi mai? Ah! What have I said?

Track 16
AIDA:Pietà! Perdono! Ah! Pietà ti prenda del mio dolor… Pity! Pardon! Ah! Take pity on my sorrow.
È vero. Io l’amo d’immenso amor. It’s true. I love him with a mighty love.
Tu sei felice. Tu sei possente. Io vivo solo per questo amor! You are happy. You are powerful. I live only for this love!

Track 17
AMNERIS: Trema, vil schiava! Tremble, disgusting slave!
Spezza il tuo core. Your heart is breaking.
Segnar tua morte può quest’amore. This love can mean your death.
Del tuo destino arbitra io sono, I control your destiny.
d’odio e vendetta le furie ho in cor. My angry heart is full of hate and vengeance.

Track 18
Tracks 14–17 continuously

25
The met: LIve in HD
Aida

classroom activity

Who Do You Love: Listening In (continued)

Excerpt 4—Act III

Track 19
AMONASRO: In armi ora si desta il popol nostro;
tutto pronto è già.
Vittoria avrem.
Solo a saper mi resta
qual sentier il nemico seguirà. Our people are now armed.
Everything is ready.
AIDA: Chi scoprirlo potria? Chi mai?
We will be victorious.
AMONASRO: Tu stessa! All that remains is for me to find out
which trail the enemy will follow.
AIDA: Io?
Who can find that out? Who?
Track 20 You yourself!
AMONASRO: Radamès so che qui attendi. Me?
Ei t’ama. Ei conduce gli Egizii.
Intendi?

Orrore! Che mi consigli tu?

AIDA:
I know that you are waiting here for Radamès.
No! No! Giammai!
He loves you. He commands the Egyptians.
Do you understand?
Track 21
Horrors! What are you asking me?
AMONASRO: Non sei mia figlia. No! No! Never!
Dei Faraoni tu sei la schiava!

Track 22
You’re not my daughter.
AIDA:Ah, pietà! You’re the slave of the Pharoahs!
Padre! a costoro schiava io non sono.
Non maledirmi. Non imprecarmi.
Ancor tua figlia potrai chiarmarmi.
Della mia patria degna sarò. Ah, have pity!
Father, I am not slave to those people.
Track 23 Don’t curse me! Don’t vilify me!
You will still be able to call me your daughter.
Tracks 19–22 continuously I will be worthy of my homeland.

Excerpt 5 (optional)—Act III

Track 24
AIDA and Radamès: Vieni meco. Insiem fuggiamo

questa terra di dolor.

Vieni meco. T’amo!
A noi duce fia l’amor.

26
The met: LIve in HD
Aida

classroom activity

Who Do You Love: Listening In (continued)

Track 25
AIDA: Ma dimmi—per qual via

eviterem le schiere
degli armati? Come with me. Together we’ll escape
this land of sorrow.
Track 26 Come with me. I love you!
Love will be our guide.
RADAMÈS: Il sentier scelto dai nostri

a piombar sul nemico fia deserto fino a domani.

Track 27 But tell me—by which road

will we evade the battalions
AIDA: E quel sentier?
of soldiers?

Track 28
RADAMÈS: Le gole di Nápata…
The trail that our army will follow to pounce on the enemy will
be deserted until tomorrow.
Track 29
AMONASRO: Di Nápata le gole! Ivi saranno i miei.

RADAMÈS: Oh! chi ci ascolta?… Which trail?

AMONASRO: D’Aida il padre—e degli Etiopi il Re.

RADAMÈS: Tu! Amonasro! Tu! Il Re?

Numi! Che dissi? No! Non è ver! The Napata gorges.

No!...sogno…delirio è questo…

AIDA: Ah no! ti calma. Ascoltami.

All’amor mio t’affida. By the Napata gorges! My men will be there!

AMONASRO: A te l’amor d’Aida un soglio innalzerà. Oh! Who’s listening there?

RADAMÈS: Io son disonorato! Per te tradii la patria! Aida’s father—and the King of Ethiopia!

You! Amonasro! You! The King?

Track 30 Gods! What have I said? No! It isn’t true!
Tracks 24-29 continuously No! I’m dreaming! This can’t be true!

Ah, no, calm yourself. Listen to me.

Trust in my love.

Aida’s love will raise you to a throne.

I am dishonored! I have betrayed my homeland for you!

27
The met: LIve in HD
Aida

classroom activity

Who Do You Love: Sociological Observations

Radamès Amneris Aida Amonasro Egypt Ethiopia

How Radamès
feels about…

How Amneris
feels about…

How Aida
feels about…

28
The met: LIve in HD
Aida

classroom activity

Who Do You Love: Sociogram Construction Site

Radamès

Aida Amneris

Ethiopia Egypt

Male

Female

Places

Like

Dislike

Neutral

29
The met: LIve in HD
Aida

Resource page for musical highlight

In the Spotlight

Track 31
RADAMÈS: (Il dolor che in quel volto favella (The sorrow that shows in her face
al mio sguardo la rende più bella; makes her lovelier in my eyes.
ogni stilla del pianto adorato Every adored tear she cries
nel mio petto ravviva l’ardor.) renews the passion in my heart.)

THE KING: Or che fausti ne arridon gli eventi a costoro Since happy events now favor us,
mostriamci clement; let us show mercy to these people.
la pietà sale ai Numi gradita, Mercy pleases the gods
e rafferma dei prenci il poter. and confirms the power of princes.

AMNERIS: (Quali sguardi sovr’essa ha rivolti! (How he looks at her!

Di qual fiamma balenano i volti! What fire burns in their faces!
Ed io sola, avvilita, reietta? And I’m alone, reviled, rejected?
La vendetta mi rugge nel cor.) Vengeance rages in my heart.)

AMONASRO, SLAVES, and PRISONERS:

Tua pietà, tua clemenza imploriamo! We plead for your mercy and your compassion!
Ah! Pietà, pietà. Oh, have mercy! Have mercy!

Tua pietà imploro.

AIDA: I plead for your mercy.
Oggi noi siam percossi dal fato, Today we suffer the blows of fate;
doman voi potria il fato colpir. tomorrow fate may strike you.

THE PEOPLE ASSEMBLED: Sacerdoti, gli sdegni placate! Priests, calm your anger!
L’umil prece dei vinti ascoltate. Listen to the humble prayers of the conquered.
Pietà! Take pity!

RAMFIS and PRIESTS: Si compisca dei Numi il voler! Let the gods’ will be done!
Struggi, o Re, queste ciurme feroci. Destroy, o King, this fierce gang.
Fur dai Numi votati alla morte. They were chosen for death by the gods.
Si compisca dei Numi il voler! Let the gods’ will be done!

Track 32
THE KING and THE PEOPLE ASSEMBLED: Gloria all’Egitto e ad Iside Glory to Egypt and to [the goddess] Isis,
che il sacro suol difende. who defends the sacred land.
S’intrecci il loto al lauro sul crin del vincitor. Braid a crown lotus and laurel for the victor’s head.

SLAVES and PRISONERS: Gloria al clemente Egizio Glory to merciful Egypt,

che i nostri ceppi ha sciolto, which has broken our chains,
che ci ridona ai liberi which sends us back to the open fields
solchi del patrio suol. of our native soil.

Track 33
RAMFIS and PRIESTS: Inni leviamo ad Iside, Let’s raise hymns to Isis,
che il sacro suol difende! who defends the sacred land!
Preghiam che i fati arridano Let us pray that the fates
fausti alla patria ognor. always smile upon our homeland.

30
The met: LIve in HD
Aida

Resource page for musical highlight

In the Spotlight (continued)

Track 34
AIDA: (Qual speme omai più restami? (What hope remains for me now?
A lui la gloria, il trono… For him, glory and the throne…
A me l’oblio…le lacrime For me, oblivion and the tears
d’un disperato amor.) of a hopeless love.)

RADAMÈS: (D’avverso Nume il folgore, (The blows of an angry god

sul capo mio discende. strike down upon my head.
Ah no! d’Egitto il soglio Ah! No! The throne of Egypt
non val d’Aida il cor.) is not worth Aida’s heart.)

amneris: (Dall’inatteso giubilo inebriata io sono; (I am drunk with unexpected joy;

tutti in un dì si compiono all the dreams of my heart
i sogni del mio cor.) are fulfilled in one day.)

ramfis: Preghiam che i fati arridano Let us pray that the fates always
fausti alla patria ognor. smile upon our homeland.

the people assembled: Gloria all’Egitto e ad Iside! Glory to Egypt and to Isis!

Track 35
AMONASRO: Fa cor: della tua patria Take heart! Await happy events
i lieti eventi aspetta; for your homeland.
per noi della vendetta The dawn of our vengence
già prossimo è l’albor. is already near.

Track 36
RADAMÈS: (Qual inattesa folgore sul capo mio discende. (What unexpected blows strike down upon my head!
Ah no! d’Egitto il trono non val d’Aida il cor; Ah! No! The throne of Egypt is not worth Aida’s heart.
d’Egitto il suol non val d’Aida il cor; The land of Egypt is not worth Aida’s heart.
d’Egitto il soglio non val d’Aida il cor.) The kingdom of Egypt is not worth Aida’s heart.)

amneris: (Tutti in un dì si compiono le gioie del mio cor. (All the joys of my heart are fulfilled in one day.
Ah! dall’inatteso giubilo inebriata io sono.) Ah! I am drunk with unexpected joy!)

AMONASRO: Fa cor: della tua patria i lieti eventi aspetta; Take heart! Await happy events for your homeland.
per noi della vendetta già prossimo è l’albor. The dawn of our vengence is already near.

RAMFIS and PRIESTS: Inni leviamo ad Iside Let’s raise hymns to Isis,
che il sacro suol difende! who defends the sacred land!
Preghiam che i fati arridano Let us pray that the fates always
fausti alla patria ognor. smile upon our homeland.

AIDA: (A me l’oblio…le lacrime! (For me, oblivion, tears!

Ah! qual speme omai più restami? Ah, what hope remains for me now?
A lui la gloria e il trono… For him, glory and the throne.
A me l’oblio… le lacrime di disperato amor). For me, oblivion and the tears of a hopeless love.)

31
The met: LIve in HD
Aida

Resource page for musical highlight

In the Spotlight (continued)

Track 37
THE PEOPLE ASSEMBLED: Gloria all’Egitto e ad Iside Glory to Egypt and to [the goddess] Isis,
che il sacro suol difende! who defends the sacred land!
S’intrecci il loto al lauro Braid a crown lotus and laurel
sul crin del vincitor! for the victor’s head!

SLAVES and PRISONERS: Gloria al clemente Egizio Glory to merciful Egypt,

che i nostri ceppi ha sciolto, which has broken our chains,
che ci ridona ai liberi which sends us back to
solchi del patrio suol! the open fields of our native soil.

Track 38
Orchestral

Track 39
Tracks 31–38 continuously

32
The met: LIve in HD
Aida

resource page for musical highlight

East Meets West

Track 48
MINISTERS and OFFICERS: Su! del Nilo al sacro lido Let’s go! Let us become like a fortress around the sacred
sian barriera i nostri petti; banks of the Nile!
non echeggi che un sol grido: Only a single cry will echo:
guerra e morte allo stranier! war and death to the foreigner!

Track 49
PRIESTESS: Immenso Fthà, del mondo spirito animator, Great Ptah, spirit who animates the world,
noi ti invochiamo! we call upon you!

Tracks 50 and 51
Orchestral

Track 52
CHORUS: O tu che sei d’Osiride O you who are the immortal
madre immortale e sposa, mother and wife of Osiris,
diva che i casti palpiti goddess who made
desti agli umani in cor, chaste human hearts beat,
soccorri a noi pietosa come to our aid,
madre d’eterno amor. merciful mother of eternal love.

Track 53
Tracks 50–52 continuously

Track 54
AIDA and RADAMÈS: O terra, addio; addio valle di pianti. O earth, farewell. Farewell valley of sorrows,
Sogno di gaudio che in dolor svanì. dream of joy that faded into misery.
A noi si schiude il ciel e l’alme erranti Heaven is opening for us, and
volano al raggi dell’eterno dì. wayward souls fly into the brightness of eternal day.

Track 55
PRIESTS: Immenso Fthà, noi t’invochiamo! Great Ptah, we call upon you!

Track 56
AIDA and RADAMÈS: Si schiude il ciel. Heaven opens.
O terra, addio; O earth, farewell.
addio valle di pianti. Farewell, valley of sorrows.

Track 57
Tracks 54–56 continuously

33
The met: LIve in HD
Aida
December 15, 2012

Performance Activity: Secrets of the Stage

Name

Class

Teacher

During the course of Aida, the vast stage of the Metropolitan Opera becomes an ancient Egyptian palace, a vast
temple, a plaza in the middle of a city, the site of a riverbank shrine, and even a tomb deep underground. All of
these rise and descend from secret spaces above and below the visible stage, so you can’t see them all at once. But
watch carefully and you can figure out how this amazing set-machine works.

To figure out the secrets of the sets, notice how big or small the performers are compared to objects on stage.
Notice when sets rise and descend. Then, during the last act, use this page to crack the code. You’ll see:
• the outside of a temple, decorated with two enormous figures—statues of long-bearded pharaohs
• the inside of the temple, and
• a tomb buried beneath the temple.

Use the grids below to sketch the sets. Pay close attention to:
• differences in height and width
• distances between objects and people
• movement upward and downward
By the time you’re done, you’ll have figured out the secrets of the amazing Metropolitan Opera stage.

34
The met: LIve in HD
Aida

Performance Activity: Secrets of the Stage

Exterior of the Temple

interior of the Temple

Beneath the Temple

35
Aida: My Highs & Lows
December 15, 2012

Conducted by Fabio luisi

Reviewed by

the stars Star Power My Comments

Liudmyla Monastyrska as Aida * * * * *

ROberto Alagna as Radamès * * * * *

Olga Borodina as Amneris * * * * *

George Gagnidze as Amonasro * * * * *

Štefan Kocán as ramfis * * * * *

THE SHOW, SCENE BY SCENE action music set design/staging

Radamès learns that Isis has chosen a leader 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5
My opinion

Amneris hints at her own purposes 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

Aida appears, completing the threesome 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

The King announces the battle with Ethiopia 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5
My opinion

Aida recognizes her difficult position 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

Prayer and dance of the priestesses 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

Amneris tricks Aida into revealing her secret 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5
My opinion

36
Aida: My Highs & Lows
(continued)

THE SHOW, SCENE BY SCENE action music set design/staging

The victorious army returns 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

Wishes for mercy…and vengeance 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

Amonasro confronts Aida 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

Aida’s fateful rendezvous with Radamès 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

Amneris pleads for mercy toward Radamès 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

Radamès refuses to repent 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

The priests pass judgment 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

Radamès finds a surprise in his tomb 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5

My opinion

THE fates of Radamès, Aida and Amneris are sealed 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5
My opinion

37