The 1957 classic American musical West Side Story has been staged by countless community and school theater groups, but none more ambitious than the 2000 production by MacMurray College, a small school in Jacksonville, Illinois. Diane Brewer, the new drama head at the college, determined to add an extra element to the usual demands of putting on a show by having deaf students perform half of the parts. Deaf Side Story presents a fascinating narrative of Brewer and the cast’s efforts to mount this challenging play.
Brewer turned to the Illinois School for the Deaf (ISD) to cast the Sharks, the Puerto Rican gang at odds with the Anglo Jets in this musical version of Romeo and Juliet set in the slums of New York. Hearing performers auditioned to be the Jets, and once Brewer had cast her hearing Tony and deaf Maria, then came the challenge of teaching them all to sing/sign and dance the riveting show numbers for which the musical is renowned. She also had to manage a series of sensitive issues, from ensuring the seamless incorporation of American Sign Language into the play to reassuring ISD administrators and students that the production would not be symbolic of any conflict between Deaf and hearing people.
Author Mark Rigney portrays superbly the progress of the production, including the frustrations and triumphs of the leads, the labyrinthine campus and community politics, and the inevitable clashes between the deaf high school cast members and their hearing college counterparts. His representations of the many individuals involved are real and distinguished. The ultimate success of the MacMurray production reverberates in Deaf Side Story as a keen depiction of how several distinct individuals from as many cultures could cooperate to perform a classic American art form brilliantly together.
“A summation of his beliefs about music as he looked into the final quarter of the 20th century…Bernstein’s talks still seem surprisingly fresh. But words were nearly as much Bernstein’s métier as music.” —New York Times
The varied forms of Leonard Bernstein’s musical creativity have been recognized and enjoyed by millions. These lectures, Mr. Bernstein’s most recent venture in musical explication, will make fascinating reading as well. Virgil Thomson says of the lectures: “Nobody anywhere presents this material so warmly, so sincerely, so skillfully. As musical mind-openers they are first class; as pedagogy they are matchless.”
Mr. Bernstein considers music ranging from Hindu ragas through Mozart and Ravel, to Copland, suggesting a worldwide, innate musical grammar. Folk music, pop songs, symphonies, modal, tonal, atonal, well-tempered and ill-tempered works all find a place in these discussions. Each, Mr. Bernstein suggests, has roots in a universal language central to all artistic creation. Using certain linguistic analogies, he explores the ways in which this language developed and can be understood as an aesthetic surface. Drawing on his insights as a master composer and conductor, Mr. Bernstein also explores what music means below the surface: the symbols and metaphors which exist in every musical piece, of whatever sort. And, finally, Mr. Bernstein analyzes twentieth century crises in the music of Schoenberg and Stravinsky, finding even here a transformation of all that has gone before, as part of the poetry of expression, through its roots in the earth of human experience.
These talks, written and delivered when Leonard Bernstein was Charles Eliot Norton Professor of Poetry at Harvard University, are the newest of the author’s literary achievements. In addition to a distinguished career as conductor, pianist, and composer, Mr. Bernstein is the recipient of many television Emmys for the scripts of his Young People’s Concerts, Omnibus programs, and others, and is the author of The Infinite Variety of Music and The Joy of Music, for which he received the Christopher Award.
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