In seventeenth-century Paris, the performance of an opera or other staged spectacle was an interactive event that engendered countless subsequent performative acts. An operatic premiere infused the Parisian songscape with new musical material that reverberated in various social spheres, from the galant airs performed by mondains at gatherings of literary elites to the ribald songs performed by street singers. The chansons of Philippe-Emmanuel de Coulanges provide a window into the musical games that unfolded across fashionable Paris. These traces of ephemeral song networks illuminate how spectacles had a ripple effect throughout Paris and beyond when individuals performed, manipulated, quoted and parodied operatic artefacts in various social contexts and spaces. The study of the ways in which audiences interacted with operatic music in turn reveals how contemporary spectators understood, listened to and valued a work and its components, as they dissected and reused elements in their quotidian social experiences.

Nineteenth-century Italian opera scholars used to be the cool kids in town. During the 1990s, we swanned through annual meetings of the American Musicological Society, delighted that our field of study, long situated at the periphery of the discipline, was heading straight toward the centre. My decision to write a dissertation about Italian opera performers was not prompted by the siren song of potential trendiness; nevertheless, it was thrilling to be among the contributors to a collective effort that was perceived as being on the cutting edge, or at least as cutting edge as musicology could get at the time. It didn’t hurt either that this endeavour entailed touching down in Italy every now and again for some of the best parties (ahem, I mean, conferences) ever convened. I know I am idealising the past, but these thoughts came rushing back to me in a rosy hue a few months ago when a colleague approached me with this whopper: ‘Remember when nineteenth-century studies were hip? We’re the old-fashioned ones now.’ True, studies of Rossini, Donizetti, Bellini, Verdi and their contemporaries are no longer in the vanguard, but books by Emanuele Senici, Mary Ann Smart and Francesca Vella demonstrate that there is still a lot of life left in the world of nineteenth-century Italian opera studies. We’re still very cool.

This article examines how classical music students understand early twentieth-century recordings in higher music education. A qualitative research method was chosen to investigate the beliefs and self-reported practices of 16 students enrolled in a European conservatoire, whose attitudes were considered through the administration of a semi-structured questionnaire and an interview. Their responses identified seven main themes: (1) beliefs, (2) sources, (3) self-reported practices, (4) repertoires/performers, (5) educational implications, (6) limits and (7) benefits.

Results show how much students value early twentieth-century recordings – especially when it comes to analysing the performance practices of the past and developing new interpretations – and how articulate their responses can be with regard to specific stylistic and technical issues. However, possibly due to informal learning strategies and the lack of curricular teaching activities focusing on listening to and analysing recorded interpretations, some responses highlighted a misrepresentation of our recent musical past and the need for a more structured curricular activity. This last should benefit from a vast body of scholarly literature whose relevance is still underestimated among music practitioners.

A year after the premiere of the complete Ring cycle in Bayreuth in 1876, a concert-form ‘London Wagner Festival’ took place at the Royal Albert Hall, newly opened in South Kensington near the site of the Great Exhibition of 1851. Comprising lengthy excerpts from Wagner’s operas performed by a vast orchestra and star singers, this event was partly born out of financial necessity in the aftermath of the costly and extravagant staging of the Ring in Bayreuth. But Wagner’s London connections also reveal the significance of Victorian industry and the built environment in disseminating his music dramas and shaping listening practices beyond Bayreuth. This article situates the London Wagner Festival in relation to the early history of the Royal Albert Hall, foregrounding the contributions and responses of Victorian architects, engineers, concert reformers and musical critics to the peculiarly modern phenomenon of the massive concert. By approaching the Albert Hall as a medium for the early dissemination of Wagner’s music dramas, I seek to make a broader case for the relevance of the nineteenth-century concert hall to histories of operatic performance and technological mediation.

In an enticing article for the Neue Zeitschrift für Musik, Hans von Bülow suggested that Joseph Joachim would be well suited to achieve a reform of violin playing in the 1850s, which would effectively close the door behind Virtuosentum. The Golden Age of virtuosity had been on its way out for several years, impacting also violin performance. And yet, violin programming in the musical metropolises London and Paris was slow to adapt. As recent work on Joachim's virtuoso years has shown, his repertoire during the 1840s encompassed far more than German classics. It accommodated plenty of virtuoso music by H.W. Ernst, de Bériot, Ferdinand David, and Vieuxtemps, as well as his own substantial, virtuoso compositions, composed for his London tours in the 1840s. As this article argues, Joachim's programming did not change overnight: the shift from performing and composing virtuoso pieces to identifying himself with lofty and serious works happened gradually. One vehicle through which Joachim transformed the state of ‘violin playing’ of the 1840s was the violin romance. Joachim, who spent three months in Paris in early 1850, used the aesthetic of the romance to transform not only the state of violin playing but also the violin romance itself. Two simple romances he composed in 1850 were followed by a third romance in 1857. The third was, in effect, a Bravourstück in disguise, exhibiting none of the older virtuoso tricks such as flying bow strokes that had fallen out of favour. Rather, in Joachim's third romance, the conspicuous, ‘1840s’ virtuosity merged into ‘shape-oriented virtuosity’, a term used in a 1854 review of Joachim's playing. Many later nineteenth-century composers of violin romances from Bruch to Sibelius adopted Joachim's romance model, negotiating between melodic simplicity and violinistic demand, resulting in lyrical pieces in which virtuosity was an undercurrent, hidden but present.

This article explores the multifaceted landscape of music literacy education in South African secondary schools through an anagrammatic lens. Music literacy education is symbolised by the anagrams ‘NAOUIEDCT’ and ‘RCSSEOEUR’, encapsulating resource-related, cultural and pedagogical complexities. This comparison of music literacy education to anagrams creates an interesting analogy that can shed light on the complexity and challenges inherent in the situation. It aims to unravel these complexities, like solving a multifaceted puzzle. Thus, the result of this qualitative interpretive research project is the transformation of a complex challenge (conundrum) into symbolic puzzles (anagrams), aiming to decipher the intricacies of music literacy education. This methodology offers an approach to foster engagement and collaborative work toward future solutions. Through a comprehensive exploration, this research aims to unravel the layers of challenges inherent in Music Education, offering insights and recommendations for a nuanced and enriched educational experience. The data for this research project were collected through semi-structured interviews and, consequently, a thematic content analysis was carried out, first in a descriptive level of analysis, followed by a conceptual level of analysis. Computer-aided qualitative analysis software, namely ATLAS.tiTM23, played a valuable and significant role in both the literature review and thematic content analysis phases of this study.