Esse, Melina. Singing Sappho: Improvisation and Authority in Nineteenth- Century Italian Opera
Bibliographic record
Abstract
The collaborative relationship between composer and female singer in the changing landscape of nineteenth-century opera is the focus of Melina Esse's engaging study, which seeks to present an alternative to the entrenched myth of male operatic authorship.Esse rejects the idea of the "work concept," a system of evaluation solidified in the nineteenth century which based the merits of an artwork-in this case, opera-on its ability to remain fixed within time and resistant to adaptation and variation (11).Esse, instead, argues in favour of a more fluid and osmotic process of creation between composer and performer that takes its cues from the art of improvisation, in vogue in Italy in the eighteenth century and still very much present within its cultural consciousness, as she demonstrates, in the nineteenth.In chapter 1, "History's Muse: The Spectacle of Poetic Improvisation," Esse argues that the dual roles inhabited by a female performer as both muse and creator within the world of opera originated in the practices of improvisation.This artform, in which successful improvvisatrici acquired unprecedented levels of fame and artistic validation as female performers, directly inspired works of literature and opera, including Madame de Stal's wildly popular Corinne, ou L'Italie.Although improvisation legitimated a space for women as creators, it also complicated this space, Esse insists, by conferring on the improvvisatrice two conflicting roles.She was at once an autonomous creator and a storehouse of memory.Spurred by genius to craft verses on the spot, the improvvisatrice was also reliant on the time afforded her by the rhythm and meter of the musical accompaniment into which she often set her verses, to draw upon a mental catalogue of tropes and literary references needed to carry her performance.Both creator and vessel, the improvvisatrice becomes in Esse's study the embodiment of opera's ambivalence toward female creation, a figure who will be evoked time and time again, both directly and indirectly.In her second chapter, "Corinna's Crown: Improvisation and Authority in Rossini's Il viaggio a Reims," Esse examines the collaborative space occupied by performer and composer in her analysis of Rossini's opera, which takes inspiration from Stal's Corinne.Il viaggio a Reims, Esse argues, owed its success not simply to Rossini's composition but to the ornamentation and improvisation worked into each individual performance by the singers themselves.Although it has been
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".