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prompted the Tory MP Brooks Newmark to resign. Now on BBC News, | :00:00. | :00:00. | |
HARDtalk. Welcome to HARDtalk. My guest today | :00:00. | :00:12. | |
audiences in the world's greatest audiences in the world's greatest | :00:13. | :00:15. | |
concert halls and opera houses for decades. Jessye Norman is | :00:16. | :00:21. | |
acknowledged as one of the greatest singers of her generation. She has | :00:22. | :00:25. | |
now written a reflective memoir. Stand up straight and sing, about | :00:26. | :00:30. | |
her life in music. She was born in America's segregated South, with a | :00:31. | :00:38. | |
talent that transcended barriers. But has her success helped to tear | :00:39. | :00:40. | |
those barriers down. Jessye Norman, welcome to HARDtalk. | :00:41. | :01:09. | |
Thank you very much, delighted to be here. The briefest way of putting it | :01:10. | :01:13. | |
is that yours is a life that began in the segregated South of the US | :01:14. | :01:16. | |
during a time of extraordinary troubles, and took you all the way | :01:17. | :01:19. | |
to the most gilded opera houses in the world. Through all of that | :01:20. | :01:26. | |
journey, did you feel that you were defying the odds? Certainly defying | :01:27. | :01:30. | |
the odds, but also very fortunate, and very lucky in so many ways. I | :01:31. | :01:37. | |
know that from hearing educators talk about arts and education that | :01:38. | :01:40. | |
arts education was a part of my public school education in the US. | :01:41. | :01:45. | |
So, we had choirs and bands and art clubs and the rest of it, and it was | :01:46. | :01:53. | |
available for every child. You, after all, were an African`American | :01:54. | :01:56. | |
child, in a small town in Georgia, Augusta, Georgia, and the prevailing | :01:57. | :01:59. | |
feeling in the South, which was ruled by white people, was that | :02:00. | :02:02. | |
black people should know their place. And their place, frankly, was | :02:03. | :02:10. | |
not in the concert hall or the Opera House. Yes, but that was not my | :02:11. | :02:19. | |
thought, or the thought of my parents, or the other people who | :02:20. | :02:24. | |
were nurturing me. Whether they were my family members or people from my | :02:25. | :02:31. | |
community or my church. When I was able to see the wonderful film of | :02:32. | :02:34. | |
Marian Anderson about aged ten or 11, the woman who was called the | :02:35. | :02:37. | |
Lady from Philadelphia, standing there in all of Her Majesty and her | :02:38. | :02:39. | |
grace, African`American, looking very much like me. A woman who had | :02:40. | :02:47. | |
the most marvellous voice but was not allowed to perform in them best | :02:48. | :02:50. | |
opera houses. Not until 1955, you are right. But she was performing | :02:51. | :02:57. | |
everywhere else, she was performing for the monarchs of Europe. And | :02:58. | :03:01. | |
Victoria, not just listening to her Victoria, not just listening to her | :03:02. | :03:05. | |
sing, but also understanding her as a person. That was something that | :03:06. | :03:21. | |
was very inspirational to me. You are also quite a political person. | :03:22. | :03:26. | |
You were a member of the NAACP, you went on marches, you were involved | :03:27. | :03:34. | |
in sit`ins. Absolutely. So in a way it is odd that you ended up going | :03:35. | :03:38. | |
into an art form that is perhaps the least contemporary, the least | :03:39. | :03:40. | |
contemporary to what was unfolding in America at the time. Precisely. | :03:41. | :03:43. | |
It is important to understand that arts education, having a music | :03:44. | :03:46. | |
teacher, at age five or six, that tells you about the great violinists | :03:47. | :03:49. | |
of the world, the great orchestras of the world, and plays this music | :03:50. | :04:00. | |
for you to hear. This gives you space to dream, whereas you might, | :04:01. | :04:02. | |
as I certainly was, living in the segregated South where you were | :04:03. | :04:06. | |
certainly living in an oppressive situation, the oppression was not in | :04:07. | :04:15. | |
my mind. It was not in my spirit. It was something that was happening | :04:16. | :04:16. | |
outside me. And my parents were involved in the civil rights | :04:17. | :04:21. | |
movement, as was my older brother, who was the | :04:22. | :04:22. | |
chapter of the NAACP, while he was in college in Augusta, Georgia. But | :04:23. | :04:36. | |
my thoughts about what my life could be were certainly not limited to the | :04:37. | :04:39. | |
circumstances of my life. I wonder, when you went into those restaurants | :04:40. | :04:43. | |
which were segregated, and you and your friends made a point of sitting | :04:44. | :04:46. | |
in places you shouldn't be sitting, did you ever come close to hating | :04:47. | :04:49. | |
white people and the white power that oppressed you? No, because I am | :04:50. | :04:59. | |
still, even at this ripe age, I am still that five`year`old in the | :05:00. | :05:02. | |
train station with my parents, on my way from Augusta to Philadelphia, to | :05:03. | :05:05. | |
visit relatives and friends, and going over to the white section of | :05:06. | :05:08. | |
the train station sitting area, and saying to my mother, nothing happens | :05:09. | :05:22. | |
when I sit over here. I always thought segregation was stupid and | :05:23. | :05:33. | |
foolish and useless. And even at the age five I thought that. And a few | :05:34. | :05:39. | |
years later, after age five, I had the same idea about it. A final | :05:40. | :05:43. | |
point about this youth you had, we are talking about the 50s and 60s, | :05:44. | :05:46. | |
There was an evolution from jazz to Blues to rock 'n' roll. Of course. | :05:47. | :05:58. | |
You were a very musical young woman. Were you in a way drawn to them, | :05:59. | :06:01. | |
because then you could have expressed your politics much more | :06:02. | :06:05. | |
easily than it would in opera? I'm not sure that is true, because I | :06:06. | :06:08. | |
think one has to understand one's own gifts. And I understood from | :06:09. | :06:13. | |
listening to my contemporaries, and listening to people who were | :06:14. | :06:15. | |
professional in these genres, that I did not possess the gospel singing | :06:16. | :06:18. | |
kind of voice, and I wasn't particularly interested in singing | :06:19. | :06:27. | |
pop music. The songs I sang I learned at school or church, I | :06:28. | :06:31. | |
learned sitting next to my mother at the piano in our house. So, this | :06:32. | :06:35. | |
wasn't pop music that I was learning. Therefore, that is not | :06:36. | :06:39. | |
what I was singing. In another circumstance, perhaps with different | :06:40. | :06:41. | |
parents or in a different situation, I might have been drawn to a | :06:42. | :06:45. | |
different genre of music, but as it was I spent my Saturday afternoons | :06:46. | :06:48. | |
listening to the Metropolitan Opera on the radio on Saturday, not having | :06:49. | :06:51. | |
any idea that it was something that I should not understand or that it | :06:52. | :06:54. | |
was something that was too complicated for me to understand. It | :06:55. | :07:10. | |
wasn't hard at all. There was this wonderful announcer, Milton Cross, | :07:11. | :07:12. | |
who told you what everything looked like, what everyone was wearing, | :07:13. | :07:15. | |
that Joan Sutherland was very tall and wearing a beautiful blonde wig. | :07:16. | :07:19. | |
He told us what was happening in the story, so as far as I was concerned, | :07:20. | :07:22. | |
opera was simply grown`up versions of children's stories. When you get | :07:23. | :07:28. | |
you going to the training, and you went to the... Howard University in | :07:29. | :07:39. | |
Washington, DC. The conservatory, and then Michigan. To learn the | :07:40. | :07:43. | |
technicalities of singing opera is quite something. But I just wonder | :07:44. | :07:50. | |
whether you, looking back on it, can you say that you always had this | :07:51. | :07:58. | |
extraordinary range? This amazing voice, or was it trained into you? | :07:59. | :08:05. | |
It is certainly, I think, a combination of things. As a young | :08:06. | :08:08. | |
child I could always sing very loudly, I remember being about seven | :08:09. | :08:12. | |
years old and invited by my second grade teacher to sing for the weekly | :08:13. | :08:15. | |
gathering of all of the 1200 students in the school. She said, we | :08:16. | :08:21. | |
will have you singing by yourself, because we won't need to move the | :08:22. | :08:24. | |
microphone up and down. You can sing without the microphone, so the | :08:25. | :08:27. | |
principle could keep the microphone at his height. `` principal. And I | :08:28. | :08:38. | |
took it as a compliment. I was not at all embarrassed, or thought that | :08:39. | :08:43. | |
I sang too loudly. So I always had a voice of a certain strength and | :08:44. | :08:46. | |
volume, and that was something I could do very easily. You also have | :08:47. | :08:50. | |
the range. You can go from the highest of high, to, I think for | :08:51. | :08:52. | |
many female singers, extraordinarily low. At the same time, as a child in | :08:53. | :08:57. | |
the choir at the school, I sang whatever part was missing. So if we | :08:58. | :09:02. | |
didn't have very strong sopranos, at age seven or eight, then I would | :09:03. | :09:06. | |
sing with the sopranos. There is an age at around ten or 11, where you | :09:07. | :09:09. | |
practically had to bribe the boys to stay in the choir. So we didn't have | :09:10. | :09:19. | |
a lot of tenors. So I would sing with the tenors. Then there came a | :09:20. | :09:28. | |
time, around 13 or 14, when there were truly no boys left in the | :09:29. | :09:31. | |
choir, and I would sing with the basses. So without knowing it, and | :09:32. | :09:37. | |
without thinking about it in that way, I was training my voice to sing | :09:38. | :09:40. | |
in these different registers without really thinking about it. Now is a | :09:41. | :09:44. | |
good chance to give us a little flavour of this extraordinary voice. | :09:45. | :09:51. | |
This is contemporary, but let's hear this voice in full flow. Doing | :09:52. | :09:57. | |
Wagner. How do you manage to get inside the | :09:58. | :10:35. | |
parts and the meaning, in so many different languages? I am able to | :10:36. | :10:40. | |
get inside the parts and their meanings, the nuance of the language | :10:41. | :10:44. | |
of the music, because I don't sing in a language that I do not speak. | :10:45. | :10:49. | |
All of these languages you have become fluent in? Fluent more so in | :10:50. | :10:55. | |
some than others, but I don't sing in a language that I have not | :10:56. | :10:58. | |
studied as a language, because I understand that singers, as I write | :10:59. | :11:01. | |
in my book, we have another level of responsibility. We have words. And | :11:02. | :11:11. | |
those words should be understood. It should be possible for the audience | :11:12. | :11:14. | |
to sit and listen to us singing in Italian or French or German, and | :11:15. | :11:17. | |
without knowing the text, they should be able to gather what is | :11:18. | :11:25. | |
happening in that particular piece. To what extent in a performance like | :11:26. | :11:28. | |
that is it about the physicality of the acting, the performance, as well | :11:29. | :11:32. | |
as the purity and quality of the voice? It is important, all of it is | :11:33. | :11:43. | |
important. One can't just stand there like a bump on a log and sing. | :11:44. | :11:47. | |
That can be very beautiful from some people, but the rest of us need to | :11:48. | :11:51. | |
be able to act as well. That is what engages the audience, when they know | :11:52. | :11:55. | |
that you are is committed to what you are singing, as committed to | :11:56. | :11:58. | |
portraying that character as you are to delivering your gift, your voice. | :11:59. | :12:01. | |
To women, when it comes to opera in particular, do they get judged in a | :12:02. | :12:14. | |
way that men do not? Of course! I have heard countless stories, very | :12:15. | :12:16. | |
recently, about designing address for performance, without having seen | :12:17. | :12:19. | |
the person who is going to sing the performance. Therefore, choosing | :12:20. | :12:22. | |
rather to have someone who is going to fit into the costume, rather than | :12:23. | :12:25. | |
someone who will be able to sing the role. That is something that is so | :12:26. | :12:27. | |
misguided. Do You mean casting directors are | :12:28. | :12:46. | |
prioritising the look and the appearance, rather than the voice? | :12:47. | :12:52. | |
Often. I'm not saying in every case, thankfully, but it happens enough to | :12:53. | :13:05. | |
get in the papers. Talking of the newspapers, there was a furore | :13:06. | :13:08. | |
recently when a young and talented female Irish opera singer was | :13:09. | :13:10. | |
criticised for her performance in Der Rosenkavalier, on the basis of ` | :13:11. | :13:13. | |
it was that, and these are quotes from some of the newspapers, she was | :13:14. | :13:17. | |
a chubby bundle of puppy fat. She was stocky, she physically didn't | :13:18. | :13:21. | |
work on the role. What do you mean that she didn't work on the role? Do | :13:22. | :13:25. | |
you mean she didn't look good in a dress? Which could have been | :13:26. | :13:28. | |
designed for her, and could have been made to look good. Anybody can | :13:29. | :13:35. | |
look good in anything. It created a huge storm inside the opera world. | :13:36. | :13:44. | |
That is personal and unpleasant. Yes, I mean, one reaction from Alice | :13:45. | :13:47. | |
Coote, a mezzosoprano of some standing, is that if we start to | :13:48. | :13:50. | |
judge performance on appearance like this it will be the death of opera. | :13:51. | :13:53. | |
She said opera is all about the voice. You are saying something | :13:54. | :13:56. | |
slightly different. I am saying it is about the voice, but it is also | :13:57. | :14:03. | |
about suspending belief. You need to be able to look and listen and | :14:04. | :14:05. | |
understand the portrayal of a character, and not assume that the | :14:06. | :14:09. | |
person that is in that dress has to sort of look like the 16`year`old. | :14:10. | :14:17. | |
They might be singing Salome, or a person of a certain age that might | :14:18. | :14:29. | |
be singing Rosenkavalier. Who has decided that the person singing | :14:30. | :14:31. | |
Rosenkavalier should be wearing a small dress? Except the person | :14:32. | :14:33. | |
designing the costume, without seeing the person who will be | :14:34. | :14:37. | |
wearing a costume. Because I promise you that anybody, it doesn't matter | :14:38. | :14:40. | |
what the shape is, what the size is, can be designed, be given a costume | :14:41. | :14:43. | |
that is designed to flatter that body. And unless designers are | :14:44. | :14:51. | |
willing to do that, then perhaps they should work in other fields. | :14:52. | :14:56. | |
Yes, one of the critics who was criticised for his own criticism of | :14:57. | :14:59. | |
the Irish singer fought back and said this. He said opera is a visual | :15:00. | :15:06. | |
as well as aural experience. It is a form of theatre which is 75% about | :15:07. | :15:10. | |
the voice and 25% about the ability to act well. And who is he to decide | :15:11. | :15:14. | |
that something is 75% voice and 25% something else? Why doesn't he say | :15:15. | :15:22. | |
40`60%? Did the critics infuriate you throughout your career? I wonder | :15:23. | :15:26. | |
how you respond to critics who take a stand on something that you have | :15:27. | :15:30. | |
worked so hard on, that is so much an expression of your personality, | :15:31. | :15:33. | |
and then they feel free to write this sort of stuff? Well they might | :15:34. | :15:40. | |
write it, but darling, I don't read it. I don't need it. I know whether | :15:41. | :15:46. | |
or not I have done on stage what I intended to do that night, that | :15:47. | :15:53. | |
evening, that afternoon. So whatever I am able to do, I am giving all | :15:54. | :15:57. | |
that I am able to do on that particular night. And if it doesn't | :15:58. | :16:03. | |
suit somebody who is sitting there, not having paid for their ticket to | :16:04. | :16:06. | |
be there, and they find it not to their liking, what does it matter? | :16:07. | :16:12. | |
Who are they? They are not my friend, they are not from my family, | :16:13. | :16:16. | |
they are not people who work with me or coach me or have been in any way | :16:17. | :16:23. | |
influential in my life. So why should it matter what that person | :16:24. | :16:28. | |
says? A different aspect of the world that you chose to work in, | :16:29. | :16:31. | |
classical music and opera, is, some would argue, snobbery. A snobbery | :16:32. | :16:35. | |
about the art form being higher than other musical forms. And I don't | :16:36. | :16:41. | |
believe in that. I truly don't believe in that. I say so often, and | :16:42. | :16:45. | |
with such joy, exactly what Duke Ellington said about music years | :16:46. | :16:48. | |
ago, there are only two kinds of music. Good music, and music that | :16:49. | :17:00. | |
isn't. And some of that good music is written by Beethoven, and some of | :17:01. | :17:03. | |
that good music was written by George Gershwin. Let's hear you sing | :17:04. | :17:10. | |
a little bit of George Gershwin. OK. # It's very clear our Love is here | :17:11. | :17:34. | |
to stay. Not for a year, but ever and a day. The radio | :17:35. | :17:47. | |
telephone #. Another beautiful sound. And it brings to my mind | :17:48. | :17:50. | |
something you set a while ago about this mixing of genres. `` something | :17:51. | :17:54. | |
you said. You said pigeonholes are only interesting to pigeons. Yes, | :17:55. | :17:57. | |
precisely. If I push you, if you are really honest, would you say that | :17:58. | :18:00. | |
you actually get more pure pleasure of singing and listening to Gershwin | :18:01. | :18:06. | |
than a lot of the opera you do? I wouldn't be able to say that. Is | :18:07. | :18:12. | |
there anything in the world that is more beautiful than the second duet | :18:13. | :18:26. | |
of Tristan and Isolde? Is there anything more beautiful than Dido | :18:27. | :18:32. | |
and Aeneas? Is there anything more beautiful than Dido's Lament at the | :18:33. | :18:35. | |
end of Henry Purcell's opera, that lasts about an hour? I am going to | :18:36. | :18:49. | |
stop it, because we could probably spend ten minutes. Yes. The point is | :18:50. | :18:55. | |
you have played all those parts over decades, but you do love different | :18:56. | :19:00. | |
genres. Yes. I was wondering if there is a little part of you that, | :19:01. | :19:03. | |
looking at modern music and the creativity that comes out of things | :19:04. | :19:06. | |
like hip`hop, might just be interested in challenging yourself | :19:07. | :19:09. | |
one more time with a different genre? As I have not limited myself | :19:10. | :19:14. | |
to one genre, I have always been interested in all that is going on. | :19:15. | :19:20. | |
I have never tried hip`hop, I have never felt that I was quite, sort | :19:21. | :19:25. | |
of, the hip`hop type. But perhaps working with... But music producers | :19:26. | :19:30. | |
today love mixing genres, and they love sampling and playing with | :19:31. | :19:32. | |
music. If somebody approached you, would you consider it? I would | :19:33. | :19:38. | |
certainly try it, why not? I'm sure I would enjoy it. I have spoken a | :19:39. | :19:42. | |
lot to, as I call, the kids who sing the hip`hop music, because I know | :19:43. | :19:45. | |
that they need to express themselves, and there are things | :19:46. | :19:49. | |
that they need to say. They need to make social and political | :19:50. | :19:52. | |
statements, and they are able to do this through their music. You have | :19:53. | :19:58. | |
sung at inaugurations, you know, from Republican Ronald Reagan to the | :19:59. | :20:01. | |
inauguration of Democrat Bill Clinton. Are you a political person? | :20:02. | :20:04. | |
Absolutely. A political animal in every sense. And when we talked | :20:05. | :20:09. | |
about the race issue, the feel that in America today, that the country | :20:10. | :20:13. | |
has moved beyond race ` or is it still absolutely front`and`centre of | :20:14. | :20:15. | |
the black experience? `` do you feel. No, it is still | :20:16. | :20:20. | |
front`and`centre of the American experience. We don't really allow | :20:21. | :20:25. | |
ourselves in the United States to have a real honest, open | :20:26. | :20:28. | |
conversation, as is so needed, and not just in America but all over the | :20:29. | :20:36. | |
world, about racism. And it is something that we simply have to do. | :20:37. | :20:40. | |
It isn't something about which we can ignore, the subject matter. We | :20:41. | :20:50. | |
have to talk, we have to try to understand one another. We have to | :20:51. | :21:00. | |
understand that there are certain cultural differences. If we could | :21:01. | :21:03. | |
understand that we all start from the same basis, from the same seed. | :21:04. | :21:06. | |
Yes, I mean, that is undoubtedly true. But it doesn't mean that when | :21:07. | :21:10. | |
you for example look out at an orchestra during a performance you | :21:11. | :21:12. | |
are going to see a representation that reflects the demographic of the | :21:13. | :21:19. | |
city where you might happen to be. Very often. Because frankly, | :21:20. | :21:22. | |
wherever you are there will be many more white players than black | :21:23. | :21:26. | |
players. And I wonder whether you think, with your experience in the | :21:27. | :21:29. | |
industry, that would change? I am working to change that, and I am | :21:30. | :21:33. | |
working to change that with the New York Philharmonic in particular, in | :21:34. | :21:38. | |
New York. But we will find players who have the ability, perhaps not | :21:39. | :21:41. | |
having had the experience, but certainly have the ability, to | :21:42. | :21:46. | |
people these orchestras. But you are almost suggesting positive | :21:47. | :21:57. | |
dissemination. No, no, no. `` positive discrimination. I am not. | :21:58. | :22:00. | |
That isn't what works at all. When you are auditioning for an | :22:01. | :22:03. | |
orchestra, you audition behind a curtain. The person doesn't know | :22:04. | :22:06. | |
your sex, what you look like, that your father perhaps plays in the | :22:07. | :22:09. | |
orchestra as well, because that simply isn't the way that it can be | :22:10. | :22:13. | |
done, and be done democratically. What we have to see also happening | :22:14. | :22:17. | |
is that everybody who is able to be there is there, and is invited. And | :22:18. | :22:27. | |
that has to do with the general director, the artistic advisers, of | :22:28. | :22:29. | |
a particular orchestra, of an Opera House society, that this is | :22:30. | :22:35. | |
something that we just have to do. We can't go into the same river | :22:36. | :22:38. | |
expecting that we are going to get a different result. We have to widen | :22:39. | :22:42. | |
our expanse, and we have to widen our choice, and to make sure that we | :22:43. | :22:45. | |
are making certain, making certain, that everybody that could possibly | :22:46. | :22:48. | |
be at a level that would be required for playing in a symphony orchestra | :22:49. | :22:52. | |
is there auditioning to play in that symphony orchestra. And we have | :22:53. | :23:03. | |
discussed this in the context of race, but there is also a gender | :23:04. | :23:06. | |
issue. Yes. You said that you have only played and performed in front | :23:07. | :23:09. | |
of two female conductors. Is that really true? It is absolutely true. | :23:10. | :23:12. | |
It is absolute nonsense. Jane Glover, who is English, and Rachael | :23:13. | :23:20. | |
Worby, who is American. It is absurd, but it is true. We have to | :23:21. | :23:26. | |
understand that the other half of the population, women, deserve to be | :23:27. | :23:34. | |
treated in a much different way. Can you imagine if still the Congress in | :23:35. | :23:38. | |
the United States were debating whether or not women should be paid | :23:39. | :23:41. | |
the same amount of money as men for doing the same job? That still, in | :23:42. | :23:45. | |
the United States, a woman is paid, very often in a corporation, 77 | :23:46. | :23:48. | |
cents in the dollar that a man is paid for the very same job? This of | :23:49. | :23:56. | |
course is a nonsense. Absolute nonsense. Well, I asked you if you | :23:57. | :24:01. | |
have politics in you, and you clearly do, but we have run out of | :24:02. | :24:05. | |
time. Have we run out of time? Yes. Gosh, I was just getting warmed up! | :24:06. | :24:08. | |
Thank you very much for coming on HARDtalk. | :24:09. | :24:35. | |
Hello. It looks as though Tuesday will turn out to be dry and bright | :24:36. | :24:42. | |
for many central | :24:43. | :24:43. |