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The inspiration of Alice in Wonderland: 150 years on

This Christmas, London’s Royal Opera House played host to Christopher Wheeldon’s critically acclaimed Alice’s Adventures in Wonderland, performed by the Royal Ballet and with a score by Joby Talbot. Indeed, Lewis Carroll’s seminal work Alice’s Adventures in Wonderland (1865) has long inspired classical compositions, in forms as diverse as ballet, opera, chamber music, song, as well as, of course, film scores. Examples include English composer Liza Lehmann’s Nonsense songs (1908); American composer Irving Fine’s two sets of Choruses from Alice in Wonderland (1949 and 1953); and contemporary composer Wendy Hiscock’s ‘Jill in the box’, commissioned by the BFI to accompany the first footage of Alice in Wonderland – a 1903 silent film directed by Percy Stow and Cecil Hepworth.

In the Oxford catalogue, the influence of Alice’s Adventures in Wonderland can be seen in choral pieces by Maurice Bailey, Bob Chilcott, and Sarah Quartel, and it is interesting to observe the similarities in their treatment of this famous text. Maurice Bailey selects seven poems from the book to produce a set of seven songs for upper voices and piano or instrumental ensemble. The set begins with a short narration—a direct quotation of the book’s first four paragraphs—and the first song takes up the image of Alice sitting by the riverbank, setting the scene with the performance direction ‘like a warm and lazy summer afternoon’. Each song has a distinct character:

  • ‘Twinkle, twinkle, little bat!’ is jovial, with a gentle swing feel;
  • ‘You are old, Father William’ is solemn and dramatic;
  • ‘How doth the little crocodile’ is a peaceful, chorale-like setting;
  • ‘Will you walk a little faster?’ has a deliberate feel, featuring call-and-response imitation;
  • ‘Beautiful Soup’ is in the manner of a leisurely waltz; and
  • ‘They told me you had been to her’ is mysterious and energetic, with evocative musical language.

In all the songs, the piano or instrumental ensemble is a key component in the drama, rather than being simply a supportive accompanying force. There is also some scat singing, recitation, and spoken text. ‘You are old, Father William’ in particular exploits recitation to great dramatic effect, requiring a member of the choir to take on the part of Father William, which is entirely spoken, while the rest of the choir adopt the role of narrator, with sung interjections that complete the story.

Chilcott’s Mouse Tales, for SA and piano, is in two movements: the second setting the familiar poem ‘The Mouse’s Tale’ from the published version of Alice’s Adventures in Wonderland; and the first setting the poem that Carroll included in its place in his original manuscript. Both movements have an abundance of character, and Chilcott marks the first movement ‘sassy’, a term that perfectly describes the musical style and that encourages the singers to give a characterful performance. The first movement has a jazz flavour, while the energetic second movement features driving ostinatos in the piano and accents in the vocal lines that place emphasis on unexpected beats of the bar, keeping the singers on their toes. Like Bailey, Chilcott employs scat singing and spoken interjections such as ‘you did?’ and ‘nice!’ for dramatic effect, as well as a catchy refrain to present the well-known proverb ‘when the cat’s away, then the mice will play’.

Sarah Quartel. Devin Card Photography
Sarah Quartel. Devin Card Photography

Unlike the other two composers, Sarah Quartel uses Carroll’s story as the basis for her own text, in which we encounter characters such as the White Rabbit, the Cheshire Cat, and the Hatter. The piece, for SSA and piano, has great potential for dramatic performance, with sections of a cappella scat singing and spoken text and a catchy refrain that centres around the Cheshire Cat’s declaration that ‘we’re all mad here’, where the part-writing encourages playful interaction between the different sections of the choir. The choir adopts the role of Alice, and Quartel helps the singers to convey Alice’s responses to the narrative through performance directions such as ‘with distinct character, telling a story’, ‘playful, like a caucus-race’, ‘indignant!’, and ‘with awe!’. Naturally, the music itself contributes to the characterization. For example, a march-like figure is employed to represent the Queen, while the music for the flustered White Rabbit features rapidly ascending and descending scales in the piano. Indeed, once again, the piano is a key component in the portrayal of the drama, and the rapid movement through different keys also helps to convey Alice’s mixture of confusion and wonder at the strange world she inhabits.

As we have seen, there are certain similarities in the three composers’ responses to this influential work of children’s literature. Perhaps unsurprisingly, each of the composers elected to write for upper voices, so that their settings might be performed by children’s choir. Imaginative and descriptive performance directions play an important part, assisting the singers in their characterization of the unusual protagonists in the story that they are telling. Again, unsurprisingly, the book appears to inspire a certain theatricality in the writing and music; it requires the performers to give a dramatic performance that has a strong sense of fun. Spoken text and scat singing are also prevalent in all three works, and the piano makes an integral contribution to the musical characterization. With its adventurous heroine, extraordinary characters, and unapologetic celebration of the quirky and the ‘mad’, it is little wonder that the text has proven a source of inspiration for composers since its inception and will undoubtedly continue to do so.

Headline image credit: Иллюстрация к главе Бег по кругу книги Алиса в стране чудес. Image by Gertrude Kay. Public domain via Wikimedia Commons.

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