This world-premiere production of a work by Laura Kaminsky and Crystal Manich focuses on a group of students confronting the aftermath of a shooting.
By
Heidi Waleson
Updated March 3, 2026 at 2:33 am ET
Timothi Williams DAVID BACHMAN
Pittsburgh
One of opera’s superpowers is its ability to communicate rich layers of ambiguity through music. Laura Kaminsky and Crystal Manich’s “Time to Act,” which had its world premiere at the Pittsburgh Opera’s Bitz Opera Factory on Saturday, goes for plot clarity and uplift instead. In Ms. Manich’s libretto, which drives the piece, a high-school drama class tackling Sophocles’ “Antigone” is confronted with a recent shooting at another school: Alona, who has just joined the class, was there, and her brother was the assailant. Unlike Kaija Saariaho’s devastating “Innocence” (coming to the Metropolitan Opera in April), which also deals with the aftermath of a school shooting, “Time to Act” approaches this trauma didactically and ties it up as neatly as an afterschool television special.
At 95 minutes, the opera is about 15 minutes too long, laden with considerable exposition and repetition. Drama-class tropes like a team-building exercise in which the students “tune in” to one another by tapping rhythms on their chests, and mantras like “Time to act,” “Find your light” and “Build the world you want to see,” are repeated ad nauseam. Each of the five principals has a theatrical “role to play”: Alona (cast as Antigone) is the mysterious interloper and disturber of the status quo; Tyson (Creon), an injured football player longing for his sports comfort zone, is the ego-driven authoritarian; José (Haemon), an eager aspiring actor, wants to rewrite the story; Bailey (Ismene), a girl in the class, is the sympathizer; Robin Grace, the drama teacher, helps extract lessons from the ordeal. But the parallels drawn between Sophocles’ play and the students’ real-world experience feel forced and even naïve, as are the instant healing that follows intimate revelations, the final “Kumbaya” moment, and the transformation of a Greek tragedy into a feminist victory.
Ms. Kaminsky’s score illustrates and propels rather than commanding attention itself. Individual instruments in the six-person ensemble (violin, cello, bass, clarinet/saxophone, piano and percussion) are strategically deployed for atmosphere. The eight-voice chorus (portraying the other students in the class) amplifies important moments: In the scene following an active-shooter drill, when the students talk about the shooting at the other school, they murmur, “Like a war zone,” showing how these events creep into the psyches of children.
The solo vocal writing has a handful of high points. Most notably, Ms. Kaminsky portrays Alona’s anguish in her big revelation scene with a jagged vocal line that seems painfully extracted from her, with the cello echoing Timothi Williams’s vibrant mezzo. By contrast, Tyson’s subsequent aria revealing his own old trauma is pat and unconvincing.
Joe Atkinson, Yazid Gray, Logan Wagner and Erik Nordstrom DAVID BACHMAN
The strong cast of young singers made persuasive high-school students. Shannon Crowley’s high soprano captured Bailey’s ditzy kindness; tenor Logan Wagner embodied José’s eager theater-kid ambition and insecurity. Baritone Erik Nordstrom did his best with the too-obvious character of Tyson as a macho egotist with hidden wounds. Best of all was Ms. Williams, imbuing Alona with a magnetic stage presence, emotional resonance and vocal versatility. Yazid Gray’s soothing baritone made Robin Grace into your all-time-favorite high-school teacher, challenging and supportive at the same time. Michael Sakir was the energetic and sensitive conductor.
Set and costume designer Lindsay Fuori created an instantly recognizable drama classroom with a central platform, a rack of costumes, desks and chairs that got piled up to barricade the doors during the active-shooter drill, and a recognizable range of student clothing choices. (Some were emblematic—Ty wears a varsity letter jacket over his injured arm; Alona huddles inside her dead brother’s oversize windbreaker.) Mary Ellen Stebbins’s lighting set the mood, from the red urgency of the drill to the spotlight on Alona as she finally unleashes her story. Ms. Manich’s detailed directing made the story and the play within it clear and created individual characterizations for the ensemble members as well as the principals. Even the celebratory ending—as the students resolve to “change the story”—seemed credible in context, though regrettably a more daunting task in the real world.
