1. Singing & Speaking Are very personal Are very personal Communicate with others Communicate with others Use the same mechanism Use the same mechanism Use a wide pitch range Use a wide pitch range Need posture to project well Need posture to project well Need breath energy to project well Need breath energy to project well Are learned by long term practice (playful exploration) Are learned by long term practice (playful exploration) Are possible for anyone without specific physical or mental disabilities Are possible for anyone without specific physical or mental disabilities

2. Four elements for successful singing (Bridges) Focused listening Focused listening Tonal memory Tonal memory Flexible vocal chords Flexible vocal chords Muscle coordination of ears, brain, and vocal chords Muscle coordination of ears, brain, and vocal chords

3. Six stages for successful pitch matching (Bennett) Explore speaking voice and what it can do Explore speaking voice and what it can do Describe the sound of one’s own or another’s voice Describe the sound of one’s own or another’s voice Copy (match) the quality & range of another’s voice Copy (match) the quality & range of another’s voice Learn specific labels to identify quality and range of voices Learn specific labels to identify quality and range of voices Produce sounds that fit (match) specific labels Produce sounds that fit (match) specific labels Match a specific pitch Match a specific pitch

4. Thoughts on Singing EVERYONE has musical ability. EVERYONE CAN LEARN TO SING EVERYONE has musical ability. EVERYONE CAN LEARN TO SING Singing is a psychomotor skill. Accurate singing is a matter of practice, of training the brain to coordinate breathing muscles, vocal cords, and ear (inner hearing or pitch memory) Singing is a psychomotor skill. Accurate singing is a matter of practice, of training the brain to coordinate breathing muscles, vocal cords, and ear (inner hearing or pitch memory)

5. breathing Correct breathing occurs when you imagine sipping air through a straw, when you lie flat on the floor, when the diaphragm expands down as you lungs fill with air Correct breathing occurs when you imagine sipping air through a straw, when you lie flat on the floor, when the diaphragm expands down as you lungs fill with air

6. posture Open and balanced posture is essential to healthy vocal production (speaking & singing) Open and balanced posture is essential to healthy vocal production (speaking & singing) Images to help align body posture Images to help align body posture Stretching to hang clothes on a clothesline Stretching to hang clothes on a clothesline Reaching something high on a shelf Reaching something high on a shelf Being a puppet on a string Being a puppet on a string

7. Vocal qualities The human voice can become very flexible The human voice can become very flexible Different vocal qualities are considered “beautiful” for different kinds of speech and music. Different vocal qualities are considered “beautiful” for different kinds of speech and music. Quality of sound is dependent on how freely air passes through the vocal cords, and where the sound is resonating (head, throat, or chest cavity) Quality of sound is dependent on how freely air passes through the vocal cords, and where the sound is resonating (head, throat, or chest cavity)

8. Vocal Explorations Distinguish voices (speaking, singing, whispering, shouting) Distinguish voices (speaking, singing, whispering, shouting) Animal sounds (meow, whimper, woof, etc.) Animal sounds (meow, whimper, woof, etc.) Silly voices (Queen of England, tape recorder on low batteries, etc.) Silly voices (Queen of England, tape recorder on low batteries, etc.) Expand vocal range (siren, sigh, foghorn, etc.) Expand vocal range (siren, sigh, foghorn, etc.) Develop inner hearing (think words or melody internally, but only externally create part, hand signs) Develop inner hearing (think words or melody internally, but only externally create part, hand signs) Draw pictures to represent sounds Draw pictures to represent sounds

10. Ostinati

12. Characteristics of the young voice

13. Pre-K & Kindergarten (4&5) Soft & light voices Soft & light voices Difficulty singing in tune Difficulty singing in tune Range from D-A, or D-D Range from D-A, or D-D Chants & tonal patterns Chants & tonal patterns Short melodies (Major, minor, or pentatonic) Short melodies (Major, minor, or pentatonic) One note per syllable One note per syllable

14. Pre-K & Kindergarten (con’t.) Can sing with a steady beat Can sing with a steady beat Can sing rhythmic patterns accurately Can sing rhythmic patterns accurately Can sing softly and loudly Can sing softly and loudly Can sing melodies with or without accompaniment Can sing melodies with or without accompaniment Enjoy dramatization Enjoy dramatization

15. 1 st & 2 nd grades (6 & 7) Most voices light & high, but starting to go lower Most voices light & high, but starting to go lower Many still working to match pitch (6) Many still working to match pitch (6) Able to sing short phrases in tune (7) Able to sing short phrases in tune (7) Begin to understand high vs. low Begin to understand high vs. low Can sustain a single pitch Can sustain a single pitch Range expands from D-B or D-D Range expands from D-B or D-D

16. 1 st & 2 nd grades (6 & 7) – con’t Know difference from shouting & singing voices Know difference from shouting & singing voices Develop understanding of breath Develop understanding of breath Can sing in major, minor and pentatonic Can sing in major, minor and pentatonic Call and response songs Call and response songs Awareness of dynamics and tempo changes Awareness of dynamics and tempo changes Can sing from simple notation Can sing from simple notation

17. 3 rd & 4 th grades (8 & 9) Most can sing in tune Most can sing in tune Girls’ voices still light Girls’ voices still light Use of rounds, partner songs, and descants Use of rounds, partner songs, and descants Begin to control expressive qualities – legato, dynamics, etc. Begin to control expressive qualities – legato, dynamics, etc. Some can begin to harmonize melodies by ear Some can begin to harmonize melodies by ear Involvement of more complex rhythms Involvement of more complex rhythms

18. 5 th & 6 th grades (10 & 11) Boys voices become more resonant Boys voices become more resonant Greater ability to sing multi-part songs Greater ability to sing multi-part songs Stronger sense of rhythm Stronger sense of rhythm Imitate pop singers Imitate pop singers Expanded range as a result of voice changes Expanded range as a result of voice changes Ability to read notation* Ability to read notation*

19. Focus areas for Improvement Posture Posture Good breathing habits Good breathing habits Use of head voice Use of head voice Matching pitch Matching pitch

20. Vocal Anatomy http://www.ucdvoice.org/voice%20anat.html http://www.ucdvoice.org/voice%20anat.html http://www.ucdvoice.org/voice%20anat.html http://www.lionsvoiceclinic.umn.edu/page2.ht m#vfpitch http://www.lionsvoiceclinic.umn.edu/page2.ht m#vfpitch http://www.lionsvoiceclinic.umn.edu/page2.ht m#vfpitch http://www.lionsvoiceclinic.umn.edu/page2.ht m#vfpitch