Intro to Vocal Pedagogy, Part 1

00:58:20
https://www.youtube.com/watch?v=YbpnM1QNax8

Zusammenfassung

TLDRO vídeo fornece uma introdução à pedagogia vocal, detalhando a mecânica do canto e enfatizando a importância da compreensão do corpo na produção vocal. O apresentador explora a anatomia envolvida na voz e discute as melhores práticas para evitar danos. Com exemplos de cantores renomados, ele ressalta que o treinamento vocal adequado é essencial para uma carreira de canto duradoura. Os tópicos abordados incluem postura, respirabilidade, técnica de canto e os efeitos da tensão muscular na produção vocal. O vídeo serve como um recurso valioso para professores que desejam educar seus alunos sobre como usar e cuidar de suas vozes.

Mitbringsel

  • 🎤 A pedagogia vocal combina arte e ciência.
  • 🌬️ Boa respiração é fundamental para o canto.
  • 🧘‍♀️ A postura influencia diretamente na qualidade vocal.
  • 📚 Conhecimento da anatomia é essencial para professores.
  • ⚠️ Cuidar da voz pode evitar nódulos vocais.
  • 🗣️ O palato mole deve ser elevado para melhor ressonância.
  • 👄 A língua e os lábios devem estar relaxados e sem tensão.
  • 🔍 Estudantes devem aprender sobre sua própria voz.
  • 🥇 Cantar é uma habilidade que pode ser desenvolvida.
  • 🎶 A voz é um instrumento único e deve ser tratado com cuidado.

Zeitleiste

  • 00:00:00 - 00:05:00

    Neste vídeo, falamos sobre a pedagogia vocal e sua importância para professores, especialmente aqueles que são novos no canto. Reforçamos a necessidade de entender a mecânica do canto, revisando os conceitos básicos que ajudam a capacitar os cantores e a melhorar seu desempenho. O cuidado com a voz é essencial, como demonstrado na história de Celine Dion e outros artistas que enfrentaram problemas vocais devido à falta de treinamento adequado.

  • 00:05:00 - 00:10:00

    A pedagogia vocal é tanto uma arte quanto uma ciência, envolvendo a anatomia do corpo e como isso se relaciona ao canto. A compreensão do funcionamento da voz é crucial para instruir adequadamente os alunos, promovendo um aprendizado eficaz e bem fundamentado, mesmo em faixas etárias mais jovens.

  • 00:10:00 - 00:15:00

    É essencial não simplificar demais as instruções dadas aos alunos. Com o conhecimento adequado, mesmo os mais jovens podem compreender a linguagem técnica relacionada ao canto e à anatomia, levando a um entendimento mais profundo e à habilidade de vocalizar corretamente.

  • 00:15:00 - 00:20:00

    Postura e alinhamento são fundamentais para o canto. Mantendo o corpo livre de tensões e alinhado corretamente, os alunos podem facilitar sua respiração e produção vocal. Exercícios e práticas para melhorar a postura devem ser incorporados nas aulas para promover um canto saudável.

  • 00:20:00 - 00:25:00

    Preparar o corpo para o canto é comparado a um aquecimento para corredores. A condição física diária e a consciência corporal são vitais, pois uma boa postura leva a uma melhor respiração, o que resulta em um canto de melhor qualidade e desempenho geral.

  • 00:25:00 - 00:30:00

    Cinco áreas de foco no canto foram discutidas: respiração, palato mole, posicionamento (placement), língua e lábios. O funcionamento e a conexão entre esses elementos são essenciais para criar um som poderoso, e cada um desempenha um papel específico na produção vocal.

  • 00:30:00 - 00:35:00

    A respiração é a base do canto. Ensinar os alunos a respirar corretamente, utilizando o diafragma e permitindo que o abdômen se expanda durante a inspiração, é um aspecto crítico na formação vocal. A respiração deve ser uma parte central do aquecimento vocal.

  • 00:35:00 - 00:40:00

    O palato mole e seu controle são vitais para criar espaço e ressonância. Aumentar o espaço na boca melhora a qualidade do som, e exercitar essa parte da anatomia vocal ajuda desenvolvê-la em músicos e cantores.

  • 00:40:00 - 00:45:00

    A posição da língua é frequentemente negligenciada, mas é uma parte importante do canto. A tensão na língua pode prejudicar a produção vocal, e trabalhar para relaxar a língua é necessário para permitir uma maior flexibilidade e controle na emissão de som.

  • 00:45:00 - 00:58:20

    Finalmente, os lábios contribuem significativamente para a produção vocal. A prática de formação de sílabas e a unificação das vogais através do controle labial são fundamentais. O cultivo dessas habilidades ajuda a evitar tensões desnecessárias e melhora a clareza vocal.

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Video-Fragen und Antworten

  • O que é pedagogia vocal?

    É o estudo da arte e ciência do ensino de técnicas vocais.

  • Quais são os componentes essenciais do canto abordados no vídeo?

    Respiração, palato mole, colocação, língua e lábios.

  • Por que Celine Dion passou a treinar sua voz?

    Para evitar danos vocais e garantir uma carreira longa e saudável.

  • Qual é a relação entre postura e canto?

    Uma boa postura facilita a respiração adequada e a produção de som saudável.

  • Como a respiração afeta a qualidade da voz?

    Uma respiração correta utiliza o diafragma, essencial para controlar a exalação e sustentar as notas.

  • Qual é a importância de conhecer a anatomia da voz para professores de canto?

    Compreender a anatomia ajuda a ensinar os alunos sobre como usar a voz corretamente.

  • Como a tensão muscular influencia no canto?

    Tensão nos músculos, especialmente na região do pescoço e ombros, pode afetar a produção de som.

  • O que são nódulos vocais?

    São calos nas cordas vocais causados por tensão excessiva e uso inadequado da voz.

  • Como os alunos podem aprender sobre sua própria voz?

    Com exercícios apropriados, compreensão da anatomia e práticas de aquecimento.

  • Qual é a mensagem chave do vídeo para professores?

    É vital ensinar os alunos sobre como cuidar de suas vozes como um instrumento valioso.

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    [Music]
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    yes
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    [Music]
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    [Music]
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    hi everybody i'm really excited that you
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    are
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    here to uh be a part of
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    our intro to vocal pedagogy
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    for teachers now many of you i
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    understand
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    are new to the world of singing
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    because some of you are instrumental
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    people
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    and so in college your amount of
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    singing was very very short and so
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    this is a quick
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    uh video to help you understand the
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    mechanism
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    and what's going on here inside
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    uh of us to to make singing possible
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    so we're gonna go back to the basics
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    and just review and for everybody this
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    is a great
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    uh thing for us all to think about i
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    know for myself
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    is preparing for this these were things
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    that i remember and
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    i brought out some of my old vocal
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    pedagogy books
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    and all the notes that i took just to
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    review and make sure i was all up to
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    date on things
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    and really thinking about how this
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    mechanism works
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    but the more that you can teach about
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    the mechanism
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    the better off your singers are going to
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    be the better off the advocacy is going
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    to be for you
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    because you are truly teaching an art
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    and you are teaching them specifically
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    how their body works
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    and in your building unless you have a
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    speech pathologist
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    you are probably the only one who knows
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    about this portion of their body and how
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    important
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    and delicate it is so let's get started
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    all right local pedagogy what does that
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    mean
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    i had to bring two of my favorite people
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    in here celine dion
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    and of course pavarotti now i want to
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    tell you a quick story about celine dion
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    celine dion is one of my favorite
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    singers
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    why is she one of my favorite singers
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    well i think she's an amazing singer
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    first of all
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    but the secondary reason is because
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    she started her career off as an
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    untrained singer
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    she had a natural talent her voice was
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    very good
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    she was picked up by a talent person
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    and her career took off as it took off
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    her voice started to strengthen many of
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    you know
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    that after teaching for a whole day your
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    voice is tired
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    and that it sounds strained at times
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    and it needs rest and sometimes we are
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    not using our voice in the proper manner
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    now i can tell you after a day of making
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    videos
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    and then going to a rehearsal one night
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    where
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    uh we're preparing to do some recordings
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    for our church
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    my voice was very very tired
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    now i had not prepared the day before
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    to make all those videos we'll get to
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    that in a little bit i'll tell you the
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    trick with that
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    celine dion it was experiencing the same
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    thing she had to cancel part of a tour
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    but instead of just canceling it taking
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    some time off and then hitting
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    going back she realized she needed
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    something more
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    so that this wouldn't happen again what
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    did she do
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    celine dion is actually a classically
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    trained
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    singer now the same warm-up she does
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    are the same warm-ups any opera singer
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    that you would hear at the met do
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    celine knew she had to understand
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    how to sing properly the art
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    of singing so that she could
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    have a long career now we know
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    in this day and age many people one of
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    my favorite singers i love adele
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    she has had vocal nodes
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    several times and what is the answer
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    training no rest yes and
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    surgery it's become second nature
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    that when there's vocal damage to go in
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    and have surgery
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    and as we know from
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    one of our most beloved singers
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    uh julie andrews sometimes those
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    surgeries go wrong
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    and julie andrews singing voice has been
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    silenced forever
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    so it's very very important to take care
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    of our voices to treat them
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    as the gift that they are and to truly
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    understand
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    how we make this music together
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    and how this art is done so let's take a
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    look at vocal pedagogy all right
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    what is vocal pedagogy vocal pedagogy is
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    the study of the art and the science
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    of voice instruction
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    so it's an art form but there's a
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    science to it right
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    there's the understanding of the anatomy
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    this portion of the body basically from
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    here
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    to here the understanding of how this
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    all works is very very important
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    it explores what singing is how
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    singing works and how to
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    uh properly sing with good technique
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    and how this is all accomplished and
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    that's what we're gonna look at here
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    uh in this this video
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    all right now let's dive in a little
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    more
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    if i can give you one clue don't dumb it
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    down
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    i taught elementary for several years i
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    teach some of our youngest singers at
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    the indianapolis children's choir
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    do not dumb it down if you are going to
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    talk about part of this mechanism label
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    it
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    just as if you do any other body part
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    you
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    label your arm you label your hand you
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    label your fingers they know those
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    things
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    they know those parts of the body
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    we'll talk about the inside part of the
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    body talk about
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    the throat the trachea the soft palate
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    lifting it the sinuses help them
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    understand that
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    because the more they understand the
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    better off they're going to be
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    and i do that with our younger singers i
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    did that when i taught elementary school
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    and then when they would go home they'd
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    be like hey do you know how to lift your
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    soft palate
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    or did you know that your vocal folds
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    blah blah
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    and parents would come in and they would
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    say i didn't i
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    i didn't even know that again i'm going
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    to use an a word
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    advocacy shows that you're teaching
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    art shows you're teaching more than just
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    music
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    and i know for some people you are more
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    than a prep period
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    all right let's dive in a little more
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    vocal pedagogy can be learned by
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    any grade level as long as the delivery
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    is instructed
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    to its audience all right so how you're
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    giving them
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    those instructions is very very
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    important but again don't dumb it down
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    it can be
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    told to anybody do they need to really
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    get into the nitty-gritty of this part
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    of their body
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    right here uh when they're in first
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    grade no
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    but could they know their vocal folds
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    are located there
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    that when they sing they lift their soft
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    palate and how that feels
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    those things can be taught right
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    we have to meet the students where they
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    are uh so we can
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    guide them to the next level
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    kindergarteners
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    kindergarteners can understand that
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    singing is not yelling right
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    singing is not yelling we teach that you
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    have a speaking voice you have a
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    singing voice there is soft and loud
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    all of these things can be understood
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    teaching vocal pedagogy to elementary
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    students creates
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    understanding difficulties only
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    if we make it difficult all right
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    the only person standing in front of you
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    and what your students can learn
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    is you
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    you are the only one standing in the way
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    of what your students can do
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    uh begin by building a shared vocabulary
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    don't be afraid using the big or
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    scientific words right soft palate
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    vocal folds trachea right
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    be proactive for example in your
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    warm-ups you might say
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    feel the lift in your sternum right
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    everybody can know this is their
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    sternum if i'm going to talk about my
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    sternum i need to point to it then the
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    students in turn can find it right
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    so help them figure this all out again
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    if you're in elementary school this is
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    very important give them the vocabulary
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    then when they get to middle school that
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    middle school teacher can take it to
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    another level
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    by the time they get to high school they
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    have all the vocabulary and think what
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    you're doing for your program
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    think about how you're helping it along
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    and how
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    far your students are going to be able
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    to go because
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    of the training you are giving them all
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    right
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    it all begins with how you stand
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    your posture this is very
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    very important now
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    uh for me i have an issue with my
  • 00:09:51
    posture
  • 00:09:52
    uh when i was in college i started to
  • 00:09:55
    uh hunch over um i started seeing a
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    chiropractor
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    and um that's something that i have to
  • 00:10:03
    watch
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    i have to make sure my head doesn't jot
  • 00:10:07
    out
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    especially conducting a lot i i tend to
  • 00:10:11
    get like this
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    i always have to think lift because your
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    posture is very very important
  • 00:10:17
    how do we define the term posture
  • 00:10:21
    i like to use the word alignment right
  • 00:10:24
    alignment to me it's the correct
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    alignment
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    is the easy
  • 00:10:31
    way of saying it it eliminates uh the
  • 00:10:34
    tension
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    and the tightness right in the shoulders
  • 00:10:38
    and the back and singers often associate
  • 00:10:40
    the word posture with
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    you know being stiff um like
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    military right when you tell a student
  • 00:10:47
    to stand up tall they kind of
  • 00:10:48
    get very rigid right uh like we would
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    see a soldier
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    all right the t word is bad tension is
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    bad so we don't want that
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    right we want them to be very relaxed so
  • 00:11:01
    you can't see my feet but my feet are
  • 00:11:04
    shoulder width apart
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    or i might put one foot in front of the
  • 00:11:08
    other so i have
  • 00:11:09
    control of my balance
  • 00:11:12
    now as you're looking at the side angle
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    of me
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    notice i am not leaning forward notice i
  • 00:11:18
    am not rigid
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    but my sternum has to be elevated
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    my head is up my head is relaxed and my
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    shoulders
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    are relaxed forward
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    we see this a lot and not like this
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    they are in a natural position the best
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    way to do this
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    is to have your students bend over
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    and to have them slowly come up feeling
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    each vertebrae
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    stack on top of the other roll their
  • 00:11:51
    shoulders and let them down
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    and then their head is up easy way to
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    find the head up
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    make the l goes to the bottom of the
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    neck
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    to the chin head is up
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    all right we carry lots of tension in
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    our shoulders if your students carry
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    around backpacks
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    they're going to have lots of tension in
  • 00:12:12
    their shoulders so getting rid of the
  • 00:12:13
    tension in their shoulders is very
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    important
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    because the tension goes to the neck and
  • 00:12:18
    that's
  • 00:12:19
    not going to help their alignment and we
  • 00:12:22
    also see
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    especially in middle school high school
  • 00:12:24
    boys lots of this happening as they try
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    and sing higher
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    as we're going to talk about that does
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    nothing that only stretches your neck
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    out
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    there's nothing that's going to happen
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    with pulling there
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    posture is so important because the body
  • 00:12:39
    must be balanced
  • 00:12:40
    and free it has to be again
  • 00:12:43
    free of tension and movement becomes
  • 00:12:47
    more fluid and
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    healthy and you can create a better
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    sound
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    and artistry because of it right so
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    posture is very important and you have
  • 00:12:56
    to take time
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    to address that with your singers
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    good posture is going to lead to good
  • 00:13:02
    breathing which is going to lead to good
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    singing right so make sure you take time
  • 00:13:07
    and address the posture very very
  • 00:13:10
    important now when you are seated that's
  • 00:13:13
    very important too
  • 00:13:14
    we get a lot of slouching in there so
  • 00:13:17
    i'm going to bring a chair over here
  • 00:13:21
    and we get a lot of you know this slouch
  • 00:13:24
    kind of thing
  • 00:13:25
    or even forward
  • 00:13:28
    now there is actually a trick of singing
  • 00:13:32
    with your arms on your knees
  • 00:13:36
    and that makes your back very straight
  • 00:13:39
    and
  • 00:13:39
    you can do some good work with them
  • 00:13:41
    leaning forward but it's because their
  • 00:13:43
    whole abdomen
  • 00:13:45
    that whole section of their body is
  • 00:13:47
    angled
  • 00:13:48
    straight and it takes pressure off the
  • 00:13:51
    lower back as well
  • 00:13:53
    but you can't do it curved down
  • 00:13:56
    hunched over i'll show you from the side
  • 00:13:59
    angle here you can't do it hunched
  • 00:14:03
    you could do it like this again this is
  • 00:14:05
    with straight back
  • 00:14:07
    and you can't do it slouching like this
  • 00:14:11
    why because you're compressing the lungs
  • 00:14:13
    you're compressing that area of the body
  • 00:14:16
    that is so important to our singing
  • 00:14:20
    and again why is this so important
  • 00:14:23
    because our whole body is our instrument
  • 00:14:25
    and we have to teach that from day one
  • 00:14:27
    to our singers
  • 00:14:28
    i always start off talking about with my
  • 00:14:30
    singers that i'm a runner
  • 00:14:32
    when i wake up in the morning and i go
  • 00:14:34
    for my morning run
  • 00:14:35
    i just don't wake up get my running
  • 00:14:37
    clothes and start running
  • 00:14:38
    no i have to stretch i have to prepare
  • 00:14:42
    my body and the first question i always
  • 00:14:44
    ask is
  • 00:14:45
    where's our instrument guys and they're
  • 00:14:46
    like in our body right
  • 00:14:48
    you have to prepare your body
  • 00:14:51
    for the singing your body is your
  • 00:14:55
    instrument and you have to take care of
  • 00:14:56
    it
  • 00:14:57
    right we must keep it stable strong
  • 00:14:59
    flexible functioning
  • 00:15:00
    smoothly balanced and well aligned for
  • 00:15:03
    its best use
  • 00:15:04
    it's important to have a daily physical
  • 00:15:08
    practice that conditions your body so
  • 00:15:10
    when you're singing
  • 00:15:12
    like when we're at retreat we are
  • 00:15:14
    singing all weekend long we're singing
  • 00:15:15
    friday saturday sunday
  • 00:15:16
    it's like a marathon of singing yes we
  • 00:15:20
    have get to know you things we have
  • 00:15:21
    games we uh you know uh bonfires and all
  • 00:15:24
    that stuff but we're singing for
  • 00:15:26
    multiple
  • 00:15:27
    hours during the day right we have to
  • 00:15:30
    prepare the voice we have to prepare the
  • 00:15:32
    body for that because it's going to tire
  • 00:15:34
    them out right and so you have to work
  • 00:15:37
    on that same elements of physical
  • 00:15:40
    posture
  • 00:15:41
    contribute to good singing are also
  • 00:15:44
    necessary for our overall
  • 00:15:45
    good health you know wearing backpacks
  • 00:15:48
    around school
  • 00:15:49
    is really affecting posture of our
  • 00:15:52
    students why because they're either like
  • 00:15:53
    this because it's so
  • 00:15:54
    heavy or they're like this because it's
  • 00:15:56
    so heavy right
  • 00:15:58
    it's affecting their posture the better
  • 00:16:01
    posture the better singing
  • 00:16:02
    you're going to have the better
  • 00:16:03
    performance you're going to have and the
  • 00:16:06
    better sound you are going to have for
  • 00:16:08
    all of this
  • 00:16:10
    all right let's take a look at some
  • 00:16:12
    things i like to
  • 00:16:13
    break down um our singing area and
  • 00:16:17
    you're going to hear this in
  • 00:16:18
    everything that i'm doing into five
  • 00:16:21
    basic areas
  • 00:16:22
    the breath the soft palate we talked
  • 00:16:25
    about placement
  • 00:16:26
    tongue and lips that's what i'm really
  • 00:16:29
    going to
  • 00:16:30
    dive into with you here in
  • 00:16:33
    this video we are going to talk a lot
  • 00:16:35
    about the vocal folds as well
  • 00:16:38
    but this area is what you're really
  • 00:16:41
    going to want to talk about
  • 00:16:42
    with your singers now the reason
  • 00:16:46
    why i have broken it down here this way
  • 00:16:49
    going from one
  • 00:16:50
    to five is because of the way
  • 00:16:53
    it comes out of the body so if we come
  • 00:16:55
    over here
  • 00:16:57
    and we look at this we breathe down in
  • 00:17:00
    the lungs yes
  • 00:17:01
    breath goes up the trachea vocal folds
  • 00:17:05
    up hits the soft palate here
  • 00:17:09
    resonates with placement here goes
  • 00:17:13
    over the tongue and out the lips
  • 00:17:16
    and if we can get a handle on those
  • 00:17:19
    areas it's
  • 00:17:20
    really really going to help us
  • 00:17:24
    now let's talk about breathing
  • 00:17:27
    let's talk about breathing here
  • 00:17:30
    i would like for you to take a moment to
  • 00:17:32
    stand up
  • 00:17:33
    and find the bottom of your ribcage okay
  • 00:17:36
    the bottom of my ribcage
  • 00:17:40
    is pretty low you can see that
  • 00:17:43
    okay now you have no lungs up here
  • 00:17:47
    no lungs nothing is up there right as
  • 00:17:50
    you can see
  • 00:17:51
    it's bone it's your shoulders yes you do
  • 00:17:54
    have some lung capacity here
  • 00:17:56
    that's why if you tap right there that
  • 00:17:59
    makes the sound cause it's
  • 00:18:01
    empty right it's hollow right
  • 00:18:04
    there is space right here and not here
  • 00:18:08
    a lot of times when we ask our students
  • 00:18:09
    to breathe they go
  • 00:18:11
    okay again shoulders it's bone cartilage
  • 00:18:14
    muscle nothing there
  • 00:18:17
    this is where the lungs start and go all
  • 00:18:19
    the way down
  • 00:18:21
    to the bottom of your ribcage so find
  • 00:18:23
    the back part of your rib cage that's
  • 00:18:25
    here for me
  • 00:18:25
    right okay that's right above my belly
  • 00:18:28
    button
  • 00:18:29
    okay so from here to here i can fill
  • 00:18:32
    this area with air
  • 00:18:33
    why because our diaphragm is going to
  • 00:18:35
    take all of this stuff that's down there
  • 00:18:38
    all of our large and small intestines
  • 00:18:40
    and our stomach and our spleen and our
  • 00:18:42
    kidneys and all of that stuff and what
  • 00:18:44
    it does is when we take a deep breath
  • 00:18:46
    in it gets pushed down
  • 00:18:49
    now the diaphragm
  • 00:18:53
    does not breathe in okay
  • 00:18:56
    that muscle does not do anything when
  • 00:18:58
    you breathe in
  • 00:18:59
    it is all of your lungs filling up and
  • 00:19:01
    pushing the diaphragm down
  • 00:19:02
    it is not your diaphragm pulling the
  • 00:19:05
    lungs down
  • 00:19:06
    okay i'm going to say that again when
  • 00:19:08
    you breathe in
  • 00:19:10
    it is air filling up the lungs it is
  • 00:19:12
    your lungs doing the work and the
  • 00:19:14
    diaphragm is just being moved
  • 00:19:16
    down your diaphragm then is engaged
  • 00:19:19
    when the breath goes out the diaphragm
  • 00:19:22
    again
  • 00:19:22
    is engaged when the breath goes out
  • 00:19:26
    okay when your singers breathe properly
  • 00:19:29
    when they breathe properly their hand if
  • 00:19:33
    it's down here by their belly button is
  • 00:19:35
    going to move out they are not gaining
  • 00:19:37
    weight
  • 00:19:37
    in 10 seconds two seconds three seconds
  • 00:19:42
    what is happening is the diaphragm is
  • 00:19:43
    going down
  • 00:19:45
    this area where our intestines are are
  • 00:19:47
    being squished
  • 00:19:49
    our skin and our muscles are relaxing
  • 00:19:52
    they're elastic they can expand and
  • 00:19:54
    that's what's happening
  • 00:19:55
    and that's why the stomach moves out
  • 00:19:57
    that's why our belly
  • 00:19:59
    here moves out when i take a breath in
  • 00:20:02
    you see it go out and then
  • 00:20:06
    and out all right
  • 00:20:10
    when it goes out that is when my
  • 00:20:12
    diaphragm gets engaged
  • 00:20:14
    that is when my diaphragm is working
  • 00:20:15
    your diaphragm is
  • 00:20:17
    what controls the rate of the exhale
  • 00:20:20
    of the leaving of the body right not the
  • 00:20:24
    end
  • 00:20:25
    it's the leaving of the body now most of
  • 00:20:27
    our singers
  • 00:20:28
    are used to breathing up here our daily
  • 00:20:30
    breathing during the day kind of comes
  • 00:20:32
    from here
  • 00:20:36
    not
  • 00:20:43
    i always find it interesting when i go
  • 00:20:44
    to a doctor
  • 00:20:46
    for my checkup and or if i'm sick and
  • 00:20:48
    they say take a deep breath in
  • 00:20:50
    and before my breath is even done coming
  • 00:20:52
    in they want me to breathe out
  • 00:20:54
    and and they say you weren't done
  • 00:20:56
    breathing i'm like i'm a singer
  • 00:20:58
    they're like oh you take a different
  • 00:21:00
    breath
  • 00:21:01
    yeah we are trained on how to breathe
  • 00:21:05
    now if you're an elementary student uh
  • 00:21:08
    you can be taught this
  • 00:21:09
    you can be taught to take good deep
  • 00:21:12
    breath
  • 00:21:13
    and if you're taught in elementary
  • 00:21:14
    school think how good you'll be in
  • 00:21:15
    middle school then
  • 00:21:16
    how great you'll be in high school right
  • 00:21:18
    breathing
  • 00:21:19
    is the battery of what we are doing it
  • 00:21:22
    is
  • 00:21:23
    what creates the sound as we're going to
  • 00:21:26
    talk about so breathing is very very key
  • 00:21:28
    so understanding this area
  • 00:21:31
    it's also why right now with this
  • 00:21:35
    pandemic
  • 00:21:36
    it's so troubling when
  • 00:21:39
    covet 19 hit it is a respiratory
  • 00:21:43
    it is something that has to do with our
  • 00:21:45
    lungs and really has to do
  • 00:21:47
    with our business and so
  • 00:21:51
    we are spreaders of that
  • 00:21:54
    right because of singing it
  • 00:21:57
    is expelling sound now there's
  • 00:22:00
    lots and lots of studies being done
  • 00:22:03
    right now about how far that really
  • 00:22:04
    happens
  • 00:22:05
    but why they're concerned about singing
  • 00:22:08
    is because with most people again
  • 00:22:12
    they're just breathing here in the top
  • 00:22:13
    part
  • 00:22:15
    or when you but when you sneeze and you
  • 00:22:17
    cough
  • 00:22:18
    if you sneeze and you cough you are
  • 00:22:20
    engaging all of this
  • 00:22:21
    while singing we engage all of this
  • 00:22:25
    however it is controlled
  • 00:22:28
    again i'm going to say that singing is
  • 00:22:31
    controlled release of the air
  • 00:22:33
    coughing and sneezing is not
  • 00:22:36
    a cough is pushed up a sneeze sudden
  • 00:22:40
    jolt
  • 00:22:41
    there's a difference there with it it is
  • 00:22:44
    controlled
  • 00:22:46
    when i sneeze i know my wife says all
  • 00:22:48
    the time she's like oh my gosh
  • 00:22:50
    i mean it's so loud and i know i'm
  • 00:22:52
    expelling something from my mouth when
  • 00:22:54
    i sneeze and you know a lot of times you
  • 00:22:56
    you know when you sneeze or cough you
  • 00:22:58
    feel it on your arm right
  • 00:23:00
    okay with singing oh
  • 00:23:04
    i don't feel anything on my arm
  • 00:23:07
    i feel that on my arm
  • 00:23:13
    not really try that on your arm
  • 00:23:17
    you'll see the difference why because
  • 00:23:20
    it's controlled
  • 00:23:21
    yes we are using the lower part of the
  • 00:23:24
    lungs
  • 00:23:25
    but we're using it in a different way
  • 00:23:28
    than a sneeze or a cough
  • 00:23:31
    okay now breathing
  • 00:23:35
    very important so i hope you will always
  • 00:23:38
    make breathing a
  • 00:23:39
    part of your warm-up always a part of
  • 00:23:42
    your warm-up
  • 00:23:43
    prior to breathing though i hope you
  • 00:23:44
    will focus on posture and getting rid of
  • 00:23:46
    tension in the body and preparing the
  • 00:23:48
    instrument
  • 00:23:48
    so first you prepare the instrument you
  • 00:23:51
    get it lined up
  • 00:23:52
    then you start with your exercises
  • 00:23:54
    breathing is one of those
  • 00:23:56
    okay at icc we raise our arms because
  • 00:23:59
    you can't breathe from your shoulders
  • 00:24:00
    though
  • 00:24:01
    right i do a lot with my hands down here
  • 00:24:05
    also
  • 00:24:10
    now blowing air is different than
  • 00:24:11
    singing
  • 00:24:13
    blowing air you're not engaging your
  • 00:24:16
    vocal folds when you engage your vocal
  • 00:24:18
    folds it's different
  • 00:24:22
    it's different than
  • 00:24:27
    try that and see again different because
  • 00:24:30
    the vocal folds are engaged
  • 00:24:32
    and we'll get to that here in a minute
  • 00:24:35
    all right i'm going to go back i want to
  • 00:24:38
    talk about the soft palate
  • 00:24:40
    this is key to creating good sound
  • 00:24:44
    all right now many people have tricks
  • 00:24:46
    about raising their soft palate you
  • 00:24:48
    might say
  • 00:24:48
    put a golf ball i think you have a
  • 00:24:51
    sucker lollipop in your mouth
  • 00:24:55
    the key thing is to raise the soft
  • 00:24:57
    palate okay so we're talking about this
  • 00:25:00
    area here back of the mouth
  • 00:25:03
    right so easiest way to find it take
  • 00:25:06
    your tongue
  • 00:25:07
    put it right behind your teeth i always
  • 00:25:10
    tell my kids click three times that way
  • 00:25:12
    i know it's there all right okay yeah
  • 00:25:14
    okay that is your hard palate that's
  • 00:25:16
    your jaw
  • 00:25:18
    teeth are connected to that now take
  • 00:25:19
    your tongue and start to move it along
  • 00:25:21
    the back of your mouth
  • 00:25:25
    okay the squishy part
  • 00:25:28
    that's the soft palate from the back of
  • 00:25:31
    the mouth
  • 00:25:33
    and they can feel back almost
  • 00:25:37
    to where it's going to start to go away
  • 00:25:39
    right that's your soft palate
  • 00:25:42
    your soft palate is very very important
  • 00:25:46
    to creating the sound here's the key
  • 00:25:50
    space equals sound
  • 00:25:53
    the more space you create the more sound
  • 00:25:56
    you're going to do
  • 00:25:57
    why when i do this does it affect my
  • 00:26:01
    sound
  • 00:26:02
    because it's resonance it's space
  • 00:26:05
    think of a guitar violin
  • 00:26:09
    bass right the sound that they make it
  • 00:26:12
    is not the string it's the string
  • 00:26:16
    resonating
  • 00:26:17
    into the hollow area right
  • 00:26:20
    when you lift your soft palate it
  • 00:26:22
    creates more space in your mouth
  • 00:26:24
    that is key we want the most space in
  • 00:26:27
    our mouth we possibly can create
  • 00:26:30
    tongue goes down and is relaxed soft
  • 00:26:32
    palate goes up
  • 00:26:33
    and we create sounds so i always like to
  • 00:26:35
    say i speak
  • 00:26:37
    like this but i sing like
  • 00:26:40
    this speak
  • 00:26:44
    sing speak sing
  • 00:26:50
    doing sighs and sirens gets that soft
  • 00:26:53
    palate up
  • 00:26:54
    what we are teaching our singers is
  • 00:26:56
    muscle memory
  • 00:26:58
    why because you can't touch all of this
  • 00:27:01
    while you are doing it it's
  • 00:27:03
    not an instrument that is outside of
  • 00:27:04
    your body it's inside the body
  • 00:27:06
    and so you have to figure out ways to
  • 00:27:09
    connect
  • 00:27:10
    that to your singers right
  • 00:27:13
    so anything you can do kinesthetically
  • 00:27:15
    helps them i always like to use my hand
  • 00:27:18
    to represent the soft palate
  • 00:27:19
    in a lot of our exercises and then if
  • 00:27:21
    we're singing and the song i hear the
  • 00:27:23
    soft palette go down all i have to do is
  • 00:27:24
    this
  • 00:27:25
    singers know immediately oh my soft
  • 00:27:27
    palate has to go up
  • 00:27:29
    so practice that find ways to do that do
  • 00:27:31
    yoggs with them
  • 00:27:34
    tongue is down soft pile it up
  • 00:27:37
    now speak with them using that oh my oh
  • 00:27:43
    my boy oh boy
  • 00:27:47
    all of those things will engage the soft
  • 00:27:49
    palate very very important
  • 00:27:51
    you want the soft palate up now
  • 00:27:55
    after you work with the soft palate you
  • 00:27:57
    have to talk about
  • 00:27:58
    placement placement has to do with this
  • 00:28:02
    area of the face called the mass
  • 00:28:05
    why it's where you wear a mask right
  • 00:28:08
    this
  • 00:28:09
    area now that area
  • 00:28:12
    is again hollow there's
  • 00:28:16
    nothing there except when you have a
  • 00:28:18
    sinus infection
  • 00:28:20
    and this is a great way for students to
  • 00:28:22
    figure out
  • 00:28:23
    where their sinuses are or the nasal
  • 00:28:26
    cavity right
  • 00:28:27
    all they have to do
  • 00:28:31
    right here the nasal cavity all you have
  • 00:28:33
    to do
  • 00:28:34
    and say to them is how many of you have
  • 00:28:36
    ever had a sinus infection
  • 00:28:39
    show me where it hurts the most when you
  • 00:28:42
    have a sinus infection and they all
  • 00:28:44
    will point to right here right
  • 00:28:47
    there the nasal cavity
  • 00:28:51
    notice there are other hollow areas
  • 00:28:54
    here right there are other hollow areas
  • 00:28:57
    there that are resonators
  • 00:28:59
    okay like subwoofers kind of
  • 00:29:02
    area okay this area hurts when you have
  • 00:29:06
    a sinus infection because
  • 00:29:08
    it all of a sudden is filled with fluid
  • 00:29:11
    it is meant to be
  • 00:29:12
    hollow it is not supposed to have
  • 00:29:15
    anything in it and when you have a sinus
  • 00:29:16
    infection it is full of mucus and it
  • 00:29:18
    gets
  • 00:29:19
    very very tense and that's why there's
  • 00:29:21
    pressure and then it hurts your head
  • 00:29:23
    it's the best way to find it now using
  • 00:29:27
    that area using the nasal cavity is very
  • 00:29:32
    important
  • 00:29:32
    that's the placement that we're talking
  • 00:29:34
    about this is a key area where
  • 00:29:36
    most people don't get to
  • 00:29:40
    they get the breathing they get the um
  • 00:29:43
    lift but then they don't get the
  • 00:29:44
    placement so
  • 00:29:46
    if i just breathe correctly and i
  • 00:29:49
    lift
  • 00:29:53
    i have that hootie sound right it's
  • 00:29:56
    because everything is
  • 00:29:57
    staying back here not
  • 00:30:00
    forward but if i think okay it's going
  • 00:30:03
    to come
  • 00:30:04
    instead of coming out of my mouth i
  • 00:30:06
    always like to think like there's a
  • 00:30:07
    little hole
  • 00:30:08
    right above my teeth and instead of the
  • 00:30:12
    sound and air going this way it's just
  • 00:30:14
    going to kind of go
  • 00:30:14
    that way
  • 00:30:20
    all of a sudden this is engaged and we
  • 00:30:23
    want that
  • 00:30:24
    things that use z or uh
  • 00:30:27
    v or buzzing me me me me me
  • 00:30:32
    me you wanna get that engaged it's going
  • 00:30:36
    to tingle
  • 00:30:36
    and that's what's going to help you get
  • 00:30:38
    a focused sound
  • 00:30:40
    this area again nasal cavity
  • 00:30:43
    that is your placement all right that is
  • 00:30:46
    your placement it's very very important
  • 00:30:48
    so we've talked about breadth
  • 00:30:50
    soft palate and the nasal cavity now we
  • 00:30:53
    go back
  • 00:30:54
    we're talking about the tongue tongue is
  • 00:30:57
    very very important and we skipped over
  • 00:30:59
    the tongue
  • 00:30:59
    so much but you have to realize that
  • 00:31:02
    your tongue
  • 00:31:03
    is a very very strong muscle
  • 00:31:07
    right now i have an 11 month old at home
  • 00:31:10
    she's almost going to be one here next
  • 00:31:12
    month on the 12th
  • 00:31:14
    and when you see this she will actually
  • 00:31:16
    be one because i'm taping this at the
  • 00:31:19
    end of june beginning of july
  • 00:31:21
    and she is babbling
  • 00:31:26
    [Laughter]
  • 00:31:30
    why her tongue is being conditioned into
  • 00:31:33
    creating words think about anytime any
  • 00:31:36
    of you had to take a foreign language
  • 00:31:39
    and you get frustrated why your tongue
  • 00:31:41
    has to learn it
  • 00:31:42
    right that's that's the biggest thing if
  • 00:31:45
    you think about
  • 00:31:46
    other cultures and their languages
  • 00:31:49
    many european countries they talk very
  • 00:31:52
    forward
  • 00:31:53
    and very fast and their tongue is very
  • 00:31:55
    relaxed
  • 00:31:56
    and their tongue is very forward our
  • 00:31:58
    tongue on the other hand
  • 00:32:00
    is back and we don't talk forward
  • 00:32:05
    right we don't use that area and so
  • 00:32:07
    these are things to think about
  • 00:32:10
    so our tongue if you look at this i'm
  • 00:32:12
    going to switch over to this area
  • 00:32:14
    this part your tongue if you put your
  • 00:32:17
    hand right here this is the bottom
  • 00:32:19
    of the tongue muscle okay this is going
  • 00:32:21
    to weird your students out they don't
  • 00:32:23
    think their tongue goes any farther than
  • 00:32:24
    what they can touch up here
  • 00:32:26
    you know they think it's this little
  • 00:32:27
    thin thing it
  • 00:32:29
    it is this whole mass right here that is
  • 00:32:32
    connected
  • 00:32:33
    to the lower jaw that is your tongue
  • 00:32:36
    our tongue gets very very tense why does
  • 00:32:38
    it get very intense because we talk a
  • 00:32:40
    lot and i know you have those talkers in
  • 00:32:43
    your
  • 00:32:44
    your choirs the tongue needs to be
  • 00:32:46
    relaxed
  • 00:32:47
    you can still talk and understand
  • 00:32:49
    everything i am saying even when my
  • 00:32:50
    tongue is very relaxed my tongue is very
  • 00:32:52
    relaxed as i'm about there now
  • 00:32:54
    but you can still understand everything
  • 00:32:56
    i'm saying it needs to be able to move
  • 00:32:58
    quickly and freely
  • 00:33:00
    tension is back focus on the tongue
  • 00:33:03
    focus on getting rid of that
  • 00:33:07
    you sing an ave maria you know
  • 00:33:11
    [Music]
  • 00:33:18
    you need the space you need the
  • 00:33:19
    placement but the tongue helps make that
  • 00:33:21
    space
  • 00:33:22
    why because it moves down it moves down
  • 00:33:25
    to create
  • 00:33:26
    space you need all of that space
  • 00:33:30
    finally let's talk about your lips your
  • 00:33:32
    lips are very very important
  • 00:33:34
    we talk like this you need to make sure
  • 00:33:37
    that your lips are
  • 00:33:38
    round right your lips are round so that
  • 00:33:40
    everything is
  • 00:33:41
    unified vowel unification our culture
  • 00:33:45
    talks this way
  • 00:33:47
    we don't sing that way big thing for all
  • 00:33:50
    of you to remember
  • 00:33:52
    we speak foreign languages we work on
  • 00:33:54
    that text we work on that text
  • 00:33:56
    what language do we not work on english
  • 00:33:58
    why because we speak it every day
  • 00:34:00
    but it's like henry higgins says in my
  • 00:34:02
    fair lady
  • 00:34:03
    we have not spoken it correctly for ever
  • 00:34:06
    basically right speak your english
  • 00:34:09
    speak it with rounded lips it's going to
  • 00:34:12
    make it sound very different notice
  • 00:34:13
    all i did was change my lips and it
  • 00:34:16
    already has changed the way i'm speaking
  • 00:34:18
    to you
  • 00:34:19
    your lips are very very important they
  • 00:34:21
    also are an
  • 00:34:22
    area a grin of great tension
  • 00:34:26
    great tension so make sure that you
  • 00:34:28
    don't have any tension
  • 00:34:30
    this part you can control the tension
  • 00:34:34
    all right your soft palate is not going
  • 00:34:36
    to have tension your breathing will not
  • 00:34:38
    have tension
  • 00:34:39
    your shoulders are what will have
  • 00:34:41
    tension all right so
  • 00:34:42
    this area these last two things you have
  • 00:34:45
    to control the tension because it will
  • 00:34:47
    affect your sound all right so this is a
  • 00:34:50
    basic uh outline of the things that we
  • 00:34:53
    looked at right now okay
  • 00:34:55
    we started with the lungs and the
  • 00:34:58
    breathing and understanding that
  • 00:34:59
    understanding the diaphragm does not
  • 00:35:02
    help you breathe in
  • 00:35:03
    it is what sustains the breath going out
  • 00:35:06
    all right when you breathe in the
  • 00:35:08
    diaphragm is not engaged the diaphragm
  • 00:35:10
    engages as the breath goes out that is
  • 00:35:12
    what helps you sustain the breath
  • 00:35:14
    that's why you can sing a 12-measure
  • 00:35:16
    phrase or a 12-b phrase 16-beat phrase a
  • 00:35:19
    20-beat phrase a 24-beat phrase
  • 00:35:22
    it is the diaphragm and how it is
  • 00:35:24
    pushing the air out
  • 00:35:26
    right we followed that up through the
  • 00:35:29
    trachea
  • 00:35:30
    the trachea is the windpipe now
  • 00:35:34
    here's another big thing for you to take
  • 00:35:37
    away right now
  • 00:35:38
    this is a big thing because i need a
  • 00:35:41
    drink of water i'm going to
  • 00:35:42
    grab my water and i'm going to drink it
  • 00:35:46
    my throat is dry when i take this drink
  • 00:35:49
    of water
  • 00:35:50
    it is not going to go down that pipe
  • 00:35:56
    it is going down into my stomach
  • 00:36:00
    there are two pipes right there
  • 00:36:03
    when i took this drink of water it did
  • 00:36:06
    not go over my vocal folds
  • 00:36:09
    now i told you i was going to go back
  • 00:36:11
    and talk about when i was doing
  • 00:36:13
    um a lot of these video recordings that
  • 00:36:16
    my
  • 00:36:17
    voice was getting very tired and then i
  • 00:36:19
    had a rehearsal that night for some
  • 00:36:21
    recording for my church
  • 00:36:24
    i didn't prep well the day before
  • 00:36:28
    not in my notes not in in what i'm
  • 00:36:30
    presenting to you
  • 00:36:32
    in this whatever
  • 00:36:35
    water or liquid you have drank 24 hours
  • 00:36:39
    before
  • 00:36:40
    is the liquid that you are working off
  • 00:36:43
    of
  • 00:36:44
    today so if you are dehydrated it will
  • 00:36:47
    take 24 hours for you
  • 00:36:50
    to get over being dehydrated because the
  • 00:36:52
    water has to get into your bloodstream
  • 00:36:55
    then the water is taken through your
  • 00:36:56
    bloodstream to all of your muscles
  • 00:36:59
    to all the areas that need the water
  • 00:37:02
    when you take a drink of water it is not
  • 00:37:04
    going to go over your vocal folds
  • 00:37:07
    let me say this again the water is not
  • 00:37:09
    going to go over your vocal folds
  • 00:37:12
    if it did it would go into your lungs
  • 00:37:15
    and we call that drowning
  • 00:37:22
    this is an aha moment for many of your
  • 00:37:24
    singers
  • 00:37:26
    they think my voice is tired i'm going
  • 00:37:28
    to take a drink of water
  • 00:37:33
    i'm all better it went over my vocal
  • 00:37:34
    folds no
  • 00:37:37
    the only way to get it to your vocal
  • 00:37:39
    folds is to drink it
  • 00:37:40
    let it get into your bloodstream and
  • 00:37:42
    then
  • 00:37:44
    24 hours later it will get
  • 00:37:47
    to your vocal folds right
  • 00:37:50
    the water is going down
  • 00:37:54
    into your stomach it is going down into
  • 00:37:58
    your stomach it is shut off
  • 00:38:00
    it is shut off so that it doesn't go
  • 00:38:03
    into your lungs when we say
  • 00:38:05
    when you uh ate something or you drink
  • 00:38:07
    something and you say ill
  • 00:38:09
    it went down the wrong pipe that's what
  • 00:38:11
    you're talking about
  • 00:38:13
    that's what you're talking about right
  • 00:38:14
    there
  • 00:38:16
    okay so we've talked all about that
  • 00:38:20
    we've talked about your saw pile nasal
  • 00:38:22
    cavity now if you look over here
  • 00:38:25
    right here is the area now that we're
  • 00:38:27
    going to really hone
  • 00:38:28
    in on and we're going to talk about
  • 00:38:30
    we're going to talk about
  • 00:38:32
    your vocal folds your vocal folds
  • 00:38:36
    are located right here mid-level
  • 00:38:41
    okay for the guys it's easy to find it's
  • 00:38:43
    where your adam's apple is
  • 00:38:45
    right that area this area
  • 00:38:49
    you see the vocal folds the best way
  • 00:38:51
    that i can describe it for you
  • 00:38:53
    is basically it is uh like a
  • 00:38:56
    skin you'll see here in a minute i'm
  • 00:38:59
    going to show you
  • 00:39:00
    some video of it that is stretched
  • 00:39:04
    they get thicker and shorter okay and
  • 00:39:07
    they move like this
  • 00:39:11
    and when we speak it's them rubbing
  • 00:39:13
    together
  • 00:39:16
    when we don't speak they're open when we
  • 00:39:18
    are speaking again that's why a
  • 00:39:20
    cough is different than singing because
  • 00:39:23
    the vocal folds are rubbing together
  • 00:39:25
    and the air is moving through a
  • 00:39:26
    different through something
  • 00:39:29
    very small something okay
  • 00:39:32
    located right there
  • 00:39:36
    right so let's take a look at
  • 00:39:39
    a video about your vocal folds
  • 00:39:42
    uh this will be in your resource area
  • 00:39:44
    but i want to show you how they are
  • 00:39:47
    working
  • 00:39:54
    i hope you don't get queasy i'm going to
  • 00:39:56
    show you live video of the singer's
  • 00:39:58
    vocal cords
  • 00:39:59
    as she sings you may want to sit down
  • 00:40:10
    hi i'm chuck gilmore with power to sing
  • 00:40:13
    many students feel singing is a great
  • 00:40:15
    mystery they don't understand
  • 00:40:19
    how their voice works why it works the
  • 00:40:21
    way it does
  • 00:40:22
    and what's involved with singing it all
  • 00:40:24
    begins with the vocal cords
  • 00:40:26
    specialists look at your vocal cords
  • 00:40:28
    with a flexible or a rigid scope
  • 00:40:31
    the flexible scope is a small cord with
  • 00:40:33
    the camera at the end
  • 00:40:35
    it's inserted through the nose and
  • 00:40:37
    extended down the throat
  • 00:40:38
    seeing both ports the rigid scope is
  • 00:40:41
    like a large
  • 00:40:42
    pen with a camera at the end it's
  • 00:40:45
    used looking into the mouth both
  • 00:40:49
    images look like this this can be
  • 00:40:52
    confusing because the vocal cords are
  • 00:40:54
    horizontal in the throat like this
  • 00:40:56
    they are not vertical like this when the
  • 00:40:59
    scope
  • 00:41:00
    sees the cords and projects it on the
  • 00:41:02
    monitor they look
  • 00:41:03
    like they're vertical or up and down
  • 00:41:06
    vocal cords sometimes called vocal folds
  • 00:41:10
    are located in the mid portion of your
  • 00:41:12
    neck about halfway down
  • 00:41:14
    between the top and the bottom of your
  • 00:41:15
    neck there are two vocal cords
  • 00:41:19
    and they're they're connected to the
  • 00:41:21
    front of your neck
  • 00:41:22
    and open and close in the back
  • 00:41:26
    towards the back of your neck they're
  • 00:41:28
    located inside the voice box or lyrics
  • 00:41:31
    the cords sit at the top of your
  • 00:41:33
    windpipe for tracing
  • 00:41:35
    men can feel the top of their voice
  • 00:41:37
    blocks off the call of the atom's outfit
  • 00:41:39
    women have the same thing but it's
  • 00:41:42
    smaller and harder to feel with your
  • 00:41:44
    finger
  • 00:41:44
    your vocal cords are just behind the
  • 00:41:47
    atoms
  • 00:41:48
    now women can sometimes feel their
  • 00:41:50
    average alcohol by placing their finger
  • 00:41:52
    here
  • 00:41:54
    gently
  • 00:41:57
    and about the first lump that you feel
  • 00:42:00
    is
  • 00:42:00
    the top of the larynx about halfway down
  • 00:42:04
    your neck
  • 00:42:05
    feel that small level that's your
  • 00:42:07
    absolute ladies
  • 00:42:09
    and your vocal cords are just behind you
  • 00:42:11
    i can feel a small
  • 00:42:12
    v right in the center
  • 00:42:16
    of the top of my abdomen
  • 00:42:21
    now at first our vocal cords are about
  • 00:42:22
    the same length approximately two
  • 00:42:24
    millimeters
  • 00:42:25
    by age 20 women's cords are about 10
  • 00:42:28
    millimeters and men's 60 millimeters of
  • 00:42:30
    length
  • 00:42:31
    the change for men is much greater and
  • 00:42:33
    this causes the deepening of the voice
  • 00:42:35
    and can make singing during the vocal
  • 00:42:38
    change much harder
  • 00:42:40
    vocal cords are tissue and are
  • 00:42:43
    three-dimensional that means they have
  • 00:42:44
    length
  • 00:42:45
    width and depth just like other tissue
  • 00:42:48
    in your body
  • 00:42:49
    there are different layers of tissue
  • 00:42:50
    vocal cords have three primary layers
  • 00:42:53
    muscle ligament and mucosa it's the
  • 00:42:56
    slick
  • 00:42:57
    outer layer of the vocal fold
  • 00:43:00
    the vocal cords open when we breathe and
  • 00:43:03
    come together
  • 00:43:04
    when we make noise with their voices and
  • 00:43:06
    they're covered up when we swallow
  • 00:43:08
    the type of lid called the epiglottis
  • 00:43:11
    closes
  • 00:43:11
    over the vocal cords when we swallow
  • 00:43:13
    sometimes fluid gets through
  • 00:43:15
    we cough we clear it out
  • 00:43:19
    when air passes through our vocal cords
  • 00:43:21
    as we speak or sing
  • 00:43:23
    they create a series of sound waves
  • 00:43:26
    which we can hear this series of sound
  • 00:43:29
    waves we call vibration
  • 00:43:32
    the vocal cords create the initial
  • 00:43:33
    vibrations
  • 00:43:35
    which is the initial tones we hear that
  • 00:43:37
    begin the sound we make speaking
  • 00:43:40
    and singing now watch and listen as
  • 00:43:43
    these local chords create the vibrations
  • 00:43:45
    that become
  • 00:43:46
    our voices
  • 00:43:55
    [Music]
  • 00:44:06
    hey yeah
  • 00:44:25
    do you know your vocal type i'm not
  • 00:44:27
    talking about whether you're soprano
  • 00:44:28
    alto center or bass
  • 00:44:30
    your vocal type helps you understand
  • 00:44:33
    what your vocal cords
  • 00:44:35
    tend to do when you sing for example
  • 00:44:38
    if you are a light chest no chest vocal
  • 00:44:41
    type
  • 00:44:42
    that means your vocal cords are not
  • 00:44:43
    closing as firmly as needed
  • 00:44:46
    with each vocal type your vocal cords
  • 00:44:50
    tend to do specific things as you see
  • 00:44:54
    once you know your vocal type you can
  • 00:44:55
    begin eliminating weaknesses in your
  • 00:44:58
    voice
  • 00:44:58
    and get the singing voice you want
  • 00:45:02
    visit powertosing.com and take the power
  • 00:45:05
    test
  • 00:45:05
    and the quiz immediately you'll discover
  • 00:45:08
    your vocal type
  • 00:45:09
    explore the knowledge center inside
  • 00:45:12
    powersync's website learn about your
  • 00:45:15
    vocal type
  • 00:45:16
    and the exercises that will help improve
  • 00:45:19
    your unique goals
  • 00:45:21
    i'm chuck gilmore with power to sing you
  • 00:45:24
    can sing higher with beauty confidence
  • 00:45:28
    and power i'll see you inside the next
  • 00:45:32
    video
  • 00:45:41
    so i hope that video helped you
  • 00:45:44
    understand
  • 00:45:44
    more about the vocal folds
  • 00:45:48
    i think it was great opportunity for us
  • 00:45:50
    to stop and to really
  • 00:45:51
    see inside uh what is happening
  • 00:45:55
    so we look inside again right
  • 00:45:58
    this comes down shuts off
  • 00:46:01
    so then uh food water whatever goes down
  • 00:46:04
    the esophagus
  • 00:46:06
    not into the trachea over the vocal
  • 00:46:08
    folds but our vocal folds
  • 00:46:11
    are very very important now to help your
  • 00:46:14
    students understand this i think showing
  • 00:46:15
    a video like this resources like this
  • 00:46:18
    are
  • 00:46:18
    wonderful i remember when uh when i
  • 00:46:21
    first started teaching
  • 00:46:22
    they were cassette tapes or vhs tapes i
  • 00:46:25
    should say
  • 00:46:26
    and only certain people had them because
  • 00:46:29
    you had to go to the doctor and then you
  • 00:46:30
    had to get them and
  • 00:46:32
    and then uh maybe i could borrow yours
  • 00:46:34
    so i could see what the vocal folds look
  • 00:46:36
    like and now
  • 00:46:37
    we have the power of youtube and
  • 00:46:40
    everything that's on the internet and
  • 00:46:41
    we're able to
  • 00:46:42
    see that now as i talked about the vocal
  • 00:46:44
    folds are
  • 00:46:45
    very very fragile part of our body
  • 00:46:49
    if we go back and we look at this part
  • 00:46:53
    uh uh this opening of the video so i can
  • 00:46:55
    see the vocal folds there
  • 00:46:58
    as they said when you are singing higher
  • 00:47:00
    they stretch out so they become
  • 00:47:02
    thinner right and when you get lower
  • 00:47:05
    they're thicker
  • 00:47:06
    right so if you always think of like a
  • 00:47:09
    pipe organ
  • 00:47:10
    the big thick pipes are the low pipes
  • 00:47:14
    little tiny thinny skinny pipes with the
  • 00:47:16
    higher pipes so as we go higher we're
  • 00:47:18
    stretching
  • 00:47:19
    as we go lower we're deepening right
  • 00:47:23
    and what's happening is they're coming
  • 00:47:27
    and as that video showed the um it was
  • 00:47:30
    wonderful to see how they vibrate
  • 00:47:33
    together
  • 00:47:34
    how they come together and they vibrate
  • 00:47:36
    great way to do this with your singers
  • 00:47:38
    is to take their fingers and have them
  • 00:47:40
    rub together because that's really
  • 00:47:41
    what's happening the vocal folds are
  • 00:47:42
    coming together and rubbing together
  • 00:47:44
    now as it said normally our vocal folds
  • 00:47:48
    are like this if we're not doing
  • 00:47:49
    anything a v
  • 00:47:50
    shape right and they come together like
  • 00:47:52
    this now
  • 00:47:54
    those people who experience vocal damage
  • 00:47:56
    what is happening
  • 00:47:58
    is they're taking them and they're
  • 00:47:59
    slamming them together
  • 00:48:02
    slamming them together is what causes
  • 00:48:05
    callus
  • 00:48:06
    that is when on the vocal folds
  • 00:48:10
    they experience nodules those are
  • 00:48:12
    calloused parts of the vocal fold and
  • 00:48:14
    won't allow the vocal folds to touch
  • 00:48:17
    anymore
  • 00:48:18
    and so there's space so then they get
  • 00:48:19
    airy and breathy sounding
  • 00:48:22
    and they don't have the ability to sing
  • 00:48:24
    the way we normally would
  • 00:48:25
    the mucus on there again comes not from
  • 00:48:28
    water but from the blood vessels right
  • 00:48:31
    comes from getting the water down the
  • 00:48:35
    esophagus into the bloodstream and
  • 00:48:36
    that's what creates
  • 00:48:37
    all of that mucus in there is from the
  • 00:48:40
    bloodstream
  • 00:48:42
    all right so as we look at these things
  • 00:48:44
    they need to understand
  • 00:48:46
    that to create good sound to make a
  • 00:48:48
    bigger sound
  • 00:48:49
    has to do with placement and the lift
  • 00:48:52
    not pressure here now
  • 00:48:56
    i want to take just a moment to talk
  • 00:48:58
    about the voice
  • 00:48:59
    change as you saw in the video
  • 00:49:02
    when we are first born when we're kids
  • 00:49:05
    that's why
  • 00:49:06
    little kids like my son and my daughter
  • 00:49:10
    when i'm on the phone with them their
  • 00:49:12
    voices are different right
  • 00:49:13
    but sometimes with uh one is nine and
  • 00:49:16
    one is six
  • 00:49:17
    boy and girl and i'm like is this
  • 00:49:19
    annabelle or is this grayson
  • 00:49:22
    why do we say that because as you saw
  • 00:49:26
    their vocal folds are about the same
  • 00:49:27
    length
  • 00:49:28
    they're all the same once we start
  • 00:49:32
    into the change into adolescence then
  • 00:49:35
    they
  • 00:49:35
    start a bigger change men's voices
  • 00:49:38
    change
  • 00:49:39
    the most however
  • 00:49:42
    your thyroid is located here
  • 00:49:45
    as well your thyroid
  • 00:49:49
    is located in this area
  • 00:49:52
    and we know that through that area
  • 00:49:56
    there are a lot of
  • 00:50:00
    hormones moving so we know
  • 00:50:03
    that the female voice is changing and
  • 00:50:05
    the male voice is changing
  • 00:50:06
    now females ladies your voice is not
  • 00:50:09
    going to change
  • 00:50:10
    as much by the time you are in
  • 00:50:13
    early college your voices is going to
  • 00:50:16
    start to settle
  • 00:50:18
    gentlemen your voice is not going to
  • 00:50:20
    start settling
  • 00:50:21
    until your mid to late 30s
  • 00:50:25
    that's why if any of you notice when you
  • 00:50:27
    go to an opera
  • 00:50:29
    the ladies tend to be a little younger
  • 00:50:31
    than the male leads why is that
  • 00:50:33
    the men's voice is not done changing yet
  • 00:50:36
    they haven't totally settled in
  • 00:50:40
    my voice is now just settling in to what
  • 00:50:43
    it's going to be
  • 00:50:44
    and i can tell you i'm a baritone i've
  • 00:50:48
    got some
  • 00:50:48
    really low notes and sometimes that high
  • 00:50:51
    f
  • 00:50:52
    f g just isn't there but now that my
  • 00:50:55
    voice has started to settle
  • 00:50:57
    i'm owning that f sharp and that g a lot
  • 00:50:59
    more
  • 00:51:00
    than what i was even in college
  • 00:51:03
    my voice is starting to finally settle
  • 00:51:06
    in
  • 00:51:06
    to where it's supposed to be now
  • 00:51:10
    on that i also want to say
  • 00:51:13
    that for the boys it is good to keep
  • 00:51:15
    them singing
  • 00:51:16
    in their higher voice because
  • 00:51:19
    that lower voice is not all
  • 00:51:22
    developed yet the chords are getting
  • 00:51:25
    thicker
  • 00:51:26
    and they are changing but they always
  • 00:51:29
    are going to have that higher range
  • 00:51:31
    they're always going to have the ability
  • 00:51:33
    to stretch
  • 00:51:35
    now if you are an athlete or if you've
  • 00:51:38
    ever been a runner or played sports
  • 00:51:40
    and you know that you haven't done
  • 00:51:41
    something for a while and then you go
  • 00:51:43
    and you try and do it
  • 00:51:45
    it's not as easy if you haven't done it
  • 00:51:47
    for a while
  • 00:51:49
    so we want to make sure they continue to
  • 00:51:51
    stretch
  • 00:51:52
    to continue to have that because if they
  • 00:51:54
    don't they are going to lose the ability
  • 00:51:56
    for the vocal fold
  • 00:51:58
    again a muscle to stretch and so
  • 00:52:01
    we want to keep it engaged now during
  • 00:52:03
    this time
  • 00:52:04
    both for male and female there are some
  • 00:52:07
    notes that they are going to sing
  • 00:52:09
    and there are some days they're going to
  • 00:52:11
    have notes they can't sing
  • 00:52:12
    and that's okay just tell them to work
  • 00:52:14
    through it you can't sing that note
  • 00:52:16
    jump on to the next one take a break
  • 00:52:18
    their voices get tired
  • 00:52:20
    make sure they are hydrating taking good
  • 00:52:22
    rest
  • 00:52:23
    that they are utilizing placement
  • 00:52:26
    and lift to create the sound that it is
  • 00:52:30
    not coming from here that's when we talk
  • 00:52:31
    about doing this
  • 00:52:33
    again i said i was going to address that
  • 00:52:35
    knowing what you know now from that
  • 00:52:37
    video
  • 00:52:38
    knowing how this works that your vocal
  • 00:52:41
    folds go this way
  • 00:52:43
    doing this is not going to stretch them
  • 00:52:45
    any higher
  • 00:52:46
    they move the opposite way right
  • 00:52:49
    so gentlemen have to realize that
  • 00:52:51
    relaxing
  • 00:52:53
    relaxing the neck and good breath is
  • 00:52:57
    what's going to get them there
  • 00:52:59
    that is the key to what we're doing here
  • 00:53:02
    so if we break everything down i'm going
  • 00:53:05
    to move
  • 00:53:06
    back to this we talk about the breath
  • 00:53:10
    the breathing how important it is the
  • 00:53:12
    alignment
  • 00:53:12
    of the body so we can breathe properly
  • 00:53:15
    the lifting
  • 00:53:16
    of the soft palate the use of placement
  • 00:53:20
    the sinuses understanding how that
  • 00:53:23
    resonant area works
  • 00:53:26
    then we talk about the tongue here how
  • 00:53:28
    there can't be tension
  • 00:53:30
    and then finally how the lips work
  • 00:53:34
    as you notice there's not much you can
  • 00:53:36
    do with the vocal folds
  • 00:53:38
    all of this is what helps them all
  • 00:53:41
    you're gonna do
  • 00:53:42
    is put good air through the vocal folds
  • 00:53:44
    to make a great sound
  • 00:53:46
    remember don't push it
  • 00:53:49
    that right there was me taking my vocal
  • 00:53:51
    folds and slamming them together
  • 00:53:53
    they need to understand that you know i
  • 00:53:55
    know a lot of your singers are probably
  • 00:53:57
    involved with sports
  • 00:53:59
    you're going to know if they went to a
  • 00:54:01
    soccer game the night before
  • 00:54:02
    and they yelled why they're going to
  • 00:54:04
    come in horse
  • 00:54:05
    why because these muscles here
  • 00:54:09
    are tired they've been strained
  • 00:54:13
    they've hit one another it's like when
  • 00:54:15
    you go to a game and you've been
  • 00:54:16
    clapping and clapping and clapping and
  • 00:54:18
    your hands
  • 00:54:18
    hurt same thing here with your vocal
  • 00:54:21
    folds
  • 00:54:22
    that's how they work they work by
  • 00:54:24
    connecting and we want to do it gently
  • 00:54:27
    we always want to make sure they are
  • 00:54:28
    connecting in a gentle manner
  • 00:54:32
    well i hope this has helped you i hope
  • 00:54:35
    this has broken things down for you in a
  • 00:54:37
    way that you
  • 00:54:38
    really understand that you can really
  • 00:54:40
    talk to your students about all of these
  • 00:54:43
    things remember it's not too early to
  • 00:54:45
    start talking to them in kindergarten
  • 00:54:47
    about these things
  • 00:54:48
    about finding your sternum about the rib
  • 00:54:50
    cage about the lungs
  • 00:54:52
    about how the air comes through and
  • 00:54:55
    we're gonna
  • 00:54:56
    lower our tongue and we're gonna make a
  • 00:54:58
    little space in there and we're gonna
  • 00:55:00
    sing
  • 00:55:00
    and then you start to add more things
  • 00:55:02
    you're gonna add
  • 00:55:03
    the nasal cavity to it you're going to
  • 00:55:05
    add the sinus area
  • 00:55:07
    and talk about all of that you're going
  • 00:55:09
    to talk about
  • 00:55:11
    the vocal folds and
  • 00:55:14
    all of that area there and how it works
  • 00:55:17
    and you're going to build upon it
  • 00:55:18
    but every time you build every layer
  • 00:55:20
    it's going to make your singers better
  • 00:55:22
    they're going to understand their
  • 00:55:24
    instrument better just as anybody
  • 00:55:27
    understands their instrument you know
  • 00:55:28
    when i was in middle school i got my
  • 00:55:30
    first trumpet
  • 00:55:32
    i was so excited to get it and it was
  • 00:55:35
    actually passed down in my family and
  • 00:55:37
    then finally
  • 00:55:38
    i was able to buy my own uh trumpet
  • 00:55:42
    i had to work very very hard i remember
  • 00:55:44
    i had to save three thousand dollars as
  • 00:55:46
    a middle school
  • 00:55:47
    that's a lot of money for anybody that's
  • 00:55:48
    a lot of money
  • 00:55:50
    and it was a bench silver trumpet i
  • 00:55:52
    thought it was the neatest thing
  • 00:55:54
    i still have it i took
  • 00:55:57
    extreme care of it i took a class on how
  • 00:56:00
    to take it all apart
  • 00:56:01
    how to clean it properly how to make
  • 00:56:03
    sure the valves were oiled how to make
  • 00:56:05
    sure all the slides were greased
  • 00:56:06
    properly
  • 00:56:07
    how um i needed to re-cork the pads
  • 00:56:10
    the spit valves and how to use that
  • 00:56:12
    instrument
  • 00:56:13
    correctly so it would last me a lifetime
  • 00:56:18
    it's the same thing with our voice we
  • 00:56:20
    take it for granted
  • 00:56:21
    it's a gift there are so many things
  • 00:56:24
    that are now moving to
  • 00:56:25
    voice recognition why because our voices
  • 00:56:28
    are unique
  • 00:56:29
    our voices are as unique as
  • 00:56:32
    every snowflake that has ever fallen
  • 00:56:34
    think of that
  • 00:56:35
    how many snowflakes in the history of
  • 00:56:37
    the world have fallen
  • 00:56:39
    and every snowflake that has ever fallen
  • 00:56:41
    is uniquely different
  • 00:56:43
    from the other and that's how our voices
  • 00:56:46
    are
  • 00:56:46
    they're uniquely different and it is our
  • 00:56:50
    job as teachers
  • 00:56:52
    as voice instructors as voice coaches
  • 00:56:55
    to help our singers take care of their
  • 00:56:58
    voice
  • 00:56:59
    so that they can have a lifetime of
  • 00:57:02
    singing
  • 00:57:03
    and being able to do that is about
  • 00:57:06
    knowing
  • 00:57:06
    the mechanism knowing the instrument
  • 00:57:10
    so they best know how to take care of
  • 00:57:13
    that instrument
  • 00:57:15
    thanks for joining me on this session i
  • 00:57:17
    hope it was helpful
  • 00:57:18
    i invite you to go and check out more of
  • 00:57:21
    uh the power of singing youtube
  • 00:57:23
    videos they are a great resource there
  • 00:57:25
    are so many resources out there i hope
  • 00:57:27
    you will also use this video
  • 00:57:29
    as a resource for your students thanks
  • 00:57:31
    so much
  • 00:57:32
    have a great day
  • 00:57:43
    [Music]
  • 00:58:19
    you
Tags
  • pedagogia vocal
  • canto
  • respiração
  • postura
  • técnica vocal
  • anatomia da voz
  • Celine Dion
  • Luciano Pavarotti
  • nódulos vocais
  • tensão muscular