Work toward Speech Level production
N[ei] 1.5 Long Scale
“B[ai] 1.5 Long Scale, Octave Repeater “G[i] 1.5 Long Scale, Octave Repeater, Add Broken Arpeggio Scale
“G[!]g”, “M[!]m”, “H[!]ng”,
“H[!]ng”, 1.5 Long Scale for release “G[!]g” 1.5 Long Scale, “B[ai]” 1.5 Long Scale”
“D[!]m”, “B[!]m” 1.5 Long Scale, Octave Repeater
“M[!]m 1.5 Long Scale, “G[u]g,” 1.5 Long Scale “ All Scales
“N[ei] Repeater, vowel change, sustain “B[ai] Octave Repeater, sustain, vowel change
“M[!] ” 1.5 Long Scale “N[!] Repeater, vowel change, vibrato, Repeater with sustain for vibrato, lean in, more dynamics
All Scales, All Sounds Legato
Press
Dynamics, Vibrato
Licks and runs
Replace difficult phrases with Speech Level exercises
Stay aware of balance, volume, air flow, vowel, bridges
SLS INSTRUCTOR MANUAL ! REVISION 3.0 ! © 2009 SPEECH LEVEL SINGING INTERNATIONAL
179
Vowels Tool
Pure Diphthong German French Nasal [u] =boot
[i] =tree [u] + [i] = [y] (Glück)
[I] =hit [œ] =un
[o!] =go
[e] + [o] = [Ø] (schön) [!] =book
[!] =hut [#i] =boy [õ] =son ["]=bet [ei] =say
[ae] =bad
[a!] =now [ãe] =main
[#] =hot [a] =awe
[ai] =die [ã ] =dans
Hard
G, B. DHard/
Plosive
K, T, P [t"] [d#]Phonated
N, M [!] = sing [#] or [ñ] ["] = thee Z, V [#] = rougeGlide
W, YAspirate
" = think, [" ] = she, S, F, H SCALE TOOLS5-Tone- exposes weaknesses [a] or discovers chest [ae]
1.5 Long Scale- tends to be easier, helps student experience release through bridges Cord Adduction- for vocal cord adduction Octave Up, Octave Up Repeater- tend to build comfort, strength
Octave Down- tends to reduce weight
Octave Up, Sustain- tends to build coordination, strength, and tone
Broken Arpeggio- tends to build flexibility And tone
Descending 5-Tone- tends to develop strength in bridge area
Speech Level Singing Logic Tools and Goals
ROADMAP
1) DISCOVER/RELEASE (Head/chest)
2) ADDUCT/CONNECT (Adduct cords, connect registers)
3) STABILIZE LARYNX (Low, stable larynx) 4) BALANCE/BUILD (Strength, sustain, vibrato) 5) SPEECH LEVEL PRODUCTION
(Temporary sounds eliminated) 6) APPLICATION TO SONGS AND STYLE
* steps 2, 3, and 4 are interchangeable Tends To Stop Air Reduce Air Allow Air Drive To head Drive To Chest
SLS INSTRUCTOR MANUAL ! REVISION 3.0 ! © 2009 SPEECH LEVEL SINGING INTERNATIONAL
180
(Note: All charts referenced below will be found in Chapter 13, except for the Logic Charts located in the Logic Charts Section in this manual.)
1
Why is it important to have a “strategy” or roadmap in teaching?2
What tools assist us in getting the student to experience connection?3
How do we know if the larynx is stable? What exercises help us achieve this?4
What are “extreme” or “temporary” exercises?5
What does “Speech Level production” mean?6
Design an appropriate series of exercises for a student who tends to pull chest.7
Make a logic chart of this lesson plan.8
Design an appropriate series of exercises for a student who tends to sing with no chest.9
Make a logic chart of this lesson plan.10
Design an appropriate series of exercises for a student who tends to flip.11
Make a logic chart of this lesson plan.12
Design an appropriate series of exercises for a student who tends to mix.13
Make a logic chart of this lesson plan.14
When is it a good time to start giving the student songs?15
What if the student pulls chest on a high note in the song? Name three tools to try.16
What if the student flips on a high note in the song? Name three tools to try.17
What tool works if the student is raising the larynx?18
What if the student sings the song with a breathy quality?19
Why is SLS a “cause and effect” method of teaching?20
What is “SLS Roadmap for Vocal Development”?21
What is the objective of Step 1 “Discover and Release”?22
Why is “Discover and Release” the First Step?23
What is the purpose of connection?24
What is the purpose of stabilization?25
What exercises might be used to facilitate stabilization?26
What is imperative in the strength-building stage?27
Why is “Song Application and Style” the last step? What does this tell you about how to structure your approach to training singers?SLS INSTRUCTOR MANUAL ! REVISION 3.0 ! © 2009 SPEECH LEVEL SINGING INTERNATIONAL
181
a) Long scale, narrow vowel b) Long scale, less narrow vowel c) Long scale, even less narrow vowel d) Long scale, wide vowel
e) Long scale, widest vowel
f) Repeat the five step process above with shorter exercises, and then sustained exercises. Your lesson plan will have a total of fifteen exercises that progress in a logical manner.
29
What are “temporary unfinished” sounds?30
What temporary unfinished sound is good if the student is flipping?31
What temporary unfinished sound is good if the larynx is rising?32
How long should you use the temporary sounds? How do you know when to stop using them?33
Make several copies of the SLS Roadmap chart. On each copy, next to each step in the boxes, write in the tool combinations you think would be appropriate for that step, for each of the Tends To’s.34
Make copies of the Six Steps chart. Design a Lesson Plan for each of the four Tends To’s using the chart.35
What does Seth say about changing your tone production to sing in different styles?36
Why is singing a song more likely to get your student away from Speech Level vocal production?37
How does changing the key affect the student’s ability to stay in mix?38
Your student is pulling chest on a song. What ten steps might you try, in logical sequence?39
How do you assess the result, or the effectiveness, of the tools you have tried?40
Do a Logic Charts on lessons you have taught and reflect on the choices you made during the lesson.41
What are the Four Questions?42
What exercises help achieve a stable larynx?43
Your student is airy and breathy on the low notes of a song. Name three tools you could try.44
Your student is pulling chest in the first bridge on the word “bat”. What do you do?SLS INSTRUCTOR MANUAL ! REVISION 3.0 ! © 2009 SPEECH LEVEL SINGING INTERNATIONAL