When using the cry (the feeling of crying into the sound) the body is engaged and the vocal cords approximate. This can also be compared to the “whimper” sound a puppy makes. The cry can be used with all sounds, including the temporary imposed larynx sounds to discourage outer-muscle activation. It can be used with the other sounds to encourage the vocal cords to adduct appropriately.
Press
Press refers to the ability of the vocal cords to resist air pressure from below. As the student advances, he will gain more ability to lean or press. This does not refer to pressing the abdomen or body – it refers only to the resisting capability of the vocal cords. The resisting capability of the cords depends on their horizontal closure ability over a vertical rising pressure of air while maintaining a consistent tone, pure vowel, correct pitch, even vibrato, ease of vocal production, and release through the bridges. Students will want to press in order to have a variety of dynamics, to demonstrate various vocal styles, and to create greater intensity. Generally, a student should have a good balance in the voice before attempting to press (sometimes called “lean”). However, a student who is too careful or hesitant and is not singing with enough energy to create stability will need to be more aggressive and press more in order to get the resistance required for stability. If the student begins to squeeze, stop the press and regain vocal balance before attempting it again.
* Rather than describing these sounds, the instructor should demonstrate using his own voice.
On the following page you will find the SLS Toolbox. Copy the toolbox to put on your piano. Please limit scales to those included in the toolbox, and use vowel and consonant tool combinations logically based on the Tends To’s of the student.
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5-Tone [a] Diagnostic Evaluator: Reveals Tends To’s, bridges 5-Tone [ae]: Discovers and strengthens the chest
1.5 Octave Long Scale: Balances registration, encourages release and coordination through bridges.
Cord Adduction: Measure 1, spoken edgy “mmm” with rising inflection. Sung: All staccato; Gallop (as shown); or Triplets. Creates appropriate vocal cord adduction
Octave Repeater: Builds strength in the mix
Octave Repeater with Sustain: Increases coordination and strength
Octave Up with Sustain and Vowel Change: Connects, strengthens, balances
Octave Down/Octave Down 3x: Releases and balances
Octave Down with Sustain: Releases, balances, strengthens
5-Tone Descending: Connects, strengthens, balances
Broken Arpeggio: Flexibility, registration balance and tone building Diphthongs French, German [u]=boot [i] =tree [I] = hit [y] =Glück [!] =book [!] =hut [Ø] =schön [œ] =un [o!] =go [!i] =boy [õ] =son ["]=bet [e i] =say [a i] =die
[ae] =bad [a!] =now [ãe] =main
[!] =hot [a] =awe
Widest
[ã] =dans
Problem Vowel Narrower
Substitute BAT [ae} BET ["] BAY [ei] BEE [i] BET["] BIT [I] BIT [I] BEET [i] BOAT [o!] BOOT [u] BOUGHT [!] BUT ["] BUCK ["] BOOK [!] BOOK [!] BOOT [u]
Vowels are narrowed in the bridge and in the approach to the bridge
Hardest G, B, D Hard/Plosive T, P, K Phonated N, M [!] =sing [#] =onion [!] =thee Z, V [# ] =rouge Glide W, Y Aspirate ["] =she S, F # =think WH =why H Softest Voice (Other) Tools: Edgy “mmm”, Lip Trill “Dumb Dog” “Hooty” Speak the word, Tongue Out, Squeaky Door, Cry, Bend Over Thumb under chin, fingers in cheeks
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The Six Steps of Successful SLS Instruction have been designed to provide teachers with a plan for creating effective instruction, for reflecting on the efficacy of their instruction, and for adapting instruction as needed to meet students’ needs. The steps are followed sequentially and are repeated cyclically throughout the lesson.
Seth Riggs and teachers who have been teaching SLS for many years cycle through these steps instantaneously and automatically; many teachers with less experience may have the same general concept, but might, for example, tend to forget Step 2 - they often apply tool combinations without a clear objective in mind, or neglect Step 5, which involves an assessment of how well the tool combination has worked to remedy the Tends To of the student. Awareness of this logical thought process and reflection regarding how well the process is followed in the lesson will quickly increase the teacher’s skill levels.
You should make a copy of the Six Steps chart to keep on your piano for quick reference; however, this information is meant primarily for use before the lesson (for planning) and after the lesson (for reflection). Your attention should be on the student during the lesson. Record lessons you have taught for later reflection to see how well you were able to follow the Six Steps.
Being cognizant of logical lesson flow as presented in the Six Steps to Successful SLS Instruction and then reflecting on the choices made during the lesson by reviewing a recorded lesson, will increase teacher focus and will result in greater student success. Self-assessment is a vital step to increasing the instructor’s skill level. In reviewing a recorded lesson, consider the following: What logic did you use to make each choice? Would another choice have been a better one? Why?
Reflection is essential to improvement – habits and less than effective methods can only be changed if the instructor becomes conscious of them. Look objectively at the lessons you are teaching and see if you can improve on the tool choices you are using.
In addition to The Six Steps of Successful SLS Instruction charts included here, you should use the logic charts included in this manual for greater improvement in your logical thinking and tool choices. To prepare for testing and to increase your skill level as a teacher, practice writing lesson plans (found in Chapter 13) using your favorite tools to address each of the four Tends To’s.
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When testing for level advancement, be prepared to discuss the student’s Tends To’s, the logic behind your tool choices, and your objectives with the examiner. The flow of a testing lesson, and of every lesson, should be determined by logic.
To prepare for level testing, copy the following charts and use them to design appropriate lesson plans.
SLS INSTRUCTOR MANUAL ! REVISION 3.0 ! © 2009 SPEECH LEVEL SINGING INTERNATIONAL