DESCRIBE,DEMONSTRATE, DIRECT

TENDS TO FLIP LOGICAL PROGRESSION CHART

120

Type A: Flipping because they pull chest too high. As mentioned previously, this student will pull chest and then flip at C5 (female) and G4 (male). They widen the vowel and blow too much air, create too much cord compression, and pull chest until they have to flip. The prescription for these singers on the lower register is similar to the chest puller: Narrow the vowel, less cord compression on the bottom, less air blow because the cords are blowing apart at the first bridge. Design tools that will reduce subglottal pressure and enable the student to maintain cord

adduction. Direct the student to sing with less volume and less air blow.

Communication: Talk to the student about the three things they can control – vowel, airflow and cord closure.

Tools:

1. Narrow the vowel/sing pure vowel

2. Less air blow (to reduce subglottal pressure) 3. *Possible sequence

•

Tricking

Lip Trill 1.5, Octave Down 3x

Hooty Woof with cry 1.5 gets larynx down, (cry decreases subglottal pressure) Hooty 1.5 W[i] Hooty 1.5 G[i], 1.5 G[u] G[u] 3x down G[i] 1.5 G[i] Repeater C#-C# 1.5 N[ei]-N[ae]-N[ei]

•

Reinforcing

M[!]m Octave Repeater to reinforce C#-C# and work down Re-diagnose: Are they mixing yet? (New Tends To)

* This sequence is provided to give you some basic ideas for structuring lesson plans.

The teacher should constantly be listening for new student Tends To’s which may require a departure from the sequence suggested above.

121

Type B: Flipping without pulling chest, larynx not necessarily hiking. As mentioned previously, this student will flip at Ab4-A4 (female) and (Eb4-E4) male. The vowel is not necessarily wide, but the cords need more "press", particularly in first bridge. Design tools that will reduce subglottal pressure by stopping or reducing the airflow to the point the cords can resist, and will increase the cord adduction and the student’s ability to “press”.

Communication: Talk to the student about the three things they can control – vowel, airflow and cord closure.

Tools:

1. Cord adduction exercises 2. Wider vowels

3. Less air blow 4. Possible sequence

•

Tricking

Cord Adduction (Edgy mmm)

1.5 mmm Stacatto reestablishes cord adduction on each note

1.5 N[ae]- N[ei]- N[ae] with cry reinforces chest on bottom, release through the bridge

1.5 N[ei] with cry

Octave Repeater N[ei] C#-C# (female), go down Hard Consonant G[!]g 1.5,

Octave Repeater C# down female

•

Reinforcing

Octave Repeater M[!] m C#-C# and work down

Now re-diagnose – are they mixing yet? (New Tends To)

* This sequence is provided to give you some basic ideas for structuring lesson plans. The teacher should constantly be listening for new student Tends Tos which may require a departure from the sequence suggested above.

122

Starting pitch: G3-A3 (female) C3 (male)

The first measure is a spoken “mmm” with a rising inflection. Sung: All staccato; Gallop (as shown); or Triplets.

Objectives: Consistent, moderate cord adduction; low, stable larynx which will result in connection between registers; release through the bridges; and balance

OBJECTIVE CONSONANT VOWEL VOICE

Consistent, moderate cord adduction M None Friendly Compression Sounds Edgy mmm Instructor’s voice- DESCRIBE, DEMONSTRATE, DIRECT

123

Starting pitch: Female G3-A3, Male C3

Objectives: Consistent, moderate cord adduction and low, stable larynx which will result in connection between registers with release through the bridges; balance

OBJECTIVE CONSONANT VOWEL VOICE

Consistent, moderate cord adduction

Hard

Most interruption of air G, B, D Hard/Plosive K, T, P Narrow vowels [u] boot [i] tree [I]= mit

[!] =Gug, bum, dum [!] =Book, woof [o!] =Go

Friendly compression sounds:

Lip Trill, Tongue Trill Squeaky Door, Cry, Edgy mmm

Temporary imposed larynx sounds:

Hooty, Dumb, Cry

Low, stable larynx _Phonated

Moderate interruption of air N, M [!] =sung #] or [ñ] =onion [#] =rouge Glide:

W,Y (for chest pullers)

["] =met Diphthongs [ei] =day [ai] =why

French nasal vowels [ã ] =dans [ãe] =main [ae] =at

[a] =not

Wide vowels * *(use these only if student does not pull chest, then flip)

Temporary high larynx pharyngeal sounds:* Witchy, Bratty, Nasty, Tongue out

Instructor’s voice-

DESCRIBE,DEMONSTRATE, DIRECT

Move toward speech level sounds as soon as possible

124

Starting pitch: Female C#5, Male F#4

Objectives: Consistent, moderate cord adduction and low, stable larynx which will result in connection between registers with release through the bridges; balance

OBJECTIVE CONSONANT VOWEL VOICE

Consistent, moderate cord adduction Hard G, B, D Hard/Plosive K, T, P Phonated N, M [!] =sing [ #] or [ñ] =onion Narrow vowels [u] boot [i] tree [I]= mit

[!] =Gug, bum, dum [!] =Book, woof [o!] =Go

Friendly compression sounds:

Lip Trill, Tongue Trill Squeaky Door, Cry, Edgy mmm

Temporary imposed larynx sounds:

Hooty, Dumb, Cry

Low, stable larynx Glide:

W,Y (for chest pullers) ["] =met _Diphthongs [ei] =day [ai] =why

French nasal vowels [ã ] =dans [ãe] =main [ae] =at

[a] =not

Wide vowels *

*(use these only if student does not pull chest, then flip)

Temporary high larynx pharyngeal sounds:* Witchy, Bratty, Nasty, Tongue out

Instructor’s voice-

DESCRIBE,DEMONSTRATE, DIRECT

125

Starting pitch: Female D4, Male G3 for chest puller Type A

Starting pitch for Type B (needs more “press”) would be lower; G3 (female) To trick, start at C#4 (female) and work up

To reinforce, start at C#5 (female) and work down

Objectives: Consistent, moderate cord adduction and low, stable larynx which will result in connection between registers with release through the bridges; balance

OBJECTIVE CONSONANT VOWEL VOICE

Consistent, moderate cord adduction, Low, stable larynx Hard G, B, D Hard/Plosive K, T, P Phonated N, M [!] =sing [ #] or [ñ] =onion Narrow vowels [u] boot [i] tree [I]= mit

[!] =Gug, bum, dum [!] =Book, woof [o!] =Go ["] =met Diphthongs [ei] =day [ai] =why

French nasal vowels [ã ] =dans [ãe] =main [ae] =at

[a] =not

Wide vowels *

*(use these only if student does not pull chest, then flip)

Friendly compression sounds:

Lip Trill, Tongue Trill Squeaky Door, Cry, Edgy mmm

Temporary imposed larynx sounds:

Hooty, Dumb, Cry Temporary high larynx pharyngeal sounds:* Witchy, Bratty, Nasty, Tongue out

move toward speech level sounds as soon as possilble

W,Y (for chest Pullers)

Instructor’s voice-

DESCRIBE,DEMONSTRATE, DIRECT

126

Starting pitch: Female D4, Male G3 for chest puller Type A

Starting Pitch for Type B (needs more “press”) would be lower; G3 (female) To trick, start at C#4 female) and work up

To reinforce, start at C#5 (female) and work down

Objectives: Consistent, moderate cord adduction and low, stable larynx which will result in connection between registers with release through the bridges; balance

OBJECTIVE CONSONANT VOWEL VOICE

Consistent, moderate Cord Low, stable larynx adduction Hard G, B, D Hard/Plosive K, T, P Phonated N, M [!] =sing [ #] or [ñ] =onion Glide: W,Y (for chest pullers)

Narrow vowels

[u] boot [i] tree

[I]= mit

[!] =Gug, bum, dum [!] =Book, woof ["] =met Diphthongs [ei] =day [ai] =why

French nasal vowels [ã ] =dans [ãe] =main [ae] =at

[a] =not

Wide vowels *

*(use these only if student does not pull chest, then flip)

Friendly compression sounds: Lip Trill, Tongue Trill

Squeaky Door, Cry, Edgy mmm

Temporary imposed larynx sounds:

Hooty, Dumb, Cry

Temporary high larynx pharyngeal sounds:*

Witchy, Bratty, Nasty, Tongue out

move toward speech level sounds as soon as possible

Instructor’s voice-

In document SLS Manual (Page 121-128)