Vocal production within the SongWorks
Vocal production within the SongWorks framework refers to the “lifted voice”, a voice that is well supported by breath energy and often using head resonance.
For teachers and parents, the idea of being a vocal model is especially important. Recognizing the importance of this role suggests that we maintain proper vocal health and proper vocal use. Speaking and singing with adequate breath energy, appropriate vocal placement, and relative variations in pitch, pace, and volume give us a solid foundation on which to stand as vocal models.

1. Using the ideas on the Vocal production within the MusicWorks framework refers to the “lifted Voice,” a voice that is well supported by breath energy and often using head resonance.

2. For teachers and parents, the idea of being a vocal model is especially important.

Recognizing the importance of this role suggests that we maintain proper vocal health and proper vocal use. Speaking and singing with adequate breath energy, appropriate vocal placement, and relative variations in pitch, pace, and volume give us a solid foundation on which to stand as vocal models. Using the ideas on the following chart can help make us proper vocal models for our students.
 

Aiming for Vocal Health

POSTURE

Cultivate
  • A tall alignment of the body for both sitting and standing by lenghthening the spine.
  • A lifted rib cage, shoulders down, jaw not too high or too low.

Avoid
  • Any tension created by a straight, rigid posture.
  • A sunken chest with shoulders forward and jaw hyperextended.

BREATH ENERGY AND MUSCLE

Cultivate
  • Supporting your voice with breath energy and airflow.
  • The balance of breath and muscle in vocal production.
  • Using more breath when your voice is tired.

Avoid
  • Forcing your voice with muscle and inadeqate breath.
  • Loud whispering with an already hoarse voice.
  • Speaking in quiet tones with a lack of breath energy. For example, talking on the phone with a fatigued sound.

VOICE USE

Cultivate
  • Variety in pitch, placement, pace, loudness
  • Teaching strategies that allow vocal rest. Use nonverbal attention-getters, and schedule periods of silence.
  • Warm-ups before extended voice use: sigh glides, breathing , hissing, tongue flutters, or buzzing with lips.

Avoid
  • Excessive coughing, raucous laughter, throat clearing.
  • Shouting or talking over loud backgrounds: recess, cafeteria, music ensembles.
  • Overuse in singing or speaking: too loud, too soft, too high, to low, too long.

GENERAL HEALTH

Cultivate
  • Drinking adequate amounts of waqter: 8 glasses daily; urine should be pale. Do not rely on thirst for drinking liquids.
  • Proper nutrition and exercise.

Avoid
  • Antihistamines and conditions that dry your voice and your environment.
  • Smmmmmmoking
  • Large amounts of alcohol and caffeine: These are diuretics that dehydrate your body.
  • Touching your face with your hands: Germs and viruses are easily spread to the mouth, eyes, and nose.
 
Ideas for vocal work with your students are included in the following articles on this site:

Singing for EVERY Child by Judy Suvak

How Do You Get Everyone Singing Like This? by Anna Langness