Course Description

Class 1: Respiration & Phonation

In this class you’ll expand your diagnostic and communication skills as they relate to engaging with students about breathing mechanics, and breathing to make sung-sound. Content includes:

(a). Review of related anatomy and vocal mechanics, with a special emphasis of abdominal-diaphragmatic breathing for singing, and demystifying the diaphragm

(b). Defining and understanding phonation for singing, and a walk-through of diagnostic exercises aimed at putting students and teachers at ease in their early lessons

(c). Building teacher-student rapport through initial exercises, vocalizing, and meeting the students at their present vocal journey, and assessing their immediate needs.

Class 2: Phonation & Resonance (and improv!)

In this class we’ll review and expand on phonation for singing and grow your understanding of how it relates to style, shaping the vocal tract, and what it means for vocal classification. Come to this class ready to sing & improvise through some resonance adjustments! Content includes:

(a). Brief review of breathing mechanics and related anatomy and how they’re related to phonation (making sound) and how we stylize and amplify it (resonance)

(b). Defining and understanding resonance for singing, and how to use it as a diagnostic tool in understanding voice type, as well as a singer’s physiological and self/vocal-image related issues, needs, and areas for growth

(c). Effective communication about resonance and acoustics that is instructive to a student in the lesson, and helpful as they practice and adjust to rehearsal/audition rooms

Class 3: Repertoire, rapport, and the return of the student

The focus of this class will be on cultivating a sense and understanding of progress in initial lessons with students, and laying out a clear, yet flexible plan for technical growth and repertoire deliverables. Content includes:

(a). Strategies for gauging and maintaining attention. Here we’ll examine how to course correct a student (and/or teacher) who’s feeling the efficacy of a lesson diminishing.

(b). Creating a rapport and structure to measure achievement. We’ll discuss key strategies aimed at keeping students engaged and aware or their progress through repertoire assignments and diverse practice strategies.

(c). Balancing technical explanations with artistic expectations, and planning for a successful next lesson, whether in a formal education setting or private studio.