Music Lessons For Dyslexics

How To Sing Like Your Favorite Artists

Welcome. I'm Ryan Higa Professional singer and vocal stiloligerizerist and today i'm gonna be teaching you how to sing like some of your favorite artists. As much as you think you can't sing or as much as you know you can YOU CANT YET but by the time you finish this tutorial with enough work and effort in ONE DAY you might be able to sound like. THIIIIIIIIIIIIIIIIIS!!!! Not one lesson (guitar music)

The first artist you're gonna learn how to sound like Think of every tough guy you've ever met with a big ass chain. Now double that! That's how tough you gotta be when you rap like 2 chainz Once you've got that down all you have to do is rap about all things that are plainly obvious She got a big booty so I call her quot;big bootyquot; Or a line like this I'm in the kitchen. Yams everywhere Or.

All I want for my birthday is a big booty ho Yes those are actual lyrics from his song quot;birthday songquot; But really once you perfect your 2 chainz you can do it with anything I like this lamp yo that's why i purchased this lamp I'm in the kitchen. Not anymore All i want for my birthday is a big booty hole Oh! Gotta poop Gotta poop right now

Jt like to sing high so the technique here is simple you just have to grab your nuts hard. hard as the can I (grabbing those nuts hard) can't wait till I get you on the floor good lookin. HOW! AH! To sound like Nikki Minaj is simple all you have to do is rap while you're slowly leaning back on an excersize ball I said quot;excuse me you're a hell of a guy. I mean mymumumy you're hell a fly I mean you're so shy and i love you to tie just look at the guy when I think of his eyequot; ugh! So you wanna sound like beyonce.

Probably can't. It's a natural god given talent Just try to sound overly sexy almost to the point where it sounds like you're gonna cry but you don't As long as you love me Just pretend you're a good looking British singer and duplicate yourself Everyone else but you two! Lets see I'm probably gonna need about one two three.four more people for this part so. (duplicates) You guys readyé Five six seven eight Remember that when you are feeling sad

Just sound really lazy like you don't even feel like rapping today STARTED FROM THE BOTTOM NOW WE HERE! Lazier! Much lazier than that! Started from the bottom now we're here! LAZIER! Started from the bottom now were here Look your alarm clock just woke you up at 6:00 am morning and now you have to go to school Started from the bottom now the whole team here

Susan Nolan teaching an Orton Gillingham lesson with a dyslexic child

gt;gt;INSTRUCTOR: I'm going to show you some letters and I want you to give me the sounds. gt;gt;STUDENT: YA and EY, RR, SSS, JA, VVV, WO, ZZZ, C, FFF, HHA gt;gt;INSTRUCTOR: You're fast. gt;gt;STUDENT: KKA, U, AAA, I, OO, PPP, T, MMM, B, D, NNN, I, GG, EEE, QUU, XXX gt;gt;INSTRUCTOR: Excellent, that was really fast. Charlotte now this time I'm going to say the sound. I want you to repeat it and then write it, okayé

quot;VVV.quot; I couldn't hear anything. Good. Charlotte, if you write something that you don't want, just put one nice neat line through it like that, okayé Say quot;YUH.quot; gt;gt;STUDENT: YUH. gt;gt;INSTRUCTOR: Good job. quot;PUH.quot; gt;gt;STUDENT: Puh. gt;gt;INSTRUCTOR: Good. Let's go right across this way to this red line, and then we'll go back to this red line, OKé quot;T.quot; gt;gt;STUDENT: T.

gt;gt;INSTRUCTOR: MMM. gt;gt;STUDENT: MMM. gt;gt;INSTRUCTOR: RRR. gt;gt;STUDENT: RRR. gt;gt;INSTRUCTOR: SSS. gt;gt;STUDENT: SSS. gt;gt;INSTRUCTOR: Good. Let's come back over here. JA. gt;gt;STUDENT: JA.

gt;gt;INSTRUCTOR: Good. That does say quot;JA.quot; Do you know another way to spell quot;JAquot;é gt;gt;STUDENT: DGE. gt;gt;INSTRUCTOR: Good! You know of that one too. Go ahead and write that one. And you know one more way to spell quot;JA.quot; Excellent. Do you know which one of these is your first choiceé That's used the most in our languageé Actually, this one. gt;gt;STUDENT: Oh. gt;gt;INSTRUCTOR: Next, say. quot;D.quot; Over here. Repeat it for me.

gt;gt;STUDENT: D. gt;gt;INSTRUCTOR: Good job. NNN. gt;gt;STUDENT: NNN. gt;gt;INSTRUCTOR: WO. gt;gt;STUDENT: WO. gt;gt;INSTRUCTOR: ZZZ. gt;gt;STUDENT: ZZZ. gt;gt;INSTRUCTOR: L.

gt;gt;STUDENT: L. gt;gt;INSTRUCTOR: GUH. Oh, that's a nice capital. Can you make it lowercaseé Perfect. Say, quot;GUH.quot; gt;gt;STUDENT: GUH. gt;gt;INSTRUCTOR: EHH. gt;gt;STUDENT: EHH. gt;gt;INSTRUCTOR: Read back to me what you wrote. gt;gt;STUDENT: EHH.

Emily Tonti teaches phonics lessons with a severely dyslexic child

INSTRUCTOR: Alright, we're going to learn a new chunk. OI. OI says, quot;oiquot;. Can you say quot;oiquot;é STUDENT: Oi. INSTRUCTOR: Alright, sit up nice and straight please. Now, we have a new hand sign to learn with this. We start like this because our mouth starts in that shape. Readyé When we make the sound we go, quot;oiquot;. STUDENT: Oi.

INSTRUCTOR: Watch my hand first. Put your hand down and watch. Readyé Oi. STUDENT: Oi. INSTRUCTOR: Good. Turn your hand a little bit, like this. Do it again. STUDENT: Oi. INSTRUCTOR: Good. You see how your mouth goes out just like your handé Oi. Good. Now I want you to trace this with your finger and say the phrase. OI says quot;oiquot;. STUDENT: OI says quot;oiquot;.

INSTRUCTOR: Good. Now write it on the table with your finger as you say the phrase. STUDENT: OI says quot;oiquot;. INSTRUCTOR: Good, now skywrite it. STUDENT: OI says quot;oiquot;. INSTRUCTOR: Good. Now, I want you to write it on the white board. Remember to say your phrase as you write it. STUDENT: Oi. INSTRUCTOR: Start again.

STUDENT: O INSTRUCTOR: Trace it as you say it, please. STUDENT: OI says quot;oiquot;. INSTRUCTOR: Good. Do it again. STUDENT: OI says quot;oiquot;. INSTRUCTOR: Nice job getting your fingers together. One more time. STUDENT: OI says quot;oiquot;. INSTRUCTOR: Good. What does OI sayé

STUDENT: Oi. INSTRUCTOR: How do you spell quot;oiquot;é STUDENT: OI. INSTRUCTOR: Nice job. Erase for me. Sit up nice and tall. Alright, here's our code for our hand sign. This is how your hand starts, and that's how it ends. So what sound is thisé STUDENT: Oi.

INSTRUCTOR: Good job. Alright, we have our list of words. What you're going to do is find our chunk. What's our chunké STUDENT: Oi. INSTRUCTOR: How do we spell ité STUDENT: OI. INSTRUCTOR: When you see it, you're going to box it and say your phrase. OI says quot;oiquot;. Good. Show me how you do it. STUDENT: Oi.

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