Music Lessons For Substitute Teachers

Ep 33 How to Sing Mix Part 1

How to sing mix, or how to sing with a mixis a very common question. Inside this tutorial, I'll define and demonstrate mix. Warning:normally I try to avoid this, but in this tutorial I get a little 'geeky' about singing.(Vocal geek) Hi, I'm Chuck Gilmore with Power To Sing. How to sing in a mix. Well, whatis a mixé A mix is a mixture or blend of at least two things. When singing, you're ina mix if you have a mixture of chest voice and head voice. Ahahah. If you sing onlywith chest voice, you have no mix. Ahhhh. If you start in chest and sing higher andbreak or flip into falsetto, you have no mix. Ahahah.because you've lost the connectionto your chest voice. If, when singing, you

bring falsetto down into the area of the chestvoice that is supposed to be chest, there is no mix. It's only falsetto. Ahahah. Amix can only exist if the vocal cords remain connected. If your vocal cords break intofalsetto and you do not reconnect, you have no mix. It's only falsetto. Ahahah. Mixis made with connected vocal cords and a blend of chest resonance and head resonance. Now,where is mix in the voiceé There are several schools of thought about when and where you'rein mix. Some define mix as only occurring in the vocal bridges, passaggi. When singingin chest voice, as you sing higher, and while keeping the vocal cords together, the resonancebegins to move higher from your chest into

your head cavities. The resonance splits sothere's a mixture, or a mix of both chest and head resonance. This split occurs in thebridge or passaggi. After getting through the first bridge the singer encounters a secondbridge and then a third bridge. For women, there are even more bridges. With each bridge,there is a blend of overtones from the register below and the register above. Lower overtonesdamping, or dropping out and higher overtones coming in. As a result of this process, manybelieve that mix is only occurring in the actual bridges. Some believe if the vocalcords remain connected while the resonance has split into both chest and head cavitiesthat mix is always present, both in and in

between the bridges. In other words, everythingis mix. At this point in my singing and teaching, I think it's a combination of these two. Pavarottiis reported to have said that singing was like a repeating figure 8. Seth Riggs concluded,and I believe like Seth, that Pavarotti was describing the repeated narrowing into thebridge and the opening into the new register and so on upward. In my opinion, if the vocalcords remain connected, there's always some chest residue, even if it's very slight. Soeven in the highest head voice, if the cords have remained connected, that seems like mixto me, even if it's 100 to 1, it's still a mix. At a certain point, if the cords remainconnected, does it really matter if we say

it's mix or connected super head voiceé Theproblem is, what happens to mix when you sing down below the first bridge into chesté Well,you could definitely bring mix down into the chest register. So, I understand how thatcan be mix, but in most voices, you can only do that so long before the chest voice takesover. How, then, can that be a mixé A third concept that has helpful for me, is 'maintainingthe verticalquot;.(Vocal Geek) This is mentioned in the book, quot;The Voice of the Mind', by E.HerbertCaesari. Imagine a vertical sound beam started by the vocal cords and shootingupward into the mouth. In head voice, this resonating sound beam, if it maintains thevertical direction, will angle slightly backward

and penetrate into the head cavities abovethe mouth. Ahhh. Ahahah. In chest, there is still a vertical sound beam, but it beginsto angle slightly forward and engage the hard palette. In my opinion, to lose the verticalwhile in chest voice, is to grab the vocal cord, squeeze and close the throat and jamthe sound beam down into the throat. Ahahah.Ahhh. The tone can barely escape and has no roundness,no fullness and no appeal. To me, this is not mix. Maintaining the vertical, even ifcompletely in the lower chest voice, creates an upward lift in the tone. The sound beamresonates on the hard palette appropriately. This seems to recruit more than just chestvoice by adding a rounder, fuller tone, as

Substitute Teacher in Vietnam Key Peele Parody

So Vy's Vietnamese and some names sound reallyfunny if you mispronounce them in English. So we decided to do a parody of Vietnamesenames and Chad as a substitute teacher in Vietnam. And all of these names are real Vietnamesenames. All right, listen up! I'm y'alls substituteEnglish teacher Mr. Clay. In this class we do not speak Vietnamese. We speak 'Merican. Let's take attendance. Bich Nguy.

We got a Bich Nguy is this classé Yeah Uh, you mean Bich Nguyé Oh, so that's how it's gonna be. I said no Vietnamese in this class. I got my eye on you Bich Nguy. Phuc Ngo Anybody Phuc Ngo todayé

Yes siré Uh, my name Phuc Ngo. Are you a couple fries short of a happy meal,Phuc Ngoé No You want to flipping go Phuc Ngoé No cause we could go right now! Don't pee on my leg and tell me it's raining!

A Chau Chu Tran Can I get an A Chaué Now one of y'all better not say some sillyass name cause my temper's getting hotter than a billy goat's ass in a pepper field. You mean A Chaué Son of a bitch! You say your name and say it right! Rightnow! A Chau

Say it right! A Chau right A Chau correctly! A Chau God Bless you Now, Dai Trinh

Anybody Dai Trinhé You better be sick! Or died trying to catcha cold from A Chau over here. Uh, yes sir Why didn't you answer me the first time Isaid it huhé Uh, huhé I mean I said it like four times. Dai Trinh. Because the people, they call the Dai Trinh Son of a bitch!

How Does a Substitute Teacher Gain the Respect of a Class

Hi there! This is Betsy from Classroom TeacherResources, and I'm going to answer a question about substitute teaching. All right, this one is for all those substituteteachers out there. Question came into my website — ClassroomTeacher Resources — about how to gain the respect and attention of a class startingwhen you walk through the door. And I think that question is in every substituteteacher's mind no matter where you are in the country. So here's my thoughts on that. First of all, go in confidently. Students.anystudent, even kindergarten students, can smell

fear when a guest teacher walks in the room.So walk in very confidently. And be prepared. The first thing you needto do is carefully read through the teacher's lesson plan so you know exactly what is ontap for the day. So when the students come in, the first thingyou need to do is introduce yourself, build a little bit of relationship with them sothey get to know you, because when you walk in the door, you're a stranger and they aregoing to be a little closed off to that unless you share a little bit about yourself. You need to let the kids know that you feelreally honored that their teacher chose to

call you to care for them for the day. Thatbuilds a little trust with the students. One of those things I also would tell thatclass.and I did this when I was a substitute teacher, too.is I walked in and I said,quot;Hey, guys! You know what, I'm going to do things differently than your teacher doesbecause I'm a different person, so please respect that just like you respect the differencesof all people. And please don't point out that I am doing things differently; just gowith it, and you'll never know what you might learn today.quot; Another thing I would do is I would show theclass the plans the teacher left for them

for that day, and what I would do.what Idid as a student or as a substitute teacher is, I said, quot;Hey, folks! Here's our 'ToDoList.' We got a lot of work today.to do today.quot; And as we go through that lesson plan, I wouldgive kids the opportunity to call on the student and say, quot;Hey, all right. Everybody did it!We've mastered that one, let's check it off,quot; and go ahead and have a student check offthings that as you go throughout the day as you've completed them. Of course, as you go throughout the day, Iwould set really high expectations for those

students and let them know what you expectof them every step of the way. So set expectations, model what you want yourkids to do and practice, practice, practice. Even a substitute teacher, if students can'tline up quietly and quickly, by all means, have them practice that. quot;Go back to yourseats, let's try it again.quot; I've had to do it even with sixth grade.thesixth grade bunch when I was a substitute teacher. Another thing is, keep them busy throughoutthe day. If the teacher hasn't left enough content to go through, you better have thatin your bag of tricks with you, something

to fill that time, or a fantastic book toread to the kids that would be appropriate for all grade levels. And here's.here's my last thing is: There'sno bribing of students with candy or other food or treats. You never know if there'ssome type of allergy in the classroom that you may be unaware of. And in my opinion, bribery backfires. Studentswill only perform for candy and if you're not constantly handing it out, then that'swhen the students' quot;sub behaviorquot; is going to start rearing its head. Really, you wantthe kids to like you because they learn something,

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