Music Literacy Lesson Plans

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

This Special Ed Teachers RealWorld Lessons will Inspire You Class Act

Noah : My name is Noah. I give coffee to teachers. Cha Ching!! *laughing* Sadie: As a special ed teacher you have on average kids in three different grade levels and within those grade levels depending onwhat students you have you are planning for each of those students.

quot;You are each going to have a cupquot; Noah: Hey! We've got a talker over here. Sadie: So there is the cirriculum aspect, but I'm also trying to think long rangeand with the families looking at okay, where are these kids going like high schooland beyond the rest of their lives. My name is Sadie Guthrieand I am a special ed teacher at Lawton Alternative School. (SoulPancake Presents)

(Class Act) I think the advantage special ed teachershave is that we get so close to the family and we work so hard with certain studentseveryday. That you kind of. you can't not have an emotional relationship with these families and kids. Sometimes it's really difficult for specialed,

or in school settings to be like quot;Okay go talk to this personquot;. But if you don't have like a common ground it's pretty difficult. And I think when I thought to bring coffeecart to Lawton. I just really thought there could be nothing better to like, improve our communityand give the kids in my class, like, more opportunity to become a partof the greater school community. Wedad: My name is WedadMy job in the coffee cart is to ask the teachers

if they want coffee. Jacky: My name is Jacky.I am the barista. Nathan: My name is Nathan.I am the cashier. I take the money. David: My name is David.I pour the coffee. Sadie: I think everyone was a little hesitantto start. They like didn't really. .get the purpose. But then once I kind of explainedwe are learning job skills,

and independenceand responsibility and all of these functional skills and you know we are being a part of the community! It kind of started to clickand then once we started doing it , it just, you know, rocketed! We go to Devil's Teeth which is a local bakery and we get a baked good donation. We are like now out in the ACTUAL community

How to Own a Daycare Lesson Plans for Daycare Teachers

Hello, I'm Sarah Norris with Total ChildcareCenter in Wilmington, N.C. today we're going to talk about lesson plans for childcare teachers.It is important that a teacher have a lesson plan everyday. She may do it on a weekly basisor a monthly basis, but she needs to have a plan everyday within her classroom. Andshe working with if she's working with another teacher they should work together on the plansso that they both agree and know what the plans are going to Intel for that particularday. It's also important that they try to follow those plans unless there's an interruptionthat they absolutely cannot help, they need to try to be pretty consistent in followingtheir plans for the day. The plans should

follow the curriculum that is set for thefacility. It should address the educational needs, it should address the social needs,it should address physical needs. There need to be plans for outside activities as wellas inside activities. In N.C. it's required that teachers do have this lesson plan postedso that other administration can view those plans as well as parents and know what ishappening. Teachers need to get the materials that they need to go along with their lessonplans at appropriate times so that they do not leave their classroom and affect theirstaff child ratio so they need to know ahead of what they're doing in order to collectthose materials. It would be good to try to

provide a time in the daily schedule thata teacher can do this in each classroom. So plans are very important for teachers to havethey need to try to collect materials, they need to follow the plans, they need to knowwhy they have made the plans that they have while they're doing the particular activities.What is the purpose behind the teaching of this particular activity that they are doing.Lesson Plans for teacher's are important.

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