Singing Teachers Launceston

How to Sing Valerie Amy Winehouse Cover Tori Matthieu Ken Tamplin Vocal Academy

Hey guys welcome back again to Ken TamplinVocal Academy, where the proof is in the singing. I'm here with my amazing student, Tori Matthieu,and we're doing takedowns of different songs today. We're going to do Amy Winehouse.The song's called Valerie. We'll do it first. We'll talk about it after, likewe always do. Let's rock! Amy Winehouse. Whooh! Nice job, girl! Man, that was good.Thank you. All right, so basically, we're doing a lotof different stuff, from Alicia Keys, Stevie Wonder, Amy Winehouse… And what's interestingabout this is not so much that we're just doing a bunch of cover songs, but it's howTori finds herself in the song, and actually

represents that art with her own touch, herown flair, but to be able to sing in a lot of different styles, because what this doesis to give you a lot of tools for your toolbox for singing. So, we're going to be working upon, actually, some original material, too, so be watching out for that. Anyway, this is KenTamplin Vocal Academy. If you like what you see here, please like and subscribe to mytutorials. Also, I have a killer course, you can check it out here. It's called “HowTo Sing Better Than Anyone Else� and I have a singer's forums. It's free. There areover 6000 members you can join at Ken Tamplin Vocal Academy, and just come by and say hi,and get your vocal questions answered. So,

until next time, Tori Matthieu, Amy Winehouse,Valerie, and Rock!.

An early opportunity for inschool experience case study TAS

My name is Robyn McCarthy and I'm a lecturerin Education Studies for the University of Tasmania. First year Bachelor of Educationstudents have an opportunity to go into the classroom context and make important connectionsbetween the theory they are studying as part of their course content and what is happeningin the authentic classroom context. Classroom observation is a compulsory component of thevery first unit called Foundations of Teaching, which introduces them to the profession. I'mCallum and I'm a first year Bachelor of Education student at the University of Tasmania. I didmy observation placement at Mowbray Heights Primary School. I attended three observationsessions. Each session was slightly different.

I had to look at different aspects of therole of teaching, how lessons were planned, how teaching strategies were implemented andwhat type of learning strategies were put in place. Any opportunity that preserviceteachers get to observe the student's learning, the environment they are in, the resourcesthey see, the way things are managed, and just how a school runs and how a school feelsis really important. The students are provided with a 'nudge sheet' that is an observationnudge sheet, which gives them some guiding questions. They prepare in terms of how toobserve, ways to observe, certain thing to look for, ways to structure an observation,that they prepare in terms of content knowledge

and that underpins the observation they areundertaking. These observations were able to help link that theory into practice. Wewere able to see quite comfortably what it was like to be a teacher, whether it was somethingwe were prepared for, to continue with the degree, and to also get a taste of what ourpracs would end up like and what we were to expect in the further years. Something that'sbeen really important for your younger preservice teachers is the building of confidence andsecurity in going into a school environment, where they begin to develop an understandingof how schools work and how they fit within that environment.I think it was just a wonderful background

for them for their first year at uni. It wouldgive them a better understanding of what is happening in a classroom. When they are lookingat the theory of teaching, they are seeing it in practice in the classroom. Things wouldmake more sense to them I think, as a lecturer or tutor would be talking to them they wouldhave better understanding of what is being talked about. The success we have at Mowbrayis because of our leadership. Our Principal will listen to initiatives, she will thinkthrough ideas, she does not jump at decisions really quickly. She processes what you aresaying and look at the bigger picture the whole time, is very supportive, is very encouragingand she can always find some resources somewhere

to support the idea. It's a very strong beliefacross all our staff that we have a professional responsibility to support and nurture ourpreservice teachers. Ultimately we want them the best that they can be and through observingteachers teaching and children learning it provides that opportunity to support them,and also that results ultimately in improved student learning outcomes. We had a visitat the school from a number of staff from the University. It was a sharing time on bothsides. The university explained to us what they were hoping to achieve through thesevisits. It was also a time when they were most receptive to ideas that we put forwardfor them, how we thought things could be improved.

The other good side of this practicum wasthis time we were able to just have an informal chat either during or after the sessions.We wanted the students to have a variety of experiences while they were with us. We triedto give them examples of differentiated learning across our curriculum. We tried to give themexamples of how we give feedback to students one on one, written or verbally or whole class,so we were offering them as much as we could in the short time they were here with us.I found it really really beneficial to have an Observation right from the very beginningof the degree. It gave me a lot more strength as a student to continue ahead in the degree.I think the whole school benefits from having

AIR 2012 Kelly Drummond Cawthon and Julie Waddington at Kingston High School Tasmania

SOFT BACKGROUND MUSIC To me as a dance moving theatre artist calaboration not really an option, there is no working alone the idea of an artist in residency in a school really appealed to me but as a theatre artist I can't do that by myself I have to work with other people from my practice dance is a communication, it is a sharing and it is an investigation of the space between me and another person

so the idea of being given time to figure out what that space between the two of us as artists could be was what called both Julie and I to the AIR residency to begin with SOFT BACKGROUND MUSIC when meeting Kelly we had real similarities in our work We're both physical based but hers is much more physical and abstract and mine leads into the text so it seems like we had a nice place to meet together I thrive and I create best

in that friction of rubbing up against somebody else's ideas and that that is really exciting place I'm not a performer I'm a director but in this environment I've been a performer and that has challenged but it's made me relook my practice again from different perspective as well we sit in an office together

twice a week and talk which has a dance artist is fantastic because usually I'm just interested in the verbs give me the words so I can go do something but to have to actually sit and say what are we doing and why are it and how could he do it differently and what just happened at lunch time When we came to Kingston we really just took some time to look around and get a feel of the place and see what happened we came into the residence with this idea of

being given gifts, and originally that was going to be physical gifts but it very quickly became this school was the gift it's a very unique environment it's very new and there's a lot about it that we've been responding to The gift was the architecture was the place of this school and was the community of people in it both students and teachers. We've just moved to a brand new site here

we've kind of picked up all our old staff and moved to this beautiful new facility the whole site is about 750 meters long so it's quite a way from one end to the other so without any overt markings we've discovered that students have separated themselves alongthe length of the school.

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