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
British Airways First Class A380 Flying first class with a family infant
Hey, today I have a shorter Flight Review.I am travelling British Airways First Class from San Francisco to London Heathrow in thephantastic Airbus A380. I want to share with you how an 11 month old baby is taken careof in British Airways First Class. If you are looking for my more detailed versionof the First Class of BA, you find a link below in the description. Enjoy my tutorial, hit like if you liked it andI am always glad to see you comment or subscribe to my Channel. This is the Beauty: Airbus A380. 303 StandardSeats, 55 Premium Economy seats, 97 flat beds
for Business Class and 14 so called suitesin the first class. Pretty impressive. The cabin crew greeted us warmly and theyespecially acknowledged our daughter. We had a great experience with their friendlinessand the BA service for travelling families. This is the empty first class cabin with the14 open first class suites in a 121 configuration. Here you see a window seat. They have twoindividual windows each. This A380 First class was very new you could still smellthe leather and there were hardly any marks or scratches anywhere.
We loved the seat control with endless waysto play and to position the seat, the lights or the window blinds. The seat has nicely leather coated storrageboxes for all the travel items you bring with you. Enjoy BA's own magazines or add your own newspapers. This pan gives you an idea of the great spaceyou have in British Airways First Class seats. The blinds open automatically at the pushof a button . and stop at any position you like.
We had two middle seats. Of course we leftthe seperator down but if you don't know or don't like your seat neighbor, you canput the seperator up. During taxi, takeoff and landing, the babyis positioned on your lap. Extra seat belts for infants are being provided by the crew. So far so good baby happy, parents hungry.We had an overnight flight so it was time for dinner. Here you can see the baby cot. It is the samefor economy, business and first but it is fixed at the legroom so that the parents cansee the child at all times.
As said: We were hungry and tired. We skippedsome courses and went straight to the main course. I had chicken and polenta. and my girlfriend went for the beef with potatoand vegetables. Needless to say: The food was outstanding. We both finished with a plum cake. Sorry itwas a bitt bumpy and I could not hold the camera still. I just love the ritual of having my bed made:It is so comfortable and the blanket and mattrass make it a real heavenly bed. Pun intended.
As you can see our daughter did sleep wellin her cot and the slight movements of the plane really help. After the night the descent started quicklyand we were approaching London Heathrow where the journey ended. Again, this was just a short review I wantedto share with you please look in the description for my other, more detailed flight reportsor click one of the tutorials here. I really hope you liked the tutorial don'tforget to give me feedback, hit like or subscribe. See you again soon safe travels to you.
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