Name of teacher / supervisor
Block 4, Week 9-23
Maximum 30min of contact per week, per student.
The overall contact hours in the whole year will be determined individually with each student.
1, 2, 3, 6
Voice and Singing Class is an exploration of the vocal abilities and qualities of the individual students, as well as their vocal aspirations. The teaching is not style specific. The choice of the repertoire is a dynamic between the student and the teacher, and depends on the vocal abilities and aspirations of the student. The approach to vocalisation is rooted in several teaching techniques that were developed since the 1980’s, such as Estill Voice Training System (EVTS) by Joe Estill, Vocal Process (by Gillian Kayes), Complete Vocal Technique (CVT) by Cathrine Sadolin and the recently introduced Dutch system Universal Voice System (UVS). What all the systems have in common is a three-pillar approach, that is called the power-source-filter model; power being the lungs in the air, the breathing system; source being the origin of the vocal sound production (the vocal folds); filters being the resonating chambers. They are also all based on scientific research and contemporary understanding of anatomy, physiology and functions of the voice.
Content and design of the class
The class is individual or in small groups. It starts with a short vocal warm up, some technical exercises that are in connection to the chosen repertoire and based on methods mentioned above. After that we work on the repertoire (song, text, …) chosen by the student. After singing the repertoire, we take time for feedback, and improving the song.
After this course, students will have basic foundational knowledge about the anatomy and physiology of their own voice; they will be able to apply this knowledge with their own voice to a (part of a) song, a melody, a text, a soundscape, or an improvisation; students will start to see the possibilities to integrate this ability into a performance quality students develop positive feelings towards voicing/singing, and exploring their own voice students learn how they can get better at voicing, giving feedback to themselves students start to experience singing as a physical process, and start to experience benefits from singing in other classes (on a level of physicality, musicality, phrasing )
Working method(s) used
Small group teaching, individual teaching
Used study material
Sheet music, musical scores, recordings, videos, pictures
Students come prepared to the class: a song/text is chosen, bring a chord chart or sheet music. When classes move on they know the text/melody by heart, … Students participate, ask questions, are able to give peer-to-peer feedback or feedback to themselves Students are able to sing at least a verse and a chorus by heart, or do a piece of monologue by heart, with attention to vocal technique students are able to communicate with this piece of music or text in a theatrical way Students are assessed in regards to the class learning goals and their personal development trajectory. The student can formulate this in their own way: Choose if they want all of the learning goals to be assessed, or if there are main goals. One can add attitudes: attendance, participation etc.
Method of assessment
- attendance in class
- collaboration, feedback, preparation
- continuous assessment
- a small ‘singing afternoon’: everyone performs their text/song
Learning goals in the class contribute to the overall development of the competency indicators
1.1 / 1.3 / 2.2 / 2.4 / 2.7 / 3.1 / 6.5
The overall development of the student is assessed at integral assessment meetings, twice a year, through combined self-assessment and assessment by teachers, coaches and mentors. This course forms a continuous line with Ensemble Song/ Voice Improvisation/ Choir, Year 1, block 2, Introduction to basic music theory and music appreciation, Year 1, blocks 3 & 4, Experiential Anatomy and kinesiology, Year 1, block