Vocalization Routine

VOCALIZATION ROUTINE consists of constant practice through the vocalization of all the vowels, which trains the physical memory of the coordination between the complex movements of the muscles of articulation, namely the mimic and orbitofacial muscles, with the support and support of the breath. Only after having mastered these basic skills will we attempt to transfer these abilities and skills to a simple piece of music, always under the expert guidance of the teacher. It is crucial to be very open-minded during this study path, avoiding classifying the adolescent student's voice based on first impressions. It is a true research process that is carried out through repeated heterogeneous choices, both in vocal register and repertoire. In the vocalizations, the sound was quite in tune, but in the songs, she has serious difficulties because the sounds especially in the high register drop. I ask her to lower her MANDIBLE, but she seems unable to perceive this request and continues to keep her mouth half-closed. I show her with my voice how the sound comes out naturally when you open your mouth vertically. Listening to my mezzo-soprano voice unfolding in the high range, soft yet powerful, she instinctively imitates me, both in sound and mouth position. She has some difficulties, however, because, when she opens her mouth, her tongue moves back and closes her throat, blocking the sound. Unfortunately, in high schools of music, unlike conservatories, mirrors are not provided in singing classes, and this is a significant challenge in singing studies. Nevertheless, I always keep a small mirror in my bag, with which I show her some exercises that can help her bring her tongue forward, placing it gently on or behind her lower incisors. In this way, the voice gains strength and the intonation corrects itself; Furthermore, Ester can feel many of the sensations she hadn't felt before: breath support and vocal projection, exactly as Lilli Lehmann describes in the image below. The most astonishing thing is that in this way the timbre changes, becoming darker, therefore a mezzo-soprano sound. It's very useful to use a cooperative learning methodology, listening to classmates' lessons or forming ensembles or even just duets. Listening to the different timbres helps students assimilate these concepts more quickly and acquire the ability to distinguish between different vocal styles, both male and female. The music high school curriculum includes, in addition to the common subjects, specific subjects such as Theory, Analysis and Composition, History of Music, Music Technologies, and the study of a primary musical instrument and a second instrument (which can also be singing). The curriculum integrates instrumental and choral practice with theoretical analysis, music history, and the development of skills in composition and the use of technology.