Unit
One - Introduction to Drama
Module
2: Actor's Tools
Lesson 3 - Voice
Objectives:
- to use breath control
- to use resonance in speaking
- to articulate
clearly
- to use voice
projection
Resources:
voice clips, video clips, definitions
work sheet, Nursery
Rhyme Recording assignment and evaluation, poetry
assignment
CELs:
C, TL
Components:
Critical Responsive, Creative/Productive
Introduction:
Voice is the most underdeveloped of an actor's tools in our
schools. Listed here are a variety of voice activities and sample
assignments that you may choose from. The voice must be exercised
regularly to maintain flexibility, clarity, articulation, and
range. While exercises should be used initially to provide familiarity,
they should also be used consistently throughout the year as a
component of the warm-up, and in conjunction with both scripted
and unscripted work. Good voice work has three components: the
body (relaxed, aligned, ready), the breath (flowing free, supported)
and the voice (free, warm, well placed).
 |
Key
Principals of Sound:
1. Sound should be pleasurable.
2. Sound is better with no tension because tension kills
vibration.
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Activities:
Activity
1 - Warming Up
A)
Face crunches
• Professor Pamela Haig-Bartley (University of Saskatchewan)
does a wonderful activity help students warm-up facial muscles.
• Students make their faces as long and wide as possible
for the big face.
• Then they crunch their faces as small as possible for
the tiny face.
• The teacher should call out each type of face and do
the faces with the class, as watching your teacher do this
activity is endlessly amusing and motivational for students.
(2 min) |
 |
B)
Tongue Circles and Face Stretching
• Even more popular than the crunches, the tongue work
also requires teacher leadership.
• Stretch your tongue out as far as you can.
• Try to make your tongue touch you chin, and then you
nose.
• Make large circles with your tongue outside your lips,
smaller ones outside your teeth, and tiny ones inside your
teeth.(2 min)
Try this and other face stretches as demonstrated on the instructional
video by Pamela Haig-Bartley. |
C)
Breathing and Posture
Correct
breathing
is difficult to do. View the instructional video by Pamela
Haig-Bartley as a class and practice the techniques discussed.
Students must complete this practice before proceeding other
vocal work (10-15 min.). |
View
Video on Breathing and Sound
28.48
KB
|
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D)
Sound exhalation
• As a class, practice proper breaths with good posture
again. Breath should be drawn through the nose and exhaled
through the mouth. Count your students slowly through each
breath, for at least 5 breaths.
• Continue proper breathing, but now create consonant
sounds on the exhale.
• Allow the breath to slowly escape from the mouth
with sounds like "s-s-s-s" or "th-th-th-th".
• Breath should be dropping in and escaping out, not
forced or pushed (2 min.).
These
exercises improve resonance
and breath control.
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|
View
Video on Resonators
6.81
KB
View
Video on Intonation
16.46
KB
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E)
Tongue twisters
Tongue twisters are common warm-ups for the voice. They improve
articulation. Use a wide variety and target different sound
combinations. Common choices include the following: "She
sells sea shells", "Betty Botter bought some butter"
and "Red leather, yellow leather"
(10 min.). |
|
(Character
Building by Colbourne and Ramsden
pages 46-52 is an modern, accessible source of good vocal activities)
Activity
2 - Assignments:
Instructional
Strategies:
Drill and practice, assigned questions, demonstrations, computer
assisted instruction, concept formation
Evaluation:
Warm-up work should be evaluated on participation and effort.
The terms work sheet is out of 12 marks, and is evaluated by the
teacher. The Nursery Rhyme and Poetry Reading assignments require
both teacher evaluation and student self-evaluation(formal and
informal).
On-line
Activity Alternatives:
Completed definitions sheets are e-mailed to the teacher. Audio
tapes could be e-mailed as sound files or the tape could be mailed
to the teacher
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