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About those negative comments…

August 27th, 2010 by admin

I mean the ones in your head! Comments, like - come on, you don’t really know what you are doing. What right do you have to stand out in the crowd? You’re not as talented as you say you are! You’re a fake - and everyone knows it!!

Who do those comments really belong to - who are the authors?

I recently spent an hour with a voice student in which we didn’t sing a note. Rather, we talked about those authors. This singer had come into my studio that day feeling very blue. Her first comment to me was, “I really can’t sing - I don’t know what I’m doing here.”

First, let me tell you that this singer is an amazing performer. She can sing rock n’ roll like nobody’s business! She’s still learning how to control the slower tones, but when it comes to an upbeat song, she’s powerful, she’s persuasive - someone who owns the stage. When she’s “on” she’s riveting to watch!

So I asked her to write down all of the negative comments she tended to make to herself when she got caught up in her stuff. Then we worked on identifying who the authors of those comments were. It turns out that she grew up in a really strict church community - with a strong message that congregants whose ambitions included anything personal, not for the benefit of the church, were sinful. In addition to that, she unfortunately had abusive parents. So those negative comments were very powerful and had strongly influenced her view of herself.

After she made note of who or what in her life owned those comments, then she wrote down opposing - positive - comments to respond to each negative comment. These reflect the beliefs that she held that tended to get overshadowed by the conditioning she’d received from others.

For instance:

Who do you think you are? was answered by: I am as talented as I always thought I was.

What right to you have to stand out in the crowd” was answered by: I have something wonderful to give people.

You’re a fake - you don’t know what you’re doing! was answered by: I’ve worked hard at my craft and am good at what I do.

You’ll never succeed because you’ve no right to - was answered by - I’m going to be as successful as I’m destined to be.

Lastly, I asked her to identify what it was she really wanted to do with her singing and then write an “I Am” statement. Also, she was to include an adjective to describe how she would feel to be doing what she wants to do:

She wrote:
I am the lead singer of a local band who is “thrilled” to sing all around town!

She will put these three pages up on her music room wall and anytime she starts reciting her usual negative thoughts, she can look at the first page to see who the author is, then remember how she really feels about herself by looking at the second page and remind herself of who she is by reading her “I Am” Statement.

By the way, while she was writing out her “I Am” statement, I asked her to write one down for me and all my students to be posted on my wall. It says,

“I Really Am as good as I think I Am.

Courage means feeling fear and doing it anyway!

August 24th, 2010 by admin

I had another call with my coach, Sue Oliver, yesterday.

She calls herself “Chief Passioneur” (a play on the word entrepreneur) and has been helping me focus on the path I want to pursue in my career. I originally contacted her over some anxiety I was feeling about a new program I’m starting, but very quickly the conversation has turned towards examining what my real passions are and what activities I’d passionately pursue if money were no object.

It’s almost like speaking to a therapist, but we’re not talking about my mother! (I love you, mom)

Fear has been quite the topic of conversation, and she reminded me that the definition of courage is to “feel the fear but do it anyway.” What has been really drawing me in is the very rational idea that if you are involved in something that truly excites you, then your energy will increase. You see, I’m very skeptical of “new agey” talk about following your bliss, and the universe opening doors etc etc. I’m a rationalist and pragmatic - aspects that are both to my credit and my deficit.

But again, it makes sense to me to follow her advice. Pursuing activities just to make money has felt very much like a burden to me in the past two years. Happily, I’ve enjoyed the relationships I’m developing through my teaching studio and programs, and thrill when I see progress in people’s abilities - but money is just a crushing topic for me that focusing on making it is exhausting…literally!

I want health and energy so that I can live long and well for my children! And I want to see the world. I’m not waiting until so-called retirement since I’ll probably be very very old when I get to that point. Who gets to retire anymore?

So today (or this week, I promise) I’m going to apply for my passport. I believe - in a very rational way - that if I take the steps headed in the direction that I want to go, that I’ll eventually reach my destination (whatever that looks like). I feel more energetic about it already. And by the way, I want you to feel more energetic too.

Let’s all do something today that is taking a step heading toward our personal dream destinations, even if it seems pointless, remote, unlikely, undeserved, irrational, stupid.

Oh yes, and I’ve got to add this part:

I Am A Musical Storyteller who joyously travels the earth singing and reading stories to children who need them.

If money and politics were not object I would:

Travel to Greenalnd and tell my stories to children and hear theirs;

Travel to France and tell my stories to children and hear theirs;

Travel to Pakistan and tell my stories to children and hear theirs;

Travel to Haiti and tell my stories to children and hear theirs;

Travel to Egypt and tell my stories to children and hear theirs;

Travel to Lebanon and tell my stories to children and hear theirs;

Travel to New Orleans and tell my stories to children and hear theirs;

Travel to Children’s Hospital and tell my stories to children and hear theirs;

Travel to Alaska and tell my stories to children and hear theirs;

Travel to New Zealand and tell my stories to children and hear theirs;

Travel to Zimbabwe and tell my stories to children and hear theirs;

Travel to South Africa and tell my stories to children and hear theirs;

Travel to Poland and tell my stories to children and hear theirs;

Travel to Siberia and tell my stories to children and hear theirs.

Turning the corner from Summer to Fall…

August 23rd, 2010 by admin

Summer’s nearly over, and with it - our last camp session. Last week was focused on a small group of “tweens” and helping them face down the boogie man in the darkened auditorium. With so little time to focus on individualized singing instruction for each child, our time is mostly used on practicing their performance skills and helping them “gird their loins” for the moment when the lights go down and the seats fill up.

This session was small - only 5 kids - but every single one of them has spent time in camp with me before. So I really got to see the evolution of their skills on stage. In some ways, because they knew each other the kids were more apt to goof around and act crazy silly. But their familiarity also helped them lean on each other for support and strengthen their willingness to take risks. Every single performer last week reached a little further into themselves for expression during their songs. It might be hard to see from the audience perspective, these children still looked like awkward kids, but Joan and I could see it in their eyes!

Singing Saturdays For Kids is the next area of focus for my studio. September 4th begins a new season with a new format. Now we’ll drill into voice technique, strengthen their music theory skills and still keep a performance opportunity in the mix for good measure. I’m looking forward to welcoming several kids from camp into our program!

And I’m coming into a season of performing: leading Rosh Hashanah singing for SJC, leading Yom Kippur singing (and singing Kol Nidre) for Kahal am is San Diego. Little Red Cap makes her reappearance with the Willowbranch Puppet Theater (with yours truly as the singer/storyteller) and then a new group- Lyric Arts Ensemble. I’m looking forward to joining this ensemble of solo singers just for the joy of singing and to give me a reason to practice!!

Fall should whiz by quickly!

Helping the kids connect emotionally with their song - day 3 of camp

August 19th, 2010 by admin

Yesterday’s Rising Stars Singing camp was focused on helping the kids connect emotionally with their solo songs. We used a character development worksheet as a jumping off point to talk about the “Who, Where, When, and Why’s” of each song.

For example, one of the kids’ song choices is, “Whataya want from me” sung by Adam Lambert. So in this song, the camper imagines that she’s been to a party with her boyfriend. During the party she caught him spying on her talking to a friend - the issue in their relationship is that he’s too intense, and wants to be with her to the point of jealousy and suspicion. These are her choices, not mine. I might have made a different set of assumptions, but the point is that she’s creating a character to relate to. The camper decides that she is singing to him while they are standing in the parking lot because she’s had enough and is finally telling him how she feels.

Okay, now we have the context for her to sing her song. She’s got an environment (night-time, outside in a quiet parking lot); and she has a clear idea of who she is, who she’s singing to and why she needs to tell her story. At this point in our exercise, she turned to the rest of the camp kids and - choosing one kid - pretended he was her boyfriend and sang to him using the context she had just created.

The transformation was amazing. An eleven year old kid went from timidly singing and looking at the floor to singing her heart out!

All the campers took turns going through this exercise and each one was able to use their imagination to develop their own emotional and physical scenarios to sing from - to greater or lesser extend.

Whether or not they will be able to sustain this focus during the performance will be seen. There will be a lot of distractions. If they can keep theircharacters in mind when when they sing and demonstrate even a moment or two of their scenarios, I’ll be happy - and so will the audience.

The other reason I love working with the kids this way is because it gives them something to think about other than their fear - another tool in overcoming performance anxiety.

By the way - I mentioned last post that I was having a tough time with some of the crazy behavior. I spoke to a couple of friends and my kids at home - and had lots of good ideas to work with on our 3rd day of camp: we started with jumping jacks and crazy faces and sounds, went into a vocal warm up, then into a game. When we started to work the kids were more focused because they’d had a chance to get some exercise and have some fun. And when they got crazy again, I let them spend some time having their fun then ran them around the building. We came back refreshed and ready for more work.

I’m learning too! Happiness!

Today (day 4) will be about tightening everything up for our performance tomorrow… I’ll tell you about our progress on the group number next time.

Day 2 of Rising Stars Singing Camp - addressing stage fright

August 17th, 2010 by admin

This is a follow up posting to the one I made at 2 am this morning. I’m tired… Be sure and read post number 1 to get the back story.

So today Joan, my co-camp leader, led a game to help the kids address their fears on stage. I had thought that she intended to have them face their fears by having the other kids act them out so they could see that they’d survive the experience. However, she actually had a different plan.

And rather than making it an “exercise” she held it as a “game.” Here’s how it went (and by the way, the kids sang their solos first so they had a chance to freshly experience their fear feelings while they sang in front of the rest of us).

Standing in a circle, Joan asked each child to explain how they felt and what they feared when standing in front of others. She described how, as a child during piano recitals, how she feared that others would want to plug their ears and wonder when she was going to stop. She then acted out what her fear looked like in really big gestures. Plugging her ears and in a dramatic and silly voice she exclaimed, “Oh my gosh, I wish that person would stop playing already!” Then we all imitated her - as we giggled - plugging our ears and making similar loud dramatic comments about wishing that person would stop, and are they done yet and how long do we have to listen to this anyhow?” We could laugh at ourselves and the silliness of the fears, and make of fun and just live with the idea of the fear without cowering in the face of it.

We went around the circle and each child responded as they could about their fear and we tried acting out each one, with the person who had the fear showing us how to. Some kids weren’t able to address their fears directly and that was okay. They had the right to pass.

It will be interesting to see tomorrow if there is any immediate result from the game. It may not make a difference now, or even later for everyone. But the experience may stick in the minds of some kids for future reference. It was an amazing way to explore fear, and I really appreciated observing and learning from Joan.

On a less happy note, the kids were really crazy and goofy today, and it was very hard for me to move forward with my planned activities. It’s like the kids have all this energy for playing with each other and though they enjoy singing and working on our group song, a part of them wants to work on their relationships with each other. I’m going to give them more latitude tomorrow for play. If we don’t make it through the schedule, so be it I guess. I can’t wring blood from a stone, and trying to coerce these kids into behaving the way I want them to didn’t yield good results.

We’ll see what happens tomorrow!

Children can address their fears through performing

August 16th, 2010 by admin

Today was the first day of session 3 for my Rising Stars Singing camp.

This week Joan Dirska, who is not only a trained musician but also experienced in crisis management and Landmark training, joins me as co-counselor.

We had an amazing interaction with the kids today - one that I hadn’t planned - but was completely synchronistic with Joan’s involvement because of her
background. And I want to talk about it because this feels very important.

The day started, as they usually do, with an ice-breaker game (remembering each other’s names), then learning our group song and moving on to practicing the kids’ chosen solos. Though this week’s theme is “Kid’s Choice” everyone has chosen a pop song. They might have chosen Country, Rock, Broadway - but no, pop songs! (Fun ones - too)

After the break we were about to continue work on the group song, and somehow we got around to talking about stage fright. I asked the kids
to tell me, one by one, what they were afraid of when they got up to sing in front of other people. The answers varied. One person was afraid that everyone was laughing at her. Another person felt that the audience was waiting and expecting he would screw up. Yet another child remembered a scene from Hitchcock’s movie “The Birds” - described to her by her dad where the ugly crows are staring at the protagonist in a threatening way. She sees this in the audience.

My response was to suggest that they think about the fact that when they watch someone performing - ice skating was the example I used - that we want the skater to do really well. If the skater falls, we want them to get up and try again and be great. Most of the kids agreed with me, that they weren’t condemning the skater for falling, but would feel supportive of them and want them to do well. Some of the kids suggested to each other that they see the audience as cuddly kittens. A common suggestion I hear is that we should imagine what the audience looks like in their underwear (I always thought this approach would be too distracting, myself). The gist was that we could view the audience as a supportive partner, rather than an adversary - which was what their fears implied they felt.

When we turned to Joan to ask for her input she said something that really surprised me! She suggested that when it was time for our icebreaker tomorrow, that the kids take turns singing and we act out their fear. For example if the child is worried about being laughed, that we stand and laugh at the singer while he performs. If they were afraid of being judged we would make nasty comments, etc…

When I heard this my first thought was - how terrible! What a mean thing to do! But then I realized that what she was suggesting was that the child gets to see that when he or she is confronted with their fear that they can survive in the face of it and see that the fear doesn’t have power over their lives. And thus they are empowered. This idea seems much more important than trying to ignore the fear and superimpose nice feelings on top of it. In effect, it’s conquering the fear. Slaying it. Shining a bright light on it and discrediting it!

I’ve long understood that to be a great performer, a person needs to be able to turn themselves inside out; to live on the outside what we are experiencing on the inside. This takes courage, training, practice - because we are essentially naked in front of the audience when we do this. But it is this nakedness that allows the audience to be transformed because feelings of fear, love, anger, etc. are so universal and to watch that played out on stage is very cathartic.

For a child to learn how to turn themselves inside out now, rather than letting fears fester into adulthood seems to be a way to give them a huge leap forward in life.

So I’m very excited to see what happens in tomorrow’s session. Part of my mission, and why I offer performing experience to children is because I want children to gain confidence revealing themselves in a group. It’s a skill that will translate to speaking in front of their classmates, in the staff meeting, the boardroom, or the candidate’s podium - anywhere they need to stand up and be seen and heard by others. The idea of healing our fears through performing is a very powerful and wonderful opportunity for these kids.

I’ll let you know how it goes.

Follow your bliss and the money will follow…I hope!

August 15th, 2010 by admin

It’s funny. As a voice coach I counsel singers on how to pursue their desires to perform. I know the mechanics for organizing concerts, strategies for meeting other musicians to collaborate with, and places to go and sing for experience and visibility. But recently, I have personally experienced (or I should say, re-experienced) the intangible, emotional walls that can block our journey to getting what we want.

The wall is called “conditioning.” What mortar can the bricks in that wall be made of? Grandma’s belief that you shouldn’t draw too much attention to yourself, unless you want to be thought of as arrogant, too full of yourself. Maybe the taunt by an uncaring family member or teacher that you can’t sing, and have no business trying. Maybe a belief that the world won’t give you what you need and that it’s crazy to take the risk because it is sure to fail.

Oh gosh, who knows… My conditioning comes partly from a mom who cared too much that I would be hurt. From a family system that believes that hunger and need are just on the other side of a thin wall. That somehow I can never be enough (good enough, brave enough, talented enough).

So here I go. Though my teaching is still very important to me - I love helping singers grow to understand their voices and be able to use them well, and I also want to see others reaching beyond their conditioning to walk the path towards realizing their dreams to perform, I’m going to step back onto the road that I love as a performer.

And what of that conditioning? Well, I think that being aware of it and keeping it forefront in my mind will help me discard it - or at least look it in the eye and say, go away! I will not let old conditioning that really originates from someone else - not me - continue to block me and keep me from walking forward.

My plan - and believe me - I don’t really have a clear one - is to take up two areas that I love and combine them… singing and storytelling. But not just for my own satisfaction. At this point in my life there needs to be an element of “darhma” - that my activities should help heal or contribute to the healing of the world. So the singing/storytelling will help people, perhaps children, be exposed to other cultures, to hopefully see that we are not so different from each other, but different enough to be interesting and worth knowing. And that above all we need to treat each other with respect and dignity.

I’m not sure where I will do this, or to what audience and in what situation. But I’m holding the thought up that this is what I will do. It sounds very new-agey, and there you have it. No apologies.

Have you heard that line, “follow your bliss and the money will follow”?

I’ll let you know what happens.

Find the music in your speech

August 12th, 2010 by admin

Words are musical. How are you using yours?

When you think about speaking to a group of people, what do you usually consider the important factors in being heard and coming across well? Projecting your voice and enunciating - right?

Of course, you want to be heard. But you also want to engage the group, keep their focus and attention - and ultimately find value in what you have to say.

Over my many years as a musician, singer and storyteller I have come to understand the parallels and interconnections between music and speech and how using some simple techniques can really improve your spoken delivery.

First, let’s look at a good song lyric. There is an age-old debate about what comes first, the music or the words - but for simplification let’s say that words - specifically poetry - have a rhythm of their own.

I’ll illustrate this using a lyric/poem that comes to mind:

Yesterday,
life was such an easy game to play;
now I need a place to hide away.
Oh, I believe in yesterday.

John Lennon wrote this unforgettable tune and lyric probably to express regret, about longing over an event or set of events that were deeply meaningful to him.

It seems unlikely that he wrote the melody and fit the words to it. Instead, he wrote the poem and constructed a tune that fit the words so that the musical accents fit the important words of his song. The words Yesterday, game, hide, I, believe and Yesterday are emphasized through the rhythm and the musical downbeats. This is no accident!

Try singing the verse emphasizing the words: such, play, need and away. Notice how emphasizing these words changes the rhythm and emotional feel of the song.

Though the poem rhymes Yesterday, play and away, the tune would sound very strange if these same words were accented. Instead, he has pointed a musical light to the words that give the song poignancy - Yesterday, game, hide, believe, I and Yesterday.

Speech giving works along the same principle. Finding the words within your dialogue that hold emotional or significant meaning and then adding some kind of emphasis or accent to that word will help the listener get more meaning from your spoken words.

Here’s an example:

Four score and seven years ago
our fathers brought forth,
upon this continent, a new nation;
conceived in liberty,
and dedicated to the proposition
that all men are created equal.

Read this quote aloud to yourself. Notice whether or not you tend to read a line with a monotone and pause at the end of each line.

Now try emphasizing - by slowing down and pausing - after these words:
seven, our, new, conceived, proposition, all, equal.

Did this cause you to speed up on the other words? Did you keep your voice going through the end of one line into the beginning of the next? Notice that what also happens is that the words “not emphasized” also change by speeding up a bit.

Defining the significant words and shaping your speech patterns around those words changes the rhythm of your delivery and helps the listener grasp the important components of your talk. This is how we influence the audience to hear what we want them to hear.

Language is not meant to be spoken like concrete blocks - each word spoken with equal weight and length - but rather should ebb and flow like a water current, or a wave. Great music contains this same liquid feeling. No so much loud, fast tunes - but any song with a story, a ballad moves according to the sentiment in the lyric.

Beyond just accenting words, you can further shape your speech by adding these elements:

Attitude: have an opinion about the words - for example, are you shocked, amused or ironic?
Learn to slur: yep! Rather than enunciating every word - just carefully pronounce the important words that convey your idea and glide through the others. This is how we naturally speak to each other, but sometimes we forget to do when speaking to an audience. This is the “flow” to contrast with the “ebb.”
Look for contrast: if two thoughts contrast each other in your speech, be mindful of pointing this out in your delivery. Example: If wishes were horses, beggars would ride. Or - roses are red, violets are blue.
Slow down: don’t believe that you need to speak faster to be exciting. Instead, use these pacing and coloring elements in your speech to keep your listener involved. Let them be excited by the information rather than the speed they gain it by.

All of these elements apply equally to singing interesting musical phrases as well as speaking. If you are a singer or a speaker, stop and dissect the words you use to communicate. Words are musical by themselves, with their own rhythms and meanings. Pay attention to the music in your words and it will heighten your delivery and lead the audience to be engaged and excited in your performance!

GLEE’s success with kids could give them a leg-up in real life

April 14th, 2010 by admin

What would happen if all of the kids who love the show GLEE started joining glee clubs and show choirs at school and in their community?

Nowadays, it already seems to be pretty common knowledge that studying music theory through singing or learning a musical instrument helps children develop math concepts, abstract thinking skills, and understanding spatial relationships. The physical act of singing requires coordination, muscle strength and knowledge about physiology and the science of sound. But did you also know that performing helps children in their scholastic achievement in other ways, and will benefit them as they head into college and careers?

First, think about the steps required to prepare a vocal performance. Within the song itself, the rhythm must be learned, as well as the tempo and the musical notes. The words must also be memorized and the performer must learn how to stand still or how to move to the music, and focus their attention on remembering everything that they must do simultaneously. Finally, during the performance, it’s natural to experience fear and adrenaline that comes with standing up in front of others - no small task for even the most outgoing child!

These experiences build a child’s ability to focus on and accomplish a set of tasks with extreme attention to detail. Experiencing the “life or death, fight or flight” emotions that come with performing also allows the child to realize that they can take risks and survive. And with repetition, the child becomes more confident and self-assured in his or her ability to perform with skill and accuracy.

Thus, just as gymnastics or dance helps build muscles, or playing chess or board games builds strategy skills - performing regularly helps children feel comfortable singing or speaking in front of other people.

Taking these experiences into the classroom means that a child with performing experience who must present a school report or project will have more the confidence to speak clearly, to project their voice, and best of all, to “be seen” by their peers and teachers without tending to shrink into themselves, as might a child who hasn’t had the same performing experiences.

These same skills will stay with the child when she or he engages in job or college interviews, presenting their dissertations in graduate school, speaking up at the staff meeting, running for office, making speeches, teaching or training groups, or taking on any kind of leadership role at work or in their community.

Performance training could also include drama, science or speech clubs. Any situation in which someone needs to prepare a project and then present it. The most important point to make is that it should be something the child is sincerely motivated to work on. Finding the right activity - one that follows your son or daughters interest and joy - is critical to them having a positive learning experience and gaining critical thinking and performance skills. So for those children who love to sing and are inspired by Glee, participating in a performance class, camp or workshop could be just the ticket for building their skills doing something they love!

Introducing my new program for kids:

Singing Saturdays

These ongoing classes are individual coaching sessions, every week between 9 am - 1 pm. (There are currently several slots available. Please contact me for specific times.)

The 5th Saturday of any month is reserved for recitals. That means 5 recitals a year!
The price is $98 a month, recitals are no charge. Call or email to set up a no-charge meet and greet before we start.

Rising Stars Singing Camp

- register now!

We are gearing up for Summer with 3 sessions: 2 in Edmonds and 1 in Seattle.

At the Phoenix Theater in Firdale Village

Session #1: June 28 - July 2nd
Theme: “Musical Theater”
Session #2: July 5 - 9th
Theme: “Camp Pop”

At TPS in the Seattle Center
Session #3: August 2 - 5
Theme: “Camp Pop”

Each session cost $185 for the week - all music, snacks and supplies included.

Each day we’ll work on solos for the kids as well as a group number. These camps focus on performance skills and basic voice technique. The goal of the camp is to have fun and give your kids performing experience. This camp is also perfect for kids who like to sing but don’t have much experience and want to try out singing lessons.

The last day will be a performance for family and friends, everyone is welcome!

Call Soon to Reserve Your Spot!

10 Rules for Healthy Singing

March 8th, 2010 by admin

10 RULES FOR HEALTHY SINGING

I’m fond of saying that learning to sing is not “rocket science” but it’s not always intuitive either. There are rules to follow that will help you not only sound better, but feel better when you sing.

Here are ten rules for healthy singing.

Rule number 1: Prepare your body. Singing with an open throat and a tone that will project to the back of the hall or house requires a vigorous amount of activity and depends on balancing tension. You want to have tension in some places of your body; but not in others. So, before you sing, you’ll want to stretch your muscles to be prepared to expand or contract the muscles that control your singing. Plan to stretch your neck muscles as well as your shoulders, back, and legs. Also, it’s a great idea to stretch your face muscles so you don’t get what I call “frozen face syndrome” from jitters or tension. All of these areas in your body need to be flexible, warmed and ready for singing.

Here’s rule number 2: Prepare your mind. Not only will this help you focus on how you are going to sing, but on what you are going to sing about. When you are practicing, do it in a quiet place where you’re not feeling distracted or intimidated by being overheard by someone. And try not to do any other activity when you sing, like dishes or laundry. Though that’s a great way to memorize a song and maximize your time doing a semi-tedious chore, it does distract you from focusing on technique. So whenever possible, just focus on singing. Not only will you pay attention to honing those healthy singing skills, but you’ll also be giving yourself the opportunity to get away from the craziness of modern life and the tendency to always multi-task. Indulge in the privilege of just focusing on your music!

Here’s another rule. Whenever possible, avoid sight-reading. Sometimes you have to sight read because someone’s showing you a song that they want to hear in the moment. But really, it’s much better to study the music first and then trying singing it through. Look at the tempo markings, look at the meter, and look at the words. The problem with sight-reading is that very often people tense their throats and kind of sing in a very constricted way. It’s really a common problem and happens to everybody. It would be better to spend a little bit of time at the piano or however you learn a song before you try to sing it through.

Here’s rule number 4: Memorize. Memorizing your song gives you many advantages. Instead of focusing on your words, you can dig into the meaning behind the words. Understand the poetry and listen to the innate rhythm of the sentences. My voice teacher, Lois Hartzell, was fond of saying that there are no “vocal” problems, only “musical” ones. So, get the song memorized as quickly as you can so that you can focus more on how you’re going to sing the song, and on building a real story and character for selling your song in a more powerful way.

Rule number 5: Sing with good breath support to help you achieve a full and beautiful tone. You want to; as I said before, make sure the tension is balanced in the right place. Don’t hold tension in your throat or your neck muscles. Take a nice full breath, expand your lungs, expand your ribcage and then use those muscles around the diaphragm and the ribs to hold your breath so you can use it to support your tone. We call this “singing with the inhaling muscles” since you are literally keeping those muscles in tension while you sing.

Posture is also very important for breath support and is my sixth rule for healthy singing because if your back is out of line, or your butt is sticking up in the air, or your neck is off to one side, or your chin is sticking up or down - all of these things will throw off the support. Make sure your spine is straight, your neck is straight and you are standing in a way that supports being able to hold those inhaling muscles in tension.

Hang in there - you’re over half way through. Rule number 7: Aim to sing with a darker, rather than lighter tone. What I mean by this is to not let your tongue get flattened and held down by pulling your face muscles out to the side when you sing. This results in a kind of shallow tone and limits your range because you tend get to get stuck going up the scale this way. I see a lot of untrained singers who have a tendency to draw their lips back when they sing. It’s better to get your lips off of your teeth and out in front of you. It is kind of a megaphone affect which means that your sound will project out in front of you instead of getting swallowed up. It also allows for better resonance and maximum flexibility of your tongue, which has an impact on your range.

Rule number 8: Balance the tensions in your body. I have mentioned this a couple of times, but it is incredibly important. Balancing the tensions means holding on in some places and letting go in other places. You need tension to sing, but the tension cannot be in your neck or in your throat muscles, or in your upper shoulders. It really needs to be lower down in your body: your legs, your intercostal muscles, your back. Holding on here, instead of clenching the back of your neck or your throat muscles with allow you to sing with an open throat. Balance the tension of your lower body by really singing real vowel sounds with your tongue, lips and the muscles around your mouth. You can sing very casually to yourself, with no instruments and no room noise or other competing factors - but if you want to be heard in the back of the room or against an instrument or another voice, you’ll really need to use a balance of tensions to project your voice out.

Here’s a huge rule that really is an easy fix, but often a big problem for untrained singers and makes up rule number 9: Be sure you are singing in the correct register! You have two basic registers; speaking (also called belting or chest) register and head register. All sound first resonates in the larynx, but higher tones resonate in your sinuses, your pharynx, and your mouth. Singing too low in your head register will result in a weak tone, but singing too high in your belting register can make you feel like you are screaming! So be sure to learn what the two different registers are and then how to balance them. This is one area that really takes a trained voice teacher to guide you through properly. As I said at the beginning, not rocket science, but not intuitive either. There are ways to manage the registers, especially in that tricky middle range - but someone with a trained ear and technical savvy will best help you navigate this issue.

Lastly, I really encourage singers who are looking to make their singing extra special to learn how to develop their “Off-Stage Bit.” This is rule number 10. The “Off-Stage Bit” is a technique for developing a character and really understanding the story of your song so that you can give an intense, compelling and believable performance of your song - be it in any style of music: rock, jazz, country, hip-hop - you name it. If you are more interested in learning about the “Off-stage bit”, contact me or look up my video blogs to understand this concept more in depth.

So there it is - my 10 Rules for Health Singing. Even if you focused on one or two of these rules, your singing will benefit. Try one out, and if it improves your singing, then try another one. Add them in one or two at a time and you’ll steady progress in your journey to be a better singer.


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Singing Saturdays for Kids

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Session #1 begins September 4th

 

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Upcoming Performances for Malya

9/8/10: Rosh Hashanah with SJC - Song leader

9/17/10: Kol Nidre solo with Kahal Am in San Diego
9/18/10: Yom Kippur with Kahal Am

10/3/10: Little Red Cap - Singer/storyteller
with Willowbranch Puppet Theater
Seattle Waldorf School