{"id":4707,"date":"2016-02-29T19:00:04","date_gmt":"2016-02-29T19:00:04","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=4707"},"modified":"2016-02-29T19:00:35","modified_gmt":"2016-02-29T19:00:35","slug":"voice","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=4707","title":{"rendered":"Voice"},"content":{"rendered":"<p><strong>LESSON 4: <\/strong><\/p>\n<p><strong>Voice <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><br \/> <\/strong><\/p>\n<p><em>by Devin Davis &amp; Kaylie Ninalga<\/em><\/p>\n<p><strong><br \/> <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Educational Objective:<\/strong><\/p>\n<p>Students will demonstrate their understanding of voice by preparing a short scene focusing on various vocal techniques.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Materials needed:<\/strong> index cards with different voice aspects, video clips, scene scripts<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Hook:<\/strong> As the students enter the room, there is a stack of cards with various voice techniques (i.e. loud, soft, emphatic, slurred, different accents).\u00a0 Tell the students to pick a card and go around the room and share a story from their day with five people using the technique written, then join them in the activity.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Step 1: Transition<\/strong><\/p>\n<p>Discuss how the students felt when using different vocal techniques.\u00a0 Ask how it affected their communication.\u00a0 Elaborate this question with positives and negatives, such as the level of understanding or hindrance to the conversation.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Step 2: Discussion<\/strong><\/p>\n<p>Write the word &#8220;VOICE&#8221; on the board.\u00a0 Ask the students what it is and what it means, and write what they say on the board as well.\u00a0 Narrow down the responses with the class to form a clear, simple definition.\u00a0 (i.e. voice: the vocal techniques and choices one uses in performance.)<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Step 3: Instruction<\/strong><\/p>\n<p>Write down the following aspects of voice and have the students explain what they think each one is.\u00a0 Afterward, once again come to a final definition as a class.<\/p>\n<ul>\n<li><u>Accent &#8211; style or setting<\/u><\/li>\n<\/ul>\n<p>An accent is a manner of pronunciation peculiar to a particular individual, location, or nation.\u00a0 An accent may be identified with the locality in which its speakers reside (a regional or geographical accent), the socio-economic status of its speakers, their ethnicity, their caste or social class (a social accent), or influence from their first language (a foreign accent). \u00a0Accents typically differ in quality of the voice, pronunciation and distinction of vowels and consonants, and stresses.\u00a0 Although grammar, semantics, vocabulary, and other language characteristics often vary concurrently with accent, the word &#8220;accent&#8221; may refer specifically to the differences in pronunciation, whereas the word &#8220;dialect&#8221; encompasses the broader set of linguistic differences.\u00a0 Often &#8220;accent&#8221; is a subset of &#8220;dialect.&#8221; (Wikipedia)<\/p>\n<p>&#8211;demonstrative clip: International Accents &#8211; <a href=\"https:\/\/www.youtube.com\/watch?v=3UgpfSp2t6k\">https:\/\/www.youtube.com\/watch?v=3UgpfSp2t6k<\/a><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><u>Sound &#8211; volume and projection<\/u><\/li>\n<\/ul>\n<p>Volume is the relative loudness of sound that is associated with the decibel levels of speech (whisper vs. shout).\u00a0 Projection is a technique that involves strong diction, frontal placement of sounds, and the intention to be heard that gets that volume further into the house (stage whisper).<\/p>\n<p>&#8211;demonstrative clip: And A Child Shall Lead &#8216;Play House&#8217; Scene &#8211; <a href=\"https:\/\/www.youtube.com\/watch?v=HJg0NWYlDuY\">https:\/\/www.youtube.com\/watch?v=HJg0NWYlDuY<\/a><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><u>Clarity &#8211; diction and pace<\/u><\/li>\n<\/ul>\n<p>Clarity can be encompassed by diction, or the distinctiveness of speech.\u00a0 Diction means speech is clearly heard and understood to its fullest complexity and extremity.\u00a0 It has to do with your pronunciation and tone.\u00a0 Your pace or the speed at which you speak can also affect your clarity.\u00a0 Once can speak quickly but if they use diction can be understood.\u00a0 Using diction and pace together helps your clarity in speech, and helps define your character.<\/p>\n<p>&#8211;demonstrative clip: Singing in the Rain &#8211; <a href=\"https:\/\/www.youtube.com\/watch?v=q3OkXi5osfU\">https:\/\/www.youtube.com\/watch?v=q3OkXi5osfU<\/a><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><u>Tone &#8211; emotion or mood<\/u><\/li>\n<\/ul>\n<p>The tone of voice is how a person says something.\u00a0 An individual&#8217;s tone of voice is conveyed through changes in pitch, loudness, timbre, speech rate, and pauses.\u00a0 It is perceived or decoded slightly worse than facial expressions, but accuracy varies with emotion.<\/p>\n<p>&#8211;demonstrative clip: Community Season 2 Episode 9 &#8220;Conspiracy Theories and Interior Design&#8221; &#8211; <a href=\"http:\/\/putlocker.la\/4fa2muldrxaf\">http:\/\/putlocker.la\/4fa2muldrxaf<\/a> (15:30-18:20ish)<\/p>\n<p>&nbsp;<\/p>\n<p>Explain how you can use each of these aspects to develop a character and enhance a performance.\u00a0 Show the following clip, but with no visual so as to better focus on the audio.\u00a0 Discuss what was heard.\u00a0 Then play the clip again with the visual and talk about how the voice and body work together to create a character.\u00a0 clip: Napoleon Dynamite &#8211; <a href=\"https:\/\/www.youtube.com\/watch?v=qntlixQ9M7U\">https:\/\/www.youtube.com\/watch?v=qntlixQ9M7U<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 4: Modeling<\/strong><\/p>\n<p>Have everyone sit in a circle and choose a short, single line from the AVPM scene.\u00a0 Pick one of the four aspects of voice and go around the circle saying the line using that aspect.\u00a0 Each student will say the same line, but they must say it differently than what was done before.\u00a0 For example, if the aspect was tone, the first student could say the line happily, the next could say it angrily, then sadly, etc.\u00a0 As each round goes by, take a moment to observe how changing the vocal technique can change the interpretation and reception of the line.\u00a0 Do this four times, one for each of the four aspects of voice.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Step 5: Group practice<\/strong><\/p>\n<p>Give the students some time to go through their scene and write down any notes or thoughts on how they can apply these voice techniques into their scripts.\u00a0 Inform them that this will be their grade for the day so they know to do it well.\u00a0 After enough time has passed for all the students to write their notes and practice a little, have a mini-performance.\u00a0 Each group will perform their scene, but they will only do it with their voice.\u00a0 Have the performers sit on the stage and speak their lines without moving, so they can focus on conveying their character through their voice.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Closure:<\/strong>\u00a0 After the performances, gather the students back together for a discussion.\u00a0 Ask them what they learned and how they might apply it to every day real life.\u00a0 Talk about how having control of your voice and the different aspects we have talked about can help someone be more confident, professional, and sociable (they would be better at communicating with people in general, and it helps with interviews and presentations).<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Assessment:<\/strong>\u00a0 Check their script for notes and annotations.\u00a0 Score 5 points for writing something down, plus an additional 5 points for every technique they apply, and another 5 for their performance.\u00a0 Daily total points is 30.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Supplements:<\/strong><\/p>\n<p>Voice aspects to be written on index cards (two of each):<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>British accent<\/li>\n<li>French accent<\/li>\n<li>Spanish accent<\/li>\n<li>Brooklyn\/New York accent<\/li>\n<li>Texan\/southern accent<\/li>\n<li>shout<\/li>\n<li>speak loudly<\/li>\n<li>speak quietly<\/li>\n<li>whisper<\/li>\n<li>speak excitedly<\/li>\n<li>speak happily<\/li>\n<li>speak sadly<\/li>\n<li>speak angrily<\/li>\n<li>speak lovingly<\/li>\n<li>speak very fast<\/li>\n<li>speak very slow<\/li>\n<li>mumble<\/li>\n<li>speak very emphatically<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>LESSON 4: Voice \u00a0 by Devin Davis &amp; Kaylie Ninalga \u00a0 Educational Objective: Students will demonstrate their understanding of voice by preparing a short scene focusing on various vocal techniques. \u00a0 Materials needed: index cards with different voice aspects, video clips, scene scripts \u00a0 Hook: As the students enter the room, there is a stack &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4707"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4707"}],"version-history":[{"count":2,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4707\/revisions"}],"predecessor-version":[{"id":4709,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4707\/revisions\/4709"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4707"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4707"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4707"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}