Category: Models & Maps

The ‘3+1’ Map of Singing – Pt 2 (interactive model)

The ‘3 + 1’ Map of Singing- Pt 1 describes how Breathing management, Vibrating source (vocal folds), the Resonating system, and Inner Life (thinking and feeling) all play a role in singing. It is not uncommon for uninitiated singers to

Tagged with: , , , ,

Breathing for singers is different from normal breathing (Breathing 1)

Everyday breathing in Everyday breathing out Singers breathing in Singers breathing out Breathing for singing is an extremely important topic, and there are many subtleties to learn about it. So we are going to work on it step by step.

Tagged with:

A to J model of singing

My singing students are well acquainted with my teaching model for singing lessons, and this summary is a reminder for them of the core concepts. It serves as a draft outline of a book I would like to write about what

Tagged with: , , , , ,

Aligning and Awareness

1. ALIGNING In the ‘3 + 1’ map I set out how all vocal technique has to be relevant to the Breathing system, Vibrating source, Resonating system, or inner life of the singer. The one aspect that affects all of these is how we

Tagged with:

The ‘3 + 1’ Map of Singing – Pt 1

All models (or maps) are wrong The statistician George Box once said that “All models are wrong, but some are useful.” There is more than one way to talking about singing, and how the voice works. Some models are definitely

Tagged with: , , , , ,

The Alphabet Map (‘A to J’)

The ‘3 + 1’ Map is a broad overview, and fits onto the Alphabet Map that starts to drill down into more detail. Our use of language can subliminally and powerfully affect how our students think about singing. It is

Tagged with:

The Learning Map (7 points)

In the ‘transmission model’ of teaching, the teacher transfers a body of information to a relatively passive receiver, the student. While there is some information on singing that can be conveyed this way, the student needs to embody the knowledge

Tagged with:

Models and Maps for Singing

As students learn, they consciously or subconsciously try to fit each teaching point coherently into a bigger picture – developing their own ‘cognitive map’ of how singing works. But do we as teachers have a coherent map? Can we articulate

The perils of warming up

or … How can we help students become independent of teachers? (First published in ‘Singing’ – the Journal of The Association of Teachers of Singing (UK), Spring 2011) What exactly is a warm-up, and who should be in charge? Students often

Tagged with: ,

The voice as a holistic system: the Voice Pentagon

Our voice is our identity. It is both our deepest, inner self, and a means through which we engage with the world and from which others form an impression of us. The ancient Greeks said that “as men’s life is,

Tagged with: ,