Lesson 4: Tone
Lesson Objective
Students will be able to use vocal tone to create altered sounds with their voices.
Hook
Play only about 6 – 10 seconds of the same segment of song from each of these three clips:
Ingrid Michaelson
https://www.youtube.com/watch?v=5sQeQC4hT10
Celine Dion
https://www.youtube.com/watch?v=oJGnMaIGr8k
Haley Reinhart
https://www.youtube.com/watch?v=zZkih54evUs
Ask the students if they heard the same voice singing or a different voice singing each version of this song. How could they tell?
Discussion
Ask students if they can describe what vocal tone is, either by definition or demonstration.
Tone is often referred to as vocal color. There are dark, bright, warm and strident (sharp) vocal tones. Tone is often paired with pitch. Ask the students to listen to the clips of the songs again, and describe the tone of each voice.
Demonstration/Guided Practice: An Introduction to Various Tones/Voices
(The description of this lesson segment is much lengthier than the time it actually takes to demonstrate and practice the various tones. Allowing about 5 - 6 minutes per voice tone leaves approximately 25 minutes for students to rehearse during the second half of the class. Assessments are incorporated in each tone introduction.)
Chest Voice/Tone:
Tell the students that actors learn to use different tones in order to create a variety of characters. Speak a line from a song or a quote using a chest voice/tone. Repeat the same line in your normal voice. Ask the students if they could tell a difference; if so, what difference did they hear? Tell the students you were using what is often referred to as a chest voice. A chest voice resonates in the chest while pushing air from the diaphragm through the vocal chords.
Brief Assessment: Invite the students to place one of their hands on their chests and make an “Aaaaah” sound using a chest voice. Invite the students to repeat your line or say one of their own using a chest voice. Coach placement of resonance and tone as needed. Ask the students: for what kinds of characters might an actor use a chest voice?
Nasal Tone:
Speak a line from a song or a quote using a nasal voice/tone. Repeat the same line in your normal voice. Ask the students if they could tell a difference; if so, what difference did they hear? Tell the students you were using a nasal tone. A nasal tone resonates in the nasal cavity while pushing air from the diaphragm through the vocal chords.
Brief Assessment: Invite the students to place the tips of their fingers on either side of their noses and make an “Aaaaah” sound using a nasal tone. Invite the students to repeat your line or say one of their own using a nasal tone. Coach placement of resonance and tone as needed. Ask the students: for what kinds of characters might an actor use a nasal tone?
Head Voice/Tone:
Speak a line from a song or a quote using a head voice/tone. Repeat the same line in your normal voice. Ask the students if they could tell a difference; if so, what difference did they hear? Tell the students you were using a head voice. A head voice resonates in the crown of the head while pushing air from the diaphragm through the vocal chords.
Brief Assessment: Invite the students to place one of their hands on the crown of their heads and make an “Aaaaah” sound using a chest voice. Invite the students to repeat your line or say one of their own using a chest voice. Coach placement of resonance and tone as needed. Ask the students: for what kinds of characters might an actor use a chest voice?
If time allows, show the following video clip from Singin’ in the Rain. Point out that both voices are performed by the same actor. Ask what variations the actor is using for the two voices. https://www.youtube.com/watch?v=zo3WnPlpLXQ
Finishing Read-throughs/Rehearsal
Tell the students they have the remainder of the class to complete their read-throughs. If they finish reading through their scripts before class is over, they should begin reading their scripts again, and this time they should begin to try using some of the vocal variations to help create distinct characters.
Invite the students to separate into casts and begin reading their scripts. Circulate the room, visiting the casts and listening to their readings; as well as asking if they have questions regarding their radios dramas, also begin to listen for casts who start reading their scripts a second time. Begin to listen for the use of vocal variations; ask questions about characters and circumstances that help students make voice choices. Allow the students to use the remainder of the class to read their plays.
Assessment/Assignment
About 3 – 5 minutes before class ends ask the students to return to their seats. Ask the cast leaders to each report on how far their casts read their scripts—did they begin to read it a second time? Assign the students to take their scripts home and read their radio dramas completely through before the following class.