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BYU Theatre Education
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Voice Anatomy & Projection

December 30, 0069 12:00 AM

Lesson 1 - Voice Anatomy & Projection

STANDARD

TH: Cr 3.1.7b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.

OBJECTIVE

Students will demonstrate their understanding of the role of breathing and tension in voice projection by reading passages on stage in a game show. 

MATERIALS

Voice Anatomy Workbook

HOOK

  • Explain the 4 stages of voice production: breathing, phonation, resonance, articulate. Ask the students to try the following:
    • Speak without breathing.
    • Speak without using their throats (larynx)
    • Whisper and touch their head/chest. (can’t feel the vibration)
    • Then, speak without moving their tongues and mouths.
  • Explain that if they skip any of the stages, they cannot use their voice effectively.

INSTRUCTION

  • Introduce the Voice Anatomy Workbook. There are 4 parts: breathing, larynx, resonators, and articulators. Each student is assigned a part that they will focus on. They study the materials for that part and answer the related questions.
  • Each student finds 3 other students who studied different parts. Have their friends explain the different parts to them
  • Everyone turns in their workbook on Canvas.

GUIDED PRACTICE - BODY TENSION

  • Define what is voice projection (Voice projection is the strength of speaking whereby the voice is used powerfully and clearly).
  • Ask “What is the role of tension in voice projection?”
  • Use a rubber band to demonstrate. If it is too loose (without tension), it doesn’t make any sound. If it is too tense, the sound is small and rigid. The right amount of tension gives a louder sound.
  • Invite the students to feel their rib cage as they inhale and exhale. Encourage them to expand their rib cage during the inhale. “Feel the tension of your lungs and rib cage. Release unnecessary tension on your chest and shoulder.”
  • TRANSITION - invite the students to continue to focus on the balanced use of tension in the next activity. 

GROUP PRACTICE - GAME SHOW

  • Bring the class to the auditorium. Divide the class into 2 groups. They are competing with each other in the game show. The host will ask a question first. Then, in each group, the students will take turns being the readers. The readers will read some quotes and passages on stage. The group members will catch the words and information. Then, they answer questions raised by the host. The group that gets the right answer first will get a point. The group with the most points will win. 
  • Prompts and quotes/passages:
    • Repeat what they are reading:
      • “I meant what I said and I said what I meant.”
      • “I know it is wet and the sun is not sunny, but we can have lots of good fun that is funny.”
    • How many moons are there throughout the solar system? Which planet has the most moons? How many does it have?
      • “There are approximately 173 moons throughout the solar system. Earth has a single moon, Mercury and Venus have none, and the planet with the most moons is Jupiter with 63. Not far behind Jupiter is Saturn with 62 moons.”
    • What colors are mentioned in this passage? Which type of penguins is one of the isolated types?
      • Some penguins are known for yellow or orange feathers on their heads. Some have a single or double black band across their upper chest. Brush-tailed penguins have tails that are longer than any other. The emperor and the king are called the giant penguins. The little blue and the yellow-eyed are isolated types of penguins not related to any other. 
    • How many times does a heart beat in a day? What is the pulse rate of an adult? What is the pulse rate of a child?
      • The heart beats or pumps every second of the day or night. It beats or pumps 100,000 times a day, every day of a person's life. Every time a heart beats or pumps out a stream of blood, this beat, called a pulse, can be felt on the inside of the wrist. The pulse rate in an adult is between sixty and one hundred beats per minute. Children's pulse rates range from ninety to one hundred twenty beats per minute.
  • Side-coaching
    • Remind the students not to release tension when they project.
    • The idea of “shouting” may not be the most helpful in making room for resonance. 
  • Announce the winner and have a verbal discussion on the following questions:
    • What created tension in your body when you were on stage?
    • How did the tension in your body help or prevent you from projecting your voice?
    • What else have you learned about projecting your voice today?
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