Anatomy and physiology may include: | articulatorsflexible front of the tonguelarynxlipslungsmiddle or back of the tongueroot of the tonguethoracic musclestrachea and muscleswindpipevocal folds within the larynx. |
Physical posture and stancemay relate to: | chest comfortably raisedfeet slightly apartflat abdomenhead facing straight ahead hips rotated forwardknees bentshoulders down and backspine aligned. |
Relevant personnel may include: | clientmusical director producerperformer mentor teacher coach tutor conductor agentmedical personnelpsychologist. |
Factorsmay include: | breathinessdifferences in individual size, such as:bodyfeaturesvocal cordsgenetic disorders lesions and growthsspeech impedimentsunhealthy behaviours, such as substance abuse. |
Factors that may inhibitmay relate to: | breath support mechanismmental concepts of depth that are related to tone quality physical sensations of depth in the body and vocal mechanism size of the inside of the mouth and the position of the palate and larynx. |
Warm-up routines may include: | deep breathing exercises, especially for abdominal breathingexercises to loosen mouth, such as:tonguelipssoft palateexercises to loosen face muscles, such as:cheekeyejawgentle open vowel singingmaintaining good throat hydration with gentle gargling tongue twisterswhole body relaxation exercises, such as:tai chiyogavocalising exercises beginning in mid-range, before extending to upper and lower registers. |
Minimising environmental impact may relate to: | being aware of air quality and noise maintaining biodiversity and protecting habitat from damage maintaining sustainable environment, including using measures to reduce energy consumption, such as:light emitting diode (LED) lights or fluorescent light bulbsturning lights off when not in userecycling materialsreducing water usage. |
OHS practices may include: | air control, inside and outside facilitieswearing safe workwearawareness of own health status before and during activity awareness of repetitive movement, fatigue and prevention of injuries commitment to regular exercise to protect the body from injurygender-specific exercises to protect the body from injury identifying hazards and assessing riskslighting, heating and air-conditioning that meet regulationsmaintaining sufficient hydrationidentifying and addressing specific health implications, such as:smokingeating disorders sufficient and effective warm-up and cool-down techniquesvolume levels for self and others. |
Vocal techniques may include: | application of different vocal timbres breathingemphasisintonationmaintaining vocal range, such as:upper registermiddle registerlower registerpacephrasingpitch placementresonancerhythmtiming. |
Exercises may include: | acquiring vocal techniques, such as:legatostaccatocontrol of dynamicsrapid figurationslearning to comfortably sing wide intervalscorrecting vocal faults appropriate physical postureaudibility, diction clarity, articulation and vocal placementdeveloping:vocal strengthstaminarangeprojectionflexibility developing breath control:setting up control period (suspension) controlled exhalation period (phonation) recovery period imagery or visualisation techniques to enhance performancesstudy of acoustic phonetics. |
Musical elements may refer to: | simple pitchmelodyharmonyrhythmdynamicstimbre and textureperformance practicenotation. |
Conventional and non-conventional percussion instruments may include: | any object that produces a sound by:being hit with an implementbeing shaken, rubbed or scrapedany other action that sets the object into vibrationconventional, such as:cymbalsdrumsnon-conventional, such as:household itemstools, e.g. anvilbrake drumspipesclay. |
Physical environments may include: | audience instruments, such as:accessoriesadjust settingstuningmusic scoressound equipment venue demographics. |
Dramatic or emotive nuances may include: | physical posture and body languagegestures and touch facial expression and eye contactenvironment and objects, such as:clothingpropshairstylessymbols or graphicsinterpretation of emotionvoice quality and speaking stylevocal sounds, such as:gruntssilencespacetiming. |
Non-verbal communication principles may include: | body languageemotional vocal sounds, such as:gruntssilencespacetime or timingeye contactfacial expressiongestures and touchphysical posturevoice quality and speaking style. |
Feedback may refer to: | audience feedback evaluation from teachers360 degree feedbackmentor relationshiplistening to own and others’ performancesobservations of performances. |