Abstract notation: Example 3

Help children "nd their di#erent types of voices

Outside, inside/speaking, whispering, singing voice

This is my outside voice! (shouting)

This is my inside voice (speaking).
This is my whispering voice (whispering).
This is my singing voice (sung on Sol Sol Mi, Sol Sol Mi).

High, low, whisper, projecting

I take my voice up high (low to high),
I take my voice down low (high to low).
I send my voice out into space and (shouting/projecting)
I whisper all around, whisper all around (whisper).
High, low, medium

Bow wow says the dog (medium voice),

Meow, meow says the cat (high voice),
Grunt, grunt says the hog (low voice),
 Squeak, squeak says the rat (very high voice).
High, low, medium

You must pay the rent (low, Landlord).

But I can’t pay the rent (high, young girl Tenant) (Repeat these first two
lines 3 times).
I’ll pay the rent (medium, young male, Hero).
My hero! (high)
Curses, foiled again (low).

Singing warm-ups

Doing warm-ups not only helps children explore their vocal range but expand it
as well. As with all pitched warm-ups, start at the bottom of the range and move
up in half-step increments and then back down. Some of the warm-ups are quite
cognitively challenging.

Number the scale

This is a cognitively challenging exercise. The easiest way to sing it is to write the
pattern for the exercise on the board, telling students that each number
corresponds to a note on the major scale (1 = middle C, 2 = D, etc.). After singing
from a low C to a high C, reverse the pyramid, and begin and high C and descend
downward (i.e. 8, 878, 87678).

11

121

12321

1234321
123454321

12345654321

1234567654321

123456787654321

One, One, One, Two, One Vocal Warm-up

Bubble Gum Vocal Warm-up

64
Bub-ble gum. bub-ble gum, bub-blegum, bub-ble gum

bub ble gum bub ble gum bub -ble gum