Coventry Singing Framework - 2017-2020 Singing Teachers and Vocalists Exchange - Coventry Music Hub
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Coventry Singing Framework
2017-2020
Singing Teachers and Vocalists Exchange
(STAVE)
Michelle Heritage – Coventry Stave Strategic Vocal Lead
coventrystave@gmail.com
(upcoming vocal events in the Coventry area, CPD opportunities, STAVE network meetings and vocal resources)
Gaynor Larkin – Head of Education for Armonico Consort
glarkin@armonico.org.uk
(Armonico Consort Choir Creation scheme and singing opportunities for school groups)
Kevin Stannard, Claire Tyler and Vicky Clayton - Coventry Music
(vocal tuition and choirs in schools, and local cluster events such as Mornings of Music and The Big Sing)COVENTRY STAVE UPDATE
Coventry STAVE is the Singing Teachers and Vocalists Exchange. We exist to help singing teachers, vocalists and
music co-ordinators in Coventry by:
• Sign-posting relevant local singing opportunities for schools and choirs
• Providing free resources online for vocal/music teachers and choir leaders who sign up to our online
forum
• Facilitating networking and exchange of expertise at termly meetings
• Brainstorming joint singing projects for the future
• Offering free CPD events
IN 2020, WE WILL MEET IN THE SPRING TERM, PROVIDING A FREE CPD WORKSHOP ON VOCAL TECHNIQUE,
VOCAL RESOURCES FOR PRIMARY AND SECONDARY STUDENTS, ACCREDITATION OPPORTUNITIES FOR SCHOOLS,
AND MORE.
For further information, contact Michelle Heritage at: coventrystave@gmail.com
ARMONICO CHOIR CREATION SCHEME & REFRESHER SESSIONS
For schools looking to establish a choir, Armonico Consort is working in conjunction with Coventry Music, to offer
a free—of-charge, 6-week Choir Creation Scheme. Each scheme includes 6 weeks of vocalist coaching for the
new choir, plus feedback and mentoring time for the choir leader, and use of material provided by Armonico
Consort. Participating schools will be offered opportunities to take part in larger-scale events organised by
Armonico Consort. IN JUNE 2020, ARMONICO CONSORT SCHOOLS WILL HAVE THE OPPORTUNITY TO SING AT THE
ROYAL ALBERT HALL!
For established choirs, Armonico Consort also offer a Refresher Scheme, where schools that have taken part in
the Creation Scheme can request a one-off mentoring session, with fresh input. For further information, contact
Gaynor Larkin at: glarkin@armonico.org.uk
COVENTRY TEACHERS’ CHOIR
Coventry Teachers’ Choir started in May 2018, offering all those involved in education the opportunity to sing,
and perform at large-scale events. We exist to promote singing and good vocal technique, in a fun and informal
environment, and meet for 3 rehearsals prior to each event.
WE WILL BE PERFORMING AT THE GODIVA FESTIVAL IN JULY 2020. KEEP AN EYE ON SOCIAL MEDIA FOR THE
FESTIVAL DATES!
For details of upcoming projects, contact Michelle Heritage at: coventryteacherschoir@gmail.com
DATES FOR YOUR DIARY – SINGING EVENTS
Armonico Consort dates:
• Royal Albert Hall concert – Wednesday 3rd June 2020
Coventry Music dates:
• SING! Workshop Day during half term holidays
• SoundLab Coventry – for aspiring musicians and vocalists to create and perform original material
• Live on Stage – rock band project Mondays during term-time 5.30 - 7.30, with performance opportunities
• KS1 Morning of Music week beginning 16th March
• KS2 Morning of Music week beginning 23rd March
• Big Sing Friday 27th March at the Albany Theatre
• Coventry Music Showcase – 24th and 25th June• SING! At Godiva Festival – July
SINGING EXAMS
With a pass in Grade 6 Singing now being recognised as worth 8 UCAS points, we have a great opportunity to
encourage Heads of Music and Music Co-ordinators to put students forward for singing lessons. Trinity (including
their Rock and Pop curriculum), in particular, offers students the benefit of an exam without sight reading tests,
which makes it more accessible to those with SEN. For more information on the curriculum, visit Trinity College’s
website, or contact Michelle Heritage: coventrystave@gmail.com
VOCAL TECHNIQUE RESOURCES
Coventry STAVE (Singing Teachers and Vocalists Exchange) online community has a list of resources available for
those who wish to join our forum, along with free downloadable choir material, and recommended GCSE/A-level
songs. Contact Michelle Heritage at coventrystave@gmail.com
CHOIR-BASED MATERIAL
The following sites are useful for vocal material for choirs:
• Coventry STAVE Dropbox – to sign up, contact Michelle Heritage at: coventrystave@gmail.com
• www.makingmusicfun.net – easy arrangements of many well-known songs and carols, with instrumental parts,
often free of charge
• www.singup.org – subscription-based, with access to vocal warm-ups, vocal arrangements, online CPD sessions,
curriculum lessons and other resources
• www.musicnotes.com, www.sheetmusicdirect.com: vocal arrangements of popular songs, with a choice of choral
arrangements (these sites charge per copy)
For vocal warm-ups, try Paul Knight’s ‘Sing!’ – Vocal Warm-Ups for All Styles, which comes with a download card
full of demo’s and backing tracks, so you don’t need a keyboard.
CPD FOR TEACHERS
Further CPD opportunities for music teachers and choir leaders are available at these websites:
▪ www.singforpleasure.org.uk
▪ www.nycgb.org.uk
▪ www.musiceducationsolutions.co.uk
▪ www.britishvoiceassociation.org.uk
▪ www.inspire-music.org
▪ www.nationalteacherschoir.org.uk
CURRICULUM SINGING RESOURCES. There are lots of useful websites but as a starting point, try these:
• https://www.fridayafternoonsmusic.co.uk
• https://www.singup.org/songbank
• http://www.teachprimary.com/learning_resources
• http://www.senseofsound.org/singing-in-schools
• https://www.charangamusicworld.co.uk/login
• http://www.bbc.co.uk/programmes/p04pc0j8ADVICE FOR SCHOOLS ON DEVELOPING A WHOLE-SCHOOL SINGING STRATEGY
We have developed a city-wide vocal strategy, and are happy to advise schools on developing their own singing
strategy. Please contact Gaynor Larkin at: glarkin@armonico.org.uk
Accreditation Pathways for Schools
• Artsmark – Artsmark provides a framework for teachers to plan, develop and evaluate arts, culture and creativity
across the curriculum. Schools are supported by regional Bridge organizations, providing training, advice, practical
teaching resources, and local networking. Awards are Silver, Gold or Platinum, based on achievements. Costs apply.
• Sing Up Awards – Sing Up Awards motivate the school community to work towards a common goal. Staff are
encouraged to be aware of the benefits of singing, and how it can be used in the classroom, and embedded
throughout school life. Costs apply.
Accreditation Pathways for Students
• Arts Awards – a range of qualifications supporting anyone aged up to 25, to grow as artists and art leaders, and
participate in the wider arts world. Supported by an Arts Advisor, who assesses, facilitates and mentors the student.
Anyone working with children and young people in the UK can deliver Arts Award. To become an advisor, book
onto a training course. Costs apply.
Signposting for Young Vocalists
There are opportunities for able singers to take part in opportunities within Coventry, and beyond the city. In
Coventry, you can direct them to:
• AC Academy Coventry – meets weekly, with opportunities to perform at the Royal Albert Hall, Warwick Arts Centre,
and more. St Mary and St Benedict’s Catholic Primary School, Wednesdays | 4.15pm-5.30pm
• The Cathedral Choir - For more information about joining the Cathedral Choir (age 7 – 11 auditions) please contact
the Director of Music to arrange an appointment. Telephone +44 (0)24 7652 1219 or email
kerry.beaumont@coventrycathedral.org.uk. Please tell us your child’s age and the school currently attended.
• YOG – Coventry Youth Operetta Group performs regularly at the Albany Theatre, and is open (via audition) for
young people up to the age of 21. Visit their facebook page at: https://www.facebook.com/coventryyog
• Pauline Quirke Academy – Offering opportunities to develop performing arts skills, and take part in a West End
showcase. Saturdays 10.00 - 13.00 & 14.00 - 17.00, City College Coventry
For very able students, it may be worth looking at the following:
• Birmingham Junior Conservatoire – the Classical Music course offers a vocal specialism, and runs on Saturdays,
offering regular performance opportunities. For auditions, contact:
www.bcu.ac.uk/conservatoire/music/juniors/contact-us
• Birmingham Symphony Children’s Chorus (years 4 – 8) - Rehearsals every Monday evening 5.30pm - 6.45pm
during term-time. The Chorus meets once a week and learns a great amount of music each season. Rehearsals
are held at the CBSO Centre, Berkley Street, Birmingham, B1 2LF.
• The Birmingham Symphony Youth Chorus is an auditioned choir for girls in school Years 9 to 13, led by Chorus
Conductor Julian Wilkins. Term-time rehearsals Monday 7pm–9pm at CBSO Centre. Performances with the CBSO
and other orchestras in the UK.
• National Youth Choir of Great Britain – 5 national choirs open to young vocalists of a very high standard, with the
opportunity to perform in large-scale venues. Visit https://www.nycgb.org.uk for details.
• AC Academy offer scholarships for talented singers to perform alongside the professional consort; for more
information and audition details, please contact : glarkin@armonico.org.ukVOCAL TIPS FOR TEACHERS
BASIC TEACHING POINTS - Singing sessions should be fun! The 5 reminders below will really make a difference to the quality
of the sound, especially if the children are reminded of them regularly:
1) Breathing. Teach the children correct breathing techniques, and instinctive and regular patterns of doing so whilst
singing. Deep ‘singer’s breaths’ enable children to sing
➢ Long notes
➢ High notes
➢ Loud passages
2) Opening the mouth which will improve the quality of the sound dramatically (practice yawning and opening the
mouth two fingers tall!)
3) Motivational ‘kick starts’ – teachers learning to start every passage of singing with a motivational count in or
similar device – how the children start singing makes a huge impact in how the rest of the song goes
4) Continuous encouragement - give instructions whilst the children are singing – for example, telling them when
they are brilliant, reminding them how to breathe, engaging each child individually, walking around and generally
being very animated. Tell them if something isn’t good but immediately tell them how to make it brilliant!
5) Pace and Drive - it is vital to keep the energy of the session going, with no unnecessary gaps, and a continued
retention of the children’s concentration, as energy flows from one part of the session to another. Don’t talk too
much – make sure the children are engaged all the time and enjoying singing! Rehearsals must be carefully
planned so that they run swiftly and with good humour. Aim to get through at least six to eight pieces per session
PERFORMANCE TIPS. Encourage students to think about presentation, as well as the sound they are producing:
1) Stand up straight, with shoulders back and down, to give a confident posture, and support breathing
2) Feet should be hip-width apart, knees soft, to aid breathing and projection
3) Ensure any words/music sheets are held at chin level, and encourage choir to look at the choir leader, rather than
singing down towards the music sheets
4) Establish clearly any gestures or movements to be choreographed, well in advance, so that all choir members are
confident at performing them in unison.
VOCAL HEALTH. It is helpful for students to understand some basic information about vocal health. For example:
• Ensure students carry a water bottle with them, to keep hydrated; vocal cords tire quickly without hydration
• Certain foods are best avoided just before singing. These include spicy foods, caffeinated drinks, dairy produce
(which can make the throat ‘clogged’ with mucus) and chocolate (for the same reason)
• Good vocal technique relies on breath support; never ‘push’ the note from the throat, or the voice will tire
quickly
• A good choir session should begin with a warm-up, including some diaphragm exercises to encourage students to
sing ‘supported’. Invest in a book like Paul Knight’s ‘Sing’, which gives warm-up exercises that focus on different
techniques; you can intersperse these between songs, to remind students about correct singing techniques
• Boys’ voices will begin to change typically between the ages of 11 & 14½, during the early stages of puberty. The
vocal cords thicken, and the larynx gets larger; the same change happens in girls, but their tone will only drop by
about 2 tones, whereas a boy’s voice will drop about an octave. It is important to provide a safe, encouraging
environment for boys to continue singing during this transitional period. For inspiration, look at Richard Frostick’svideo on the Sing Up website: www.singup.org/news-local-events/news-article/view/1233-keeping-boys-singing- studying-voice-change-in-adolescence
For those teachers who are confident in leading singing sessions, this chart details more advanced singing techniques:
More advanced singing techniques
Breathing
✓ Deep ‘singing’ breaths
✓ Expanding the ribcage, no raised shoulders
✓ Awareness of diaphragm and other abdominal muscles
✓ Breath control for long sounds, high notes and vocal projection
Opening the mouth
✓ Open mouths at least two fingers tall
✓ Soft palette techniques eg yawning and singing to ‘ma’
Diction
✓ Clear consonants, well articulated
✓ Rounded vowel sounds eg car-stle not castle
✓ Glottle stops eg Away in a manger, no crib for / a bed (not fo-ra bed)
✓ Dipthongs eg ‘space’ should be sung as ‘spare….eece’ not ‘sp-a-ee-ce’ (keep vowels open for as long as possible)
Vocal placement
✓ ‘Head voice’ and ‘Chest voice’
✓ Not ‘scooping’ up to notes – pitch them accurately
Interpretation and expression
✓ Phrasing (singing the whole phrase, even if it lasts for two lines)
✓ Dynamics (loud, soft and in between!)
✓ Communication of the words – expressive singing (think about what the words mean)
Following the conductor
✓ Entries – clear, confident starts
✓ Watching at ends of phrases – all coming off at the same time (especially words ending with ‘s’, ‘t’)
✓ Other conducting gestures established with the choir
Posture
✓ Stand up straight - imagine a string pulling you up from the top of your head
✓ Feet shoulder-width apart, and knees ‘unlocked’ or soft
✓ Head level and upright, looking straight ahead
✓ Shoulders back and down
✓ Rib cage lifted
✓ Relax - tension will prevent you from making a good sound
VOCAL PROGRESSION. When choosing choir repertoire, try to think of ways in which the song choices can become
progressively more challenging for your singing group, class or choir. For example:
➢ Simple songs (unison) eg pop songs (whatever you enjoy singing yourself!)
➢ Partner songs eg Michael Finnigan & This Old Man, which can be sung at the same time
➢ Rounds / canons eg Bella Mama, Si Si Si
➢ Descants / countermelodies – can be added to any song
➢ 2, 3 and 4-part singing – simple part songs to build choral confidence
➢ A cappella singing – eg African 3-part songs with a Djembe accompaniment
➢ Small group Duets / Trios / Quartets – to challenge more able singers
➢ Introduce reading / improvising from graphic scores eg Cathy Beberian’s ‘Stripsody’ or a score devised by yourself
or even by the children!
➢ Introduce note-reading – to challenge more able singers
➢ Improvisatory passages – eg scat singing passages within a Jazz piece
➢ Harmonising by ear – teach your choir to have the confidence to create their own harmoniesWHY IS SINGING IMPORTANT?
Singing can improve pupils learning, confidence, health and social development.
It has the power to change lives and build communities.”
The National Plan for Music, 2012
• First and foremost, singing is fun!
• Musical training helps develop language and reasoning: Students who have early musical training will develop
the areas of the brain related to language and reasoning. The left side of the brain is better developed with
music, and songs can help imprint information on young minds.
• Increased coordination: Students who practice with musical instruments can improve their hand-eye
coordination. Just like playing sports, children can develop motor skills when playing music.
• Emotional development: Students of music can be more emotionally developed, with empathy towards other
cultures They also tend to have higher self esteem and are better at coping with anxiety.
• Students learn pattern recognition: Children can develop their math and pattern-recognition skills with the
help of musical education. Playing music offers repetition in a fun format.
• Better SAT scores: Students who have experience with music performance or appreciation score higher on the
SAT. One report indicates 63 points higher on verbal and 44 points higher on math for students in music
appreciation courses.
• Music can be relaxing: Students can fight stress by learning to play music. Soothing music is especially helpful in
helping kids relax.
• Development in creative thinking: Kids who study the arts can learn to think creatively. This kind of education
can help them solve problems by thinking outside the box and realizing that there may be more than one right
answer.
• Music can develop spatial intelligence: Students who study music can improve the development of spatial
intelligence, which allows them to perceive the world accurately and form mental pictures. Spatial intelligence is
helpful for advanced mathematics and more.
• Kids can learn teamwork: Many musical education programs require teamwork as part of a band or orchestra.
In these groups, students will learn how to work together and build camaraderie.You can also read
