If you’re like many vocal coaches, you’ve probably used the metaphor of a balloon filling up with air to illustrate proper breathing techniques to your students.

But does this type of imagery make sense to everyone?

According to this episode’s guest, vocal health specialist Jenna Brown, a more effective technique is to let students take an active role in creating images that resonate with them during your singing lessons. Using this “symbolic modeling” technique not only builds a stronger rapport between teacher and student but can also offer shortcuts to learning.

In her chat with Tom and Heather, Jenna delves into what she’s discovered as both a voice researcher and vocal coach. She examines the different types of imagery teachers can use in their classes and the effectiveness of using multiple forms of imagery.

In this episode, you’ll learn:

1. (6:00) Why singing and teaching professionally led Jenna to become a MA voice pedagogy student researching ways of teaching students better.
2. (9:18) How science, the arts, and relationships all play a part in imagery and voice
3. (11:31) What imagery in voice lessons looks like
4. (14:24) Why adopting a multi-modal approach to imagery can be useful for making learning connections.
5. (16:01) Why most teachers tend to use “stock imagery” in their lessons — and how we can make these images more personal to students
6. (18:45) How Jenna helps students discover the singing images that resonate most with them
7. (22:55) When (and if) teachers should impose their own understanding of how the voice works onto a lesson
8. (24:35) The challenges of personalizing imagery when teaching large classes — and the common experiences singers can have with their voices
9. (27:38) How teachers can help students learn faster by building a shared language of personalized metaphors
10. (30:49) The negative side of using imagery — how metaphors can lead to confusion and misinterpretation for some students
11. (34:52) How science is regarding imagery now
12. (39:36) Why students need to develop a toolbox of skills to adapt to the changing needs of their voices
13. (42:40) How voice teachers can use imagery in their classes without realizing it
14. (45:30) The importance of seeing every student in your class as an individual — and how to adapt your lessons to their personal experiences

You can find Jenna at Bristol Voice Care and her website. Book singing lessons, coaching sessions, or workshops with her at hello@jennabrownmezzo.co.uk.

Check out our YouTube channel — and subscribe to see all our other podcast videos! Is there a teacher, performer, or researcher you think would make a great guest on our show? Email us at hello@vocaladvancement.com and let us know!

The Institute of Vocal Advancement (IVA) was created to provide voice teachers with a support network to provide you with the best teaching tools and strategies to advance your career. Learn how our Teacher Training Programs can help advance your career. Use the code “iva20percent” to get 20% off your first year’s course membership fee!

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How does auditioning for the stage and screen look like in today’s post-pandemic era?

Now, casting directors prefer reviewing “self-tapes” or pre-recorded videos that showcase a performer’s acting or singing talents during the initial audition process. It’s a major shift from the days when actors had to meet in person and perform live.

But according to vocal coach Bob Marks, this break with tradition is opening many opportunities for performers who no longer need to travel across the country to audition for their dream roles. That said, creating an excellent self-tape and leveraging the power of online casting takes skill — which is why Bob now coaches performers on how to produce the type of self-tape that not only showcases their skills but also helps them stand out from thousands of other auditions.

In this episode, you’ll learn:

1. (7:11) How networking enabled Bob to build a successful career as a vocal coach
2. (13:58) The advantages of using self-tapes in auditions
3. (15:49) How to appear professional when creating self-tapes for auditions
4. (19:11) The number of songs an actor should have ready when auditioning — and how to choose an appropriate song for an audition
5. (20:25) How to pick out a 90-second cut out of a song to include for your self-tape audition
6. (23:25) The songs you don’t want to pick for your audition (which many other singers often overuse)
7. (29:37) How Bob helps prioritize and organize material when a performer needs to make and submit a self-tape right away
8. (32:34) Why the self-tape is here to stay — and why that’s a good thing for singers, actors, and casting directors
9. (33:56) How self-tapes can open the door for performers not based in New York and London
10. (35:02) How online learning is changing the way voice coaches teach, and how singing teachers need to adapt to such changes
11. (45:00) How self-tapes are being used for marketing
12. (50:00) The benefits of being able to email self-tapes vs. traveling to auditions
13. (52:10) How casting practices both limit and increase opportunities for performers

If you’d like Bob to help you with your voice and auditioning technique, contact him via his website.

Bob’s book, “88 Keys to Successful Singing Performances: Audition Advice from One of America’s Top Vocal Coaches” can be purchased on Amazon.

Download Bob’s IVA webinar, “Keys to Audition Success with Bob Marks” which covers how to prepare for your audition, build confidence, choose your music, and work with accompanists.

We’ve got many other exciting guests lined up for this season’s Vocal Advancement Podcast. Make sure you hear from all of them by following us!

Is there a teacher, performer, or researcher you think would make a great guest on our show? Email us at hello@vocaladvancement.com and let us know!

Check out our webinars in our list of upcoming events and learn how our Teacher Training Programs can help advance your career. Use the code “iva20percent” to get 20% off your first year’s course membership fee!

Hosted on Acast. See acast.com/privacy for more information.

As singing teachers, we want our students to be comfortable with their voices and willing to explore their range. But what happens when we instruct non-binary and transgender students who experience voice dysphoria, or discomfort from the feeling that their voice does not match their gender identity?

This episode’s guest, vocal coach, songwriter, and music lecturer Ajay Henry, has been exploring ways to help non-binary and transgender students feel more empowered and comfortable with their voices. Having taught many non-binary and transgender singers, Ajay encourages vocal teachers to focus on what each individual student wants to achieve and let them help guide their lessons.

It’s an approach that requires teachers to rethink common beliefs about music, such as gendered roles in singing. Yet it also helps build trust between student and teacher — and can create a massive impact in a transgender or non-binary singer’s identity that goes beyond their singing.

In this episode, you’ll learn:

1. (17:57) How early vocal injuries and an experience with a vocal therapist led Ajay to do his Masters study on vocal anatomy and breathing
2. (12:00) How Ajay built on the work of voice educator Liz Jackson Hearns to better help his transgender students
3. (16:07) Why it’s so important to view each singer as an individual when making voice lessons more inclusive and choosing what language to use
4. (18:09) How Ajay deals with voice dysphoria by focusing on each singer’s comfort level and goals for their voice
5. (21:56) How steering away from gendered roles in singing can help students discover the ranges where they feel their voices best fit
6. (29:01) How teachers can prepare to teach transgender or non-binary students — and what type of support network they should have to provide needed help
7. (32:38) The practice of “binding,” how it can affect a student’s ability to do breathwork, and what adjustments a teacher can make to sensitively work with the student
8. (36:45) How helping students become more comfortable with their voices can positively impact them outside of singing lessons
9. (41:34) The difficulties of adapting current singing curriculums to the needs and challenges of non-binary and transgender singers
10. (44:24) How to find more resources to help teach non-binary and transgender singers

Keep up with Ajay’s activities on his Instagram and his website. The singing teacher Ajay references is Liz Jackson Hearns, co-founder of The Voice Lab, an inclusive voice studio dedicated to cultivating transformative relationships through voice and music education.

Ajay Henry is just one of the many talented performers and educators we’ll be interviewing this season. Make sure you hear from them all by following us on the Vocal Advancement Podcast.

The Institute of Vocal Advancement (IVA) was created to provide voice teachers with a support network to provide you with the best teaching tools and strategies to advance your career. Our trainers teach from an empathic mindset, showing you how to improve your own teaching style. Learn how our Teacher Training Programs can help advance your career. Use the code “iva20percent” to get 20% off your first year’s course membership fee!

Hosted on Acast. See acast.com/privacy for more information.