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Voice Lessons

Voice Lessons. An Introduction to Voice. Introduction to Voice. How does Vincent Van Gogh express his voice – his style or personality? Look carefully at the details of Van Gogh’s self-portrait.

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Voice Lessons

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  1. Voice Lessons An Introduction to Voice

  2. Introduction to Voice How does Vincent Van Gogh express his voice – his style or personality? Look carefully at the details of Van Gogh’s self-portrait.

  3. 1. What is Van Gogh saying about himself? Complete these two statements as if you were the Van Gogh of this portrait. A. I am … B. I feel … Base your statements on the picture, not your own feelings. 2. How do you know what Van Gogh is saying about himself? What evidence can you find in the picture that supports your statements?

  4. Think about how you would paint a self-portrait. • What colors would you use? • What expression would you have on your face? • How would you be dressed? • What kind of background would you have? • Would you have anything else in the picture besides yourself? • What would these choices say about you? • Make a simple sketch of your portrait, and write a few sentences describing what you would like your self-portrait to look like.

  5. Introduction to Voice How does Mac Chagall express his voice – his style or personality? Look carefully at the details of Chagall’s self-portrait.

  6. What is Chagall saying about himself? Complete these two statements as if you were the Chagall of this portrait. A. I am … B. I feel … Base your statements on the picture, not your own feelings. 2. How do you know what Chagall s saying about himself? What evidence can you find in the picture that supports your statements? Now consider the question, how does he do that? How does Chagall control voice in his painting?

  7. Chagall Van Gogh both Compare and contrast Van Gogh’s and Chagall’s self-portraits. Draw a Venn diagram like the one below to show how they are similar and different. Be certain to focus on the choices the artists make.

  8. Introduction to Voice Musicians have voice, too. Like visual artists, musicians make conscious choices in order to create an effect. Musicians choose the kinds of instruments they will use, how fast or slow the music is, and whether it is high or low, loud or soft. Listen carefully to Adagio for Strings, Op. 11 by Samuel Barber and think about its voice.

  9. What kind of voice does this music have? Pretend the music is a kind of self-portrait. Write two statements that capture the voice of this “self-portrait. A. I am … B. I feel … 2. What evidence can you find in the music to support your statements? Be specific. Remember that the composer had choices, and he made conscious decisions.

  10. Pretend you are a composer. • What kind of music would you write to express your personality? • What kinds of instruments would you use? • What kind of rhythm would you use? • What about volume? Write a paragraph describing the music you would write to express your personality. What do these choices reveal about you? Think carefully about the choices you would make.

  11. Introduction to Voice Listen carefully to Beethoven’s Fifth Symphony, and think about its voice.

  12. What kind of voice does this music have? How is it different from Barber’s voice? Pretend the music is a kind of self-portrait. Write two statements that capture the voice of this “self-portrait. A. I am … B. I feel … 2. What evidence can you find in the music to support your statements? Be specific. Try to focus on one instrument at a time, and think about tempo (how fast the music goes) and volume.

  13. Listen to your favorite song. Write self-portrait statements about the music, and discuss the evidence that supports your statements. Worth 10 BONUS points on your next test!! Bring in the song, the self-portrait statements, and your evidence.

  14. Let’s think about voice in reading and writing. Writers make conscious choices, too, and good readers learn to recognize and understand the effects of these choices. It is these choices that create voice.

  15. The little pink fishes swam upstream and died. • Is this sentence sad? Think about this carefully. Don’t focus on the idea of a dying fish. Instead, focus on the sentence itself and the effect it produces. Does the sentence make you feel sad, or like crying, when you read it? Why or why not? • Most people will agree that the sentence is not very sad. Why? What specific characteristics in the sentence keep it from being sad? As you identify these characteristics, you are beginning to look at the tools writers have to choose from as they create voice.

  16. The little pink fishes swam upstream and died. Write a sad version of this sentence. What did you do to make it sad? In other words, what conscious choices did you make?

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