Intro to Voice Unit

Mari Bell

Unit objective: Students will understand essential concepts about voice and how to use
their voice effectively when performing by presenting a dramatic reading.
Beginning Drama Class: Drama Foundations
Class Period Length: 70-75 minutes
Umber of Class Periods: 9 days
No Prior Experience Needed
Main Concepts: Vocal Quality, Vocal Anatomy, Vocal Variety, Performance Skills

*clipart from Microsoft Office

Lesson 1- Intro to Voice

Objective- The students will demonstrate their ability to communicate a character through vocal technique
by representing a character in a short improvised scene.

- HOOK- Can you identify someone by their voice? (Discuss)

o Option #1- Have students listen to an impersonator and say who is speaking (do not show the
video so they cannot see it is all the same person)
Good videos, but kids wont know many people:
http://www.youtube.com/watch?v=iobTXPgETOY
http://www.youtube.com/watch?v=u1aKiolG2CA
Or just have clips of the actual speaker- no need to show them after
Discuss how they knew who the speaker was. What vocal qualities did they notice?
o Option #2- Lead the students in a game of Name That Voice. Have a student select one of the
actors/characters and try to mimic his/her voice. They shouldnt quote the person, but rather
talk like that person. When the rest of the class knows who the student is, they should quietly
raise their hand. Repeat until time is up.
- Group List- What ways can you change your voice? Share as a class.
- Complete first part of Voice Note page as a class (see Appendix A)
- Practice give each student a card with a different character on it. In groups, they need to plan a 1-2
minute scene using the characters they have. Each character must have a clear and distinct voice.
o ASSESSMENT- participation

Lesson 2- Vocal Anatomy

Objective- The students will demonstrate their knowledge of voice by creating a poster with a group.

- HOOK- Vocal Countdown- Have students stand and count to 10 several times. Each time they will use a
new vocal quality.
o Ideas- Drill Sergeant, Raspy, Opera Singer, Angry, Sad, Laughing, Cowboy, Three-year old,
Romantically, Really Fast, Low Pitched Voice, Bored, Rock Singer, High Pitch, Very Slow, Martian
voice, Airy, Sarcastic, Irish, Stern, Ultimate Power, Valley Girl, etc.
- Review ways to change the voice
- Finish Voice Note page- Vocal Anatomy part
- What is voice? In groups- have students make a poster- they can draw vocal anatomy, list ways to
change their voice, anything. Have students share their posters and hang them up.
- ASSESSMENT- participation in poster creation and sharing
- HOMEWORK- (see Appendix B)

Lesson 3- Poetry- Dramatic Reading (2 days)

Objective- The students will demonstrate their ability to use vocal variety by planning a presenting a
dramatic reading of a short poem.

- In small groups, have students discuss their findings from their homework. What traits stood out the
most? What kinds of voices were most pleasing? Most annoying?
- HOOK- listen to a SHORT dramatic reading of a poem
 o The Bells by Edgar Allan Poe- http://www.youtube.com/watch?v=arYJmDmjAkc
o Think-Pair-Share- What made this reading interesting? What vocal techniques did the reader
use? What could have made it better?
- Go over rubric (See Appendix C). Student should mark their poems when they will change their voice.
(Model on Elmo)
- Students should select a Shel Silverstein poem (or Halloween Carol if October) from the poems collected
by the teacher. Students should mark their poems and practice reading it aloud. If time permits, let
them rehearse with a partner near them.
- Have students perform when they are ready. Performances will continue to the next day.
- ASSESSMENT- oral presentation graded based on rubric (See Appendix C)

Lesson 4- Autobiography Speech- 3 hobbies (3 days)

Objective- The students will demonstrate their ability to use their voice effectively when speaking by
presenting their Autobiography Speech.

- Teacher gives a sample autobiography speech (using 3 items that represent them)
o Discuss- in what ways was it interesting to listen to this speech? What could have made it
better?
- Go over project requirements (3 objects, use vocal variety, etc) and outline format (See Appendix D)
- Give students planning time remainder of the first day. Check in on their progress and offer ideas to
students who may be struggling.
o Check in with students after 30 minutes (they should have the first half of their outline done-
the rest can be homework)
- 2 days of speech presentations will follow.
- ASSESSMENTS- 1- Teacher will use rubric (See Appendix E) to score students. 2-students grade
themselves by answering the reflection questions (See Appendix F)

Lesson 5- Dramatic Reading of Childrens Book with a partner (2 days)

Objective- The students will demonstrate their ability to use vocal variety by planning and presenting a
dramatic reading of a childrens book.

- HOOK- Think back to when someone has read a story to you out loud. Take out a paper and make a 2-
column list. Good readers and bad readers Give a few minutes to brainstorm and then make a list as
a class
o Listen to a SHORT dramatic reading of a childrens book
o Pigeon Finds a Hot Dog- http://www.youtube.com/watch?v=fdU6FF7Nxf8
o Think-Pair-Share- What made this reading interesting? What vocal techniques did the reader
use? What could have made it better?
- Field trip to the library to select a short picture book with their partner (Readings should be 2-4 minutes.
They may need to do a small portion of it if it is too long)
- Go over rubric (See Appendix G)
o Students can begin planning and rehearsing with their partner
Then pair up with another group, share, and give feedback- What did they do well? What
can they work on?
- Students will do a final rehearsal and start performances the next day
o Option 1- Walking field trip to a local elementary school to share stories
Email teachers a month in advance to see interest. Have students got in groups of 2-3
to each class interested.
o Option 2- Coordinate with the English teachers- send in groups of 2-3 per teacher to read aloud
to the class. English teachers would fill out rubric (See Appendix G).
- PROJECT ASSESSMENT- oral presentation graded based on rubric;
- FINAL ASSESSMENT- Have students take the voice quiz! (See Appendix H) For #s, 22-25, the students
will come read to their teacher using vocal qualities they have learned about. Answers are included
(See Appendix I)
- FINAL DISCUSSION- why is it important to be able to change your voice as a performer? Is the ability to
change your voice useful for any other reasons?
Appendix A

Name: Period:

Vocal Variety and Expression

Quality- ___________________________________________________________________________

Eliminate/ lessen vocal distractions and poor voice qualities, such as:

Voice quality and emotional state are closely connected. A well-trained voice conveys the whole range of emotions
and attitudes. What we hear in the voice leads us to all kinds of judgments: the speaker is _______________________

Flexibility- ________________________________________________________________________

General flexibility gives ___________________________________________ to the voice.

Pitch- _______________________________________________________________________

Pitch is determined by the vibration of the ______________. The faster they vibrate, the _________________;
the slower they vibrate, the _________________.

Medium pitch-
High pitch-
Low pitch-
Inflection- ___________________________________________________________________

Rising inflection-
Falling inflection-
Circumflex inflection-
Emphasis- ____________________________________________________________________

Rate- _____________________________________________________________________________

{TAKE RATE QUIZ}

My rate of speaking is ____ words per minute (wpm). The average is around _____ wpm.

Speaking slowly can make you seem ________________________________.

Rapid delivery shows _____________________________________________.

One can create a climactic effect by presenting a series of ideas or examples at a rapid rate or build up a
CLIMAX by reading in a fast-to-slow rate.
 Mari Bell- Voice Unit

Volume- __________________________________________________________________________

The basis of a persons volume is _________________________ or ____________________

_____________________________________________________________________________

When you inhale ___________________________________________

When you exhale ___________________________________________

Projection- ________________________________________________________________________

Projection is also delivering your voice with _________________and _________________

Vocal Anatomy The Nose _________________________________________

__________________________________________________

The Lungs _________________________________________

__________________________________________________

The Trachea ______________________________________

__________________________________________________

The Diaphragm ____________________________________

__________________________________________________

The Mouth ________________________________________

__________________________________________________

As an actor, you have 2 tools:

your ______________________

and your __________________.

 Mari Bell- Voice Unit

Appendix B

Name: Period:

Voice Homework

Observe 3 people. Listen and analyze their everyday speaking voices. Write down specific vocal qualities.

Describe pitch, rate, phrasing, quality, etc.

Person #1:

Person #2:

Person #3:

Appendix C

Dramatic Reading- Poetry Points Points

Earned Possible
Used CLASS TIME wisely 5
PROJECTED voice the entire time 4
RATE- fast & slow 4
VOLUME- loud & quiet 4
PITCH- high & low 4
Used PAUSES appropriately 4
Overall presentation (enthusiasm, etc) 5
Total: /30
 Mari Bell- Voice Unit

Appendix D

Name: ________________________________________ Period: _________

Autobiography Speech Outline

1. Introduction
a. Name

b. Capturing statement (something really interesting about you)

c. Preview (tell them what you are going to tell them)

i. _________________ 2. _________________ 3. _________________

2. Body of Speech (Select 3 hobbies or activities of yours)

a. Hobby 1-

i. Detail 1-

ii. Detail 2-

b. Hobby 2-

i.

ii.

c. Hobby 3-

i.

ii.

3. Summary (tell them what you told them)

Evaluation- (Total 60 points)

I turned in a complete outline 10 points

I projected my voice 10
I was enthusiastic 10
I looked at the audience 10
I spoke for 1-2 minutes 10
I had at least 1 prop 10
 Mari Bell- Voice Unit

Appendix E

Name: _________________ Period:______

_____/10 I turned in a complete outline

_____/10 I projected my voice
_____/10 I was enthusiastic
_____/10 I looked at the audience
_____/10 I spoke for 1-2 minutes
_____/10 I had at least 1 prop

_____/60 Total Score

Appendix F

Name: Period:

Autobiography Speech Reflection

Were you prepared? Did you have a completed outline? 3 objects?

Why is it important to be able to use vocal variety?

How did you feel about your overall performance? What would you do differently next time?

Appendix G

Points
Dramatic Reading- Childrens Book Points Earned
Possible
Actors have proper INTRO (names, title, author) 10
Actors PROJECT voice the entire time 10
Actors ARTICULATE 10
Actors use TONE to create mood and emotion 10
Actors use a variety of PITCH, RATE, and VOLUME 10
Actors create at least 2 believable CHARACTER VOICES 10
Performance is ENGAGING 10
Performance is 3-5 Minutes long 10
Actors are PROFESSIONAL performers and audience 10
members
Overall presentation (enthusiasm, etc.) 10
Total: /100
 Mari Bell- Voice Unit

Appendix H

Name: Date: Score: ___ / 50

Voice Quiz
Matching (2 points each): Please write the letter that corresponds with each definition.

a. emphasis b. flexibility c. inflection d. pitch

e. projection f. rate g. quality h. volume

1. _______ what makes your voice unique 5. _______ giving special stress to a syllable or word

2. _______ the process of changing your voice 6. _______ the speed at which you speak

3. _______ how high or how low you speak on a musical 7. _______ how softly or loudly a person speaks
scale
8. _______ how far your voice can travel or dispersing
4. _______ rising and falling pitch your voice

Fill in the blank. (2 points each)

9. Name the 2 tools you have as an actor. Your ______________ and your ______________.

10-12. 3 ways you can give emphasis to a word or syllable are _______________, ______________, and _____________.

Fill in the blank, continued Use the word bank.

WORD BANK
13. Your pitch is determined by the __________________ of your vocal chords.
circumflex loudness
aiming vibration
14. _________________ inflection goes up and down.

15-16. Projection is delivering your voice with __________________ and __________________

17-21. Label the Chart (2 points each, use the word bank): Participation (2 points each):

22-25. Select 2 of the sentences below

and come read it to Mrs. Bell with
expression and vocal variety! You should
17. read each of your 2 sentences 2 different
18. ways. Be sure to plan our how you are
going to say it ahead of time!
20.
19.
1. Did you seriously just do that?
2. Where do you think youre going?
3. Aw, Mom, I dont want to go to bed.
4. Just wait til your father gets home.
WORD BANK 5. Ive looked everywhere, but I have no
Lungs Diaphragm idea where it is!
Mouth Trachea 6. (Or come up with your own creative
21. Nose sentence)
 Mari Bell- Voice Unit

Appendix I

VOICE QUIZ ANSWERS

1. G
2. B
3. D
4. C
5. A
6. F
7. H
8. E
9. & 10. voice, body (or vice versa)
11-13. pausing, stretching it out, volume, pitch, accent, rate, inflection, loudness, speed, repeating,
body language, et cetera
14. vibration
15. circumflex
16-17. loudness, aiming