RADIO THEATER- Vocal Warm Ups

VOCAL WARMUPS & ACTIVITIES

In this section of the workbook, we will discuss how to prepare your voice for the stage.  As we discussed in the Imagination Worksheet your voice is one of your most important tools as an actor. Your voice can help you to create and define characters, create sound effects, and establish mood and attitude for the story you are presenting.  In order to use your voice effectively and without hurting it, it is important to learn how to warm it up and prepare it for performing.

BREATH CONTROL

It is very important that as actors, we learn to control our breathing both on and off stage.  The better we learn to breathe, the easier it will be to tackle many of our lines on stage.  In between each of these activities it is very important to take slow deep breaths in through your nose, and out through your mouth. If your breath ever feels short, please stop the activity immediately and rest your lungs.

1.    For the first breathing exercise, place your hands on either side of the lower part of your rib cage. It is better to complete most of the vocal warm ups with your eyes closed so you do not become distracted by other people during these exercises.  You should use this time to concentrate and get into character. Breathe through your mouth in the following ways:

1. pant like a dog
2. pant like a dog rapidly
3. laugh silently

After you have followed the instructions for each step, lie on your back and breathe deeply and regularly.  Keep your hands in the same position they were in when you were sitting.

2.   With your hands in the same position as they were for step 1, stand straight up, with an easy, relaxed, yet well balanced posture.  Inhale slowly, making sure from the feelings under the palms of your hands, that your whole rib cage is expanding.  Once you have checked that you are taking the deepest breaths possible, Hold your breath without straining for a count of six, then let your breath out slowly and evenly while you mentally count to fifteen, then twenty five, then thirty.  Make sure you are not making your muscles tense.

3.    Repeat step two, but this time, when you exhale, whistle or make a soft sound.  Some examples of soft sounds are “ssssssss” or “aaaahhhhhhh.” You will know if you are doing this step correctly because your sound will be even and smooth.  If the sound is jerky or fades out at the end, you know you need to try again.  Repeat the exercise until you have the exhale smooth.

4.   Practice step three with a partner.  One of  you should do the breathing exercise, while the other listens for accuracy.

VOCAL QUALITY

This activity requires that we be in a circle and that we focus on someone across the circle to direct the words to.  It is a layered activity in which we first create a voice, then create a character to go along with it.

1. Straighten your fingers on both hands out, then rest them on your cheeks. With your fingers resting on your cheeks, say the following through your nose and drag out the last syllable: “Violin.” If you are saying it correctly, it should sound like “Vye-yo-liiin.” What type of character would have a voice like this? If you said a wicked witch, that is perfect.  What would a wicked witch say in that voice? Let’s come up with a phrase that we can say in the witch’s voice.
2. Now we will repeat the same steps as in part 1, but this time we will rest our hands on our upper chest and speak through our chest. The word we will say through our chest is “Viola.”  Since speaking through our chest will sound more breathy, this should sound lower than violin did, but should still be in your higher vocal register It will sound like “Veee-ohhhh-lahhh.” What type of character would have a voice like this? The damsel in distress? Absolutely right.  What would she say to someone on stage? Let’s come up with a phrase for her to say.
3. This time we will do it again, but this time we will rest our hands on our lower rib cage. You should feel the last few ribs under the palms of your hands. This time, what we will say is “Cello.”  Since you are speaking through a lower register of your voice, it should sound close to viola, but deeper.  If you are pronouncing it correctly, it will sound like “Chehhh-lowwww.” What character would this voice work for? What would they say? Let’s come up with something to say for this character and then say it across the circle to someone else.
4. This last time, we will do the activity again, but instead of our rib cage, now our hands will lay on our stomachs.  The word we will say this time is “Double bass.” Since you should be speaking in the lowest register of your voice now, it should sound like “Duhhh-buhhl baaaayssee.” What character would this work for?  What would they say?  Let’s come up with something to say for this character and then say it across the circle to someone else.

VOWEL SOUNDS

Practice saying the vowel sounds in each of these words.  Feel how your face and mouth change for

each word.  What do you notice you have to do for the different sounds?

1.	2.	3.	4.
Feel Fell Fail Foil Fill Fall File Foul	Teen     Town Ten Ton Tune Tin Tan Turn Torn	Eat At Ate It Ought	Peak  Perk Peck   Pock Puck Poke Park Pork Pike Pick Pack

CONSONANT SOUNDS

In this activity, we will practice making the consonant sounds on these words while you pronounce the words in these lists. Don’t be afraid of exaggerating your facial expressions. You should say every word clearly and enunciate each consonant.

1.	2.	3.	4.	5.	6.
Bran Crab Dram Frank Grab Prank Scan Shrapnel Smack Span Thrash Trap	Bat Cat Dash  Fat Gap Have Land Map Nag Pat Quack Rat Tap Thank Vat	Black Chap Clan Flat Glad Jam Plaid Sad Sham Slack Snack Stand Than	Ben Den Fen Ken Pen Ten Wen When	Scrap Splash Sprat Strap Swam Twang Wag Yap	Book Brook Could Crook Foot Good Hood Look Nook Put Should Soot Wood

TONGUE TWISTERS

Try saying these three times fast.  Remember to be articulate and to project your voice. How many can you get through? Remember to say every syllable, every consonant, every vowel.  NO CHEATING!

·       Rubber Baby Buggy Bumpers.

·       Ruby Red Rubber Baby Buggy Bumpers.

·       Eight Great Grey Geese Grazing Gaily into Greece.

·       Tie Twine To Three Tree Twigs.

·       The old cold scold sold the school coal scuttle.

·       Yellow Pillow

·       Unique New York

·       A Proper Cup of Tea in a Copper Tea Cup

·       Toy Boat

·       Let Letty Linger Longer at the Luncheon.

·       What Noise Annoys a Noisy Oyster Most?

·       A Noisy Noise Annoys a Noisy Oyster Most.

·       Many Mortals Miss Mighty Moments More From Meager Minds Than Major Mistakes.

·       To Make the Bitter Batter Better, Betty Bought Better Butter, Beating the Better Butter into the Batter to make the Batter Better.

·       Could Creeping Cat Keep Crafty Claws Clear of Kitchen Curtains?

·       Many Mortals Miss Mighty Moments More from Meager Minds than Major Mistakes.

·       Some people say I lisp when I say soup, soft soap, or something similar, but I don’t perceive it myself.

·       Round and round the ragged rock the rugged rascal ran.

·       Which is the witch that wished the wicked wishes?

·       Six sick slick slim sycamore saplings.

·       A skunk sat on a stump and thunk the stump stunk,
but the stump thunk the skunk stunk.

·       Red lorry, yellow lorry, red lorry, yellow lorry.

·       Six thick thistle sticks. Six thick thistles stick.

·       One smart fellow, he felt smart. Two smart fellows, they felt smart. Three smart fellows, they all felt smart.

·       I slit the sheet, the sheet I slit, and on the slitted sheet I sit.

·       Mrs. Smith's Fish Sauce Shop.

·       She sells sea shells by the sea shore. The shells she sells are surely seashells. So if she sells shells on the seashore, I'm sure she sells seashore shells.

·       Three free throws.

·       Sam's shop stocks short spotted socks

·       A flea and a fly flew up in a flue. Said the flea, "Let us fly!" Said the fly, "Let us flee!" So they flew through a flaw in the flue.

·       Which wristwatches are Swiss wristwatches?

·       Knapsack straps.

·       Lesser leather never weathered wetter weather better.

·       Inchworms itching.

·       Topeka Bodega.

·       Did you, would you, could you William?

·       Will you William?

·       Paper poppy.

·       Baby bubble.

·       Yolanda was learning to yodel.

·       The myth of Miss Muffet.

·       Friendly Frank flips fine flapjacks.

·       Vincent vowed vengeance very vehemently.

·       Lovely lemon liniment.

·       Gertie's great-grandma grew aghast at Gertie's grammar.

·       Fat frogs flying past fast.

·       Greek grapes.

·       The boot black bought the black boot back.

·       We surely shall see the sun shine soon.

·       Six short slow shepherds.

·       Old oily Ollie oils old oily autos.

·       Twelve twins twirled twelve twigs.

·       Nine nice night nurses nursing nicely.

·       Black bug's blood.

VOCAL EMOTION

ROUND 1:

For this exercise, we are going to use only a few words but we are going to say these words using different emotions.  What words should we use?  They should be simple words since the purpose of this activity is only to show emotion using our voices. Each time we say the words, we have to suggest this emotion with our voice.  If you have to make faces while saying the word in order to express the emotions,  by all means, go ahead. Look at the list of emotions.  Are there any words on the list you do not understand? If you do not know what one of the words means, ask me, then write the definition next to it on the open space on the page. Here is the list of emotions:

Boredom

Determination

Dispair

Doubt

Eagerness

Horror

Irritation

Joy

Love

Pain

Sarcasm

Scorn

Surprise

Weariness

Now we will say the following words while trying to express one of the emotions on our list. 

REALLY

NO

DEAR

YES

Pay attention to how your voice changes when you express different emotions.

ROUND 2:

This time we will do the same activity, but instead of only saying one word with one emotion, you will say a phrase as one of the following characters:

A happy 6 year old***A plotting criminal***A hysterical survivor of a natural disaster

A person running for president***A cheerleader***A famous celebrity***A bored model

A bossy manager***An angry grown up*** A football coach

Once you have picked the characters that you wish to impersonate, practice saying these sentences the way they would. REMEMBER: you have to only say these phrases the way that the characters listed above would say them.  You are not to perform these characters.

Now is the time to make your choice

Yes, I see the light

Wherever will be will be

Come here at once

Think it over before you do something you might regret

PRONUNCIATION

Good pronunciation means that a speaker is using the correct vowel and consonant sounds in words and that they are putting emphasis on the correct syllables in words.  Many people mispronounce words because they don’t understand that some letters in words are not meant to be pronounced. Pronouncing your words clearly also makes you sound like a confident speaker and one who knows what they are talking about.  People will be more likely to listen to what you have to say if you try to follow these guidelines to keep from sloppy speech:

* Try not to mumble or mutter when speaking.

* Try not to drop letters at the ends of your words or words at the end of your sentences.

* Try to open your mouth when you speak and do not fall prey to a lazy tongue.

* Try not to be too theatrical or overly articulate when speaking to people

* Always know your audience and use a vocabulary appropriate for that audience.

ROUND 1:

Using what you have learned about pronunciation, very carefully read these sentences aloud.

1. The speech of the children was scarcely intelligible and entirely lacking in spirit and enthusiasm.

2. Some sparks from the largest of the rockets burned holes in her scarlet jacket.

3. The President of the United States of America delivered the dedicatory address.

4. Her thought that remaining in the automobile would allow them to see over the audience placed them in an awkward position.

5. They quarreled as to whether or not to take the spotted dog onto the yacht.

6. Aunt Blanche answered the demand by advancing with her passport.

7. We hope next year to hear that she has  started her career as an engineer rather than as a cashier.

ROUND 2:

This time around, you are going to read these sentences as quickly as you can, making sure to still be as articulate as possible.

1. The perfectly purple bird unfurled its curled wings and whirled over the world.

2. Amidst the mists and coldest frosts with stoutest wrists and sternest boasts, he thrusts his fists against the posts and still insists he sees the ghosts.

3. The weary wanderer wondered wistfully whether winsome Winifred would weep.

4. When and where will you go and why?

5. Judge not that ye be judged, for with what judgment ye judge ye shall be judged.

6. The clumsy kitchen clock click-clacked.

7. The very merry Mary crossed the ferry in a furry fur coat.

WORDS TO KNOW

This activity used a lot of words that you may or may not know.  Use this space to write the definitions for some of the following words.  If there are more that you do not know, please write them in this space.

WISTFUL:________________________________________________________

WINSOME:_______________________________________________________

STERN:__________________________________________________________

STOUT:__________________________________________________________

UNFURLED:_______________________________________________________

INTELLIGIBLE:_____________________________________________________

Playing the Sounds in the Word “Those”*
The purpose of this warm up is to learn the ways in which we play the sounds of words to achieve different effects when we speak.
Listen to the word “those” used in a number of contexts. Consider which parts of the word are elongated, intensified, or otherwise played up as you listen.
1. A seventh grade girl might say to her mother, “Do you really expect me to wear those?”
2. A big sister caught red handed with the crumbs of a cookie her brother was saving might say, “Those? Oh. Those are just from a piece of toast”
3. Someone who was just reminded of an old pair of pants that will be perfect for a Halloween costume might say, “Oh ... Those!”
4. Someone who has just been reminded to eat the Brussel sprouts on their plate might say, “Those are disgusting!”
5. A scientist leaning over the shoulder of an investigator who is looking through a microscope might say, “Those little red saucer shaped particles. Yeah. Those.”

Getting Ready to Recite
Individual Exploration: Sonic Patterns
Read the poem out loud several times, paying special attention to the ways the words sound coming out of your mouth; feel every distinct part of each word.
* What does your mouth do as you say each word?
* When is it open?
* When is it closed?
* When is the sound at the front of your mouth?
* When is at the back?
* Now consider the way the rhythm of these lines causes you to speed up or slow down.
* When do you labor?
* When does one word flow easily into the next?

Make notes about what your mouth is doing on the text of the script. After you have explored the vocal demands of the text and noted them, make additional notes about the feelings each image evokes. Consider the connection between sounds and images. For example, you might note that it takes a little more work to say the colloquial “got up” and “put on” than it does to say “rise” and “dress.” Why might the poet have made that choice?

Group Exploration: Playing Your Sounds
In this exercise, you will learn to “play” the sounds of the words in the text like instruments. Certain parts of certain words are playable in the sense that you can use the sound to convey one meaning or another. Think of the way a family member says your name in different ways when they have a different purpose for saying your name. What does it sound like when you are in trouble? What does it sound like when someone is trying to persuade you? What part of your name gets “played” differently? That is the playable sound.

In this exercise, you will practice playing sounds and explore the playable sounds of the words in the script.
* Each member of the group must perform each of the tasks.
* Have one member of the group read the directions for the task.
* Have each member of the group take a turn performing.

Task 1
Take the t sound in the word “what.” Use the sound to reprimand someone. Then use it to comfort someone. Listen to the physical differences in how you produce sounds, depending on how you intend those sounds to be used.

Task 2
Say the word “banked,” slowly several times. (Notice how your mouth produces five distinct sounds when you say the word /b/, /a/, /n/, /k/, and /t/.) Now use the kt sound combination to warn, to tease, or to intimidate someone. Let your group know which you intend.

*http://www.readwritethink.org/