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Belt Techniques for Women Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A We...
Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The American musi...
The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>After you finish th...
The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>To accompl...
Evaluation Example: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning ...
Conclusion   Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] It is my hope tha...
Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Broadway ...
Belt Techniques for Women  (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teac...
Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><...
Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This less...
Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><l...
Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>...
Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each gr...
Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Int...
Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I think...
Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
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Belt Web Quest

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A WebQuest that walks advanced singers through general belt techniques, the history of music theatre, and vocal health

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Belt Web Quest

  1. 1. Belt Techniques for Women Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10 th , 11 th , and 12 th Grade (Advanced Women’s Choir) Designed by Erin M. Voorhies [email_address] Based on a template from The WebQuest Page
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The American musical is one of the most beloved and original art forms. Generations have enjoyed the performances of classic musicals by Rodgers and Hammerstein and current audiences are flocking to shows like Wicked, The Producers, and Avenue Q. This WebQuest is designed for you to familiarize yourself with the musical, particularly the most commonly used vocal technique: belting.
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>After you finish this WebQuest, you will be able to: </li></ul><ul><ul><li>Briefly describe the history of the American musical. </li></ul></ul><ul><ul><li>Identify and describe the belt sound. </li></ul></ul><ul><ul><li>Identify the basic vocal mechanisms involved in vocal production in general. </li></ul></ul><ul><ul><li>List the hallmarks of a healthy belting technique. </li></ul></ul><ul><ul><li>List the potential vocal problems from incorrect belting. </li></ul></ul><ul><ul><li>Post a video to your blog. </li></ul></ul>Title
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>To accomplish this project, you will each need a computer with internet access and Microsoft Word. You will work in teams of 4 and will have a Task Manager, a Navigator, a Recorder, and an Organizer. The Task Manager will make sure that all the steps in the process are completed. The Navigator will be responsible for navigating to each website and finding the appropriate information. The Recorder will enter the necessary information into Microsoft Word. The Organizer will make sure that everything is neatly and creatively presented without any spelling or grammactical errors. </li></ul><ul><li>To get started, simply follow the steps below and click on the links. I’ll be here to answer any questions, so feel free to ask for help. Just know that I won’t give you any answers, but instead guide you in the right direction. Good luck and have fun! </li></ul><ul><li>Steps: </li></ul><ul><li>First you'll be assigned to a team of 4 students and will determine who will act as the Task Manager, the Navigator, the Recorder, and the Organizer. </li></ul><ul><li>Once you've picked a role to play, please navigate to the following site and watch the video. As a group, please make notes of any specific vocal or physical techniques that you see and please describe the vocal quality. </li></ul><ul><li>Navigate to this link to define belting. Please discuss with one another and come up with a definition using your own words. </li></ul><ul><li>Find out about the history of American musical theatre. Please make notes about significant composers, musicals, characteristics, etc. </li></ul><ul><li>Check out this site for information about the vocal mechanisms involved in vocal production. Describe the main components and what they do. </li></ul><ul><li>There are several important techniques specific to belting. Find out what makes a belt healthy and safe here and here . Record your findings in your own words. </li></ul><ul><li>Take a look at some of these descriptions and pictures and of vocal problems that can occur with incorrect belting technique. Describe these problems in your own words and include solutions. </li></ul><ul><li>Find a video from a musical on YouTube that demonstrates belting and post it to your blog. You can find the video together, but everyone should post it to there blog. Additionally, each person needs to write a short biography for the composer, performer, and a brief synopsis. Describe whether or not you think this performer is using a correct technique. Why or why not? This description should go underneath you posted video. </li></ul>
  5. 5. Evaluation Example: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Content/ Completeness Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Accuracy of information Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Organization/Neatness Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Analysis/ Commentary Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Participation Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
  6. 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] It is my hope that you now have a clear understanding of American musical theatre and belting as a vocal technique. Your vocal health and safety is so important. Many of these tips and techniques can be carried over into your choral singing, so try to be aware of the process involved in vocal production and how your individual voice is feeling. I encourage you to consider these techniques in your own singing so that you can enjoy your voice for life.
  7. 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Broadway Show Pictures: http://www.a2c2.org/conferences/acc2007/ACC2007_NYC_files/broadway_shows.jpgList http://within.autistics.org/musicals.jpg Websites Used: http://www.youtube.com/watch?v=2EbTKlWKWsc http://www.leannehoad.com.au/resourcecentre/singingtips/belting.asp http://www.theatrehistory.com/american/musical030.html http://voicestudio.kristinaseleshanko.com/VocalAnatomy.htm http://www.theatricalsinger.com/Journal/Healthy_Belting.htm http://en.wikipedia.org/wiki/Belt_(music) http://www.ent-consult.com/voiceproblems.html http://images.google.com/imgres?imgurl=http://www.yorku.ca/earmstro/journey/images/nodules.jpg&imgrefurlhttp://www.yorku.ca/earmstro/journey/injuries.html&h=150&w=124&sz=4&hl=en&start=10&um=1&tbnid=9KM1ItMvmJSLOM:&tbnh=96&tbnw=79&prev=/images%3Fq%3Dvocal%25 Here’s a link to The WebQuest Page and The WebQuest Slideshare Group so that you can check out other WebQuests and materials.
  8. 8. Belt Techniques for Women (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 10th, 11th, and 12th Grade (Advanced Women’s Choir) Designed by Erin M. Voorhies [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  9. 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>I developed this lesson after noticing that several of my students were experiencing vocal fatigue and discomfort, particularly those that participate in musical theatre, jazz, pop, and rock styles of singing. </li></ul><ul><li>This lesson encourages students to explore a variety of websites to acquire information about American musical theatre, belt techniques, vocal production, and potential vocal problems and solutions. In addition, the students will utilize technology by posting a YouTube video to their blog that demonstrates belting from a musical. The students will also include a brief biography for the composer, the performer, and a short synopsis. They will analyze whether or not they believe the singer is using correct belting techniques and describe why or why not. </li></ul><ul><li>At the end of the lesson, the students should be able to do the following: </li></ul><ul><ul><li>Briefly describe the history of the American musical. </li></ul></ul><ul><ul><li>Identify and describe the belt sound. </li></ul></ul><ul><ul><li>Identify the basic vocal mechanisms involved in vocal production in general. </li></ul></ul><ul><ul><li>List the hallmarks of a healthy belting technique. </li></ul></ul><ul><ul><li>List the potential vocal problems from incorrect belting. </li></ul></ul><ul><ul><li>Post a video to your blog. </li></ul></ul>Evaluation Teacher Script Conclusion
  10. 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was used with my Advanced Women’s Choir. The ensemble is mostly made up of juniors and seniors, with a handful of sophomores. The lesson utilizes history, language arts, science, and technology. The singers in this group are very advanced and highly proficient in sight reading, ear training, and choral techniques. Many of the students study private voice, so they are familiar with general vocal production and the physicality of singing. Additionally, the voices are more developed and matured. Evaluation Teacher Script Conclusion
  11. 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Music Standards Addressed: </li></ul><ul><ul><li>Listening to, analyzing, and describing music. </li></ul></ul><ul><ul><li>Evaluating music and music performances. </li></ul></ul><ul><ul><li>Understanding relationships between music, the other arts, and disciplines outside the arts. </li></ul></ul><ul><ul><li>Understanding music in relation to history and culture. </li></ul></ul><ul><ul><li>National Standards Addressed: </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><li>Literacy </li></ul></ul><ul><ul><li>Science </li></ul></ul><ul><ul><li>Students are encouraged to utilize teamwork, observation, inference-making, critical thinking, and creative production. </li></ul></ul>Evaluation Teacher Script Conclusion
  12. 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>To accomplish this project, you will each need a computer with internet access and Microsoft Word. You will work in teams of 4 and will have a Task Manager, a Navigator, a Recorder, and an Organizer. The Task Manager will make sure that all the steps in the process are completed. The Navigator will be responsible for navigating to each website and finding the appropriate information. The Recorder will enter the necessary information into Microsoft Word. The Organizer will make sure that everything is neatly and creatively presented without any spelling or grammactical errors. </li></ul><ul><li>To get started, simply follow the steps below and click on the links. I’ll be here to answer any questions, so feel free to ask for help. Just know that I won’t give you any answers, but instead guide you in the right direction. Good luck and have fun! </li></ul><ul><li>Steps: </li></ul><ul><li>First you'll be assigned to a team of 4 students and will determine who will act as the Task Manager, the Navigator, the Recorder, and the Organizer. </li></ul><ul><li>Once you've picked a role to play, please navigate to the following site and watch the video. As a group, please make notes of any specific vocal or physical techniques that you see and please describe the vocal quality. </li></ul><ul><li>Navigate to this link to define belting. Please discuss with one another and come up with a definition using your own words. </li></ul><ul><li>Find out about the history of American musical theatre. Please make notes about significant composers, musicals, characteristics, etc. </li></ul><ul><li>Check out this site for information about the vocal mechanisms involved in vocal production. Describe the main components and what they do. </li></ul><ul><li>There are several important techniques specific to belting. Find out what makes a belt healthy and safe here and here . Record your findings in your own words. </li></ul><ul><li>Take a look at some of these descriptions and pictures and of vocal problems that can occur with incorrect belting technique. Describe these problems in your own words and include solutions. </li></ul><ul><li>Find a video from a musical on YouTube that demonstrates belting and post it to your blog. You can find the video together, but everyone should post it to there blog. Additionally, each person needs to write a short biography for the composer, performer, and a brief synopsis. Describe whether or not you think this performer is using a correct technique. Why or why not? This description should go underneath you posted video. </li></ul><ul><li>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ </li></ul><ul><li>This lesson is taught solely to the Advanced Women’s Choir and is accomplished in one class period as we have a 90-minute block schedule. The students will be looking at history and writing, but the history and English departments are not involved. </li></ul><ul><li>The groups are chosen at random by counting students off so that there are 4 people in each group. If there are not even numbers, then the group with more or less than 4 can simply split up the tasks among its members. Students really enjoy this project, so there aren’t too many problems and the process is very self-explanatory. </li></ul><ul><li>The teacher really just asks as a facilitator for this lesson. The students become very involved in the research, so there are very few discipline or management issues. It’s helpful to circulate around the class so that you are readily available to answer student questions and check their progress. </li></ul>Evaluation Teacher Script Conclusion
  13. 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>To implement this lesson, these are the materials you need: </li></ul><ul><ul><li>Enough computers with internet access and Microsoft Word for your students. </li></ul></ul><ul><ul><li>Blog website for each student. </li></ul></ul><ul><li>The following websites are used throughout this WebQuest: </li></ul><ul><li>http://www.youtube.com/watch?v=2EbTKlWKWsc </li></ul><ul><li>http://www.leannehoad.com.au/resourcecentre/singingtips/belting.asp </li></ul><ul><li>http://www.theatrehistory.com/american/musical030.html </li></ul><ul><li>http:// voicestudio.kristinaseleshanko.com/VocalAnatomy.htm </li></ul><ul><li>http:// www.theatricalsinger.com/Journal/Healthy_Belting.htm </li></ul><ul><li>http:// en.wikipedia.org/wiki/Belt_(music ) </li></ul><ul><li>http://www.ent-consult.com/voiceproblems.html </li></ul><ul><li>http://images.google.com/imgres?imgurl=http://www.yorku.ca/earmstro/journey/images/nodules.jpg&imgrefurlhttp://www.yorku.ca/earmstro/journey/injuries.html&h=150&w=124&sz=4&hl=en&start=10&um=1&tbnid=9KM1ItMvmJSLOM:&tbnh=96&tbnw=79&prev=/images%3Fq%3Dvocal%25 </li></ul><ul><li>You should be able to single handedly facilitate this lesson for your students, barring that they have the necessary prior learning and experience. The WebQuest contains all the links and instructions they need to be successful. </li></ul>Evaluation Teacher Script Conclusion
  14. 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each group will turn in their neatly organized Word document that they developed over the course of the WebQuest. Additionally, the students will each be individually graded on their video posting and descriptions on their blogs. The rubric below accounts for both of these sections and is based on the previously listed Music and National Standards. I will also be able to observe and listen to the students during choir rehearsals to determine if they have utilized any of these techniques and made any necessary improvements. Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Content/ Completeness Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Accuracy of information Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Organization/Neatness Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Analysis/ Commentary Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Participation Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
  15. 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Introduction: The American musical is one of the most beloved and original art forms. Generations have enjoyed the performances of classical musicals by Rodgers and Hammerstein and current audiences flock to shows like Wicked, The Producers, and Avenue Q. This WebQuest is designed for you to familiarize yourself with musical theatre, particularly the most commonly used vocal technique: belting. Process: To accomplish this project, you will each need a computer with internet access and Microsoft Word. You will work in teams of 4 and will have a Task Manager, a Navigator, a Recorder, and an Organizer. The Task Manager will make sure that all the steps in the process are completed. The Navigator will be responsible for navigating to each website and finding the appropriate information. The Recorder will enter the necessary information into Microsoft Word. The Organizer will make sure that everything is neatly and creatively presented without any spelling or grammactical errors. To get started, simply follow the steps below and click on the links. I’ll be here to answer any questions, so feel free to ask for help. Just know that I won’t give you any answers, but instead guide you in the right direction. Good luck and have fun! Steps: First you'll be assigned to a team of 4 students and will determine who will act as the Task Manager, the Navigator, the Recorder, and the Organizer. Once you've picked a role to play, please navigate to the following site and watch the video. As a group, please make notes of any specific vocal or physical techniques that you see and please describe the vocal quality. Navigate to this link to define belting. Please discuss with one another and come up with a definition using your own words. Find out about the history of American musical theatre. Please make notes about significant composers, musicals, characteristics, etc. Check out this site for information about the vocal mechanisms involved in vocal production. Describe the main components and what they do. There are several important techniques specific to belting. Find out what makes a belt healthy and safe here and here . Record your findings in your own words. Take a look at some of these descriptions and pictures and of vocal problems that can occur with incorrect belting technique. Describe these problems in your own words and include solutions. Find a video from a musical on YouTube that demonstrates belting and post it to your blog. You can find the video together, but everyone should post it to there blog. Additionally, each person needs to write a short biography for the composer, performer, and a brief synopsis. Describe whether or not you think this performer is using a correct technique. Why or why not? This description should go underneath you posted video. Conclusion: It is my hope that you now have a clear understanding of American musical theatre and belting as a vocal technique. Your vocal health and safety is so important. Many of these tips and techniques can be carried over into your choral singing, so try to be aware of the process involved in vocal production and how your individual voice is feeling. I encourage you to consider these techniques in your own singing so that you can enjoy your voice for life. Evaluation Teacher Script Conclusion
  16. 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I think it is so important to make students aware of vocal production so that they are well-equipped to make smart choices about using their voice. By making this lesson interactive, the students become so much more involved and retain information for future use. This is also packaged with elements of history, literacy, science, and technology that are easily absorbed through the process of this WebQuest. Overall, the students enjoy learning and being able to construct their own understanding. Evaluation Teacher Script Conclusion
  17. 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Broadway Show Pictures: http://www.a2c2.org/conferences/acc2007/ACC2007_NYC_files/broadway_shows.jpgList http:// within.autistics.org/musicals.jpg Websites Used: http:// www.youtube.com/watch?v =2EbTKlWKWsc http://www.leannehoad.com.au/resourcecentre/singingtips/belting.asp http://www.theatrehistory.com/american/musical030.html http:// voicestudio.kristinaseleshanko.com/VocalAnatomy.htm http:// www.theatricalsinger.com/Journal/Healthy_Belting.htm http:// en.wikipedia.org/wiki/Belt_(music ) http://www.ent-consult.com/voiceproblems.html http://images.google.com/imgres?imgurl=http://www.yorku.ca/earmstro/journey/images/nodules.jpg&imgrefurlhttp://www.yorku.ca/earmstro/journey/injuries.html&h=150&w=124&sz=4&hl=en&start=10&um=1&tbnid=9KM1ItMvmJSLOM:&tbnh=96&tbnw=79&prev=/images%3Fq%3Dvocal%25 This is a link to The WebQuest Page and The WebQuest Slideshare Group so that you can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion

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