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High notes are hard but not impossible to sing. To achieve successful high notes, I have to multitask many things. It takes a combination of ability and an understanding of what needs to happen while relaxing and accepting those needs.

The consequence was that many people mistook me for a tenor. This happened because my high notes were bright and forward, so the timbre reminded them of a high voice type when in reality, I was just a young baritone in training without forcing my development ahead prematurely.

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I could either push into my high voice or sing with a natural sound in my middle and lower registers. It was almost as if I had a big hole in my voice because my high voice and mid-low voice were totally different from one another.

At any grade level, completing a class evaluation is a powerful experience for students. For elementary students, the evaluation might be a few brief questions with choices that range from frowney faces to smiley faces. For middle schoolers, true/false or multiple-choice questions might work. At the high school level, a ranking system is appropriate.

I was placed as a soprano in my school's choir but I never questioned it it because the notes the choir teacher gave us weren't that high. When I started taking voice lessons, I told my vocal coach I was a soprano because that's where I was placed in choir. She started assigning me these songs with really high notes I couldn't hit and my throat would always hurt after our lessons. I never said anything because I didn't know any better. Recently, I auditioned for this choir my friend was in. I was placed as an alto. When I asked the choir director about this, she said I was straining my voice and the high notes I did sounded painful. I went to my vocal coach the next day and told her about what happened, hoping we could find songs that actually fit my range. She told me I can't switch my range around like that and gave me another song with really high notes. When I told my parents about this, they said to stop complaining and if I just tried harder I could hit the high notes. What should I do? Alto is where I feel comfortable but since I believed I was a soprano for so long no one believes me now.

To solve cases of missing and murdered Indigenous Coloradans, the state created a new office. Then, the plan is taking shape to reintroduce gray wolves to Colorado. Plus, Colorado's new teacher of the year hits just the right note with his students through his love of music. And a reptile rescuer near Boulder wants people to reconsider giving animals as gifts.

I'm an 18 year old Lyric Tenor (I think?), but I have a problem that I've had a lot of trouble trying to fix. My full range is F2 to C#5 (comfortable Ab2-A4) but I've noticed that I strain a lot to reach high notes. My voice teacher tells me it's spacing issues, but all I know is that my neck seems to pop forward a little and my jaw sticks out when I get above maybe an F#4 - I know this is bad for your pallette but I'm having trouble fixing the issue. My question is, what should you do when hitting higher notes? Should I feel anything anywhere, and how do I go about changing my technique?

I had an amazing experience at CSUF, both as an undergraduate and graduate student. From the incredible teachers and mentors to passionate fellow students, I always felt supported and challenged to reach my own potential. As a graduate student, I remember feeling like my education was far less about figuring out the answer, but instead learning to ask the right questions. This has turned into a lifelong desire to learn and grow.

The Ravinia Lawndale Family Music School helps bring children and adults together around musical experiences. Ravinia provides high-quality music instruction in guitar, piano, and choral performance at no charge, in cooperation with the Chicago Park District at various park locations. Participants also receive free tickets to Ravinia concerts.

I plan on face to face collaboration. Our district believes in paying teachers to collaborate over the summer, which I plan on once again taking advantage of. So as I take on a new class next year (Enriched English), I plan on spending time with those who know more than me. I am so grateful for this opportunity for concentrated learning.

The band entertained the crowd on the Old Capitol lawn with upbeat music for 45 minutes while they waited for the coach to arrive, much longer than the eight minutes of a halftime show. They sounded great, the crowd loved them and they will surely have another great memory of their high school band experience.

Kyndall joined the Marian family as a outgoing fifth grader in 2013. Like nearly all Marian Girls, she was underperforming and needed remedial support to get on grade level. With support from her teachers and the extra one-on-one attention provided at Marian, Kyndall went from an overall composite on the IOWA Assessments at the 25th percentile in fifth grade to the 57th percentile in eighth grade! Christy Toben, religion teacher (and former principal), had a close relationship with Kyndall.

All of a sudden, my first high G popped out. Granted, it was not good. It was over-covered and darkened but it excited me greatly. Over time, with help from my teachers (Joseph Amaya and John Maloy), I modified that sound into something more comfortable and that felt good in my voice. For me that meant a more forward placement.

Even though I had a G that carried with point, there was a final piece of the puzzle to it. It was the bow and arrow effect, the perfect combination of backwards and forward space where you flip into that high place while riding your support. It just sort of sits there in the space. Slightly covered with perfect vowel modification and just the right amount of support and air pressure. Boom! (special thanks to Sheri Greenawald and Marlena Malas for this)

You can use this same general idea to process and move forward from the past semester. All it takes is about 20 minutes and some way to capture your thoughts. (I created a Doc for you to copy, but a notebook, voice recorder, or scrap piece of paper also work. You do you.)

Moderating the Centre for Higher Education and Research\u2019s webinar on department leadership in the time of Covid was a highlight of the past two weeks. The discussion was very honest and raw; looking out for the interests of students, faculty, and staff during the pandemic places a heavy load on departmental leaders. The video replay will be available soon on the CHERD website; be sure to give it a listen -- and then send the department chair in your life a note of appreciation for their work over the past fourteen months. Update: here is a direct link.

Parents, you can watch this one too. But teachers it is the end of fall semester 2020, a crazy semester. And teachers if you have students who struggle with executive function, and you want to know how to better support them, I made this video for you. Parents who are watching, you may want to watch this video to hear how I talk to teachers about what they can do to support your children so that you can be better empowered to support your child as well.

Dear Seth,

Thank you so much for all of your kind, caring, understanding, and supportive words of encouragement and excellent, professional words of advice for all teachers, parents and students; especially now during COVID, amidst this extremely challenging time of transition from onsite learning to fully remote learning! Your expert knowledge of executive functioning is priceless! So blessed to be able to listen to your podcasts and apply your very helpful techniques!

Sincerely,

+Angie Shields+

Paraprofessional

Over the past four and a half years, Kenley's voice has been familiar around Radford and beyond. In addition to singing for campus events, the ever-busy mezzo-soprano and Riner native has been active in the RU Madrigal Singers, an Honors Recital singer in the Department of Music, a Young Artist Apprentice at Opera Roanoke, a member of the Presbyterian Church of Radford choir and a student teacher at two local schools.

Music education majors at RU are taught how to develop their talent and teach others to do the same. A requirement of the program is to spend a semester as a student music teacher. Kenley did her teaching at Kipps Elementary in Blacksburg and Christiansburg High School. "My goal is to teach high school, but I did enjoy my time at Kipps teaching the younger kids all about music," she said.

So, I sing to myself a lot, and one thing that really frustrates me is that I cannot even reliably hit a middle C. (I'm male.) This is basically unacceptable to me even for ordinary shower-singing. Now after I'm a little warmed up, the highest note I've ever convinced myself I actually got was an Eb4. Now I see a lot of websites saying that you can damage your voice permanently (scary!) by straining too much. I think I might be doing this, since typically it hurts a little after any amount of time around middle C. Is there any way to determine if my voice is already damaged? One thing: if I'm ever able to reach, say, D4, it's only if I have a lot of breath and sing it loudly; it'll never come out if I try it soft.

When I search "how to sing higher" the most common advice is to 1) avoid falsetto and 2) avoid straining. That's like teaching someone to jump higher by telling them to 1) avoid cheats, like trampolines and 2) avoid jumping harder than you normally would; just jump naturally. Well, gee, I don't think I'll get any higher then! Any help?

Breath support makes a big difference. If you're feeling that straining in your throat, then you're not supporting the notes and you'll hurt yourself. When you breathe in you should feel your diaphragm expand; as you sing you should feel it deflate. This is hard to teach in writing. 2351a5e196