The Richard Cross Training Program

1 CARTOGRAPHY

 

Unit Description:

 

•Western history of the singing voice.

•Structure and classification of the classical and modern voice.

 

Goals:

• Create the ability to classify a voice and a vocal pro based on elements of acoustic, historical, cultural and anatomical knowledge.

• Learn to determine the cartography of a voice.

• Records / classification

 

 

2 Vocal Hygiene

 

Unit Description:

 

• Mechanisms of oxidation and inflammation of the human body.

• The 4 pillars of health: meditate, eat, move, rest.

• The tools of local intervention (Aromatherapy, herbal medicine, mud, among others) and their uses.

 

Goals:

• Appropriate personal care rules (Food, lifestyle) allowing to preserve good vocal health (larynx, breathing, muscles, posture.)

• Integrate these rules into your training practice.

• Learn to assist their students so that they can develop gestures that are respectful of their vocal health.

 

 

3 PRESSURE / COMPRESSION

 

Unit Description: Anatomy, physiology and mechanisms of phonatory respiration.

 

Goals:

• Learn to use the different modalities of breathing in the service of singing or speaking.

• Acquire tools to learn to guide the process of breathing awareness, so that their exhaling capacities are mastered and developed during phonation.

 

 

4 LARYNX

 

Unit Description:

Anatomy, physiology and mechanisms of the larynx. Research and situational tools to the ear.

 

Goals: • Learn to vocalise, mastering the different forms of laryngeal emission at the service of singing and speaking.

• Learn to adapt the vocal teaching process by developing it to different audiences.

• Understand and prevent vocal pathologies.

 

 

5 RESONATORS

 

Unit Description:

Vocal acoustics and vocal duct anatomy. Mobilisation and modulation of the resonators for the spoken voice and the song (vowel wheel of vowels).

 

Goals:

• Mastering the ANFR (Neuro Phono Resonance Coordination) to obtain an optimal vocal result.

• Manipulate the differences in the use of resonators for popular singing, musical theater and lyrical singing.

• Understand the challenges and effects that the use of microphones generates on the management of the sung or spoken voice.

• Vocal wheel, Mobile Elements

• Impedance

 

 

6 PEDAGOGY OF THE EXERCISE

 

Unit Description:

Western history of vocal pedagogy. The theory of multiple intelligences. Design of pedagogical situations that allow to build an effective exercise.

 

Goals:

• Acquire tools to develop and modulate pedagogical proposals for voice.

• Learn to build appropriate exercises for each situation, adapting the practice to the specificities and needs of the student.

 

 

 

7 PEDAGOGY OF THE CLASS

 

Unit Description:

Contributions of neurology, pedagogy and learning elements. The construction of the pedagogical relationship in a singing class or vocal coaching situation.

 

Goals:

• Learn to ask appropriate questions and listen to the student to assess their needs and hopes.

• Develop greater attention to verbal and non-verbal behavior, in order to adjust their own attitude and install the best possible pedagogical relationship.

• Learn to evaluate the acquisition of what has been learned in order to structure the progression of learning.

• CAME Pedagogy (Contract, Analysis, the 4Ms - Micro objective, The Put-in-situation, Put into words, Memory - Evaluation)

• The Pedagogy of the brain

 

 

 

8 PALLESTHESIA

 

Unit Description:

Anatomy and physiology of PALLESTHESIA (vibration). Mobilisation and modulation of the moving elements of consonants (consonant square).

 

Goals:

• Learn to distinguish your perceptions of proprioception.

• Integrate the vibratory dimension in the Pneumonic Phono Resonance Coordination thanks to the creation of new vibratory sensations in the body.

• Better control your diction and articulation.

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