The Richard Cross Training Program
•Western history of the singing voice.
•Structure and classification of the classical and modern voice.
• 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
• 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.
• 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.
• 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.
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.
Vocal acoustics and vocal duct anatomy. Mobilisation and modulation of the resonators for the spoken voice and the song (vowel wheel of vowels).
• 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
6 PEDAGOGY OF THE EXERCISE
Western history of vocal pedagogy. The theory of multiple intelligences. Design of pedagogical situations that allow to build an effective exercise.
• 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
Contributions of neurology, pedagogy and learning elements. The construction of the pedagogical relationship in a singing class or vocal coaching situation.
• 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
Anatomy and physiology of PALLESTHESIA (vibration). Mobilisation and modulation of the moving elements of consonants (consonant square).
• 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.