Questionnaires for New Students

Here are my activity and health questionnaires. Feel free to cut and paste and use as you need. If there are any strange letters or symbols, it may be a formatting problem.

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Vocal Student Health Questionnaire


In order for me to best assist you in your quest to be a better singer, I need to know a few things about your health and activities. I will only use the information for assessing your personal situation, and will not share the information with anyone. Please be as open and honest as you feel you can.


Yes No Do you have braces?
Yes No Have you ever had braces?
Yes No Do you have any dental apparatus (retainer etc.) or rubber bands in your mouth?
(Please be prepared to take out any removable apparatus- especially rubber bands, as you will not be able to open your mouth as needed, and the rubber bands can break or come off, and could cause you to swallow it or choke on it.)
Yes No Have you had a history of jaw problems? (TMJ or other pain)
Yes No Have you ever been diagnosed with vocal nodules (nodes) polyps, or any other kind of vocal abnormality? When, and how was this problem resolved?_____________________________________
Yes No Have you ever had surgery on your nose or throat?
If so, what kind and when?_______________________________________________________
Yes No Have you had a history of asthma or any other breathing problem?
Yes No Have you suffered from dizzy, fainting spells or seizures?
Yes No Do you have any blood sugar or other problems that may cause you to faint or black out during lessons? (If this is the case, please be prepared to bring extra snacks, medicine, water etc, to prevent or take care of this problem.)
Yes No Do you have any known allergies. (environmental, animal etc.)_____________________
Yes No Are you on any medication that may interfere with your performance in lessons?
Yes No Do you have any other health problems that may interfere with your performance in lessons? (Migraines, Sjorgens, etc)
Yes No Do you have any special needs that may need to be attended to during lessons? (ADD, dyslexia etc.)
Is there any other health related issue that may affect the student’s performance in lessons?
____________________________________________________________________________________
____________________________________________________________________________________

Signed:
______________________________________________ ________________________
Parent/Guardian Date

______________________________________________ ________________________
Student Date


HERE ARE SOME ACTIVITY QUESTUIONS YOU MAY WANT TO ASK:

Activities

Do you currently play any sports? If so, what?______________________________________________
What sports have you played in the past?___________________________________________________
What musical instruments have you played, for how long?_____________________________________
____________________________________________________________________________________
Have you ever taken private voice lessons before, if so, from whom and for how long?
____________________________________________________________________________________
How long ago was your last lesson?_______________________________________________________
What are other hobbies or activities that you participate in?____________________________________
What church or civic volunteer activities do you participate in?_________________________________
____________________________________________________________________________________

The First Lesson- Part II: Get Singing!

Now it's time to hear how your student sings! I always explain to the student what is about to happen. As I said before, many students may never have taken voice lesson before, and even if they have, the previous teacher may have done things differently. Some students may not have even "warmed up" before, therefore may not know how to do the traditional scales and arpeggios. So, you will have to demonstrate the pattern to let the student know how you expect it to be sung. (Note: for beginning students, do not do something too elaborate. a simple descending five-note scale may be overwhelming enough, and you just need to hear the voice at this point.)

I always keep two things in mind when doing the initial "warm-up" with the student (new or experienced) First, I use a simple descending five-note scale, and second, I am sure to start the scale just above the typical register shifts for men or women. Each voice will be different and you can adjust the starting point for students as you get to know them. It is safe to start men a little below Middle C (C5), like around A4; and women C above Middle C (C6). By starting in these ranges, it can prevent the student from starting off singing in a belt or "chest" register. Using a descending scale will give the student the opportunity to stay in "head" voice longer. Also, singing descending warm-ups tends to be more relaxing and tension-free, opposed to the vocal stresses of singing high. I tell the student to do the best they can and that we will go down the scale, and I demonstrate the scale. I use an "ah" vowel, with a possible consonant of choice at the beginning. I allow the student to sing as low as sounds comfortable, and make a note of the lowest pitch.

Next, I discover the high range of the voice. Most new students will be a little nervous about this part- even those with higher voices. I tell the student to relax and do the best they can, and try to go as high as possible- not to worry about creaks and cracks and squawks- just go for it! For this part, I choose a simple three note arpeggio (do mi sol mi do), or a shorter version (for less experiences singers) of do mi do or do sol do. Again, an "ah" vowel is good, usually with no initial consonant. I start this exercise somewhere in the mid range, (a little below the starting point for the descending exercise) and encourage the student to go as high as they can- even if they don't think the sound is very pretty. (Watch for "I can't sing that high!")

At this point, you should be able to know at least three things that you will need to work on with the student to improve singing. Be sure to talk to the student about the good things you hear. (Strong low range, lovely tone etc) and then to talk about some deficiencies. (After all, they came to you for help!) and how you plan to work with the student to improve those deficiencies.

If time allows on the first lesson, I discuss support and breathing. I start by asking the student what his or her perception is or knowledge of breathing and support for singing. It is important to know what the student has been taught (or not taught) about proper support for singing so that you can elaborate upon what they know, or correct any misconceptions. (Watch for "The Diaphragm Dilemma). I also believe it is important to explain how the body works during the process of breathing. After explaining this, I will give the students some breathing exercises to work on and get acquainted with.

I may or may not assign a piece of music at the first lesson. This depends upon the time and experience level of the student. Some students are overwhelmed enough with the first lesson, and will need small steps to start out with. Others may be eager to start on repertoire and may even have brought some of their own music to start with. Sometimes it takes a lesson or two to get to know the ability level of the student, and to get to know the student's personality. That's right, I said personality. It's important to try to understand the student's character, energy level and desires when choosing music. The music that the student studies should be first a song that will ultimately be able to help the student improve his/her vocal studies in general. Second, it should be something that the student finds interesting. If a student does not have an investment in the music- if it doesn't "speak" to them, (or in this case, "sing") then they will most likely not practice it. This doesn't mean that the teacher should always assign music that the student already knows or likes, but that the teacher should be able to gauge if the student seems enthused enough to work on a song-especially on the first lesson. (More about repertoire choice later.)

When the time is up, be sure to summarize what you talked about, and be specific about expectations for the weekly practicing assignment. Also, discuss how much you expect the student to practice weekly. Be realistic in how much time you ask a student to practice. To be honest, high school students these days are packed with things to do, and even expecting an hour a day can be overwhelming. I also ask the student if there are any questions, and tell them that if they have any questions that they can call or e-mail me.

Thus ends The First Lesson.

I welcome and questions, comments or suggestions. Also... you can take the poll!

-Danielle

The First Lesson- Part I: Getting to Know You...

The First Lesson can be exciting and nerve-wracking for both the new student and the teacher. The student, whether young or mature, may never have sung in front of anyone before, and will most likely be a little nervous. A teacher may be wondering whether the student will be good or not-- will the student follow directions, be friendly, or even sing on pitch?



I always try to make my new students feel welcome and excited about the process of the first voice lesson. By smiling, speaking clearly, looking the student in the eyes and being generally warm and friendly, the teacher can break down some of the nervous barriers that may exist between student and teacher in a first lesson.



I start an initial lesson by finding out some information about the student. Not only do I have the student fill out a "Voice Student Record" form, with basic contact info, spaces for payment records, and for notes about each lesson, but I also have them fill out a "Health Questionnaire." This is a form (parents can sign off on) for me to find out about certain health issues that may exist for the student. Allergies, orthodontics, certain surgeries and learning issues can affect how you teach and how the student learns and copes with the rigors of singing. Also, being aware of any possible condition such as hypoglycemia, diabetes, or fainting spells can directly affect your time with the student. For instance, I once had a student faint on me. Had I known that she was hypoglycemic and had a tendency to do so, I may have been able to spot the signs and have the student sit down, get a drink or eat something. Also, learning disabilities such as dyslexia and ADHD can affect the way the student learns. Knowing these potential problems can help the teacher teach the student in a more appropriate way for his or her abilities.



After the initial introduction and paperwork, I also engage the student in conversation about past musical experiences, hobbies, sports etc.* and ask the student why he/she desires to take voice lessons. Remember: your students are paying you for a service. You need to hear them out about their goals for singing and what they would like to improve.



By using good communication skills and collecting verbal and written information about the student, a teacher will have the tools necessary to get on to the reason why the student is taking voice lessons.... TO SING!



*You may also want to have a general interests form that can elaborate on the student's interests and past musical experiences. Knowing about sport, church, school activities will give you a better idea about the student's personality, and ability to make a commitment to time and practice.





Next:

The First Lesson- Part II: Get Singing!

Introduction

Dear Friends,

I am starting a blog to address issues specifically about teaching singing. This blog will include a wide range of topics that will be in no specific order. I hope that music teachers and students will be able to use the tools and suggestions that I give. Also, I would love feedback and questions to help me in developing a curriculum and book. Please pass this blog on to friends and students that may be able to benefit from it.

Why blog? Why me?
I have been teaching voice for over 12 years, and have learned so much from each student about what things work, and have -what I think is- a rather unique, but simple way of teaching voice. I also would love for more people to be able to benefit from my knowledge of vocal pedagogy.

I do not know what my first blog subject will be... but can be expected around Tuesday or Wednesday of this week.

THANK YOU FOR READING!!

-Danielle