Philly Music Lessons offers a wide variety of music instruction to all ages and experience levels. Specializing in guitar lessons, drum and bass lessons, and piano lessons Philly Music Lessons is your source for experienced and effective music education. Our instructors have experience teaching students of all experience levels from beginner through advanced. We are happy to work around your schedule and offer both in-home and in-studio music lessons. For more information please do not hesitate to call us or submit your questions using the contact form.
My introduction to jazz coordination was sort of a trial by fire thing. I was a young student at the Armed Forces School of Music, fresh out of Basic Training, and as green as my uniform concerning anything related to jazz drumming. At my first lesson, the teacher explained how to properly execute a jazz swing beat and the dynamics of each component of that. Not too difficult. Probably the toughest part of that was getting control of my heavy right foot, which up to that point was accustomed to slamming the bass drum on every stroke of whatever Rush song I had learned that week. In jazz, the bass drum is to be played lightly while the main focus is on the ride cymbal and hi-hat. This is to avoid over-powering the string bass player. Here is the pattern he showed me:
Keep in mind the eighth notes should swing, so it really sounds like this:
Once this was established, he then instructed me to open up the book Progressive Steps to Syncopation by Ted Reed to page 37 (I believe it’s actually page 38 in the more recent editions) and read down the page with my left hand. I think I respectfully laughed. The first four measures of that page looked like this:
He advised me to simply get pattern 1a together, let it go on “auto-pilot,” and keep my focus on reading the snare drum line with my left hand. Oh yeah… and don’t change the ride pattern. After the lesson I immediately hit a practice room and realized very quickly my teacher’s advice wasn’t going to work for me. I needed to devise some sort of game plan to get this assignment together before my next lesson, which was only one week away. Yikes!
Since I knew I was dealing only with quarter notes and eighth notes (down beats and up beats), I needed to figure out how the rhythm I was playing in my left hand would relate to the ride cymbal pattern. My method began with only playing downbeats or upbeats with the left hand while playing the jazz ride pattern in the right hand. I also left the feet out of the equation until I had the hands worked out. In examples 3 and 4 you can see where the hands coincide and where they don’t.
The next step is to play short two-note combinations of downbeats and upbeats on the snare drum. Repeat each measure until you have a firm handle on it before moving on to the next.
Then, try three and four note combinations.
Once you have accomplished this, the next step is to add the bass drum and hi-hat into the mix. After that you should have the necessary facility to successfully work though the exercise on page 38 in the Syncopation book. Here is what the first four measures look like written out.
One thing you will probably notice after working though the first three or four lines is that rhythmic figures will start to reoccur since there are only so many of them. At that point, it just becomes a matter of making the transition from one figure to the next. This will likely feel very robotic and unmusical at first. But in time it will get easier and eventually start to sound like music. Another thing to keep in mind is that this process, while it may seem very time consuming at first, will actually help you get this type of coordination together faster than if you were to attempt to read down the page using the auto-pilot method. Just take it slow and be patient. And above all, have fun.
Many people are intrigued by the art of song and the beauty of the singing voice. For some, singing can come naturally, but for others it may be their life’s work to create the best singing voice possible. Either way, there are many mechanics and techniques that go into a well balanced singing voice.
When we learn that our natural speaking voice is in fact the same “voice” we use to match pitch for singing the mystery and challenge of singing can be simplified. The simple idea that we can transfer the speaking voice that we use to communicate every day to song will help a singer manage the obstacles of matching pitch, creating rich tone, and avoiding an overly breathy sound.
Let’s break the singing voice down into three main areas. Chest Voice, Head Voice, and Mixed Voice. Although we access these three “voices” differently, and they have different qualities to them, our goal is to create a consistent sound throughout all of our vocal “registers” thus leaving us with “one voice” instead of three completely different sounding voices. This is a big goal for most vocalists, as navigating between these areas can produce very different tones, volumes, and characteristics if not trained with proper control. Here are our three “voices” and some details on the resonators within our body that produce these sounds.
Most commonly recognized by the area where we use our natural speaking voice, the Chest Voice is accessed through the chest, acting as it’s external resonator, and in the mouth as it’s internal resonator. If you place one hand on your upper chest and say “HEY” you should feel a vibration in the chest. Chest Voice is where we produce our strongest sound which is usually the most easily accessed with lower pitches (think back to the speaking voice) and into a mid to higher register where we can produce big, belty sounds.
Head Voice is the opposite of Chest Voice because it is a much lighter sound and feeling. Think about taking all the weight away from a big chest voice and hitting pitches in your upper register, these are notes that feel higher and are not as easily achieved in a lower speaking voice area. Head Voice resonates externally in the back of the head and internally in the nasal cavity. To feel the Head Voice place one hand on the upper back of your head and say “WEEE” in a high pitch. You may feel that resonator vibrate slightly. Now say “What’s Up Doc” in the style of Bugs Bunny. Hear that very nasally sound you just created? You are using your Pharyngeal Resonator, or nasal tone, which is accessed externally off of the nose and internally at the back of the Pharynx. Your Pharynx is located internally towards the back of the head within the vocal tract.
Mixed Voice is where we combine the resonators of the Chest Voice and Head Voice, while including the Pharyngeal Resonator to add in nasal qualities. Without this nasal component we won’t be accessing the “Mix” of these two other resonators to their fullest extent. All three of these resonators are present in a well balanced Mixed Voice. We use Mixed Voice to achieve rich, full sounds that span between our Chest and Head Voices allowing us to achieve the most consistent sound spanning our low and high registers. Mixed Voice can be used in our upper register to achieve higher pitches without them sounding thin or weak.
Learning how to access these three areas of the voice and how to coordinate the proper mechanics can be achieved through vocal technique exercises, experimentation, and application in song.
Hearing Chest, Head, and Mixed Voice in Song
While listening to a singer navigate through their vocal registers you can now start identifying which “voice” they are singing in. Dissecting a vocal performance is a great way to learn the different qualities of these areas of the voice. First, recognizing the pitch is most helpful because it will give us a clue to what register of the voice they are in. Is the singer singing low or high notes? Do they sound strong or light? If the sound is lower and strong there’s a good chance they are singing in chest voice, and if the sound is higher and light they are most likely in their head voice. Mixed Voice is sometimes challenging to identify because it usually sounds strong and has a large resonance. Many singers use their Mix to get powerful sounds in their higher register, thus, at times tricking the listener to think they could be in a powerful Chest Voice. The song “Rolling in the Deep” by Adele is a great example of hearing all three of these voices. She uses her Chest Voice in most of the song but flips into her Head and Mixed Voices in many areas to create dynamic interest and to also achieve higher pitches with ease. Stylistically, she is choosing which voice to sing in to create differences in feel and tone, which creates an interesting performance rather than one that can feel monotonous and dull. When a vocal stays in the same area through an entire piece and lacks stylistic freedom the result is sometimes flat and underwhelming. Using your ear to analyze a vocal is a wonderful tool as it allows one to compare another vocalist’s abilities and begin utilizing the learned techniques in practice.
Finding your natural singing voice is fun, experimental, and exciting. Knowing how your own voice operates is the first step to becoming a better more well-rounded singer, and with dedicated practice you may start expanding your vocal range, techniques, and overall sound. As much as singing is technical it must also contain emotion and feel, because without those characteristics it may begin to sound lifeless or even robotic. Remembering that the tools, techniques, and mechanics of the voice are extremely important for vocal success should always be paired with the knowledge that music is an art and without personal expression and thoughtful emoting one will only be attaining, at best, fifty percent of their best possible sound.
Are you wondering how piano lessons work online? In this video, our piano teacher Gabriel Rebolla walks you through different tools and features he uses to enhance the virtual learning experience for his students.
You see them in almost every piece of music, they’re plastered all over the internet. Yet, most guitar players have no idea what they mean or how to play them. It’s one of the most repeated questions students ask me over and over again.
Hi, Professor Kleiman at your service: Philly Music Lessons’ resident fretted/string instrument guru. You know; Guitar, Bass, Mandolin, Banjo Ukulele, Sitar. Strings AND Frets. My hope is that this can become a regular column and with your help, questions, suggestions and comments, it will. I will try and debunk all the misinformation that’s out there or ‘up there’ in the cloud.
But let’s get back to the question at hand:
C/G or Em/B or even just some space and /G#
What do they mean????? Do you play a ‘C’ chord and then real fast change to ‘G’??? Do I play an ‘E minor’ chord a ‘B’ chord together??? Do I play a G# chord at some point???? The answer to all of them is NOPE.
I’ll answer this question with another. In a live band recording or performance, what other instruments are playing? Let’s break it down to the smallest group: The Power Trio- a Guitar player, a Drummer and a Bass player.
Drummer: they bang and keep the beat. Guitar: they also bang but play chords – How ‘bout that Bass player: what is their job???
They sure don’t play chords. No, they play the bottom. They play the Bass. They play the lowest sound: THE ROOTS!!!!! That’s their job. You could put together the hottest drummer and guitar player you know but if the bass doesn’t do it’s job and play the ROOTS you got nothin’. Absolutely none of the music will sound right. What are the ROOTS or what are the ROOT notes?? That’s easy.
It’s the most important note in any chord and it’s easy to figure out the root note. All chords derive their name from the root note.
C chord= C root note.
G7 chord = G root note.
Bm chord = B root note.
F#7b9 = F# root note.
Ab13#5#11 = Ab root note. Got it????
The ONLY EXCEPTION are those pesky little old SLASH CHORDS. C/G means that they want the Bass player to play a ‘G’ note IN PLACE of the normal ‘C’ root note for the ‘C’ chord. Em/B means that they want the Bass player to play a ‘B’ note IN PLACE of the normal ‘E’ root note for the E minor chord. A ‘space’ and then /G# means that at that point in the song the BASS player is to play a ‘G#’ bass note.
Soooooo those slash chords do not change the chord that the guitar player is to play- to the left of the slash is the chord, to the right of the slash is the Bass note FOR THE BASS PLAYER. C/G=just play a C chord, Em/B= just play an E minor chord, ‘space’ /G# = continue to play whatever chord came before the slash- that G# is not for the guitar player-it’s for the Bass.
Remember you are usually listing to a combination of instruments when you listen to music. The most basic being: a guitar and bass- so when you look at music it is ALWAYS written for that combination. (Piano players have the luxury of being able to play both chords AND bass.) Just play the chord that’s to the left of the slash. If you are by yourself and trying to imitate the sound on a recording and you see a slash chord it will only sound ‘close ‘ until you sit down with the bass player – then between the two instruments you will be able to recreate the exact sound of the ‘slash’ chord. Or you could just learn to play piano but that would put me out of a job. Good Luck.
Part 2: Playing Slash Chords
If you read part one of this article, you now know that when you see C/G, it means that to the left of the slash is a Chord and to the right of the slash is an alternate Bass note– thus it is pronounced:
C major chord with a G bass note (or C with a G bass)
In Part 1, I stated that the only way to play this correctly is to have TWO instruments. The guitar player would play a C chord and the Bass player would play a G note BUT– for the intermediate to advanced guitar player– you CAN play this on one guitar. Here is one way to play and finger this chord:
Please keep in mind that there are lots of different ways to ‘finger’ any chord. Believe it or not, there can be can be as many as 26 ways to ‘finger’ any one chord on the guitar.
I try to teach my students at least 3 ways to play a chord, depending on their level.
a fingering within the first 4 frets that uses one or more open strings. See Diagram 1
a movable ‘bar’ form with its root on the A string. The root is on the 3rd fret of the A string (not fingered nor played).
a movable ‘bar’ form with its root on the E string. The root is on the 8th fret of the Low E. (not fingered nor played).
Keep in mind that because of the ‘alternate Bass’ note, we do not play the root note when ‘voicing’ or ‘fingering’ these types of chords. We take it out. There should be a dead or muted string between the new Bass note and the rest of the chord. That will help ring out the new bass note.
(Go back to my Part 1 if you do not know what a root is.)
Another very popular Chord:
E/G# (E or E major chord with a G# Bass)
Try this fingering:
Listen to Eric Clapton ‘Tears in Heaven’ – these are the first 3 chords
A E/G# F#m
Would you know my name?
Remember -if you have a Bass player -the Guitar can just play:
A E F#m
The bass player will hit the G# over the E chord resulting in the correct sound. If you want to play the song with just one guitar, you will need to put in the correct voicing (or fingering) of the chords to get the sound of the recording. (Voicing is the order of notes in the chord-as beginning guitar players we are just concerned with fingering) I don’t care about the theory right now–I just wanna play my guitar!
How ‘bout this one:
D/F# (D with an F# bass)
Lots of Songs: First 3 chords to ‘American Pie’:
G D/F# Em
A long long time ago
and ‘Free Bird’:
G D/F# Em
If I leave here tomorrow
Or as I teach my beginning students the above songs, I use these easy to play chords. (less fingers are used.)
G6 D6/F# Em7
G6 (a 2-finger chord) substitutes for G (a 3-finger chord)
D6/F# (3 fingers) substitutes for D/F# (4 fingers)
Em7 (1-finger) substitutes for Em (2 fingers)
They still retain the correct sound of the substituted chord but are far less difficult to play/learn because less fingers are used. This method is called “Chord Substitution by Family.”
Try the above songs with these simplified chords- pretty close to the sound on the recording, no? For the beginning Guitarist, understanding Chord Substitution by learning these simplified chords, can really make it easy to learn songs that use more difficult chords (3 and 4 finger chords) and still sound pretty authentic.
Sometimes, the alternate Bass note is notated with just the ‘slash’ as in: The first 4 chords of ‘While My Guitar Gently Weeps’
Am /G /F# F
I look at you all see the love there that’s sleeping
You would interpret the music as thus:
Am Am/G Am/F# F
OK- that should help you out next time you come across ‘slash’ chords. (But please call them by there correct name)
Questions, comments? Get back to me and I will try my best to answer them.
A Music Teacher’s Journey in a Socially Distanced World
As COVID-19 spread throughout the country and small businesses like ours were forced to close their doors, I began to ponder how we might weather this storm. Up until now, our business had been based on private lessons taught face-to-face at one of our studios, or in the student’s home, with teachers and students in close proximity. However, the new world of social distancing would no longer allow this kind of person to person contact.
Completely discontinuing lessons until our studios could reopen was not a viable option for us or our teachers and staff who rely on the income Philly Music Lessons provides. We also knew the importance of consistent practice for developing musicians. It was important to us to help our students continue their musical growth despite this new obstacle.
So the next logical step was to move lessons online and hope that our teachers would be able to deliver the professional and personalized instruction our students expect.
I admit, I was nervous about the idea of online lessons being as effective and enjoyable as in-person lessons. When something has been done a certain way for so long, it’s hard to imagine an alternative. However, before I even taught my first online lesson, reviews started to come in from the students who had tried them.
I was pleasantly surprised: Students of all ages and skill levels were trying online lessons, learning, and having a great time! One student trumpeter was impressed by how well their teacher could coach their pitch and intonation via FaceTime. A pianist couldn’t believe how well they could see their teachers keyboard to help them learn new musical passages. Another student was grateful that a weekly session could provide some normalcy during such an uncertain time in their lives
My First Online Lessons
A few days later, it was time for my first online lesson. Although I knew other teachers had succeeded in this new format, I was a bit nervous. There was a tangible learning curve due to the slight latency that occurs with video conferencing software, and the fact that audio can’t go both ways at once. I quickly realized that this would force me as a teacher to be more clear and concise than I was used to. Still, I could play a passage and listen to the student repeat it. I could also very clearly see and hear whether the student was playing it correctly or not.
I taught a handful of guitar lessons over Skype that day and learned more about the limitations and possibilities of this new medium. It was not possible to play together with a student in real time, so each lesson became more of a back and forth conversation than a jam session. I could still offer information specific to each students’ goals, just as I did in person.
I later discovered a partial solution to this issue by giving students pre-recorded tracks to play along to. It takes a little bit more preparation than a normal lesson to provide the experience of playing along with another musician, but the result is just as good!
The Wonders of Screen Sharing
I started out using Skype as my main platform, however, one of my students wanted to try Zoom. I quickly learned that Zoom didn’t even require the student to have an account. They just click on a link that the teacher emails them and they can take the lesson right from their browser.
I also discovered Zoom’s options for screen sharing. It enabled me to use an iPad or iPhone to write out exercises or lessons. I could easily incorporate a second camera focused on my instrument. This was a game changer.
Now, I write out practice material for my students during the lesson in real time, and I can show them how to play the piece with a closeup view of my hands. They see the information pop up on their screen just as if I were writing it on paper and a music stand. The only difference is this is more organized and easier to read without any of my bad handwriting on it!
I began to view the creation of these lesson documents as an art in and of itself. I could email complete, organized materials to each student during or after each lesson. However, I realized that sending so many emails back and forth could be burdensome. If only there were a better way . . .
A Shared Folder
This was immensely helpful with organizing my online lessons. I invite each of my students to a shared Google Drive folder. I upload documents directly to the folder and the student receives them instantly. Instead of searching through emails for lesson notes, the material is sorted into subfolders, making sure that each lesson is documented properly.
Even better than a physical folder, I can add materials between lessons to keep my students prepared. It’s easy for the student and teacher to know exactly what material is in there. And best of all, there are no papers getting folded, torn, or lost.
The final piece of the online lesson puzzle: I can give my permission for students to record important moments or even entire lessons! At the end of a Zoom call, recordings are exported as video files, so students can rewatch their teacher performing a piece of music or demonstrating a new concept anytime.
Overall, I’ve found that online lessons can superior to in-person lessons in many ways. The inability to play simultaneously is offset by how organized and clear online lessons can be. All of the lesson materials are documented using the shared folder and video recordings. Between lessons, my students know exactly what they need to work on, which makes for more effective practicing.
During such a hard time for the world at large, the surprising effectiveness of online music lessons has been a small bright spot for our teachers, students and parents.
In this article, I’m going to discuss some basic chord shapes on the guitar in open position and show you how to turn them into movable chord forms. It is recommended that you have a basic understanding of open chords and are able to switch between them fluidly before trying the methods discussed below.
What is a moveable chord form anyway?
A movable chord form is a chord played with no open strings, that can be moved up and down the neck. You will maintain the basic shape of the chord no matter where you play it. However, the letter name of the chord will change as you move (the terms chord “form” and chord “shape will be used interchangeably throughout this article). It is important to know the root note of the chord so you can determine what chord you’re actually playing as you move the form. Knowing the notes on the guitar will help you.
The most popular moveable chord forms are often referred to as “barre chords” on the guitar, because they require you to create a “barre” across all six strings with the 1st finger on your fretting hand. Your first finger is essentially acting as a capo, so that you can move chord shapes up and down the neck freely. If you’re not used to barring with your 1st finger, this can be difficult in the beginning, but stick with it, and soon your barre chords will sound just as good as if you were playing with a capo! Here are some technique exercises that will help you stretch and strengthen your fingers to make playing barre chords easier. You can also read my article on fretting hand techniqueto supplement the exercises.
What Chord Forms Can I Move Around the Neck?
Well, the real answer is all of them! However, we’re going to start with some of the basic major chord shapes, because they are the theoretical foundation for every other chord. The five shapes that we’ll discuss in this article are often referred to as the CAGED chords, named after the chords that these shapes make in the open position.
The most popular movable chord shape is the E shape, so we’ll start there for the purposes of this article.
Let’s Start Moving Some Chords Around!
Here is the basic E major chord shape in the open position, the one that we all know and love with the standard fingering:
The key to turning an open chord form into a movable chord form is to first learn how to play the chord in the open position without using your 1st finger. We have to free up your 1st finger in order to create the barre that will enable you to move the chord shape up and down the neck.
Here is the same E major chord with a different fingering which frees up your 1st finger:
Now that your first finger is freed up, you’re ready to turn this shape into a movable chord form! Barre your first finger behind the nut of the guitar by laying your entire 1st finger across all six strings. This will give you a sense of how this chord shape will feel to play once you move it. Now slide everything up one fret and you get an F chord shown below:
It is important to know that the lowest root of this shape is located on the low E string. So when you’re in the open position it creates an E major chord (the letter name of the chord is always named after the root note). Because E and F are on half step away from each other, when you move the shape up a half step, the same chord form becomes an F major chord. If this is confusing to you, please read this article on the musical alphabet and how it can be applied to guitar.
Continuing Up the Neck
Let’s move this same shape up the neck one more time. The F major chord is in first position with it’s root on the F note located on the first fret of the low E string. If you move up a whole step to the third position, then the root changes to a G, making the new chord a G major.
This can be continued all the way up the neck, until the notes start to repeat at the 12th fret. In this way, you can play all 12 major chords with the same chord form! Knowing how to play movable chord forms on the guitar will open up a whole new world of possibilities playing all over the neck, instead of just staying in the open position. Knowing how and when to use these chord forms will also help you begin to understand the fretboard and it will serve as the foundation to learning your pentatonic scales and basic music theory on the guitar.
In the next article, we’ll talk about how to do this with the other four major forms in the CAGED system.
Our seasonal recitals are a great way for students to get an opportunity to perform for friends and family! It’s also great for friends and family to get a chance to see the progress they’ve made since last time, whether they are 6 years old or 60 years old. Check out this video offering up highlights of every students performance from our Spring 2018 recital at the Ethical Society of Philadelphia!
La Salle Academy: Expanding our Teaching Partnerships
One of the core mission statements at Philly Music Lessons is that everyone deserves a chance to learn music. It drives us to make lessons available to many communities and families with varying income levels and schedules. That is why we offer the convenience of in-home lessons, as well as local studio lessons in Fishtown and South Philly, and why we offer financial aid discounts to low-income families.
To further expand opportunities for kids to learn music, we’ve started to partner with local schools, offering discounted private and group lessons during after school hours. Because our lessons are made available at an affordable rate, right on the school premises, it is much easier for kids to begin the process of learning music!
Engaging Students at La Salle through Music Performances and Presentations
We recently traveled down the road from our Fishtown studio to La Salle Academy, located in Kensington on North 2nd Street. Our teachers gave presentations to grades 3-8, showing them the basics of piano, guitar, violin and drums. Starting with the principles of technique and theory, our two multi-instrumentalist teachers, Sean Conlon and Emily Stewart, were able to give the kids a sense of what the beginning portion of learning an instrument really looks like. Our teachers performed solo pieces on each instrument, and followed with group performances to show how different instruments can come together to create unique styles and sounds. It was very inspiring for students to see professional musicians performing at an advanced level. We feel this experience gives them a sense of the hard work and dedication that goes into attaining such a level of musicianship.
With our presentations, children are better able to gauge their general level of interest in music. They may also be able to better determine which instrument they’d like to learn. We feel that starting a child off with an instrument that really inspires them is the best way to form a positive and lasting relationship with music. We hope these kinds of experiences at an early age will stick with them for the rest of their lives!
New Music Education Partnerships
Philly Music Lessons will be working to maintain and expand relationships with other schools in the city of Philadelphia throughout the 2018 school year. We feel our teachers have a lot to offer in terms of supplementing standard music education classes and providing individualized lessons to students who may not have access to them otherwise. As most educators know, there is no substitute for a great teacher.
Beginner voice students often ask this question. It feels reassuring to classify ourselves, to feel we belong somewhere. Plus, newer singers believe knowing your voice type gives them other information about their voice, such as their range. What seems like a simple question doesn’t have a simple answer though. To understand why, first learn what “my voice type” even means, why voice type exists, and why a singing novice might not be able to find their voice type.
What is Voice Type?
A “voice type” is the classification of voices based on certain qualities and characteristics of the voice. These characteristics include:
and Tessitura: the part of your range you feel most comfortable singing in.
Men tend to have four options when it comes to voice type: countertenor, tenor, baritone, and bass. Women tend to have three options: soprano, mezzo-soprano, and contralto.
All of these variations depend on a number of physical elements just like they do in instruments. A cello has thicker strings than a violin, resulting in a lower range. Similar variations apply to the voice as well. Therefore, the variations in voice type depend largely on physical sex, but also on genre.
These identifications vary according to genre because different genres require different characteristics. A musical theater soprano may be considered a mezzo-soprano in opera because of the average range, tessitura, and timbre of the music.
Why Classify the Singing Voice
While some people like labels, others ask, “Who needs them?” There are pros and cons to identifying your voice type.
The number one benefit to knowing your voice type is for auditions. If you audition as a singer, the panel can get an immediate idea of your voice through your stated voice type. Why? Because the “rules” of voice type allow others to understand what characteristics your voice possesses.
Similarly, you can select music for yourself this way. If a song has a certain note you can’t reach, or spends a lot of time in a part of your voice you’re not comfortable with, you will know not to sing that song.
Identifying your voice type can become unintentionally limiting. Especially for younger or newer singing students, a voice type can make you feel boxed in to certain guidelines, discouraging you from exploring new songs.
Voice types are also hard to identify. The voice is a tricky instrument. It’s not like other instruments where you can see and feel exactly which notes the instrument can hit. Each voice is unique, and it can even change based on age, hormones, and more.
What’s My Voice Type Then?
Only a qualified voice teacher can help you identify your voice type. Even if you know your range right now, you may be able to extend it after learning different technical aspects of singing like posture, breathing, and more. And as stated above, no one element alone points to voice type. The subject is so complex, voice teachers have written entire books dedicated to it.
Again, the best way to find your voice type is to sign up for voice lessons today and learn all about your voice. Your voice type will reveal itself to you after developing a solid technique. And remember, it may take some time, but the process of discovery will be a lot of fun along the way.
Our recitals are an important part of what we do at Philly Music Lessons. Performing is a crucial aspect of music making, and these public events give students the chance to show their stuff twice every year!
Enjoy this highlights video which gives you a small bit of every performer from our most recent Recital this past December!