PPT Shelagh Davies, MSc, RSLP Speech-Language Pathologist Clinical Assistant Professor, UBC

1. Strong, Clear & Easy:
Voice Science for the Clinic
Shelagh Davies, MSc, RSLP
Speech-Language Pathologist
Clinical Assistant Professor, UBC

2. What can theory offer practice?What can theory offer practice?

3. Guidelines for …Guidelines for …
1.1. Clear, consistent goalClear, consistent goal
2.2. Effective/efficient learning strategiesEffective/efficient learning strategies
3.3. Developing independence, confidenceDeveloping independence, confidence

4. 1. Clear, consistent goal1. Clear, consistent goal
 Strong, clear, easy voiceStrong, clear, easy voice
 What we and our patients wantWhat we and our patients want
 Corresponds to optimally efficient voice productionCorresponds to optimally efficient voice production

5. 2. Effective/efficient learning strategies2. Effective/efficient learning strategies
 Psychology literature – principles of perceptual-Psychology literature – principles of perceptual-
motor learning, how they apply to voicemotor learning, how they apply to voice
 For client: process of discovery through bodyFor client: process of discovery through body
awarenessawareness
 For clinicians: how to maximize learningFor clinicians: how to maximize learning
opportunitiesopportunities

6. 3. Guidelines for developing3. Guidelines for developing
independence, confidenceindependence, confidence
 Theory of compliance/non-complianceTheory of compliance/non-compliance
 Engaging the clientEngaging the client
 Structuring manageable practiceStructuring manageable practice
 Facilitating generalization of new skillsFacilitating generalization of new skills
 Confidence & IndependenceConfidence & Independence
 Internal locus of controlInternal locus of control
 Clear understanding of what is harmful, helpfulClear understanding of what is harmful, helpful
 Strategies to reset voiceStrategies to reset voice
 Effects of voice disorder diminishing/disappearedEffects of voice disorder diminishing/disappeared

7. Tight jaw
refluxreflux
summer campssummer camps
Dehydrationbelting
Teaching swimming
Tight neck
dehydration
Poor
acoustics
Clavicular
breathing
Runonphrases
H
igh
larynx
stress
Tonguetension
Vocal
Vocalnodules
nodules
Posterior glottic.......gap
smoking
coffee
N
o
vocal
training
Teaching physical education
Poorposture
8 shows a week
asthma
Thyroidissues
STRONG,
CLEAR,
EASY

8. Major Sources:Major Sources:
 National Center for Voice and Speech:National Center for Voice and Speech:
 www.ncvs.orgwww.ncvs.org
 Summer Vocology InstituteSummer Vocology Institute
 Ingo Titze:Ingo Titze:
 Principles of Voice Production,Principles of Voice Production, 20002000
 Fascinations with the Voice,Fascinations with the Voice, 20102010
 Vocology, 2012Vocology, 2012
 Katherine Verdolini-Abbot:Katherine Verdolini-Abbot:
 Vocology,Vocology, 20122012
 Lessac Marsden Resonant Voice ProgramLessac Marsden Resonant Voice Program

9. Review of laryngeal biomechanicsReview of laryngeal biomechanics
Courtesy NCVSCourtesy NCVS

10. For breathing arytenoids swivel vf’s apartFor breathing arytenoids swivel vf’s apart

11. To produce voice:To produce voice:

12. Arytenoids swivel vf’s togetherArytenoids swivel vf’s together
Courtesy NCVSCourtesy NCVS
 Most efficient vibratoryMost efficient vibratory
posture:posture:
 .5 - .7 mm apart at tips of.5 - .7 mm apart at tips of
arytenoid processesarytenoid processes
 For voiceless soundsFor voiceless sounds
arytenoids open glottisarytenoids open glottis
up to 10 – 20,000up to 10 – 20,000
times/daytimes/day (Titze, 2000)(Titze, 2000)

13. Most efficient vibratory postureMost efficient vibratory posture
produces ‘resonant voice’produces ‘resonant voice’
 Lowest phonation threshold pressure. (Higher PTPLowest phonation threshold pressure. (Higher PTP
associated with increased effort, rapid vocal fatigue)associated with increased effort, rapid vocal fatigue)
(Titze, 1988,Verdolini-Marston, 1990; Soloman & DiMattia, 2000)(Titze, 1988,Verdolini-Marston, 1990; Soloman & DiMattia, 2000)
 ““Neutral” state – can move easily to lengthen, shortenNeutral” state – can move easily to lengthen, shorten
(Titze, Verdolini-Abbot, 2012)(Titze, Verdolini-Abbot, 2012)
 Vf’s barely touch during vibrationVf’s barely touch during vibration (Titze, Talkin, 1979; Pelorson, et(Titze, Talkin, 1979; Pelorson, et
al, 1994)al, 1994)
 Least collision damageLeast collision damage (Jiang,1994) (Grillo, 2007)(Jiang,1994) (Grillo, 2007)
 Good vf contact; strong signalGood vf contact; strong signal
 Is a sign of efficient source-filter couplingIs a sign of efficient source-filter coupling (Titze, 2001)(Titze, 2001)
 Maximally efficient voice productionMaximally efficient voice production (Sheng Hwa Chen et al, 2007)(Sheng Hwa Chen et al, 2007)

14. Sensations with resonant voiceSensations with resonant voice
 We feel strong vibrations in front of face, mouthWe feel strong vibrations in front of face, mouth
(in speaking pitches)(in speaking pitches) (Titze, 2001) (Edwin, Yiu, 2012)(Titze, 2001) (Edwin, Yiu, 2012)
 No throat sensationNo throat sensation
 Clear voice qualityClear voice quality
 Can stimulate it behaviourallyCan stimulate it behaviourally (Lessac, 1967, Verdolini, 2004)(Lessac, 1967, Verdolini, 2004)

15. Vocal fold vibrationVocal fold vibration

16. Exercise breakExercise break
1.1. Check inCheck in
2.2. Getting to neutralGetting to neutral
3.3. Straw phonationStraw phonation

17. Vocal flexibility andVocal flexibility and
vocal fold compositionvocal fold composition
 Vocal fold is multilayered; all layers bend andVocal fold is multilayered; all layers bend and
vibrate differently depending on pitch andvibrate differently depending on pitch and
loudnessloudness (Titze, 2000, 2010)(Titze, 2000, 2010)
 20 – 25% mucosa, ligament20 – 25% mucosa, ligament
 75 – 80% thyroarytenoid muscle75 – 80% thyroarytenoid muscle

18. Vocal fold mucosa and ligamentVocal fold mucosa and ligament
By permission, fromBy permission, from Fascinations with the Human VoiceFascinations with the Human Voice

19. MucosaMucosa
 Composed of epithelium (.05 - .1 mm thick) +Composed of epithelium (.05 - .1 mm thick) +
superficial layer of lamina propria (.5 – 1.0 mmsuperficial layer of lamina propria (.5 – 1.0 mm
thick)thick)
 Always in motion during phonationAlways in motion during phonation
 Absorbs impact stresses from repeated collisions – aAbsorbs impact stresses from repeated collisions – a
gel-like layergel-like layer
 Most vf pathologies occur here from repeatedMost vf pathologies occur here from repeated
collisions during vibrationcollisions during vibration
 Contributes another dimension to vibration –Contributes another dimension to vibration –
ribbon-like deformations – adds complexity toribbon-like deformations – adds complexity to
soundsound

20. Vocal ligamentVocal ligament
 1 – 2 mm thick1 – 2 mm thick
 In motion in all but very soft soundsIn motion in all but very soft sounds
 Can sustain high longitudinal tension for highCan sustain high longitudinal tension for high
pitches. Like guy rope for tent; (muscle is likepitches. Like guy rope for tent; (muscle is like
bungee cord)bungee cord)
 Allows us to make high pitchesAllows us to make high pitches

21. Thyroarytenoid muscleThyroarytenoid muscle
 75 – 80% of bulk of vocal fold75 – 80% of bulk of vocal fold
 Contracts anterior-posteriorly, shortening vocal foldContracts anterior-posteriorly, shortening vocal fold
 On contraction, bottom of vf pushes mediallyOn contraction, bottom of vf pushes medially
 Dominates vibration in modal (speaking) register,Dominates vibration in modal (speaking) register,
especially for men; other layers vibrate looselyespecially for men; other layers vibrate loosely
 Barely or not in vibration for soft or high soundsBarely or not in vibration for soft or high sounds
 Vibrations usually quite large in amplitude; gives richVibrations usually quite large in amplitude; gives rich
voice quality with many harmonicsvoice quality with many harmonics

22. Changing vocal fold lengthChanging vocal fold length
courtesy National Center for Voice and Speechcourtesy National Center for Voice and Speech

23. Chest voiceChest voice
 Heavy TA domination, longer closed phase, mayHeavy TA domination, longer closed phase, may
have increased pressure of mucosal contact andhave increased pressure of mucosal contact and
shearing stressesshearing stresses
 Easier to produce; can become default setting:Easier to produce; can become default setting:
 Vf muscles faster than respiratory muscles inVf muscles faster than respiratory muscles in
accenting in speechaccenting in speech
 more skill required to combine modes of vibrationmore skill required to combine modes of vibration
between cover and bodybetween cover and body

24. Mixed voiceMixed voice
 Mixed (middle): Moves between TA dominantMixed (middle): Moves between TA dominant
and ligament/mucosa dominant modes, allowingand ligament/mucosa dominant modes, allowing
good flexibilitygood flexibility
 Associated with strong resonance sensations inAssociated with strong resonance sensations in
front of facefront of face
 Can be strong when coupled with vocal tractCan be strong when coupled with vocal tract

25. FalsettoFalsetto
 TA inactive; ligament bears tension; onlyTA inactive; ligament bears tension; only
mucosa vibratesmucosa vibrates
 Associated with high pitches, e.g. upper octaveAssociated with high pitches, e.g. upper octave
of singing voiceof singing voice
 Too thin, quiet for prolonged use in speakingToo thin, quiet for prolonged use in speaking
voicevoice

26. Cricothyroid-Thyroarytenoid activityCricothyroid-Thyroarytenoid activity

27. Vocal flexibility: full, well controlledVocal flexibility: full, well controlled
pitch & loudness rangespitch & loudness ranges
 Easy switching among modes of vibration;Easy switching among modes of vibration;
soft – loud, high – lowsoft – loud, high – low
 As little collision and shearing stress as possibleAs little collision and shearing stress as possible
on mucosaon mucosa

28. Conditioning the vocal foldsConditioning the vocal folds
 We spend most time at lower pitches:We spend most time at lower pitches:
 Generally speak in lower third of total pitch rangeGenerally speak in lower third of total pitch range
 Articulation is clearest at lower pitchesArticulation is clearest at lower pitches
 Easiest, most efficient use of air, muscular effort,Easiest, most efficient use of air, muscular effort,
vocal tract couplingvocal tract coupling
 Need to stretch and unpress vocal foldsNeed to stretch and unpress vocal folds

29. Exercise breakExercise break
To train different modes of vibrationTo train different modes of vibration
through pitch and loudness ranges:through pitch and loudness ranges:
Messa di voce through strawMessa di voce through straw
Pitch glide through strawPitch glide through straw

30. Conditioning the voiceConditioning the voice
 Baseline: count to 10; pitch glide on /a/Baseline: count to 10; pitch glide on /a/
 Using SOVT:Using SOVT:
 Comfortable pitch sustain sound 5 secs.Comfortable pitch sustain sound 5 secs.
 Start sound as softly as you can, get louder then as soft as youStart sound as softly as you can, get louder then as soft as you
can. Aim for 10 secs. Start: C3 – men; C4 - Womencan. Aim for 10 secs. Start: C3 – men; C4 - Women
 Glide up as high as you can then as low as you can. StayGlide up as high as you can then as low as you can. Stay
within comfort zone – no throat sensationwithin comfort zone – no throat sensation
 NB: All exercises should ‘bypass’ the throatNB: All exercises should ‘bypass’ the throat
 Retest: counting; pitch glideRetest: counting; pitch glide

31. Dr.Dr. Ingo Titze and the strawIngo Titze and the straw
(Watch on You Tube)(Watch on You Tube)

32. What’s with the straw?What’s with the straw?
Theory of semi-occluded vocal tractTheory of semi-occluded vocal tract
techniquestechniques

33. Semi-occluded vocal tractSemi-occluded vocal tract
Laukkanen, 1996; Titze, 2006; Nix, 2007; Simberg, 2007;Laukkanen, 1996; Titze, 2006; Nix, 2007; Simberg, 2007;
SOVT conference, 2011, abstracts:SOVT conference, 2011, abstracts:
http://ncvs.org/blog/wp-content/uploads/2011/09/SOVT-abstracts.pdfhttp://ncvs.org/blog/wp-content/uploads/2011/09/SOVT-abstracts.pdf
 Creates back pressure throughout vocal tract (Pascal’sCreates back pressure throughout vocal tract (Pascal’s
law)law)
 Air pushes back down on the tops of the vocal folds,Air pushes back down on the tops of the vocal folds,
causing them to spreadcausing them to spread
 Air pressure between folds is reduced so vibrationalAir pressure between folds is reduced so vibrational
amplitude is smallamplitude is small
 Pushing folds down from top ‘squares’ them so morePushing folds down from top ‘squares’ them so more
surface contact during vibration, gives stronger voicesurface contact during vibration, gives stronger voice

34.  Vocal folds barely touch so safe, even at high pitchesVocal folds barely touch so safe, even at high pitches
 Sensations = strong sound but sound energy staysSensations = strong sound but sound energy stays
inside body so little risk of tissue damageinside body so little risk of tissue damage
 May cue mid-body breathing movementsMay cue mid-body breathing movements
 May generalize carryover into speech, singingMay generalize carryover into speech, singing
 Pure motor learning – not mediated by thinking/tryingPure motor learning – not mediated by thinking/trying
 Long resonance tube (straw) creates very lowLong resonance tube (straw) creates very low formantsformants
so no glitches as harmonics pass through formantsso no glitches as harmonics pass through formants
Semi-occluded vocal tractSemi-occluded vocal tract

35. GeneralizeGeneralize
 Semi-occluded vocal tract sounds:Semi-occluded vocal tract sounds:
 BBBBBBbbbbbbBBBBBBbbbbbb
 TrrrrrrrrTrrrrrrrr
 Mmmmm….Mmmmm….
 Vvvvvvvvv……Vvvvvvvvv……
 Nnnnnnn……Nnnnnnn……
 /u/…../u/…..
 /i/……/i/……

36. Principles of PerceptualPrinciples of Perceptual
Motor LearningMotor Learning

37. #1 Establish a clear sensory-motor target#1 Establish a clear sensory-motor target
 Strong, clear and easyStrong, clear and easy
 Everything relates to targetEverything relates to target

38. #2 Focus attention on target rather#2 Focus attention on target rather
than on processthan on process
 E.g. clenching teethE.g. clenching teeth
 Cupping handsCupping hands
 Hand on stomachHand on stomach

39. #3. Body learns best undistracted#3. Body learns best undistracted
 Possible distractions:Possible distractions:
 Using images rather than client’s direct sensoryUsing images rather than client’s direct sensory
experienceexperience
 Too much feedback during practiceToo much feedback during practice
 Client seeking your approval for performance –Client seeking your approval for performance –
neutral tone allows experimentationneutral tone allows experimentation
 Talking during practiceTalking during practice

40. #4. If you want to do 2 things together#4. If you want to do 2 things together
you must practice them togetheryou must practice them together
 E.g. Using mid-body breathing movementsE.g. Using mid-body breathing movements
during running speechduring running speech
 E.g. Maintaining ‘relaxed throat’ feeling duringE.g. Maintaining ‘relaxed throat’ feeling during
voicing onsetsvoicing onsets

41. #5. Motor learning is highly specific;#5. Motor learning is highly specific;
must generalize to all situationsmust generalize to all situations
E.g. Keeping easy,E.g. Keeping easy,
efficient voiceefficient voice
production whileproduction while
conveying emotionalconveying emotional
contentcontent
E.g. MaintainingE.g. Maintaining
neutral jaw/neckneutral jaw/neck
posture while speakingposture while speaking

42. #6. Performance is not the#6. Performance is not the
same as learningsame as learning
 Learning must be habituated in the body through manyLearning must be habituated in the body through many
repetitions. E.g. standing up straight; does it needrepetitions. E.g. standing up straight; does it need
conscious attention or is it the default setting?conscious attention or is it the default setting?
 Motor learning forms habitsMotor learning forms habits
 A learned action is robust in challenging situations, E.g.A learned action is robust in challenging situations, E.g.
teacher can use resonant voice with excited kids at theteacher can use resonant voice with excited kids at the
Christmas assemblyChristmas assembly
 A learned action has been generalized; it can transfer toA learned action has been generalized; it can transfer to
novel situations e.g. typing on a different keyboardnovel situations e.g. typing on a different keyboard

43. Principles of Perceptual-Motor LearningPrinciples of Perceptual-Motor Learning
(Hampton, 1997; Schnidt, Lee, 2010; Verdolini-Abbot, Titze, 2012)(Hampton, 1997; Schnidt, Lee, 2010; Verdolini-Abbot, Titze, 2012)
 #1 Establish a clear sensory-motor target#1 Establish a clear sensory-motor target
 #2 Focus attention on target rather#2 Focus attention on target rather
than on the processthan on the process
 #3. Body learns best undistracted#3. Body learns best undistracted
 #4. If you want to do two things together you#4. If you want to do two things together you
must practice them together.must practice them together.
 #5. Motor learning is highly specific; must#5. Motor learning is highly specific; must
generalize to all situationsgeneralize to all situations
 #6. Performing is not the same as learning#6. Performing is not the same as learning

44. Heirarchy of inputHeirarchy of input
From Verdolini-AbbotFrom Verdolini-Abbot::
Lessac Marsden Resonant Voice TherapyLessac Marsden Resonant Voice Therapy
 ScanScan
 GelGel
 ShowShow
 TellTell

45.  Clip from Voice Council magazineClip from Voice Council magazine

46. Hierarchy of PracticeHierarchy of Practice
 SOVT techniquesSOVT techniques
 Straw phonationStraw phonation
 Lip/tongue bubbleLip/tongue bubble
 SOVT sounds, wordsSOVT sounds, words
 /m/ + m-words/m/ + m-words
 /n/ + n-words/n/ + n-words
 Voiced fricatives, liquids, /u/, /i/Voiced fricatives, liquids, /u/, /i/

47.  All voiced phrasesAll voiced phrases
 We were away all yearWe were away all year
 Every year we go a long wayEvery year we go a long way
 In all our waysIn all our ways
 Mixed words, phrasesMixed words, phrases

48. Cueing resonant speechCueing resonant speech
 Straw/lip bubble (or whatever facilitationStraw/lip bubble (or whatever facilitation
technique worked) then word/phrasetechnique worked) then word/phrase
 Do while saying word/phrase:Do while saying word/phrase:
 Shaking the bonesShaking the bones
 Big shoulder movementsBig shoulder movements
 To cue mid-body breathing: hand on stomachTo cue mid-body breathing: hand on stomach

49. Confidence and the VoiceConfidence and the Voice
(Fleming, 2004)(Fleming, 2004)
Vocal
Technique
Trust
Confidence

50. Fear shuts down the voiceFear shuts down the voice
 ““Protective” posture – fear of damagingProtective” posture – fear of damaging
 Hyperadducted vf’s, possible recruitment ofHyperadducted vf’s, possible recruitment of
extralaryngeal muscles for vf vibrationextralaryngeal muscles for vf vibration
 Inadequate respiratory drive; reduced loudnessInadequate respiratory drive; reduced loudness
 Backed resonanceBacked resonance
 Voice feels and sounds stuckVoice feels and sounds stuck

51. Restoring the circleRestoring the circle
 Essential for lasting improvementEssential for lasting improvement
 Develop internal locus of control: confirmDevelop internal locus of control: confirm
client’s ability; establish responsibilityclient’s ability; establish responsibility
 Begins with success in first sessionBegins with success in first session
 Language is important:Language is important:
 Neutral words that avoid blame, shame:Neutral words that avoid blame, shame:
 Efficiency – inefficiency instead of misuseEfficiency – inefficiency instead of misuse
 Challenging situations instead of abuseChallenging situations instead of abuse

52. Structuring PracticeStructuring Practice
 Going the gym for your voice: a bigGoing the gym for your voice: a big
commitmentcommitment
 Hook them in first session with immediateHook them in first session with immediate
improvementimprovement
 Sustain motivation with highly structuredSustain motivation with highly structured
practicepractice
 Record regularly and compareRecord regularly and compare

53. Suggestions for facilitating practiceSuggestions for facilitating practice
 Engage client in tx design: “What has workedEngage client in tx design: “What has worked
best for you?”best for you?”
 Keep it simple – a few exercises, not a dozenKeep it simple – a few exercises, not a dozen
 Very clear instructions with recording, handoutsVery clear instructions with recording, handouts
Always review tx in the next sessionAlways review tx in the next session
 Maximum structure: choose practice time/place,Maximum structure: choose practice time/place,
eg car, give practice log they must bring backeg car, give practice log they must bring back
 The voice should feel/sound better afterwards.The voice should feel/sound better afterwards.
If it doesn’t, let me know right awayIf it doesn’t, let me know right away
 Re-record at each session; discuss progressRe-record at each session; discuss progress

54. Sound AdviceSound Advice
Image by Robert DoisneauImage by Robert Doisneau

55. Sound Advice: 3 rulesSound Advice: 3 rules
 1. Keep your larynx healthy1. Keep your larynx healthy
 2. Keep your larynx hydrated2. Keep your larynx hydrated
 3. Vocal limit: stretch with training but keep3. Vocal limit: stretch with training but keep
within itwithin it

56. Keep your larynx healthyKeep your larynx healthy
 No Pollutants:No Pollutants:
 SmokingSmoking
 Laryngopharyngeal reflux diseaseLaryngopharyngeal reflux disease
 No PhonotraumaNo Phonotrauma

57. SmokingSmoking
Verdolini, 2004Verdolini, 2004
 Hot, dry, polluted airHot, dry, polluted air
dehydrates, promotes refluxdehydrates, promotes reflux
 Produces erythema, edemaProduces erythema, edema
 Shuts down the mucocillaryShuts down the mucocillary
transport system thattransport system that
rehydrates themrehydrates them
 Polypoidal degeneration; anPolypoidal degeneration; an
irreversible conditionirreversible condition
 Leading cause of laryngealLeading cause of laryngeal
cancercancer

58. Laryngopharyngeal reflux diseaseLaryngopharyngeal reflux disease
 Shelagh DaviesShelagh Davies http://www.shelaghdavies.com/soundadvice/http://www.shelaghdavies.com/soundadvice/
 PVCRP website:PVCRP website:
http://pvcrp.com/throat_problems___gastro_esophageal_reflux.phphttp://pvcrp.com/throat_problems___gastro_esophageal_reflux.php
 Dr Jamie Koufman:Dr Jamie Koufman:
http://www.jamiekoufman.com/2010/01/08/silent-reflux-laryngopharyhttp://www.jamiekoufman.com/2010/01/08/silent-reflux-laryngophary
http://www.refluxcookbook.com/http://www.refluxcookbook.com/

59. PhonotraumaPhonotrauma
 No yelling, screamingNo yelling, screaming
unless danger isunless danger is
involvedinvolved
 Single scream canSingle scream can
cause vocal foldcause vocal fold
haemorrhage, etc.haemorrhage, etc.

60. Keep your larynx hydratedKeep your larynx hydrated
Soloman & Di Mattia, 2000; Verdolini-Marston, Titze, 1990; Verdolini-Soloman & Di Mattia, 2000; Verdolini-Marston, Titze, 1990; Verdolini-
Marston, 1994, Tanner, 2007; Roy et al, 2002)Marston, 1994, Tanner, 2007; Roy et al, 2002)

61. Effects of adequate hydrationEffects of adequate hydration
 Extracellular matrix absorbs impact stressesExtracellular matrix absorbs impact stresses
during vibration; needs to be adequatelyduring vibration; needs to be adequately
hydratedhydrated
 Helps reduce energy losses due to friction inHelps reduce energy losses due to friction in
vibrationvibration
 Edema may be a compensatory attempt toEdema may be a compensatory attempt to
reduce frictionreduce friction
 Dry vf’s require increased subglottal air pressureDry vf’s require increased subglottal air pressure
to vibrateto vibrate

62. Causes of dehydrationCauses of dehydration
 External:External:
 Dry environmentsDry environments
 Prolonged singing/speaking – mouth breathingProlonged singing/speaking – mouth breathing
 InternalInternal
 Lack of fluid intakeLack of fluid intake
 SmokingSmoking
 Certain medications – seeCertain medications – see Vocology, 2012Vocology, 2012
 Alcohol, caffeineAlcohol, caffeine

63. Hydration adviceHydration advice
 Pee pale and plentifullyPee pale and plentifully
 What we need is water BUT most hydrationWhat we need is water BUT most hydration
occurs through liquid-rich foods and drinksoccurs through liquid-rich foods and drinks
other than waterother than water
 When speaking or singing just keep sippingWhen speaking or singing just keep sipping
 Non-caffeinated, non-alcoholicNon-caffeinated, non-alcoholic
 Can take several hours to reach vocal foldsCan take several hours to reach vocal folds

64. 3. Vocal limit. Stretch with training3. Vocal limit. Stretch with training
but keep within itbut keep within it

65. In loud places …In loud places …
 Use one earplugUse one earplug
 Bar Star voiceBar Star voice

66. Goodbye andGoodbye and
thanks for listening!thanks for listening!