Exercises for developing the voice power of primary schoolchildren. Corrective exercises that develop vocal strength. Tongue retraction

The voice is the most important tool for a person’s communication with the people around him. With its help, you can either gain the trust of your opponent or immediately push him away, making a negative impression. Exercises to develop your voice can give it a beautiful sound and solve many problems.

Breathing exercises for the voice are yoga practices for developing speech breathing. The most famous is the complex developed by Alexandra Strelnikova. It is designed to train and massage the muscles involved in sound production. Exercises help expand the lungs, increasing their volume. Particular attention is paid to inhalation.

The set of exercises for beginners includes 3 main classes.

Exercise No. 1

We stand straight, elbows down. We take a short noisy breath - our hands are clenched into fists. Unclench your palms, synchronously exhaling air in any form (through your nose or mouth).\

One cycle includes 4 breaths. Afterwards there is a break of 4 - 5 seconds. A total of 24 cycles will be required, each with 4 inhalations and exhalations.

Important points:

there is no need to control the moment of exhalation - the main emphasis is on noisy inhalation;
There should be no air retention during inhalation or exhalation;
if you feel dizzy, then the exercise can be performed while sitting (your back is strictly straight).

Exercise No. 2

We stand straight, palms clenched into fists, pressed to the waist. We take a short, noisy breath in through our nose. At the same time, we lower our fists to the floor, unclenching our fingers. We return to the starting position. Exhale freely, hands return to their original position.

The cycle is equal to 8 movements. Then follows a short rest - 3...5 seconds - and a new cycle follows.

Important points:

while inhaling, it is necessary to tense the shoulder girdle area;
There is no need to open your mouth wide when exhaling;
The exercise can be done lying/sitting.

Exercise No. 3

Stand up straight. Lean forward slightly, round your back, head down. We take a short, noisy breath in through our nose, slightly straighten our back and exhale freely.

The cycle includes 8 inhalations and exhalations. Then a short break and repeat the cycle.

Gymnastics to improve diction and articulation

Diction is responsible for the intelligibility of speech and clarity of words. How to develop good pronunciation? For this purpose, it is necessary to train the moving part of the articulatory apparatus.

Any exercise to develop diction is a continuation of breathing exercises.

Reading with a pencil

We take the pencil with our front teeth without touching it with our tongue. We pronounce out loud the sounds in the pronunciation of which the lips do not take part - k, g, y, n, l, d. Then we soften them. Then we add vowel sounds to them.

We read any book loudly with a pencil in our teeth. You need to voice two to three pages. You need to exercise every day.

Combination of certain consonant and vowel sounds

During the exercise, you need to pronounce a combination of three consonants with one vowel. It is necessary to mix a combination of KTP sounds with the vowels Y, O, E, I, A, U. (Example: ktpy-ktpo-ktpe-ktpi-ktpa-ktpu). The order of the consonants can be changed, but the final sound is always a vowel.

Consonant sounds may be different - BGD, ZHRL, MLR. Vowels remain unchanged.

Working through sounds that are difficult to pronounce

Each person has his own sounds on which he periodically “stumbles.” Most often these are R, C, L.

You need to compose sentences that include problematic consonants as often as possible, and pronounce them out loud every day, clearly pronouncing all the letters.

Pronunciation of vowel sounds

First, we pronounce the vowels I, E, O, I, A - each 4 times - without sound, and then out loud. We open our mouth wide, the lower jaw moves without tension.

Reading poetry out loud

We read any poems out loud, placing loud accents on the sounds I, A, I, E, E.

Tongue Twisters

You need to pronounce any tongue twisters out loud. At the beginning of classes, this should be done slowly, gradually accelerating. It is very important that sounds are pronounced clearly and rhythmically.

You can try to start mastering . By practicing every day, you will definitely master it.

Nuts

Nuts in the mouth is an ancient method of improving diction. Even ancient speakers successfully honed their diction in this way, using pebbles instead of nuts.

You need to take a handful of nuts and put them in your mouth. Say tongue twisters out loud, clearly pronouncing all syllables. Exercise daily for 20 minutes.

The number and size of nuts is determined individually, the main thing is to make sure that you do not have a gag reflex, which will definitely interfere with the exercises.

Speech apparatus muscle training

Exercises to strengthen the lower jaw include the following exercises:

Open your mouth and hold your lower jaw down for 5 seconds. Then slowly close your mouth.
We make movements with the lowered lower jaw to the right - to the left. We perform them at a slow pace.
We bring the lowered lower jaw forward and return it to its natural position. Conducts classes at a slow pace.

Tongue muscle training is mandatory. Sedentary, underdeveloped tongue muscles cause unintelligible speech. The exercises will be as follows:

You need to roll your tongue into a tube.
We stick our tongue out of the mouth as far as possible. Move it up-down-right-left.
Lick your lips, paying special attention to the corners of your mouth.
Click your tongue actively.

Exercises must be performed at a free pace, without muscle tension.

Exercises to strengthen the facial muscles and lips include the following exercises:

Mouth closed. Raise/lower your lips without opening your gums. The facial muscles should not tense.
Stretch your lips in a closed smile, and then fold them into a tube.
Massage your lips: gently knead the upper teeth with your lower teeth, and gently knead the lower with your upper teeth.
Fold your lips into a tube and move them left and right.

The muscles of the pharynx also need training.

You need to repeat the sounds I, U in turn. First in a whisper, then out loud. You should feel muscle tension in the throat area. A total of 15 repetitions. The exercise helps in developing the mobility of the laryngeal muscles.
You need to suck in air through clenched teeth.
We stretch our lips out like a duck and suck in air.
Imitation of chewing food. First with his mouth open, then with his mouth closed. The muscles of the larynx, soft palate, tongue, lips and pharynx receive the load.

Gymnastics that develops vocal power

You need to pronounce out loud the pairs of syllables AM-OM, UM-EM, YM-IM. In this case, the first of them should sound loud, and the second should be quieter.
It is necessary to vocalize the syllables “AY-AY-AY”, “OH-OH-OH”, “EY-EY-EY” in the sequence loud-muffled-ringing.
You need to imitate the growl of a dog, a steamship whistle, the buzzing of a bee, the squeak of a mosquito. The sounds are pronounced first in increasing order and then decreasing, as if an imaginary object was first approaching and then moving away.
We sing the following syllables out loud in the form of a musical scale: MA-MO-MU-ME-WE-MI. First in order, then in the opposite direction.

Each exercise must be done 3 times. It is very important to breathe evenly.

Improving voice timbre

- individual feature. It is influenced by the structure of the vocal cords, shape, and volume of the resonators. It is impossible to change it, but improving it by decorating it with overtones is a completely solvable task.

A set of exercises that helps improve and improve the expressiveness of voice timbre includes the following classes:

Stand up. The back is straight. Fixing your chin, stretch your neck forward. Hold for two to three seconds. Then tilt your head back and hold again. Perform a series of movements back and forth until you are pleasantly tired. The movements must be accompanied by the pronunciation of the words “forward - back”.
The mouth is open. The tongue is pushed forward, down. Bow your head towards your chest. Pull your tongue towards your nose and, in sync with the movement, lift your head without throwing it back. Tighten your neck muscles. Perform 6 – 8 times.
Take a deep breath. While exhaling air, we vocalize the word BOM (with an emphasis on the last sound) so that a clear vibration is felt in the upper lip.
Deep breath. As the air comes out, we pronounce the syllables MO-MOO, MU-MUU, MI-MII, ME-MEE. The first syllable sounds short and clear, the second - in a chant, drawn-out.
Starting position – standing straight, arms crossed on the chest. We bend forward slightly and, as we exhale, pronounce the sounds U, O loudly and drawn out. Then, as we exhale, we sing the words MILK, EYE, TIN, WINDOW.
We pronounce the words GALYA and DOVE out loud, imitating the Ukrainian pronunciation of the sound “g”. There is no need to strain your throat. The sound should come from the stomach. We pronounce GALYA sharply, and we pronounce DOVE in a chant. Repeat the exercise 8 times. It is necessary to record the exercise on a voice recorder. This will help you understand if there is any change in the timbre of your voice.
Click your tongue for one minute, imitating the clatter of a horse's hooves. During the exercise, change the position of your lips: at first they are folded into a tube, at the end they are stretched into a wide smile.
The mouth is open, the nose is pinched with the fingers. You need to breathe only through your mouth. At this time, it is necessary to read any text aloud.
The head is lowered, the chin is pressed to the chest. As you exhale, you need to make the sound O or U (oo-oo-oh or oo-oo-oo) until you have enough air. While pronouncing sounds, you need to lightly pat the upper chest, increasing the existing vibration. This exercise for developing timbre helps to improve the sound of chest sounds.

Causes of voice disorders and their manifestations. Voice function is often impaired in children. The vocal apparatus consists of the respiratory organs, vocal cords, larynx, nasal cavity and mouth. The causes of voice disorder are very diverse: diseases of the larynx, nasopharynx, oropharynx, lungs, bronchi and trochea, even the heart and cardiovascular system. The voice is characterized by timbre, pitch and strength. The pitch of the voice depends on the frequency of vibration of the vocal cords and is characterized by a rise and fall in tone, that is, a change from low to high and vice versa. This is the basic tone of voice. The strength of the voice depends on the amplitude of vibration of the vocal cords and is characterized by volume. This is the ability to control the vocal cords. It depends on the level of subglottic and supraglottic pressure and on the degree of closure of the vocal cords. The voice also has a timbre, thanks to which we recognize each other - this is an individual coloring. All components of the voice are interconnected and really exist in unity. Voice quality may deteriorate as a result of diseases of the upper respiratory tract, hearing loss, or personality traits.
Voice disorders are associated with paresis of the muscles of the tongue, lips, soft palate, vocal folds, laryngeal muscles, disturbances in their muscle tone and limitation of their mobility. In children with speech diagnoses, the voice is quiet, weak, unmodulated, the timbre is dull, with a nasal tint, monotonous, and the tempo is slow. The lack of formation of voluntary contraction of the muscles of the vocal apparatus can completely exclude the possibility of vibration of the vocal folds, which will sharply disrupt the process of formation of voiced consonants. Vibration of the folds is disrupted when the muscles of the vocal apparatus are weak or paresis; the strength of the voice in these conditions becomes minimal. This manifests itself when the cerebral cortex is insufficiently active, the innervation of the pathways of the glossopharyngeal and vagus nerves is impaired, and muscle tone is impaired. One of the voice disorders found in preschool children is dysphonia and aphonia.
Aphonia is the complete absence of voice. Dysphonia is a partial disturbance of pitch, strength and timbre. With dysphonia, the voice is weak and hoarse. If you do not pay attention to this in time, the disorder can become protracted and lead to organic changes in the vocal apparatus. Dysphonia can be caused by constant overexertion of the voice as a result of talking too loudly, singing, shouting, or failure to comply with the basic rules of vocal hygiene. The development of dysphonia can also be facilitated by adenoid growths in the nose, which make nasal breathing difficult and teach the child to breathe through the mouth. When breathing through the mouth, air is inhaled that is not purified, warmed or moistened, as is the case with nasal breathing, as a result of which chronic inflammatory processes occur in the mucous membrane of the larynx, and the voice becomes hoarse. Insufficient velopharyngeal closure is the cause of nasality in speech.

Corrective work for voice disorders.
Work on the voice affects all its qualities: strength, height, duration, timbre and their changes in the speech process. Corrective actions should be based on the results of the examination. The voice examination is carried out together with the main one, at the beginning of the year. The child is asked to perform a series of exercises.
1. Duration. Pronounce a short and a long sound U - UUUUUU (take into account how long the child can pull out the sound and how the duration differs).
2. Strength. You need to pronounce a combination of sounds, a word or a phrase quietly, loudly and in a whisper (differences between volumes are taken into account).
3. Voice pitch. Imitate the pronunciation. A cow moos - MU, a calf - MU (the difference is taken into account).
4. Voice modulation. The plane approaches and flies away UUUUUUUUUUUUUU (the ability to raise and lower your voice is taken into account).
Corrective work is based on the principles:
Communication with medical specialists.
Consistency, systematicity.
The work begins with intact voice functions.
Each exercise is carried out until the child has completely mastered it.
All exercises are selected from simple to complex.
Patience and a friendly attitude towards children.
Voice correction classes should include articulation and breathing exercises and physical therapy.

All work is carried out after consultation with an ENT doctor. It should be remembered that the strength of the voice is individual and develops gradually. When developing the ability to pronounce vowel sounds, syllables, words and phrases in a loud voice, you need to make sure that there is no excessive forcing of the sound or unpleasant sensations. When strengthening their voice, children should not raise it, as this can lead to a breakdown in their voice. The pitch of the voice is individual: some children have a lower fundamental tone, others have a higher one. In the course of working on the timbre, strength, and pitch of the voice, the basis is created for the development of the intonation and expressive side of speech. For correctional classes, subgroups of children based on similar disorders can be formed.

Exercises to activate the muscles of the velum.
When correcting the voice, activation of the muscles of the velum, soft palate, relaxation of the tone of the vocal cords, and muscles of the lower jaw are of great importance. For any voice disorders, the following work must be done:
1. Activation of the velum:
vertical stroking, kneading, jerking movements with the thumb in the direction from the upper incisors to the small tongue.
transverse movements at the border of the hard and soft palate; when performing these movements, the muscle of the posterior pharyngeal wall is also activated.
when pronouncing the sound [A] - rubbing movements across the soft palate from the upper incisors to the small tongue (the mouth is wide open, irritation comes from pronunciation).
fast, short pronunciation of the sound [A] with simultaneous jerking movements across the soft palate with the thumb.
2. Gymnastics of the soft palate:
coughing;
yawn;
swallowing water in small portions;
imitation of mouth rinsing.
3. Exercises to relax the vocal folds:
simultaneously with turning your head to the left - to the right, pronounce the sound track from the vowels i-e-o-u-a-y.
4. Gymnastics of the lower jaw:
opening and closing the mouth, imitation of chewing;
opening the mouth with the simultaneous movement of the tongue forward, then this exercise with the pronunciation of the sound [A], first quietly, then loudly and with force (the wider the mouth, the narrower the pharynx, the narrower the pharynx, the more active the muscles of the back wall of the pharynx). Insufficient velopharyngeal closure is the cause of nasality in speech, therefore exercises to activate the muscles of the lower jaw, soft palate and posterior pharyngeal wall are interrelated. Further correctional work is carried out sequentially, all exercises are carried out in order and practiced. Once mastered, you can move on to the next one. Most often, all components of the voice are impaired, so we suggest exercises first to develop the timbre of the voice, then the duration, strength, height and intonation expressiveness of speech; they can also be alternated.

Exercises to develop timbre and duration develop sonority, reduce tension in the muscles of the neck and larynx, and jaw tightness. They give speech evenness, flexibility and endurance of the voice, i.e. the ability to withstand prolonged vocal load without losing sound quality.

Exercise 1 I.p. standing, feet shoulder-width apart, hands clasped above your head. Inhale through your nose, bending back slightly. Leaning forward, exhale slowly. At the same time, pronounce a new vowel each time: “a”, “o”, “u”, “s”, “e”.
"A" - hands up.
“O” - hands in a ring in front of you.
“U” - hands like a mouthpiece.
“Y” - hands in an oval in front.
“E” - hands in an oval behind.

Exercise 2 I.p. standing, place your hands on your chest. Leaning forward, as you exhale, pronounce several vowel sounds, bringing the duration of the exhalation to 7-10 seconds.

Exercise 3. As you exhale, chant words, proverbs, sayings that are rich in vowel sounds that require a wide opening of the mouth.
We'll go into the forest (Children raise their arms to the sides and up)
Let's call the children: “Ay! Ay! " (Make hands into a megaphone)
I took the bow and shouted:
“Eh! Now I’ll surprise everyone!”
I pulled my bow tighter,
Yes, the arrow suddenly got stuck!
And everyone around said:
"E__ e__ e__ e." Tarlapan E

Exercise 4. While standing or sitting, take a short breath through your nose. Exhaling, with your mouth closed, without tension, pronounce “m” or “n” with a questioning intonation, while achieving a feeling of light vibration in the area of the nose and upper lip.

Exercise 5. Take a deep breath. On one exhalation, pronounce first briefly and then protractedly one of the open syllables:
“Mo-moo, moo-moo.”
Early in the morning
Shepherd boy: “Turu-ru-ru!”
And the cows follow him
They hummed: “Moo-muuu.”

Development of duration and stability of the sound of the fundamental tone of the voice.
Exercise 1. Smoothly join your hands in a rounded manner in front of you (or above your head) and say protractedly: “O.” Sharply lower your joined hands down and say briefly: “Oh.” The same with syllables and words.

Exercise 2. Smoothly spread your arms to the sides and say protractedly: “A.” Then join your straight arms in front of your chest and say: “U.” Sharply spread your hands and briefly say: “A”, connect - “U”.

Exercise 3. Standing, spread your arms to the sides, swinging them (“the plane is flying”), pronounce drawn out: “B.” Sharply lower your hands down, sit down and say briefly: “B” (“the plane has landed”).

The ability to change the strength of the voice is one of its important means of expression. It is necessary to teach the child to speak loudly, but not “loudly”, clearly, gradually changing the strength of the voice - from loud pronunciation to medium and quiet, and vice versa.

Exercise 1. While standing, spread your lowered arms to the sides and quietly say: “A.” Raise your arms to the sides from your chest, a little louder: “Ah.” Hands above your head, loudly: “Ah.” Same with other vowels.

Exercise 2. Walk in place (walk in a circle) to the sound of a tambourine or drum: loud beats - walk, raising your legs high and loudly pronouncing: “top-top-top”; quieter beats - walk normally, saying: “top-top-top- top" in a conversational volume voice, quiet beats - slightly raise your legs and pronounce sound combinations quietly. We clap our hands: “Clap-clap-clap.” We stomp our feet: “Top-tomp-tomp.”

Exercise 3. While sitting or standing, count to 5 (10), with a gradual decrease in the strength of your voice (from loud to quiet), imagining that you are going down from the top floor to the basement (and vice versa).

Exercise 4. Reading a poem, changing the strength of your voice with each verse. The semantic content of each verse corresponds to the recommended change in voice strength, which facilitates its correct presentation. There was silence, silence, silence... (Almost no voice, just articulation). Suddenly it was replaced by a roar of thunder. (Whispers) And now it’s raining quietly - do you hear? (Voice at conversational volume). It dribbled, it dripped, it dribbled across the roof. He'll probably start drumming now. Already drumming. It's already drumming! (very loud)

Development of vocal range
Developing the Pitch Range of the Voice Changing the pitch of the voice is one of the most significant means of expressiveness. It creates the melody of tone, that is, the movement of the voice up and down. The melody of tone colors the sounding word with various shades of feeling and thought. Exercises are offered to change pitch modulation, which contribute to the development of intonation, flexibility and gradually expand the volume of the voice.

Exercise 1. While standing, spread your lowered arms to the sides and say in a low voice: “O.” Hands to the chest, in a medium, normal voice: “Oh.” Hands up, high voice: “Oh.” Repeat the same with other vowels and in combinations with consonants like “ta-to-tu”.

Exercise 2. While standing, slowly raise your arms up and then lower them, saying “U.....tu...”, etc. at first in a low voice, which gradually rises and then falls. The same goes for other consonants.

Game "Airplane". The plane is taking off. (They say in a low voice, hands down: “U”). The plane is flying, its engine is humming. (In a high voice, arms to the sides: “U”); The plane lands. (In a low voice, hands down, crouching: “Uh”).

Exercise 3. Reading poetic material associated with changes in voice pitch.
The train flies at full speed:
-Wow! Wow! Wow! (Say in a high voice, making circular movements with your arms bent at the elbows).
The diesel locomotive hummed:
“Uh-uh-uh.” (In a low voice, they stop and honk).
Took the kids home:
"Doo-doo-doo." (They squat).
"Oh! - exclaimed the perch,
“I was hooked.”
Spoken in a high voice.
Som grumbled angrily:
“I got caught because of a prank.”
In a low voice.
Little feet.
Running along the path:
Top! Top! Top! (In a high-pitched voice while lightly rhythmically tapping with two fingers).
Big feet -
Walked along the road:
Top! Top! Top! (In a low voice, the pace of speech is slow, fingers are heavily knocking on the table).

Development of intonation and expressive aspects of speech.
Development of intonation and expressive aspects of speech. The development of intonation gives speech an emotional coloring, organizes the semantic side of speech with the help of logical intonation, reflects the meaning of words, and has the power of influence on the listener. Therefore, we offer dramatizations of Russian folk tales, poems with imitation of heroes, dialogues with different intonations

Exercise 1. Imitation of various emotional states, accompanied by body movements and facial expressions.
Pain: “Ah-ah, I have a headache” - hands at the head, eyebrows frowning, face depicting suffering.
Joy: “Ah-ah! Hooray! My head doesn’t hurt, mom has come” - hands up, eyes wide open, mouth smiling.
Question: “Huh? Where? Who's there? Mother?" - arms to the sides, elbows bent, eyebrows raised, mouth slightly open.
Request: “Ah, ah-ah, give me, help me, come to me, mom” - hands forward, eyebrows slightly knitted.
Fatigue: “Oh, ah, oh, ah, I’m tired” - arms are lowered down, facial muscles are relaxed.

Exercise 2. Game-exercise for developing the expressiveness of facial expressions, movements, voice “Tell and show.” Based on the pictures, you are asked to name antonym words, accompanying the speech with expressive gestures and facial expressions: cheerful - sad, angry - kind, surprised - indifferent.

Exercise 3. Playing off the habits of various animals, the characteristic features of people (image of an angry big dog, an affectionate cunning cat, a surprised mother, etc.).

Exercise 4. Emotional coloring of pictures like: “Well done!”, “Ay-ay-ay, bad!” etc.

Exercise 5. Expressive reading of poems and rhymes, rich in intonation-colored material.
Those who are overcome by fear say the word “Ah!”
Those who encounter trouble say the word “Oh!”
Those who fall behind their friends say the word “Hey!”
Those who take their breath away say the word “Wow!”

Exercise 6. Dramatization of poems and fairy tales accessible to children (“Kolobok”, “Teremok”, “Three Bears”, etc.).

1. Aukanye

Imagine that you are lost in the forest. You stand and shout: "Ay-ay." You must first pronounce sounds quietly, then louder, then even louder.

2. Echo

Children stand in two rows facing each other. Some say loudly: “Ah!” Others quietly respond: “Ah-ah.”

3. Blizzard

Let's depict a winter blizzard howling on a stormy evening. At the signal “The blizzard is starting,” you quietly say: “Oooh.” At the signal “Severe blizzard”, say loudly: “Oooh”. At the signal “The blizzard ends,” say more quietly and stop speaking at the signal “The blizzard ends.”

4. Locomotive whistle

Let's imitate the whistle of a steam locomotive: "U-oo-oo-oo." First we play the sound of an approaching locomotive, and then a moving one.

5. Little ghost from Vazastan

Let's remember A. Lindgren's story "The Kid and Carlson, who lives on the roof." One of the chapters tells how Carlson dressed up as a ghost to scare the thieves who broke into the Kid’s house. He flew in a white robe and howled in a terrible voice: “Oooh.”

6. Fire truck

A fire started and a fire truck was called. She drives through the city streets and makes high-pitched siren sounds: "Uh-uh-uh-uh."

7. Pioneer Horn

Imagine that you are relaxing in a pioneer camp. In the morning you are woken up by the sound of a pioneer bugle. The bugler trumpets: "Tut-tu-tu-tu." (“Get up - get up, make your beds!”) Now try to imitate the sound of a bugle.

13.Exercises for choosing an adequate volume

1. Read the poems expressively, choosing the desired volume level. What words in the text tell you how to read the poems - loudly or quietly?

Night. The streets fell asleep. Hush, cloud, hush, Don't drop the booming raindrops on the roofs. Dreams come to children. The lights came on.

Hush, hush, wind, Don't knock on the windows.

L.Yakhnin

Winds, storms, hurricanes, Blow as hard as you can! Whirlwinds, blizzards and blizzards, play out by night! Trumpet loudly in the clouds, soar above the earth. Let the drifting snow run through the fields like a white snake!

S.Marshak

Left, right! Left, right! A detachment is going to the parade. The drummer is very happy: Drumming, Drumming for an hour and a half straight. But the squad is coming back. Left, right! Left, right! The drum is already full of holes.

A.Barto

14.Voice range and color

The word range (dia pason) is of Greek origin and means “through all,” that is, in music, through all sounds. Musical range refers to the distance from the lowest sound an instrument or voice can produce to the highest. A speaker who wants to be persuasive speaks slowly and in a low tone. But he must stay within the natural range of his voice, otherwise he will sound insincere.

1. Metallic sound- speaks of energy and firmness. There is no better example to illustrate this than Zhukov, performed by Mikhail Ulyanov.

3. Singing speech(strong emphasis on vowels) - temperament, sensuality, typical of people who are called “good-natured”. Such a good-natured person was Evgeny Leonov in the role of the head of a kindergarten in the film “Gentlemen of Fortune” (but not in the role of the Associate Professor: the essence of the character changed - the voice also changed; this is acting talent).

4. Tough speech - This speech in which vowels recede into the background before sharply emphasized consonants - the predominance of reason and will, an accurately analyzing mind.

This was masterfully played by Vladimir Vysotsky: Captain Zheglov in the film “The meeting place cannot be changed.”

5. Monotonous voice- secrecy, tightness, timidity. So, probably, Belikov could speak from Chekhov’s story “The Man in a Case” - this is the standard of secrecy, “caseness” - or, for example, Osip, Khlestakov’s servant from Gogol’s “The Inspector General”.

7. Falling tone towards the end of a phrase- probably weak will, softness. Sometimes this can be the result of physical weakness, for example in very old people.

8. Rhythmic pitch fluctuations- revitalization with internal balance and creativity. This is exactly how actor Yursky played in Ostap Bender’s “The Golden Calf.” (And let’s compare again: two actors are still two different Benders, and the difference in the actors’ voices played an important role in the creation of these images).

9. Irrhythmic vibrations: there is an uneven rise and fall in tone - imbalance, lack of stability.

10. Round-flowing manner speaking with soft transitions of individual sounds and words is a deep, full emotional life. So said Pierre Bezukhov from the novel "War and Peace". It is no coincidence that Natasha Rostova believed that there was something “round” about him.

11. Angular and abrupt speech with sudden changes in volume - sober, focused, pragmatic thinking, sometimes nervousness. You can find in a certain type of officers, teachers and politicians with obvious or hidden authoritarianism, a tendency to dictate.

The human voice has different tones depending on the individual characteristics of the body and the situation: during a conversation, for a man this value is from “C” of the first octave to “C” of the second octave, and for a woman - from “G” of the second octave to “G” of the third octave ; when reading aloud for a man - from “G” of the first octave to “G” of the second octave, and for a woman - from “A” of the second octave to “A” of the third; when shouting, exclamation for a man - from “do” of the third octave to “mi” of the third octave, for a woman - from “mi” of the fourth octave to “fa” of the fourth octave.

For comparison, we note that the supersonic passenger plane Concorde, when lifting off from the runway, produces noise in 130 dB.

Duration of sound made by a person

If the average duration of one sound (for example, the note "A") without a change in tone and on one breath for most people 20-25 s, then the record is 55 With.

Different ways of speaking

Whisper

Do a little experiment that will leave you voiceless. Place your fingers on the neck on either side of the trachea at the level of the Adam's apple and first speak in a normal voice. Due to the friction of air against the vocal cords, you will feel vibration. Then whisper something. The vocal cords stop vibrating even though you continue to speak. Why? Because in this case, words are pronounced solely due to exhaled air and mouth movements.

Inhalation speech

We always speak on the exhale. Only in rare cases do we do this while inhaling, uttering short words such as “yes” or “no.” Try experimenting and making your voice very clear. Call one of your friends and talk to him while breathing. Your voice will change so much that even a close friend will not recognize you.

Let's be firm in achieving our goal
and gentle in the means of achieving it.
Acquaviva.

How nice it is to hear measured, calm, quiet speech. You can’t help but listen and be amazed at your ability to use your speech apparatus beautifully and correctly.

In preschool age, speech disorders that are accompanied by speech motor disorders are very common. These are, most often, dysarthria, rhinolalia and other functional disorders. Preschool children often speak loudly or quietly, depending on their temperament and character traits, and do not know how to lower or raise their voice. Often there are children who speak monotonously, without intonation, and have a nasal tone. All these disorders can be corrected in preschool age and not have complications in further development. In kindergarten speech groups, voice disorders are especially noticeable, as they can accompany severe speech disorders. Timely assistance to children in correcting their voice makes it possible to eliminate other speech disorders.

Voice disorders have a very significant impact on the overall development of children, their neuropsychic state, and speech formation, since the voice is of great importance in the process of communication. The role of the voice is great in conveying intonation, which determines the semantic and emotional aspects of statements. The range of disorders encountered ranges from complete absence of voice (aphonia) to minor changes in voice (dysphonia). The degree of negative impact of voice disorders on the personality as a whole and its individual manifestations depend on the nature and depth of the disorder. In this regard, there is a need to timely overcome voice disorders encountered in children. This problem can be solved based on correct diagnosis and the use of correct and timely correction methods.

Causes of voice disorders and their manifestations.

Voice function is often impaired in children. Voice apparatus – these are the respiratory organs, vocal cords, larynx, nasal and oral cavities. The causes of voice disorder are very diverse: diseases of the larynx, nasopharynx, oropharynx, lungs, bronchi and trochea, even the heart and cardiovascular system. The voice is characterized by timbre, pitch and strength. The pitch of the voice depends on the frequency of vibration of the vocal cords and is characterized by a rise and fall in tone, that is, a change from low to high and vice versa. This is the basic tone of voice. The strength of the voice depends on the amplitude of vibration of the vocal cords and is characterized by volume. This is the ability to control the vocal cords. It depends on the level of subglottic and supraglottic pressure and on the degree of closure of the vocal cords. The voice also has a timbre, thanks to which we recognize each other - this is an individual coloring. All components of the voice are interconnected and really exist in unity. Voice quality may deteriorate as a result of diseases of the upper respiratory tract, hearing loss, or personality traits.

Voice disorders are associated with paresis of the muscles of the tongue, lips, soft palate, vocal folds, laryngeal muscles, disturbances in their muscle tone and limitation of their mobility. In children with speech diagnoses, the voice is quiet, weak, unmodulated, the timbre is dull, with a nasal tint, monotonous, and the tempo is slow. The lack of formation of voluntary contraction of the muscles of the vocal apparatus can completely exclude the possibility of vibration of the vocal folds, which will sharply disrupt the process of formation of voiced consonants. Vibration of the folds is disrupted when the muscles of the vocal apparatus are weak or paresis; the strength of the voice in these conditions becomes minimal. This manifests itself when the cerebral cortex is insufficiently active, the innervation of the pathways of the glossopharyngeal and vagus nerves is impaired, and muscle tone is impaired. One of the voice disorders found in preschool children is dysphonia and aphonia. Aphonia is the complete absence of voice. Dysphonia is a partial disturbance of pitch, strength and timbre. With dysphonia, the voice is weak and hoarse. If you do not pay attention to this in time, the disorder can become protracted and lead to organic changes in the vocal apparatus. Dysphonia can be caused by constant overexertion of the voice as a result of talking too loudly, singing, shouting, or failure to comply with the basic rules of vocal hygiene. The development of dysphonia can also be facilitated by adenoid growths in the nose, which make nasal breathing difficult and teach the child to breathe through the mouth. When breathing through the mouth, air is inhaled that is not purified, warmed or moistened, as is the case with nasal breathing, as a result of which chronic inflammatory processes occur in the mucous membrane of the larynx, and the voice becomes hoarse. Insufficient velopharyngeal closure is the cause of nasality in speech.

Corrective work for voice disorders.

Work on the voice affects all its qualities: strength, height, duration, timbre and their changes in the speech process. Corrective actions should be based on the results of the examination. The voice examination is carried out together with the main one, at the beginning of the year. The child is asked to perform a series of exercises.

Duration. Pronounce a short and a long sound U - UUUUUU (take into account how long the child can pull out the sound and how the duration differs).
Force. You need to pronounce a combination of sounds, a word or a phrase quietly, loudly and in a whisper (differences between volumes are taken into account).
Voice pitch. Imitate the pronunciation. A cow moos - MU, a calf - MU (the difference is taken into account).
Voice modulation. The plane approaches and flies away UUUUUUUUUUUUUU (the ability to raise and lower your voice is taken into account).

The data is entered into a table.

Corrective work is based on the principles:

Communication with medical specialists.
Consistency, systematicity.
The work begins with intact voice functions.
Each exercise is carried out until the child has completely mastered it.
All exercises are selected from simple to complex.
Patience and a friendly attitude towards children.
Voice correction classes should include articulation and breathing exercises and physical therapy.

All work is carried out after consultation with an ENT doctor. It should be remembered that the strength of the voice is individual and develops gradually. When developing the ability to pronounce vowel sounds, syllables, words and phrases in a loud voice, you need to make sure that there is no excessive forcing of the sound or unpleasant sensations. When strengthening their voice, children should not raise it, as this can lead to a breakdown in their voice. The pitch of the voice is individual: some children have a lower fundamental tone, others have a higher one. In the course of working on the timbre, strength, and pitch of the voice, the basis is created for the development of the intonation and expressive side of speech. For correctional classes, subgroups of children based on similar disorders can be formed.

Exercises to activate the muscles of the velum.

1. Activation of the velum:

vertical stroking, kneading, jerking movements with the thumb in the direction from the upper incisors to the small tongue.
transverse movements at the border of the hard and soft palate; when performing these movements, the muscle of the posterior pharyngeal wall is also activated.
when pronouncing the sound [A] - rubbing movements across the soft palate from the upper incisors to the small tongue (the mouth is wide open, irritation comes from pronunciation).
fast, short pronunciation of the sound [A] with simultaneous jerking movements across the soft palate with the thumb.

2. Gymnastics of the soft palate:

coughing;
yawn;
swallowing water in small portions;
imitation of mouth rinsing.

simultaneously with turning your head to the left - to the right, pronounce the sound track from the vowels i-e-o-u-a-y.

4. Gymnastics of the lower jaw:

opening and closing the mouth, imitation of chewing;
opening the mouth with the simultaneous movement of the tongue forward, then this exercise with the pronunciation of the sound [A], first quietly, then loudly and with force (the wider the mouth, the narrower the pharynx, the narrower the pharynx, the more active the muscles of the back wall of the pharynx).

Insufficient velopharyngeal closure is the cause of nasality in speech, therefore exercises to activate the muscles of the lower jaw, soft palate and posterior pharyngeal wall are interrelated.

Further correctional work is carried out sequentially, all exercises are carried out in order and practiced. Once mastered, you can move on to the next one. Most often, all components of the voice are impaired, so we suggest exercises first to develop the timbre of the voice, then the duration, strength, height and intonation expressiveness of speech; they can also be alternated.

Development of voice timbre.

Exercise 1

I.p. standing, feet shoulder-width apart, hands clasped above your head. Inhale through your nose, bending back slightly. Leaning forward, exhale slowly. At the same time, pronounce a new vowel each time: “a”, “o”, “u”, “s”, “e”.

"A" - hands up.
“O” - hands in a ring in front of you.
“U” - hands like a mouthpiece.
“Y” - hands in an oval in front.
“E” - hands in an oval behind.

Exercise 2

I.p. standing, place your hands on your chest. Leaning forward, as you exhale, pronounce several vowel sounds, bringing the duration of the exhalation to 7-10 seconds.

Exercise 3.

As you exhale, chant words, proverbs, sayings that are rich in vowel sounds that require a wide opening of the mouth.

We'll go to the forest
(Children raise their arms to the sides and up)
Let's call the children: “Ay! Ay! "
(Make hands into a megaphone)
I took the bow and shouted:
“Eh! Now I’ll surprise everyone!”
I pulled my bow tighter,
Yes, the arrow suddenly got stuck!
And everyone around said:
"E__ e__ e__ e."
Tarlapan E

Exercise 4.

While standing or sitting, take a short breath through your nose. Exhaling, with your mouth closed, without tension, pronounce “m” or “n” with a questioning intonation, while achieving a feeling of light vibration in the area of the nose and upper lip.

Exercise 5.

Take a deep breath. On one exhalation, pronounce first briefly and then protractedly one of the open syllables:

“Mo-moo, moo-moo.”
Early in the morning
Shepherd boy: “Turu-ru-ru!”
And the cows follow him
They hummed: “Moo-muuu.”
I. Tokmakova

Development of duration and stability of the sound of the fundamental tone of the voice.

Exercise 1.

Smoothly join your hands in a rounded manner in front of you (or above your head) and say protractedly: “O.” Sharply lower your joined hands down and say briefly: “Oh.” The same with syllables and words.

Exercise 2.

Smoothly spread your arms to the sides and say protractedly: “A.” Then join your straight arms in front of your chest and say: “U.” Sharply spread your hands and briefly say: “A”, connect - “U”.

Exercise 3.

Standing, spread your arms to the sides, swinging them (“the plane is flying”), and say protractedly: “B.” Sharply lower your hands down, sit down and say briefly: “B” (“the plane has landed”).

Development of voice power.

Exercise 1.

Standing, spread your lowered arms to the sides and quietly say: “Ah.” Raise your arms to the sides from your chest, a little louder: “Ah.” Hands above your head, loudly: “Ah.” Same with other vowels.

Exercise 2.

Walk in place (walk in a circle) to the sound of a tambourine or drum: loud beats - walk, raising your legs high and loudly pronouncing: “top-top-top”; quieter beats - walk normally, saying: “top-top-top” in a voice conversational volume, quiet beats - slightly raise your legs and pronounce sound combinations quietly.

We clap our hands: “Clap-clap-clap.”
We stomp our feet: “Top-tomp-tomp.”

Exercise 3.

Exercise 4.

There was silence, silence, silence... (Almost no voice, just articulation).
Suddenly it was replaced by a roar of thunder. (Whispers) And now it’s raining quietly - do you hear? (Voice at conversational volume).
It dribbled, it dripped, it dribbled across the roof.
He'll probably start drumming now.
Already drumming. It's already drumming! (very loud)
A. Shibaev

Development of vocal range

Changing the pitch of the voice is one of the most significant means of expressiveness. It creates the melody of tone, that is, the movement of the voice up and down. The melody of tone colors the sounding word with various shades of feeling and thought. Exercises are offered to change pitch modulation, which contribute to the development of intonation, flexibility and gradually expand the volume of the voice.

Exercise 1.

Standing, spread your lowered arms to the sides and say in a low voice: “Oh.” Hands to the chest, in a medium, normal voice: “Oh.” Hands up, high voice: “Oh.” Repeat the same with other vowels and in combinations with consonants like “ta-to-tu”.

Exercise 2.

While standing, slowly raise your arms up and then lower them, saying “U.....tu...”, etc. at first in a low voice, which gradually rises and then falls. The same goes for other consonants.

Game "Airplane".

The plane is taking off. (They say in a low voice, hands down: “U”). The plane is flying, its engine is humming. (In a high voice, arms to the sides: “U”); The plane lands. (In a low voice, hands down, crouching: “Uh”).

Exercise 3.

Reading poetic material associated with changes in voice pitch.

The train flies at full speed:
-Wow! Wow! Wow!
(Say in a high voice, making circular movements with your arms bent at the elbows).
The diesel locomotive hummed:
“Uh-uh-uh.”
(In a low voice, they stop and honk).
Took the kids home:
"Doo-doo-doo."
(They squat).

"Oh! - exclaimed the perch,
“I was hooked.”
Spoken in a high voice.
Som grumbled angrily:
“I got caught because of a prank.”
In a low voice.
F. Bobylev

Little feet.
Running along the path:
Top! Top! Top!
(In a high-pitched voice while lightly rhythmically tapping with two fingers).
Big feet -
Walked along the road:
Top! Top! Top!
(In a low voice, the pace of speech is slow, fingers are heavily knocking on the table).

Development of intonation and expressive aspects of speech.

The development of intonation gives speech an emotional coloring, organizes the semantic side of speech with the help of logical intonation, reflects the meaning of words, and has the power of influence on the listener. Therefore, dramatizations of Russian folk tales, poems with imitation of heroes, and dialogues with different intonations are offered.

Exercise 1.

Imitation of various emotional states, accompanied by body movements and facial expressions.

Pain: “Ah-ah, I have a headache” - hands at the head, eyebrows frowning, face depicting suffering.

Joy: “Ah-ah! Hooray! My head doesn’t hurt, mom has come” - hands up, eyes wide open, mouth smiling.

Question: “Huh? Where? Who's there? Mother?" - arms to the sides, elbows bent, eyebrows raised, mouth slightly open.

Request: “Ah, ah-ah, give me, help me, come to me, mom” - hands forward, eyebrows slightly knitted.

Fatigue: “Oh, ah, oh, ah, I’m tired” - arms are lowered down, facial muscles are relaxed.

Exercise 2.

Game-exercise for developing the expressiveness of facial expressions, movements, voice “Tell and show.” Based on the pictures, you are asked to name antonym words, accompanying the speech with expressive gestures and facial expressions: cheerful - sad, angry - kind, surprised - indifferent.

Exercise 3.

Playing off the habits of various animals, the characteristic features of people (image of an angry big dog, an affectionate cunning cat, a surprised mother, etc.).

Exercise 4.

Emotional coloring of paintings like: “Well done!”, “Ay-ay-ay, bad!” etc.

Exercise 5.

Expressive reading of poems and rhymes, rich in intonation-colored material.

Those who are overcome by fear say the word “Ah!”
Those who encounter trouble say the word “Oh!”
Those who fall behind their friends say the word “Hey!”
Those who take their breath away say the word “Wow!”
A. Tetyavkin

Exercise 6.

Dramatization of poems and fairy tales accessible to children (“Kolobok”, “Teremok”, “Three Bears”, etc.).

Games for voice development.

Games are a logical continuation of the exercises and are aimed at developing the cohesion of the children's team, children's attention, sensitivity to audio (auditory) perception and adequate communication response. During these games, children master the tempo-rhythmic (intonation, pause system) and dynamic (voice volume control) characteristics of spoken speech, and learn to control their vocal apparatus.

Game "Tape recorder"

To play the game you need to make or draw cards - symbols

Option 1: Playback

Before starting the game, children need to demonstrate the operation of audio equipment so that children can see and hear how the tape recorder accurately reproduces the speech recorded on film.

The main task of the participants in the game is to reproduce as accurately as possible what the driver said.

Option 2. “Regulation”»

Demonstrate to children the capabilities of a tape recorder: adjusting the volume and speed of recording playback. Using symbolic images, you need to respond correctly to commands. Children reproduce a speech pattern based on a specific symbol.

Option 3. “On the contrary”

Participants are divided into two teams or pairs. One team receives a picture with a symbol and the task of reproducing something in accordance with it. The task of others is with the opposite sound. Whisper - loudly, quickly - syllable by syllable...

Option 4. “Phonogram”

Before starting the game, you can invite children to listen to several recordings from the “Voices of Native Nature” series and come up with appropriate names for them. An airplane taking off, a blizzard, rain, rustling leaves, a train... Invite the children to make some noise themselves (in the forest, in a swamp, in the kitchen, a vacuum cleaner, birds chirping). Record it on a tape recorder. It is very interesting.

In these games you can sing, play musical instruments, tell poems, fairy tales, stories, play sounds, words, phrases, sentences behind the leader, independently or together. You can also work with pure tongue twisters, tongue twisters, proverbs, sayings, and onomatopoeias.

The speech of an adult is of great importance in the development of the voice. Most often, children fail to complete the exercises the first time, although after the teacher shows them, the child copes with the task. It follows from this that the teacher’s speech should be beautiful, correct, clear, bright and friendly. Children strive to be like adults, and they have a desire to correct their speech defects. It is important that children are surrounded by smart teachers with correct speech worthy of imitation.

With proper organization of voice correction work, the following results will be noticeable:

The children's voice became clearer and louder, acquired modulation, sufficient volume, and sonority. He became lighter and stronger in the process of everyday verbal communication. Children are free to control their vocal capabilities without strain.
The activity of the articulatory apparatus intensified, movements became dexterous and precise. Defective sounds are easier to install and automate.
Voice improvements have a positive effect on the emotional sphere and mood. Children become more active, cheerful, and feel like full members of the children's team. Improving the voice has a positive effect on the child’s character and promotes normal communication with others.
Speech diaphragmatic breathing was normalized.
Voice correction has a positive effect on the emotional and volitional sphere, there is confidence in one’s strengths and a desire to continue working to improve the quality of the voice.
The use of techniques to improve voice quality requires less effort on the part of the speech therapist and the child, and the duration of speech therapy work is reduced.

Bibliography.

Almazova E.S. Speech therapy work on voice restoration in children. M., 2005
Belosheyeva A.A., Golysheva V.A., Nevolina G.L., Okuneva G.Yu. Nervous and mental disorders in children. Speech disorders in children. Perm, 1999
Miklyaeva N.V. Phonetic and speech therapy rhythms in preschool educational institutions. M., 2004
Pozhilenko E.A. Methodological recommendations for producing sounds in children. S. – P., 2006
Journal "Speech therapist" 2004, No. 1, p. 17.
Journal "Speech therapist" 2005, No. 4, p. 94

Description of the game: children sit on chairs in a semicircle. They have dolls in their hands. The teacher says: “The dolls are crying, we need to calm them down. Look how I put the doll to sleep (rocks the doll, humming softly at the sound A motive of a familiar lullaby). Now you shake it.” Children take turns and then rock the dolls together, making a sound A.

2. "Blizzard"

Equipment: story picture “Blizzard”.

Description of the game: the teacher shows a picture of a blizzard. Children sitting in a row depict a blizzard howling on a stormy evening. At the signal from the teacher, “The blizzard is beginning,” they quietly say: uh-uh...; at the signal “The blizzard is ending” they speak more quietly; at the signal “The blizzard is over” they fall silent.
It is advisable that children change the strength of their voice at least 2-3 times in one exhalation. In this case, it is more convenient to replace the teacher’s verbal instructions with conducting: a smooth movement of the hand up - the children speak louder, a smooth movement of the hand down - the children speak more quietly.

"Beep"

Goal: same as in the previous game.

Description of the game: children stand in a row facing the teacher and raise their arms up from the sides, touching with their palms, but do not clap. Then slowly lower it down through the sides. Simultaneously with lowering their hands, children pronounce the sound at loudly at first, and then gradually quieter. They lower their hands and fall silent.

First, the teacher himself shows the actions, then calls two children who perform the actions together with him and pronounce the sound, the rest of the children only make movements with their hands. Then the whole group plays.

4. “Who wins?”

Description of the game: the teacher calls two children and puts them facing each other. At the teacher’s signal, the children simultaneously begin to draw out vowel sounds, first quietly and then loudly. a, o, y, and, uh.

"The wind blows"

Description of the game: children and teacher stand in a circle. The teacher says: “We went for a walk in the forest in the summer.” Everyone joins hands and leads a round dance, and the teacher continues: “We are walking through the field, the sun is shining, a light breeze is blowing and the grass and flowers are swaying.” The teacher and children stop. “The wind blows quietly, like this: in-in-in(pronounces the sound c quietly and for a long time). The children repeat after him. Then the movement of the round dance continues under the leisurely speech of the teacher: “We came to the forest. We picked a lot of flowers and berries. We got ready to go back. Suddenly a strong wind blew: v-v-v..."– the teacher pronounces this sound loudly and for a long time. Children stop and repeat the sound after the teacher.
Methodological instruction: the teacher makes sure that the children, repeating after him, maintain the same strength of voice.

6. “Dashes”

Equipment: chalk, chairs.

Description: children go to their homes (outlined circles, corners of the room, chairs). At the teacher’s signal, one of the children calls another of his choice, “Ay, ay, Petya.” Petya, in turn, answers him: “Ay, ay, Vova,” and they quickly change places. Then Petya chooses another comrade and changes places with him in the same way.

"The wolf and the seven Young goats"

Equipment: animal masks.

Description: children must first be familiar with the fairy tale, know the words of the goat and the wolf well, and the answers of the kids. The teacher distributes roles among the children and distributes masks. The teacher draws the children's attention to the nature of the voices. The goat and kids should speak in thin, high voices, and the wolf - first in a rough, low voice, and then in a higher voice.