Storyboard
Vocal Health
Project Title | Vocal Health | Notes | ||
Description of Learning/Instructional Goal: To use proper breath support and vocal placement during ILT and other presentations in order to preserve a healthy voice. | | |||
Objectives: Learner will be able to
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Sources: Description Illustration from Anatomy & Physiology, Connexions Web site. http://cnx.org/content/col11496/1.6/, Jun 19, 2013. Source Anatomy & Physiology, Connexions Web site. http://cnx.org/content/col11496/1.6/, Jun 19, 2013. Author OpenStax College Illustration has been cropped to show only lungs and diaphragm with appropriate labels. https://gfycat.com/enviouslimitedhorseshoecrab | ||||
Overview
Vocal Health (Articulate Extra Bold, 24)
This is the sub-heading (Articulate Extra Bold, 18)
Here is some paragraph text (Bell MT, 16, Normal).
Dessert caramels marshmallow fruitcake cookie jujubes chupa chups. Chocolate cake sesame snaps chupa chups macaroon donut sugar plum cake soufflé. Powder jelly wafer soufflé bonbon chocolate. Cookie cake cake macaroon.
Other text:
Callouts (Narrator) - Articulate Extra Bold - 16
Button Text - Articulate Extra Bold - 16
Callouts (Other) - Bell MT, 16, Normal
Color Palette
#6b5590
#fdc689
#017237
#4bacc6
Icons
Normal State
Hover State
Visited State
Down State
Button Set 1
Callouts
Teacher
Blake
Doctor
Narrator
Note: Due to story structure, the color palette aligns with a particular character.
If a character asks a question or shows a graphic, the background color matches the character’s color.
Project Title | Vocal Health | Notes | ||||
Screen # | 1.1.1 | Screen Type | Main Menu | Screen Title | Main Menu | |
Visuals (Video/Pics/Characters) | On Screen Text Table of contents style of applicable buttons: Vocal Health - Main Menu (not an active button) Lesson 1: Introduction Lesson 2: Voice Biology Lesson 3: Diaphragm Lesson 4: Voice Placement Lesson 5: Putting It Together Lesson 6: Final Assessment | |||||
Animation & Interactivity Full button interactivity (hover, select, etc.) Only Lesson 1: Introduction is available at the start. Once the learner has completed the lesson will the following lesson be seen. The lessons that have been completed will be in the “visited” state. This is to keep the learner on the linear path until they have completed the course. | ||||||
Audio Background music plays continuously until the learner selects a lesson. Music is Free Public Domain and does not need credit given. | ||||||
Navigation/ Branching | Every lesson leads to the appropriate scene. | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 1.1.2 | Screen Type | Layer | Screen Title | Main Menu | |
Visuals (Video/Pics/Characters) | On Screen Text Congratulations! The course has been completed. Would you like to review a section? [Yes. Please.] | |||||
Animation & Interactivity When the learner completes the course by clicking [Complete Course] on screen #6.14.1, it triggers this layer to appear everytime the learner returns to this course. | ||||||
Audio None | ||||||
Navigation/ Branching | [Yes, please.] hides layer to show Main Menu. | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 2.1 | Screen Type | Title Slide | Screen Title | Lesson 1: Introduction | |
Visuals (Video/Pics/Characters) | On Screen Text Lesson 1: Introduction | |||||
Animation & Interactivity Lesson 1: Introduction textbox flies in from top to middle (3seconds). It then flies out from middle to top (3seconds). | ||||||
Audio Short transition music. | ||||||
Navigation/ Branching | Automatic transition at end of timeline (6 seconds) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 2.2 | Screen Type | Slide | Screen Title | Lesson 1: Introduction | |
Visuals (Video/Pics/Characters) | On Screen Text Narrator: Blake has just given a 1 hour presentation and he is noticing that his voice is feeling a little hoarse. | |||||
Animation & Interactivity Character (Blake) comes on stage from right side of screen. Text box (floats in from top) and continue box (fades in) appear after Blake is on stage. Note: Continue box and home button stay the same for the entire course. For the rest of the scene, they do not have added animations. | ||||||
Audio Applause from the audience opens the scene. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 2.3 | Screen Type | Slide | Screen Title | Lesson 1: Introduction | |
Visuals (Video/Pics/Characters) | On Screen Text Narrator: He drinks some water but it only helps a little bit. | |||||
Animation & Interactivity Blake changes poses and holds a water bottle. Text box (floats in from top) appears. | ||||||
Audio Water sipping sound occurs after textbox appears. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 2.4 | Screen Type | Slide | Screen Title | Lesson 1: Introduction | |
Visuals (Video/Pics/Characters) | On Screen Text Narrator: He then leads a Q & A session about his presentation where he needs to use his voice more. | |||||
Animation & Interactivity Character (Blake) comes on stage from right side of screen. Text box (floats in from top) appears. | ||||||
Audio Applause from the audience opens the scene. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | Clock transition effect is used to show the passage of time from screen #2.4 to 2.5. | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 2.5 | Screen Type | Slide | Screen Title | Lesson 1: Introduction | |
Visuals (Video/Pics/Characters) | On Screen Text Narrator: Once the Q&A session is over, he and his colleagues decide to go out to eat at a bar/restaurant. But the music is really loud and, again, Blake has to use his already tired voice. | |||||
Animation & Interactivity Text box (floats in from top) appears. | ||||||
Audio Restaurant background voices and music. Music is Free Public Domain and does not need credit given. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | Clock transition effect is used to show the passage of time from screen #2.5 to 2.6. | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 2.6 | Screen Type | Slide | Screen Title | Lesson 1: Introduction | |
Visuals (Video/Pics/Characters) | On Screen Text Narrator: Finally, he is able to get home to sleep but his voice is hurting. He is concerned. Hopefully, a good night’s rest will fix it. | |||||
Animation & Interactivity Text box (floats in from top) appears. | ||||||
Audio A door opening and closing with the sound of keys open the scene. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | Clock transition effect is used to show the passage of time from screen #2.6 to 2.7. | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 2.7 | Screen Type | Slide | Screen Title | Lesson 1: Introduction | |
Visuals (Video/Pics/Characters) | On Screen Text Narrator: But oh no! Instead of getting better, his voice is now completely gone. What can he do? | |||||
Animation & Interactivity Text box (floats in from top) appears. | ||||||
Audio Transition from 1.6-1.7 has snoring occur. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 2.8 | Screen Type | Slide | Screen Title | Lesson 1: Introduction | |
Visuals (Video/Pics/Characters) | On Screen Text Narrator: Usually, we don’t think about what we are doing with our voice until it is gone. As a result, we may need to express ourselves in less than effective ways, which can cause frustration and make us feel like a hindrance instead of an asset to our team. | |||||
Animation & Interactivity Text boxes (float in from top) appear. Left textbox appears first and then the right textbox appears 4 seconds later. | ||||||
Audio Audio of people talking starts the slide. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 2.9 | Screen Type | Slide | Screen Title | Lesson 1: Introduction | |
Visuals (Video/Pics/Characters) | On Screen Text Narrator: While there isn’t much that Blake can do besides rest and wait for his voice to heal, he can learn how to use his voice in a healthier way so this won’t happen again. | |||||
Animation & Interactivity Text boxes (float in from top) appear. Left textbox appears first and then the right textbox appears 4 seconds later. | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 2.10 | Screen Type | Slide | Screen Title | Lesson 1: Introduction | |
Visuals (Video/Pics/Characters) | On Screen Text Narrator: Let’s follow Blake on his journey to healthier public speaking! Through viewing his journey, we will learn how to use proper breath support and vocal placement during ILT and other presentations so that we can preserve a healthy voice. [Return to Main Menu] [Go to Next Lesson] | |||||
Animation & Interactivity Learner clicking either button will mark Lesson 1 complete. This will then unlock the next lesson button on the Main Menu (Screen # 1.1.1). | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks [Save and Go to Next Lesson] to go to Lesson 2 (Screen 3.1) Learner clicks [Save and Return to Main Menu] to return to Main Menu (Screen 1.1) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 3.1 | Screen Type | Title Slide | Screen Title | Lesson 2: Voice Biology | |
Visuals (Video/Pics/Characters) | On Screen Text Lesson 2: Voice Biology | |||||
Animation & Interactivity Lesson 2: Voice Biology textbox flies in from top to middle (3seconds). It then flies out from middle to top (3seconds). | ||||||
Audio Short transition music. | ||||||
Navigation/ Branching | Automatic transition at end of timeline (6 seconds) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 3.2-6 | Screen Type | Slide | Screen Title | Lesson 2: Voice Biology | |
Visuals (Video/Pics/Characters) Screen 2.2 Screen 2.3 | On Screen Text Scene 3.2 Narrator: Blake’s voice is feeling much better, but he’s not taking that for granted. He goes to his doctor for a follow up. Scene 3.3 Blake: Hello Dr. Sturtz. My voice is feeling a lot better but what can I do to avoid losing my voice again? Scene 3.4 Narrator: Dr. Sturtz thinks for a moment, and decides that the best course of action is to educate! Screen 3.5 Dr. Sturtz: Hmm. Are you familiar with how our bodies produce air and sound? Screen 3.6 Blake: I remember some of it but not alot. It’s been a while since high school Health and Biology class. | |||||
Animation & Interactivity Screen 3.2 - Blake comes in from left side. Screen 3.3 - Dr. Sturtz comes from right side of screen. Blake’s text box appears after she is in the screen. No other animations are done for the rest of the scene. | ||||||
Audio Doctor office sounds begin in Screen 3.2. Ends in 3-5 seconds. No other audio from 3.2-3.6. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 3.7 | Screen Type | Slide/Hotspot | Screen Title | Lesson 2: Voice Biology | |
Visuals (Video/Pics/Characters) | On Screen Text Dr. Sturtz: No problem. Take a look at the Respiratory System Chart behind me and I will explain what our body does to make sound. | |||||
Animation & Interactivity Chart behind doctor is a hot spot. Learner clicks on Hotspot that brings up a layer of the human body (Screen # 3.7.1). (Pulsing) Question Mark: When clicked, it says “Click the chart to continue.” | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Chart to continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 3.7.1 | Screen Type | Slide/Hotspot | Screen Title | Lesson 2: Voice Biology | |
Visuals (Video/Pics/Characters) | On Screen Text Textbox 1: Click the icons to learn about each part of the Respiratory System. Textbox 2: Once you have visited all of them, an “All Set” button will appear. Textbox 3: Then, click “All Set” to move onto a multiple choice question. | |||||
Animation & Interactivity Text box 1 appears at start of screen. The 6 arrows slide into position from the left .5 seconds after each other. At 7 seconds, the arrows and text box 1 disappear. The [All Set] button fades in with text box 2 @ timeline = 8 seconds. Text box 3 fades in a couple seconds after text box 2 appears. At the end of timeline (15 seconds), automatic change to screen 3.7.2. | ||||||
Audio None | ||||||
Navigation/ Branching | Changes to screen 3.7.2 @ end of timeline (15 seconds) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 3.7.2 | Screen Type | Layer with Triggered Icons | Screen Title | Lesson 2: Voice Biology | |
Visuals (Video/Pics/Characters) | On Screen Text The Respiratory System | |||||
Animation & Interactivity Image of human body with 6 hotspot icons: Nose Mouth Trachea Windpipe Lungs Diaphragm Learner clicks on each icon, reads the description of each part of the Respiratory System, and then comes back to this screen to click on the next one. Icon turns to ‘visited’ state after learner returns to the screen. Once learner has clicked on all icons, an “All Set” button will appear to move the learner to Screen# 2.8. | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks All Set after they visit all icons. Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | ||||
Screen # | 3.7.3-8 | Screen Type | Layers w/ triggered icons | Screen Title | Lesson 2: Voice Biology |
Visuals (Video/Pics/Characters) | On Screen Text NOSE: Besides helping humans to smell, the nose assists in breathing as the “gatekeeper” to receiving oxygen. When used for humming or speaking, it can shift vibrations that cause pain or stress away from the larynx (voice box). MOUTH: The mouth (and all of its inner parts) allows humans to speak and communicate effectively. If the nose is ever blocked, it can also be used as a secondary source for oxygen. LARYNX/VOICE BOX: The larynx is also known as “Adam’s Apple.” It gives each human their sound when speaking or singing. When wind rushes through the trachea (windpipe), it vibrates the larynx which causes sound. The type of sound can vary depending on the size and position of the larynx and the amount of force that pushes the air. TRACHEA: The trachea (circled) connects the larynx to the lungs. It allows air to move to and from the lungs so that we can survive. It also helps us speak by vibrating the larynx (voice box) using the air we exhale. LUNGS: The lungs take the oxygen that is received through the trachea and release carbon dioxide. The carbon dioxide is then removed from the body through exhalation. DIAPHRAGM: Your diaphragm is a strong wall of muscle that separates your chest from the abs. When the diaphragm moves lower while inhaling, it creates suction that draws in air and expands the lungs. Likewise, when exhaling, the diaphragm moves higher and pushes the air out of the lungs like a bagpipe. | ||||
Animation & Interactivity Learner reads the description of each part of the respiratory system. When done, they will click the X button which will lead them back to the human body image (Screen# 3.7.2). | |||||
Audio None | |||||
Navigation/ Branching | Learner clicks X to return to Screen #3.7.2 | Additional Notes | | ||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 3.8-9 | Screen Type | Multiple Choice | Screen Title | Lesson 2: Voice Biology | Incorrect Layer: “Not quite. Please review the Respiratory System Chart and try again. Click Continue to be brought to the chart.” Continue button directs them back to medical chart They are brought back to Screen 3.7 and repeat the process. They have unlimited chances to get the correct answer, however, every time the answer is incorrect, they need to go through the chart again. Correct Layer: Excellent! That was the correct answer! The diaphragm creates suction that draws in air to expand the lungs and can push air out of the lungs [Choice C]. The mouth allows humans to speak and communicate effectively [Choice A]. The lungs take the oxygen that is received through the trachea and releases carbon dioxide [Choice B]. The nose can shift vibrations that cause pain or stress away from the larynx (voice box) [Choice D]. |
Visuals (Video/Pics/Characters) 3.8: Blake is asking doctor question. 3.9: Shown below | On Screen Text (Screen# 3.8) Blake: So let me get this straight. The diaphragm… (Screen# 3.9) Question: The Diaphragm does which of the following? a. It allows humans to speak and communicate effectively b. It takes oxygen that is received through the trachea and releases carbon dioxide. c. It creates suction that draws in air to expand the lungs and can push air out of the lungs. d. It can shift vibrations that cause pain or stress away from the larynx (voice box). | |||||
Animation & Interactivity After 3 seconds, timeline ends on Screen 3.8 and moves to Screen 3.9. Screen 3.9 is a Multiple Choice question. Once learner chooses one of the answers, a Correct or Incorrect layer will appear. If incorrect, the learner will be directed back to the medical chart (Screen #3.7). From there, they can click on the icons again and progress the same way as before. When they reappear on screen 3.9, the same question will be asked. | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks on a choice to go to the Correct or Incorrect layer | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 3.10-14 | Screen Type | Slide | Screen Title | Lesson 2: Voice Biology | |
Visuals (Video/Pics/Characters) Same style as screen #3.2-3.6 | On Screen Text (Screen# 3.10) Blake: Great. I know what a diaphragm is, but how do I use it and the other parts of the Respiratory System to not lose my voice? (Screen# 3.11) Dr. Sturtz: Good question. My advice would be to find a specialist in using their diaphragm. Actually, a singer would be one of those specialists! (Screen# 3.12) Blake: A singer? Really? (Screen# 3.13) Dr. Sturtz: Yes. Really. They know exactly what to do to help. Want a referral? My son’s voice teacher is fantastic. (Screen# 3.14) Blake: Um. Sure. You’re the doctor! | |||||
Animation & Interactivity None | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue to progress through each slide Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 3.15 | Screen Type | Slide | Screen Title | Lesson 2: Voice Biology | |
Visuals (Video/Pics/Characters) | On Screen Text Congratulations. The lesson has been completed. Which would you like to do? [Return to Main Menu] [Go to Next Lesson] | |||||
Animation & Interactivity Learner can click [Save and Return to Main Menu] to return to main menu. Learner can click [Save and Continue to Next Lesson] to move onto Lesson 3: Diaphragm Learner clicking either button will mark Lesson 2 complete. This will then unlock the next lesson button on the Main Menu (Screen # 1.1.1). | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks [Save and Go to Next Lesson] to go to Lesson 3 (Screen 4.1) Learner clicks [Save and Return to Main Menu] to return to Main Menu (Screen 1.1) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.1 | Screen Type | Title Slide | Screen Title | Lesson 3: Diaphragm | |
Visuals (Video/Pics/Characters) | On Screen Text Lesson 3: Diaphragm | |||||
Animation & Interactivity Lesson 3: Diaphragm textbox flies in from top to middle (3seconds). It then flies out from middle to top (3seconds). | ||||||
Audio Short transition music. | ||||||
Navigation/ Branching | Automatic transition at end of timeline (6 seconds) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.2-5 | Screen Type | Slide | Screen Title | Lesson 3: Diaphragm | |
Visuals (Video/Pics/Characters) Screen #4.2 Screen #4.5 | On Screen Text (Screen #4.2) Narrator: Using Dr. Sturtz’s recommendation, Blake attends his first meeting with the singing teacher, Mike. (Screen #4.3) TRANSITION SLIDE. NO TEXT (Screen #4.4) Blake: Hi Mike. Thanks for making the time to see me. (Screen #4.5) Singing Teacher (Mike): Not a problem Blake. I’m here to help! | |||||
Animation & Interactivity Screen 4.2 - Blake is already on screen. Narrator box floats down at start of screen. Screen 4.3 - (Transition slide) - Mike comes from right side of screen. Screen 4.4 - Mike and Blake shake hands. Blake’s text box appears after he is in the screen. Screen 4.5 - Mike’s text box appears. | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.6.1-2 | Screen Type | Slide and Layer | Screen Title | Lesson 3: Diaphragm | |
Visuals (Video/Pics/Characters) | On Screen Text Screen 4.6.1 Singing Teacher (Mike): Before we begin, how much do you know about the way we speak and breathe? Screen 4.6.2 Question box: How much do you know about the way we speak and breathe? | |||||
Animation & Interactivity Screen 4.6.1 - After 3 seconds, timeline ends on Screen 4.6.1 and moves to Screen 4.6.2. Screen 4.6.2 - Learner selects one of the 2 options. The hover state is included. When the learner hovers over an option, the state changes to Blake’s color scheme (blue and white). | ||||||
Audio None | ||||||
Navigation/ Branching | Learner selects “I learned about it from my doctor…” to move to next Screen. Learner selects “I could use a refresher.” to be brought to the same medical chart and interactivity in screen 3.7.1-7 | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.7-8 | Screen Type | Slide | Screen Title | Lesson 3: Diaphragm | |
Visuals (Video/Pics/Characters) | On Screen Text Screen 4.7 Singing Teacher (Mike): Alright. Well, let me ask you this; have you ever noticed that a baby can seem to cry and cry with rarely losing their voice? Screen 4.8 Blake: Now that you mention it, yea. My brother mentioned how his 8 month old must have had a voice of steel since she never seemed to get a sore throat. | |||||
Animation & Interactivity None | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.9 | Screen Type | Slide | Screen Title | Lesson 3: Diaphragm | As per copyright, gif may be used so long as original source is shown. The link is not active in course. |
Visuals (Video/Pics/Characters) | On Screen Text Screen 4.9 Singing Teacher (Mike): It is because babies naturally use their diaphragm. When we inhale, the diaphragm gets lower to allow the lungs more space for air. When we exhale while activating the diaphragm, it pushes the air out of the lungs. By using the diaphragm to push out the air in the lungs, it relieves the throat from straining.
Our power comes from the air, not the throat. | |||||
Animation & Interactivity GIF of what the lungs do in reaction to the diaphragm. Clicking the icon notifies the learner that they can replay the GIF’s animation by clicking on the GIF, so learner can view it as many times as necessary. | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.10 | Screen Type | Slide | Screen Title | Lesson 3: Diaphragm | |
Visuals (Video/Pics/Characters) | On Screen Text Screen 4.10 Blake: Woah! That’s wild! But how can I activate it and know that I’m using my diaphragm correctly? | |||||
Animation & Interactivity None | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.11 | Screen Type | Slide with Hotspot | Screen Title | Lesson 3: Diaphragm | |
Visuals (Video/Pics/Characters) | On Screen Text Mike: Great question. Let’s watch this video to see how it is done! Follow the instructions and do the exercises that are in the video. Question Mark Marker: Click the Ipad to Continue | |||||
Animation & Interactivity Ipad is a hotspot that leads to next screen (Screen 3.11 - Video #1) (Pulsing) Question Mark: When clicked, it says “Click the IPad to continue.” | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks IPad to move to next screen. Learner clicks home button to return to Main Menu. | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.12 | Screen Type | Interactive Video | Screen Title | Diaphragm Video Step #1 | |
Visuals (Video/Pics/Characters) Self-made live action video demonstrating how to use the diaphragm (alla workout video). When video is over, a navigation screen will pop up. | On Screen Text <At the end of the video> Navigation screen: This was Part 1 of 4. Would you like to re-watch Part 1 of the video to gain more practice? Or would you like to move on to Part 2 of the video? [Re-watch Part 1] [Move on to Part 2] | |||||
Animation & Interactivity A 10 second countdown timer is included within the video to give the learner time to get ready before trying the exercises in the video. The video will resume when the timer hits 0. When video is over, navigation screen pops up where they can choose to re-watch the video or move on to the next part. | ||||||
Audio Hello and welcome to the video. Today, we will talk about how to activate the diaphragm while singing or speaking. Let’s get started! <Transition music w/ cue card - Step 1: Activating the Diaphragm> First, lie down on your back and rest your hands on your stomach. [Timer appears during this time] Take notice of your breathing. Breathe in...Breathe out. Breathe in...Breathe out. Are your hands and stomach going up as you inhale? And coming back down as you exhale? If so, then your diaphragm is working naturally. If not, then pause the video and practice inhaling until you are ready. <Transition music w/ cue card - 1.5: Am I doing this right?> An easy way to tell if you are inhaling correctly is that diaphragm breathing uses little to no sound. So if you hear a sound from inhaling like this (chest breathing in), then that is not diaphragm breathing. | ||||||
Navigation/ Branching | SEE ON SCREEN TEXT | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.13 | Screen Type | Interactive Video | Screen Title | Diaphragm Video Step #2 | |
Visuals (Video/Pics/Characters) Self-made live action video demonstrating how to use the diaphragm (alla workout video). When video is over, a navigation screen will pop up. | On Screen Text <At the end of the video> Navigation screen: This was Part 2 of 4. Would you like to re-watch Part 2 of the video to gain more practice? Or would you like to move on to Part 3 of the video? [Re-watch Part 2] [Move on to Part 3] | |||||
Animation & Interactivity A 10 second countdown timer is included within the video to give the learner time to get ready before trying the exercises in the video. The video will resume when the timer hits 0. When video is over, navigation screen pops up where they can choose to re-watch the video or move on to the next part. | ||||||
Audio <Transition music w/ cue card - Step 2: Using the diaphragm with intention> So with your diaphragm now activated, let’s make it work with intention. We will breathe in and out again, however this time, when you exhale, make a SHH sound and try to use all of your air as quickly as possible, like this. Voice over, please? (Teacher demonstrates as voice over says: “Ready? Let out your air. Breathe. 1 2 ready go.). Now do it with me. Breathe in for 4 counts and then SHH after I say go. [Timer appears during this time] Voice over, please? (Voice over says ”Ready? Let out your air. Breathe. 1 2 ready go.”) SHH. Did you feel your diaphragm push the air out? It should feel like your abs or stomach muscles are tightening as you push. Try again. [Timer appears during this time] Voice over, please? (Voice over says ”Ready? Let out your air. Breathe. 1 2 ready go.”) SHH. Again, if you need a little more practice to make sure you are doing it right, pause the video. | ||||||
Navigation/ Branching | SEE ON SCREEN TEXT | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.14 | Screen Type | Interactive Video | Screen Title | Diaphragm Video Step #3 | |
Visuals (Video/Pics/Characters) Self-made live action video demonstrating how to use the diaphragm (alla workout video). When video is over, a navigation screen will pop up. | On Screen Text <At the end of the video> Navigation screen: This was Part 3 of 4. Would you like to re-watch Part 3 of the video to gain more practice? Or would you like to move on to Part 4 of the video? [Re-watch Part 3] [Move on to Part 4] | |||||
Animation & Interactivity A 10 second countdown timer is included within the video to give the learner time to get ready before trying the exercises in the video. The video will resume when the timer hits 0. When video is over, navigation screen pops up where they can choose to re-watch the video or move on to the next part. | ||||||
Audio Once you know how that feels lying down, we will now change our position to standing up. But we will be doing the same exercise. Breathe in for 4 counts and then SHH after I say go. [Timer appears during this time] Voice over, please? (Voice over says ”Ready? Let out your air. Breathe. 1 2 ready go.”) SHH. Ok. Now before we continue, let’s check a few things. First, did your shoulders go up when you breathed in? If so, then you are most likely keeping the air in your chest area and not your diaphragm. [Red X appears on screen to show this is bad] Second, did you hear a sound as you breathed in like this (teacher demonstrates)? If so, then you are most likely keeping the air in your chest area and not your diaphragm. [Red X appears on screen to show this is bad] Lastly, did your stomach go out when you inhaled and went in as you exhaled? If so, then that was correct. [Green checkmark appears on screen to show this is good] | ||||||
Navigation/ Branching | SEE ON SCREEN TEXT | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.15 | Screen Type | Interactive Video | Screen Title | Diaphragm Video Step #4 | |
Visuals (Video/Pics/Characters) Self-made live action video demonstrating how to use the diaphragm (alla workout video). When video is over, a navigation screen will pop up. | On Screen Text <At the end of the video> Navigation screen: This was the final video. Would you like to re-watch Part 4 of the video to gain more practice? Or would you like to move on to complete the lesson? [Re-watch Part 4] [Complete Lesson] | |||||
Animation & Interactivity None | ||||||
Audio Alright. Now we move onto the final step, using the diaphragm while speaking or singing. To combine everything that you learned about the diaphragm today, you will say “Hello. It is a beautiful day.” Watch me do it first. “Hello. It is a beautiful day.” Now inflections aside, did you notice that my diaphragm, or how you see it, my stomach, was adding force behind the words that I spoke? Let me do it one more time so that you can watch my stomach do this. “Hello. It is a beautiful day.” Now it is your turn. For right now, don’t worry if it sounds choppy, as that is part of the learning experience. Get ready to say, “Hello. It is a beautiful day.” Ready. Breathe. 1 2 ready go. <Instructor Pauses> Ok. Now self-assess. Did your stomach feel like it was pushing inwards as you exhaled? Did you notice more power behind your sound? If yes to both, then congratulations, you’re getting better at using your diaphragm. | ||||||
Navigation/ Branching | SEE ON SCREEN TEXT | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.16-19 | Screen Type | Slide | Screen Title | Lesson 3: Diaphragm | |
Visuals (Video/Pics/Characters) Screen #4.18 | On Screen Text Screen 4.16 Blake: Wow. I didn’t realize so much could be involved in something as simple as breathing. Thank you so much. Screen 4.17 Blake: But how can this help me not wear out my voice? Screen 4.18 Mike: Ah, we aren’t done yet. Next time I see you, we will talk about voice placement. Putting a working diaphragm together with proper voice placement will be the key to minimize your voice troubles. Until then, keep practicing your diaphragm breathing! Screen 4.19 Blake: Will do! Thanks! | |||||
Animation & Interactivity None | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 4.20 | Screen Type | Slide | Screen Title | Lesson 3: Diaphragm | |
Visuals (Video/Pics/Characters) | On Screen Text Congratulations. The lesson has been completed. Which would you like to do? Return to Main Menu] [Go to Next Lesson] | |||||
Animation & Interactivity Learner can click [Save and Return to Main Menu] to return to main menu. Learner can click [Save and Continue to next lesson] to move onto Lesson 4: Voice Placement. Learner clicking either button will mark Lesson 3 complete. This will then unlock the next lesson button on the Main Menu (Screen # 1.1.1). | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks [Save and Go to Next Lesson] to go to Lesson 4 (Screen 5.1) Learner clicks [Save and Return to Main Menu] to return to Main Menu (Screen 1.1) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.1 | Screen Type | Title Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) | On Screen Text Lesson 4: Voice Placement | |||||
Animation & Interactivity Lesson 4: Voice Placement textbox flies in from top to middle (3seconds). It then flies out from middle to top (3seconds). | ||||||
Audio None | ||||||
Navigation/ Branching | Automatic transition at end of timeline (6 seconds) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.2-4 | Screen Type | Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) Screen #5.3 Screen #5.4 | On Screen Text (Screen #5.2) Narrator: The next week, Blake visits Mike again. (Screen #5.3) Blake: Alright. I’m ready for part 2! (Screen #5.4) Mike: I enjoy the enthusiasm! But let’s review first from last week’s lesson. | |||||
Animation & Interactivity Screen #5.2 - Blake flies in from left. | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.5.1-4 | Screen Type | Multiple Choice | Screen Title | Lesson 4: Voice Placement | 5.5.2: Correct Layer: Excellent! That was the correct answer! Our stomach goes out as we inhale because the diaphragm is allowing the lungs to take in more air. When we exhale, our stomach goes inwards because the diaphragm is pushing the air in our lungs out of our body. {Continue] 5.5.3: Incorrect Layer: Not quite. Please review the video that explains this concept. [Watch Video] 5.5.4: Video from Screen 4.12 |
Visuals (Video/Pics/Characters) | On Screen Text Question Box: What is one way to know if you are using the diaphragm correctly and not your chest while breathing? a. Our chest goes up when we use our diaphragm correctly. b. Our stomach goes out as we inhale. When we exhale, our stomach goes inward. c. Our shoulders come up when we use out diaphragm correctly. d. We make a loud sound as we inhale. | |||||
Animation & Interactivity If learner answers correctly, they will go to 5.5.2: Correct Layer (See Note). Learner clicks [Continue] button on 5.5.2 to be directed to Screen #5.6. If learner answers incorrectly, they will go to 5.5.3: Incorrect Layer (See Note). Learner clicks [Watch Video] button on 5.5.3 to be directed to 5.5.4 (See Note). When the learner has watched the entire video (just Step 1), the learner will be redirected to 5.5.1 to answer the question again. The loop continues until the learner gets the correct answer. | ||||||
Audio 5.5.4 Video from screen 4.12. | ||||||
Navigation/ Branching | See Animation/Interactivity | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.6-7 | Screen Type | Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) Screen #4.6 | On Screen Text Screen #5.6 Mike: Nicely done. Before we begin, we need to define voice placement. Essentially, it is our body choosing where the voice will get its sound. In general, there are 2 places that most people get their sound; the throat and the nose. Screen #5.7 Blake: Really? Well then I know this. We are supposed to get our sound from the throat right? I’ve heard people with really nasal voices and I know that isn’t how people are supposed to sound. | |||||
Animation & Interactivity None | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.8 | Screen Type | Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) | On Screen Text Mike: Surprise! It’s the opposite. We need to use our noses. When we speak from our throat, we are usually speaking from the vocal fry. That’s the name given to the part of our voice that has a low grinding or gravel type of sound. Here’s an example: If done consistently, this can develop into long-term vocal issues. | |||||
Animation & Interactivity Screen #5.8 - A appears with the scene. The icon allows the learner to hear the vocal fry sound as a point of reference. [Continue] button will appear once the learner clicks the icon and listens to the audio. | ||||||
Audio Example of a Male Vocal Fry saying “Hello. How are you?” when user clicks the sound icon. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.9-10 | Screen Type | Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) Screen #5.10 | On Screen Text Screen #5.9 Blake: So we are supposed to sound like cartoon characters? Screen #5.10 Mike: Ha! Not quite. There is a balance to it. If you use too much nasal, then your voice will have a harsh buzzing quality. | |||||
Animation & Interactivity Screen #5.10 - A appears with the scene. The icon allows the learner to hear the Nasal Sound as a point of reference. [Continue] button will appear once the learner clicks the icon. | ||||||
Audio Example of a Male Nasal Sound saying “Hello. How are you?” when learner clicks the sound icon. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.11-12 | Screen Type | Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) Screen #5.11 | On Screen Text Screen #5.11 Mike: But having the proper placement without pushing too much into your nose will give you a light and normal sounding voice. This is a healthy speaking voice: Screen #5.12 Mike: Listen and see if you can identify each kind of voice. | |||||
Animation & Interactivity Screen #5.11: A appears with the scene. The icon allows the learner to hear the healthy speaking voice as a point of reference. [Continue] button will appear once the learner clicks the icon. Screen #5.12: After 4 seconds, the screen moves to 5.13. | ||||||
Audio Example of a Male Healthy Speaking Voice saying “Hello. How are you?” when learner clicks the sound icon. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.13.1-3 | Screen Type | Drag and Drop Question | Screen Title | Lesson 4: Voice Placement | 5.13.2: Correct Layer: Good listening! The vocal fry sound (Clip 1) has the gravel/low grinding sound. The nasal sound (Clip 2) has the harsh buzzing sound. The healthy speaking voice (Clip 3) was light but normal sounding. [Continue] 5.13.3: Incorrect Layer: Not quite. Please review the previous scenes. [Return to Scenes] |
Visuals (Video/Pics/Characters) Screen #5.13.1 | On Screen Text Screen #5.13: Match the name of the voice type to the sound clip. Listen to each sound clip by clicking each sound icon. [Sound Clip #1] [Vocal Fry Sound] [Sound Clip #2] [Healthy Speaking Sound] [Sound Clip #3] [Nasal Sound] | |||||
Animation & Interactivity 5.13.1: Drag and drop is active. Learner can move the 3 tiles around. When a tile is dropped on a sound clip, the animation “locks” in the choice. Once all choices have been dropped, 5.13.2 or 5.13.3 will appear. 5.13.2: Learner clicks [Continue] button to move to 5.14. 5.13.3: Learner clicks [Return to Scenes] which brings them back to screen #5.6. They complete Screen #5.6-5.12 and redo this question. The process continues until they get it correct. | ||||||
Audio All 3 previous examples done by Mike will be used as the sound clips. | ||||||
Navigation/ Branching | See Animation/Interactivity | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.14 | Screen Type | Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) | On Screen Text Mike: Good listening! You’re ready to start finding your healthy voice placement. Listen to how I do it first: | |||||
Animation & Interactivity A appears with the scene. The icon allows the learner to hear Mike make a nasal sound. [Continue] button will appear once the learner clicks the icon. | ||||||
Audio Nasal sound/hum done by Mike | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.15 | Screen Type | Participation Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) | On Screen Text Practice making a nasal humming sound. Try to copy the teacher’s nasal sound. Click Continue after doing this at least 2 times but no more than 5 times. | |||||
Animation & Interactivity Sound icon can be clicked on to play audio. | ||||||
Audio Voice clip of Mike demonstrating the appropriate sound. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | Learner participates in making a nasal humming sound. | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.16-17 | Screen Type | Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) Screen #5.16: | On Screen Text Screen #5.16 Mike: You should feel pressure or tension in your nose when doing that. So now, slowly relieve that tension by relaxing the buzzing sound, but keeping the vibrations in your nose. Again, listen to me first: Screen #5.17 Mike: Now say hello multiple times until you get to a normal speaking voice. However, make sure you don’t shift into your vocal fry. | |||||
Animation & Interactivity Screen #5.16: A appears with the scene. The icon allows the learner to hear Mike make a nasal sound. [Continue] button will appear once the learner clicks the icon. Screen #5.17: Normal Continue/Home button functions only. | ||||||
Audio Screen #5.16: Voice clip of Mike loosening his nasal sound. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.18 | Screen Type | Participation Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) | On Screen Text Say hello multiple times until you get to a normal speaking voice. Make sure you don’t shift into your vocal fry. If needed, listen to the teacher again. Click Continue when you have found your proper placement where you are not extremely nasal but also not in your throat/vocal fry. | |||||
Animation & Interactivity Sound icon can be clicked on to play audio. | ||||||
Audio Voice clip of Mike demonstrating the appropriate sound. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | Learner participates in saying Hello multiple times in a nasal voice while eventually getting to a normal speaking voice. | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.19 | Screen Type | Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) | On Screen Text Mike: And that is it for today. Next time, we will put our voice placement and diaphragm control together. | |||||
Animation & Interactivity None | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 5.20 | Screen Type | Slide | Screen Title | Lesson 4: Voice Placement | |
Visuals (Video/Pics/Characters) | On Screen Text Congratulations. The lesson has been completed. Which would you like to do? [Return to Main Menu] [Continue to Next Lesson] | |||||
Animation & Interactivity Learner can click [Save and Return to Main Menu] to return to main menu. Learner can click [Save and Continue to Next Lesson] to move onto Lesson 5: Putting It Together. Learner clicking either button will mark Lesson 4 complete. This will then unlock the next lesson button on the Main Menu (Screen # 1.1.1). | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks [Save and Go to Next Lesson] to go to Lesson 5 (Screen 6.1) Learner clicks [Save and Return to Main Menu] to return to Main Menu (Screen 1.1) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.1 | Screen Type | Slide | Screen Title | Lesson 5: Putting It Together | |
Visuals (Video/Pics/Characters) | On Screen Text Lesson 5: Putting It Together | |||||
Animation & Interactivity Lesson 5: Putting It Together textbox flies in from top to middle (3seconds). It then flies out from middle to top (3seconds). | ||||||
Audio None | ||||||
Navigation/ Branching | Automatic transition at end of timeline (6 seconds) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.2-4 | Screen Type | Slide | Screen Title | Lesson 5: Putting It Together | |
Visuals (Video/Pics/Characters) Screen #6.2 Screen #6.3 | On Screen Text (Screen #6.2) Narrator: Blake is fired up! He can’t wait to show what he has practiced this past week! (Screen #6.3) Blake: Hi again. I’ve been working on my diaphragm AND my voice placement since we last met up. (Screen #6.4) Mike: Ah. In that case, let me ask you… | |||||
Animation & Interactivity Screen #6.4: Screen transitions to Screen #6.5 after 3 seconds. The [Home] and [Continue] buttons do not appear. | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue (6.2, 6.3) Learner clicks home button to return to Main Menu (6.2, 6.3) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.5.1-4 | Screen Type | Multiple Choice | Screen Title | Lesson 4: Voice Placement | 6.5.2: Correct Layer: Excellent! That was the correct answer! Our stomach goes out as we inhale because the diaphragm is allowing the lungs to take in more air. When we exhale, our stomach goes inwards because the diaphragm is pushing the air in our lungs out of our body. [Continue] 6.5.3: Incorrect Layer: Not quite. Please review the video that explains this concept. [Review Video] 6.5.4: Video from Screen 4.12 |
On Screen Text Question Box: What is one way to know if you are using the diaphragm correctly and not your chest while breathing? a. Our chest goes up when we use our diaphragm correctly. b. Our stomach goes out as we inhale. When we exhale, our stomach goes inward. c. Our shoulders come up when we use out diaphragm correctly. d. We make a loud sound as we inhale. | ||||||
Animation & Interactivity If learner answers correctly, they will go to 6.5.2: Correct Layer (See Note). Learner clicks [Continue] button on 6.5.2 to be directed to Screen #6.6. If learner answers incorrectly, they will go to 6.5.3: Incorrect Layer (See Note). Learner clicks [Watch Video] button on 6.5.3 to be directed to 6.5.4 (See Note). When the learner has watched the entire video (just Step 1), the learner will be redirected to 6.5.1 to answer the question again. The loop continues until the learner gets the correct answer. | ||||||
Audio 6.5.4 Video from screen 4.12. | ||||||
Navigation/ Branching | See Animation/Interactivity | Additional Notes | EXACT SAME AS 5.5.1-4 | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.6.1-3 | Screen Type | Multiple Choice w/ Branching | Screen Title | Lesson 5: Putting It Together | 6.6.2 Correct Layer: That's right! When speaking, our vocal placement should be in the nose but modified so that it sounds like a normal speaking voice (Choice C). Using vocal fry (Choice A) can cause damage to our voices. And having the sound too nasal (Choice B) will not sound pleasant to those listening to us. [Continue] 6.6.3 Incorrect Layer: Please click Continue to review where the vocal placement should be when speaking. [Continue] |
Visuals (Video/Pics/Characters) | On Screen Text Question: Where should the vocal placement be when speaking? a. In the throat where we can use the vocal fry. b. In the nose where it sounds extremely nasal. c. In the nose but modified so that it sounds like a normal speaking voice. | |||||
Animation & Interactivity If learner answers correctly, they will go to 6.6.2: Correct Layer (See Note). Learner clicks [Continue] button on 6.5.2 to be directed to Screen #6.6. If learner answers incorrectly, they will go to 6.6.3: Incorrect Layer (See Note). | ||||||
Audio None | ||||||
Navigation/ Branching | Additional Notes | If branching from 6.6.3, the user will be looped back to this screen after going through 5.6-12. They move on when answer is correct. | ||||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.7-12 | Screen Type | Slide | Screen Title | Lesson 5: Putting It Together | |
Visuals (Video/Pics/Characters) Technically a repeat of 5.6-12, but in order to simplify the triggers, the screens will be copied and pasted to this scene as 6.7-6.12 | On Screen Text | |||||
Animation & Interactivity | ||||||
Audio None | ||||||
Navigation/ Branching | | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.13-14 | Screen Type | Slide | Screen Title | Lesson 5: Putting It Together | |
Visuals (Video/Pics/Characters) Screen 6.13 Screen 6.14 | On Screen Text (Screen 6.13) Mike: WELL DONE! Truly magnificent. Today we will combine what you have learned. (Screen 6.14) Mike: First: Get your diaphragm working by doing the exercise from the video with SHH. | |||||
Animation & Interactivity Screen 6.13: NONE Screen 6.14: At end of timeline (4 seconds), screen automatically transitions to screen 6.15 (no button interaction). | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks [Continue] Learner clicks [home] button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.15.1-2 | Screen Type | Participation Slide | Screen Title | Lesson 5: Putting It Together | Video Layer contains Step 3 Video from screen 4.14 |
Visuals (Video/Pics/Characters) | On Screen Text Get your diaphragm working by doing the exercise from the video. Using your diaphragm, push your air out while making a SHH sound. Click Continue after doing this at least 2 times but no more than 5 times. | |||||
Animation & Interactivity 6.15.1: Learner can click video marker to be shown video layer that contains video (see note). 6.15.2: Video has a red X marker that can be used to return to 6.15.1. It will also hide the layer when the video ends. | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.16 | Screen Type | Slide | Screen Title | Lesson 5: Putting It Together | |
Visuals (Video/Pics/Characters) | On Screen Text Second: Add the vocal placement by saying SHOOO instead of just SHH while pushing your air with your diaphragm. Start nasal and get it to a normal nasal level. | |||||
Animation & Interactivity At end of timeline (4 seconds), screen automatically transitions to screen 6.17 (no button interaction). | ||||||
Audio None | ||||||
Navigation/ Branching | At end of timeline (4 seconds), screen automatically transitions to screen 6.17 (no button interaction). | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.17 | Screen Type | Participation Slide | Screen Title | Lesson 5: Putting It Together | |
Visuals (Video/Pics/Characters) | On Screen Text Add the vocal placement by saying SHOO instead of SHH while pushing your air with your diaphragm. Start nasal and bring it to a healthy speaking voice. Click the speaker for a demonstration: Click Continue once your voice is in a healthy speaking voice. | |||||
Animation & Interactivity Learner clicks speak to play audio. | ||||||
Audio Mike demonstrating shifting from nasal sound to healthy speaking voice. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.18 | Screen Type | Slide | Screen Title | Lesson 5: Putting It Together | |
Visuals (Video/Pics/Characters) | On Screen Text Lastly: With the placement and diaphragm aligned, say this phrase: “Hello. How are you today?” Practice as much as you need to make sure you are still using your diaphragm and keeping the placement in your nasal area. | |||||
Animation & Interactivity At end of timeline (8 seconds), screen automatically transitions to screen 6.19 (no button interaction). | ||||||
Audio None | ||||||
Navigation/ Branching | At end of timeline (8 seconds), screen automatically transitions to screen 6.19 (no button interaction). | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.19 | Screen Type | Participation Slide | Screen Title | Lesson 5: Putting It Together | |
Visuals (Video/Pics/Characters) | On Screen Text With the placement and diaphragm aligned, say “Hello. How are you today?” Click the speaker for a demonstration: You should hear a lighter sound with minimal nasal sound and minimal vibrations in your throat. Click Continue when this has been achieved. | |||||
Animation & Interactivity Learner clicks speak to play audio. | ||||||
Audio Mike demonstrating “Hello. How are you today?” | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.20-21 | Screen Type | Slide | Screen Title | Lesson 5: Putting It Together | |
Visuals (Video/Pics/Characters) Screen 6.20 Screen 6.21 | On Screen Text (Screen 6.20) Mike: Splendid. You have made such wonderful progress! I believe the next time I see you will be our last session together. I may do something different next time, so check your phone for updates. (Screen 6.21) Blake: No problem. Keep me posted. | |||||
Animation & Interactivity None | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 6.22 | Screen Type | Slide | Screen Title | Lesson 5: Putting It Together | |
Visuals (Video/Pics/Characters) | On Screen Text Congratulations. The lesson has been completed. Which would you like to do? [Return to Main Menu] [Continue to Next Lesson] | |||||
Animation & Interactivity Learner can click [Save and Return to Main Menu] to return to main menu. Learner can click [Save and Continue to Next Lesson] to move onto Lesson 6: Assessment. Learner clicking either button will mark Lesson 5 complete. This will then unlock the next lesson button on the Main Menu (Screen # 1.1.1). | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks [Save and Go to Next Lesson] to go to Lesson 6 (Screen 7.1) Learner clicks [Save and Return to Main Menu] to return to Main Menu (Screen 1.1) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 7.1 | Screen Type | Prep Slide | Screen Title | Lesson 6: Final Assessment | |
Visuals (Video/Pics/Characters) | On Screen Text Note: This final section contains an assessment that will require you to use your device’s camera and microphone. If these are not available or the space is not suitable for recording, please click the X button below and come back when you are ready. [I’m not ready yet.] [I’m ready!] | |||||
Animation & Interactivity None | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks [I’m ready] leads to next slide. Learner clicks [I’m not ready yet] goes to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 7.2 | Screen Type | Title Slide | Screen Title | Lesson 6: Final Assessment | |
Visuals (Video/Pics/Characters) | On Screen Text | |||||
Animation & Interactivity Lesson 6: Final Assessment textbox flies in from top to middle (3seconds). It then flies out from middle to top (3seconds). | ||||||
Audio None | ||||||
Navigation/ Branching | Automatic transition at end of timeline (6 seconds) | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 7.3 | Screen Type | Slide | Screen Title | Lesson 6: Final Assessment | |
Visuals (Video/Pics/Characters) | On Screen Text Narrator: Mike had sent Blake a vague text to have their last meeting at a local theater instead of his studio. What could he be planning? | |||||
Animation & Interactivity After phone buzzing sound, first Narrator box flies in (about 3-5 seconds of timeline). 2nd Narrator box fades in with [Continue] and [home] button. | ||||||
Audio Phone buzzing followed by texting sounds. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 7.4-6 | Screen Type | Slide | Screen Title | Lesson 6: Final Assessment | |
Visuals (Video/Pics/Characters) Screen #7.4 Screen #7.5 | On Screen Text (Screen 7.4) Blake: Hi. I did not expect our final meeting to be on a stage. (Screen 7.5) Mike: Of course! You may not have come to me for singing lessons. But giving a presentation is a version of performance. Are you ready? (Screen 7.6) Blake: You bet! Here goes! | |||||
Animation & Interactivity None | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks [Continue] Learner clicks [Home] to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 7.7 | Screen Type | Slide | Screen Title | Lesson 6: Final Assessment | |
Visuals (Video/Pics/Characters) | On Screen Text Mike: [Textbox 1] Blake seems to be ready. Are you? [Textbox 2] You were on this journey with Blake. So let’s see what you have learned. For your assessment, you will introduce Blake before he gives his presentation. | |||||
Animation & Interactivity 1 second delay from textbox 2 so that it appears following textbox 1. | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks [Continue] Learner clicks [Home] to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 7.8 | Screen Type | Warning Slide | Screen Title | Lesson 6: Final Assessment | |
Visuals (Video/Pics/Characters) | On Screen Text 1. When you click I’m ready, you will be brought to a video program called VideoAsk. 2. Click the Reply button and it will direct you to the final assessment. 3. When you have completed the assessment, come back to the course and select DONE. [I’m not ready yet.] [I’m ready!] | |||||
Animation & Interactivity If the user selects [I’m not ready yet.], they will return to the Main Menu. However, when they click Lesson 6 from main menu, they will return to this Screen instead of needing to do the whole lesson. | ||||||
Audio None | ||||||
Navigation/ Branching | Learner clicks [I’m ready] leads to next slide. Learner clicks [I’m not ready yet] goes to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 7.9 | Screen Type | Interactive Video Assessment | Screen Title | Lesson 6: Final Assessment | When the learner has completed and sent their recording through VideoAsk, the organization email associated with the VideoAsk account will receive a notification/email containing the recording for review. The reviewer can then send feedback to the learner’s email since that is information that the learner provides before sending the recording (see below). |
Visuals (Video/Pics/Characters) | On Screen Text Copy the speech on a sheet of paper. Practice and record when ready. Speech: Hello and welcome to Blake’s Presentation. Blake has been working extremely hard to speak in a more healthy way. He is here to show you what he has learned. Please give him a round of applause. | |||||
Animation & Interactivity Learner is redirected to the VideoAsk website. A new tab will appear automatically. Learner follows the prompts above. Once the learner has practiced and they are ready, they press the [record your answer] button. They can re-record as many times as they would like. Once they have completed the recording, they press send which will send it to the org’s VideoAsk account for review. Learner needs to return to the course by clicking on the course tab (should be the only other tab open besides VideoAsk) or by exiting out of the VideoAsk tab. After 30 seconds on the slide timeline, the DONE button will appear. This is to avoid confusion of where the learner is supposed to go. | ||||||
Audio None | ||||||
Navigation/ Branching | | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 7.10-13 | Screen Type | Slide | Screen Title | Lesson 6: Final Assessment | |
Visuals (Video/Pics/Characters) Screen #7.10 Screen #7.11 | On Screen Text Mike: Congratulations Blake! That was superb. Your diaphragm was pushing your air which made you sound confident and your voice was in a healthy placement. Blake: Thanks so much. I can tell that I wasn’t straining my voice as much. In fact, it seemed easier than when I was straining my voice. Mike: And that’s how it goes. So, is there a singing future for you? You’re already halfway there. Blake: Ha! Thanks, but only if you’re there to guide me! | |||||
Animation & Interactivity None | ||||||
Audio Applause at the beginning of 7.10. | ||||||
Navigation/ Branching | Learner clicks Continue Learner clicks home button to return to Main Menu | Additional Notes | | |||
Content Slide
Project Title | Vocal Health | Notes | ||||
Screen # | 7.14.1-2 | Screen Type | Slide w/ Layer | Screen Title | Lesson 6: Final Assessment | |
Visuals (Video/Pics/Characters) Screen #7.14.1 Screen #7.14.2 | On Screen Text Screen 7.14.1 Mike: You know it! Screen 7.14.2 Congratulations! The course has been completed. Your supervisor will contact you with feedback from your final assessment. The course can still be accessed if you would like more practice or review. | |||||
Animation & Interactivity Screen 7.14.1: Learner clicks [Complete Course]. This activates a trigger that marks the course as complete. Screen 7.14.2: Learner clicks the [Close Course]. Course closes. | ||||||
Audio None | ||||||
Navigation/ Branching | Screen 7.14.1: Learner clicks [Complete Course] to show 7.14.2 Layer. Screen 7.14.2: Learner clicks the [Close Course]. Course closes. | Additional Notes | | |||
Content Slide