To continue on the subject of Mouth Mechanics in general and Voiced Consonants in particular, Here is a little written homework assignment for all of you singers who are not competing for the title “LQBM” (Least Qualified Band Member.) To review definitions for a moment, Voiced Consonants are those sounds which are not vowels, are created using the same mechanics as the Unvoiced Consonants, and are produced concurrent to phonation or the vocal cords engaging to create pitch.
The more obvious Voiced Consonants are those which can be sustained over long notes. These are L, M, N, the American R, V (F) and Z (S). Less obvious but voiced nonetheless are those which combine pitch with a slight burst of air. These are B (P), D (T), Soft G as in George and J (CH), and Hard G as in gag (K).
The consonants in parenthesis are the Unvoiced versions created with the same mechanics but without pitch. G and K for example are both formed by releasing the closure created by the base of the tongue meeting the tip of the soft palette. The difference between God and Cod therefore rests merely upon a split second of pitch.
Yes, it can be argued that there are many permutations of these sounds but these should be enough to get you started. Besides, the time you spend offering evidence that X is not really just KS would be better spent making yourself better, wouldn’t it?
Okay, so you wanna get into this right? Here’s the first assignment:
You’ll need multiple copies of your lyric sheet for this exercise.
1. Go through your lyrics very carefully and identify EVERY Voiced Consonant by underlining it.
2. Now go back and circle each Voiced Consonant which is at the beginning of a new word or a new syllable.
For example: the word new begins with an EN sound which is a Voiced Consonant. In the word renew, the second syllable also begins with the EN sound and should be circled.
3. Go back and make a box around every Voiced Consonant which is either at the end of a word or at the end of a syllable inside a word.
For example: The word exam ends with the EM sound. In the word examination, the second syllable also ends in the EM sound.
4. Go through your lyrics and notate each Voiced Consonant which begins a word or syllable on a pitch higher than the note immediately previous to the Voiced Consonant sound. Use the “My Bonny” example as your guide.
This all might seem like busy work but repetition is key if you want to instantly and instinctively identify problem areas that can actually become very helpful tools in the development of more expressive singing.
The thing you are trying to accomplish here is to understand the difference between consonants you sing through and those which sonically interrupt the act of singing. Let’s use the word accomplish as an example and assume that its three syllables go up the first three notes of the major scale. We would separate the word like this…Uh-kahmp-lish. The EL sound of the syllable Lish must be identified as being at the start of the last syllable and not at the end of the second syllable (The P is a puff of air and the subject of a different article altogether. Forget it for the moment and concentrate on the EL). And yet, how many singers would place the EL sound on the same note as Kahmp and then find that they must quickly slide up to the next note with their mouth open while singing the Ih vowel. And if the melody required the third syllable to be sung at a larger interval the slide would be even more exposed as would be the singers sloppy approach.
So to review:
Voiced Consonants have pitch.
Voiced Consonants must be be executed (Some of you probably want the sentence to end right there, I’m sure) with the same support and attention to sonic detail as the vowel sounds.
When a Voiced Consonant begins a word or syllable, it should occur on the same pitch as the word or syllable itself.
When a Voiced Consonant ends a word or syllable, it should not fall off in pitch but rather provide the word or syllable with a clean cutoff with sonic and rhythmic accuracy.
As in all things artistic, there are many exceptions. Artistic singing has more to do with communicating ideas and emotions than it does with carefully obeying arbitrary rules posted on the internet by pedantic maniacs like yours truly. However, slovenly executed Voiced Consonants are like a quarter-inch hair mole hanging from an otherwise stunningly beautiful woman’s nostril. No matter how badly you want to get into the vibe of the moment, you find your focus returning to that one little follicular blemish. So if your listeners are being distracted and can’t get into it because you’re sliding around on your consonants, no matter how artistically intended, it might be a good idea to adopt the motto, “It’s perfectly okay to know what I’m doing.” Do some homework!
Read More-->
For those not fluent in the Lingua Franca da Cornu, or, the way horn players talk, the term Jump Street means from the top, at the beginning, right off the bat, from the left, immediately. For example, if a jazz trumpeter were to say “I knew the skirt made change from jump street.” his friends would understand that, in his opinion, the girl in question was a known purveyor of sexual commerce from the very beginning. There, that should clarify the title, but more about

Getting back to the craft of making records that sound and, more importantly, feel good, Heavy Mariner kicks the hell out of some projects costing a boatload of money. Everyone involved with this record knew exactly what they were doing and did it well. It sounds like just a good time weekend in the studio with a bunch of pals but anyone in the know will tell you how much is involved in an album like this.
One of the biggest obstacles to overcome in becoming a songwriter is the notion that every note issuing from the pen is sacrosanct. One must come to grips with the idea that out of a hundred songs, maybe a handful will be meaningful. Writing the rejected material however, is far from a waste of time. Indeed, it is precisely the time spent writing embarrassing garbage which results in the ability to recognize and sort out what works from what doesn’t. Think of it as doing a computer search. The first step your computer takes in looking for a file is to eliminate the irrelevant files and narrow down the areas to search effectively. In other words, if you are searching for toilet paper, you already know that the frozen food aisle is a waste of time. Yet it is not uncommon for inexperienced songwriters to waste time and energy digging under the frozen peas and pizza for something being displayed for half price with a coupon in the paper aisle.
Write each chord sequence on a piece of paper and throw all six pieces into a hat. Now take one piece of paper from the hat as you would in choosing the winning raffle ticket. Play this combination of chords in the given sequence for at least five minutes. Don’t try to make anything more out of it than it is. Just set the drum machine, sequencer or egg timer to five minutes and let the chords decide the groove. After five minutes, try singing a simple melody over the chords. Let your ears do the thinking and don’t try to come up with something that the world has never heard before. If you have a short lyrical idea in mind, go ahead and try to incorporate it but the idea is to build a melodic vocabulary inspired by three simple chords. You can sing “Granny wears army boots” for all I care, just explore as many melodic ideas as possible.
For young bands slugging it out in the garage as to whose idea has the most value, this exercise will not only expand everyone’s abilities but also serve to let every band member contribute to the group’s musical vocabulary. Each member can pull a sequence and the whole band can play the sequence as a unit. In this way, every member has the chance to direct the band through their sequence in turn. Whoever pulls the paper out of the hat gets to produce the track so to speak, and the combination of everyone’s input will increase the band’s ability to write as a unit.









