Adult Voice Programs

Students enrol as beginners entering the program into one of the following two age levels (Entry Points). Each group batch consists of students in the same Entry Point.

Entry Point 1: Ages 18 to 30 years

Entry Point 2: Ages 30 years +

All TAVP lessons are a hybrid model of 3 solo lessons plus one group lesson per 4 classes. There will be a group lesson after every 3 solo lessons (or according to the level plan of the course). All solo lessons are 45 minutes and group lessons are 1 hour in duration with a maximum of 4 students in the batch. The Group classes enable ensemble playing and group learning for certain concepts. Students also prepare for performance events in a group.

Each level has a certain number of buffer lessons included that enable teachers to revise concepts, cover up missed lessons*, prepare students for recitals and examinations and allocate additional time to all students as required.

All classes consist of structured lesson plans and homework material. A monthly report is sent to students detailing class performance and areas of improvement.

*Conditions Apply. Please refer to Rules and Regulations

**Class timings available:

Weekdays – 3 pm to 7 pm

Weekends: 11 am to 6 pm

(**Subject to slot availability, timings may vary by branch

Level 1:

1. Posture
   • Simple breathing exercises along with stretching exercises focusing towards maintaining a relaxed body posture 
2. Breathing
   • Simple exercises to a relaxed breathing will be worked on. Focus should be geared towards developing a muscular memory during inhalation and exhalation. Introduction to Vocal support with relevant exercises and demonstration by the teacher
3. Music Theory
   • Semibreve, Minims, crotchets, quavers and dotted Minims and dotted crotchets and crotchet rest. 
   • Notes on the Stave
   • Notes on ledger lines to a 3rd below and above
   • Introduction to clefs
4. Solfeggio and Sight reading
   • Introduction to the first 5 notes in the scale of C Major G Major and A minor
   • Simple sight-reading pieces can be worked on to develop the first steps towards reading Music.
   • Intervals up to a Third only
5. Rhythm
   • Introduction to Simple time signature – Simple duple and simple triple
   • Exercises on rhythm using monotone using the above-mentioned note values 
   • The use of Monotone can be used to explore rhythm and pulse.
6. Pitching
   • Introductory lesson on pitch identification   through aural training, notes on High register, middle register and low register. 
7. Phonation
   • With the use of open vowels, the students will be taught the use of legato singing 
   • The focus should be geared towards uniform timbre and one uniform tonal quality. The realisation of how the tongue naturally takes shape when articulating the sounding vowels should be the primary focus.
8. Improvisation
   • Students will be made aware and taught to improvise 4 bars – 8 bars melody
   • March/ Lullaby
   • Fanfare / Moderato
9. Repertoire Building
   • Simple pieces primarily covering up to an octave could be chosen in simple time and can be taught
   • Folk Songs and songs from other books for students repertoire
   • In addition to assessment pieces, students are encouraged to contribute to class through conversations about the kind of music they like. The program has a comprehensive supplementary music list that is constantly expanded upon and enables all students to select music they would like to learn and perform.

Level 2:

1. Posture
   • Simple breathing exercises along with stretching exercises focusing towards maintaining a relaxed body posture 
   • The students should now understand and be able to demonstrate   the concept of Vocal support and a good posture.
2. Vocal technique –
   • The use of Lip Roll, Vocal glide, the Yawning technique and the Open throat position, focusing on a lowered and a relaxed laryngeal position with an arched Velum should be taught. These must be demonstrated and explained with suitable exercise. Vocal support with relevant exercises and demonstration by the teacher
3. Theory of Music
   • Revision of the previous not values attempted. Quavers and semiquavers introduced along with quaver rest
   • Introduction to Tonic Triads of C Major, G Major F Major, A minor, E minor, D minor introduced
   • Arpeggios and broken chords taught.
   • Major and Minor Scales taught
   • Intervals introduced
4. Solfeggio and Sight Reading
   • The Sol – Fah is covered ( all seven degrees of the scale)
   • Intervals up to a 5th taught
   • Students should also be made aware of the fixed and moveable Doh 
   • Sight-reading pieces in compound time will be introduced and the difference between a Simple triple time and a compound triple explained. 
5. Singing in Harmony
   • The concept of being able to sing a harmony line to a melody will be introduced
   • Students will be encouraged to sing a 3rd above a given melody.
6. Rhythm
   • Introduction to Compound Time along with exercises on Simple duple and simple triple and 
   • Exercises on rhythm using monotone and then on the stave
   • Syncopation and offbeats introduced.
7. Phonation
   • Vowel Modification from closed to open vowels taught. Focus should be towards maintaining a uniform timbre
   • Students will be introduced to blending of registers with suitable exercises
8. Improvisation
   • The improvisation should be at least 8 bars
   • Tango/  Andante
   • Waltz / allegretto
   • Swing /  Andante
9. Repertoire
   • Pieces should be selected keeping in mind the skills mentioned above
   • For Classical Singing, repertoire should include pieces in at least three different languages
   • For Contemporary Singing, repertoire should include three different styles 

Level 3:

1. Posture
   • Simple breathing exercises along with stretching exercises focusing towards maintaining a relaxed body posture 
   • The students should now understand and be able to demonstrate   the concept of Vocal support and a good posture.
2. Vocal technique
   • Gentle exercises using hums and lip trills and tongue rolls instead of straight singing
   • Introduction to Vibrato and Rubato 
   • Introduction to trills and other ornaments in music. (This aspect will be taught keeping the period and the style in which the Music has been written.
   • Interval practice – Singing larger intervals such as fifth sixths and octaves
   • Chromatic Scales – Exercise based on the same
   • Belting technique introduced exercises related to the same attempted and practiced
   • Exercises on the Passaggio will be taught and practiced.
3. Theory of Music –
   • Introduction to Tonic Triads, 1ST Inversion and second inversion
   • Scales -D Major, B Flat Major A Major, E flat Major, B minor, G minor, E minor introduced
   • Arpeggios and broken chords taught.
   • Semiquaver and semiquaver rests
4. Singing in Harmony-
   • Students will be taught to sing harmony using intervals of 3rd Perfect 4, Perfect 5th . Exercises for the same can be devised on a short 4 bars – 8 bars melody line
   • The Canon an imitative Musical form   can be introduced   exercises devised on the same can be attempted
5. Sight reading
   • Sight reading exercises devised on the above-mentioned scales. 
   • Dynamics crescendo decrescendo, Rallentando and ritenuto and accelerando included.
   • Sight-reading pieces in 3/8, 6/8 time introduced. 
6. Rhythm
   • Introduction to Compound Time along with exercises on Simple duple and simple triple and 
   • Exercises on rhythm using monotone and then on the stave.  Complex rhythm structure could be used
7. Phonation
   • Vowel Modification from closed to open vowels taught Focus should be towards maintaining a uniform timbre
   • Students will be introduced to blending of registers with suitable exercises
8. Improvisation
   • The improvisation should be at least 8 bars
   • Bossa Nova 
   • Calypso 
   • Baroque
   • Romantic Classical
   • Jazz
9. Repertoire:
   • Pieces should be selected keeping in mind the skills mentioned above
   • For Classical Singing, repertoire should include pieces in at least three different languages
   • For Contemporary Singing, repertoire should include three different styles

1. Focus on all round musical development, including repertoire work, playing technique, scales, sight-reading, aural training and music theory.
2. Individual class plans charted out for each session. Required practice and homework are treated as an integral part of the learning system.
3. Concepts are taught through activities and practical work that are constantly innovated upon by the faculty, ensuring an updated curriculum.
4. Constant feedback and reporting on every student per month including objective grading as well as subjective teacher feedback. 
5. Exclusive performance opportunities, both internal and external that culminates in an annual concert and an external annual showcase.
6. Assessments and International Examination syllabus integrated into class plans. 
7. A special focus on improvisation and composition.
8. A hybrid format of learning that includes the benefits of both solo and group, including greater time flexibility, ensemble playing and building a community of people to play with. Students are of a similar age group and learning levels with a maximum student-teacher ratio of 6:1
9. Class recitals and testing is integrated into the curriculum as part of a student’s learning goals.