Vocal Placement Worksheet Notes

Student Information

  • Name: Andalucia Cordella
  • Date: Aug 15, 2025
  • Ensemble(s): Treble Choir
  • Grade: 9
  • Age: 14

Vocal Range and Visual Reference

  • Range: E<em>3 to F</em>5E<em>3 \text{ to } F</em>5
  • Visual reference grid (voice parts and pitch sequence): The worksheet lists the voice parts SOPRANO, ALTO, TENOR, BARITONE, BASS with a sequence of pitch letters across the range. Pitch sequence shown includes:
    • C, E, F, G, A, B, C, D, E, F, G, A, B, C, D, E, F, G, A, B, C, D, E, F, G, A, B

Item 1: Comfortable Range

  • I usually feel the most comfortable singing in the or part of my vocal range.
  • Observed dropdown selections: Medium, Medium, Low

Item 2: Self-Identification

  • I self-identify as a Alto

Item 3: Prior voice part assignments

  • I have previously been assigned the following voice parts:
    • Bass
    • Tenor
    • Alto
    • Soprano
    • Unknown
    • Bass 2
    • Tenor 2
    • Alto 2
    • Soprano 2
    • Bass 1 / Baritone
    • Tenor 1
    • Alto 1
    • Soprano 1

Item 4: High Range Feelings

  • When I sing in the HIGH range of my voice, my voice feels:
    • Heavy
    • Cracking
    • Shaky
    • Weak
    • Forced
    • Select

Item 5: Low Range Feelings

  • When I sing in the LOW range of my voice, my voice feels:
    • Light
    • Relaxed
    • Comfor… (likely Comfortable)
    • Select
    • Select
    • Select

Item 6: Likes about voice

  • The thing(s) I like best about my voice is: nothing?

Item 7: Improvements desired

  • The thing(s) I’d like to improve about my voice is: I want more control, less cracking, more confidence, and just be better

Notes on Interpretation and Use

  • This worksheet collects baseline information about range, voice part identification, and experiential notes to guide vocal placement in a choir setting.
  • Range information: E<em>3 to F</em>5E<em>3 \text{ to } F</em>5 helps determine suitable choral part assignments and repertoire choices.
  • Past part assignments (Bass, Tenor, Alto, Soprano, Unknown, Bass 2, Tenor 2, Alto 2, Soprano 2, Bass 1 / Baritone, Tenor 1, Alto 1, Soprano 1) provide historical context for voice aging and repertoire familiarity.
  • High range feelings (Heavy, Cracking, Shaky, Weak, Forced) indicate current resonance and needs for technique work (breath support, placement, vibrato control).
  • Low range feelings (Light, Relaxed, Comfortable) similarly inform where the voice feels stable and where adjustments may be needed.
  • Self-identification as Alto situates the speaker within the common choir taxonomy, guiding pedagogy toward mid-range repertoire and part-splitting tends to favor healthy tessitura.
  • Personal preferences (Item 6 & 7) highlight strengths (e.g., what is liked about the voice) and goals (more control, less cracking, more confidence) that can shape practice focus (breath management, articulation, vowel shaping, and consistent warm-ups).
  • Practical implications: Use these data points to assign suitable repertoire, tailor warm-ups, and monitor progress over time; approach should respect self-identification and comfort, aiming for healthy vocal development rather than forcing a single part.
  • Ethical/practical note: Ensure supportive, non-pressuring environment; honor student self-identified voice and focus on gradual technical improvements.