Morgan Sorne guides fellow singers through a series of basic vocal exercises with the intention of opening the heart and mind, breaking through inhibitions and mental barriers, allowing for the exploration of the voice.

SORNE uses harmonies from his music so that attendees can sing along during his performances if they so choose.

Attendees should bring water bottle, personal journal and pen or pencil.

Attendees are arranged in a circle on floor pillows or chairs around SORNE, seated center

No supplemental equipment needed

First Hour

-Begins with breathing techniques, conditioning body for vocalizing effectively

-Warm up exercises to open the vocal cords, extend range and prevent damage to larynx

-Melodic scales are used to familiarize vocalists with personal range of voice

-Learning of intervals between notes, improving awareness of pitch and melodic relationships

BREAK 15mins

Second Hour

-Harmonization between sections of the group where each section is given a part

-Cultivation of emotional symbolism, triggers and resources within the emotional landscape to promote authentic singing

-Group harmonization where each attendee can sing out what they hear and feel with the vocal support of the group singing a harmonic motif together.

"By reclaiming the power of one's voice, I believe that we can become stronger. more confident, fully realized people, and in turn, inspire and empower others." - SORNE

Utilizing sound equipment and drawing utensils, I move in a circle building vocal layers in loops while drawing simultaneously on the ground. As I move outward, the sonic work and visual work grow in depth and dimension.

Witnesses can sit with me in silence, or participate in the creation of the Song Drawing. The work is an exploration of the origins of linguistic mark-making. The work references ritual, prayer, meditation, invocation in a singular moving act that transcends specific traditions and pulls from an inner well of symbolism.

Using specific frequencies that have been clinically proven to address symptoms such as depression, anxiety and the like, the vocal sound sculpture is composed.

After completion, the physical drawing can be preserved as a ground mural or wall hanging, which witnesses can observe or walk as one might walk a labyrinth in silent contemplation.

The sound artifact is also made available by way of a link that anyone could access with a smart phone and listen with earbuds or headphones as they observe the visual work.

The Song Drawing can be performed and presented at performing art centers, universities, art fairs, museums and beyond.

In performing art centers across the country, I present an immersive concert experience where I begin by presenting my pre-developed vocal performance, inspiring a sense of awe in the attendees.

Then in a series of acts or movements, I engage audience vocalization, physically leaving the stage at times, moving through the theater, inviting harmonic exploration by the attendees.

The final act of the experience showcases a completely a cappella “vocal sound sculpture” being created by all of us, unique and profoundly moving for each concert.

The experience would be recorded for the institution where the concert takes place as a sound art piece for posterity, which could be presented as a spatial sound installation experience.

The effect for an audience is profound and transformative. Attendees leave inspired, electrified with awe at not only what they experienced, but what they have contributed to that experience.

A concert series where I go to schools around the country, working with children from pre-k through elementary, developing vocal songs to present as performances for parents and community.

I believe it is vital to instill a sense of inner confidence and familiarity with the singing voice in the hearts, minds and bodies of children in this crucial developmental stage of life. Recent studies have shown how powerful group singing is in the cultivation of personal and interpersonal relationships.

My approach is holistic and focuses more on the felt sense of melody, moving into allowing ourselves to FEEL the emotions that melody and harmony inspire.

The aim is to inspire a sense of “YES I CAN.”

We focus on the simple magic of allowing ourselves to vocalize, to listen, to find harmony with natural, innate instincts, apart from more formal institutional methods of music education.

Regardless of whether or not any child pursues music as a career choice, or simply a passion, these skill sets are designed to provide an architecture for being able to access the power of their voice authentically.

Furthermore, the baseline skill sets developed by way of group singing are transferable, equipping the child to navigate relationships with others, with employers, employees, partners, spouses and community.

In an age where so much of a child’s reality is tethered to the internet, to social media, and smartphone technology, this program provides an invaluable counter-balance for mental / emotional health and development.

SCOPE & REACH

An example of the program I offer is as follows and can be practiced and presented by educators and fellow artists working with youth:

Part I - Vocal Exercises - A series of breathing techniques and vocal warm ups designed to activate the voice as an instrument sustainably.

Part II - The Vocal Star - We draw a five point star and each student names five unique things about their voice using adjectives as descriptors. The design here is aimed at creating an awareness of vocal uniqueness and capability and limitation that is positive and cultivates character.

We draw what we hear. On paper, we interpret what our voice sounds like as a visual drawn/painted art piece. This is then presented as a finished work of art.

Part III - Harmonic play - With our tool kit of developed symbols and vocal star points, we then sing together in a round of harmonies and tones. Together we discover melodies together. Together we write a musical, vocal performative work that then can be shared with one another and others.

This is a program that can be practiced daily in a classroom setting, once a week, or singularly depending on what fits into the curriculum. This can be an afterschool program offered as an elective, etc.