Chapter 4
Articulation and Resonance
Articulation and Resonance Class Activity 1
Lecture Discussion Questions
1. What is the function of the articulatory system?
2. What are the moveable articulators?
3. What are the immoveable articulators?
4. What is the source-filter theory of vowel production?
5. What components make up the nasal septum?
6. What bone is continuous with the nasal septum and the braincase?
7. What structures serve to heat and humidify the air as it enters the body through the nose?
8. What bones contribute to the hard palate?
9. What are the components of the hard palate?
10. What is the major muscle of the velum?
11. Trick question: What does the tensor veli palatini do?
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12. Where is the orifice of the Eustachian tube, anatomically?
13. What muscle underlies the anterior faucial pillars?
14. What muscle underlies the posterior faucial pillars?
15. Is the glossopalatine a muscle of the soft palate or of the tongue?
16. The genioglossus has muscle spindles. If they are triggered to respond, what will happen to
the tongue?
17. The palatoglossus (glossopalatine) has muscle spindles. If they are triggered to respond, what
will happen to the tongue and soft palate?
18. Don’t you think it’s curious that the dentist will inject deep in your mouth (at the posterior
aspect of the mandible) to deaden your mandibular incisors? Why would he or she do that?
Articulation and Resonance Class Activity 2
Round-Robin Structure Quiz
The articulatory system provides a great opportunity to drown in detail, so a round-robin quiz in
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Articulation and Resonance Class Activity 3
Relationship between Articulator Position and Resonance
I find it useful to discuss the relationship between articulatory position and resonance. Although
students have knowledge of resonance and the relationships, experience playing with resonance
seems to be useful.
1. First, help students grasp the source-filter theory. Source is, of course, the vocal folds (for
vowels), but what about the alternate sources for other phonemes? Try whispering vowels, or
2. Now discuss the relationship between cavity size and articulation. In basic terms, help
students understand that small is high frequency, and large is low frequency. To do this, have
3. Soda bottles are a great means of demonstrating cavity resonance. If you have forgotten to
bring any in, you can call on the people with water bottles; bring them to the front and line
You can do the same thing with your own bottles, or a single bottle. Using a single bottle
full of water, blow across the top. Then empty some water out and blow again. Repeat this
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Articulation and Resonance Class Activity 4
Videos
1. The modified barium swallow (MBS) videos from the swallowing software of ANATESSE
2. If you have access to Cleft Palate Speakers—an old series of cineradiographic studies—it is
3. There is a nice series of MPEG videos from the Smile Train, which is a nonprofit group that
supports cleft lip and palate repair in economically depressed regions. The videos are
professional-quality animations that do a good job of showing clefts and repairs.
Articulation and Resonance Class Activity 5
Swallowing
In terms of practical, applied information, swallowing provides a great opportunity to discuss
anatomy in a format that students can appreciate. As mentioned earlier, digitized MBSs are a
great way to approach this discussion, and you can find some online. You can also utilize the
animation on swallowing included on this CD-ROM. I have found that students greatly
appreciate the opportunity to examine these and to peek into the world of the professional SLP.