Music enlightenment teaching aid for preschool-age visually impaired children

Abstract

The utility model belongs to the technical field of teaching aids, and relates to a music enlightenment teaching aid for preschool visual impaired children. The teaching aid comprises a shell and a plurality of building blocks, wherein the shell comprises an upper shell and a lower shell; the upper shell comprises a first panel area and a second panel area, a first groove and a second groove are prefabricated in the first panel area, a rhythm sliding block is arranged in the first groove, and a pitch sliding block is arranged in the second groove; a plurality of building block grooves are formed in the second panel area; at most eight building blocks can be arranged in each building block groove, and an ultrasonic sensor is arranged at the top end of each building block groove; the building blocks are connected in a magnetic attraction mode. A loudspeaker opening is formed in the top end of the second panel area, and a loudspeaker and a mini MP3 player are arranged below the loudspeaker opening; the rhythm sliding block and the pitch sliding block are connected to the micro sliding block sensor; an identification element is arranged in the lower shell; and the ultrasonic sensor, the micro sliding block sensor and the mini MP3 player are all connected with the identification element. The problem that an existing teaching aid is not suitable for visually impaired children is solved.

Description

Technical Field

[0001] This utility model belongs to the field of teaching aids technology, specifically relating to a music enlightenment teaching aid for preschool visually impaired children. Background Technology

[0002] In the field of music education, especially for visually impaired children, understanding and expressing abstract musical concepts such as notes, scales, rhythms, and timbre changes is a major challenge. Most music education tools on the market are designed for typically developing children, rarely considering the specific needs of visually impaired children. These tools are not user-friendly for visually impaired children in terms of operation and color coding, making it difficult for them to use and understand them independently. For example, some electronic keyboard toys often rely on colors and numbers to distinguish notes, which is a significant obstacle for visually impaired children.

[0003] Therefore, timely auditory feedback is crucial for children's music learning. However, most current music teaching aids that rely on sensor-based hardware interaction struggle to provide timely feedback due to technological or interaction limitations. Therefore, it is necessary to further optimize and improve these devices to better serve the music learning needs of visually impaired children. Utility Model Content

[0004] The purpose of this invention is to provide a music enlightenment teaching tool for preschool visually impaired children, which solves the problem that existing teaching tools are not suitable for visually impaired children.

[0005] This utility model is achieved through the following technical solution:

[0006] This utility model discloses a music enlightenment teaching tool for preschool visually impaired children, including a shell and multiple building blocks, the shell including an upper shell and a lower shell;

[0007] The upper housing includes a first panel area and a second panel area. The first panel area has a first groove and a second groove pre-formed on it. The first groove is provided with a rhythm slider, and the second groove is provided with a pitch slider.

[0008] The second panel area has multiple block slots processed on it;

[0009] Each block slot can hold up to 8 blocks, and an ultrasonic sensor is located at the top of the block slot.

[0010] The building blocks are connected magnetically.

[0011] The top of the second panel area has a speaker opening, and below the speaker opening are a speaker and a mini MP3 player;

[0012] Both the rhythm slider and the pitch slider are connected to a miniature slider sensor;

[0013] The lower housing contains an identification element; an ultrasonic sensor, a miniature slider sensor, and a mini MP3 player are all connected to the identification element.

[0014] Furthermore, rounded corners are pre-formed at the shell corresponding to the boundary between the first panel area and the second panel area.

[0015] Furthermore, a speaker and volume control buttons are located at the top of the second panel area, with the volume control buttons used to adjust the volume.

[0016] Furthermore, there are six pre-made stop lines on the edge of the first slot. The six stop lines correspond to 60 BPM for slow tempo, 76 BPM for adagio, 80 BPM for lyric, 90 BPM for folk / andante, 108 BPM for finale, 120 BPM for allegro, and 168 BPM for allegro from bottom to top.

[0017] Furthermore, eight gear lines are pre-made on the edge of the second groove, corresponding to the eight octaves from C0 to C7 from bottom to top.

[0018] Furthermore, the identification element is model A Tmega2560, the miniature slider sensor is model ELB030638, and the ultrasonic sensor is model US-015.

[0019] Furthermore, a Type-C interface and a power switch are provided on one side of the housing, and a power module is located inside the housing. The power module is connected to the identification element, the ultrasonic sensor, and the miniature slider sensor.

[0020] Furthermore, a tone label block is located at the top of the first panel area, and an NFC reader is located directly below the tone label block. The NFC reader is connected to the identification element.

[0021] Furthermore, the NFC reader's model number is RC522 / WS1850S.

[0022] Furthermore, the casing is made of plastic.

[0023] Compared with the prior art, the present invention has the following beneficial technical effects:

[0024] The purpose of this invention is to provide a music education tool for visually impaired preschool children. The tool includes a housing divided into two panel areas for easy tactile differentiation. Multiple block slots are located on the second panel area, each capable of holding up to eight blocks. An ultrasonic sensor is installed at the top of each block slot. The sensor identifies the height of the blocks, and the recognition element identifies different musical notes based on the block height. This allows children to easily identify and combine different notes using only touch, without relying on vision, thus constructing personalized musical sequences. This provides a comprehensive music education environment for visually impaired preschool children. This interactive method not only helps children understand and perceive musical rhythm and pitch but also promotes their hand-ear coordination, spatial cognition, and logical thinking abilities. Furthermore, the tool incorporates rhythm and pitch sliders, along with a miniature slider sensor. Visually impaired children can intuitively experience changes in rhythm and pitch through touch and sliding. This tactile interaction design aligns with the perceptual characteristics of visually impaired children and effectively enhances their understanding and mastery of musical elements.

[0025] Furthermore, the rhythm and pitch sliders in the teaching aids design provide a rich selection of rhythms and pitches through 6 and 8 positions respectively, ranging from slow to fast tempos, and a wide range of pitches from C0 to C7. This can meet the needs of children at different learning stages and with different interests, enabling personalized teaching and customized learning paths, and stimulating children's interest in and desire to explore music.

[0026] Furthermore, the convenient setup of the Type-C interface and power switch, along with the built-in power module, not only makes it easy for parents to operate but also ensures the safety and durability of child use. Attached Figure Description

[0027] Figure 1 This is a structural schematic diagram of a music enlightenment teaching aid for visually impaired preschool children according to the present invention;

[0028] Figure 2 This is a schematic diagram of the internal structure of a music enlightenment teaching aid for visually impaired preschool children according to this utility model:

[0029] The components include: 1. Power switch; 2. Type-C interface; 3. Volume control button; 4. Continuous play button; 5. Speaker opening; 6. Tone label block; 7. Rhythm slider; 8. Pitch slider; 9. Building block; 10. Building block slot; 11. NFC reader; 12. Ultrasonic sensor; 13. Identification element; 14. Mini MP3 player; 15. Miniature slider sensor; and 16. Speaker. Detailed Implementation

[0030] To make the objectives, technical solutions, and advantages of this utility model clearer, the following detailed description is provided in conjunction with the accompanying drawings and embodiments. It should be understood that the specific embodiments described herein are merely illustrative of this utility model and are not intended to limit it; that is, the described embodiments are only a part of, and not all, of the embodiments of this utility model.

[0031] The components described and illustrated in the accompanying drawings and embodiments of this utility model can be arranged and designed in various different configurations. Therefore, the detailed description of the embodiments of this utility model provided in the following drawings is not intended to limit the scope of the claimed utility model, but merely to illustrate one selected embodiment of the utility model. All other embodiments obtained by those skilled in the art based on the accompanying drawings and embodiments of this utility model without inventive effort are within the protection scope of this utility model.

[0032] It should be noted that the terms “comprising,” “including,” or any other variations are intended to cover non-exclusive inclusion, such that a process, element, method, article, or apparatus that comprises a list of elements includes not only those elements but also other elements not expressly listed, or elements inherent to the process, element, method, article, or apparatus.

[0033] The features and performance of this utility model will be further described in detail below with reference to the embodiments.

[0034] like Figure 1 As shown, this utility model discloses a music education tool for preschool visually impaired children, aiming to help them understand and experience basic musical concepts such as rhythm, pitch, and timbre in an intuitive and interactive way. Specifically, it includes a shell and multiple building blocks 9, each representing a different musical element, such as a musical note. Specifically, one building block 9 represents DoC, two stacked building blocks 9 represent ReD, and so on, up to a maximum of eight stacked building blocks 9 to cover a complete octave. This design allows children to easily identify and combine different notes using only touch, without relying on vision, thereby constructing personalized musical sequences.

[0035] The housing consists of an upper housing and a lower housing, which are fixed together by appropriate connection methods (such as screws, clips, etc.) to form a stable and easy-to-operate structure. The housing is made of plastic material and designed for lightweight construction.

[0036] To ensure that children can easily touch and quickly find the slider area and the area where the building block 9 is placed during use, the upper shell is designed as a first panel area and a second panel area. At the same time, rounded corners are pre-made at the shell corresponding to the boundary between the two panel areas. These rounded corners can be felt by touch, which is also to make it easier to find the area to operate.

[0037] like Figure 1 As shown, a first groove and a second groove are prefabricated on the first panel area.

[0038] A miniature slider sensor 15 is located directly below the first and second slots. The working principle of the miniature slider sensor 15 is based on the principle of resistance change. The core component is a sliding resistor with resistance, consisting of a fixed resistor and a movable contact. When the miniature slider sensor 15 is subjected to external force or movement and is displaced, the slider on the miniature slider sensor 15 will move accordingly, changing the contact position between the contact and the fixed resistor. Different displacement positions will produce different resistance values, thereby converting displacement information into a resistance signal.

[0039] The first slot contains a rhythm slider 7, used to adjust the rhythm of the music. Moving the rhythm slider 7 triggers a miniature slider sensor 15, thereby changing the BPM (beats per minute) of the music.

[0040] The second slot contains a pitch slider 8, used to adjust the pitch of the music. Moving the pitch slider 8 also triggers the miniature slider sensor 15, thereby changing the pitch range of the music.

[0041] like Figure 1 As shown, the second panel area has multiple block slots 10, each capable of holding up to eight building blocks 9. Each building block 9 has a circular magnet embedded in its top surface and a solid iron block embedded in its bottom; they can be magnetically secured when in contact with each other. The building blocks 9 are connected together magnetically, making it easy for children to assemble and disassemble them as needed.

[0042] An ultrasonic sensor 12 is provided at the top of the block slot 10 to identify the number and arrangement order of the blocks 9.

[0043] The top of the second panel area has a speaker opening 5, and below the speaker opening 5 are a speaker 16 and a mini MP3 player 14 for playing music. In addition, there is a volume control button 3, which children can rotate clockwise to decrease the volume and counterclockwise to increase the volume, making it convenient for children to adjust according to their needs.

[0044] Specifically, the speaker 16 and the mini MP3 player 14 are installed in the lower housing.

[0045] More preferably, the volume control button 3 also includes a continuous playback button 4, which is connected to the recognition element 13. After the blocks 9 are placed, the recognition element 13 will automatically read the note corresponding to the placed blocks 9. If you want to play all the placed blocks from left to right and play the continuous notes, you need to turn on the continuous playback button 4.

[0046] When a child places the building blocks 9 along the bottom of the block slot 10, the ultrasonic sensor 12 at the top of the block slot 10 will identify the height of the building blocks by recognizing the ultrasonic waves, and the recognition element 13 will convert the signal into a corresponding musical note. Different heights correspond to different musical notes, which are then played out through the speaker 16.

[0047] To facilitate user identification of the rhythm and pitch adjustment status, the first and second slots are pre-set with position lines on their edges. The first slot has 6 position lines, namely 60 BPM (Adagio), 76 BPM (Adagio), 80 BPM (Lyrical), 90 BPM (Folk / Andante), 108 BPM (Moderato), 120 BPM (Allegretto), and 168 BPM (Allegro); while the second slot has 8 position lines based on the pitch of a standard piano, divided into 8 octaves from C0 to C7.

[0048] A Type-C interface 2 and a power switch 1 are located on one side of the housing. The Type-C interface 2 is used to connect an external power source or data transmission device, and the power switch 1 is used to control the power on and off of the teaching aid. A power module is also located inside the housing to provide a stable power supply for the teaching aid. The power module is connected to the identification element 13, the ultrasonic sensor 12, and the miniature slider sensor 15 to ensure their normal operation.

[0049] To enhance the fun and interactivity of the teaching aids, a tone label block 6 is located at the top of the first panel area, with an NFC reader 11 positioned directly below it. The tone label block 6 contains a built-in NFC chip tag, and each tag can be labeled with content such as "piano" or "guitar." The NFC reader 11, located below the card slot, reads the tag information and connects to an identification element 13 to confirm the selected tone type of the played note. This design not only enriches the functionality of the teaching aids but also stimulates children's interest in music and their desire to explore.

[0050] The identification element 13 of this utility model uses an Arduino motherboard, model A Tmega2560; the miniature slider sensor 15 is model ELB030638; and the ultrasonic sensor 12 is model US-015.

[0051] The NFC reader 11 is model number RC522 / WS1850S.

[0052] The tone label block 6 uses the S50 Fudan card PN532.

[0053] The identification element 13, the miniature slider sensor 15, the ultrasonic sensor 12, the tone tag and the NFC reader 11 are all commercially available. The processing involved in this utility model are all mature existing technologies, and the main focus is on protecting the composition of the hardware structure.

[0054] The working principle of this utility model is as follows:

[0055] When the building block 9 is correctly placed in the preset block slot 10 of the device, the ultrasonic sensor 12 quickly identifies the height of the building block 9, converts it into a musical note corresponding to the height of the building block 9 through the recognition element 13, and then plays the note through the speaker 16. The rhythm and pitch of the music can then be adjusted by the rhythm slider 7 and pitch slider 8 on the left. This innovative design not only simplifies the music learning process, but also provides visually impaired children with an intuitive and fun music creation platform.

[0056] The magnetically connected building blocks (9) allow children to freely combine and build, creating their own musical sequences or melodies. This hands-on process greatly increases the fun and engagement of learning. Simultaneously, the ultrasonic sensor (12) detects the number and arrangement of the blocks (9), providing instant feedback on the musical effects, creating a positive learning cycle and encouraging children to continue exploring and experimenting.

[0057] Finally, it should be noted that the above embodiments are only used to illustrate the technical solution of this utility model and not to limit it. Although the utility model has been described in detail with reference to the above embodiments, those skilled in the art should understand that modifications or equivalent substitutions can still be made to the specific implementation of this utility model. Any modifications or equivalent substitutions that do not depart from the spirit and scope of this utility model should be covered within the protection scope of the claims of this utility model.

Claims

1. A music education tool for preschool visually impaired children, characterized in that, Includes a shell and multiple building blocks (9), the shell including an upper shell and a lower shell; The upper housing includes a first panel area and a second panel area. The first panel area has a first groove and a second groove pre-made on it. The first groove is provided with a rhythm slider (7) and the second groove is provided with a pitch slider (8). Multiple block slots (10) are machined on the second panel area. Each block slot (10) can hold up to 8 blocks (9), and an ultrasonic sensor (12) is provided at the top of the block slot (10). The building blocks (9) are connected by magnetic attraction; The top of the second panel area is provided with a speaker opening (5), and a speaker (16) and a mini MP3 player (14) are provided below the speaker opening (5). Both the rhythm slider (7) and the pitch slider (8) are connected to the miniature slider sensor (15); The lower housing contains an identification element (13); an ultrasonic sensor (12), a miniature slider sensor (15), and a mini MP3 player (14) are all connected to the identification element (13).

2. The music enlightenment teaching aid for preschool visually impaired children according to claim 1, characterized in that, The shell corresponding to the boundary between the first panel area and the second panel area has pre-formed rounded corners.

3. The music enlightenment teaching aid for preschool visually impaired children according to claim 1, characterized in that, The top of the second panel area is equipped with a speaker (16) and a volume adjustment button (3), which is used to adjust the volume.

4. The music enlightenment teaching aid for preschool visually impaired children according to claim 1, characterized in that, The edge of the first slot has six pre-made stop lines, which correspond to 60 BPM for slow tempo, 76 BPM for adagio, 80 BPM for lyric, 90 BPM for folk / andante, 108 BPM for finale, 120 BPM for allegretto, and 168 BPM for allegro from bottom to top.

5. A music enlightenment teaching aid for preschool visually impaired children according to claim 1, characterized in that, The edge of the second slot has eight pre-made gear lines, which correspond to the eight octaves from C0 to C7 from bottom to top.

6. A music enlightenment teaching aid for preschool visually impaired children according to claim 1, characterized in that, The identification element (13) is model A Tmega2560, the miniature slider sensor (15) is model ELB030638, and the ultrasonic sensor (12) is model US-015.

7. A music enlightenment teaching aid for preschool visually impaired children according to claim 1, characterized in that, A Type C interface (2) and a power switch (1) are provided on one side of the housing. A power module is provided in the housing. The power module is connected to the identification element (13), the ultrasonic sensor (12) and the miniature slider sensor (15).

8. A music enlightenment teaching aid for preschool visually impaired children according to claim 1, characterized in that, The top of the first panel area is provided with a tone label block (6), and directly below the tone label block (6) is an NFC reader (11), which is connected to the identification element (13).

9. A music enlightenment teaching aid for preschool visually impaired children according to claim 8, characterized in that, The NFC reader (11) is model RC522 / WS1850S.

10. A music enlightenment teaching aid for preschool visually impaired children according to claim 1, characterized in that, The casing is made of plastic.

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