Teaching device for practicing music reading and keyboarding

Abstract

Teaching device for practicing music reading and instrument keyboard with a music board element (1) having a first surface (11) comprising several holding pins (12) arranged side by side along and between staff lines, on each of which a music ring element (2) with a symbol can be arranged, wherein the teaching device further comprises several music ring elements (2) and keystones (3) each with at least one symbol corresponding to a symbol on the music ring element (3).

Description

[0001] The present invention relates to a teaching device for practicing music reading and keyboard skills, and in particular the keyboard-note relationship.

[0002] The invention lies in the field of music teaching aids, intended to facilitate music students' learning to play a keyboard instrument and, in particular, to make the teaching of musical notes and the corresponding instrument keys easier to understand. The invention is designed to simplify the process of learning notes and keys.

[0003] In principle, one can learn to play the piano without sheet music, for example, by having the piano teacher demonstrate and the student simply imitating the teacher's movements. However, this approach quickly reaches its musical limits, and for longer pieces, it is essential to understand the relationship between notes and keys on the instrument—that is, to know which key to use to play the notes C or A.

[0004] Therefore, the ability to read a musical score is a prerequisite for proficient playing of a keyboard instrument, which is why the student must be taught how to correctly interpret the symbols in the musical score.

[0005] Besides practicing reading music, the student must learn to move their fingers correctly on the keyboard, using their ear to associate specific sounds with each finger movement. Beginner pieces don't require many notes, so reading the score takes a backseat to ear memorization, and the student relies on their ear to move their fingers accordingly. This can lead to the student becoming lost in their own sense of musicality and not making any progress in their instrumental technique.

[0006] As the pieces played by the music student become increasingly difficult, it becomes essential to know the score and to play along with the notes on the keyboard. Frustration often arises during this phase of lessons, and in the worst case, the student may even give up on the instrument altogether.

[0007] Training tools already exist for understanding the relationship between note names, staffs, and keyboards. For example, Japanese Utility Model No. 2-142864 shows a perforated note name learning tool in which holes are provided corresponding to the staff and keyboard. The board is placed on the keyboard, and a stick is inserted into a hole. Pressing a key produces a sound. The disadvantage is that it is cumbersome to use, and it can even damage the instrument's valuable keys.

[0008] Another well-known prior art publication is JPS53147961U. It shows a flat box with a staff printed on its exterior, at the ends of which are a G clef and an F clef. By rotating the box 180°, either the G clef or the F clef is at the beginning of the staff and is "the right way round." Note-shaped spheres can be magnetically arranged on the staff. The disadvantage here is that the spheres tend to slip off easily when moved.

[0009] Similarly, JP2001318587A shows a wooden board with two staves on opposite sides, one containing a G clef and the other an F clef. Along the staves are recesses into which balls can be placed. This wooden board is not meant to be moved, and the balls simply slip out, for example, if it is briefly placed on the legs.

[0010] The object of the present invention is to provide a teaching device for practicing music reading and keyboarding, which overcomes the disadvantages of the prior art and is particularly easy to use.

[0011] The problem is solved by a teaching device for practicing music reading and keyboarding according to the independent claim. Advantageous embodiments are the subject of the respective claims.

[0012] The invention comprises a teaching device for practicing music reading and keyboard skills, comprising a music board element with a first surface including several retaining pins arranged side by side along and between staves, on each of which (at least) one music ring element with a symbol can be attached (removably attached). The teaching device further comprises several music ring elements and keystones, each with at least one symbol corresponding to a symbol on the music ring element. The teaching device enables the teaching of music reading skills, specifically for the G clef and F clef, by using keystones to indicate the key names. The keystones have the advantage of not requiring adhesive. The use of multiple keystones allows for learning the entire keyboard layout, and in particular, the names of adjacent notes.If the sequence can be named correctly both forwards and backwards, the staff element comes into play. Its range is at least one octave (8 notes). The staff ring elements are labeled on only one side. The symbols used allow the relationship between the keys and the keys to be established. Ideally, only one staff ring element is ever hung on a support pin.

[0013] According to a technically advantageous aspect, the teaching device comprises exactly eight music ring elements and eight keystones with identical symbols on both the music ring element and the keystone. This allows the notes within an octave, from c to C, to be practiced as an example.

[0014] According to an alternative for less advanced students, the music board element comprises 16 pegs arranged side-by-side along and between each stave, in two groups arranged at an angle to each other, symmetrically. By rotating the music board element 180 degrees, the F-clef can be learned. This clarifies the difference between the two clefs (G / F clef), namely that the clef determines where the staff begins, but not the sequence of notes.

[0015] According to an alternative for advanced students, the staff ring element comprises 33 pegs arranged side-by-side along and between staves, in two groups arranged at an angle to each other, symmetrically. This allows for two sets of 17 staff ring elements to be arranged in a row, representing two consecutive octaves. This enables the final notation of note names to be learned; for example, the note C must be correctly assigned to the forms c' (low c), c'' (high c), and c'''' (high c). Thirty-three staff ring elements in different color categories can be used to cover, for example, 66 notes. One line (e.g., the second line) can be color-coded, as it determines the position of the row (in the F clef, F is on the second line from the top; in the G clef, G is on the second line from the bottom).

[0016] It is particularly preferred that the retaining pins are arranged in such a way that the (imaginary) straight lines intersect.

[0017] It is particularly advantageous to place a holding pin at the intersection of the (imaginary) straight lines.

[0018] Optional edge-mounted retaining pins allow for the detachable mounting of symbol elements for the G / F clefs, so that, depending on the position of the music board element, the student can recognize where the series of notes begins.

[0019] It is particularly common for the keys to have symbols on opposite sides. These can be letters corresponding to the note names of an octave, but also animal symbols, to help children who cannot read to understand the symbols.

[0020] Furthermore, the cuboid-shaped keystones preferably have a size of 7-8 cm x 1-2 cm x 2-3 cm.

[0021] The invention will now be described and explained in more detail with reference to the examples shown in the drawings.

[0022] They show Fig. 1 an instrument keyboard with keys according to the present invention; Fig. 2 a music board element for a teaching device according to the invention for practicing music reading and instrument keyboard with 16 retaining pins; Fig. 3 the music board element for the teaching device according to the invention made of Fig. 2 in reverse; and Fig. 4 a music board element for an alternative teaching device according to the invention for practicing music reading and instrument keyboard with 33 holding pins.

[0023] In Fig. 1 is an instrument keyboard 10 with keys as part of a teaching device according to the present invention. The instrument keyboard 10 has black keys 12 and white keys 11. On a piano, there is always a note C to the left of the group of three black keys.

[0024] The teaching of music reading skills begins by learning the key names corresponding to the note names using three keyboard blocks. In this case, eight keyboard blocks are used to learn the keyboard layout corresponding to one octave.

[0025] Eight keystones (3) are used, bearing the note names c, d, e, f, g, a, b, and C as symbols (31), to learn the keyboard of an octave. Keystone 3 c is located on the key that produces a sound corresponding to the note c. The goal for the music student is to name the keyboard forwards and backwards flawlessly.

[0026] In the example shown, key 3 is also labelled with an apple as symbol 31. Such graphic symbols 31 enable even children without writing skills to recognize the row of keys.

[0027] In the example shown, the keystones 3 are all cuboid in shape and have different symbols 31 on opposite sides for identification. Cuboid keystones 3 with a size in the range of 7-8 cm x 1-2 cm x 2-3 cm, which fit between the black keys, are particularly well suited for a piano.

[0028] The music board element 1 for the teaching device according to the invention for practicing music reading and instrument keyboard is in Fig. Figure 2 shows the first position for the treble clef. This includes, in addition to the keys 3, a music board element 1. The music board element 1 has 11 retaining pins 12 arranged on its surface. A music ring element 2 can be attached to each retaining pin. The music ring element 2 is marked with a symbol that corresponds to the symbol on the key 3. In this case, the note name c. The retaining pins 12 are arranged along a straight line.

[0029] In the example shown, eight music ring elements 2 and eight keystones 3 each bear identical symbols in pairs, one on the music ring element 2 and the other on the keystone 3. The music ring elements 2 and keystones 3 allow for assignment by their respective arrangement on the instrument keys 10 and the music board element 1. This can be done any number of times and in any order.

[0030] The device has edge-side retaining pins 12 for the detachable arrangement of the clef symbols 4.

[0031] The music board element 1 shown has a total of 16 pegs 12 arranged side by side (along an imaginary line) on and between staves. These are arranged in two groups along two intersecting (imaginary) lines. The two lines are arranged at an angle to each other and are axially symmetrical. Thus, the music board element 1 can be rotated 180° between two positions to be used for the treble clef and the bass clef.

[0032] In Fig. 3 is the music board element 1 for the teaching device according to the invention. Fig. Figure 2 is shown in reverse. By rotating it 180°, it's easy to practice an octave in the bass clef.

[0033] In Fig.Figure 4 shows the music board element 1 for the teaching device according to the invention in an alternative embodiment for advanced students, with 33 retaining pins 12 arranged side by side along and between each stave. The retaining pins 12 are arranged in two groups along an (imaginary) straight line at an angle to each other, symmetrically.

[0034] In the example shown for the music board element 1, the retaining pins 12 are arranged such that the lines intersect. One (common) retaining pin 12 is located at the intersection of these two lines.

[0035] In this arrangement, two sets of 17 Note Ring Elements 2 can be arranged in a row to represent two consecutive adjacent octaves. This allows the final notation of note names to be learned in virtually all piano scores. In this variant, one can practice assigning the letter C to the following forms: c' (low c), c'' (high c), and c'''' (high c). The Note Ring Elements 2 can be used in different color categories, and with 33 Note Ring Elements 2, a total of 66 notes can be covered.

[0036] In all embodiments, the preferred operating method for a teaching device involves placing the keystones 3 successively onto an instrument keyboard 10. The music ring elements 2 are arranged on the music board element 1 according to the symbol of the corresponding keystone 3 on the appropriate retaining pin 12. QUOTES INCLUDED IN THE DESCRIPTION

[0000] This list of documents cited by the applicant was automatically generated and is included solely for the reader's convenience. The list is not part of the German patent or utility model application. The DPMA accepts no liability for any errors or omissions. Cited patent literature

[0000] JP 2001318587A

[0009]

Claims

[1] Teaching device for practicing music reading and instrument keyboard with a music board element (1) having a first surface (11) comprising several holding pins (12) arranged side by side along and between staves, on each of which a music ring element (2) with a symbol can be arranged, wherein the teaching device further comprises several music ring elements (2) and keystones (3) each with at least one symbol corresponding to a symbol on the music ring element (3). [2] Teaching device according to claim 1, comprising eight music ring elements (2) and eight keystones (3) with identical symbols in pairs on music ring element (2) and keystone (3). [3] Teaching device according to claim 1 or 2, comprising 16 holding pins (12) arranged side by side along and between staves of music, the holding pins being arranged in two groups along a straight line at an angle axially symmetric to each other. [4] Teaching device according to claim 1 or 2, comprising 33 holding pins (12) arranged side by side along and between staves of music, the holding pins being arranged in two groups along a straight line at an angle axially symmetric to each other. [5] Teaching device according to claim 4, wherein the retaining pins (12) are arranged such that the straight lines intersect. [6] Teaching device according to claim 5, wherein a retaining pin (12) is arranged at the intersection of the lines. [7] Teaching device according to one of the preceding claims, further comprising edge-side retaining pins (12). [8] Teaching device according to one of the preceding claims, wherein the keystones (3) are cuboid in shape and have symbols (31) on opposite sides. [9] Teaching device according to one of the preceding claims, wherein the keystones (3) have a size of 7-8 cm x 1-2 cm x 2-3 cm. [10] Operating method for a teaching device according to one of the preceding claims, wherein the keystones (3) are placed successively on an instrument keyboard (10) and music ring elements (2) are arranged on the music board element (1) according to the symbol of the associated keystone (3) on the corresponding retaining pin (12).

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