Lesson musical score, display method of lesson musical score, lesson method and pogram

Abstract

To provide a musical score which allows a participant to be improved to a level in which music can be performed in a short period of time under guidance of an instructor. etc.SOLUTION: Portions of practice lines are sequentially determined in the order of music progression with phrases or lines of an original musical score as targets. Portions in which a participant plays and portions in which the participant does not play are alternately connected, and a first practice line and a second practice line, in which these portions are complementarily exchanged, are constituted for the practice lines. Alternate performance is performed in which the participant plays performance portions of the first practice line and the second practice line, and an instructor plays pause portions of the first practice line and the second practice line continuously.SELECTED DRAWING: Figure 3

Description

[Technical field]

[0001] The present invention relates to musical scores, and more particularly to musical scores that can be used for practicing performance in music lessons under the guidance of an instructor. [Background technology]

[0002] For example, when playing the piano, beginners must instantly and repeatedly read the note names from the musical scores and identify the keys to press. Reading music like this requires long hours of practice, which is an obstacle to improving your playing.

[0003] Conventionally, there have been proposals for easily readable musical scores aimed at beginners and other players. For example, the arrangement of keys within one octave is divided into key groups with rectangular characteristics, and the notes are displayed in different colors and shapes for each key group (see Patent Document 1).

[0004] Other proposals include a method of classifying the keys into octaves and displaying them side-by-side on musical scores (see Patent Document 2), and musical scores that display the note names and corresponding finger numbers for each note position (see Patent Document 3). [Prior art documents] [Patent documents]

[0005] [Patent Document 1] JP 2010-266758 A [Patent Document 2] JP 2015-72399 A [Patent Document 3] Utility model registration No. 3231595 Summary of the Invention [Problem to be solved by the invention]

[0006] In music lessons for beginners, students usually learn to read sheet music and practice playing it under the guidance of a teacher. If students are only allowed to read sheet music, it will take a long time for them to reach the level of being able to play a piece from start to finish.

[0007] Therefore, there is a demand for sheet music that enables players to improve their proficiency to the level of being able to play musical pieces in a short period of time under the guidance of a teacher or the like. [Means for solving the problem]

[0008] The present invention is a lesson score that is a modified version of the score of the target piece of music (here, called the original score), and is configured as a score that can be used in face-to-face lessons by a teacher, online lessons via a network, etc. There are various ways to write the lesson score, and it is possible to use general paper writing or display it on a terminal such as a monitor or tablet (such screen display is also called "writing").

[0009] Original scores can be of various kinds, and may be any score composed of staves or other parts divided by bar lines (so-called Western scores). A "line" here usually refers to a series of bars on one page of music, but it is also possible for a line to consist of a set of multiple lines, such as bass and treble parts, at the same timing. For example, original scores include scores for keyboard instruments such as the piano (grand staff), scores for string instruments such as the violin, scores for wind instruments such as the flute and horn, and scores for percussion instruments such as timpani.

[0010] In the lesson score of the present invention, the original score is entirely or partially modified into practice staves, each of which is targeted at a line or phrase. In other words, the practice staves are composed of musically coherent sections, and a series of practice staves are written in accordance with the musical progression of the original piece of music.

[0011] For example, in the case of an original score in which one phrase corresponds to one line, practice lines can be created that correspond to each line of the original score. Practice lines may be created across adjacent lines to match the divisions of the phrases. Practice lines may be created sequentially to match the divisions of the phrases, and practice lines may be created with some overlapping notes within one measure. It is also possible to create multiple practice lines for one line. In this document, even if a part does not strictly correspond to a phrase, but has the musical cohesion equivalent to a phrase, it is considered to be included in the term "phrase."

[0012] The practice section is structured to include two sections (herein called the first practice section and the second practice section) that are complementary to each other with respect to the original score. The first practice section can be structured as a section prepared for the initial performance (practice) of the original score section, and can be considered as a basic section. The second practice section can be structured as a section to be performed after the player has become able to play the first practice section, and can be considered as a complementary section to the basic section.

[0013] The first practice section is structured so that the parts written based on the score information of the original score and the parts with rest symbols or blank spaces are alternately repeated in the order of the progression of the music. Hereinafter, the parts written based on the score information of the original score are referred to as "performance parts" and the parts with rest symbols or blank spaces are referred to as "rest parts."

[0014] The performance part is written based on the musical score information written on the lines of the original score (a series of musical symbols such as clefs, notes, rests, key signatures, note names (Do-Re-Mi, Ha-Ni-Ho, CDE, etc.), tempo symbols, fingering numbers, and other information written on the score). It is possible to copy the musical score information written on the original score as is and compose it as the performance part. It is also possible to extract some of the musical symbols written on the original score, such as notes, note names, and clefs, and compose them as the performance part.

[0015] Furthermore, for the performance part, it is possible to display musical symbols not shown in the original score based on the score information of the original score. For example, in the case of an original score that displays musical note symbols but does not display note names, it is possible to display only note names according to the note positions (beats) for the performance parts of the first and second practice sections, or to display note names and notes at the same time.

[0016] The rest section is indicated by a rest symbol (such as a whole rest) or a space notation, which is recognized as a section that the student should not play. When the student plays while looking at the first practice section, he / she will play the performance section and not play the rest section.

[0017] The second practice section is structured by alternating between performance and rest sections that are complementary to the first practice section. In other words, the rest sections in the first practice section are replaced with performance sections written based on the score information, and the performance sections are replaced with rest sections in the original score. A lesson score can be created by writing practice sections including the mutually complementary first and second practice sections according to the musical progression order of the original score.

[0018] The composition of the practice staves can be arranged according to the type of instrument. For example, in the case of a score for a keyboard instrument such as the piano, a lesson score can be composed of practice staves for parts played only by the right hand and practice staves for parts played only by the left hand. Also, practice staves for playing with both hands can be written alone, or both staves can be written together. It is also possible to write practice staves for right hand, left hand, and both hands in order.

[0019] In the first and second practice stages, the above-mentioned performance parts and rest parts are alternately repeated in the order of the progression of the music piece, for example, in units of bars or units of unitary beats. Here, "unitary beats" refers to a group of beats that are unitary as a musical cycle or rhythm in a phrase. For example, the performance parts and rest parts can be alternately repeated in units of simple beats such as 2 beats, 3 beats, and 4 beats, compound beats (or multiples thereof), etc.

[0020] Such "coherent beats" can be determined according to the characteristics of the piece (musical structure, rhythm, tempo, etc.), and when there are multiple coherent beats within a measure, a first practice section and a second practice section can be created in which performance sections and rest sections are alternated within the measure.

[0021] In the case of lines with upbeats in the original score, the bars of the upbeat and the next bar in the first and second practice lines can be treated as a performance section or a rest section. However, the "upbeat" here is not limited to the beginning of the score, but also includes a bar that starts on a beat that is connected to the next bar when a similar phrase is repeated.

[0022] Also, in the first and second practice stages, the performance portion and the rest portion can be configured to be repeated alternately in units of beats that are set by dividing one measure.

[0023] When the practice lines are written in accordance with the musical progression of the original score, the lesson score can be written with a line (herein called a continuation line) that alternates between the performance parts of the first practice line and the performance parts of the second practice line. The student can play the entire line of the original score by continuing to play the performance parts of the first and second practice lines that he or she has already learned. The continuation line can be structured to at least indicate only the note names, like the practice lines described above.

[0024] The continuation line can be written between a certain phrase or line and a practice line corresponding to the next phrase or line according to the musical progression order of the original score. In this case, the continuation line can be written as a series of continuation lines from the continuation line of the first practice line to the target practice line. For example, the continuation lines corresponding to the practice lines 1 to N are written as a continuation line to be played after the N+1th practice line.

[0025] There are various ways to display lesson scores. In order to minimize the information of the score that is provided to the student during performance, for example, the first and second practice sections of a practice section can be displayed on different pages of music or in different screen display areas rather than on the same page or screen display area. The continued performance section can also be displayed on a different sheet of paper from the practice section.

[0026] It is possible to compose a performance part in which musical symbols effective for lessons are extracted or created from the score information of the original score according to the difficulty of the musical piece to be performed and the level of the lesson students, etc. For example, the performance part is composed to include at least the note names of the corresponding notes in the original score and the note names of those notes.

[0027] If the lesson scores described above are written on paper, the students will play the piece while looking at the lesson scores. In addition, the present invention can display the lesson scores as images during the lesson. As one aspect of the present invention, the lesson scores can be read out as data from a memory, and the lesson scores can be displayed on the screen of a display device or terminal provided to the students based on the data of the read lesson scores.

[0028] The present invention can provide a lesson method using the above-mentioned lesson score. In one aspect of the lesson method, an instructor gives music lessons to students through face-to-face lessons or online lessons via a network, in which the students play the performance parts of the first and second practice stages, while the instructor plays the parts of the original score that correspond to the rest parts of the first and second practice stages and lets the students listen to them, and the students and the instructor alternate in playing in succession.

[0029] The present invention can provide a program for generating the above-mentioned lesson score as data. The program, which is one aspect of the present invention, executes the following steps in a computer: reading out the score information of an original score from a memory; setting the parts written based on the read out score information and the parts with rests or blanks written based on the read out score information in a line or phrase of the original score, alternately and repeatedly in the order of the progression of the music piece, and generating a first practice step by connecting the play part and the rest part; generating a second practice step complementary to the first practice step by exchanging and connecting the play part and the rest part in the first practice step based on the read out score information; and storing the series of practice steps consisting of the first practice step and the second practice step, which are created according to the order of the progression of the music piece of the original score, in a memory as data, or outputting the series to a printer, a monitor, an externally connected computer, or both. Effect of the Invention

[0030] According to the present invention, it is possible to provide a musical score that enables a player to improve his / her skill to the level of being able to play a piece of music in a short period of time under the guidance of a teacher or the like. [Brief description of the drawings]

[0031] [Figure 1] FIG. 1 shows a portion of an original musical score. [Diagram 2]This is a diagram showing a practice section for the right hand (first practice section) that corresponds to the first section (first section) of the original music score. [Diagram 3] This is a diagram showing a practice section for the right hand (second practice section) that corresponds to the first section of the original sheet music. [Figure 4] This is a diagram showing the continuation performance section written next to the first practice section consisting of the first and second practice sections shown in Figures 2 and 3. [Diagram 5] This is a diagram showing the second right-hand practice section (first practice section) that spans the first and second sections of the original sheet music. [Figure 6] This is a diagram showing the second right-hand practice section (second practice section) that spans the first and second sections of the original sheet music. [Figure 7] A diagram showing the second continuous play stage. [Figure 8] This is a diagram showing the third right-hand practice section (first practice section) that spans the second and third sections of the original sheet music. [Figure 9] This is a diagram showing the third right-hand practice section (second practice section) that spans the second and third sections of the original sheet music. [Figure 10] A diagram showing the third continuous play stage. [Figure 11] This is a diagram showing the fourth right-hand practice section (first practice section) that spans the third and fourth sections of the original sheet music. [Figure 12] This is a diagram showing the fourth right-hand practice section (second practice section) that spans the third and fourth sections of the original sheet music. [Figure 13] A diagram showing the fourth continuous play stage. [Figure 14] This diagram shows the first practice section (first practice section) and the second practice section (first practice section) for the left hand, which correspond to the first section of the original music score. [Figure 15] This is a diagram showing a practice section (first practice section) for both hands that corresponds to the first section of the original sheet music. [Figure 16] This is a diagram showing a practice section (second practice section) for both hands that corresponds to the first section of the original sheet music. [Figure 17]FIG. 1 is a block diagram of a computer capable of generating a lesson score. [Figure 18] FIG. 13 is a flowchart showing a process for generating a lesson score. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0032] The musical score according to the present embodiment will be described below with reference to the drawings. The lesson musical score described with reference to Figs. 1 to 16 is configured as a musical score written on paper.

[0033] The lesson scores here are used by instructors in piano lessons, and are prepared for piano performance. Students will play the lesson scores under the guidance of the instructor.

[0034] Figure 1 shows the original score. Here, the fourth theme of Jupiter (composed by Holst) is used as the original score. The original score shown in Figure 1 has a musical arrangement arranged to suit the creation of music for lessons. Each page (one sheet of paper) has five lines, and each line is divided into five bars.

[0035] In the lesson score, the composition (phrase) of the piece Jupiter is treated as one musical unit, and the practice lines that correspond to it are written in the order of the progression of the piece. The first practice line, consisting of five bars, is written for the first line of the original score.

[0036] The practice section is structured so that performance and rest sections are repeated alternately in measure units. Figures 2 and 3 show the first and second practice sections of the practice section, respectively. However, they are based on the score information for playing with the right hand in the original score.

[0037] In the original score of the piece Jupiter, the first bar of the first section has an upbeat that starts on a beat in the middle. When an upbeat exists, it is combined with the next bar to form a performance part.

[0038] Therefore, as shown in Figure 2, the performance section is determined to match the first, second, and fourth bars of the original score, and the rest section is determined to match the third and fifth bars of the original score, and the first practice section is constructed by connecting these alternately. In the first practice section, the notes, note names, and keying finger numbers of the original score are mainly written, and some other musical score information is removed. It is also possible to write only the note names according to the note positions (beats) without writing the notes.

[0039] In the lesson score, the second practice section, which is complementary to the first practice section, is written on a different page from the first practice section, as shown in Figure 3. In the first section of the original score, rests are defined in the first, second, and fourth bars, and performance parts are defined in the third and fifth bars, with the second practice section being written in such a way that rests and performance parts are alternately connected.

[0040] The student and the instructor take turns playing the first and second practice sections shown in Figures 2 and 3. First, the student plays the performance part of the first practice section, and the instructor plays the part of the original score that corresponds to the rest part, i.e., the part that is originally to be played, following the student's performance, and lets the student listen. They continue playing alternately until the student is able to play the performance part of the first practice section.

[0041] When the student is able to play the performance part of the first lesson, the student and the instructor will take turns playing the second lesson in the same way. They will continue to play alternately until the student is able to play the performance part of the second lesson that corresponds to the rest part of the first lesson.

[0042] When the student has progressed to the stage where he or she can play both the first and second practice sections, the student moves on to playing a continuation section that alternates between the performance parts of the first and second practice sections. Figure 4 shows the continuation section that corresponds to the first section of the original score. As with the practice sections, it mainly shows the notes, note names, and fingering numbers for the right hand only. The continuation section is written on a different page from the practice sections.

[0043] Students will practice the continuation section from beginning to end (right hand only) without alternating with the instructor. When students are able to play the continuation section, they will move on to the next practice section.

[0044] Figures 5 and 6 show the second practice line. In accordance with the phrases and upbeats of the piece Jupiter, the study covers the first line from the fifth bar to the second bar of the original score shown in Figure 1. It should be noted that upbeats exist not only at the beginning of the score, but also at the beginning of the repeated phrases.

[0045] As with the practice sections shown in Figures 2 and 3, the students will alternate between playing the first practice section and the instructor, and then alternate between playing the second practice section and the instructor, practicing until they can both play the same piece. When they can both play the same piece, they will move on to playing the continuous performance section shown in Figure 7.

[0046] The continuation performance section in Figure 7 is written in a form including the continuation performance section shown in Figure 4, and is written together with the continuation performance section corresponding to the first practice section and the continuation performance section corresponding to the second practice section. By practicing the continuation performance section, the student will be able to play the first and second sections of the original score consecutively (but only with the right hand). Then, he or she will move on to playing the third practice section.

[0047] Figures 8 and 9 show the first and second practice sections of the third practice section. The practice sections are based on the score information from the middle of the fourth bar of the second section to the fourth bar of the third section of the original score. When the third practice section can be played, the player moves on to playing the third continuation section shown in Figure 10. The third continuation section is made up of three sections: a continuation section based on the first and second practice sections (see Figure 7), plus a section in which the performance parts of the first and second practice sections are alternately connected in the third practice section.

[0048] Figures 11 and 12 show the first and second practice sections of the fourth practice section. Figure 13 shows the fourth continuing performance section. The fifth and subsequent practice sections are written in the same way as the first through fourth practice sections. Furthermore, the continuing performance section is written as multiple sections that alternately connect the performance parts of the first and second practice sections of the previous practice sections.

[0049] The student will take turns playing the practice section with the instructor, and once the student has mastered it (cleared it), he or she will play the continuation section and be able to play through that section from the beginning, and this will be repeated until the student is finally able to play the entire continuation section of the original score from beginning to end (only the right hand). It is also possible to play through the first page of the score, or through any intermediate page.

[0050] After finishing playing with the right hand, the student and the teacher will then take turns playing the left hand practice line. Figure 14 shows the left hand practice line, which is written together with the first and second lines of the original score. Here too, the notes, note names, fingering numbers, etc. are mainly written.

[0051] For the left hand, you will also play the practice section with the teacher until you can play it, then move on to the continued performance section. By continuing to play the practice section and the continued performance section, you will be able to play the entire original score with your left hand.

[0052] When the student is able to play the entire score using only the right and left hands, he or she can move on to playing the practice sections for both hands, then alternate playing with the instructor, and continuing playing sections. Figures 15 and 16 show the first and second practice sections, which correspond to the first section of the original score. The lesson score also includes a continuing playing section for both hands (not shown). By playing the practice sections and continuing playing sections, which are written in order according to the progression of the piece, until the student is able to play the piece, the student will eventually be able to play the original piece from beginning to end.

[0053] In this way, according to the lesson score of this embodiment, the practice sections are determined in sequence in the order of the musical piece progression for the portion corresponding to one phrase. Then, the practice sections are alternately connected with the portion played by the student and the portion not played (rested), forming the first and second practice sections that are complementary to each other. The student plays the performance portion of the first and second practice sections, and the instructor plays the rest portion of the first and second practice sections in succession, thus forming an alternating performance.

[0054] Students practice playing only short sections, roughly in units of a bar, and by repeating these, it becomes easier to play each section without making mistakes. Also, by listening to the teacher's performance while the student is not playing, when the student advances to the performance of the second practice section, the student can play while retaining the sense of the sounds he or she heard, making it easier to play without mistakes. In particular, by indicating the note names on the practice section, it becomes easier for beginners, who are more familiar with note names than with musical notes, to play.

[0055] By connecting the performance parts of the first and second practice steps to create a continuation performance section and playing it continuously, you can easily play the entire section. Also, the continuation performance section is a summary of the performance parts of the previous practice section that you were able to play just before, along with the musical score part that you were able to play by far. Therefore, by playing the practice section and the continuation performance section in order, you will be able to play the original piece from start to finish in a short period of time.

[0056] In the lesson sheet music, the first and second practice sections are not written on the same page, but on different pages. Beginners can concentrate on the part they are playing by looking at the page that lists only the necessary information.

[0057] It is also possible to provide lesson scores with practice sections for songs without upbeats. For example, for the song "Ah! Vous dirais-je, Maman" (Japanese title: Twinkle Twinkle Little Star), if the opening four bars "Do Do So So La La So Fa Fa Mi Mi Re Re Do" are used as the first section of the original score, a practice section can be created consisting of a first practice section with "Do Do So So" as the performance section, "La La So" as the rest section, "Fa Fa Mi Mi" as the performance section, and "Re Re Do" as the rest section, and a second practice section that repeats the performance section and the rest section that are complementary to the first practice section.

[0058] In the case of an original score that contains many notes in one measure, one measure may be divided into several beats, and the performance and rest parts may be repeated with a relatively equal number of notes. For example, in one measure of "Cinema Paradiso / Love Theme" (composed by Ennio Morricone and Andrea Morricone) (Si Re Mi Si La So), a practice section may be composed of a first practice section in which "Si Re" is the performance part and "Mi Si La So" is the pause part, and a second practice section in which the performance part of the first practice section and the pause part are interchanged complementarily.

[0059] Next, the process of generating a lesson score will be described with reference to FIGS.

[0060] 17 is a block diagram of a computer capable of generating lesson scores. The computer 10 includes a control unit 20, a score information acquisition unit 30, a memory 40, a score creation processing unit 50, and a display processing unit 60, and is connected to a printer 70 and a monitor 80. The computer 10 is also connected to an external computer via a network.

[0061] When the score information acquisition unit 30 reads out the score information of the original music piece from the memory 40, the score creation processing unit 50 generates data of the lesson score based on the score information. The generated lesson score data is stored in a memory (not shown). The display processing unit 60 performs display processing based on the lesson score data in response to input operations from the user, and the lesson score is displayed on the monitor 80. In addition, the lesson score data can be printed on a printer 70 and transmitted to a computer, smartphone, or other terminal provided on the student's side. The lesson score data generation processing may be performed by firmware or software. The lesson score data can be generated by executing a program stored in the memory of the control unit 20.

[0062] The data of the lesson score may be transmitted to the student from a server of a cloud system. The lesson score may also be transmitted as image data over a network. By displaying the lesson score on the student's monitor or terminal screen, the instructor can provide online instruction without having to meet face-to-face.

[0063] On the monitor 80 or the student's screen, the lesson score may be displayed in a layout similar to that of the paper lesson score described above, or the lesson score may be displayed in a scrollable manner, divided into multiple stages to fit within the designated display area.

[0064] FIG. 18 is a flowchart of a lesson music score data generation process executed in a computer.

[0065] When the score information of the original score is read from the memory (S101), a practice line is determined for each line or phrase of the original score, and a portion written based on the read score information (hereinafter referred to as a performance portion) and a portion with a rest symbol or a space (hereinafter referred to as a pause portion) are alternately and repeatedly set in the order of the progression of the music, and a first practice line is generated by connecting the performance portion and the pause portion (S102). Next, based on the read score information, the performance portion and the pause portion in the first practice line are interchanged and connected to generate a second practice line complementary to the first practice line (S103). A series of practice lines consisting of the first and second practice lines created according to the order of the progression of the music of the original score is stored as data in the memory, or output to a printer, a monitor, an externally connected computer, or both (S104).

[0066] Note that lesson music data may be generated by a program that executes the following more detailed steps.

[0067] 1. A step of reading and storing musical score information including measures, clefs, time signatures, notes, and rests in a storage device. 2. This step extracts the music score information loaded in step 1 bar by bar in the order of the song's progression. 3. If the extracted measure is neither a full rest nor an upbeat, and a rest is set immediately before it or the measure is at the beginning of a line, the measure becomes the next performance part; if a performance part is set immediately before it, the measure becomes the next rest part, a standard processing step. 4. If the extracted measure is a full rest, and there is a rest section set immediately before it, the rest section is changed to the combined measures. In addition, if the measure in question is the beginning of a line, step 2 of extracting the next measure is repeated until the end of the line, and if the next measure containing a note can be extracted, the combined measures up to that point are considered to be the performance part, but if no measure containing a note can be extracted until the end of the line (in this case the entire line is a rest part), the entire line is considered to be a rest part. In addition, in the above case, when a performance section is set immediately before, step 2 is performed to repeatedly extract the following measure until the end of the line while the following measure is a total rest, and the first measure extracted is combined with the entire measure that is the last total rest to form the rest section, which is a total rest processing step. 5. If the bar extracted is an upbeat and contains between 1 and a specified value of 1, and if a rest is set immediately before it or if the bar extracted is the beginning of a line, step 2 is performed to extract the next bar, and if the second bar extracted is not a full rest, the first bar extracted and the next bar are combined to form the performance part, but if it is a full rest, no combination is made and only the first bar extracted is used as the performance part. In addition, in the above case, when a performance section is set immediately before, step 2 is performed in which the following measure is repeatedly extracted until the end of the line while it is a full rest, and the first extracted measure is combined with the entire measure that is the last extracted full rest to form the rest section, in an upbeat processing step. 6. For a performance part, if the number of notes in that part is greater than a predetermined value of 2, the last measure contained in that part is divided into 2 or 3 parts based on the beat so that no notes are cut off midway and so that the number of notes is as equal as possible, and the last measure contained in the rest part is replaced with the first divided part. In addition, if the number of notes in the entire divided parts from the second onwards is equal to or less than the predetermined value of 2, the entire divided part is made into the next rest part. If it is greater than the predetermined value of 2, the second divided part is made into the next rest part and the third divided part is made into the next performance part, in this note number equalization step. 7. A step for leveling out the number of notes, which performs the same process as in step 6 on rest parts. 8. If the last performance or rest portion obtained up to the previous step has not reached the end of the line, perform step 2, take out the next measure, and return to step 3. In addition, if the end of the line has been reached, the performance portion is treated as the corresponding part of the musical score, and the rest portion is treated as a rest symbol according to the length of the beat, and these are combined while inserting measure separators in the order in which they were set, and stored in the storage device as the first practice line. 9. A step of reading the corresponding parts of the first practice section and the original music score information, and storing the resultant in the storage device as the second practice section by swapping the performance part and the rest part of the basic section. [Explanation of symbols]

[0068] 10. Computers 50 Music score creation processing section

Claims

1. A lesson score that has been modified based on phrases or lines of an original score and has practice lines written on it, The practice stage is A first practice stage in which a portion written based on the score information of the original score (hereinafter referred to as a performance portion) and a portion written with a rest symbol or a space (hereinafter referred to as a rest portion) are alternately repeated in the order of the progression of the music; a second practice stage in which the rest portion and the playing portion are alternately repeated, the rest portion and the playing portion being respectively complementary to the playing portion and the rest portion of the first practice stage; A lesson score comprising:

2. 2. The lesson score according to claim 1, wherein the performance portion and the rest portion are alternately repeated in units of a measure or a group of beats in the first practice section and the second practice section.

3. The lesson score according to claim 2, characterized in that when there is an upbeat in the original score, in the first practice section and the second practice section, the bar of the part with the upbeat and the bar following it are combined to form the performance part or the rest part.

4. 3. The lesson score according to claim 2, wherein in the first practice section and the second practice section, the performance portion and the rest portion are repeated alternately in units of beats that are set in a measure.

5. 2. The lesson score according to claim 1, characterized in that it represents a section (herein referred to as a continuous performance section) in which the performance portion of the first practice section and the performance portion of the second practice section are alternately connected.

6. 2. The lesson score according to claim 1, wherein the performance portion includes at least the note names of the notes in the corresponding portion of the original score and the note names of the notes.

7. 2. The musical score for lessons according to claim 1, wherein the first practice section and the second practice section are written on different music score pages or in different screen display areas.

8. A lesson score according to any one of claims 1 to 7 is read out as data from a memory, A method for displaying a lesson score, comprising displaying the lesson score on a screen of a display device or a terminal provided on the student's side based on the read-out data of the lesson score.

9. A teaching method for teaching a student a music lesson through a face-to-face class or an online class via a network by using the lesson score according to any one of claims 1 to 7, comprising: The student plays the performance portion of the first practice section and the second practice section, while the instructor plays the portion of the original score corresponding to the rest portion of the first practice section and the second practice section; This lesson method is characterized in that the student and the instructor alternately play in succession.

10. In a computer, Reading out score information of an original score from a memory; a step of determining practice lines in the order of musical progression for lines or phrases of an original musical score, repeatedly setting a part written based on the read musical score information (hereinafter referred to as a performance part) and a part with a rest symbol or a space notation (hereinafter referred to as a pause part) alternately in the order of musical progression, and generating a first practice line by connecting the performance part and the pause part; a step of interchanging and connecting the performance portion and the rest portion in the first practice stage based on the read-out musical score information to generate a second practice stage complementary to the first practice stage; a step of storing a series of practice stages, which are composed of the first practice stage and the second practice stage, in a memory as data and / or outputting the same to an external device, the series of practice stages being created in accordance with the musical progression order of the original musical score; A program characterized by executing the above.

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