Lesson sheet music, how to display lesson sheet music, lesson methods and programs

Abstract

We provide sheet music that allows you to improve your skills to a level where you can play songs in a short period of time, under the guidance of instructors and other professionals. [Solution] Using phrases or staves from the original musical score, practice sections are sequentially determined in the order of the song's progression. Then, for each practice section, the parts to be played by the student and the parts not to be played are alternately connected, creating the first and second practice sections by swapping these parts in a complementary manner. The student plays the parts to be played in the first and second practice sections, while the instructor plays the rest sections of the first and second practice sections consecutively, performing in alternating roles.

Description

Technical Field

[0001] The present invention relates to sheet music, and particularly to sheet music that can be used for practicing performances such as music lessons under the guidance of an instructor.

Background Art

[0002] For example, in piano performance, for beginners etc., when playing while looking at sheet music, the operations of reading the note names from the notes on the score and identifying the keys on the keyboard to be pressed must be performed instantaneously and repeatedly. Such operations of reading the score require familiarity through long-term practice and have become an obstacle to the improvement of performance.

[0003] Conventionally, sheet music that can be easily read has been proposed for beginners in performance etc. For example, the arrangement of the keyboard within one octave is divided into keyboard groups having square features, and for each keyboard group, notes are displayed in different colors and shapes (see Patent Document 1).

[0004] Also, a method of classifying the keyboard by octave and displaying it as an image in parallel with the sheet music (see Patent Document 2), and sheet music that displays the finger numbers corresponding to the note names with respect to the positions of the notes have been proposed (see Patent Document 3).

Prior Art Documents

Patent Documents

[0005]

Patent Document 1

Patent Document 2

Patent Document 3

Summary of the Invention

Problems to be Solved by the Invention

[0006] In music lessons for beginners, students typically learn to read sheet music and practice playing under the instructor's guidance. However, if students are left solely to read sheet music, it will take a considerable amount of time before they can play a song from beginning to end.

[0007] Therefore, there is a need to provide sheet music that allows students to improve their skills to a level where they can play songs in a short period of time, under the guidance of instructors or other professionals. [Means for solving the problem]

[0008] This invention provides sheet music for lessons, which is a modified version of the original sheet music of the target song, and is designed to be usable in face-to-face lessons by an instructor, online lessons via a network, and other similar settings. The lesson sheet music can be written in various ways, including on paper or on a screen display on a monitor or tablet (this type of screen display is also referred to as "notation").

[0009] Original musical scores can include various types of scores, as long as they are composed of staves separated by bar lines (what is commonly called Western musical notation). Here, a "staff" usually refers to a series of measures in one line on one page of music, but it can also consist of multiple lines, such as bass and treble parts, at the same time. For example, scores for keyboard instruments such as piano (grand staff), scores for string instruments such as violins, scores for wind instruments such as flutes and horns, and scores for percussion instruments such as timpani are all included in original musical scores.

[0010] In the lesson scores of this invention, modified practice staves are indicated for all or part of the original score, focusing on staves or phrases. Specifically, the practice staves are composed of musically cohesive units, and a series of practice staves are indicated in the order of the progression of the original piece.

[0011] For example, in the case of an original score where one phrase corresponds to one staff, practice staffs can be created corresponding to each staff of the original score. Practice staffs may also be created spanning adjacent staffs, according to the phrase divisions. Practice staffs may also be created sequentially according to the phrase divisions, or practice staffs may be created in a way that some notes overlap within a single measure. It is also possible to create multiple practice staffs for a single staff. Here, a "phrase" is defined as a musical unit equivalent to a phrase, even if it does not strictly correspond to a phrase.

[0012] The practice staff consists of two complementary staffs (referred to here as the first practice staff and the second practice staff) relative to the original score. The first practice staff can be structured as the staff prepared for the initial performance (practice) relative to the staff of the original score, and can be considered the basic staff. The second practice staff can be structured as the staff to be played after the first practice staff has been mastered, and can be considered a complementary staff to the basic staff.

[0013] The first practice section is structured so that sections based on the musical information of the original score and sections with rest symbols or blank spaces are repeated alternately in the order of the song's progression. Hereafter, sections based on the musical information of the original score will be referred to as "performance sections," and sections with rest symbols or blank spaces will be referred to as "rest sections."

[0014] The performance portion is based on the musical information (clef, notes, rests, key signature, note names (Do-Re-Mi, Ha-Ni-Ho, CDE, etc.), tempo markings, finger numbers, and other musical symbols and information written on the score) written on the staff of the original score. It is possible to directly copy the musical information written on the original score and construct it as the performance portion. It is also possible to extract some of the musical symbols written on the original score, such as notes, note names, and clefs, and construct it as the performance portion.

[0015] Furthermore, the performance portion can include musical symbols and other information not present in the original score, based on the score information of the original sheet music. For example, if the original sheet music includes note symbols but not note names, it is possible to include only the note names in the performance portion of the first and second practice staves, according to the position (beat) of the notes, or to include both the note names and notes simultaneously.

[0016] Rest sections are indicated by rest symbols (such as whole rests) or blank spaces, representing parts that students or others will not play. When students or others are playing along to the first practice staff, they will play where it is to be played and not play where it is to be played.

[0017] The second practice staves are structured to alternate between performance sections and rest sections, complementing each other to the first practice staves. In other words, in the first practice staves, the sections that were rest sections are represented as performance sections based on the musical information, and the sections that were performance sections are represented as rest sections. By writing the practice staves, including the complementary first and second practice staves, in the same order as the musical progression in the original score, a lesson score can be constructed.

[0018] The structure of practice staves can be arranged according to the type of instrument. For example, in the case of sheet music for keyboard instruments such as the piano, lesson sheet music can be structured with separate practice staves for the right hand and the left hand. Alternatively, only the practice staves for both hands can be shown, or both can be shown together. It is also possible to show the practice staves for the right hand, left hand, and both hands in sequence.

[0019] In the first practice stage and the second practice stage, the above-mentioned playing parts and resting parts are configured to be repeatedly alternated in the order of the music progression, for example, in units of measures or units of grouped beats. Here, the "grouped beats" refers to a collection of beats that are grouped as a cycle or rhythm of music within a phrase. For example, it is possible to configure a structure in which the playing part and the resting part are repeatedly alternated using simple beats such as duple meter, triple meter, quadruple meter, compound beats (or multiples thereof) as units.

[0020] Such "grouped beats" can be determined according to the characteristics of the music (such as music structure, rhythm, tempo, etc.). When there are multiple grouped beats within one measure, it is possible to configure the first practice stage and the second practice stage in which the playing part and the resting part are alternately written within one measure.

[0021] In the case of a section with an upbeat in the original score, in the first practice stage and the second practice stage, the measure of the upbeat part and the next measure can be grouped together as a playing part or a resting part. However, the "upbeat" here is not limited to the beginning of the score, and in the case where the same phrase is repeated, it also includes the measure part starting from an intermediate beat that is connected in relation to the next measure.

[0022] Also, in the first practice stage and the second practice stage, the playing part and the resting part can be configured to be repeatedly alternated in units of the beats divided and set within one measure.

[0023] When writing the practice stage according to the order of the music progression of the original score, the lesson score can be written together with the practice stage by connecting the playing parts of the first practice stage and the playing parts of the second practice stage alternately (here, referred to as the continuous playing stage). The learner can continuously play the entire predetermined section of the original score by continuously playing the playing parts of the first and second practice stages that he / she can already play. The continuous playing stage can be configured to write at least only the note names, similar to the above-mentioned practice stage.

[0024] The continuous performance section can be notated in such a way that it intervenes between a predetermined phrase or section and the practice section corresponding to the next phrase or section, following the musical progression order of the original musical score. In this case, the continuous performance sections from the continuous performance section of the first practice section to the corresponding practice section can be notated together. For example, as the continuous performance section to be played after the (N + 1)-th practice section, the continuous performance sections corresponding to the practice sections from the 1st to the N-th are notated together.

[0025] There are various ways to notate the lesson musical score. In order to minimize the musical score information during performance for the trainees and the like, for example, the 1st practice section and the 2nd practice section of the practice sections can be configured to be notated on different pages of the score or in different screen display areas instead of on the same page or in the same screen display area. The continuous performance section can also be notated on a different sheet of paper or the like from the practice section.

[0026] According to the difficulty level of the music performance, the level of the lesson trainees, etc., it is possible to extract or create musical symbols effective for the lesson from the musical score information of the original musical score and configure the performance part to be notated. For example, the performance part is configured to include at least the note names among the notes of the corresponding part of the original musical score and the note names of those notes.

[0027] If the lesson musical score described above is notated on paper, the trainees and the like will play while looking at the lesson musical score during performance. Also, in the present invention, it is possible to display the lesson musical score as an image during the lesson. As one aspect of the present invention, the lesson musical score can be read out from the memory as data, and based on the read data of the lesson musical score, the lesson musical score can be displayed on the screen of a display device or terminal provided on the trainee side.

[0028] The present invention provides a lesson method using the above-described lesson sheet music. One aspect of the present invention is a lesson method in which an instructor gives a music lesson to a student through face-to-face lessons or online lessons via a network, wherein the student plays the performance portions of the first and second practice sections, while the instructor plays the portions of the original sheet music corresponding to the rest portions of the first and second practice sections for the student to hear, and the student and instructor play alternately and continuously.

[0029] The present invention provides a program that generates the above-mentioned lesson scores as data. One aspect of the present invention is a program that, on a computer, performs the following steps: reading the score information of an original score from memory; repeatedly setting parts that are notated based on the read score information (hereinafter referred to as "performance parts") and parts that are notated with rest symbols or blank spaces (hereinafter referred to as "rest parts") based on the read score information for a staff or phrase of the original score, in the order of the musical progression, and generating a first practice staff by connecting the performance parts and rest parts; swapping and connecting the performance parts and rest parts in the first practice staff based on the read score information to generate a second practice staff that is complementary to the first practice staff; and storing a series of practice staffs consisting of the first and second practice staffs, created in the order of the musical progression of the original score, as data in memory, or outputting them to a printer, monitor, or an externally connected computer, or doing both. [Effects of the Invention]

[0030] According to the present invention, it is possible to provide sheet music that allows users to improve their skills to a level where they can play songs in a short period of time under the guidance of an instructor or other professional. [Brief explanation of the drawing]

[0031] [Figure 1] This is a diagram showing a portion of the original musical score. [Figure 2]This diagram shows the right-hand practice staff (first practice staff) corresponding to the first staff (first line) of the original sheet music. [Figure 3] This diagram shows the right-hand practice staff (second practice staff) corresponding to the first staff of the original musical score. [Figure 4] This diagram shows the continuous performance section that follows the first practice section, which consists of the first and second practice sections shown in Figures 2 and 3. [Figure 5] This diagram shows the second practice staff for the right hand (the first practice staff), which spans the first and second staves of the original score. [Figure 6] This diagram shows the second practice staff for the right hand (second practice staff), which spans the first and second staves of the original score. [Figure 7] This diagram shows the second continuous performance section. [Figure 8] This diagram shows the third practice staff for the right hand (the first practice staff), which spans the second and third staves of the original score. [Figure 9] This diagram shows the third practice staff for the right hand (the second practice staff), which spans the second and third staves of the original score. [Figure 10] This diagram shows the third continuous performance section. [Figure 11] This diagram shows the fourth practice staff for the right hand (the first practice staff), which spans the third and fourth staves of the original score. [Figure 12] This diagram shows the fourth practice staff for the right hand (the second practice staff), which spans the third and fourth staves of the original score. [Figure 13] This diagram shows the fourth continuous performance section. [Figure 14] This diagram shows the first practice staff (first practice staff) and the second practice staff (first practice staff) for the left hand, corresponding to the first staff of the original sheet music. [Figure 15] This diagram shows a practice staff (first practice staff) for both hands, corresponding to the first staff of the original musical score. [Figure 16] This diagram shows a practice staff (second practice staff) for both hands, corresponding to the first staff of the original musical score. [Figure 17]This is a block diagram of a computer capable of generating lesson scores. [Figure 18] This diagram shows a flowchart for generating lesson sheet music. [Modes for carrying out the invention]

[0032] In the following, the musical score of this embodiment will be described with reference to the drawings. The lesson score described using Figures 1 to 16 is composed as a musical score written on paper.

[0033] The sheet music used for lessons here is intended for use in piano lessons conducted by the instructor, and is specifically designed for piano performance. Students play while referring to the sheet music under the instructor's guidance.

[0034] Figure 1 shows the original musical score. Here, the original score used is Jupiter, the fourth theme (composed by Holst). Note that the original score shown in Figure 1 has been arranged for use in lessons. Each page (one sheet of paper) has five staves, and each staff is divided into five measures.

[0035] In the lesson sheet music, the structure (phrasing) of the song "Jupiter" is treated as a single musical unit, and practice staves corresponding to this unit are written in the order of the song's progression. The first practice stave, consisting of 5 measures, is shown for each of the first staves in the original sheet music.

[0036] The practice staff is structured with alternating sections of music to play and rests in measure units. Figures 2 and 3 show the first and second practice staffs, respectively. However, this is based on the musical notation information for the right hand in the original score.

[0037] In the original sheet music for the song "Jupiter," the first measure of the first verse contains an anacrusis that begins on a beat in the middle of the verse. When an anacrusis is present, it is combined with the next measure to form the performance section.

[0038] Therefore, as shown in Figure 2, the first practice staff is constructed by determining the performance sections according to the first, second, and fourth measures of the original score, and the rest sections according to the third and fifth measures of the original score, and then connecting them alternately. In the first practice staff, the notes, note names, and finger numbers of the original score are mainly indicated, and some other musical information is removed. Alternatively, the notes may be omitted, and only the note names may be indicated according to the position (beat) of the notes.

[0039] As shown in Figure 3, the lesson score includes a second practice staff that is complementary to the first, but is written on a different page than the first. The second practice staff is structured by setting rests according to the first, second, and fourth measures of the original score, and playing sections according to the third and fifth measures, and then connecting the rests and playing sections alternately.

[0040] The student and instructor take turns playing the first and second practice staves shown in Figures 2 and 3. First, for the first practice stave, the student plays the part to be played, and the instructor plays the part of the original score corresponding to the rest, that is, the part that is supposed to be played, immediately following the student's performance for the student to hear. They continue to take turns playing until the student is able to play the part to be played in the first practice stave.

[0041] Once the student can play the instrumental portion of the first practice section, the student and instructor will take turns playing the second practice section in the same manner. This alternating playing continues until the student can play the instrumental portion of the second practice section, which corresponds to the rest portion of the first practice section.

[0042] Once you can play both the first and second practice staves, you move on to a continuous performance stave that alternates between the performance sections of the first and second practice staves. Figure 4 shows the continuous performance staves corresponding to the first stave of the original score. Similar to the practice staves, it mainly shows the notes, note names, and finger numbers for the right hand only. The continuous performance staves are written on a different page than the practice staves.

[0043] Participants will not play alternately with the instructor, but will practice until they can play the continuous melody from beginning to end (right hand only). Once a participant can play the continuous melody, they will move on to the next practice melody.

[0044] Figures 5 and 6 show the second practice staff. Following the phrases and anacrusis of the piece Jupiter, it covers the section from measure 5 of the first staff to measure 3 of the second staff of the original score shown in Figure 1. Note that anacrusis is assumed to exist not only at the beginning of the score but also at the beginning of repeated sections of the phrase.

[0045] Participants will practice alternating between playing the first practice stanza with the instructor, as shown in Figures 2 and 3, and then alternating between playing the second practice stanza with the instructor, until they can both play it. Once they can play it, they will move on to playing the continuous performance stanza shown in Figure 7.

[0046] The continuous performance lines in Figure 7 are shown in conjunction with the continuous performance lines shown in Figure 4, and include both the continuous performance lines corresponding to the first practice line and the continuous performance lines corresponding to the second practice line. By practicing the continuous performance lines, students will be able to play the first and second lines of the original score continuously (with the right hand only). Then they will proceed to playing the third practice line.

[0047] Figures 8 and 9 show the first and second practice sections of the third practice staff. The practice staff is based on the musical information from the middle of the fourth measure of the second staff to the fourth measure of the third staff in the original score. Once you can play the third practice staff, you can proceed to playing the third continuous performance staff shown in Figure 10. The third continuous performance staff consists of three sections: the continuous performance sections corresponding to the first and second practice staffs (see Figure 7), plus a section in the third practice staff that alternately connects the performance sections of the first and second practice staffs.

[0048] Figures 11 and 12 show the first and second practice sections of the fourth practice section. Figure 13 shows the fourth continuous performance section. Practice sections from the fifth onward are notated in the same way as the first to fourth practice sections. Furthermore, continuous performance sections are notated as multiple sections that alternately connect the performance portions of the first and second practice sections of the preceding practice sections.

[0049] Through alternating performances with the instructor, students practice playing a section of the piece. Once they can play it (clear it), they move on to the next section, learning to play it from the beginning. This process is repeated until they can play the entire original score from beginning to end (right hand only). Alternatively, they may practice up to the first page of the score, or even just up to a certain page.

[0050] After finishing the right-hand performance, the student then takes turns playing with the instructor, following the practice staff for the left hand. Figure 14 shows the left-hand practice staff, which combines the first and second staves of the original score. Here too, the notes, note names, and finger numbers are the main elements indicated.

[0051] Regarding the left hand, students will practice the practice section until they can play it, alternating with the instructor, and then move on to playing the continuous performance section. By continuing to play the practice section and the continuous performance section, students will be able to play the entire original score with their left hand.

[0052] Once you can play the entire score with just your right or left hand, you move on to practicing with both hands, then to alternating playing with the instructor, and finally to playing the continuous playing section. Figures 15 and 16 show the first and second practice sections, respectively, corresponding to the first section of the original score. The continuous playing section for both hands, which is not shown, is also indicated in the lesson score. By playing the practice sections and continuous playing sections, which are indicated in order according to the progression of the piece, you will eventually be able to play the original piece from beginning to end.

[0053] Thus, according to the lesson score of this embodiment, the practice sections are determined sequentially in the order of the musical progression, with each section corresponding to a phrase being targeted. Then, the sections to be played by the student and the sections that are not played (rests) are alternately connected to the practice sections to form the complementary first and second practice sections. The student plays the performance sections of the first and second practice sections, while the instructor plays the rest sections of the first and second practice sections consecutively, in an alternating performance.

[0054] Students practice playing only short sections, almost entirely in units of measures, and by repeating this process, it becomes easier to play each section without making mistakes. Furthermore, by listening to the instructor's performance while students are not playing, they can retain the feel of the sound they heard when moving on to the second practice section, making it easier to play without mistakes. In particular, the inclusion of note names in the practice sections makes it easier for beginners who are more familiar with note names than musical notes.

[0055] The performance sections of the first and second practice staves are joined together to form a continuous performance stave, which, when played consecutively, makes it easy to play the entire stave. Furthermore, the continuous performance staves combine the sections of the score that you have now been able to play completely, with the performance sections of the immediately preceding practice staves that you have been able to play. Therefore, by playing the practice staves and continuous performance staves in order, you will be able to play the original piece from beginning to end in a short period of time.

[0056] In lesson sheet music, the first and second practice staves are not written on the same page, but on different pages. This allows beginners to focus on the relevant part of the piece by referring to the page containing only the necessary musical information while playing.

[0057] Furthermore, it is possible to provide lesson scores with practice staves even for pieces without an anacrusis. For example, with respect to the piece "Ah! Vous dirais-je, Maman" (Japanese title: Twinkle Twinkle Little Star), if the first four measures of the opening section, "Do Do Mi Mi La La Sol Fa Fa Mi Mi Re Re Do," are used as the first staff of the original score, then a practice staff can be constructed consisting of a first practice staff where "Do Do Mi Mi" is the part to be played, "La La Sol" is the part to be rested, "Fa Fa Mi Mi" is the part to be played, and "Re Re Do" is the part to be rested, and a second practice staff that repeats the playable and restable parts in a complementary manner.

[0058] Furthermore, in the case of original sheet music containing many notes in one measure, the measure may be divided into multiple time signatures, and the structure may be arranged to repeat the performance section and rest section in a manner in which the number of notes is relatively even. For example, in the measure of "Si Re Mi Si La So" from the song "Cinema Paradiso / Love Theme" (composers: Ennio Morricone, Andrea Morricone), a practice section can be constructed consisting of a first practice section with "Si Re" as the performance section and "Mi Si La So" as the rest section, and a second practice section in which the performance section and rest section of the first practice section are complementaryly swapped.

[0059] Next, we will explain the process of generating lesson scores using Figures 17 and 18.

[0060] Figure 17 is a block diagram of a computer capable of generating lesson scores. Computer 10 comprises 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. A printer 70 and a monitor 80 are connected to computer 10. Computer 10 is also connected to an external computer via a network.

[0061] When the music score information acquisition unit 30 reads the music score information of the original song from the memory 40, the music score creation processing unit 50 generates lesson score data based on the music score information. The generated lesson score data is stored in memory (not shown). The display processing unit 60 performs display processing based on the lesson score data in response to user input operations, and the lesson score is displayed on the monitor 80. It is also possible to print to the printer 70 or send the lesson score data to a computer, smartphone, or other terminal on the student's side. The generation process of the lesson score data may also 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 lesson scores can be sent to students via a cloud system server. Alternatively, the lesson scores can be transmitted over the network as image data. By displaying the lesson scores on the student's monitor or device screen, instructors can provide online instruction without having to teach in person.

[0063] On monitor 80 and the student's screen, the lesson score may be displayed in the same layout as the paper lesson score described above, or it may be divided into multiple staves to fit the designated display area and displayed in a scrollable format.

[0064] Figure 18 is a flowchart of the lesson score data generation process performed on a computer.

[0065] When the score information of the original score is read from memory (S101), a practice staff is defined for each staff or phrase of the original score, and the parts indicated based on the read score information (hereinafter referred to as the performance section) and the parts indicated with rest symbols or blank spaces (hereinafter referred to as the rest section) are alternately set in the order of the musical progression to generate the first practice staff by connecting the performance section and the rest section (S102). Next, based on the read score information, the performance section and the rest section in the first practice staff are swapped and connected to generate a second practice staff that is complementary to the first practice staff (S103). The series of practice staffs consisting of the first and second practice staffs, created in the order of the musical progression of the original score, are stored as data in memory, or output to a printer, monitor, or externally connected computer, or both (S104).

[0066] Alternatively, the lesson sheet music data may be generated by a program that performs the following more detailed steps.

[0067] 1. A step to read and store musical score information, including measures, clefs, time signatures, notes, and rests, in a storage device. 2. This step extracts the sheet music information read in Step 1, in measure-by-measure order according to the song's progression. 3. Standard processing step: If the extracted measure is neither a full rest nor an anacrusis, and a rest is set immediately before it, or if the measure is at the beginning of a line, then the measure becomes the next performance section; if a performance section is set immediately before it, then the measure becomes the next rest section. 4. If the extracted measure is a complete rest, and a rest section is set immediately before it, replace that rest section with the combined measure. In addition, if the measure in question is at the beginning of a line, step 2 is repeated until the end of the line to extract the next measure. Once the measure containing the nearest note is extracted, all the measures up to that point are combined to form the performance section. If no measures containing notes can be extracted up to the end of the line (in which case the entire line becomes a rest section), the entire line becomes a rest section. In addition, in the above case, if a performance section is set immediately before, step 2 is performed to repeatedly extract the measure until the end of the line while the following measure is a complete rest, and the entire measure that was extracted later as a complete rest is combined with the first measure extracted to form a rest section, in a complete rest processing step. 5. If the selected measure is an anacrusis and contains 1 or more notes, or less than or equal to a predetermined value of 1, and a rest is set immediately before it or the selected measure is at the beginning of a line, then step 2 is performed to select the next measure. If the second measure selected is not a complete rest, the next measure is combined with the first measure selected to form the performance section. If it is a complete rest, this combination is not performed, and only the first measure selected is used as the performance section. In addition, in the above case, if a performance section is set immediately before, step 2 is performed to repeatedly extract the measure until the end of the line while the following measure is a complete rest, and the rest section is created by combining the first extracted measure with the entire rest measure extracted later. 6. For a performance section, if the number of notes in that section is greater than the predetermined value of 2, the last measure containing that section is divided into 2 or 3 parts based on the beat so that the notes are not cut off midway and the number of notes is divided as evenly as possible, and the last measure containing the rest section is replaced with the first divided part. In addition, if the total number of notes in the second and subsequent divided parts is 2 or less, the entire divided part becomes the next rest section. If it is greater than the predetermined value of 2, the second divided part becomes the next rest section, and the third divided part becomes the next performance section, in a note count equalization step. 7. A note count leveling step, which performs the same processing as in step 6 on the pauses. 8. If the last obtained performance portion or rest portion up to the previous step has not reached the end of the staff, perform step 2, take the next measure, and return to step 3. In addition, if the end of the staff has been reached, the performance portion is treated as the corresponding portion of the score, and the rest portion as a rest symbol corresponding to the length of the beat. These are combined in the order in which they were set, inserting measure divisions as needed, and stored in memory as the first practice staff. 9. This step involves reading the corresponding portion of the first practice staff and the original score information, swapping the performance portion and rest portion of the basic staff, and storing the result as the second practice staff in memory. [Explanation of symbols]

[0068] 10 Computers 50. Score Creation Processing Unit

Claims

1. This is a lesson score that modifies a phrase or staff from the original score and includes a staff for practice. The aforementioned practice level is The first practice section consists of sections written based on the musical information of the original score (hereinafter referred to as the "performance section") and sections marked with rest symbols or blank spaces (hereinafter referred to as the "rest section"), which are repeated alternately in the order of the song's progression. The second practice section alternates between the rest sections and performance sections, which are complementary to the performance and rest sections of the first practice section. A lesson score characterized by including [the following].

2. The lesson score according to claim 1, characterized in that in the first practice section and the second practice section, the performance section and the rest section are alternately repeated in units of measures or beats.

3. The lesson score according to claim 2, characterized in that, if there is an anacrusis in the original score, the measure containing the anacrusis and the following measure in the first practice staff and the second practice staff are combined to form the performance portion or the rest portion.

4. The lesson score according to claim 2, characterized in that in the first practice section and the second practice section, the performance section and the rest section are alternately repeated using the time signatures set to be divided within one measure as units.

5. The lesson score according to claim 1, characterized in that it indicates sections (referred to here as continuous performance sections) that alternately connect the performance sections of the first practice section and the performance sections of the second practice section.

6. The lesson sheet music according to claim 1, characterized in that the performance portion includes at least the note names of the notes and the note names of the corresponding parts of the original sheet music.

7. The lesson score according to claim 1, characterized in that the first practice staves and the second practice staves are shown on different pages of sheet music or in different screen display areas.

8. The lesson score according to any one of claims 1 to 7 is read from memory as data, A method for displaying lesson scores, characterized by displaying the lesson scores on the screen of a display device or terminal provided on the student's side, based on the data of the lesson scores that have been read.

9. A lesson method in which an instructor provides music lessons to a student through face-to-face lessons or online lessons via a network, using the lesson sheet music described in any one of claims 1 to 7, While the student plays the instrumental portions of the first and second practice sections, the instructor plays the portions of the original score corresponding to the rests in the first and second practice sections. A lesson method characterized by the student and instructor taking turns playing consecutively.

10. In computers, The steps involve reading the sheet music information of the original score from memory, The process involves setting practice sections in the order of the musical piece's progression, alternately setting sections based on the read musical score information (hereinafter referred to as "performance sections") and sections with rest symbols or blank spaces (hereinafter referred to as "rest sections") in the order of the musical piece's progression, and generating a first practice section by connecting the performance sections and rest sections. Based on the retrieved musical score information, the steps include swapping and joining the performance portions and rest portions in the first practice stave to generate a second practice stave that is complementary to the first practice stave, A step of storing a series of practice staves, consisting of the first practice staves and the second practice staves, created in accordance with the musical progression order of the original score, in memory and / or outputting them externally as data. A program characterized by causing the execution of a specific action.

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