Music reading learning tools

Abstract

We provide music reading learning tools that are easy for even young children to use. [Solution] The music reading learning tools 1a and 1b of the present invention comprise five staff-shaped tone plates 10 having a predetermined length and forming the staves of a musical score, four inter-line tone plates 20 having the same length as the staff-shaped tone plates 10 and forming the spaces between the staves of a musical score, and a base 40 that supports the staff-shaped tone plates 10 and the inter-line tone plates 20. The staff-shaped tone plates 10 are formed to be thinner than the inter-line tone plates 20. The staff-shaped tone plates 10 and the inter-line tone plates 20 are arranged alternately in the vertical direction with a gap between them, with their longitudinal direction as the horizontal direction, and are supported on the base 40 to resemble a musical staff. They are configured to produce sounds corresponding to the corresponding musical scales on the musical staff when their surfaces are struck.

Description

[[Technical Field]]

[0001] The present invention relates to a music reading learning tool for learning how to read scale names from a musical score. [[Background Art]]

[0002] Playing musical instruments such as piano and violin is often started from early childhood before entering school. Young children such as infants or lower-grade elementary school students have difficulty reading musical scores, and they often play by memorizing the fingering and playing methods from adults such as teachers who actually demonstrate playing the instrument. Therefore, there has been a problem that the ability to read music from a musical score, that is, music reading ability, is not developed.

[0003] To solve such problems, a music training device has been developed that can generate a sound of a frequency corresponding to the relevant scale on the staff from a speaker by bringing a contact rod into contact with the staff (see, for example, Patent Document 1). In the music training device of Patent Document 1, light-transmissive conductive films parallel to the lines are arranged on each line and between each line of the staff, and when the conductive film comes into contact with the contact rod, an audio frequency oscillation circuit corresponding to the relevant scale on the staff is connected, thereby generating a sound of a frequency corresponding to the relevant scale on the staff. [[Prior Art Documents]] [[Patent Documents]]

[0004] [[Patent Document 1]] Japanese Unexamined Patent Publication No. 48-86628 [[Summary of the Invention]] [[Problem to be Solved by the Invention]]

[0005] However, the music training device of Patent Document 1 is a device in which a conductive film is arranged on a staff. Although it is an enlarged staff at first glance, it is still difficult for young children to get used to, and there has been a problem that progress in music reading learning is hindered.

[0006] This invention was made to solve the above problems and aims to provide a music reading learning tool that is easy for even young children to use. [Means for solving the problem]

[0007] Item 1. Having a predetermined length, the staff of a musical score pattern Five musical staff lines, It has the same length as the tone plate for the staff, and the space between the staff lines of the musical score pattern It consists of four inter-string tone bars, It comprises a base for supporting the tone bars for the staff and the tone bars for the spaces between the lines, The aforementioned tone bars for the staff are formed to be thinner than the tone bars for the spaces between the lines. The musical notation learning tool is characterized in that the tone bars for the staff and the tone bars for the spaces between the lines are arranged alternately in the vertical direction with a gap between them, with their long sides facing horizontal, and are supported on the base in a manner that mimics a musical staff, and are configured to produce sounds corresponding to the corresponding musical scales on the musical staff when their surfaces are struck.

[0008] Item 2. Having the same length as the tone bars for the staff, and covering the upper or lower area of ​​the staff of the musical score. pattern It further comprises at least one extra-linear sound plate, The aforementioned sound plate for use outside the line is the fifth line pattern The upper side of the aforementioned musical staff, or the first line pattern Below the aforementioned musical staff, with the longitudinal direction oriented horizontally, the adjacent musical staff or Located next door Supported by the base, the sound plates for use outside the line are arranged vertically with a gap between them. The extra-line tone plate, located next to the tone plate for the staff, does not have ledger lines on its surface. The extra-line sound plates located next to the aforementioned extra-line sound plates have at least one ledger line on their surface, every other one. The aforementioned extra-line tone plate, when struck on its surface, causes the fifth line or the first line to be struck. pattern The music reading learning device according to item 1, characterized in that it is configured to produce a sound corresponding to the corresponding scale on the musical staff, taking into account the position from the musical staff and the presence or absence of ledger lines.

[0009] Item 3. The staff-line sound plate, the inter-line sound plate, and the extra-staff sound plate comprise two outer sound plate members having the same length and one inner sound plate member, The music reading learning tool according to Item 1 or Item 2, characterized in that by changing the length of the inner sound plate member, a sound corresponding to the corresponding scale on the staff is generated.

[0010] Item 4. The music reading learning tool according to any one of Items 1 to 3, characterized in that the staff-line sound plate is disposed so as to protrude further forward than the inter-line sound plate. Effects of the Invention

[0011] According to the present invention, even young children can easily start and learn music reading. Brief Description of the Drawings

[0012] [Figure 1] FIG. 1 is a front view showing the music reading learning tool according to Embodiment 1 of the present invention. [Figure 2] FIG. 2 is a side view of the music reading learning tool in FIG. 1. [Figure 3] FIG. 3 is a front view showing a base of the music reading learning tool in FIG. 1. [Figure 4] FIG. 4 is a front view showing the music reading learning tool according to Embodiment 2 of the present invention. Mode for Carrying Out the Invention

[0013] Hereinafter, embodiments of the present invention will be described with reference to the accompanying drawings. The music reading learning tool according to the present invention is configured by arranging sound plates that generate sound when struck, imitating a staff, and is a teaching material for learning the scale of a note written on a score from the position of the struck sound plate and the sound generated by striking the sound plate, and further learning how to read a score.

[0014] [Embodiment 1] With reference to Figures 1 to 3, a music reading learning tool 1a according to Embodiment 1 of the present invention will be described. Figure 1 is a front view showing the music reading learning tool 1a according to Embodiment 1. Figure 2 is a side view of the music reading learning tool 1a of Embodiment 1. Figure 3 is a front view showing a pedestal of the music reading learning tool 1a of Embodiment 1. Hereinafter, as shown in Figures 1 and 2, the vertical direction and the left-right direction are defined from the perspective of a learner facing directly toward the music reading learning tool 1a. That is, when the music reading learning tool 1a is adapted to a general musical score, the vertical direction is defined with the fifth line of the musical score as the upper side and the first line as the lower side, and the direction of the time axis of the music written on the musical score is defined as the left-right direction. The direction orthogonal to the vertical direction and the left-right direction is defined as the front-rear direction.

[0015] In Embodiment 1, the music reading learning tool 1a is a teaching material for learning the 12-note scale from the middle C on the first ledger line below the staff to the G on the first space above the staff in a musical score with a treble clef (treble staff).

[0016] As shown in Figures 1 and 2, the music reading learning tool 1a comprises five line sound plates 10 for the staff lines, four inter-line sound plates 20 for the spaces between staff lines, three extra-line sound plates 30 for ledger lines, and a pedestal 40. The music reading learning tool 1a may further comprise a display plate 50 for displaying a clef 51 such as a treble clef. The display plate 50 is provided on the pedestal 40 integrally, foldably, or detachably. Since the clef 51 is normally written at the beginning of a musical score, the display plate 50 is preferably provided on the left side of the pedestal 40. When the line sound plates 10 are used as the staff lines of a musical score, the sizes of the display plate 50 and the clef 51 are preferably similar to the size of the clef 51 shown on the musical score. However, any size is acceptable as long as the pitch of each of the sound plates 10, 20, 30 of the music reading learning tool 1a can be identified, and the display plate 50 and the clef 51 may have any size as shown in Figure 1.

[0017] The line sound plates 10 are for the five staff lines of the musical score pattern and serve as the sound plate. The five line sound plates 10 respectively correspond to the first line, second line, third line, fourth line, and fifth line of the musical score pattern to represent the corresponding line. The inter-line sound plates 20 are for the spaces between the five staff lines of the musical score pattern and serve as the sound plate. The four inter-line sound plates 20 respectively correspond to the first space, second space, third space, and fourth space of the musical score pattern The extra-line tone plate 30 is used in the upper and lower areas of the musical staff. pattern These are sound plates. In Embodiment 1, the three extra-line sound plates 30 are used to play the first space below the musical score, the first line below, and the first space above, respectively. pattern do.

[0018] The staff tone bars 10, the inter-line tone bars 20, and the non-line tone bars 30 all have the same predetermined length and are thin, roughly rectangular plates. The staff tone bars 10, inter-line tone bars 20, and non-line tone bars 30 are arranged in a vertical (up-down) direction with their long sides oriented horizontally (left-right direction) and are formed to resemble a musical staff when viewed from the front. The staff tone bar 10 is formed to be narrower in width (vertical length) than the inter-line tone bars 20 and non-line tone bars 30. The width of the staff tone bar 10 is 1 / 2 or less of the width of the inter-line tone bar 20, preferably around 1 / 4 to 1 / 3. The inter-line tone bars 20 and non-line tone bars 30 may have the same width, or the non-line tone bar 30 may be formed to be narrower than the inter-line tone bar 20. The extra-line tone bars 30 alternately represent lines and spaces on a musical staff, and their width is the sum of the width of the staff tone bars 10 and the width of the inter-line tone bars 20, divided by two, making them look more like musical notation.

[0019] Furthermore, the staff tone bars 10, the inter-line tone bars 20, and the non-line tone bars 30 are arranged vertically with their long sides facing horizontal, and when viewed from the front, they resemble a musical staff. In this way, the staff tone bars 10 have a different color from the inter-line tone bars 20 and the non-line tone bars 30. To mimic a typical musical staff, it is preferable that the staff tone bars 10 are black, and the inter-line tone bars 20 and the non-line tone bars 30 are white.

[0020] Of the multiple extra-line tone bars 30 provided, some of the extra-line tone bars 30 have ledger lines 16 on their surface (front) indicating at least the upper first line, upper second line, lower first line, lower second line, etc. In Embodiment 1, of the three extra-line tone bars 30, the lower first line is pattern One of the extra-line tone bars 30 has a ledger line 16 and a note head 17 on its surface indicating the lower first line. The other lower first space and upper first space patternThe extra-line tone plate 30 does not have ledger lines 16 and notes 17 on its surface.

[0021] More specifically, in Embodiment 1, the staff note 10 is composed of two outer note members 11 and one inner note member 12. The inter-line note 20 is composed of two outer note members 21 and one inner note member 22. The extra-line note 30 is composed of two outer note members 31 and one inner note member 32. Specifically, each outer note member 11, 21, 31 and each inner note member 12, 22, 32 are formed by cutting the plate-shaped staff note 10, inter-line note 20, and extra-line note 30 with a plane perpendicular to the longitudinal direction.

[0022] The inner tone plate members 12 and 22 that make up the staff tone plate 10 and the inter-line tone plate 20 are configured to produce a sound corresponding to the corresponding scale on the staff when their surface is struck. The inner tone plate member 32 that makes up the extra-line tone plate 30 is configured to produce a sound corresponding to the fifth line or the first line when its surface is struck. pattern It is configured to produce a note corresponding to the corresponding scale on the musical staff, taking into account its position relative to the staff note 10 and the presence or absence of ledger lines 16.

[0023] Specifically, generally, increasing the length produces a lower pitch, and decreasing the length produces a higher pitch. Therefore, each inner tone plate member 12, 22, and 32 is configured to produce a sound corresponding to the corresponding scale on the musical staff by adjusting the pitch by changing the length (left-right length) of each inner tone plate member 12, 22, and 32. In this case, the inner tone plate member 12 of the staff tone plate 10 needs to be narrower than the inner tone plate members 22 and 32 of the inter-line tone plate 20 and the extra-line tone plate 30. Generally, increasing the width produces a lower pitch, and decreasing the width produces a higher pitch. Therefore, the inner tone plate member 12 of the staff tone plate 10 is adjusted to produce a sound corresponding to the corresponding scale on the musical staff by making its length shorter than the length at which the same pitch is produced by the inner tone plate members 22 and 32 of the inter-line tone plate 20 and the extra-line tone plate 30. Furthermore, since making the thickness thinner produces a lower pitch and making the thickness thicker produces a higher pitch, each inner tone plate member 12, 22, 32 may be adjusted so that its thickness produces a sound corresponding to the corresponding musical scale on the musical staff.

[0024] In Embodiment 1, the front line pattern The inner tone plate member 12 of the tone plate 10 for the staff is formed to a length such that the first line of the staff in the treble clef is the note E, and the note E is produced when the surface is struck. Similarly, the second line pattern The inner tone bar member 12 of the tone bar 10 for the musical staff is formed to a length that produces the note G when its surface is struck. The third line pattern The inner tone plate member 12 of the tone plate 10 for the musical staff is formed to a length that produces the note B when the surface is struck. The fourth line pattern The inner tone plate member 12 of the tone plate 10 for the musical staff is formed to a length such that a high D note is produced when the surface is struck. pattern The inner tone plate member 12 of the staff tone plate 10 is formed to a length such that a high F note is produced when the surface is struck.

[0025] The first room pattern The inner tone plate member 22 of the tone plate 20 for the space between the lines is formed to a length that produces the note F when the surface is struck, since the first space of the staff in the treble clef is the note F. Similarly, the second space patternThe inner tone plate member 22 of the inter-line tone plate 20 is formed to a length that produces the note A when its surface is struck. pattern The inner tone plate member 22 of the inter-line tone plate 20 is formed to a length that produces a high C note when its surface is struck. pattern The inner tone plate member 22 of the inter-string tone plate 20 is formed to a length such that a high-pitched E note is produced when the surface is struck.

[0026] Lower first room pattern The inner tone plate member 32 of the outer tone plate 30 is formed to a length such that when the surface is struck, the note D is produced, since the first space below the staff in the treble clef is the note D. Similarly, the first space below is pattern The inner sound plate member 32 of the outer sound plate 30 is formed to a length that produces the note C when its surface is struck. Also, the lower first line pattern The inner tone plate member 32 of the outer tone plate 30 has a ledger line 16 and a note head 17 indicating the lower first line. pattern The inner sound plate member 32 of the outer sound plate 30 is formed to a length such that a high-pitched G note is produced when the surface is struck.

[0027] The staff tone bars 10, the inter-line tone bars 20, and the off-line tone bars 30 have the same predetermined length so that when they are arranged vertically with their longitudinal direction horizontal and viewed from the front, they resemble a musical staff. Therefore, two outer tone bar members 11, 21, and 31 are formed from the remaining longitudinal length after cutting out each inner tone bar member 12, 22, and 32. Preferably, the two outer tone bar members 11, 21, and 31 have the same longitudinal length, and each outer tone bar member 11, 21, and 31 is formed by dividing the remaining longitudinal length after cutting out each inner tone bar member 12, 22, and 32 into equal parts.

[0028] As shown in Figure 3, the base 40 supports the staff note bars 10, the inter-line note bars 20, and the off-line note bars 30. The base 40 is sized to accommodate all of the staff note bars 10, inter-line note bars 20, and off-line note bars 30 provided by the music reading learning tool 1a. The base 40 also has fixing members 41 at positions where the staff note bars 10, inter-line note bars 20, and off-line note bars 30 are fixed. In Embodiment 1, since the staff note bars 10, inter-line note bars 20, and off-line note bars 30 each have outer note bar members 11, 21, 31 and inner note bar members 12, 22, 32, the base 40 has fixing members 41 at positions where each of the outer note bar members 11, 21, 31 and inner note bar members 12, 22, 32 is fixed. Specifically, the fixed member 41 is provided extending vertically from both ends of the base 40 in the left-right direction, because the staff tone bars 10, the inter-line tone bars 20, and the extra-line tone bars 30 are all the same length. Furthermore, because the inner tone bar members 12, 22, and 32 tend to be longer on the lower side (lower pitch range) and shorter on the upper side (higher pitch range), the fixed member 41 is provided extending in a sloping manner from the upper inner side to the lower outer side, in the left-right direction, at the center of the base 40.

[0029] Furthermore, the fixed member 41 has a projection 42 that protrudes forward at the position where the staff note 10 is attached in the vertical direction, in order to position the staff note 10 so that it protrudes forward more than the inter-line note 20 and the extra-line note 30. The projection 42 extends from the left end to the right end of each fixed member 41. Since the music reading learning tool 1a is equipped with five staff note 10, each fixed member 41 has five projections 42 in the vertical direction.

[0030] The staff tone bars 10 and the inter-line tone bars 20 are arranged alternately in the vertical direction (up and down) with their long sides oriented horizontally (left and right), spaced apart from each other. The extra-line tone bars 30 are positioned at the very top and are located on the fifth line. pattern The first line is positioned on the upper and lowest part of the staff note plate 10. patternBelow the staff note bars 10, with their longitudinal direction horizontal, they are arranged vertically with a gap between them and the adjacent (upper or lower) staff note bars 10 or off-line note bars 30. At this time, the off-line note bars 30 located next to (upper or lower) the staff note bars 10 do not have ledger lines 16 on their surface. The off-line note bars 30 located next to (upper or lower) the off-line note bars 30 have at least ledger lines 16 on their surface every other note bar, and in Embodiment 1, they have ledger lines 16 and note heads 17. That is, the fifth line pattern The upper part and the first line of the staff note plate 10 pattern Below the staff note 10, an extra-line note 30 is placed, which does not have ledger lines 16 on its surface. Then, the fifth line is pattern In the upper region of the staff note 10, an extra-line note 30 having at least ledger lines 16 on its surface is placed above an extra-line note 30 that does not have ledger lines 16, and an extra-line note 30 without ledger lines 16 on its surface is placed above an extra-line note 30 that has at least ledger lines 16 on its surface, and this is repeated alternately. Similarly, the first line pattern In the area below the staff note 10, an extra-line note 30 having at least ledger lines 16 on its surface is placed below an extra-line note 30 that does not have ledger lines 16, and an extra-line note 30 without ledger lines 16 on its surface is placed below an extra-line note 30 that has at least ledger lines 16 on its surface, and this is repeated alternately.

[0031] Furthermore, the outer tone members 11, 21, 31 and inner tone members 12, 22, 32 that constitute the staff tone bars 10, inter-line tone bars 20, and extra-line tone bars 30 are arranged horizontally with their longitudinal direction oriented horizontally (left-right direction), spaced apart from each other, with the inner tone members 12, 22, 32 sandwiched between the outer tone members 11, 21, 31. At this time, the horizontal length of each staff tone bar 10, which consists of two outer tone members 11 and one inner tone member 12, the horizontal length of each inter-line tone bar 20, which consists of two outer tone members 21 and one inner tone member 22, and the horizontal length of each extra-line tone bar 30, which consists of two outer tone members 31 and one inner tone member 32, are the same.

[0032] Here, arranging the staff note 10, the inter-line note 20, or the extra-line note 30 with a gap between them means that the lower first line shown in Figure 1 is... pattern The outer tone plate 30 and the lower first space pattern This includes arranging the sound plates with gaps in the vertical direction, as shown in Figure 30 for use outside the lines, and arranging them with gaps in the front-to-back direction, as shown in Figure 2 for the staff sound plates 10 and the sound plates 20 for use between lines. The gaps in the vertical and horizontal directions are such that when each inner sound plate member 12, 22, 32 is struck, it can vibrate at the same frequency as the intrinsic frequency of each inner sound plate member 12, 22, 32.

[0033] The staff note 10, the inter-line note 20, and the extra-line note 30 are fixed and supported on a base 40. At this time, the staff note 10 is supported on a protrusion 42 of the base 40 and is positioned to protrude forward from the inter-line note 20 and the extra-line note 30. The staff note 10 and the inter-line note 20 and extra-line note 30 have different colors, and the staff note 10 is narrower in width (vertical length) than the inter-line note 20 and the extra-line note 30. Therefore, the staff note 10, the inter-line note 20, and the extra-line note 30 supported on the base 40 appear to be shaped like a musical staff.

[0034] The staff tone bars 10, the inter-line tone bars 20, and the non-line tone bars 30 are plates that produce sound when struck with a mallet 2 or the like, commonly used to strike keyboard percussion instruments. The staff tone bars 10, the inter-line tone bars 20, and the non-line tone bars 30, and especially the inner tone bar members 12, 22, and 32, are manufactured from materials such as wood, resin, or metal, and have any known shape of tone bars used in keyboard percussion instruments such as xylophones and metal-framed instruments. The staff tone bars 10, the inter-line tone bars 20, and the non-line tone bars 30 are attached to the base 40 by any known method of attaching tone bars to the base of a keyboard percussion instrument.

[0035] The inter-line tone bars 20 and the extra-line tone bars 30 have a width (vertical length) that accommodates the striking tip of a mallet 2, etc. The staff tone bar 10 protrudes forward, so it may have a narrower width than the striking tip of a mallet 2, etc. Also, the staff tone bar 10 or the extra-line tone bar 30 positioned at the very top, in Embodiment 1, the upper first space pattern The inner tone plate members 12 and 32 of the extra-line tone plate 30 have a length (horizontal length) that accommodates the striking tip of a mallet 2 or the like. Furthermore, the staff tone plate 10, the inter-line tone plate 20, and the extra-line tone plate 30 have a longitudinal length such that the ratio of the vertical length when five staff tone plates 10 and four inter-line tone plates 20 are arranged vertically with their longitudinal direction as the horizontal direction, to the longitudinal length of each tone plate 10, 20, and 30 is approximately the same as the aspect ratio that generally represents one beat in musical notation.

[0036] Next, the method of using the music reading learning tool 1a will be explained. The learner faces the music reading learning tool 1a and strikes any position on the inner tone bars 12, 22, 32 of the music reading learning tool 1a, which resemble a musical staff, with a mallet 2 or the like. The inner tone bars 12, 22, 32 at the position struck by the mallet 2 or the like will produce a sound corresponding to the corresponding note on the musical staff. The learner will listen to and distinguish what sound is produced by the inner tone bars 12, 22, 32, and associate it with the position they struck, thereby learning what note the position they struck on the musical staff represents. In other words, the learner will... pattern By striking the staff-shaped tone board 10 and hearing the note E, the learner learns that the first line of the musical score represents the note E. The learner repeats this action to learn the solfège names of the notes written on the musical score and to learn to read music.

[0037] [Embodiment 2] Next, with reference to Figures 2 to 4, the sight-reading learning tool 1b according to Embodiment 2 will be described. Figure 4 is a front view showing the sight-reading learning tool 1b according to Embodiment 2. Hereafter, as shown in Figure 4, the vertical and horizontal directions are defined from the perspective of a learner facing the sight-reading learning tool 1b. That is, when the sight-reading learning tool 1b is adapted to a general musical score, similar to Embodiment 1, the vertical direction is defined with the fifth line of the score as the upper side and the first line as the lower side, and the direction of the time axis of the musical piece written in the score is defined as the horizontal direction. The direction perpendicular to the vertical and horizontal directions is defined as the front and back direction. In Embodiment 2, the same reference numerals are used for the same items as in Embodiment 1, and their explanation is omitted.

[0038] In Embodiment 2, the music reading learning tool 1b is a teaching material for learning the 12 notes of the musical scale, from the note C written on the first line below to the note G written in the first space above, in a musical score (treble clef) on which a treble clef is written.

[0039] As shown in Figure 4, the music reading learning tool 1b comprises five musical staff plates 10, four interstitial plates 20, three extrastitial plates 30, and a base 40. The music reading learning tool 1b may also include a display plate 50 for displaying a clef 51 such as a treble clef.

[0040] The staff plate 10 is used for the staff lines of a musical score. pattern These are tone bars. The five tone bars 10 for the five lines of the staff are for the first line, second line, third line, fourth line and fifth line of the musical score, respectively. pattern The inter-line tone bars 20 are used to play between the lines of the musical staff. pattern These are tone bars. The four tone bars 20 for the spaces between lines correspond to the first, second, third, and fourth spaces of the musical score, respectively. pattern The extra-line tone plate 30 is used in the upper and lower areas of the musical staff. pattern These are sound plates. In Embodiment 2, the three extra-line sound plates 30 are used to play the first space below the musical score, the first line below, and the first space above, respectively. pattern The basic configuration of each staff tone plate 10, the inter-line tone plate 20, and the extra-line tone plate 30 is the same as in Embodiment 1.

[0041] In Embodiment 2, the staff tone bars 10, the inter-line tone bars 20, and the off-line tone bars 30 are all made from a single, thin, roughly rectangular plate of the same predetermined length.

[0042] The staff tone bars 10 and the inter-line tone bars 20 are configured to produce a sound corresponding to the corresponding scale on the staff when their surfaces are struck. The extra-line tone bar 30 produces a sound corresponding to the fifth line or the first line when its surface is struck. pattern It is configured to produce a note corresponding to the corresponding scale on the musical staff, taking into account its position relative to the staff note 10 and the presence or absence of ledger lines 16.

[0043] Specifically, generally, the pitch of a sound is determined by the material, that is, by the density, hardness, and softness of the material forming each tone bar 10, 20, and 30. Therefore, each tone bar 10, 20, and 30 is configured to produce a sound corresponding to the corresponding scale on the musical staff by adjusting the pitch by changing the material forming each tone bar 10, 20, and 30. In Embodiment 2, as in Embodiment 1, five tone bars 10 for the staff, four tone bars 20 for the spaces between lines, and three tone bars 30 for the spaces outside the lines are formed from a material that produces 12 notes, from the note C written on the first lower line to the high note G written in the first upper space.

[0044] The base 40 supports the staff note bars 10, the inter-line note bars 20, and the off-line note bars 30. The base 40 is sized to accommodate all of the staff note bars 10, inter-line note bars 20, and off-line note bars 30 provided by the music reading learning tool 1b. The base 40 also has fixing members 41 at positions for fixing the staff note bars 10, inter-line note bars 20, and off-line note bars 30. In Embodiment 2, since the staff note bars 10, inter-line note bars 20, and off-line note bars 30 are each formed from a single plate of the same length, the fixing members 41 are provided extending vertically at both ends of the base 40 in the left-right direction. Furthermore, similar to Embodiment 1, the fixed member 41 has a projection 42 that protrudes forward at the position where the staff note 10 is attached in the vertical direction, so that the staff note 10 is positioned to protrude forward from the inter-line note 20 and the extra-line note 30. The projection 42 extends from the left end to the right end of each fixed member 41. Since the music reading learning tool 1b is equipped with five staff note 10, each fixed member 41 has five projections 42 in the vertical direction.

[0045] The staff tone bars 10, the inter-line tone bars 20, and the non-line tone bars 30 are arranged at intervals that allow each tone bar 10, 20, and 30 to vibrate at the same frequency as its own inherent frequency when struck, similar to Embodiment 1, and are fixed and supported on the base 40. At this time, the staff tone bar 10 is supported by a protrusion 42 of the base 40 and is positioned to protrude forward more than the inter-line tone bars 20 and the non-line tone bars 30. The staff tone bar 10 and the inter-line tone bars 20 and the non-line tone bars 30 have different colors, and the staff tone bar 10 is narrower in width (vertical length) than the inter-line tone bars 20 and the non-line tone bars 30, so the staff tone bar 10, the inter-line tone bars 20, and the non-line tone bars 30 supported on the base 40 appear to be shaped like a musical staff.

[0046] The staff tone bars 10, the inter-line tone bars 20, and the non-line tone bars 30 are plates that produce sound when struck with a mallet 2 or the like, commonly used to strike keyboard percussion instruments. The staff tone bars 10, the inter-line tone bars 20, and the non-line tone bars 30 are manufactured from materials such as wood, resin, or metal, and have any known shape of tone bars used in keyboard percussion instruments such as xylophones and metal-framed instruments. The staff tone bars 10, the inter-line tone bars 20, and the non-line tone bars 30 are attached to the base 40 by any known method of attaching tone bars to the base of a keyboard percussion instrument.

[0047] The inter-line tone bars 20 and the non-line tone bars 30 have a width (vertical length) that accommodates the striking tip of a mallet 2 or the like. The staff tone bar 10 protrudes forward, so it may be narrower than the striking tip of a mallet 2 or the like. Furthermore, the staff tone bars 10, the inter-line tone bars 20, and the non-line tone bars 30 have a longitudinal length such that the ratio of the vertical length when five staff tone bars 10 and four inter-line tone bars 20 are arranged vertically with their longitudinal direction as the horizontal direction, to the longitudinal length of each tone bar 10, 20, and 30 is approximately the same as the aspect ratio that generally represents one beat in musical notation.

[0048] Next, we will explain how to use the music reading learning tool 1b. The learner faces the music reading learning tool 1b and strikes any position on the tone bars 10, 20, and 30 of the music reading learning tool 1b, which are visible on the musical staff, with a mallet 2 or similar tool. The tone bars 10, 20, and 30 at the positions struck by the mallet 2 or similar tool will produce sounds corresponding to the corresponding notes on the musical staff. The learner listens to and identifies the sounds produced by tone bars 10, 20, and 30, and learns what notes the positions they struck on the musical staff represent by associating them with the positions they struck. In other words, the learner is pattern By striking the staff-shaped tone board 10 and hearing the note E, the learner learns that the first line of the musical score represents the note E. The learner repeats this action to learn the solfège names of the notes written on the musical score and to learn to read music.

[0049] As described above, the music reading learning tools 1a and 1b of the present invention are configured as percussion instruments in which a staff-type tone bar 10, an inter-line tone bar 20, and an extra-line tone bar 30, which produce sounds corresponding to the corresponding musical scale on the musical staff, are formed and arranged to resemble a musical staff. Thus, the music reading learning tools 1a and 1b of the present invention are composed of tone bars 10, 20, and 30 that are commonly used in toys for young children and are designed to entice young children to strike, making them easy for young children to pick up. In addition, the music reading learning tools 1a and 1b of the present invention mimic a musical staff, and by striking each tone bar 10, 20, and 30 with a stick 2 or the like, sounds corresponding to the corresponding musical scale on the musical staff are produced. By visually observing the positions of the struck tone bars 10, 20, and 30, and listening to the sounds produced by these bars, it becomes easy to understand the relationship between the position on the musical staff and the pitch of the sound, thus enabling the understanding of the position of each note on the musical staff. This allows for the understanding of the solfège names of the notes written in the musical score, and the learning of how to read sheet music. Furthermore, by repeatedly learning to understand the solfège names while listening to the sounds produced by the struck tone bars 10, 20, and 30, it becomes possible to develop a sense of pitch that allows one to recognize the solfège names simply by listening to the sounds.

[0050] Furthermore, the music reading learning tools 1a and 1b of the present invention have narrow staff-shaped tone bars 10 to mimic musical notation, and the staff-shaped tone bars 10 are positioned to protrude forward. This allows the music reading learning tools 1a and 1b to have a form that closely resembles musical notation, and also emphasizes the main parts of the staff when reading music. In addition, because the staff-shaped tone bars 10 protrude forward, they are easy to strike even though they are narrow. As a result, even young children can easily understand whether they struck the lines on the staff or the space between the lines in the music reading learning tools 1a and 1b, and what sound was produced, making it easy to learn to read music.

[0051] Although embodiments of the present invention have been described above, the present invention is not limited to the above embodiments, and various modifications are possible without departing from the spirit of the invention.

[0052] For example, in embodiments 1 and 2 described above, the music reading learning tools 1a and 1b were used as teaching materials for learning the 12-note scale from the note C written on the first lower line to the note G written in the first upper space on a treble clef. However, the present invention does not necessarily have to be configured in this way. For example, the scale to be learned may be 8 notes in one octave, from the note C written on the first lower line to the note C written in the third space. Furthermore, the invention is not limited to the treble clef, but may also be used as teaching materials for learning the scale of a score with a bass clef (bass clef) or a score with a C clef (C clef). In this case, each tone bar 10, 20, and 30 is adjusted so that the sound produced when each tone bar 10, 20, and 30 is struck corresponds to the corresponding note in the respective clef on the clef. In addition, a clef 51 indicating that it is a bass clef or a C clef is displayed on the display board 50. In the case of the C clef, the scale changes when the position of the C clef on the staff changes, so the display board 50 may also display the staff along with the clef 51. Similarly, in the case of the treble clef and bass clef, the display board 50 may also display the staff along with the clef 51.

[0053] Furthermore, in embodiments 1 and 2 described above, the music reading learning tools 1a and 1b are equipped with three extra-line tone plates 30, but the present invention does not necessarily have to be configured in this way. For example, in music reading learning tools 1a and 1b for learning the eight notes of the scale from the note C written on the first line below to the note C written in the third space on a treble clef, the first space below and the first line below are used. pattern It is also possible to have a configuration that includes two extra-line tone bars 30. Furthermore, in the sight-reading learning tools 1a and 1b, which are used to learn the five notes of the scale from the note C written in the second space to the note G written in the fourth space of the bass clef, there are no notes that correspond to the extra-line tone bars 30, so the extra-line tone bars 30 do not need to be included. In other words, the sight-reading learning tools 1a and 1b can have any number of extra-line tone bars 30, from zero to any number, depending on the scale being learned.

[0054] Furthermore, in embodiments 1 and 2 described above, the fixed member 41 of the base 40 has a protrusion 42 that projects forward at the position where the staff tone bars 10 are attached in the vertical direction, but the present invention is not limited to this configuration. That is, the fixed member 41 may not have a protrusion 42 that projects forward, and its front surface may be formed flat. In this case, the staff tone bars 10, the inter-line tone bars 20, and the off-line tone bars 30 will not have any irregularities in the front-to-back direction, but will be arranged flat with spacing in the vertical direction. This makes the appearance of the music reading learning tools 1a and 1b closer to that of a musical staff.

[0055] Furthermore, in Embodiment 2 described above, the pitch of each tone plate 10, 20, and 30 is adjusted by changing the material, but the present invention is not limited to this configuration. For example, similar to Embodiment 2 described above, the tone plate 10 for the staff, the tone plate 20 for the spaces between lines, and the tone plate 30 for the spaces outside the lines may be made from a single, approximately rectangular plate with the same predetermined length and thin thickness, and the pitch may be adjusted by changing the position in which each tone plate 10, 20, and 30 is fixed to the base 40. Specifically, if the position in which each tone plate 10, 20, and 30 is fixed is moved closer to the center in the left-right direction, the length of each tone plate 10, 20, and 30 becomes shorter, resulting in a higher pitch, and if the position in which each tone plate 10, 20, and 30 is fixed is moved closer to the outside in the left-right direction, the length of each tone plate 10, 20, and 30 becomes longer, resulting in a lower pitch. The pitch of each tone plate 10, 20, and 30 may be adjusted using this mechanism. [Industrial applicability]

[0056] The music reading learning tool of the present invention allows users to learn how to read musical scales from sheet music, and since it is used by learners who are learning to read sheet music for the first time, it has potential for industrial application. [Explanation of Symbols]

[0057] 1a, 1b Music reading learning tools 10 Tone plate for staff 11. Outer sound plate member 12. Inner sound plate component 16 Ledger line 20-string tone bars 21 Outer sound plate member 22 Inner sound plate component 30-string external tone bars 31 Outer sound plate member 32 Inner sound plate component 40 base

Claims

1. It has five tone bars of a predetermined length that mimic the five lines of a musical staff, Having the same length as the aforementioned staff tone bars, four inter-line tone bars that mimic the spaces between the staff lines of a musical score, It comprises a base for supporting the tone bars for the staff and the tone bars for the spaces between the lines, The aforementioned tone bars for the staff are formed to be thinner than the tone bars for the spaces between the lines. The musical notation learning tool is characterized in that the tone bars for the staff and the tone bars for the spaces between the lines are arranged alternately in the vertical direction with a gap between them, with their long sides facing horizontal, and are supported on the base in a manner that mimics a musical staff, and are configured to produce sounds corresponding to the corresponding musical scales on the musical staff when their surfaces are struck.

2. The system further comprises at least one extra-line tone plate having the same length as the tone plate for the staff and mimicking the upper or lower region of the staff of a musical score, The aforementioned extra-line tone bars are supported on the base so as to be positioned vertically with a gap between them and the adjacent staff tone bars or extra-line tone bars, with their longitudinal direction oriented horizontally, either above the staff tone bar that mimics the fifth line or below the staff tone bar that mimics the first line. The extra-line tone plate, located next to the tone plate for the staff, does not have ledger lines on its surface. The extra-line sound plates located next to the aforementioned extra-line sound plates have at least one ledger line on their surface, every other one. The music reading learning tool according to claim 1, characterized in that the off-line tone plate is configured to produce a sound corresponding to the corresponding scale on the musical staff, taking into account its position relative to the tone plate for the staff that mimics the fifth or first line, and the presence or absence of ledger lines, when its surface is struck.

3. The aforementioned tone bars for the staff, the tone bars for the spaces between the lines, and the tone bars for the spaces outside the lines each consist of two outer tone bar members of the same length and one inner tone bar member. The music reading learning tool according to claim 2, characterized in that it generates a sound corresponding to the corresponding musical scale on the musical staff by changing the length of the inner sound plate member.

4. The music reading learning device according to any one of claims 1 to 3, characterized in that the staff note plates are positioned to protrude forward more than the inter-line note plates.

Images