Music reading learning tools

Abstract

This compact device provides a music reading learning tool that allows users to learn how to read both treble clef and bass clef simultaneously. [Solution] The music reading learning tool 1A of the present invention comprises a main body 10 on which a musical staff 2 is displayed on its surface 101, a sensor 12 for detecting the learner's contact with the musical staff 2, a sound-generating unit 21 for generating sound, and a changeover switch 22 for switching the vertical direction of the musical staff 2. The musical staff 2 displays a treble clef 3 at one end and a bass clef 4 at the other end, with the treble clef 3 and bass clef 4 facing opposite directions. The changeover switch 22 switches the orientation of the musical staff 2 that the learner is learning whether the treble clef 3 is facing the correct vertical direction or the bass clef 4 is facing the correct vertical direction. The sound-generating unit 21 generates a sound corresponding to the musical scale that corresponds to the vertical direction of the musical staff 2 switched by the changeover switch 22 and the position on the musical staff 2 detected by the sensor 12.

Description

Technical Field

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

Background Art

[0002] Learning to play 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 instruments by memorizing the playing method and fingerings demonstrated by adults such as teachers when they actually play the instrument. For this reason, there has been a problem that the ability to read music from a score, that is, music reading ability, is not developed.

[0003] In order to solve such problems, learning devices have been developed that can generate a sound of a frequency corresponding to the corresponding scale on the staff by touching the staff (see, for example, Patent Document 1 and Patent Document 2). The music teaching device of Patent Document 1 arranges light-transmissive conductive films parallel to the lines on each line and between each line of the staff, and when the conductive film comes into contact with a contact rod, an audio frequency oscillation circuit corresponding to the corresponding scale on the staff is connected, and generates a sound of a frequency corresponding to the corresponding scale on the staff. In addition, the piano teaching tool of Patent Document 2 obtains a conductive state by selectively pressing lines and spaces of a staff or a grand staff, generates a sound of a frequency corresponding to the corresponding scale on the staff or grand staff, and causes a light-emitting body attached to a key corresponding to the corresponding scale on the staff or grand staff to emit light.

Prior Art Literature

Patent Literature

[0004]

Patent Document 1

Patent Document 2

Summary of the Invention

Problem to be Solved by the Invention

[0005] By the way, one of the instruments that children often start learning from a young age is the piano. Generally, the right hand plays sheet music with a treble clef (treble clef), and the left hand plays sheet music with a bass clef (bass clef). Nowadays, however, it is sometimes the case that students learn both the treble clef and bass clef together from the beginning so that they can play with both hands. However, the music instruction device described in Patent Document 1 is a device for understanding the most basic treble clef, and has the problem that it cannot be used when learning the bass clef, or requires a different device.

[0006] The piano teaching aid described in Patent Document 2 allows for the simultaneous learning of treble and bass clefs, but it is specifically designed for piano learning and includes a keyboard. Since the piano is not the only instrument that children begin learning in their early years, there was a problem in that the keyboard got in the way and made it difficult to use when trying to learn treble and bass clefs in order to learn an instrument other than the piano.

[0007] The present invention was made to solve the above problems and aims to provide a music reading learning tool that allows users to learn how to read both treble clef and bass clef simultaneously with a single compact device. Furthermore, the present invention aims to provide a music reading learning tool that can cultivate a sense of pitch while simultaneously learning to read music by generating sound. [Means for solving the problem]

[0008] Item 1. The main body has a musical staff displayed on its surface, A sensor that detects the learner's contact with the aforementioned musical staff, The sound-producing part, The system includes a switch for switching the vertical direction of the musical staff, The aforementioned musical staff displays a treble clef at one end and a bass clef at the other end, with the treble clef and bass clef facing opposite directions. The aforementioned changeover switch switches the orientation of the musical staff used by the learner so that the treble clef is correctly positioned vertically or vertically. The sound-producing unit is characterized by generating sounds corresponding to a musical scale that corresponds to the vertical orientation of the musical staff switched by the changeover switch and the position on the musical staff detected by the sensor.

[0009] Item 2. Further comprising a display unit, The music reading learning device according to claim 1, characterized in that the display unit displays at least one of characters and images indicating a note corresponding to the vertical orientation of the musical staff switched by the changeover switch and the position on the musical staff detected by the sensor.

[0010] Item 3. Further comprising at least one light-emitting element that emits light of a predetermined color, The music reading learning device according to claim 1 or 2, characterized in that the light-emitting element emits light in a color that indicates a note corresponding to the scale that corresponds to the vertical orientation of the musical staff switched by the changeover switch and the position on the musical staff detected by the sensor.

[0011] Item 4. A music reading learning tool according to any one of items 1 to 3, characterized in that each line forming the staff of the musical staff is formed by protruding from the surface of the main body, has a black color when viewed from the front, has a first color indicating the note corresponding to the scale when viewed from a side view in which the treble clef is correctly positioned vertically, and has a second color indicating the note corresponding to the scale when viewed from a side view in which the bass clef is correctly positioned vertically.

[0012] Item 5. The main body with the grand staff displayed on its surface, A sensor that detects the touch of a learner on the aforementioned grand staff, It comprises a sound-producing unit that generates sound, The main body is formed to be slightly larger than the grand staff, The aforementioned grand staff displays a treble clef and a bass clef at the left end. The sound-producing unit is characterized by generating a sound corresponding to a musical scale that corresponds to the position on the grand staff detected by the sensor.

[0013] Item 6. Further comprising a display unit, The music reading learning tool according to Item 5, wherein the display unit displays at least one of a character and an image indicating a sound corresponding to a scale corresponding to a position on the grand staff detected by the sensor.

[0014] Item 7. Further comprising at least one light emitter that emits light in a predetermined color, The music reading learning tool according to Item 5 or 6, wherein the light emitter emits light in a color indicating a sound corresponding to a scale corresponding to a position on the grand staff detected by the sensor.

Effects of the Invention

[0015] According to the present invention, it is possible to simultaneously learn how to read a treble clef staff and how to read a bass clef staff with a single compact device.

Brief Description of the Drawings

[0016] [Figure 1] It is a front view showing the music reading learning tool according to Embodiment 1 of the present invention. [Figure 2] It is a side view of the music reading learning tool in FIG. 1. [Figure 3] It is a cross-sectional view taken along line A-A of the music reading learning tool in FIG. 1. [Figure 4] It is a circuit diagram showing an example of an electric circuit of the music reading learning tool in FIG. 1. [Figure 5] It is a front view showing a state where the music reading learning tool in FIG. 1 is used after being turned upside down. [Figure 6] It is a side view showing a modified example of the music reading learning tool in FIG. 1. [Figure 7] It is an enlarged cross-sectional view of one line among the staff lines of the music reading learning tool in FIG. 6. [Figure 8] It is a front view showing the music reading learning tool according to Embodiment 2 of the present invention. [Figure 9] It is a circuit diagram showing an example of an electric circuit of the music reading learning tool in FIG. 8. [Figure 10] It is a front view showing another modified example of the music reading learning tool in FIG. 1. [Figure 11]This is a front view showing another modified example of the music reading learning tool in Figure 1. [Modes for carrying out the invention]

[0017] Embodiments of the present invention will be described below with reference to the accompanying drawings. The music reading learning tool according to the present invention is a teaching material for learning the musical scale of notes written in a musical score from the sound produced by contact with the five-line staff or grand staff, and by extension, for learning how to read musical scores.

[0018] [Embodiment 1] Referring to Figures 1 to 5, the 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 cross-sectional view of the music reading learning tool 1A of Embodiment 1 along line AA. Figure 4 is a circuit diagram showing an example of the electrical circuit of the music reading learning tool 1A of Embodiment 1. Figure 5 is a front view showing the music reading learning tool 1A of Embodiment 1 in an inverted state for use. Hereinafter, as shown in Figures 1 and 2, the up-down and left-right directions are defined from the perspective of a learner facing the music reading learning tool 1A directly. That is, the up-down direction is defined with the fifth line of the staff 2 as the upper side and the first line as the lower side, in the orientation where the treble clef 3 of the staff 2 displayed on the music reading learning tool 1A is correctly visible, and the left-right direction is defined as the direction of the time axis of the musical piece written on the staff 2. The direction perpendicular to the up-down and left-right directions is defined as the front-back direction. In this specification, "facing directly" includes the state in which the music reading learning tool 1A is placed on a table or the like and positioned below it according to the above definition, facing the music reading learning tool 1A, and the state in which the music reading learning tool 1A is hung on a wall or the like and facing the front of the music reading learning tool 1A.

[0019] In Embodiment 1, the music reading learning tool 1A is a teaching material for learning the 15 notes of a musical scale, from the note C written on the first lower line to the note C written on the second upper line in a musical score with a treble clef 3, and the 15 notes of a musical scale, from the note C written on the second lower line to the note C written on the first upper line in a musical score with a bass clef 4.

[0020] As shown in Figures 1 to 3, the music reading learning device 1A comprises a main body 10, a sensor 12, a sound-producing unit 21, and a changeover switch 22. The music reading learning device 1A may also comprise a display unit 23 and at least one light-emitting element 24. The music reading learning device 1A comprises a roughly rectangular parallelepiped housing 20 made of synthetic resin or the like, and the main body 10, sensor 12, sound-producing unit 21, changeover switch 22, display unit 23, and light-emitting element 24 are arranged on the surface or inside the housing 20.

[0021] The main body 10 has a roughly rectangular shape when viewed from the front (viewpoint in Figure 1). The main body 10 is formed by sequentially stacking a base 11, a sensor 12, and a musical score sheet 13. The musical score sheet 13 is made by molding synthetic resin or the like into a sheet. A musical staff 2 is displayed on the surface 101 of the musical score sheet 13, i.e., the surface 101 of the main body 10, by printing or the like.

[0022] The staff 2 comprises a staff with one line and ledger lines displayed above and below the staff. On the staff 2, a treble clef 3 is displayed at one end and a bass clef 4 is displayed at the other end, with the treble clef and bass clef facing opposite directions. That is, the treble clef 3 is displayed at the left end of the staff 2, with the vertical direction of the main body 10 and the vertical direction of the treble clef 3 being the same. The bass clef 4 is displayed at the right end of the staff 2, with the vertical direction of the main body 10 and the vertical direction of the bass clef 4 being opposite, so that the lower side of the main body 10 is above the bass clef 4. Preferably, the space between the treble clef 3 and the bass clef 4 is about the width of one hand. Also, preferably, the spacing between the lines of the staff is such that a person can distinguish between the lines and the spaces between them by pressing them with their fingers.

[0023] Sensor 12 detects the learner's contact on the staff 2. Sensor 12 is a touch sensor capable of detecting contact with the surface 101 of the learner's body 10, such as a capacitive touch sensor, a resistive touch sensor, or a piezoelectric element sensor. Each sensor 12 has a strip shape and is provided between the treble clef 3 and the bass clef 4 of the staff 2, extending parallel to the lines of the staff 2, at positions corresponding to the lines and spaces of the staff 2. Here, the lines of the staff 2 include the staves of the staff 2 and the ledger lines displayed on the staff 2. Also, the spaces of the staff 2 include the spaces between the staves of the staff 2, the spaces between ledger lines and staves, and the spaces between ledger lines. Hereafter, these terms are synonymous in this specification.

[0024] A housing 20 is positioned at the rear of the main unit 10. In a front view, the housing 20 has a roughly rectangular shape similar to that of the main unit 10. As shown in Figure 4, the power supply 6 and the microcomputer 7 are housed inside the housing 20.

[0025] Power supply 6 supplies power to each part of the music reading learning device 1A, namely the sound generation unit 21, the changeover switch 22, the display unit 23, the light-emitting element 24, and the microcomputer 7. Power supply 6 is composed of, for example, a battery.

[0026] The microcomputer 7 includes a processor such as a CPU (Central Processing Unit) and memory such as an IC (Integrated Circuit) memory. The CPU controls the operation of the sensor 12, sound-producing unit 21, changeover switch 22, display unit 23, and light-emitting element 24 by executing a program. The memory stores the sound corresponding to the musical scale corresponding to the position on the musical staff 2, the character and image representing that sound, and the color representing that sound. The memory also stores the program for operating the music reading learning device 1A.

[0027] The changeover switch 22 is a switch that switches the vertical direction of the musical staff 2. The changeover switch 22 switches the orientation of the musical staff 2 that the learner is studying so that the vertical direction of the treble clef 3 is correctly visible (orientation in Figure 1) or so that the vertical direction of the bass clef 4 is correctly visible (orientation in Figure 5). In Embodiment 1, the changeover switch 22 is provided on the side of the housing 20, and the vertical direction of the musical staff 2 is switched by moving the changeover switch 22 to the treble clef side or the bass clef side. When the changeover switch 22 is switched, in the electrical circuit shown in Figure 4, the contacts shown by the solid line and the contacts shown by the dashed line are switched. This changeover switch 22 allows the system to determine whether the learner is studying the treble clef scale or the bass clef scale.

[0028] The sound-generating unit 21 is a device that generates sound, such as a speaker. The sound-generating unit 21 generates sounds corresponding to the musical scale corresponding to the vertical orientation of the musical staff 2, which is switched by the changeover switch 22, and the position on the musical staff 2 detected by the sensor 12. That is, when the changeover switch 22 is switched to the treble clef side, the sound-generating unit 21 generates sounds of the treble clef scale corresponding to the position on the musical staff 2, and when the changeover switch 22 is switched to the bass clef side, the sound-generating unit 21 generates sounds of the bass clef scale corresponding to the position on the musical staff 2. In Embodiment 1, the sound-generating unit 21 is provided on the side of the housing 20.

[0029] The display unit 23 is a device that displays characters and images, such as a display. The display unit 23 displays at least one of characters and images that indicate the notes corresponding to the musical scale corresponding to the vertical orientation of the musical staff 2, which is switched by the changeover switch 22, and the position on the musical staff 2 detected by the sensor 12. That is, when the changeover switch 22 is switched to the treble clef side, the display unit 23 displays characters and images that indicate the notes of the treble clef scale corresponding to the position on the musical staff 2, and when the changeover switch 22 is switched to the bass clef side, the display unit 23 displays characters and images that indicate the notes of the bass clef scale corresponding to the position on the musical staff 2. In Embodiment 1, the display unit 23 is provided on the front of the housing 20. The main body 10 is provided with through holes 102 for mounting the display unit 23 and the light-emitting element 24. The display unit 23 is positioned through the through holes 102 of the main body 10, and is provided so that the surface of the display unit 23 is flat with the surface 101 of the main body 10.

[0030] The light-emitting element 24 is an object that emits light in a predetermined color. The light-emitting element 24 emits light in a color that indicates the note corresponding to the musical scale corresponding to the vertical orientation of the musical staff 2, which is switched by the changeover switch 22, and the position on the musical staff 2 detected by the sensor 12. That is, when the changeover switch 22 is switched to the treble clef side, the light-emitting element 24 emits light in a color that indicates the note on the treble clef scale corresponding to the position on the musical staff 2, and when the changeover switch 22 is switched to the bass clef side, the light-emitting element 24 emits light in a color that indicates the note on the bass clef scale corresponding to the position on the musical staff 2. In Embodiment 1, the light-emitting element 24 is composed of a single strip-shaped full-color LED (Light Emitting Diode). The light-emitting element 24 is provided on the front of the housing 20 and is positioned through the through-hole 102 of the main body 10, and is provided so that the surface of the light-emitting element 24 is flat with the surface 101 of the main body 10. Furthermore, the light-emitting element 24 only needs to be able to display full color on its own, and can be composed of, for example, an organic EL (Electroluminescence) panel.

[0031] Specifically, the display unit 23 and the light-emitting element 24 will display and emit light in the following ways for each sound. For example, if the position detected by the sensor 12 is the note "Do", the display unit 23 will display the katakana character "Do" along with an image of a donut. The light-emitting element 24 will also emit light in a brown color to represent a donut. If the position detected by the sensor 12 is the note "Re", the display unit 23 will display the katakana character "Re" along with an image of a lemon. The light-emitting element 24 will also emit light in a yellow color to represent a lemon. If the position detected by the sensor 12 is the note "Mi", the display unit 23 will display the katakana character "Mi" along with an image of a mandarin orange. The light-emitting element 24 will also emit light in an orange color to represent a mandarin orange. If the position detected by the sensor 12 is the note "Fa", the display unit 23 will display the katakana character "Fa" along with an image of a bicep to represent fighting spirit. Furthermore, the light-emitting element 24 emits light in red, symbolizing a fight. If the position detected by the sensor 12 is the note G, the display unit 23 displays the katakana character "G" along with an image of soda. The light-emitting element 24 also emits light in blue, symbolizing soda. If the position detected by the sensor 12 is the note A, the display unit 23 displays the katakana character "Ra" along with an image of a trumpet. The light-emitting element 24 also emits light in gold, symbolizing a trumpet. If the position detected by the sensor 12 is the note B, the display unit 23 displays the katakana character "B" along with an image of a zebra. The light-emitting element 24 also emits light in white, symbolizing a zebra. Note that the characters and images displayed on the display unit 23, and the colors emitted by the light-emitting element 24 are examples only. The display unit 23 may display different characters such as hiragana and alphabet characters, and different images. The light-emitting element 24 may also emit light in different colors.

[0032] Next, the method of using the music reading learning tool 1A will be explained. When learning the treble clef, the learner moves the changeover switch 22 to the treble clef side. The learner then faces the music reading learning tool 1A directly, positioned so that the treble clef 3 is correctly visible in the orientation shown in Figure 1, that is, below the tool 1A, and presses any position on the staff 2. The position pressed by the learner is detected by the sensor 12. Because the changeover switch 22 connects the electrical circuit to a contact in the state of learning the scale of the treble clef, the microcomputer 7 reads from memory the sound corresponding to the scale of the position on the staff 2 detected by the sensor 12 on the treble clef, and generates it from the sound generation unit 21. Subsequently, the microcomputer 7 reads characters and images from memory that represent the notes corresponding to the musical scales corresponding to the positions on the musical staff 2 detected by the sensor 12 in the treble clef chart, and displays them on the display unit 23. At the same time, it illuminates the light-emitting element 24 in a color that represents the notes corresponding to the musical scales corresponding to the positions on the musical staff 2 detected by the sensor 12 in the treble clef chart. The display on the display unit 23 and the illumination of the light-emitting element 24 are preferably performed after sound is generated from the sound-producing unit 21.

[0033] For example, if a learner presses the middle line (third line) of the staff, this corresponds to the note B on the treble clef, so the sound generation unit 21 generates the note B. The display unit 23 displays the character "B" along with an image of a zebra. The light-emitting element 24 emits white light. The learner first listens to the sound produced and learns that the third line of the treble clef represents the note B. If they cannot understand this by listening to the sound alone, they learn that the third line of the treble clef represents the note B by looking at the character or image displayed by the display unit 23 or the color emitted by the light-emitting element 24. The learner repeats this process to learn the solfège of the notes written in the musical score and to learn to read music.

[0034] Next, when the learner learns the bass clef, the learner moves the changeover switch 22 to the bass clef side. The learner then positions themselves so that the bass clef 4 is correctly visible in the orientation shown in Figure 5, that is, above the music reading learning tool 1A, facing the music reading learning tool 1A directly, and presses any position on the staff 2. The position pressed by the learner is detected by the sensor 12. Because the changeover switch 22 connects the electrical circuit to a contact in the state of learning the scale of the bass clef, the microcomputer 7 reads from memory the sound corresponding to the scale of the bass clef that corresponds to the position on the staff 2 detected by the sensor 12, and generates it from the sound generation unit 21. Subsequently, the microcomputer 7 reads characters and images from memory that represent the notes corresponding to the positions on the staff 2 detected by the sensor 12 on the bass clef, and displays them on the display unit 23. At the same time, it illuminates the light-emitting element 24 in a color that represents the notes corresponding to the positions on the staff 2 detected by the sensor 12 on the bass clef. The display on the display unit 23 and the illumination of the light-emitting element 24 are preferably performed after sound is generated from the sound-producing unit 21.

[0035] For example, similar to learning the treble clef, if the learner presses the middle line (third line) of the staff, this corresponds to the note D on the bass clef, so the sound generation unit 21 generates the note D. The display unit 23 displays the character "D" along with an image of a lemon. At this time, to make it easier for the learner to recognize the displayed character and image, the character and image are displayed in the same orientation as the vertical direction of the bass clef 4, as shown in Figure 5. The light emitter 24 emits yellow light. The learner first listens to the sound produced and learns that the third line of the bass clef represents the note D. If it is not clear from the sound alone, the learner learns that the third line of the bass clef represents the note D by looking at the character or image displayed by the display unit 23 or the color emitted by the light emitter 24. The learner repeats this action to learn the scale degrees of the notes written in the musical score and learns to read music. When learning to read the bass clef with the music reading learning tool 1A, following the vertical direction shown in Figure 1, the upper line is the first line and the lower line is the fifth line. Sounds corresponding to the position pressed by the learner are produced, letters and images are displayed, and colors light up, allowing the learner to learn how to read the bass clef in the usual way.

[0036] [Modified form of Embodiment 1] Next, a modified example of Embodiment 1 will be described with reference to Figures 6 and 7. Figure 6 is a side view showing a modified example of the music reading learning tool 1A of Embodiment 1. Figure 7 is an enlarged cross-sectional view of one of the lines on the staff of the music reading learning tool 1A of the modified example of Embodiment 1. In the modified example of Embodiment 1, the same reference numerals are used for the same items as in Embodiment 1, and their explanation is omitted.

[0037] In Embodiment 1, the staves of the musical staff 2 differ from those in Embodiment 1. Specifically, each line forming the staves of the musical staff 2 is formed by bulging out from the surface 101 of the main body 10. The ledger lines on the musical staff 2 are not formed by bulging out.

[0038] Each line forming the staff is black when viewed from the front (from the front), has a first color indicating the note corresponding to the scale when viewed from the side (from below) with the treble clef 3 facing in the correct orientation, and has a second color indicating the note corresponding to the scale when viewed from the side (from above) with the bass clef 4 facing in the correct orientation.

[0039] Specifically, each line forming the staff is divided into three sections, as shown in Figure 7: section 2a from the front view, section 2b from the bottom view, and section 2c from the top view, and color-coded accordingly. Section 2a is colored entirely black so that it is easy to recognize as staff 2 from a front view. The bottom line in the view shown in Figure 1 corresponds to the note E in the treble clef and the note A in the bass clef, so section 2b is colored orange to represent the note E, and section 2c is colored gold to represent the note A. The second line from the bottom in the view shown in Figure 1 corresponds to the note G in the treble clef and the note F in the bass clef, so section 2b is colored blue to represent the note G, and section 2c is colored red to represent the note F. In the viewpoint of Figure 1, the middle line corresponds to the note B in the treble clef and the note D in the bass clef. Therefore, section 2b is colored white to represent the note B, and section 2c is colored yellow to represent the note D. In the viewpoint of Figure 1, the second line from the top corresponds to the note D in the treble clef and the note B in the bass clef. Therefore, section 2b is colored yellow to represent the note D, and section 2c is colored white to represent the note B. In the viewpoint of Figure 1, the top line corresponds to the note F in the treble clef and the note G in the bass clef. Therefore, section 2b is colored red to represent the note F, and section 2c is colored red to represent the note F. The color of each line forming the staff matches the color emitted by the light-emitting element 24. That is, similar to the light-emitting element 24, sections 2b and 2c of each line forming the staff may be colored differently.

[0040] By coloring sections 2b and 2c of each line that makes up the staff, when viewed from an orientation where the treble clef 3 is correctly oriented vertically, the color of section 2b indicates the solfège of the notes on each line of the staff 2 of the treble clef. When viewed from an orientation where the bass clef 4 is correctly oriented vertically, the color of section 2c indicates the solfège of the notes on each line of the staff 2, making it easier to learn to read music.

[0041] [Embodiment 2] Next, with reference to Figures 8 and 9, the music reading learning tool 1B according to Embodiment 2 will be described. Figure 8 is a front view showing the music reading learning tool 1B according to Embodiment 2. Figure 9 is a circuit diagram showing an example of the electrical circuit of the music reading learning tool 1B of Embodiment 2. In Embodiment 2, the same reference numerals are used for the same components as in Embodiment 1, and their explanation is omitted.

[0042] In Embodiment 2, the music reading learning tool 1B is a teaching material for learning the 29 notes of the scale from the note C written on the second line below the bass clef to the note C written on the second line above the treble clef, on a grand staff 5 which is formed by linking a treble clef 3 and a bass clef 4.

[0043] As shown in Figure 8, the music reading learning device 1B comprises a main body 10, a sensor 12, and a sound-producing unit 21 (see Figure 2). The music reading learning device 1B may also comprise a display unit 23 and at least one light-emitting element 24. The music reading learning device 1B comprises a roughly rectangular parallelepiped housing 20 (see Figure 2) made of synthetic resin or the like, and the main body 10, sensor 12, sound-producing unit 21, display unit 23, and light-emitting element 24 are arranged on the surface or inside the housing 20.

[0044] Except for having the same shape as the main body 10 when viewed from the front, the housing 20 is the same as in Embodiment 1, including the fact that it houses the power supply 6 and the microcomputer 7 inside, so its description is omitted. Also, the power supply 6 and the microcomputer 7 have the same configuration as in Embodiment 1, so their description is omitted.

[0045] The main body 10 has a roughly rectangular shape when viewed from the front (viewpoint in Figure 8). Similar to Embodiment 1, the main body 10 is formed by sequentially stacking a base 11, a sensor 12, and a musical score sheet 13 (see Figure 3). The musical score sheet 13 is made by molding synthetic resin or the like into a sheet. The grand staff 5 is displayed on the surface 101 of the musical score sheet 13, i.e., the surface 101 of the main body 10, by printing or the like. The main body 10 is formed to be slightly larger than the grand staff 5.

[0046] Grand staff 5 comprises one staff for treble clef, one staff for bass clef, and ledger lines displayed above and below the staff. In grand staff 5, a treble clef 3 is displayed at the left end of the upper staff (upper staff), and a bass clef 4 is displayed at the left end of the lower staff (lower staff). The space between the upper staff and the lower staff is twice the space between the first and second lines. This ensures that when one ledger line is placed between the treble clef and the bass clef, each line is equally spaced, resulting in a natural transition from the treble clef to the bass clef. The spacing between the staves is preferably such that a person can distinguish between the line and the space between them by pressing them with their fingers.

[0047] Sensor 12 detects the learner's contact on the grand staff 5. Sensor 12 is a touch sensor capable of detecting contact of the learner to the surface 101 of the main body 10, such as a capacitive touch sensor, a resistive touch sensor, or a piezoelectric element sensor. Each sensor 12 has a strip shape and extends parallel to the lines of the grand staff 5, and is provided at positions corresponding to the lines and spaces of the grand staff 5. Here, the lines of the grand staff 5 include the upper and lower staves and the ledger lines displayed on the grand staff 5. The spaces of the grand staff 5 include the spaces between the staves of the grand staff 5, the spaces between ledger lines and staves, and the spaces between ledger lines. Hereafter, these terms are synonymous in this specification.

[0048] The sound-generating unit 21 is a device that generates sound, such as a speaker. The sound-generating unit 21 generates a sound corresponding to the musical scale corresponding to the position on the grand staff 5 detected by the sensor 12. In Embodiment 2, as in Embodiment 1, the sound-generating unit 21 is provided on the side of the housing 20.

[0049] The display unit 23 is a device that displays characters and images, such as a display screen. The display unit 23 displays at least one of characters and images that indicate a note corresponding to the musical scale corresponding to the position on the grand staff 5 detected by the sensor 12. In Embodiment 2, as in Embodiment 1, the display unit 23 is provided on the front of the housing 20. The main body 10 is provided with through holes 102 for mounting the display unit 23 and the light-emitting element 24. The display unit 23 is positioned through the through holes 102 of the main body 10, and is positioned so that the surface of the display unit 23 is flat with the surface 101 of the main body 10. The specific display of the display unit 23 is the same as in Embodiment 1.

[0050] The light-emitting element 24 is an object that emits light in a predetermined color. The light-emitting element 24 emits light in a color that indicates the note corresponding to the musical scale corresponding to the position on the grand staff 5 detected by the sensor 12. In Embodiment 2, as in Embodiment 1, the light-emitting element 24 is composed of a single strip-shaped full-color LED (Light Emitting Diode). The light-emitting element 24 is provided on the front of the housing 20 and is positioned through the through-hole 102 of the main body 10, and is provided so that the surface of the light-emitting element 24 is flat with the surface 101 of the main body 10. Note that the light-emitting element 24 only needs to be able to display full color with a single unit, and can be composed of, for example, an organic EL (Electroluminescence) panel. The specific light emission of the light-emitting element 24 is the same as in Embodiment 1.

[0051] Next, the method of using the music reading learning tool 1B will be explained. The learner faces the music reading learning tool 1B and presses at any position on the grand staff 5. The position pressed by the learner is detected by the sensor 12. As shown in Figure 9, the electrical circuit is configured so that the position touched by the learner on the grand staff 5 is transmitted to the microcomputer 7 by the sensor 12, without distinguishing between the staff on which the treble clef 3 is written and the staff on which the bass clef 4 is written. The microcomputer 7 reads from memory the sound corresponding to the scale that corresponds to the position on the grand staff 5 detected by the sensor 12 and generates it from the sound generation unit 21. After that, the microcomputer 7 reads from memory characters and images that represent the sound corresponding to the scale that corresponds to the position on the grand staff 5 detected by the sensor 12 and displays them on the display unit 23, and also illuminates the light-emitting element 24 in a color that represents the sound corresponding to the scale that corresponds to the position on the grand staff 5 detected by the sensor 12. The display on the display unit 23 and the illumination of the light-emitting element 24 are preferably performed after the sound generation unit 21 has produced sound.

[0052] For example, if a learner presses the middle line (third line) of the staff on the staff marked with treble clef 3, the note is B, so the sound-producing unit 21 generates the B note. The display unit 23 also displays the character "B" along with an image of a zebra. The light-emitting element 24 emits white light. If a learner presses the middle line (third line) of the staff on the staff marked with bass clef 4, the note is D, so the sound-producing unit 21 generates the D note. The display unit 23 also displays the character "D" along with an image of a lemon. The light-emitting element 24 emits yellow light. If a learner presses the ledger line between the staff marked with treble clef 3 and the staff marked with bass clef 4, the note is C, so the sound-producing unit 21 generates the C note. The display unit 23 also displays the character "C" along with an image of a donut. The light-emitting element 24 emits brown light. The learner first listens to the sound produced and learns that in the grand staff 5, the third line of the staff with the treble clef 3 indicates the note B, the third line of the staff with the bass clef 4 indicates the note D, and the ledger line between the staff with the treble clef 3 and the staff with the bass clef 4 indicates the note C. If it is not clear from listening to the sound alone, the learner looks at the characters or images displayed by the display unit 23 or the color emitted by the light-emitting element 24 to learn that in the grand staff 5, the third line of the staff with the treble clef 3 indicates the note B, the third line of the staff with the bass clef 4 indicates the note D, and the ledger line between the staff with the treble clef 3 and the staff with the bass clef 4 indicates the note C. The learner repeats this process to learn the solfège names of the notes written in the musical score and to learn to read music.

[0053] As described above, the music reading learning tools 1A and 1B of the present invention display a treble clef 3 and a bass clef 4. This allows users to learn how to read both the treble clef and the bass clef simultaneously with a single device. In addition, in the music reading learning tool 1A, the treble clef 3 and the bass clef 4 are written on the same staff, allowing users to learn how to read both the treble clef and the bass clef simply by inverting the music reading learning tool 1A. Furthermore, in the music reading learning tool 1B of the present invention, the grand staff 5 displayed on the surface of the main body 10 has a spacing between the upper and lower staves that is twice the spacing between the first and second lines. This spacing between the upper and lower staves is narrower than the spacing of a normal grand staff 5. The main body 10 is formed to be slightly larger than the grand staff 5. In other words, the main body 10 does not have a keyboard that is unnecessary for learning to read music, as described in Patent Document 2, and is not excessively large. As a result, the music reading learning tools 1A and 1B of the present invention can be made compact, making them easy for even young children to carry and use.

[0054] Furthermore, the music reading learning tools 1A and 1B of the present invention generate a sound corresponding to the corresponding scale on the staff 2 or grand staff 5 when pressed on the staff 2 or grand staff 5. By listening to this generated sound, the relationship between the position on the staff 2 or grand staff 5 and the pitch of the sound can be understood, and the position of each scale on the staff 2 or grand staff 5 can be understood. In addition, the music reading learning tools 1A and 1B of the present invention are equipped with a display unit 23 and a light-emitting element 24. By providing the display unit 23 and the light-emitting element 24, even if the pitch of the sound cannot be accurately determined by listening to it alone, the pitch can be understood by the characters or images displayed on the display unit 23 or the color emitted by the light-emitting element 24. As a result, the relationship between the position on the staff 2 or grand staff 5 and the pitch of the sound can be understood more accurately, and the position of each scale on the staff 2 or grand staff 5 can be understood. As a result, the solfège names of the notes written in the musical score can be understood, and how to read musical scores can be learned. In addition, by knowing the exact pitch of the sound from the display unit 23 or the light-emitting element 24, and listening to the sound generated from the sound-producing unit 21, it is possible to cultivate a sense of pitch that allows one to recognize the musical scale name simply by hearing the pitch.

[0055] 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.

[0056] For example, in Embodiments 1 and 2 described above, the music reading learning tools 1A and 1B are configured with a housing 20 attached to the rear of the main body 10, but the present invention does not necessarily have to be configured in this way. For example, the music reading learning tool 1A can have the configuration shown in Figure 10. Figure 10 is a front view showing another modified example of the music reading learning tool 1A of Embodiment 1. That is, the housing 20 can be attached to the left or right side of the main body 10. Although Figure 10 shows Embodiment 1, the same configuration can be used for the music reading learning tool 1B of Embodiment 2. In the case of the music reading learning tool 1B of Embodiment 2, the housing 20 can also be attached to the upper or lower side of the main body 10. With such a configuration, the main body 10 is made of a flexible base 11, a sensor 12, and a music score sheet 13, allowing the main body 10 of the music reading learning tools 1A and 1B to be rolled up or folded, making it compact for carrying and storage.

[0057] Furthermore, in embodiments 1 and 2 described above, the music reading learning tools 1A and 1B are equipped with a light-emitting element 24 composed of a single strip-shaped full-color LED, but the present invention does not necessarily have to be configured in this way. For example, music reading learning tool 1A can have the configuration shown in Figure 11. Figure 11 is a front view showing another modified example of music reading learning tool 1A of embodiment 1. That is, the light-emitting element 24 can be composed of a monochromatic LED bulb or an inorganic EL sheet, etc. In this case, multiple light-emitting elements 24 are provided to the right of the treble clef 3 and to the left of the bass clef 4, at the positions of each line and each space of the staff 2. Each light-emitting element 24 emits light in a predetermined color as described in embodiment 1. For example, when a learner presses the middle line (third line) of the staff, the light-emitting element 24 to the right of the treble clef 3 emits light based on the scale of the treble clef, and since this corresponds to the note B on the treble clef, it emits white light. Furthermore, when a learner presses the middle of the staff (the third line), the light-emitting element 24 to the left of the bass clef 4 lights up based on the scale of the bass clef, and since this corresponds to the note D on the bass clef, it lights up yellow. In this way, the light-emitting element 24 corresponds to the vertical orientation of the staff 2 switched by the changeover switch 22 and the position on the staff 2 detected by the sensor 12, and lights up in a color that indicates the note corresponding to the scale corresponding to the vertical orientation of the staff 2 switched by the changeover switch 22 and the position on the staff 2 detected by the sensor 12.

[0058] In the sight-reading learning tool 1B of Embodiment 2, the light-emitting element 24 can also be made of a monochromatic LED bulb or an inorganic EL sheet. In Embodiment 2, multiple light-emitting elements 24 are provided to the right of the treble clef 3 and bass clef 4, at the positions of each line and each space on the grand staff 5. Each light-emitting element 24 emits light in a predetermined color as described in Embodiment 1. For example, if a learner presses the middle of the staff (third line) on the staff marked with the treble clef 3, it will produce the note B, so it will emit light in white. If a learner presses the middle of the staff (third line) on the staff marked with the bass clef 4, it will produce the note D, so it will emit light in yellow. If a learner presses the ledger line between the staff marked with the treble clef 3 and the staff marked with the bass clef 4, it will produce the note C, so it will emit light in brown. In this way, the light-emitting elements 24 corresponding to the position on the grand staff 5 detected by the sensor 12 emit light in a color that indicates the note corresponding to the scale corresponding to the position on the grand staff 5 detected by the sensor 12.

[0059] The music reading learning devices 1A and 1B shown in Figure 11 can also have their housing 20 positioned on the left, right, top, or bottom of the main body 10, as shown in Figure 10, by using an inorganic EL sheet as the light-emitting element 24.

[0060] Furthermore, in embodiments 1 and 2 described above, the music reading learning tools 1A and 1B are equipped with a display unit 23 and a light-emitting element 24, but the present invention is not limited to this configuration. For example, the display unit 23 and the light-emitting element 24 do not have to be provided together, or only one of them may be provided. Young children have different learning abilities depending on their individual characteristics; some learn best with letters, some with images, and some with colors. Therefore, by providing the music reading learning tools 1A and 1B with a display unit 23 and a light-emitting element 24, it becomes easier for any child to learn to read music. On the other hand, if a child can determine the pitch of a sound just by listening to it, the display unit 23 and light-emitting element 24 are unnecessary, the display unit 23 is unnecessary for children who learn best with colors, and the light-emitting element 24 is unnecessary for children who learn best with letters or images. In this way, by providing only the minimum necessary functions for each individual's music reading learning, the music reading learning tools 1A and 1B can be provided at a low cost.

[0061] Furthermore, in the above embodiment 2, the music reading learning tool 1B was a teaching material for learning a 29-note scale from the note C written on the second line below the bass clef to the note C written on the second line above the 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 any scale, such as 22 notes from the note G written on the first line of the bass clef to the note G written in the first space above the treble clef. [Industrial applicability]

[0062] 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]

[0063] 1A, 1B Music Reading Learning Tools 2 staff notation 3 Treble clef 4. Bass clef 5 grand staff 10 Main unit 101 Surface 12 sensors 21 Pronunciation Section 22 Changeover switch 23 Display section 24 Light-emitting elements

Claims

1. The main body has a musical staff displayed on its surface, A sensor that detects the learner's contact with the aforementioned musical staff, The sound-producing part, The system includes a switch for switching the vertical direction of the musical staff, The aforementioned musical staff displays a treble clef at one end and a bass clef at the other end, with the treble clef and bass clef facing opposite directions. The aforementioned changeover switch switches the orientation of the musical staff used by the learner so that the treble clef is correctly positioned vertically or vertically. The sound-producing unit is characterized by generating sounds corresponding to a musical scale that corresponds to the vertical orientation of the musical staff switched by the changeover switch and the position on the musical staff detected by the sensor.

2. It also includes a display unit, The music reading learning device according to claim 1, characterized in that the display unit displays at least one of characters and images indicating a note corresponding to the vertical orientation of the musical staff switched by the changeover switch and the position on the musical staff detected by the sensor.

3. The device further comprises at least one light-emitting element that emits light of a predetermined color, The music reading learning device according to claim 1, characterized in that the light-emitting element emits light in a color that indicates a note corresponding to the scale that corresponds to the vertical orientation of the musical staff switched by the changeover switch and the position on the musical staff detected by the sensor.

4. The music reading learning tool according to claim 1, characterized in that each line forming the five lines of the musical staff is formed by protruding from the surface of the main body, has a black color when viewed from the front, has a first color indicating the note corresponding to the scale when viewed from a side view in which the treble clef is correctly positioned, and has a second color indicating the note corresponding to the scale when viewed from a side view in which the bass clef is correctly positioned.

Images