Music – Accessories – Teaching devices
Reexamination Certificate
2000-09-01
2001-07-10
Hsieh, Shih-Yung (Department: 2837)
Music
Accessories
Teaching devices
C084S483100, C084S47000P, C434S167000, C434S430000, C434S159000
Reexamination Certificate
active
06259013
ABSTRACT:
BACKGROUND—FIELD OF INVENTION
The present invention relates to music education, particularly a method that facilitates the learning process of musical note reading.
BACKGROUND OF THE INVENTION
Virtually every publisher of musical material offers some kind of note recognition work-book (none patented). These books usually have the same format; individual notes are printed with an answer line underneath each note. The student determines the letter names of the notes, either a, b, c, d, e, f, or g, and writes his answers on the lines provided. The notes usually have no correlation to each other, and are chosen and printed at random. This method often fails the student because of its tiresome, didactic approach.
Other work-books employ the same style (notes with answer lines underneath), but in attempt to create student interest, the notes are printed in a specific order. If the student correctly identifies the letter names of the notes, the answers will spell words such as “ace” or “beg”. This format, also, often fails the student when he tires of forming arbitrary words. Furthermore, because there are few words that can be formed from the musical alphabet, a through g, the answers form the same words, repetitiously, throughout the book. Eventually, the average student can accurately guess the answers after deciphering only a few of the notes' letter names.
OBJECTS AND ADVANTAGES
The method presented here offers several features that make it a more effective format for learning than other methods previously written. It eliminates repetition of answer words by including all letters of the alphabet in the exercises. For example, one exercise may include a t, s, or k; these are letters that are not in the musical alphabet, but when combined with the letters a through g, a great variety of words can be formed.
The present method is a great improvement over those previously written because it offers the opportunity for the student to self-correct his own work. The exercises are separated into groups. In each group, the answer words pertain to the same topic. Because the student knows that each group of exercises has the same topic, he will know if he has incorrectly identified a note's letter name because the word that was formed by his answers and the letters given will not be recognizable, nor will it relate to the topic of the group. For example, if a student is working on a group of exercises titled “Animals”, and the word he forms spells b-a-d-g-e-r, he will know that he has correctly identified each note because a badger is an animal. This is a great advantage over other methods because the student can identify and correct his mistakes immediately. Because other methods do not group exercises into common topics, they require a music teacher, or a person familiar with music reading to correct mistakes. If a teacher is not readily available, the student may assimilate the incorrect answers. Therefore, it is an object of the present invention to provide a musical note reading method that helps music students identify the letter names of musical notes quickly and accurately.
It is an additional object of the present invention to provide a musical note reading method that includes repetition, without redundancy, as a learning device. Most previously written exercises are pedantic. Notes are printed at random with an answer line underneath each note for the student to write his answer. others rely on the answers to the musical notes, only, to spell arbitrary words. The resulting answer words can only be made from the letters a, b, c, d, e, f, or g. Because there are few words that can be formed from these five consonants and two vowels, the average student can usually guess the answers, if he doesn't tire of the exercises and abandon them, first. The present method includes repetition, without redundancy, in its exercises. Although the answer words are rarely repeated, the same notes recur continually throughout the exercises. The student is usually unaware of this repetition because his attention is diverted to the enjoyable process of word formation. The student will identify the letter names of the notes progressively faster as he progresses through the exercises.
It is still a further object of the present invention to provide a musical note reading method that will motivate the student to progress. A student of any subject will learn faster and with less effort if he enjoys the material. This method was designed to be an entertaining approach to learning musical note reading. This is accomplished, in part, through educational games such as word search, drawing pictures, and word games. These exercises, unlike those previously written, are not pedantic. Therefore, the student is mostly unaware of the effort associated with learning how to read music. Further objects and advantages of my invention will become apparent from a consideration of the drawings and ensuing description.
REFERENCES:
patent: 682015 (1901-09-01), Adams
patent: 5496179 (1996-03-01), Hoffman
patent: 6654 (1904-01-01), None
Computed-Assistal Instruction in Treble Clef Notes Reading for Gifted, Primary Students. Nova Univ., Jan. 1988.
Hsieh Shih-yung
Walsh Kelly A
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