Abstract:
A system for representing music to visually impaired students includes a board having a plurality of protrusions; a plurality of modular blocks each having at least one protrusion; a plurality of music staff lines, formed by a set of the plurality of blocks, affixed to the board via the plurality of protrusions on the board; and at least one note block affixed to at least one staff line or to the board via protrusions of the at least one staff line or the protrusions of the board.

Description:
FIELD OF INVENTION 
     The present invention relates to music teaching devices, and more particularly, to music teaching systems with modular components for teaching music to visually impaired students. 
     BACKGROUND 
     Sheet music is a visual representation of music notes, note values, clef, time signatures, and key signatures. Sheet music is typically used by musicians to learn and perform music with voice and/or an instrument, such as a piano, violin, wind instrument, guitar, or other instrument. Novice students typically use sheet music to learn the fundamental concepts of music. 
     Visually impaired students have conventionally used systems relying on braille to learn music and music fundamentals. However, the use of braille in the music domain is complex and difficult for both the student and teacher. Further, the use of braille requires that the teacher be adept with braille, thereby severely limiting the number of teachers available to teach music to visually impaired students who are interested in learning music. 
     Other conventional devices for teaching music to visually impaired students may include pieces that attach magnetically to a board. However, the board and pieces require a specialized manufacturing process, and the pieces when attached to the board are often insecure and are easily dislodged when the pieces are physically touched by visually impaired students. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       The present invention is described in the detailed description which follows, in reference to the noted plurality of drawings by way of non-limiting examples of exemplary embodiments of the present invention. 
         FIG. 1  shows a perspective view of a preferred embodiment of the invention. 
         FIG. 2  shows a plane view of the modular music teaching system in accordance with aspects of the present invention. 
         FIG. 3  shows a photograph of a plane view of the modular music teaching system in accordance with aspects of the present invention. 
         FIG. 4A  shows a plane view a note block. 
         FIG. 4B  shows a side view of a note block. 
         FIG. 5  shows a plane view a note block with a quarter note value. 
         FIG. 6  shows a plane view a note block with a half note value. 
         FIG. 7  shows a plane view a note block  112  with a whole note value. 
         FIG. 8  shows a plane view of a representation of a 4/4 time signature. 
         FIG. 9  shows a plane view of a representation of a 3/4 time signature. 
         FIGS. 10-13  show plane views of music scales represented by the modular music teaching system in accordance with aspects of the present invention. 
         FIGS. 14A and 14B  show a plane view of a song represented by the modular music teaching system in accordance with aspects of the present invention. 
     
    
    
     DETAILED DESCRIPTION 
     Aspects of the present invention include a system to teach music to visually impaired students. The system includes modular components that are assembled in a manner to represent sheet music. The modular components include physical features that permit a visually impaired student to interpret sheet music in a tactile and easily understood manner. Further, no knowledge of braille is required to teach music to the visually impaired students (also referred to as “students”) using the systems of the present invention. 
     As described in greater detail herein, a music teacher (also referred to as a “teacher”) can assemble a music field (e.g., representing sheet music) and configure the modular components from the system. Critically, the system provides a repeatable method for teaching music fundamentals that reinforces key concepts without the need for visual acuity or knowledge of musical braille notations. 
       FIG. 1  shows a perspective view of a preferred embodiment of the invention. As shown in  FIG. 1 , a modular music teaching system  100  includes a board  102 . The board  102  includes a series of protrusions  104  by which modular blocks  106  can be affixed. For example, the modular blocks  106  include recesses  202  on the underside that attach to the protrusions (e.g., as further described in greater detail below with respect to  FIG. 4B ). The modular blocks  106  are in various sizes (e.g., lengths and widths). The modular blocks  106  can be affixed onto the board  102  in order to form a three-dimensional (3D) representation of sheet music that is tactile and easily interpretable by a visually impaired student. For example, as shown in  FIG. 1 , the modular blocks  106  can be affixed to the board  102  to form a 3D representation of a music staff with musical notes, time signature, clef, and key signature. In embodiments, the protrusions  104  may be equally spaced and may be circular in shape. 
     In the example shown of  FIG. 1 , modular blocks  106  are attachable to the board  102  to form staff lines  108 , a time signature region  116 , a clef region  118 , and a key signature region  120 . Within the clef signature region  118 , additional modular blocks  106  can be affixed to the board  102  in an arrangement to form a 3D representation of a clef (additional details of which are provided in greater detail with respect to  FIG. 10 ). Within the key signature region  120 , additional modular blocks  106  can be affixed to the board  102  in an arrangement to form a 3D representation of a key signature (additional details of which are provided in greater detail with respect to  FIG. 10 ). Within the time signature region  116 , additional modular blocks  106  can be affixed to the board  102  in an arrangement to form a 3D representation of a key signature (additional details of which are provided in greater detail with respect to  FIG. 8 ). As described herein, modular blocks  106  are also used to represent notes on the staff lines  108  and note values (e.g., quarter note, half note, whole note). 
     As further shown in  FIG. 1 , modular blocks  106 / 112  (hereinafter referred to as note blocks  112 ) are attachable to staff lines  108 . Modular blocks  106 / 114  (hereinafter referred to as value blocks  114 ) are attachable to the top of the note blocks  112  to indicate whether the a note block  112  represents a quarter note, half note, whole note, or other note value (e.g.,  1 / 16   th  note, ⅛ th  note, etc.). As described herein, the note blocks  112  with value blocks  114  are attachable to the staff lines  108  in a way to represent a song. In this way, the modular blocks  106  can be attached to form a 3D representation of sheet music. Visually impaired students can be easily taught how to interpret the 3D representation in order to read sheet music. For example, the space between modular blocks  106  and the protrusions  104  create physical features that are easy to decipher for a visually impaired student. Physically touching the modular music teaching system  100  allows a visually impaired student to interpret the space between modular blocks  106  and/or the protrusions  104 , thereby allowing the visually impaired student to interpret the music represented by the modular music teaching system  100 . 
     As further shown in  FIG. 1 , a student can physically touch the modular blocks  106  to interpret the pitch and value of musical notes, as well as the clef, timing signature, and key signature. For example, the student can physically touch the modular blocks  106  in the time signature section  116 , the clef section  118 , and the key signature section  120  to interpret a base clef, a timing signature, and a series of notes and their respective note values. In the example shown, the student can interpret, via touching, that the note that is currently being touched is a quarter note in between the first and second staff lines. 
     The modular blocks  106  are attachable in a secure manner such the modular blocks  106  do not become displaced or detached unintentionally as the student physically interacts with the modular music teaching system  100 . Further, the modular blocks  106  are secure in a way that allows the student to interact with the modular music teaching system  100  with either one-hand or two-hand operation, without the modular blocks  106  becoming unintentionally displaced from each other or the board  102 . This creates a seamless and productive learning experience for the student. 
       FIG. 2  shows a plane view of the modular music teaching system  100  in accordance with aspects of the present invention.  FIG. 3  shows a photograph of a plane view of the modular music teaching system  100  in accordance with aspects of the present invention. 
       FIG. 4A  shows a plane view a note block  112 . As shown in  FIG. 4A , the note block  112  may be 4×4 in size (in which there are 4 protrusions  104  in both width and height). A value block may be 1×2 in which there is 1 protrusion in width and 2 in height. A single value block  114  may represent a note value of ⅛ th , although embodiments of the invention are not so limited. For example, a value block  114  may be 1×1 in which the value block  114  represents a 1/16 th  note value. The value block  114  may be attached to the top of the note block  112  to indicate that the note block  112  is a ⅛ th  note. As described in greater detail below, additional value blocks  114  may be attached to the note block  112  to represent a quarter note, half note, or whole note. 
       FIG. 4B  shows a side view of a note block  112 . As shown in  FIG. 4B , attachment of the value block  114  creates a depth. A student can feel the depth and an edge  113  of the value block  114  in order to interpret how many value blocks  114  are on the note block  112 . Further, the student can feel the number of protrusions  104  between the edge of the note block  112  and the value block  114  to determine the number and position of value blocks  114 , and hence, determine the value represented by the note of the note block  112 . Also, the student can feel an indentation  115  within an interface between the value block  114  and the note block  112  to determine that a value block  114  is present. As further shown in  FIG. 4B , an underside of the note block  112  may include recesses from which other modular blocks  106  can be attached via the protrusions  104 . 
       FIG. 5  shows a plane view a note block  112  with a quarter note value. As shown in  FIG. 5 , two separate value blocks  114  are attached to the note block  112  to represent a quarter note. The student is able to determine, via physically touching the note block  112 , that two value blocks  114  are present (e.g., based on the edges  113  creating a depth in a similar manner as described in  FIG. 4B ). Also, two indentations  115  can be felt to decipher the presence of two value blocks  114 . 
       FIG. 6  shows a plane view a note block  112  with a half note value. As shown in  FIG. 6 , four separate value blocks  114  are attached to the note block  112  to represent a half note. The student is able to determine, via physically touching the note block  112 , that four value blocks  114  are present (e.g., based on the indentations  115  and the edges  113  creating a depth in a similar manner as described above with respect to  FIG. 4B ). 
       FIG. 7  shows a plane view a note block  112  with a whole note value. As shown in  FIG. 7 , eight separate value blocks  114  are attached to the note block  112  to represent a whole note. The student is able to determine, via physically touching the note block  112 , that eight value blocks  114  are present based on the indentations  115  that are detectable by touch on both the top of the note block  112  and on the sides of the note block  112  (e.g., in a similar manner as described above with respect to  FIG. 4B ). 
       FIG. 8  shows a plane view of a representation of a 4/4 time signature. As shown in  FIG. 8 , modular blocks  106  is arranged within the time signature section  116  of the board  102  to form a representation of a time signature. For clarity, the protrusions  104  are not shown on board  102  in  FIG. 8 . In the example of  FIG. 8 , a 4/4 time signature is represented by arranging four modular blocks  106  (e.g., 1×1 modular blocks  300 ) above a divider modular block  302 , and an additional four 1×1 modular blocks  300  under the divider modular block  302 . The student is able to decipher the time signature based on the number of 1×1 modular blocks  300  above and below the divider modular block  302 . The student is able to determine the number of 1×1 modular blocks  300  based on the depth created by the presence of the 1×1 modular blocks  300  between the 1×1 modular blocks  300  and the board  102 . In various embodiments, the divider modular block  302  may be a different size than what is shown and have a different number of protrusions  104 . 
       FIG. 9  shows a plane view of a representation of a ¾ time signature. As shown in  FIG. 9 , a ¾ time signature is represented by arranging three 1×1 modular blocks  300  above a divider modular block  302 , and an additional four 1×1 modular blocks  300  under the divider modular block  302 . 
       FIG. 10  shows a plane view of a music scale represented by the modular music teaching system in accordance with aspects of the present invention. In  FIG. 10 , the protrusions on the board  102  and the staff lines  108  are not shown for clarity. As shown in  FIG. 10 , a 1×1 modular block  300  can be attached to the board  102  in the manner shown to represent a base clef. Key signatures can be attached to the board  102  and be represented by a modular block  106  with value blocks  114  attached to the modular block  106 . For example, a natural key signature may be represented by a modular block  106  and no value blocks  114  attached. A “Flat” key signature may be represented by a modular block  106  and one value block  114 . A “Sharp” key signature may be represented by a modular block  106  and two value blocks  114 . 
     As further shown in  FIG. 10 , note blocks  112  can be attached to the board  102  and to the staff lines  108  in any manner desired to represent sheet music (e.g., sheet music  1000 ) interpretable by a visually impaired student. In the example of  FIG. 10 , a music scale is shown in which music notes are attached to the board  102  and  112  in the manner shown to represent sheet music  1000 . In the example of  FIG. 10 , the key signature is “Sharp,” thus the notes represented on the modular music teaching system  100  are “G sharp,” “A sharp,” “B sharp,” “C sharp,” “D sharp,” “E sharp,” “F sharp,” “G sharp,” “A sharp,” and “B sharp” (note that the second instances of “G sharp,” “A sharp,” and “B sharp” are in a different octave). 
       FIG. 11  shows a plane view of a music scale represented by the modular music teaching system in accordance with aspects of the present invention. In  FIG. 11 , the protrusions on the board  102  and the staff lines  108  are not shown for clarity.  FIG. 11  shows a similar example of a representation of a music scale as is shown in  FIG. 10 , with the difference being the key signature of “Flat.” Thus, the notes represented on the modular music teaching system  100  in the example of  FIG. 11  are “G flat,” “A flat,” “B flat,” “C flat,” “D flat,” “E flat,” “F flat,” “G flat,” “A flat,” and “B flat” (note that the second instances of “G flat,” “A flat,” and “B flat” are in a different octave). 
       FIG. 12  shows a plane view of a music scale represented by the modular music teaching system in accordance with aspects of the present invention. In  FIG. 12 , the protrusions on the board  102  and the staff lines  108  are not shown for clarity.  FIG. 12  shows a similar example of a representation of a music scale as is shown in  FIGS. 10 , with the difference being a “Treble” clef as opposed to a “Bass” clef. Thus, the notes represented on the modular music teaching system  100  in the example of  FIG. 11  are “F sharp,” “E sharp,” “D sharp,” “C sharp,” “B sharp,” “A sharp,” “G sharp,” “F sharp,” “E sharp,” and “D sharp” (note that the second instances of “F sharp,” “E sharp,” and “D sharp” are in a different octave). 
       FIG. 13  shows a plane view of a music scale represented by the modular music teaching system in accordance with aspects of the present invention. In  FIG. 13 , the protrusions on the board  102  and the staff lines  108  are not shown for clarity.  FIG. 13  shows a similar example of a representation of a music scale as is shown in  FIGS. 12 , with the difference being the key signature of “Flat.” Thus, the notes represented on the modular music teaching system  100  in the example of  FIG. 13  are “F flat,” “E flat,” “D flat,” “C flat,” “B flat,” “A flat,” “G flat,” “F flat,” “E flat,” and “D flat” (note that the second instances of “F flat,” “E flat,” and “D flat” are in a different octave). 
       FIGS. 14A and 14B  show a plane view of a song represented by the modular music teaching system in accordance with aspects of the present invention. In  FIGS. 14A and 14B , protrusions  104  on the board  102  and the staff lines  108  are not shown for clarity. In  FIGS. 14A and 14B , modular blocks  106  are arranged on the board  102  and the staff lines  108  to form a time signature, clef, key signature, notes, and note values representing sheet music for the song “Mary Had a Little Lamb.” As shown in  FIG. 14A , the notes values notes, in sequence are quarter “E”, quarter “D”, quarter “C”, quarter “D”, quarter “E”, quarter “E”, half “E”, quarter “D”, quarter “D”, quarter “D”, quarter “E”, quarter “E”, half “E”. 
     As shown in  FIG. 14B , the notes values notes, in sequence are quarter “E”, quarter “D”, quarter “C”, quarter “D”, quarter “E”, quarter “E”, half “E”, quarter “C”, quarter “D”, quarter “D”, quarter “E”, quarter “D”, whole “C”. In this way, sheet music is represented using the modular music teaching system  100 , thereby permitting a visually impaired student to read and interpret the sheet music. 
     The systems of the present invention may include instructional material to instruct a teacher or user on how to arrange the modular blocks  106  onto the board  102  in order to form the music teaching system described herein. The systems of the present invention are not limited to the fastening mechanisms described herein. That is, any number and variety of fastening techniques can be used to attach the modular blocks  106  to each other and the board  102 . For example, the modular blocks can be attached using snap fasteners, LEGOS®, magnets, or any combination thereof In embodiments, the components of the modular music teaching system  100  can be made from a variety of materials, such as plastic and/or plastic composites. 
     The descriptions of the various embodiments of the present invention have been presented for purposes of illustration, but are not intended to be exhaustive or limited to the embodiments disclosed. Many modifications and variations will be apparent to those of ordinary skill in the art without departing from the scope and spirit of the described embodiments. The terminology used herein was chosen to best explain the principles of the embodiments, the practical application or technical improvement over technologies found in the marketplace, or to enable others of ordinary skill in the art to understand the embodiments disclosed herein.