Patent Publication Number: US-11380334-B1

Title: Methods and systems for interactive online language learning in a pandemic-aware world

Description:
REFERENCE TO RELATED APPLICATIONS 
     The applications claims the benefit of the filing date of U.S. Provisional Patent Application No. 61/448,142, entitled “Tools for Teachers Who Teach Jewish Ritual Song such as for Bar Mitzvah or for Bat Mitzvah,” filed Mar. 1, 2011, the teachings of which are incorporated herein by reference in its entirety, and patent application Ser. No. 13/208,612, “Word-by-word highlighting by word splitting an acoustic,” filed on Aug. 12, 2011, the teachings of which are incorporated herein by reference in its entirety, and patent application Ser. No. 13/164,711, entitled “Word-by-word highlighting by word splitting an acoustic,” (same title as above) filed on Jun. 20, 2011, the teachings of which are incorporated herein by reference in its entirety. This is a continuation of application Ser. No. 13/223,492, filed on Sep. 1, 2011, entitled “Methods and Systems for Language Learning based on a Series of Pitch Patterns,” the entire content of which is hereby incorporated herein by reference. This is a continuation of application Ser. No. 15/936,554, filed on Mar. 27, 2018, entitled “Methods and Systems for Language Teaching based on a Series of Pitch Patterns,” the entire content of which is hereby incorporated herein by reference. 
    
    
     BACKGROUND OF THE INVENTION 
     Field of the Invention 
     This invention pertains to digital data processing and, more particularly, systems and method for teaching oral expression. It has application in the remote and/or computer-assisted teaching of rhetoric, voice training (e.g., for acting), foreign languages, singing, religious chanting, including gregorian chanting and torah chanting. 
     In regard to the latter—by way of non-limiting example—the invention has application in teaching Jewish Ritual Song. Jewish Ritual Song includes but not limited to Torah Reading (ancient Hebrew Bible), Haftorah Reading (ancient Hebrew Bible), Jewish Prayers (Rabbinic Jewish Liturgy), Shabbat Songs (for example, Dror Y&#39;Kra), Jewish Holiday Songs (for example, Maoz Tzur), Chanting Five Scrolls, Mishna (Rabbinic learning), Jewish Ritual Chant, Cantillation, Jewish National Song (for example, Hatikva, Jerusalem of Gold), Jewish Religious Song (for example, hamalch hagoel oti, shir ha&#39;ma&#39;lot—by Joseph Karduner), Jewish folk song, Israeli Dance Song (such as u&#39;shavtem mayim), and Jewish popular song (such as Dor-Dor). 
     Background 
     Jewish Bar Mitzvah and Jewish Bat Mitzvah students learn to chant Hebrew Bible verses. On Shabbat, they read the Torah (Five Books of Moses from the Hebrew Bible—the old Testament) and read the Haftorah in the Jewish Synagogue, which could be for example a Reform Synagogue, an Orthodox Synagogue, or a Conservative Synagogue. 
     The Shabbat Torah reading and the Shabbat Haftorah reading are performed in a singing voice based on the ancient tradition in which Hebrew Bible cantillation symbols, known as Torah Trope and Haftorah Trope, guide the Bar Mitzvah or the Bat Mitzvah how to sing each word in the context of a verse, and a weekly Torah Reading. Yet during the Torah Reading in front of the Jewish Congregation in Synagogue, the Bar Mitzvah student, or Bat Mitzvah student, reads directly from a Torah Scroll written on parchment. The Torah Scroll has no vowel markers or cantillation symbols (Torah Trope) to indicate Hebrew Biblical Verse pronunciation and intonation, respectively. 
     Bar Mitzvah Teaching is an ancient Jewish tradition in which a Jewish father teaches his Jewish child his ancestral chant. Alternatively, a Jewish Rabbi or a Jewish community leader such as a Jewish Prayer Cantor may teach Bar Mitzvah children and may teach Bat Mitzvah children the Torah Trope (or Torah Cantillation) of their community. 
     Typically, a Jewish child will spend approximately one full year prior to the Bar Mitzvah ceremony, or the Bat Mitzvah ceremony, learning the ancestral chant of the Bar Mitzvah student&#39;s family and/or of the Bar Mitzvah student&#39;s community. 
     As modern American Jewish families and modern American Jewish communities have evolved, Jewish Fathers (known in Hebrew as Abba) are frequently unavailable to teach their Jewish Bar Mitzvah children, and Jewish Cantors, both lay Jewish cantors and professional Jewish cantors, face an increasing role in teaching Bar Mitzvah students and Bat Mitzvah students. 
     Yet, while many Jewish American communities have Jewish Cantors, many other Jewish American communities do not have a Jewish Cantor within their community. 
     The emphasis on silent and solitary reading, in contrast to oral reading with a teacher or in a peer-group, continues to dominate the educational systems in North America. Existing competitors aligned their approach to fit into a system of reading, and learning, that is silent and solitary. 
     OBJECTS OF THE INVENTION 
     In view of the foregoing, an object of the invention is to provide to provide improved systems and method for digital data processing. 
     A more particular object of the invention is to provide improved systems and method for teaching oral expression. 
     A still more particular object of the invention is to provide—by way of non-limiting example—improved such systems and have application in the remote and/or computer-assisted teaching. 
     A yet still more particular object of the invention is to provide such improved systems and methods as have application in the teaching of rhetoric, voice training (e.g., for acting), foreign languages, singing, religious chanting, including gregorian chanting and torah chanting. 
     SUMMARY OF THE INVENTION 
     The dominance of silent and solitary reading as an educational methodology parallels the precipitous decline in Jewish continuity. Why has Judaism succeeded in being passed down over two hundred generations yet is struggling for survival over the last few generations? I traveled to the land before God. I learned God&#39;s holy language in which He created the universe and gave the ten commandments. 
     I discovered that the time period leading up to the Bar Mitzvah or Bat Mitzvah of an emerging Jewish young adult can be a once in a generation opportunity to build connection to the Jewish community. Some Jewish young adults will go on Birthright. The next time they typically become open to institutional Judaism is when they get married, have a child, and enroll that child in Hebrew school in preparation for the child&#39;s Bar Mitzvah or Bat Mitzvah. Thus to reach Jews we teach the B&#39;nai Mitzvah. 
     Once I had discovered the secret to how Jewish tradition survived and why it is endangered, I diligently began to implement an automated system in software that embodies that different educational method. 
     Optionally, I characterize Torah Chanting by two core attributes, particularly settings where pitch is relative and/or tempo is determined by the performer; preferably, these core attributes distinguish Torah chanting over typical Western musical notation, provided however, that any music for which pitch is relative and/or tempo determined by performer should be closely evaluated for applicability of aspects of this invention. For example but not limited to speech in regular rhetorical cadence of John F. Kennedy as President during his formal speeches. 
     Future Generations to Say Worthy that Torah could have been Given Via Inventor 
     Our mission is that future generations will say that I was worthy that torah could have been given via me. We (to include educators and software engineers who implement the system) face a once in a generation opportunity. Judaism must survive in our generation. It is our opportunity. It is our obligation. In our generation we face a cultural singularity that threatens to uproot tradition. 
     Moses our teacher spoke to God as though face to face. The most humble of men, he was the conduit for the giving of the holy Jewish Torah to the children of Israel. He had the passion and empathy to devote his entire existence to the teaching and leading of the Jewish people through the desert to the promised land. 
     Ezra the scribe set the font of the Torah. He mandated that we read from the Torah scroll in our communities every Monday and Thursday. He taught Torah at the crucial time period where Jews received permission to return from exile, but many who returned were heavily intermarried with non-Jews. He motivated the Jewish community to focus on its heritage, roots, and the Jewish torah. It is said the he was worthy that Torah could have been given by Ezra—expressing an understanding of the then reality that Torah could have been lost in his generation. The Tiberian Masoretes (ba&#39;alei hamasorah) 9th century C.E. continued the work of Ezra the Scribe by standardizing and writing down the vowels and cantillation the correspond to the holy Jewish Hebrew bible. 
     Rabbi Akiva teaches us the principles of how to interpret the Torah to draw legal conclusions. It was said about Rabbi Akiva that he learned from the crowns of the calligraphy of the writing in the Hebrew Bible. Rabbi Akiva learned from extra and missing letters, or particles, such as vav or et. He learns meaning of Hebrew words based on their appearance in context elsewhere in the hebrew bible. He learns about a person mentioned in one place and fills that identity into another story—because a myriad of clues draws a close connection between them. He draws parallels between stories based on similar but unusual language and theological content. 
     Rabbi Akiva taught us to learn from our redemption from Egypt about how God redeems us. Rabbi Akvia commanded us by his example to take action to bring about the redemption. He taught us to love our neighbor as ourselves. Yet, we must love ourselves first. He taught how Torah can slowly penetrate the heart as water slowly wears a crack in a riverbed or a rock. 
     The Sages tell a story of Moses being transported in a dream to the last row of seats in a Jewish study hall (beit midrash) set after the destruction of the second temple. As Moses starts getting accustomed to his surroundings, he notices a teacher in the front of the room. He asks who is it. The student tells Moses our Rabbi, this is the famous Rabbi Akiva. Moses listens to the lesson. Rabbi Akiva is teaching the students how to interpret the holy Torah. The Sages say that Moses our Rabbi cannot understand the lesson. Until Rabbi Akiva says, this is all what Moses our Rabbi taught us from Mount Sinai (where the Torah was given). 
     My Rabbis are the modern day students of Rabbi Akiva. With the assistance of the creation of the state of Israel, revival of the Hebrew language, modern archeology, anthropology, and geography-linguistics, my Rabbis who can shake the pillars of modern Israeli society, applied Rabbi Akiva&#39;s teaching method. 
     “Bar Mitzvah Our Legacy” (an embodiment of the present invention) seeks to follow in the footsteps of Ezra and the Masoretes of Tiberius and Rabbi Akiva by dramatically increasing the familiarity of Bar Mitzvah students with reading fluently from the Torah Scroll as set in font by Ezra the Scribe with the precise vowels and understanding how the cantillation of the Masoretes of Tiberius imbues meaning to those words. We seek to inspire the Bar Mitzvah children to understand the Hebrew Bible in Hebrew so that they can learn by the principles of Rabbi Akiva. In future generations, perhaps a renowned rabbi with a pulpit in a well respected congregation will tell the story of how Rabbi Akiva had a dream. 
     In the dream, Rabbi Akiva finds himself looking over the shoulder of a 12-year-old boy seated at a macbook. Rabbi Akiva is disoriented. But, he sees the image and voice of a bar mitzvah tutor gently correcting the boy&#39;s torah reading while giving lots of encouragement. The boy exclaims to Rabbi Akiva how the boy just loves his teacher and wants to embrace Judaism like his teacher. 
     In this story, Rabbi Akiva asks who is this great Torah Scholar who works such miracles. The boy patiently answers that this scene is repeating itself in tens of thousands of homes every year of bar mitzvah and bat mitzvah students. The great Torah Scholar is the one behind the curtain. The one that even if Rabbi Akiva went to half of the ten thousand homes each year he might not see. Then, the teacher says that every letter of the Hebrew Bible is sacred and has meaning. The teacher says that there was once a sage named Rabbi Akiva who could learn Jewish law (or halacha) from extra or missing letters in the text. The teacher continued: I believe, that if you wish, you can reach that potential. The bar mitzvah student replies, I hope some day to be like Rabbi Akiva. And the story about the dream concludes. 
     The renowned Rabbi says that in their generation Judaism was in a major crisis due to interfaith marriages, breakdown of community ties, and the breakup of the extended and nuclear family. That Rabbi says that the method of the present invention turned that around in their generation. The inventor and his team of engineers and educators were worthy that Torah could have been given through them to the children of Israel. Because, in their generation, it was. 
     The foregoing are among the objects attained by the invention, which provides, in some aspects, improved systems and method for teaching oral expression in accord with claims filed herewith. 
     Aspects of the present invention use technical approaches to facilitate expert contributions to an online community and to focus on the important role of the language instructor. 
     For example, aspects of the present invention enable automated integration of a familiar voice, whether of a trained reader or musician, or of the local teacher. The familiarity of the voice combined with its automated deep integration into this teaching software keeps building the relationship between student and teacher. That relationship can have a dominant impact on educational outcomes. 
     For example, aspects of the present invention use a variety of technical approaches including but not limited to forced alignment typically phonemic or word-based, forced alignment with pitch contours, combinatorial optimization of pitch pattern durations, and a variety of models to identify or classify candidate pitch patterns against target pitch patterns. 
     A plurality of aspects of the present invention can serve as a tool for any of the following: (a) for teachers to teach Jewish Ritual Song to students, (b) to revive Jewish oral learning in modern western society through peer-tutoring such as but not limited to (b-1) building personal connections to Israeli peers who guide a student through aspects of Bar Mitzvah/Bat Mitzvah preparation—leading to greater motivation and comfort in the student eventually visiting Israel, and (c) to transmit Jewish Ritual Song (herein “JRS”) in the absence of traditional communal structure such as (c-1) two-Jewish parent households, (c-2) pre-industrial revolution lifestyles, (c-3) co-located Jewish community, and (c-4) multi-generational village relationships. 
     For example, software means connect teachers with students over arbitrary distances, and said software means collects behavioral feedback from students to teachers, even when teachers are physically remote from students and even when teaching at a different time of day from when students learn. In peer tutoring, consider that at any moment, one peer is a student, and the other is a teacher. 
     Alternatively, a device comprising: software means to convey teaching from a teacher to a student remotely, and software means to convey student learning through measuring student chanting. 
     A few concrete examples of such a software tool illustrate but do not limit.
         One aspect of a method of the present invention is a software method for learning to chant Bible for use by a teacher having a student, comprising: determining a Torah reading correspondence comprising a plurality of Biblical texts selected from the group of a Torah reading of a plurality of verses, a maftir, and a Haftorah, employing client side interactivity selected from the group of Java, Javascript, j Query, and Flash, to enable said Student to learn a plurality of words, or verses, from said Torah reading correspondence.   One aspect of a method of the present invention is a software method comprising: highlighting a plurality of Hebrew Bible words, or verses, preferably but optionally in a web browser, synchronized with Hebrew Bible chanting by a teacher selected from the group of cantors, rabbis, and teachers, said teacher having a student, wherein said student experiences synchronized audio and text with voice of said teacher of said student.   One aspect of a method of the present invention is a software method comprising: prompting with a plurality of Hebrew Bible words, collecting teacher audio for said words, said teacher audio comprises chanting by a teacher selected from the group of cantors, rabbis, and teachers, collecting student audio for said words, said student audio comprises chanting by a student of said teacher, and comparing said student audio to said teacher audio.   Said comparing of Torah cantillation of the student to provide feedback.   Said comparing of pronunciation of the student to provide feedback.       

     A few more concrete examples of such a software tool illustrate but do not limit.
         One aspect of a propagated signal of the present invention in a computer readable format comprising:   a first component representing teaching from a teacher to a student, and a second component representing measurement of student chanting.   One aspect of a device of the present invention comprising:   software means to convey teaching from a teacher to a student remotely, and   software means to convey student learning through measuring student chanting.   One aspect of a product by process of the present invention comprising: A set of cantillation durations for a plurality of audio recordings of a plurality of Bible words, said set of cantillation durations produced by the process of: forced alignment of said plurality of Bible words with said plurality of audio recordings.       

     In modern American society, Jewish learning has become silent. Moreover, increasingly Jewish learning is solitary, it occurs alone rather than in peer-groups. Modern software for Jewish learning emphasizes independent learning at the expense of building long-term relationships with a teacher. 
     The Jewish tradition survived for thousands of years. It successfully passed within the context of: a two-Jewish parent household, a multigenerational but mostly Jewish community, a pre-industrial revolution society—before pressures of specialized careers, and before dominance of 20th-century western style learning—that is silent and solitary. Aspects of the present invention enable the Jewish tradition to be passed down orally. Prior art software and websites fail to address these core challenges threatening to disrupt the transmission of Jewish tradition. Since the creation of the modern state of Israel, emissaries from Israel visit a plurality of Jewish Diaspora communities to build personal connections to encourage Jews to visit Israel. The inventor on this patent studied for years learning about Jewish life, archeology, anthropology, literature, and language of the Biblical period. He brings a significantly different perspective regarding the purpose of Jewish educational software. Aspects of the method of the present invention by providing technical means to enable the Bar Mitzvah tutor or Bat Mitzvah tutor to more effectively establish a relationship with their students and to transmit the Jewish tradition thus overcoming this potentially existential crisis facing the Jewish community in this generation. 
     Strengthen Personal Connection to Cantors 
     Modern Jewish American culture of independence teaches away from the historical Jewish involvement of the Jewish Father in teaching and many modern Jews do not have easy access to a local trusted Jewish rabbi or Jewish cantor. 
     The current market for both desktop Bar Mitzvah software and internet-based support materials has been increasingly excluding direct personal teaching, either by the father of the Bar Mitzvah (or father of the Bat Mitzvah), a community Rabbi, or a Jewish prayer cantor. 
     In contrast, aspects of the present invention aim to strengthen the connection between a Bar Mitzvah student or Bat Mitzvah student and their direct personal Bar Mitzvah teachers. Moreover, aspects of the present invention seek to foster personal relationships with Israeli peers and Israeli coaches to facilitate a stronger Jewish personal identity and a personal connection to Israel. 
     Preferably but optionally, one example feature includes enabling the Cantor (where such a cantor is the father, community Jewish Rabbi or a Jewish prayer cantor) to provide (whether by uploading a recording, or by recording inside aspects of the present invention) their own rendition chanting of the Torah reading for the Bar Mitzvah student to learn using aspects of the present invention. 
     Aspects of the present invention enable the cantor to record their own voice, and to derive income from new students who select them as their cantor, provide a tool both to help them in teaching their current students as well as to help them recruit new students to teach. The novelty of these features should maintain their loyalty in the face of emerging competition. 
     Preferably but optionally, the teacher can monitor over the internet (a) what the student is practicing, (b) how much time the student spends, (c) when the student practices, and (d) actually hear the student vocalize specific sections. 
     This would be difficult for competition to emulate in their paradigm for reasons such as (i) there is no way to change the voice on their software, (ii) cantors are not paid when their voice is used, because it is not being used, (iii) cantors have no way to know what the student is practicing (as the prior art program resides entirely on the student computer), how much time the student practices, when the student practices, and to actually hear the student rehearsing. 
     Preferably, the ability to record the cantor and/or to record the student within the context of the internet enabled application differentiates us from the competition. Recording either the cantor or the student on a separate device, whether part of the computer, or outside thereof, would lack substantial synergy that aspects of the present invention achieve. For example, in aspects of the present invention, the cantor&#39;s voice can be synchronized with sacred text to display for easier repetition and learning. This synchronization can occur either by indicating to the Cantor the hebrew bible text to read, and thus the system can know what audio corresponds to what text, as that audio is being recorded, and/or synchronization can be performed to match existing audio to existing text by techniques such as but not limited to forced alignment (see elsewhere herein for more details). Moreover, the student&#39;s recording can be available to the cantor (without a manual upload process and sending to email) for review. A plurality of aspects of the present invention can track what the student claims to have recorded, and then whether the cantor approved or requested further submissions by the student. 
     These and other aspects of the invention are evident in the drawings and in the text that follows. 
     Forced Alignment of Pitch Patterns Based on Explicit 
     An embodiment of the present invention comprises: A system for teaching oral expression of a lesson, comprising A. a store having durations of acoustic representations of plural respective lessons, where each acoustic representation comprises one or more pitch patterns, each pitch pattern belonging to one or more respective categories, each category having one or more respective expected durations, B. a processor that is coupled to the store and that performs combinatorial optimization based on (i) durations of the acoustic representations, (ii) the expected durations of the one or more respective categories of the pitch patterns, to identify one or more categories of the one or more pitch patterns that make up at least one of the acoustic representations. Optionally, wherein the processor identifies, for at least one said lesson, one or more pitch patterns that occurs therein. Optionally, wherein the processor makes such identification based on combinatorial optimization that selects one or more pitch patterns whose combined expected durations best fits in length the duration of the lesson. Optionally, wherein the processor selects, as said set, one or more pitch patterns that comprise a subset of a set of plural possible pitch patterns. Optionally, wherein the processor makes the selection based on combinatorial optimization subject to the constraint that each of the pitch patterns occurs a whole number of times, if any, in the lesson. Optionally, wherein A. at least one pitch pattern has plural expected durations, and B. the processor makes the determination based on combinatorial optimization by treating each pitch pattern that has plural expected durations as plural distinct pitch patterns, each having a single expected duration. Optionally, wherein the processor makes the determination from plural candidate sets, each comprising one or more pitch patterns. Optionally, wherein the processor makes the determination by selecting, from among said plural candidate sets, a said set having one or more pitch patterns whose combined expected durations best fit in length the duration of the lesson. Optionally, wherein the processor performs said combinatorial optimization any of probabilistically or nondeterministically. 
     An embodiment of the present invention comprises: A system for teaching oral expression of a lesson, comprising A. a store comprising durations of acoustic representations of plural respective lessons, where each acoustic representation comprises one or more pitch patterns, each pitch pattern being of one or more respective categories, B. a processor that is coupled to the store and that performs combinatorial optimization based on (i) durations of the acoustic representations, (ii) one or more respective categories of the pitch patterns, to generate respective expected durations of one or more pitch patterns that occur in at least one of the acoustic representations. Optionally, wherein the processor determines, for at least one said acoustic representation, identities of the one or more pitch patterns of which that acoustic representation is comprised. Optionally, wherein the processor determines said identities based on combinatorial optimization that includes selecting one or more pitch patterns whose combined expected durations best fits in length the duration of the acoustic representation. Optionally, wherein the processor makes the determination based on combinatorial optimization subject to the constraint that each of the pitch patterns occurs a whole number of times, if any, in the lesson. Optionally, wherein the processor makes the determination based on combinatorial optimization that treats each pitch pattern having plural expected durations as plural distinct pitch patterns, each having a single expected duration. Optionally, wherein the processor determines an expected duration of at least one pitch pattern iteratively. Optionally, wherein at least one of the lessons has a corresponding symbolic representation, and the processor estimates respective expected durations of one or more pitch patterns based, at least in part, on at least one of a number of characters, a number of syllables, types of syllables, and stress patterns in said symbolic representation. Optionally, wherein at least one pitch pattern occurs in at least two of the acoustic representations. Optionally, wherein at least said two acoustic representations are of lessons which have corresponding symbolic representations. Optionally, wherein the processor identifies, from said symbolic representations, one or more pitch patterns that occur in at least said two of the acoustic representations. Optionally, wherein the processor performs said combinatorial optimization any of probabilistically or nondeterministically. Optionally, wherein the processor performs said combinatorial optimization to generate said respective expected durations so as to minimize, over a plurality of said lessons, a difference between (i) a duration of the acoustic representation of each of the plurality of respective lessons, and (ii) a sum total of the respective expected durations of the one or more pitch patterns that occur in that acoustic representation. Optionally, wherein the processor performs said combinatorial optimization to generate said respective expected durations so as to minimize, over a plurality of said lessons, a pro rata difference between (i) the one or more pitch patterns that make the acoustic representation of each of the plurality of respective lessons, and (ii) the respective expected durations of those one or more pitch patterns. Optionally, wherein the processor performs said combinatorial optimization to compensate for systemic variation between (i) actual durations of one or more pitch patterns that make up the plural respective lessons, and (ii) initially expected durations of those pitch patterns. Optionally, wherein A. the actual durations of one or more pitch patterns that make each lesson varies any of (i) as between plural ones of those lessons, and (ii) within a given one of those lessons, and B. the processor performs said combinatorial optimization to compensate for such variation. Optionally, wherein the processor performs said combinatorial optimization in view of permissibility of pitch pattern combinations and/or orderings under a common grammar associated with the plurality of lessons. Optionally, wherein the processor performs said combinatorial optimization in view of disjunctions of expression, if any, associated with pitch patterns that (i) make up the respective acoustic representations, and (ii) are defined in the common grammar, wherein a said disjunction of expression is any of a separation or a pause between a respective pitch pattern and a subsequent pitch pattern in an acoustic representation of a lesson. Optionally, wherein the processor identifies in the acoustic representations of one or more of the plural respective lessons any of pauses and separation. Optionally, wherein the processor identifies in the acoustic representations of one or more of the plural respective lessons a change in cadence including any of a slowing of tempo, an insertion of pause, and an alteration of pitch level. Optionally, wherein the processor identifies in the acoustic representations of one or more of the plural respective lessons one or more of a change in syllabic stress and a change in vowel expression. Optionally, wherein the processor generates an ordered set of pitch patterns that occur in at least one of the acoustic representations based on a common grammar associated with the plurality of lessons. Optionally, wherein the processor generates said ordered set in view of disjunctions of expression, if any, associated with of categories of pitch patterns that (i) make up the respective acoustic representations and/or (ii) defined in the common grammar. Optionally, wherein said categories comprise disjunctive pitch patterns and conjunctive pitch patterns. Optionally, wherein said categories of disjunctive pitch patterns comprise groupings of disjunctive pitch patterns associated with pauses and/or separations of different respective lengths. 
     An embodiment of the present invention comprises: A system for teaching oral expression of a lesson, comprising A. a store comprising an acoustic representation of a lesson, B. a processor that is coupled to the store and that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson, C. wherein the processor determines that mapping based on one or more expected durations associated with each of those respective pitch patterns, wherein at least one of said pitch patterns can have a plurality of expected durations. Optionally, wherein said processor generates indicia of a said mapping of one or more parts of the acoustic representation to respective pitch patterns in the lesson. Optionally, wherein said indicia include one or more timings of one or more parts of the acoustic representation that map to pitch patterns in the lesson. Optionally, wherein the processor determines said mapping by identifying a combination of pitch patterns whose combined expected durations substantially matches a duration of said acoustic representation. Optionally, wherein the processor determines said mapping as a function of pitch patterns that are expected to make up the acoustic representation. Optionally, wherein the processor determines said mapping as a function of plural expected durations associated with each of the pitch patterns expected to make up the acoustic representation. Optionally, wherein the processor determines said mapping of parts of the acoustic representation to said respective pitch patterns based on relative expected durations of those respective pitch patterns. Optionally, wherein the processor determines said mapping of parts of the acoustic representation to said respective pitch patterns based on relative expected durations of similar respective pitch patterns. Optionally, wherein the processor determines said mapping of parts of the acoustic representation to said respective pitch patterns based on relative expected durations of differing respective pitch patterns. Optionally, wherein the processor determines said mapping as a function of a symbolic representation of the lesson. Optionally, wherein the processor determines said mapping as a function of pitch patterns represented in and/or associated with that symbolic representation. Optionally, wherein the acoustic representation comprises oral expression of a symbolic representation of the lesson, and the processor determines, as said mapping, a correspondence of said plural parts of the acoustic representation with respective portions of the symbolic representation. Optionally, wherein the processor determines said mapping based on a mapping of one or more parts of the acoustic representation to any of phonemes and words. Optionally, wherein the processor determines said mapping based on pitches associated with said word and/or phonemes. Optionally, wherein the processor determines said mapping as a function of a prior said mapping. Optionally, wherein the processor determines said mapping as a function of a prior said mapping with respect to a same lesson. Optionally, wherein the processor determines said mapping as a function of a prior said mapping with respect to a different lesson. Optionally, wherein the processor determines said mapping as a function of a prior said mapping determined with respect to oral expression by a same person. Optionally, wherein the processor determines said mapping as a function of a said mapping determined with respect to oral expression by one or more persons of like demography. Optionally, wherein the acoustic representation comprises an oral expression of a symbolic representation of the lesson, and the expected durations are empirically determined from prior oral expressions of the lesson. Optionally, wherein the acoustic representation and the prior oral expressions are produced by a same person. Optionally, wherein the acoustic representation and the prior oral expressions are produced by one or more persons of like demography. Optionally, wherein the processor determines, as said mapping, a correspondence of said plural parts of the acoustic representation with identifiers of said respective pitch patterns. 
     Pitch Pattern Mapping of Acoustic or Model Thereof 
     An embodiment of the present invention comprises: settings where pitch is relative and/or tempo is determined by the performer. 
     An embodiment of the present invention comprises: A system for teaching oral expression of a lesson, comprising a first store comprising a first acoustic representation of a lesson, and comprising a mapping of plural parts of that acoustic representation to respective pitch patterns in the lesson, a second store comprising a second acoustic representation of the lesson, and comprising a mapping of plural parts of that acoustic representation to respective pitch patterns in the lesson, a processor that is coupled to the first store and the second store and that, based on said mappings, determines a degree of match between pitch patterns in the first acoustic representation and the second acoustic representation. Optionally, wherein the processor determines a degree of match between pitch patterns in the first acoustic representation and the second acoustic representation based, in part, on (a) a mapping one or more parts of the first acoustic representation to any of phonemes and words, and/or (b) a mapping one or more parts of the second acoustic representation to any of phonemes and words. Optionally, wherein said processor outputs indicia of said determined degree of match. Optionally, wherein the processor outputs as said indicia an indication of whether the pitch patterns in the first acoustic representation and the second acoustic representation match. Optionally, wherein the processor outputs as said indicia indications of (i) one or more pitch patterns in the first acoustic representation and the second acoustic representation which match, and/or (ii) one or more pitch patterns in the first acoustic representation and the second acoustic representation which do not match. 
     An embodiment of the present invention comprises: A system for teaching oral expression of target pitch patterns, comprising a first store comprising a first acoustic representation, which first acoustic representation is of one or more target pitch patterns, and where the first store comprises a mapping of parts of the first acoustic representation to the respective target pitch patterns to which they pertain, a second store comprising a second acoustic representation, which second acoustic representation is of a lesson, and where the second store comprises a mapping of parts of that acoustic representation to respective candidate pitch patterns in the lesson, a processor that is coupled to the first store and the second store and that, based on said mappings, determines a degree of match between target pitch patterns in the first acoustic representation and candidate pitch patterns in the second acoustic representation. Optionally, wherein the processor determines a degree of match between the target pitch patterns and the candidate pitch patterns based, in part, on (a) a mapping one or more parts of the first acoustic representation to any of phonemes and words, and/or (b) a mapping one or more parts of the second acoustic representation to any of phonemes and words. Optionally, wherein said processor determines a match between an identity of a said target pitch pattern in the first acoustic representation and an identity of a said candidate pitch pattern in the second acoustic representation. Optionally, wherein said processor determines a degree of match between the pitch patterns that are respectively associated with (i) a said target pitch pattern in the first acoustic representation and (ii) a putative matching candidate pitch pattern in the second acoustic representation. Optionally, wherein said processor outputs indicia of said determined degree of match. Optionally, wherein the processor outputs as said indicia an indication of whether target pitch patterns in the first acoustic representation and candidate pitch patterns in second acoustic representation match. Optionally, wherein the processor outputs as said indicia indications of (i) one or more target pitch patterns in the first acoustic representation which match candidate pitch patterns in the second acoustic representation, and/or (ii) one or more target pitch patterns in the first acoustic representation which do not match candidate pitch patterns in the second acoustic representation. Optionally, wherein said processor processes said second acoustic representation using one or more of said parametric models. 
     An embodiment of the present invention comprises: A system for teaching oral expression of target pitch patterns, comprising a first store comprising one or more acoustic representations of each of one or more target pitch patterns, and comprising indicia of the target pitch pattern to which each such acoustic representation pertains, a second store comprising a second acoustic representation, which second acoustic representation is of a lesson, a processor that is coupled to the first store and the second store and that identifies occurrences of said target pitch patterns in said second acoustic representation by comparing that acoustic representation or parts thereof with one or more said acoustic representations in the first store. Optionally, wherein the processor identifies occurrences of said target pitch patterns in said second acoustic representation based, in part, on (a) a mapping one or more parts of the acoustic representations of the target pitch patterns to any of phonemes and words, and/or (b) a mapping one or more parts of the second acoustic representation to any of phonemes and words. Optionally, wherein the processor identifies occurrences of said pitch patterns in said second acoustic representation based, at least in part, on comparing quantized pitch pattern variations in the acoustic representations of the target pitch patterns to quantized pitch pattern variations in the second acoustic representation. Optionally, wherein the processor generates for each of the one or more said target pitch patterns one or more parametric models, where each of those models is generated from one or more acoustic representations of a said corresponding target pitch pattern. Optionally, wherein the processor generates for each of the one or more said target pitch patterns one or more finite state automata based models, where each of those models is generated from one or more acoustic representations of a said corresponding target pitch pattern. Optionally, wherein said processor processes said second acoustic representation using one or more of said finite state automata based models. 
     An embodiment of the present invention comprises: A system for teaching oral expression of target pitch patterns, comprising a first store comprising one or more parametric models of each of one or more target pitch patterns, a second store comprising a second acoustic representation, which second acoustic representation is of a lesson, a processor that is coupled to the first store and the second store and that identifies occurrences of one or more of said target pitch patterns in said second acoustic representation by processing that acoustic representation or parts thereof based on the one or more of said parametric models. Optionally, wherein the processor identifies occurrences of said target pitch patterns in said second acoustic representation based, in part, on (a) one or more parametric models of any of phonemes and words that make up the one or more target pitch patterns, and/or (b) processing the second acoustic representation or parts thereof based on one or more such parametric models of any of phonemes and words. Optionally, wherein said processor processes said acoustic representation using any of support vector machine and reinforcement learning. 
     An embodiment of the present invention comprises: A system for teaching oral expression of target pitch patterns, comprising a first store comprising one or more finite state automata based models of each of one or more target pitch patterns, a second store comprising a second acoustic representation, which second acoustic representation is of a lesson, a processor that is coupled to the first store and the second store and that identifies occurrences of said target pitch patterns in said second acoustic representation by processing that acoustic representation or parts thereof based on the one or more said finite state automata based models. Optionally, wherein the processor identifies occurrences of said target pitch patterns in said second acoustic representation based, in part, on (a) one or more finite state automata based models of any of phonemes and words that make up one or more of the target pitch patterns, and/or (b) processing the second acoustic representation or parts thereof based on one or more such finite state automata based models of any of phonemes and words. Optionally, wherein said processor processes said second acoustic representation using one or more said finite state automata based models. 
     An embodiment of the present invention comprises: A system for teaching oral expression of target pitch patterns, comprising a first store comprising one or more models of each of one or more target pitch patterns, a second store comprising a second acoustic representation, which second acoustic representation is of a lesson, a processor that is coupled to the first store and the second store and that identifies occurrences of said target pitch patterns in said second acoustic representation by processing that acoustic representation or parts thereof based on the one or more said models. Optionally, wherein said processor processes said acoustic representation using any of a support vector machine, hidden Markov model, neural network and reinforcement learning. Optionally, wherein the processor identifies occurrences of said target pitch patterns in said second acoustic representation based, in part, on (a) one or more models of any of phonemes and words that make up the one or more target pitch patterns, and/or (b) processing the second acoustic representation or parts thereof based on one or more such models. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       A more complete understanding of the invention may be attained by reference to the drawings in which: 
       FIGS.  1 PPA,  1 - 53  are flowcharts depicting operation of embodiments of the invention. 
     
    
    
     DETAILED DESCRIPTION OF THE ILLUSTRATED EMBODIMENT 
     A Once in a Generation Opportunity 
     A decisive advantage is my access to ancient ideas buried deep in holy Torah. The Sages compare it to reading the crowns on the letters of the Torah to decipher deep hidden meaning. I studied in a foreign language, in Hebrew, with greatest and arguably under-appreciated scholars to ever study Torah. Their greatness was made possible by for example the creation of the state of Israel, the adoption of Hebrew as a spoken language, the growth of anthropology and archeology in Israel, understanding of ancient near eastern languages and geography. Yet, to truly unlock their greatness requires diligent total immersion in their perspective and a soul-level commitment to their ideals and way of life. It requires personal relationships both inside the classroom, in personal one-on-one interactions, and at their homes in the context of their families. These relationships must occur over many years and with a variety of exceptionally great teachers. 
     Prior Art bar mitzvah software failed for among other reasons because existing bar mitzvah software does not allow for teachers to record their own voices. They have no method to synchronize such a teacher&#39;s voice with Bible words. They have no way of highlighting a plurality of Hebrew Bible words synchronized with a human voice. They followed the prevalent mindset of providing a stand-alone approach rather than the approach herein that requires more initial investment of time and energy. They failed to realize that education occurs in the interpersonal relationship when it develops between a teacher and their student. 
     Advantages 
     A plurality of embodiments of the present invention can be implemented as a set of cantillation durations for a plurality of audio recordings of a plurality of Bible words, said set of cantillation durations produced by the process of: forced alignment of said plurality of Bible words with said plurality of audio recordings. No one else has applied this state of the art technique to Torah cantillation. It can provide surprising benefits by enabling automatic alignment of highlighting to chanting—enabling students to click on a single word to learn it, or to learn certain Torah tropes picked out according to a lesson plan designed either automatically or by a student or a teacher. For example, a lesson plan could be to find instances of mercha tipkcha mercha sofpasuk in a given weekly Torah reading, maftir, or Haftorah reading. To do so requires the ability to align words with timings of audio. 
     Synchronizing an Arbitrary Teacher&#39;s Voice 
     These relate to synchronizing an arbitrary teacher&#39;s voice with Torah cantillation:
         Ability to synchronize an arbitrary teacher&#39;s voice with Bible text, in contrast to existing prior art of desktop cantillation software, a plurality of embodiments of the present invention can be implemented as client side interactivity operative to provide manual adjustment under user control of a duration of a cantillation symbol, and playback, using a mode selected from the group of automatic, and user-controlled, whereby a perceptive user can hear how much said duration should be adjusted, in a way selected from the group of increased, and decreased. This feature places the control of the synchronization directly in the hands of the teachers, ensuring that synchronization can be as they decide.   In contrast to existing prior art of desktop cantillation software, a plurality of embodiments of the present invention can be implemented as a client side interactivity having cantillation durations calculated whereby duration of a cantillation symbol, having a plurality of words, is estimated proportional to number of letters in orthographic transcription of said words divided by number of letters in said verse, constrained by overall duration of said verse. Alternatively, a plurality of embodiments of the present invention can possess a verse-synchronization device having a plurality of words, having an interword boundary, said interword boundary having a plurality of prosodic features chosen from the group of pause length, duration of words and phones, pitch contours, and energy contours, operative to determine using said prosodic features whether said interword boundary is a verse unit boundary. By providing accurate cantillation durations, this enables a plurality of embodiments of the present invention to provide for synchronization between arbitrary teacher audio and Bible text—thus increasing engagement by students and personalizing the student teacher bond. The inability of the prior art to synchronize text with arbitrary teacher voices is a significant challenge for it to achieve market penetration.   Ability to synchronize an arbitrary teacher and/or student voice with Bible text based on cantillation pitch patterns otherwise known as pitch contours, in contrast to existing prior art of desktop cantillation software, a plurality of embodiments of the present invention can be implemented as a word-synchronization device operative to synchronize an audio recording of torah cantillation corresponding to a plurality of words from a Hebrew Bible by converting said audio recording into a musical notation sequence, such as but not limited to chosen from the group of Western musical notation and ekphonetic notation, to yield a time-based correspondence from said audio recording to said words. Alternatively, wherein said second component of a propagated signal represents student intonation, student cantillation, pitch contours of student chanting. Alternatively, forced alignment can be based upon a plurality of prosodic features of said audio recordings chosen from the group of pause length, duration of words and phones, pitch contours, stress, patterns of stressed and unstressed syllables, intonation, and energy contours. By providing accurate cantillation durations, this enables a plurality of embodiments of the present invention to provide for synchronization between arbitrary teacher audio and Bible text—thus increasing engagement by students and personalizing the student teacher bond. The inability of the prior art to synchronize text with arbitrary teacher or student voices is a significant challenge for it to achieve market acceptance.   Ability to synchronize an arbitrary teacher&#39;s voice with Bible text using acoustic attributes, in contrast to existing prior art of desktop cantillation software, a plurality of embodiments of the present invention can be implemented as a word-synchronization device, or forced alignment, operative to synchronize an audio recording of torah cantillation corresponding to a plurality of words from a Hebrew Bible by converting said audio recording time-based sequence, using acoustic attributes from the group of volume, pitch, tone, stress, intonation, voiced, voiceless, consonants, vowels, plosive, nasal, trill, flap, fricative, lateral fricative, approximant, lateral approximant, bilabial, labiodental, dental, alveolar, post-alveolar, retroflex, palatal, velar, uvular, pharyngeal, glottal, to yield a time-based correspondence from said audio recording to said words. Alternatively, a plurality of embodiments of the present invention can be implemented having a second component of a propagated signal representing student pronunciation. Alternatively, a plurality of embodiments of the present invention can be implemented by measuring—such measuring comprises automatic speech recognition of student chanting. By providing accurate cantillation durations, this enables a plurality of embodiments of the present invention to provide for synchronization between arbitrary teacher audio and Bible text—thus increasing engagement by students and personalizing the student teacher bond. The inability of the prior art to synchronize text based on pronunciation with arbitrary teacher and student voice causes prior art software to be missing a core feature desired by students and parents.       

     System Architecture 
     Described below and shown in the figures are systems and methods according to the invention for remote and/or computer-assisted teaching of jewish ritual song including, but not limited to Torah chanting, e.g., as exemplified by the teaching B&#39;nai Mitzvah. Those skilled in the art will appreciate that such systems and methods can be applied, as well, to teach of other aspects of oral expression, including, but not limited to, the teaching of rhetoric, voice training (e.g., for acting), foreign languages, singing, religious chanting, including gregorian chanting. 
     FIG.  1 PPA is a block diagram depicting the interaction between student and teacher according to principles of a plurality of embodiments of the present invention. A student uses a student computer  120  to register with a plurality of embodiments of the present invention. In a plurality of embodiments of the present invention, the student uses the student&#39;s computer  120  provides payment for use of a plurality of embodiments of the present invention, at the time of registration. In another embodiment, the student is not the payor, in which case, a payor, for example, but not limited to, a parent or non-profit organization, provides payment before the student can use the services provided by a plurality of embodiments of the present invention. 
     Additionally, a teacher uses a teacher computer  121  to register with a plurality of embodiments of the present invention. In a plurality of embodiments of the present invention, the teacher selects the student. In another embodiment, the student selects the teacher. The teacher uses the teacher&#39;s computer  121  to access a plurality of embodiments of the present invention. After registering with a plurality of embodiments of the present invention, the teacher signs into a plurality of embodiments of the present invention through the teacher&#39;s computer  121  to access, add, delete, and modify content on the server computer  140 . The server computer  140  runs an application that provides a user interface to the teacher&#39;s computer  121 , wherein the teacher can select portions of Jewish liturgical text of which to record corresponding audio. The application also allows the teacher to use the teacher&#39;s computer  121  to assign portions of Jewish liturgical text, with synchronized audio, to the student, which assignments the student receives through the student computer  120 . 
     In a plurality of embodiments of the present invention, there is a process for both vetting the teacher and matching the student with the teacher. The matching process will match the student with the teacher based on, inter alia, proximity, zip code, synagogue affiliation (in terms of both its proximity and religious denomination elements), denomination, previous relationships with the teacher  140  in geographic areas. 
     The student uses the student&#39;s computer  120  to access a plurality of embodiments of the present invention. After registering with a plurality of embodiments of the present invention, the student signs into a plurality of embodiments of the present invention to access, delete, add, and modify content on the server  140 . The server  140  runs cantillation software  160  that provides a user interface to the student&#39;s computer  120 , which interface the student sees in a Browser  110 . The student can use the student&#39;s computer  120  to access assignments provided by the teacher and stored in a mass storage  162 . The student can use the student&#39;s computer  120  to access content on the server stored in the mass storage  162  that the teacher provided to the server  140  through the teacher&#39;s computer  121 . 
     In a plurality of embodiments of the present invention, the student can learn by three different processes. The student can choose whether he learns the building blocks of what to sing (trope), learn the building blocks of what to sing within a context (trope and verse/portion), or just learn the context itself (verse/portion). The teacher does not need to develop all three curricula. In a plurality of embodiments of the present invention, one curriculum is derivable from the other automatically. To do this, a plurality of embodiments of the present invention will structure the input of the teacher. In a plurality of embodiments of the present invention, the teacher will manually mark the correspondence between words of text and words in the audio he records. The teacher may select shared portions of words, or select just words individually. A plurality of embodiments of the present invention recalculates word durations based on the input of sliders of the user interface. 
     At step  100 , the student uses a microphone to record audio. In a plurality of embodiments of the present invention, the audio the student records may, for example, correspond to audio the student hears through his speakers or headphones  101 , sees on his display  102 , or both. The microphone  100 , the speakers or headphones  101 , and the display  102  are controlled by software running in the Browser  110 . The student computer  120  provides an interface between the student&#39;s Browser  110 , and the Internet  130 . 
     The Internet  130  provides a means for connectivity between the student computer  120 , the teacher computer  121 , and the server computer  140 . The server computer controls the interaction between the student computer  120  and the teacher computer  121 . The server computer  140  runs server software  150 . The server software  150  runs the cantillation software of the present invention  160 , stores and provides access to the content of students and teachers in a mass storage device  162 , and organizes the content in the mass storage device  162  in a database  161 . 
     At step  103 , the teacher uses a microphone to record audio. In a plurality of embodiments of the present invention, the audio the teacher records may, for example, correspond to audio the teacher hears through his speakers or headphones  104 , sees on his display  105 , or both. The microphone  103 , the speakers or headphones  104 , and the display  105  are controlled by software running in the Browser  111 . The teacher computer  121  provides an interface between the teacher&#39;s Browser  111 , and the Internet  130 . 
     Operation of the Illustrated Embodiment 
       FIG. 1  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson, wherein the processor determines that mapping based on one or more expected durations associated with each of those respective pitch patterns, wherein at least one of said pitch patterns can have a plurality of expected durations. Step  5110 , acoustic representation of a lesson. Step  5120 , determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  5130 , determines that mapping based on one or more expected durations associated with each of those respective pitch patterns. Step  5140 , wherein at least one of said pitch patterns can have a plurality of expected durations. 
     Forced Pitch Pattern Alignment can be accomplished for example but not limited to using: a store comprising durations of acoustic representations of plural respective lessons, where each acoustic representation comprises one or more pitch patterns, each pitch pattern belonging to one or more respective categories, each category having one or more respective expected durations, a processor that is coupled to the store and that performs combinatorial optimization based on durations of the acoustic representations, and the expected durations of the one or more respective categories of the pitch patterns, to identify one or more categories of the one or more pitch patterns that make up at least one of the acoustic representations. 
     An example of an embodiment of Forced Pitch Pattern Alignment uses a set of durations of acoustic representations, to visualize but not limit, consider durations of verse-long acoustic representations of Biblical chant, for a number of verses. Each verse is composed of cantillation corresponds to one or more pitch patterns in the acoustic. The cantillation can belong to categories, for example, the cantillation would be 4-syllable revi&#39;i and the broader category would be revi&#39;i (without specifying number of syllables in the cantillated word). The category, in this case revi&#39;i, can have one or more expected durations such as x milliseconds. Using the knowledge of the total length of each verse, and the length of each possible cantillation, we solve a combinatorial optimization that selects one or more pitch patterns whose combined expected durations best fits in length the duration of the verse. At this level, each pitch pattern must be distinguished. An alternative embodiment views the category as the broader degree of emphasis and syntactic meaning, as explained in for example, Jacobson,  Chanting the Hebrew Bible.    
     By solving the combinatorial optimization that selects one or more pitch patterns whose combined expected durations best fits in length the duration of the verse, the processor identifies, for at least one said lesson, one or more pitch patterns that occurs therein. At this level at least one pitch pattern can be distinguished and identified. 
     A store comprising durations of acoustic representations of plural respective lessons, where each acoustic representation comprises one or more pitch patterns, each pitch pattern belonging to one or more respective categories, each category having one or more respective expected durations, a processor that is coupled to the store and that performs combinatorial optimization based on (i) durations of the acoustic representations, (ii) the expected durations of the one or more respective categories of the pitch patterns, to identify one or more categories of the one or more pitch patterns that make up at least one of the acoustic representations. 
     Forced alignment can accept a symbolic representation and an acoustic representation, and output indicia which typically indicate timings of boundaries of either phonemes or words. Yet, in context of embodiments of the present invention, Forced Alignment can be defined more broadly. For example, it can align pitch contours, which we call Forced Pitch Pattern Alignment, or, even more broadly, units of oral expression. When aligning units of oral expression exclusive of words and phonemes which we call that process Forced Oral Expression alignment. 
     Here is an first example of a process to do so: processing each of the symbolic representation and the acoustic representation to identify units of oral expression in the acoustic representation as a function of pitch contours represented in the symbolic representation, and outputting indicia of the units of oral expression identified in the acoustic representation. 
     Here is second example of a process to do so: processing each of the symbolic representation and the acoustic representation to identify units of oral expression in the acoustic representation as a function of pitch contours represented in the symbolic representation, determining said identification based on a mapping of one or more parts of the acoustic representation to any of phonemes and words, outputting indicia of the units of oral expression identified in the acoustic representation. 
     Here is third example of a process to do so: a processor that (i) accepts the symbolic representation and the acoustic representation, and (ii) processes each of them to identify respectively therein units of oral expression, wherein the processor identifies units of oral expression in the symbolic representation as a function of representation of pitch contours therein, and wherein the processor determines units of oral expression in the acoustic representation as a function of pitch contours therein, and the processor outputting indicia of the oral expression identified in the acoustic representation. 
       FIG. 2  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  5210 , generates indicia of a said mapping of one or more parts of the acoustic representation to respective pitch patterns in the lesson. 
       FIG. 3  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  5310 , wherein said indicia include one or more timings of one or more parts of the acoustic representation that map to pitch patterns in the lesson. 
       FIG. 4  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  5410 , determine said mapping by identifying a combination of pitch patterns whose combined expected durations substantially matches a duration of said acoustic representation. 
       FIG. 5  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  5510 , determines said mapping as a function of plural expected durations associated with each of the pitch patterns expected to make up the acoustic representation 
       FIG. 6  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  5610 , determines said mapping as a function of plural expected durations associated with each of the pitch patterns expected to make up the acoustic representation. 
       FIG. 7  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  5710 , determines said mapping of parts of the acoustic representation to said respective pitch patterns based on relative expected durations of those respective pitch patterns. 
       FIG. 8  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  5810 , determines said mapping of parts of the acoustic representation to said respective pitch patterns based on relative expected durations of similar respective pitch patterns. 
       FIG. 9  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  5910 , processor determines said mapping of parts of the acoustic representation to said respective pitch patterns based on relative expected durations of differing respective pitch patterns. Alternatively, step  5910 , determines said mapping as a function of a symbolic representation of the lesson. 
       FIG. 10  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  6010 , determines said mapping as a function of pitch patterns represented in and/or associated with that symbolic representation. 
       FIG. 11  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  6110 , the acoustic representation comprises oral expression of a symbolic representation of the lesson. Step  6120 , determines, as said mapping, a correspondence of said plural parts of the acoustic representation with respective portions of the symbolic representation. 
       FIG. 12  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  6210 , said mapping based on a mapping of one or more parts of the acoustic representation to any of phonemes and words. 
       FIG. 13  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  6310 , determines said mapping based on a mapping of one or more parts of the acoustic representation to any of phonemes and words. Alternatively, step  6310 , determines said mapping based on pitches associated with said word and/or phonemes. 
       FIG. 14  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  6410 , determines said mapping as a function of a prior said mapping. Step  6420 , determines said mapping as a function of a prior said mapping with respect to a same lesson. 
       FIG. 15  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  6510 , determines said mapping as a function of a prior said mapping with respect to a different lesson. 
       FIG. 16  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  6610 , determines said mapping as a function of a prior said mapping determined with respect to oral expression by a same person. 
       FIG. 17  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  6710 , said mapping as a function of a said mapping determined with respect to oral expression by one or more persons of like demography. 
       FIG. 18  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  6810 , acoustic representation comprises an oral expression of a symbolic representation of the lesson. Step  6820 , the expected durations are empirically determined from prior oral expressions of the lesson. 
       FIG. 19  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  6910 , the acoustic representation and the prior oral expressions are produced by a same person. 
       FIG. 20  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  7010 , the acoustic representation and the prior oral expressions are produced by one or more persons of like demography. 
       FIG. 21  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  7110 , determines, as said mapping, a correspondence of said plural parts of the acoustic representation with identifiers of said respective pitch patterns. 
       FIG. 22  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  7210 , durations of acoustic representations of plural respective lessons. Step  7220 , where each acoustic representation comprises one or more pitch patterns. Step  7230 , each pitch pattern belonging to one or more respective categories. Step  7240 , each category having one or more respective expected durations. Step  7250 , performs combinatorial optimization to identify one or more categories of the one or more pitch patterns that make up at least one of the acoustic representations. Step  7260 , combinatorial optimization based on durations of the acoustic representations. Step  7270 , based on the expected durations of the one or more respective categories of the pitch patterns. 
       FIG. 23  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  7310 , processor identifies, for at least one said lesson, one or more pitch patterns that occurs therein. 
       FIG. 24  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  7410 , combinatorial optimization that includes selecting one or more pitch patterns whose combined expected durations best fits in length the duration of the lesson. 
       FIG. 25  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  7510 , selects, as said set, one or more pitch patterns that comprise a subset of a set of plural possible pitch patterns. 
       FIG. 26  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  7610 , combinatorial optimization subject to the constraint that each of the pitch patterns occurs a whole number of times, if any, in the lesson. 
       FIG. 27  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  7710 , at least one pitch pattern has plural expected durations. Step  7720 , combinatorial optimization by treating each pitch pattern that has plural expected durations as plural distinct pitch patterns, each having a single expected duration. 
       FIG. 28  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  7810 , determination from plural candidate sets, each comprising one or more pitch patterns. Step  7820 , selecting, from among said plural candidate sets, a said set having one or more pitch patterns whose combined expected durations best fit in length the duration of the lesson. 
       FIG. 29  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  7910 , processor performs said combinatorial optimization probabilistically. 
       FIG. 30  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  8010 , processor performs said combinatorial optimization non-deterministically. 
       FIG. 31  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  8110 , performs combinatorial optimization to generate respective expected durations of one or more pitch patterns that occur in at least one of the acoustic representations. 
       FIG. 32  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  8210 , determines, for at least one said acoustic representation, identities of the one or more pitch patterns of which that acoustic representation is comprised. 
       FIG. 33  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  8310 , identities based on combinatorial optimization that includes selecting one or more pitch patterns whose combined expected durations best fits in length the duration of the acoustic representation. 
       FIG. 34  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  8410 , based on combinatorial optimization subject to the constraint that each of the pitch patterns occurs a whole number of times, if any, in the lesson. 
       FIG. 35  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  8510 , combinatorial optimization that treats each pitch pattern having plural expected durations as plural distinct pitch patterns, each having a single expected duration. 
       FIG. 36  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  8610 , determines an expected duration of at least one pitch pattern iteratively. 
       FIG. 37  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  8710 , at least one of the lessons has a corresponding symbolic representation. Step  8720 , estimates respective expected durations of one or more pitch patterns. Step  8730 , based, at least in part, on at least one of a number of characters, a number of syllables, types of syllables, and stress patterns in said symbolic representation. 
       FIG. 38  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  8810 , at least one pitch pattern occurs in at least two of the acoustic representations. Step  8820 , at least said two acoustic representations are of lessons which have corresponding symbolic representations. Step  8830 , identifies, from said symbolic representations, one or more pitch patterns that occur in at least said two of the acoustic representations. 
       FIG. 39  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  8910 , the processor performs said combinatorial optimization any of probabilistically or non-deterministically. 
       FIG. 40  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  9010 , combinatorial optimization to generate said respective expected durations so as to minimize, over a plurality of said lessons. Step  9020 , a difference between a duration of the acoustic representation of each of the plurality of respective lessons and a sum total of the respective expected durations of the one or more pitch patterns that occur in that acoustic representation. 
       FIG. 41  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  9110 , the one or more pitch patterns that make the acoustic representation of each of the plurality of respective lessons, and the respective expected durations of those one or more pitch patterns. 
       FIG. 42  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  9210 , processor performs said combinatorial optimization to compensate for systemic variation. Step  9220 , between actual durations of one or more pitch patterns that make up the plural respective lessons, and initially expected durations of those pitch patterns. 
       FIG. 43  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  9310 , the actual durations of one or more pitch patterns that make each lesson varies any of (i) as between plural ones of those lessons, and (ii) within a given one of those lessons. Step  9320 , performs said combinatorial optimization to compensate for such variation. 
       FIG. 44  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  9410 , combinatorial optimization in view of permissibility of pitch pattern combinations and/or orderings under a common grammar associated with the plurality of lessons. 
       FIG. 45  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  9510 , combinatorial optimization in view of disjunctions of expression, if any. Step  9520 , pitch patterns that (i) make up the respective acoustic representations and (ii) are defined in the common grammar. Step  9530 , wherein a said disjunction of expression is any of a separation or a pause between a respective pitch pattern and a subsequent pitch pattern in an acoustic representation of a lesson. 
       FIG. 46  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  9610 , identifies in the acoustic representations of one or more of the plural respective lessons any of pauses and separation. 
       FIG. 47  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  9710 , identifies in the acoustic representations of one or more of the plural respective lessons a change in cadence including any of a slowing of tempo, an insertion of pause, and an alteration of pitch level. 
       FIG. 48  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  9810 , processor identifies in the acoustic representations of one or more of the plural respective lessons one or more of a change in syllabic stress and a change in vowel expression. 
       FIG. 49  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  9910 , generates an ordered set of pitch patterns that occur in at least one of the acoustic representations based on a common grammar associated with the plurality of lessons. 
       FIG. 50  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  10010 , generates said ordered set in view of disjunctions of expression, if any, associated with of categories of pitch patterns that (i) make up the respective acoustic representations and/or (ii) defined in the common grammar. 
       FIG. 51  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  10110 , wherein said categories comprise disjunctive pitch patterns and conjunctive pitch patterns. 
       FIG. 52  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  10210 , categories of disjunctive pitch patterns comprise groupings of disjunctive pitch patterns associated with pauses and/or separations of different respective lengths. 
       FIG. 53  is a flowchart depicting an embodiment that determines a mapping of plural parts of the acoustic representation to respective pitch patterns in the lesson. Step  10310 , determining said identification based on a mapping of acoustic representation to any of phonemes and words. 
     For more explanation on embodiments focusing on oral expression that comprise phrase, clause, intonational phrase, thought group, one embodiment views these as examples of pitch patterns, see Chanting the Hebrew Bible by Jacobson ( 2002 ), for example but not limited to page  36  therein, and Michael Perlman, Dappim lelimud ta&#39;amey ha-mikra cited thereon. 
     For more explanation on embodiments focusing on oral expression that comprise phrase, clause, intonational phrase, thought group, in the context of either teaching literacy (i.e. teaching language to a native speaker of that language) or foreign language education (i.e. teaching language to a speaker of another language), herein provides examples of meanings of terms for use in this application: Word Stress, Thought Groups, Intonation (Pitch Pattern), Rhythm, Reduction, and Connected Speech. 
     People learn pronunciation best in whole fixed phrases, like the lyrics of a song. Learning the whole phrase rather than the individual words imprints the rhythm, melody, and linking of a phrase. There are several important features of spoken English which are not apparent in the written language. Understanding these features can be a great help to English learners. These features make up the unique “music of English.” The suprasegmentals listed above, (as opposed to segmentals, or individual sounds), work together to “package” American English in a way that can be easily processed and understood by fluent speakers. Speaking English without them—pronouncing each word distinctly and separately, as written—can actually make an English learner less fluent and less easily understood. (This is an example why a text-to-speech converter on a phonemic level can be inferior to embodiments of the present invention that use a recorded human voice, with a form of forced alignment on words or pitch patterns.) 
     Word Stress. Because identifying word stress is so important for communication in English, fluent speakers use a combination of signals to show which syllable in a word is stressed. The most important signals are the length and clarity of the vowel in the stressed syllable. Equally as important for contrast is unstressing the syllables that are not stressed by reducing the length and clarity of the vowel. 
     Thought Groups. Perhaps the most important way English speakers help their listeners understand them is by breaking the continuous string of words into groups of words that belong together. These smaller groups are easier to say, and can be processed more easily by the listener. A thought group can be a short sentence or part of a longer sentence, and each thought group contains a “focus word” (most important word) that is marked by a change in pitch. Understanding thought groups can also help improve reading comprehension. 
     Intonation. English depends mainly on intonation, or pitch pattern (“melody”), to help the listener notice the most important (focus) word in a thought group. By making a major pitch change (higher or lower) on the stressed syllable of the focus word, the speaker gives emphasis to that word and thereby highlights it for the listener. This emphasis can indicate meaning, new information, contrast, or emotion. We also use intonation to help the listener know what is ahead. The pitch stays up between thought groups (to show that more is coming), and usually goes down to show the end of a sentence (except Yes/No questions). 
     Rhythm. We learn the rhythm of our native language in the first months of life, and tend to mistakenly apply that rhythm to any new language we learn. It is important to learn the unique rhythm of each language. English is one of the “stress-timed” languages, and the basic unit of English rhythm is the syllable. The rhythm of English is largely determined by the “beats” falling on the stressed syllables of certain words in phrases and sentences. Stressed and unstressed syllables occur in relatively regular alternating patterns in both phrases and multi-syllable words. In phrases, “content words” (words that have meaning) rather than “function words” (words with grammatical function only) usually receive the stress. 
     Reduction. Reduction helps highlight important syllables in yet another way—by de-emphasizing unstressed syllables. The vowel in an unstressed syllable is reduced in both length and clarity. The most common reduced vowel sound in English is the “schwa.” Though represented by many different spellings, the schwa is always a short, completely relaxed and open sound (like second syllable in “pizza”). Contractions are another example of reduction. They reduce the number of syllables, and eliminate some vowels completely. (I am/I&#39;m, you are/you&#39;re, etc.) 
     Connected Speech. Connected speech is a general term for the adjustments native speakers make between words, “linking” them so they become easier to pronounce. Words that English learners might easily understand in isolation can sometimes be unrecognizable in connected speech. Likewise, English learners trying to pronounce each word separately and distinctly, as it is written, sometimes make it harder for native listeners to understand them. 
     While the above descriptions for  FIG. 9  are written to speak specifically about English learning, the reader will readily evaluate the applicability in many Romance languages such as French, Spanish, and German. Moreover, these insights are applicable more broadly to non-romance languages. The reader will evaluate the applicability to Slavic languages such as Russian, Serbian or Ukrainian. The reader will evaluate the applicability to Asian languages such as Japanese. The reader will evaluate the applicability to semitic languages such as Arabic and Hebrew. For a detailed illustration of some of these concepts applied to Biblical Hebrew and Torah chanting, please see references to Chanting the Hebrew Bible by Jacobson herein. 
     CONCLUSION 
     Described above are systems and methods achieving the objects set forth above, among others. It will be appreciated that the embodiments shown in the drawings and described herein are merely examples of the invention, and that other embodiments incorporating changes thereto fall within the scope of the invention. Thus, for example, while aspects of the illustrated embodiment of are directed to the teaching of jewish ritual song, other embodiments of the invention in accord herewith include the teaching of rhetoric, voice training (e.g., for acting), foreign languages, singing, religious chanting, including gregorian chanting, among others.