Abstract:
Electronic circuit controlled inter-active multi sensory prompting and monitoring musical keyboard instrument for teaching user—as young as two years old—how to play keyboard instrument without instructor assistance. Instrument comprised of black and white keys arranged in conventional order, made of suitable translucent material that can be illuminated by lights such as LEDs. Indicated child size right-hand and left-hand palms and fingers defined by shapes, each shape made wholly or partly from suitable colored and transparent material in order to function as a colored lens illuminated by light placed underneath each shape. Fitted with integrated vibration mechanism capable of vibrating each individual finger shape or key singly or jointly. Includes flat panel display screen capable of providing related musical instruction. Electronic circuit outputs to user audio instruction coupled with appropriate functions by components to develop the skill of playing instrument, reading and responding to standard musical notation.

Description:
CROSS REFERENCE TO RELATED APPLICATIONS 
     Not Applicable 
     STATEMENT REGARDING FEDERALLY SPONSORED RESEARCH OR DEVELOPMENT 
     Not Applicable 
     REFERENCE TO SEQUENCE LISTING, TABLE, OR COMPUTER PROGRAM LISTING COMPACT DISC APPENDIX 
     Not Applicable 
     BACKGROUND OF THE INVENTION 
     This invention relates generally to a system and method of instruction for teaching with no instructor present, a user as young as two years old, to play a musical instrument with keys such as a piano or keyboard as well as reading and responding correctly to standard music notation for keyboarded instruments. It specifically relates to a system and method of instruction for teaching a beginning student, even a two year old pre-reading student, using audio, visual, and tactile sensory stimuli; beginning with the basics of depressing fingers one at a time, then continuing with instruction for depressing one key at a time using a specified finger, playing sequences on finger shapes or keys, teaching the user to play with both hands separately and together in parallel or contrary motion, and teaching the user to read and respond correctly to standard music notation. As the user progresses in proficiency with these sensory stimuli used singly or in tandem, sensory help is gradually withdrawn, enabling user to play any piano or keyboard instrument as well as read and correctly respond to standard music notation without these additional sensory helps. 
     In recent years there has been an increased awareness of the great benefits of very early applied music instruction, here “applied” meaning actually learning to play an instrument. Few teachers teach the very young, particularly children as young as two years old, how to play the piano. Very young children, that is, children who are in the process of learning language, have at this point in their development great but narrow learning abilities: highly discerning hearing and memory capability coupled with high motivation. Any truly effective teaching done with this age child must parallel language learning and properly make use of these abilities. 
     Young children this age tend to relate more heavily to one of the forms of learning-tactile, visual, and aural—thereby making it necessary to incorporate all three forms with every action of the teaching process that targets young children. In addition, every step in the learning process must be clearly related in the mind of the user to the previous step, for young children cannot compensate for skipped steps. This manner of teaching with a meticulous step-by-step approach can be overwhelming to an instructor accustomed to teaching an older, reading student. Heretofore, parents of the very young child have been faced with the challenge of finding and affording a competent teacher as well as providing extensive coaching for their child to receive the benefits of early piano. This electronic circuit driven apparatus is able to provide necessary teaching repetition, combination of sensory stimuli, meticulous attention to each step of the process and monitoring of progress; thereby enabling apparatus to proceed with step-by-step instruction that is individually appropriate for the user provided at a small fraction of the cost of that for teachers and coaches. 
     It has been stated in some prior art, that young children have a short attention span. Young children may be distracted easily; however, a young child immersed in an activity of great interest to that young child, will focus on that activity for long periods of time, on occasion for hours. This apparatus is purposely designed to have great visual appeal, as well as appropriate and sensory stimulating tactile, visual, and audio prompts incorporated in every action. 
     Prior art assumes prior training or development of fine motor skills and finger dexterity which are associated with older children. With this apparatus, it is not required that the young user have previously trained fine motor skills and finger dexterity to start learning how to play a keyboarded instrument. The beginning skill of this apparatus requires only that the user place his/her hands on top of the obvious illuminated finger and palm shapes representing two child size handprints and depressing or pushing down on the illuminated/vibrating shapes for one of these hands. The next skill level is ability to move each finger independently. With repetition and practice, increased proficiency will follow, which leads to another aspect of teaching very young children. Young children accept and enjoy repetitious learning activities, but pushing them beyond their present learning level limits, hinders or stops progress. This apparatus will allow children to repeat activities as many times as necessary. New activities are introduced carefully in conjunction with already mastered skills in order to keep the child&#39;s interest and motivation. 
     In an effort to stay within the realm of capability of the very young child this apparatus relies heavily on multiple sensory stimuli: verbal instruction coupled with audio sounds, coupled with color matching, coupled with tactile, vibrating stimulus. This apparatus uses these sensory stimuli to teach children which fingers to use, what keys to play and how to read music notation, enabling the very young child to learn to play a keyboarded instrument using all fingers of both hands and being able to read standard music notation. 
     Many devices indicated in prior art have sought to provide instruction for the beginner piano student. None of the prior art, however, is appropriate for the user as young as two years old. None of the prior art offers a comprehensive method of teaching piano and using standard notation with the use of multisensory stimuli. Most address only one part of the complex process needed to teach the user to play the piano/keyboard. Most address a user with prior experience and/or instruction and much older than two years old. One, U.S. Pat. No. 5,841,051 to Segan, provides a device for teaching young beginner students the correlation between the user&#39;s finger and standard piano fingering numbers. It, however, uses the right-hand only and lights which are all the same color to indicate a finger or a key. These lights, however, do not color-code the proper finger to the proper key or keys. It is assumed that a child using this particular device already knows numbers 1 through 5 and the user of this device must be able to respond to audio, verbal finger number prompts in order to use the proper finger on the proper key. This device does show music notation on the cards inserted onto apparatus but does not teach the user how to read said notation. 
     Many devices indicate proper keys to play or which hand to use by utilizing lights. U.S. Pat. No. 5,557,055 by Breitweiser, Jr., use red and green lights to indicate right and left hands. This device also displays on the surface of the keys a finger or other symbolic form of identifying a finger. The user of this device would need prior knowledge of right and left hands and be able to discern from a symbol which finger is to be used. My apparatus does not require that the user know right hand from left-hand or be able to tell from a symbol which finger is indicated. My apparatus begins at the much more elementary level of learning and incorporates the combination of multi sensory stimuli (audio, visual, vibrating tactile). 
     There are many keyboards in the marketplace that utilize illuminated keys. However, all these devices illuminate the keys only to indicate the proper key to be used by the user. None of these devices have an obvious way to indicate which finger should be used for a given key. My apparatus uses illuminated and vibrating keys to give the user multi sensory stimuli. 
     Many keyboards are enabled to show the user how to play a tune by the sequential illumination of keys such as in U.S. Pat. No. 6,037,534 by Yasutoshi, et al., or a display indicating keys to be depressed. None of these keyboards activate any type of tactile stimulus as an added indicator to the user which key to activate such as is in my apparatus. None have the obvious visual or tactile correlation between key and appropriate finger to be used by user as in my apparatus. 
     Many devices use wearable devices such as a glove to guide the user to depress keys with certain fingers. No such wearable device is appropriate for the young learner. 
     Color coding is used to help in the reading of notation. U.S. Pat. No. 6,284,961 by Kimmel, codes keys to color coded musical notes. U.S. Pat. No. 7,148,414 by Kestenbaum et al., also has a system for color coding notation for ease in reading notes using seven colors for the seven tones of a musical scale. Corresponding colors are applied to keys by means of adhesive labels or color directly applied to the keys. The color-coded keys are directly coded to color-coded notes in these patents. The present invention color codes keys to fingering as well as color coding the notation to fingering. Five colors total are used to indicate the five fingers of each hand. In the beginning activities of the present invention it may appear that the color coding is a color coding of the keys. There are five keys illuminated in the same colors as the five finger shapes of the right-hand. There are however six keys illuminated in the same colors as the five finger shape of the left-hand. Two keys are illuminated in the same color as one of the finger shape of the left-hand. Later, when the color-coded keys of the present invention all become illuminated in the same color rather than the different colors, the multicolored finger shapes of the hands embodied in the apparatus continue to be used to prompt the user to use his/her finger that corresponds to an illuminated finger shape. This apparatus is multisensory, using verbal prompts and properly pitched sound coupled with both visual and additional tactile stimuli to demonstrate the proper finger for a particular key. 
     Rhythm is an integral part of learning to play the piano/keyboard. There are many games and programs that teach children rhythm. U.S. Pat. No. 7,174,510 by Salter, indicates rhythm to children by having them match rhythms incorporated into their audiovisual interactive games. The present invention continually exposes children to steady rhythm throughout every activity not only by examples they hear, but also by the meticulously steady pace of verbal prompts. In addition, however, the present invention provides audio, visual and tactile sensory stimuli to further indicate rhythm: indicating rhythm with properly pitched sound activated in rhythm, verbal instruction spoken in rhythm, with visual rhythmic on and off sequence of lights on the finger shape or keys, and with the “feel” of the rhythm utilizing on and off vibration stimulus. The users of the present invention simultaneously experience hearing, seeing and feeling proper rhythm. 
     All of the above referenced patents address some of the myriad aspects of teaching a person to play the piano/keyboard properly as well as reading notation. Most are intended to be used with more advanced students or students with teacher assistance. None are able to present their instruction in a manner in which a very young child (that is a child as young as two years old) would be able to learn to play a keyboard instrument independently with only the use of an apparatus, as well as learning to read and respond correctly to standard notation, again with the use only of an apparatus. None are comprehensive, that is, teaching the user from the basics of moving each finger independently to reading and responding correctly to notation. None of the above referenced patents use multiple sensory stimuli, including tactile stimulus, to aid in the instruction process. The present invention incorporates the three basic types of learning—aural, visual, and tactile—in every action of every activity until the user is able to respond first without one, and finally without all of them, thereby being able to play on any piano or keyboard instrument without a helpful sensory aid and to read and respond correctly to standard music notation. 
     BRIEF SUMMARY OF THE INVENTION 
     The inadequacies of prior art are addressed by this apparatus. This is a comprehensive, complex teaching apparatus driven by an electronic circuit operated program. It requires no instructional supervision, it requires no prior knowledge of playing a keyboard musical instrument; it requires no ability to read notation; it begins at the most elementary level, enabling a beginner with no prior experience to learn to play a piano/keyboard; it utilizes multi-sensory stimuli not found in any prior art; and allows the user to move from the very elementary level of learning, moving one finger at a time, to the ability to use all fingers and to accurately read and respond to standard music notation, thereby establishing the basis of lifelong musical skills. 
     The preferred embodiment features a durable, suitable housing with an incorporated keyboard and incorporated child sized right-hand and left-hand with defined shapes for each individual finger and palm. The finger and palm shaped components to be made wholly or in part of colored plastic or other suitable material that can function as a transparent colored lens. The keyboard apparatus has a nominal number of 16 white keys with corresponding black keys, each key of which to be made wholly or in part of a suitable material that can function as a lens allowing light to pass through in order to illuminate key. Also incorporated into this apparatus, a mechanism capable of effecting a vibration effect any one or more of these shapes and keys singly or in plurality. An attachable or integrated flat display screen such as an LCD flat-panel monitor associated with apparatus provides static or dynamic audiovisual display capabilities. This apparatus is electronic circuit driven with suitable input/output capabilities to generate speech, to sense the activation of an input from the user, to determine correct or incorrect activation input by user, to generate sensory output to indicate correct or incorrect actions by user, and to monitor input of user to determine stimulus output for next appropriate action to the user based on consistent accuracy or inaccuracy of user and response time of user. 
     Each of the defined shapes of the hands has a light, such as LED, positioned underneath, able to illuminate shapes singly or jointly when activated. Right hand fingers and left-hand fingers are color-coded to each other. The vibration mechanism is able to activate a vibration effect associated with each finger shape or shapes singly or jointly. A set of colored lights or colored lenses are positioned underneath a minimum of eleven white keys to enable the keys to be illuminated in the same five colors as the finger shapes, one particular color per key. An additional set of lights which are all uniform color, one light under each key, enable keys of apparatus to be illuminated singly or jointly. An electronic circuit controls the operation of the electronic learning device utilizing verbal prompts to the user, different colors in the hands and/or keys, the vibrating mechanism, sound accurately pitched to 440A, and displays on the screen, in order to instruct the user how to play a musical keyboard instrument and read standard music notation. 
     This electronic apparatus has several functions, each with multiple skill levels. In the beginning, activities pass back and forth from the finger/hand shapes on this apparatus to the keys of this apparatus. The user learns to use the individual fingers of each hand one by one, then progresses to the ability to use a finger of one hand simultaneously with a finger of the other hand in parallel or contrary motion. Actions are presented with meticulously steady rhythm to instill steady rhythm to user. Additional rhythm activities incorporate sensory sound, visual and tactile stimuli. Each activity must reach a predetermined mastery skill level before apparatus continues to next level of instruction. User&#39;s correct responses to any action are rewarded with happy sounds of approval. User is given positive encouragement to repeat and correct incorrect actions. 
     Instruction begins with audio, visual, and tactile sensory prompts. As user progresses, the helpful sensory prompts are gradually decreased until user is able to respond accurately without any additional sensory helps. Instruction begins by prompting the user to place his/her hand onto the palm and finger shapes, matching each finger to the corresponding finger shape. User is then instructed to depress a particular illuminated, vibrating finger shape with user&#39;s corresponding finger. When user responds correctly to this action, user is prompted to move his/her hand to the keyboard and depress an illuminated/vibrating key with user&#39;s finger that corresponds to illumination of the corresponding finger shape as well as the illumination on the key. Instruction progresses from user&#39;s ability to respond correctly to the instruction for one finger on the finger shape and key utilizing each finger of both hands, to sequences of fingers on the finger shapes and keys. Every action includes two or more of the sensory instruction or sensory stimuli: verbal instruction, properly pitched sound, visual color and tactile vibration. When the user progresses to play sequences or songs utilizing the second set of lights which are all the same color to illuminate the keys, the apparatus continues in its instruction by teaching the user how to read music notation. This instruction, as with all the other functions of this apparatus, utilizes sensory stimuli: verbal instruction, properly pitched sound, visual color and tactile vibration, thereby eliminating the need for the user to be able to comprehend written letters or words in able to learn to read music notation. As the user gains proficiency, the sensory helps are gradually withdrawn, making it possible for the user to play on any piano/keyboard without the multi-sensory instructional aides. The user is always recognized for correct responses and gently encouraged to repeat an activity in order to correct errors. 
     Every activity is named as a game, i.e. “Flashing Fingers”, “I Play You Play”. This apparatus has a function which allows the user to choose an activity. Since the electronic circuit operating this apparatus is able to monitor progress, the chosen activity will always be at the level of the user and incorporate the suitable sensory helps. 
     As each new function is added, actions are built on skills learned in beginning activities. This allows user to proceed with new, more difficult functions combined with already familiar actions, functions and activities and to proceed with instruction limited to one new step at a time. 
     This apparatus and method makes it possible for the user to learn to play the piano/keyboard in a confident, non-intimidating way, independently without the need for instructional supervision. This apparatus may be used by a very young user, one as young as two years old. The instruction however, is also suitable and appropriate for an older user. Methods of instruction appropriate for young learners can be used for older learners, but methods of instruction appropriate for older, reading learners cannot be used for young learners. Instruction in this apparatus is steadily progressive to keep the user&#39;s interest. 
     Additional songs and activities may be downloaded to this apparatus or added with a plug-in module. 
     This apparatus may be operated with standard batteries or a battery or batteries capable of being recharged. 
     The functionality of this apparatus can be independent of the hardware as described in a similar but with reduced functionality in any of the popular gaming systems or computer systems with suitable tactile and sensory capabilities. 
    
    
     
       BRIEF DESCRIPTION OF THE SEVERAL VIEWS OF THE DRAWING 
         FIG. 1 : top view drawing of apparatus
         item  2 : receptacle for display screen   item  3 : control buttons   item  4 : hand shapes   item  5 : microphone   item  6 : speaker   items  7 - 17 : indicia for multicolor lighting       
         FIG. 2 : keyboard assembly
         items  18 - 33 : indicia for same color lighting under white keys   items  34 - 43 : indicia or same color lighting under black keys       
         FIG. 3 : hand shapes
         items  45 - 49 : defined left-hand finger shapes   items  50 - 54 : defined the right-hand finger shapes   item  44 : defined shape for left palm   item  55 : defined shape her right palm       
         FIG. 4 : apparatus shown with display screen attached
         item  56 : display screen       
         FIG. 5 : control buttons with sample indicia
         item  57 : teaching button   item  58 : song button   item  59 : choose activity button   item  60 : repeat button   item  61 : free play button   item  62 : on-off button       
         FIG. 6 : finger and palm shapes with illumination indicia
         items  64  and  69 : color number one   items  65  and  70 : color number two   items  66  and  71 : color number three   items  67  and  72 : color number four   items  68  and  73 : color number five   item  63 : color number six   item  74 : color number seven       
         FIG. 7 : corresponding illumination indicia
         items  75  and  76 : finger shape and key illuminated with color number four       
         FIG. 8 : side view of apparatus
         item  77 : attached screen in closed position   item  78 : receptacle for charging battery   item  79 : receptacle for optional headset   item  80 : USB port       
         FIG. 9 : side view of apparatus
         item  78 : attached display screen in open position       
         FIG. 10 : side view of apparatus
         item  79 : shaped lid in closed position       
         FIG. 11 : side view of apparatus
         item  80 : shaped lid with integrated display screen in open position       
         FIG. 12 : top view of apparatus
         item  81 : display screen   item  82 : shaped lid       
         FIG. 13 : top view of apparatus
         items  83  and  85 : lighting indicia for color number two   items  84  and  86 : lighting indicia for color number three       
         FIG. 14 : top view of apparatus
         items  87 ,  88 ,  89 , and  90 : lighting indicia for color number five       
         FIG. 15 : top view of apparatus
         items  90 ,  92 ,  94  and  96 : lighting indicia for color number three   items  91 ,  95 ,  93  and  97 : lighting indicia for color number five       
         FIG. 16 : hand shapes with illumination indicia
         item  98 : indicated illumination for color number one   item  99 : indicated illumination for color number three       
         FIG. 17 : top view of apparatus  14           items  100 ,  105 ,  103 , and  108 : lighting indicia in color number one   items  101 ,  106 ,  104  and  109 : lighting indicia in color number three   item  102 : indicated illumination for color number five       
         FIG. 18 : defined finger shapes with standard piano fingering numbers indicated 
         FIG. 19 : top view of apparatus
         items  110  and  112 : lighting indicia for color number one   items  111  and  113 : lighting indicia for color number three       
         FIG. 20 : front view of apparatus
         item  114 : display screen in open position       
         FIG. 21 : display screen
         items  116 ,  117 ,  118 ,  119 , and  120 : displayed music staff lines   item  121 : displayed treble clef symbol   item  115 : displayed music note outlined in a contrasting color       
         FIG. 22 : view of apparatus with display screen
         item  122 : music note with indicia indicating contrasting color outline in color number four   item  123 : finger shapes with indicated illumination in color number four   item  124 : key with indicated illumination in color number four       
         FIG. 23 : view of apparatus with display screen
         item  125 : music note with indicated contrasting color outline in color number three   item  127 : finger shape with indicated illumination in color number three   item  128 : key with indicated illumination in color number three       
         FIG. 24 : view of apparatus with display screen
         item  129 : music note   item  130 : fingering number under note in color number two   item  131 : finger shape with indicated illumination in color number two   item  132 : key with indicated illumination which is not color-coded to fingering number or finger shape       
         FIG. 25 : view of apparatus with display screen
         item  133 : music note   item  134 : fingering number   item  135 : finger shape with indicated illumination in color number two   item  136 : key with indicated illumination which is not color-coded to finger shape       
         FIG. 26 : view of apparatus with display screen
         item  137 : music note   item  138 : fingering number   item  139 : finger shape with indicated illumination in color number two       
         FIG. 27 : view of apparatus with display screen
         item  140 : indicia to indicate present activity   item  141 : fingering number with indicated illumination and color number three   item  142 : music note in treble clef with no indicated illumination   item  143 : music note in bass clef with no indicated illumination   item  144 : fingering number with indicated illumination in color number one   item  145 : finger shape with indicated illumination in color number one   item  146 : finger shape with indicated illumination in color number three   item  147 : key with indicated illumination in color number one   item  148 : key with indicated illumination and color number three       
         FIG. 28 : view of apparatus with display screen
         items  149  and  150 : standard fingering numbers with no color coding       
         FIG. 29 : view of apparatus with display screen
         items  151  and  152 : keys of apparatus shown with no illumination       
         FIG. 30 : view of apparatus with display screen
         item  153 : note shown on treble staff   item  154 : fingering with indicated illumination in color number two   item  155 : note shown on-base staff   item  156 : fingering with indicated illumination in color number four   item  157 : indicia indicating present action   item  158 : finger shape with indicated illumination in color number four   items  159  and  161 : keys shown with no indicated illumination   item  160 : finger shape with indicated illumination and color number two       
         FIG. 31 : view of apparatus with display screen
         items  162  and  163 : fingering shown with no indicated color coding       
         FIG. 32 : schematic drawing of electronic circuit and associated assemblies 
         FIG. 33 : schematic drawing of housing with associated components 
         FIG. 34 : schematic drawing of assemblies and sub-assemblies
         item  186 : hand pads assembly   items  188  and  189 : light and vibration sub-assemblies   item  187 : keyboard assembly   items  190  and  191 : light and vibration sub-assemblies       
     
    
    
     DETAILED DESCRIPTION OF THE INVENTION 
     The preferred embodiment of this invention is a comprehensive electronic learning device for the instruction of playing a keyboard musical instrument and reading and responding correctly to musical notation, shaped similarly to grand piano or other suitable shape formed of a durable plastic or other suitable material capable of encompassing a piano type key mechanism with nominal number of white keys and black keys, as illustrated with 16 white keys and 10 black keys in  FIG. 1 , of which 11 designated white keys each include a specifically colored light which can be selectively illuminated,  FIG. 1 , items  7 - 17 . This invention further embodies an additional second set of lights which are of uniform color (hereafter referred to as “white” color) in every key of apparatus that can be selectively illuminated,  FIG. 2 , items  18 - 43 . Keys of said invention to be made entirely or partially of material that allows enough light to pass through in order to illuminate entire or part of each individual key. Keys of apparatus,  FIG. 2 , items  18 - 43 , may also be caused to selectively vibrate singly or jointly. The apparatus also having shapes embodied into housing configured to represent right and left hands,  FIG. 3 , with defined finger and palm shapes,  FIG. 3 , items  44 - 55 . Each defined finger and palm shape to be formed of a suitable material wholly or partly that can function as a transparent colored lens,  FIG. 3 . Each shape can be selectively illuminated,  FIG. 6 , items  63 - 74 , and each shape also serves as an individual touch sensitive mechanism capable of being activated by pressure. Each shape can be selectively activated singly or jointly simultaneously with sound, illumination, vibration, or a combination of these three sensory stimuli. This invention further includes a flat display screen for use in instruction, such as a LCD flat-panel monitor, either as an add-on accessory or incorporated into the housing,  FIG. 4 , item  56 . 
     Speaker,  FIG. 1 , item  6 , and microphone,  FIG. 1 , item  5 , are embodied in housing of apparatus. Control buttons/switches are embodied in the housing,  FIG. 1 , item  3 . Each button controls a function of apparatus and is shaped or indicated by indicia for user to represent its function.  FIG. 5  depicts said control buttons.  FIG. 5 , item  62 , depicts the on/off switch.  FIG. 5 , item  57 , depicts the instructional switch.  FIG. 5 , item  58 , button/switch depicts function of apparatus which performs all songs programmed into apparatus so user can listen to songs he/she has learned or will be learning.  FIG. 5 , item  61 , button/switch allows user to activate keys without instructional prompts.  FIG. 5 , item  59 , button/switch gives user a choice of activities. If user desires to play a particular activity, for example, “I Play You Play”, user is instructed to push a particular finger shape to indicate choice. The  FIG. 5 , item  60  button/switch “backs up” or reverts to previous action. The  FIG. 5 , item  62 A, depicts the volume control. 
     All functions of this interactive apparatus are controlled by an electronic circuit with suitable input/output capabilities to generate speech, to sense the activation of an input from the user, to determine correct or incorrect activation input by user, to generate sensory output to indicate correct or incorrect actions by user, and to monitor input of user to determine stimulus output for next appropriate action to the user based on consistent accuracy or inaccuracy of user and response time of user. 
     The electronic circuit monitors correct or incorrect input from user. When user activates an incorrect response to an action, user is given positive encouragement to repeat and correct incorrect actions. If response is incorrect a predetermined number of times as programmed into electronic circuit, activity reverts to previous activity. When user activates a correct response to a given action, user is rewarded with “happy sounds” of approval and instruction moves to next action. 
     The instruction given to the user by this apparatus is orderly and sequential. It is appropriate for very young children who speak, but may not yet have the ability to read. It is, however, also appropriate for a child capable of reading, or the beginning user of any age who wishes to learn to play a keyboard instrument. Due to sensory actions of apparatus, this apparatus is also appropriate for persons who are visual or hearing impaired. 
     This sequential instruction incorporates meticulous attention to every step in the process of learning. Instruction begins at the most basic level required for the rank beginner—utilizing visual, audio, and tactile sensory instruction—to prompt the user to move one finger at a time. This invention relies on matching same color to same color and matching the user&#39;s hand or hands to the hand and finger shapes embodied on the apparatus. Because some young users may not readily be able to match same color to same color, the added sensory stimulus, vibration, adds a tactile indication for the user. The vibration aids the user in eye-hand development with its additional tactile help in addition to color when user is required to activate a finger shape or key with a particular finger. 
     Even though young children are generally very interested in learning to play the piano or keyboard, the learning process must be motivational throughout all the levels of instruction. When this apparatus is activated by user depressing the “On” button, the user is treated to a “light and sound show” with the lights under the fingers and keys flashing in an on and off sequence simultaneously with corresponding sounds of the keys and finger shapes. These lights and sounds are carefully programmed sets of sequences so all the sounds are harmonious. Throughout all instruction user is rewarded with multisensory stimuli. 
     Instruction for the very young child must be meticulously sequential, with no step of the process skipped. This apparatus allows no step to be skipped and each step must be mastered within the preset limits programmed into the electronic circuit before instruction advances to next step. For example, user must be able to activate proper sounding/illuminated/vibrating fingers and corresponding sounding/illuminated/vibrating keys one at a time as per verbal instruction before advancing to instruction involving a sequence of two or more sounding/illuminated/vibrating fingers and corresponding sounding/illuminated/vibrating keys at a time. If user has difficulty with a particular finger or key, the monitoring capability of the electronic circuit will function accordingly and have user activate that particular finger shape or key more often than the others in this particular activity until user&#39;s capability is equal with all fingers. 
     The on/off button/switch,  FIG. 5 , item  62 , when activated for the first time, prompts the user to say his/her name. From that time forward the computer monitors the progress of that user. Each time this apparatus is switched on, the user is asked, “Are you &lt;name&gt;?”. If this name does not match any name previously entered, user will be prompted to say his/her name and a new user will be added to the electronic circuit program. If user is a returning user, the electronic circuit automatically begins where user left off during previous use, beginning with a short review. At any time during the use of this apparatus the user is unable to do the present action, the electronic circuit will revert to the previous action/activity and will keep doing so until user is able to do actions of a particular activity within the preset limits programmed into the electronic circuit for that activity. This on/off button will automatically begin the instructional function of apparatus unless another button is activated. Apparatus will also automatically shut off if no action is activated within preset limits programmed into electronic circuit. 
     The song button/switch,  FIG. 5 , item  58 , “plays” the songs programmed into the apparatus for the user. This allows the user to hear songs already learned as well as songs to be learned. For any user, young or old, familiarity with the sound of a song makes it easier to learn to play that song. While the songs are being performed, the keys vibrate and illuminate in color or in “white” as is appropriate for the level of the song, and finger shapes vibrate and illuminate corresponding to the fingering of the keys being played. User can hear, see and feel the songs. Activating this switch immediately overrides any current action/activity. 
     The button/switch,  FIG. 5 , item  61 , activates the keys of the apparatus without instruction, without any illumination of keys or finger shapes, and without any vibration of keys or finger shapes. This allows the user to play whatever he/she wishes with no prompts. 
     The button/switch,  FIG. 5 , item  59 , allows the user to choose an activity. Activities throughout the instructional functions are named. When this switch is activated user is asked to choose an activity by name, i.e. “Flashing Fingers” or “I Play You Play” and prompted to perform an action to indicate choice. 
     The button/switch,  FIG. 5 , item  60 , allows the user to manually revert instruction to previous action. Each time the button is depressed, action reverts to previous action.  FIG. 5 , item  62 A, is the volume control switch. 
     Right and left hands with defined shapes configured to represent right-hand and left-hand palms, thumbs, index fingers, middle fingers, ring fingers, and little fingers,  FIG. 6 , items  63 - 74 , are embodied in the housing of this apparatus located above the keys,  FIG. 1 , item  4 . Each of these shapes wholly or partly is formed of a suitable material that can function as a transparent colored lens. There is a light under each of these lenses indicated by indicia,  FIG. 6 , item  63 - 74 . These shapes are color-coded to each other.  FIG. 6 , items  64  and  69  are color one, items  65  and  70  are color two, items  66  and  71  are color three, items  67  and in  72  are color four, items  68  and  73  are color five, item  63  is color six, and item  74  is color seven. These shapes comprising the left-hand shape and right-hand shape are child sized to enable a child to fit his/her hands on top of these shapes. 
     These individually defined shapes for the fingers and palms may each be activated by user when depressed anywhere on the shape. The lights under these shapes may be activated singly or jointly by electronic circuit program. These finger shapes prompt the user to use particular fingers on keys. In the beginning, activities are limited to the keys that are color-coded to the finger shapes. As user gains experience, the colors illuminated on the keys switch from the different colors to “white color” illumination. It is not necessary that the beginning user know the names of the colors, only that the user be able to match hand to hand shapes and to match color to color when instructed to play on the keys. For additional sensory instruction, each of these finger shapes are vibrated singly or jointly as a separate function or together with the illumination of each of these finger shapes when appropriate. When appropriate properly pitched sounds are simultaneously activated with lights or vibration, or with lights and vibration. Many of the users of this apparatus will be very young and the multi-sensory stimuli helps them to physically respond correctly to instruction. 
     Colored lights are placed underneath some of the white keys of this apparatus,  FIG. 1 , item  7 - 17 . The white keys are made of a suitable material wholly or partly capable of being illuminated by these lights. These lights are the same set of colors as the lights in the finger shapes.  FIG. 1 , items  7 , 8 , and  13  are color one, items  9  and  14  are color two, items  10  and  15  are color three, items  11  and  16  are color four, and items  12  and  17  are color five. All keys of this apparatus,  FIG. 2 , items  18 - 43  are able to be simultaneously sounded with any illuminated prompts, simultaneously vibrated with any illuminated prompt, or simultaneously sounded and vibrated with any illuminated prompt. 
     Rhythm is an integral part of music. Initially rhythm will be steady, even beats. As user gains in proficiency with functions of other activities, the rhythms involved will become more complicated. The multi-sensory stimuli in this apparatus allows the user to see, hear, and feel rhythm in order to duplicate rhythm accurately. For example, user hears rhythm with the finger shape or piano sound, simultaneously sees a finger shape or shapes and/or key or keys illuminate in an on/off sequence corresponding to sound of rhythm, and simultaneously feels an on/off vibration in a finger shape or shapes or key or keys. Any time user requires help with a given rhythm, no matter what instructional level of other activity, all sensory stimuli will function until user responds correctly to the rhythm. 
     Proper pitch is important to any piano/keyboard student. It is critically important for young students who are learning language, for the pitch they hear at this age becomes internalized just as speech. This apparatus generates two sounds: one sound involving the finger shape and the other sound an acoustic piano sound for the keys that functions like an acoustic piano with appropriate decay of sound when key is released. Both sounds are accurately pitched To 440A. 
     The initial instructional function of this invention teaches user to use each finger of each hand independently as shown in  FIG. 7 , items  75  and  76 . This apparatus provides verbal instruction, properly pitched sound, visual help with use of color, as well as tactile help with use of the vibration. Especially when beginning instruction, many young children are unable to move a finger with only sound and visual prompts so the tactile vibration stimulus of this apparatus acts as a gentle “tapping” on their finger to help with eye-hand development. 
     EXAMPLE: The palm and finger shapes of one hand are illuminated. User is instructed to place his/her hand on top of illuminated hand shape. A predetermined time is allowed in the electronic circuit program for user to respond. The illumination of the palm and finger shapes then ceases and one finger shape sounds, illuminates and vibrates,  FIG. 7 , item  75 . Sound ceases and user is instructed to depress that finger shape with his/her corresponding finger that is resting on top of the illuminated/vibrating finger shape. As user depresses finger shape the corresponding sound is again activated and vibration is deactivated. Sound ceases. If user continues to depress and release pressure on finger shape, sound will be activated and deactivated corresponding to depression and release. Verbal instruction will not continue until user discontinues activating the finger shape for a predetermined length of time. Illumination continues for that finger shape and correspondingly colored key sounds, illuminates, and vibrates. Sound ceases, but illumination continues. User is instructed to lift his/her hand off the hand shape. User is instructed to move his/her hand above the corresponding key, keeping the hand open, dropping down the finger corresponding to the illuminated finger shape and depressing the illuminated/vibrating key with said finger,  FIG. 7 , item  75 , onto key,  FIG. 7 , item  76 . Sound is activated and vibration deactivated as user depresses key. Illumination and sound continue, but cease when the user releases pressure on key. If user continues to depress and release key, key will illuminate and sound with pressure from user and deactivate when user releases pressure. At this level of instruction user may depress finger shape or key multiple times. This activity focuses only on user&#39;s ability to depress a correct finger shape or key, not how many times this particular finger shape or key is activated consecutively by the user. 
     When user accurately responds to previous activity within the predetermined mastery level programmed into the electronic circuit, instruction becomes more specific. User is instructed to activate a finger shape or key “one-time”, “two times”, etc. When user responds correctly to these prompts, rhythms are introduced. User is instructed to duplicate simple steady rhythms. For example, user is prompted to place his/her hand on top of illuminated hand. Illumination ceases. User hears audio verbal prompt, then simultaneously hears sound, sees on/off sequence of illumination, and feels on/off sequence of vibration. User is prompted to duplicate rhythm. As with every function, if user&#39;s response is correct, user is rewarded with happy sounds of approval and apparatus continues to next action. If user activates incorrect action, user is given positive encouragement to repeat and correct incorrect action. 
     When user is able to accurately respond to previous activity (responding correctly to multisensory prompts for finger shapes or keys as well as responding correctly to specific number of times to activate a finger shape or key in rhythm) within predetermined mastery level programmed into electronic circuit, instruction continues to next level,  FIG. 13 , playing a sequence. 
     EXAMPLE: Palm and finger shapes of one hand are illuminated. User is instructed to place his/her hand on top of illuminated hand. The illumination ceases and one finger shape sounds, illuminates and vibrates,  FIG. 13 , item  83 . Sound ceases and user is instructed to depress, then release that finger shape with his/her corresponding finger. As user depresses finger shape the corresponding sound is activated and vibration is deactivated. User releases pressure on finger shape. Sound ceases, but illumination continues. User is instructed to keep his/her hand on top of the hand shape. A different finger from the one that is already illuminated sounds, illuminates and vibrates,  FIG. 13 , item  84 . Sound ceases and user is instructed to depress that finger shape with his/her corresponding finger. As user depresses finger shape the corresponding sound is activated and vibration is deactivated. Sound ceases and illumination of both finger shapes cease when user releases pressure on finger shape, item  84 . 
     User is prompted to watch entire prior action. Initial finger shape sounds and illuminates,  FIG. 13 , item  83 . Sound ceases, illumination continues. The next finger shape sounds and illuminates,  FIG. 13 , item  84 . Sound ceases but both finger shapes continue to be illuminated. User is instructed to repeat this sequence on the hand shape. The two illuminated finger shapes began to vibrate. Audio instruction indicates color of first finger shape, waits for activation response from user, then indicates color of second finger shape. When user depresses first finger shape, sound is activated and vibration ceases, but illumination remains. Sound ceases. When user depresses second illuminated/vibrating finger shape, sound is activated and vibration is deactivated. When user releases pressure on second finger shape, sound ceases and illumination for both shapes ceases. 
     User is instructed to move to the keys where the identical sequence is initiated on vibrating keys illuminated in color rather than the finger shapes,  FIG. 13 , items  85  and  86 . Although this action is on the keys, the corresponding finger shapes simultaneously illuminate with illuminated keys as an additional prompt for user. 
     In this sequence as in all sequence activities of this apparatus the audio instruction, such as “press red finger”, “press green finger”, is given in a meticulously steady pace to correspond to the beats of music. The pace is determined by user&#39;s response to prior activities. Response time to initiate an action is also adjusted as per previous response time of user. As user is able to respond more quickly to instruction, the pace of instruction is automatically adjusted. If user is unable to respond in a steady rhythm for every action of an activity, the entire activity is repeated and adjusted to a slower rhythm. Later, when user is playing songs, this pace will continually adjust until it reaches proper pace or tempo of song. Steady rhythm cannot be readily explained to a young child, but a young child in “language learning mode” is able to assimilate steady rhythm when consistently exposed to steady rhythm. Older beginning students respond well to this type of learning steady rhythm as well. 
     When user is able to respond accurately to instruction generated by electronic circuit regarding single finger/key activities, first with single fingers of one hand, then single fingers of the other hand, then utilizing single fingers of both hands, all single finger/key activities are repeated without the vibration stimuli. If user has difficulty responding correctly to single finger/key activities without the vibration stimuli, those actions will cease. Instruction will continue with inclusion of vibration stimuli. Previous activities are repeated with the addition of the standard letter names of the keys, A through G, included in audio prompts such as “red D finger”, then later only “D finger”. If user has difficulty responding to letter names of keys given without a color prompt, color prompts remain. Periodically electronic circuit will try to delete “color prompt” until user is able to respond correctly without said prompt. 
       FIG. 14  illustrates instruction for user to use both right and left hands simultaneously to play in parallel. The illuminated finger shapes and keys indicated on  FIG. 14 , items  87 ,  88 ,  89 , and  90 , are all the same color, color five. 
     EXAMPLE: The initial action in this activity begins with the finger shapes. Finger shapes, items  87  and  89 , sound, illuminate, and vibrate. Sound ceases. User is instructed to place his/her hands on the hand and finger shapes and is prompted to simultaneously depress his/her fingers corresponding to the illuminated/vibrating finger shapes. As user depresses the illuminated/vibrating finger shapes, sound is activated and vibration is deactivated. Sound ceases when user releases pressure on the shapes, but illumination remains. When user responds correctly to prior action, correspondingly colored keys,  FIG. 14 , items  88  and  90 , sound, illuminate, and vibrate. Sound ceases but illumination continues on finger shapes and user is instructed to move his/her corresponding fingers to the illuminated finger shapes and to play the illuminated/vibrating keys. As user depresses illuminated/vibrating keys, sound is activated and vibration is deactivated. When user releases the keys, sound ceases as in an acoustic piano sound and all illumination ceases. The actions in this function continue until the user is able to play consistently and successfully “Hands Together” simultaneously in parallel on the hand and finger shapes as well as keys within predetermined limits of mastery programmed into electronic circuit. 
       FIG. 15  illustrates playing sequences simultaneously in parallel. In this activity the electronic circuit program activates function one,  FIG. 15 , items  90  and  92 , or  FIG. 15 , items,  94  and  96 , simultaneously with illumination and sound, then proceeds to activate function two,  FIG. 15 , items  91  and  93 , or  FIG. 15 , items  95  and  97 , simultaneously with illumination and sound. When electronic circuit activates function two, function one ceases to illuminate and sound. 
     EXAMPLE: User is instructed to place his/her hands on the hand and finger shapes. Function one finger shapes, items  90  and  92 , sound, illuminate and vibrate. Sound ceases. User is instructed to depress shapes. Corresponding sound is activated and vibration deactivated when user depresses shapes. Sound ceases when user releases pressure, but illumination remains until end of action. Function two finger shapes, items  91  and  93 , sound, illuminate and vibrate. Sound ceases. User is instructed to depress illuminated/vibrating shapes. Sound is activated and vibration is deactivated as user depresses shapes. Sound ceases when user releases pressure, and all illumination ceases. 
     User is instructed to watch complete action of function one and function two with illumination and sound of corresponding shapes. Vibration mechanism is engaged on the illuminated finger shapes. User is then instructed to place hands on hand shape and repeat function one and function two independently. If user is unable to respond correctly, instruction reverts to beginning of this example. Instruction continues to be repeated from the beginning until user is able to play this sequence independently. If user is able to respond correctly, action continues to keys. 
     Function one shapes illuminate and simultaneously function one keys,  FIG. 15 , items  94  and  96 , sound, illuminate and vibrate. Sound ceases. User is prompted to depress illuminated/vibrating keys with his/her fingers corresponding to illuminated finger shapes. As user depresses keys, sound is activated and vibration is deactivated. Key sound ceases when user releases pressure on keys, but illumination remains. Function two shapes illuminate and simultaneously function two keys,  FIG. 15 , items  95  and  97 , sound, illuminate and vibrate. Sound ceases. User is instructed to depress function two illuminated/vibrating keys using his/her fingers corresponding to function two illuminated finger shapes. As user depresses keys, sound is activated and vibration is deactivated. When user releases pressure on keys, sound ceases and all illumination on keys and finger shapes ceases as this is end of action. 
     As with this action on the finger shapes, user is instructed to watch function one and function two on the keys, then instructed to perform action independently. Again as with action on finger shapes, action is repeated as necessary until user is able to perform action independently before moving to next activity or action. 
     Prompts to user in this activity include audio verbal instruction, illumination, vibration and sound. As user is able to consistently play a sequence of two keys in each hand simultaneously in parallel with steady rhythm, instruction will continue using a sequence of three, then a sequence of four, etc. This activity teaches user to remember a sequence or song sequence. The illuminated and vibrating finger shapes and keys serve as a help. As in single shape/key activities, prior sequence activities are repeated without vibration stimuli. However, if user cannot respond correctly without vibration stimuli, activities continue with the inclusion of vibration stimuli. It is not necessary that user be able to respond properly without the vibration stimuli in order to go on to the next level. When user masters this function within the predetermined limits programmed into the computer, instruction will continue to the next level. 
     The button/switch,  FIG. 5 , item  59 , which allows the user to choose an activity has a function allowing the user to create his/her own song or sequence. Initially all keys that have the lights that are the same colors as the finger shape lights are illuminated. User is prompted to play his/her own song on the illuminated keys only. User is then prompted to play his/her song again. If user is unable to play his/her song again, electronic circuit generates prompt asking user if he/she would like some help remembering song. If user activates an affirmative response, electronic circuit program treats user&#39;s sequence in the same manner as prior activities involving sequences, utilizing sound of finger shapes, illuminated and vibrating finger shapes, sound of keys and illuminated and vibrating keys. If user is able to play his/her song again, electronic circuit generates happy sound. If user has advanced to the functions of instruction that utilize the “white” illuminated keys, keys will not illuminate initially and user will be prompted to play his/her song on any key or keys of the apparatus. If user needs help to play his/her own song again, finger shapes will not illuminate, but keys will illuminate in “white” during the instruction process. 
       FIG. 16  shows the right-hand finger shape, item  99 , illuminated and the left-hand finger shape, item  98 , illuminated. The finger shape, item  99 , is illuminated in color three and the illuminated shape, item  98 , is illuminated in color one. User is prompted to place his/her hands on top of these right-hand and left-hand shapes, then activate the illuminated/vibrating finger shape under the right-hand simultaneously with the illuminated/vibrating finger shape under the left-hand. This is the first time user will be prompted to activate finger shapes that are not the same color. This activity will go back and forth between illuminated/vibrating finger shapes and illuminated/vibrating colored keys as in previous activities. Activity will start with one action at a time, that is, activating one illuminated/vibrating finger shape with the right-hand simultaneously with one illuminated/vibrating finger shape of the left-hand or playing one key with the right-hand and one key of the left-hand as per illuminated/vibrating keys. When user can consistently and accurately activate the correct finger shapes or keys, instruction continues with sequences of actions, starting with two actions in a row, then increasing length of sequence as user is able to correctly respond within predetermined limits of mastery and pre-determined length of sequences. All previous activities that have necessitated the inclusion of vibration stimuli are repeated without vibration stimuli. If user is unable to respond properly without vibration stimuli, activities cease and user continues with next level of instruction with the inclusion of the vibration stimuli. 
     EXAMPLE:  FIG. 17  illustrates prior activity, called “contrary motion”, for a sequence of three actions. Vibration is used or not used in this function based on user&#39;s capability in prior activities. For illustration purposes this example assumes user no longer needs vibration stimuli. User is first shown “action one” using only the finger shapes. Finger shape, item  104 , and finger shape, item  100 , are illuminated together with sound. Sound ceases but illumination remains and user is prompted to activate these two keys simultaneously with user&#39;s corresponding fingers. Sound is activated as user presses shapes and sound ceases as user releases pressure on shapes. If user responds correctly illumination ceases. If user responds incorrectly, user is prompted to repeat action. 
     When user responds correctly to “action one”, electronic circuit proceeds to action two: finger shape, item  104 , and finger shape, item  100 , are illuminated together with sound, sound ceases but illumination remains, finger shape,  103 , and finger shape, item  101 , are illuminated together with sound. Sound ceases but illumination remains. User is prompted to repeat the two actions in sequence shown. If user responds correctly, illumination ceases. If user responds incorrectly, user is prompted to repeat these two actions with necessary electronic circuit prompts until user is able to respond correctly. 
     Electronic circuit proceeds to action three: finger shape, item  104 , and finger shape, item  100 , are illuminated together with sound, sound ceases but illumination remains; finger shape, item  103 , and finger shape, item  101 , are illuminated together with sound, illumination remains, sound ceases; finger shape, item  103 , and finger shape, item  102 , are illuminated together with sound, sound ceases but illumination remains. User is prompted to repeat the sequence of three actions. If user responds correctly he/she is prompted to repeat these three actions, one at a time, on the illuminated keys color-coded to the finger shapes. Color-coded finger shapes are activated along with color-coded keys for this function. If user responds incorrectly activity is repeated until user achieves proficiency predetermined in program of electronic circuit. 
     This activity prompts user to play in “contrary motion” for many sequences and songs until user gains proficiency as predetermined in program of electronic circuit before moving to next level of instruction. All sequences and songs in these activities utilize the notes of the C Major scale and broken C, G, G7th, and F chords (I, IV, V, and V7 chords of C Major scale). All song sequences must be memorized before user is allowed to move to next level of instruction. 
       FIG. 2 , items  18 - 43 , illustrate the second set of lights placed under each key of apparatus, both white keys, items  18 - 33 , and black keys, items  34 - 43 . When user is able to play “contrary motion” consistently and accurately with prompts using simultaneous color-coded finger shapes and keys color-coded to the fingering shapes, the electronic circuit program switches from using multicolor illuminated keys to the “white” illuminated keys. All previous contrary motion sequences and songs will be reviewed with the “white” illuminated keys rather than the multicolored illuminated keys. New sequences and songs will use all keys of apparatus including black keys. Illuminated finger shapes will prompt user to use corresponding finger or fingers to the illuminated finger shapes on the “white” illuminated keys. Verbal instruction will always include prompting to the user to use corresponding fingers to the illuminated finger shapes on the “white” illuminated keys. Vibration mechanism will be used as needed in these activities. All songs in this activity must be memorized before user is allowed to move to next level of instruction. 
       FIG. 18  indicates standard fingering for keyboard instruments. To begin to prepare user to be able to play notation marked with fingering with no color coding help, user is instructed that each finger has a label number. As per indicia on finger shapes, the thumbs of both hands are labeled “1”, the index fingers of both hands are labeled “2”, middle fingers of both hands are labeled “3”, the ring fingers of both hands are labeled “4”, and the little fingers of both hand are labeled “5”. All previous activities on finger shapes are repeated. Verbal audio instruction indicates a finger number corresponding to illuminated finger shape, for an example, “right-hand green 3 finger”. Periodically verbal prompts will indicate proper finger by fingering number only, “right-hand finger  3 ” etc. If user responds correctly prompts will continue using fingering number only. If user has difficulty responding to “fingering number only”, verbal prompts will revert to the combination color/fingering for user. The electronic circuit program will periodically use prompts with “fingering number only” until user is able to respond correctly with “fingering number only” prompts. 
       FIG. 19  illustrates finger shape prompts as well as keyboard prompts for user to depress more than one finger shape at a time or play more than one key at a time simultaneously within one hand. User is prompted to place hand on illuminated palm and finger shapes of one of the hand shapes on apparatus. Illumination of all finger shapes cease followed by the sound, illumination and vibration of two or more finger shapes, items  110  and  111 . Sound is activated as finger shapes are initially illuminated, then ceases. User is prompted to depress illuminated/vibrating finger shapes with his/her corresponding fingers. Sound is activated and vibration deactivated as user depresses finger shapes and sound ceases when user releases pressure on finger shapes. If user is able to correctly respond, action is repeated on keys using the “white” illumination and vibration, items  112   113 . Sound is activated when keys are initially illuminated then ceases. Key sounds are activated and vibration deactivated as user depresses keys and sound ceases when user releases pressure on keys. Color-coded illuminated finger shapes are illuminated during key action as a prompt to the user to use his/her corresponding fingers to the illuminated finger shapes for this action. This function requires user to depress keys simultaneously within the preset mastery limits programmed into electronic circuit. This action, simultaneously depressing two finger shapes or keys with one hand, may be very difficult for the user. It is not necessary for user to be able to successfully respond to this activity in order to proceed to next level. If user is unable to respond correctly to this function after predetermined number of attempts, this function ceases and proceeds to the next level. Periodically this function will be introduced to user until user is able to respond within preset mastery limits of electronic circuit program. 
       FIG. 20  illustrates a front view of apparatus with display screen, item  114 , attached. This display screen is capable of displaying static graphics as well as dynamic audio/video. For purposes of illustration for succeeding functions, the display screen illustrated will be that of  FIG. 20 ,  FIG. 9  and  FIG. 8  (front, open and shut views). The side view, closed display screen illustration,  FIG. 8 , also illustrates a receptacle for charging the battery, item  78 , receptacle for optional audio head set, item  79 , and USB port.  FIG. 11  illustrates the display screen incorporated into a lid, item  80 , and  FIG. 10  shows lid, item  79 , in closed position.  FIG. 12  illustrates the front view of display screen, item  80 , incorporated into a shaped lid, item  82 . 
       FIG. 21  illustrates a treble staff notation display on attached display screen. Item  115  shows a standard type of musical note with a colored outline, color of which corresponding to an illuminated finger shape. Item  121  shows the treble clef symbol properly placed on five lines with four spaces in between. Items  116 - 120  show the standard five lines with four spaces of standard music notation. Verbal audio instruction explains music symbolism to user. 
     EXAMPLE:  FIG. 22  shows top view of apparatus with same displayed note, item  122 , as in  FIG. 21 . Item  123  denotes an illuminated finger shape. Item  124  denotes the “white” illuminated key that corresponds to notation on display screen. Illuminated key sounds then ceases to sound. User is prompted to play color-coded note displayed on screen on the illuminated key using his/her corresponding finger to the illuminated finger shape. Key sounds when user activates key, then ceases to sound when user releases pressure on key. When user is able to respond correctly to activities such as this one utilizing all keys in apparatus including black and white keys, with corresponding verbal explanation of additional music terminology such as “sharp” and “flat”, instruction progresses to next level. During all activities, in addition to verbal prompts, a finger shape will illuminate to prompt user to use his/her corresponding finger to activate illuminated key. Most users will not need the additional sensory stimulus of vibration on the keys. However, if user still needs a tactile sensory stimulus of vibration, the electronic circuit will include that sensory stimulus in these actions. When user responds within predetermined level of accuracy instruction continues to next level. 
       FIG. 23  illustrates a sequence of notes utilizing displayed notation outlined in color, color of which corresponding to finger shapes, sound, vibration stimuli if needed, and illuminated finger shapes. 
     EXAMPLE: User has previously played the initial displayed note, outlined with color coded to illuminated finger shape prompting user to use a particular finger on an illuminated or illuminated/vibrating key.  FIG. 23  shows the second note in the display encircled with a box, item  126 . The music note, item  125 , is outlined with color, coded to the illuminated finger shape, item  127 . The vibrating (if needed) and “white” illuminated key, item  128 , indicates key to be played by user&#39;s corresponding finger to the illuminated finger shape. In this activity, user has previously and correctly played the first color-coded note prompted with corresponding illuminated finger shape, vibration stimulus if needed and “white” key illumination. At this point in the activity the electronic circuit reviews for user both notes with corresponding prompts and user is to start at the beginning and correctly play both notes of the sequence. If user is able to consistently respond correctly to sequences of two notes in activities such as this with a steady rhythm, instruction proceeds to sequences of three notes and ultimately to an entire song with multiple rhythms. The user is required to remember a sequence from the beginning even if the entire sequence is not displayed on the screen. Any time user responds incorrectly, activity reverts to prior action. 
       FIG. 24  illustrates top view of apparatus with display screen. The music note, item  129 , is no longer color-coded; it is displayed as standard notation with no color coding. Item  130  indicates a number which corresponds to the user&#39;s finger, this fingering number being color-coded to the illuminated finger shape, item  131 . Item  132  is the “white” illuminated (and vibrating if needed) key corresponding to notation displayed on screen. User is prompted to use his/her finger “2” to play illuminated key. The finger shape remains illuminated as a reminder to user which of his/her fingers is the color-coded finger number “2”. All above notation activities are repeated with standard notation and fingering color-coded to color illuminated finger shapes until user achieves level of mastery as predetermined in electronic circuit program. 
       FIG. 25  illustrates top view of apparatus with display screen. The note on display screen, item  133 , is displayed in standard notation with no color coding. The number, item  134 , is displayed as standard fingering without color coding. Key, item  136 , is “white color” illuminated and vibrated if needed. User is required to play displayed note on corresponding key and prompted to use the correct finger as indicated by the fingering number on display screen and illuminated finger shape. All previous activities are repeated until user is able to play any note displayed in standard notation and standard fingering with no color coding, on the corresponding illuminated- and vibrating if necessary—key of apparatus, together with illuminated shape to remind user which finger corresponds to fingering number. 
       FIG. 26  shows previous activity repeated with standard notation displayed with no color-coding, item  137 , standard fingering number displayed with no color-coding, item  138 , keys with no illumination, but illuminated finger shape, item  139 , still functioning. All activities beginning with one displayed note on display screen are repeated until user is able to play correctly on keys of apparatus with no help from illuminated or vibrating keys. 
       FIG. 27  illustrates top view of apparatus with display on display screen, two finger shapes with illumination indicia, and keys with “white color” illumination indicia. Items  142  and  143  illustrate two notes on the grand staff that are to be played simultaneously. Items  141  and  144  illustrate finger numbers that are color-coded to the illuminated finger shapes, items  146  and  145 . Item  140  denotes a box encircling both notes to indicate present action to user. Item  148  denotes “white color” illuminated key corresponding to note displayed on treble staff. Item  147  denotes “white color” illuminated key corresponding to note displayed on bass staff. User is instructed to play these two displayed notes simultaneously on the corresponding illuminated keys using his/her fingers which correspond to the illuminated finger shapes. When user is able to respond within predetermined mastery level as programmed into electronic circuit program to all such activities utilizing notation corresponding to all keys of apparatus, instruction continues to next level. 
       FIG. 28  illustrates continued use of the color-coded finger shapes to indicate to user which finger or fingers to use, and “white” illuminated keys. Activities of prior function,  FIG. 27 , are repeated using standard notation with no color coding,  FIG. 28 , items  149  and  150 , standard fingering with no color coding, illuminated finger shapes, and “white” illumination on keys until user is able to respond within pre-determined mastery level skills as programmed into electronic circuit program. 
       FIG. 29 , shows same action as prior action,  FIG. 28 , without illuminated keys, items  151  and  152 . All actions of previous activity are repeated without illuminated keys until user is able to respond within pre-determined mastery level skills as programmed into the electronic circuit program. 
       FIG. 30  illustrates top view of apparatus displaying standard notation utilizing color-coded fingering, items  154  and  156 , box encircling present action, item  157 , illuminated finger shapes, items  158  and  160 , and no illumination on keys, items  159  and  161 .  FIG. 30  illustrates the second action of an activity instructing user to play a sequence utilizing one note of the treble staff and one note of the bass staff. User has already correctly activated the two notes of first action and box indicates that user is to correctly activate notes of second action with his/her fingers corresponding to color-coded fingering numbers (which correspond to illuminated fingers of finger shapes) on non-illuminated keys. When user is able to correctly respond to this notation which retains the color-coded fingering numbers which correspond to the illuminated finger shapes on non-illuminated keys at a predetermined mastery level, instruction continues. 
       FIG. 31  denotes top view of apparatus with display on screen displaying standard notation utilizing standard fingering, items  162  and  163 . All activities involving user ability to play a sequence utilizing one note of the treble staff and one note of the bass staff are repeated using standard notation that is not color-coded, standard fingering which is not color-coded, illuminated finger shapes as a continual prompt for user to use correct fingering, non-vibrating keys, and non-illuminated keys. At this point user is able to respond to standard notation for a keyboard instrument and to respond correctly on the keys. While using this apparatus, however, illuminated finger shapes will continually prompt user to use proper fingering as shown on notation display. 
     The functionality of this apparatus can be independent of the hardware as described in claims in a similar but with reduced functionality in any of the popular gaming systems or computer systems with suitable tactile and sensory capabilities. 
       FIG. 32 , item  164 , a schematic drawing which denotes housing with embodied/associated components: battery, item  165 A; visual display, item  165 ; activation switches, item  166 ; vibration mechanism, item  167 ; keyboard assembly, item  168 ; lighting mechanism, item  169 ; hand pads or shapes, item  170 ; electronic circuit, item  171 ; microphone, item  172 ; and external speaker, item  173 . 
       FIG. 33 , a schematic drawing which denotes input and output of assemblies as relating to electronic circuit, item  174 : microphone, item  175 ; external speaker, item  176 ; hand pads, item  177 ; vibration mechanism, item  178 ; visual display, item  179 ; lighting mechanism, item  180 ; keyboard assembly, item  181 ; optional external printer, item  182 ; and optional external computer, item  183 . 
       FIG. 34 , a schematic drawing showing input/output of sub-assemblies: lights associated with defined shapes of fingers and palms of hands, item  188 ; vibration effect associated with defined shapes of fingers and palms of hands; lights associated with keys of keyboard assembly, item  190 ; and vibration effect associated with keys of keyboard assembly, item  191 . Hand pad assembly denoted by item  186 , and keyboard assembly denoted by item  187 . Input and output denoted from electronic circuit to hand pad assembly: item  184 . Input and output denoted from electronic circuit to keyboard assembly: item  185 .