U.S. patent application number 09/421730 was filed with the patent office on 2002-03-21 for musical cube.
Invention is credited to DUNN, STEVEN BRYAN, WEINBERGER, NORMAN.
Application Number | 20020034718 09/421730 |
Document ID | / |
Family ID | 23671803 |
Filed Date | 2002-03-21 |
United States Patent
Application |
20020034718 |
Kind Code |
A1 |
DUNN, STEVEN BRYAN ; et
al. |
March 21, 2002 |
MUSICAL CUBE
Abstract
An apparatus for facilitating an understanding and recognition
of polyphonic and orchestral music in infants and small children
includes a housing, a speaker within the housing, a plurality of
input devices such as buttons positioned on the housing; and a
music generator within for storing and playing at least one
prearranged multi-channel musical composition that is constructed
and arranged to be able to, in response to actuation of at least
one of the input devices by a user, change the identity of channels
of the multi-channel composition that are being played over the
speaker without interrupting the musical composition as it plays.
The apparatus is used in a process that permits an infant or small
child to experience complex, polyphonic music from a quality source
in a way that maximizes the child's opportunity to learn from and
develop in response to the music. It further permits the infant or
small child to experiment or improvise with respect to the music,
but not in a discordant way, only in a way that will enhance the
learning and development process. This entire experience will be
afforded to the infant or small child in an apparatus that is
visually attractive and safe, so that it may be used even when a
parent or caregiver is not closely watching.
Inventors: |
DUNN, STEVEN BRYAN; (BEVERLY
HILLS, CA) ; WEINBERGER, NORMAN; (CORONA DEL MAR,
CA) |
Correspondence
Address: |
KNOBLE & YOSHIDA
EIGHT PENN CENTER
SUITE 1350, 1628 JOHN F KENNEDY BLVD
PHILADELPHIA
PA
19103
US
|
Family ID: |
23671803 |
Appl. No.: |
09/421730 |
Filed: |
October 20, 1999 |
Current U.S.
Class: |
434/319 |
Current CPC
Class: |
G09B 1/00 20130101; G09B
15/04 20130101; G09B 15/00 20130101 |
Class at
Publication: |
434/319 |
International
Class: |
G09B 005/04 |
Claims
What is claimed is:
1. An apparatus for facilitating an understanding and recognition
of ensemble music in infants and small children, comprising: a
housing; a speaker positioned within said housing; a plurality of
input devices positioned on said housing; and music generating
means within said housing for storing and playing at least one
prearranged multi-channel musical composition, said music
generating means being electronically connected to said speaker and
said input devices, and wherein said music generating means is
constructed and arranged to be able to, in response to actuation of
at least one of said input devices by a user, change the identity
of channels of the multi-channel composition that are being played
over the speaker, and wherein the change in channels is effected
without interrupting the musical composition as it plays.
2. An apparatus according to claim 1, wherein said musical
generating means is constructed and arranged to be able to, in
response to actuation of at least one of said input devices by a
user, add at least one channel of the multi-channel composition as
it plays.
3. An apparatus according to claim 1, wherein said musical
generating means is constructed and arranged to be able to, in
response to actuation of at least one of said input devices by a
user, subtract at least one channel of the multi-channel
composition as it plays.
4. An apparatus according to claim 1, wherein at least one of said
channels in said multi-channel composition is dedicated to a single
musical instrument.
5. An apparatus according to claim 4, wherein said musical
generating means is constructed and arranged to be able to, in
response to actuation of at least one of said input devices by a
user, add at least one channel of the multi-channel composition
that is dedicated to a single musical instrument as it plays.
6. An apparatus according to claim 4, wherein said musical
generating means is constructed and arranged to be able to, in
response to actuation of at least one of said input devices by a
user, subtract at least one channel of the multi-channel
composition that is dedicated to a single musical instrument as it
plays.
7. An apparatus according to claim 4, wherein at least one of said
channels in said multi-channel composition is dedicated to a single
string-section type musical instrument.
8. An apparatus according to claim 4, wherein at least one of said
channels in said multi-channel composition is dedicated to a single
woodwind-section type musical instrument.
9. An apparatus according to claim 4, wherein at least one of said
channels in said multi-channel composition is dedicated to a single
brass-section type musical instrument.
10. An apparatus according to claim 4, wherein at least one of said
channels in said multi-channel composition is dedicated to a single
percussion-section type musical instrument.
11. An apparatus according to claim 1, wherein said housing is
fabricated without sharp edges, whereby it is safe for infants and
small children to possess.
12. An apparatus according to claim 1, wherein said musical
generating means is constructed and arranged to be able to, in
response to actuation of at least one of said input devices by a
user while music is playing begin playing a different musical
composition, and when pushed when no music is playing, to begin
playing the same musical composition.
13. An apparatus according to claim 1, wherein said housing is
shaped as a polyhedron.
14. An apparatus according to claim 11, wherein said housing is
shaped substantially as a cube having six sides.
15. An apparatus according to claim 14, wherein said input devices
are located on respective sides of said cube-shaped housing.
16. An apparatus according to claim 15, wherein said input devices
comprise buttons that are constructed and arranged to be pushed by
an infant or small child.
17. An apparatus according to claim 1, wherein said input devices
are constructed and arranged to be actuated by an infant or small
child.
18. An apparatus according to claim 17, further comprising visual
indicia associated with at least one input device for indicating
the identity of a channel that is to be changed by that input
device.
19. An apparatus according to claim 18, wherein said visual indicia
comprises a graphic that represents a musical instrument.
20. An apparatus according to claim 1, wherein said musical
generating means is constructed and arranged to be able to, in
response to first actuation of at least one of said input devices
by a user, add at least one channel of the multi-channel
composition as it play, and, in response to a second actuation of
at least one of said input devices by a user, subtract at least one
channel of the multi-channel composition as it plays.
21. An apparatus according to claim 20, further comprising an
indicating means associated with at least one of the input devices
for indicating whether a channel of the multi-channel composition
that is associated with that input device is presently active or
inactive.
22. An apparatus according to claim 21, wherein said indicating
means comprises a light.
23. An apparatus according to claim 1, wherein said music
generating means is constructed and arranged to store and play more
than one prearranged multi-channel musical composition, and is
further constructed and arranged to change to a new musical
composition when one of said input devices is actuated.
24. A method for teaching musical concepts to infants and small
children, comprising steps of: (a) providing a child-friendly
apparatus that is capable of playing an orchestral composition that
includes a plurality of different musical instruments; (b)
actuating the apparatus to play the composition; and (c) modifying
the number of instruments that are playing as the composition
plays, whereby the infant or small child is made aware of the
effect of the presence or absence of different instruments in the
overall composition.
25. A method according to claim 24, wherein step (c) comprises
subtracting at least one instrument from the orchestral composition
as it plays.
26. A method according to claim 24, wherein step (c) comprises
adding at least one instrument to the orchestral composition as it
plays.
27. A method according to claim 24, wherein step (c) comprises
repeatedly adding and subtracting at least one instrument to the
composition as it plays.
28. A method according to claim 24, further comprising a step of
providing a visual indication of whether a particular instrument is
in play.
29. A method according to claim 28, wherein said step of providing
a visual indication of whether a particular instrument is in play
comprises providing a light that is associated with an image of the
particular instrument.
30. A method according to claim 29, wherein said step of providing
a visual indication of whether a particular instrument further
comprises modifying the light according to when the instrument is
actually playing a note.
31. A method according to claim 24, wherein step (c) is performed
by actuating an input device on the apparatus that is associated
with a particular instrument.
32. A method according to claim 31, further comprising a step of
relying on visual indicia associated with an input device to
determine which instrument is being affected by actuating the input
device.
33. A method according to claim 31, wherein step (c) is performed
by actuating said input device a first time to subtract a
particular instrument, and actuating the same input device a second
time to add the same instrument.
34. A method according to claim 24, wherein steps (b) and (c) are
performed by the infant or small child.
35. A method according to claim 24, wherein steps (b) and (c) are
performed by a caregiver.
36. A method according to claim 24, further comprising a step of
actuating the apparatus to play a second orchestral composition
that includes a plurality of different musical instruments.
37. A method according to claim 24, wherein step (c) further
comprises modifying the number of instruments that are playing as
the composition plays.
38. A method according to claim 24, wherein step (c) is further
performed so as to make the infant or small child aware of the
effect of the presence or absence of a melodic role.
39. A method according to claim 24, wherein step (c) is further
performed so as to make the infant or small child aware of the
effect of the presence or absence of a harmonic role.
40. A method for teaching musical concepts to infants and small
children, comprising steps of: (a) providing a child-friendly
apparatus that is capable of playing an orchestral composition that
includes a plurality of different musical instruments; (b) playing
a developmentally appropriate composition with the apparatus; and
(c) modifying the number of instruments that are playing as the
composition plays, whereby the infant or small child is made aware
of the effect of the presence or absence of different instruments
in the overall composition.
41. A method for teaching musical concepts to infants and small
children, comprising steps of: (a) providing a child-friendly
apparatus that is capable of playing an orchestral composition that
includes a plurality of different musical instruments; (b) playing
a first composition with the apparatus; (c) modifying the number of
instruments that are playing as the composition plays by
manipulating at least one input device on the apparatus, whereby
the infant or small child is made aware of the effect of the
presence or absence of different instruments in the overall
composition; and (d) playing a second composition with the
apparatus by manipulating another input device on the
apparatus.
42. A method according to claim 41, wherein at least said one input
device comprises a button that is marked with a graphic indicating
an individual musical instrument.
43. A method according to claim 41, wherein at least said another
input device comprises a button that is marked with a graphic
indicating an ensemble of instruments.
44. A method according to claim 41, further comprising a step of
modifying the number of instruments that are playing as the second
composition plays by manipulating said at least one input device on
the apparatus.
Description
BACKGROUND OF THE INVENTION
[0001] 1. Field of the Invention
[0002] This invention relates generally to the field of tools and
techniques for enhancing early childhood development. More
specifically, the invention relates to systems and processes that
permit an infant or small child to experience complex, polyphonic
music such as ensemble music from a quality source in a way that
maximizes the child's opportunity to learn from and develop in
response to the music, and further gives the infant or small child
an opportunity to experiment or improvise with respect to the
music, but only in such a way that will enhance the learning and
neurological development process.
[0003] 2. Description of the Related Technology
[0004] It has now been established that human infants are born with
the ability to process and understand basic musical material. For
example, their ability to discriminate two notes is as good as that
of adults (Olisho, 1984), they can remember the contour (pattern of
rising and falling pitches) of melodies (Trehub, Bull and Thorpe,
1984), they mentally segment (or "chunk") extended melodies into
smaller phrases as do adults (Thorpe and Trehub, 1989) and they
comprehend rhythm (Trehub and Thorpe, 1989). They even can use
music as an aid to remember previous daily events, and also exhibit
an innate preference for musical sounds that are consonant rather
than dissonant (Fagen et al., 1997). These findings show that
children have the capacity to process and remember music and
thereby to be influenced by music starting at a very early age.
[0005] In recent years, experts in childhood development, neurology
and related fields have shown that music can have a significant
positive impact on intellectual development. Exposure to music has
been linked to improvements in learning to read and engage in
mathematical and symbolic thinking, such as involved in solving
spatial-temporal tasks like mental arrangement of puzzle
pieces.
[0006] In a study conducted at the University of California Irvine,
Rauscher and Shaw (1997) studied the effects of active
participation in piano keyboard lessons on cognitive abilities.
Over a two-year period, a numbers of preschoolers were split into a
first group that was given piano lessons, a second group that was
given singing lessons, a third group that was given computer
lessons and a fourth group that were not given lessons of any kind.
The four groups were then tested on their ability to a arrange
pieces of a puzzle into a meaningful whole. The researchers found
that the children who received keyboard lessons showed a
significant increase in their ability to solve the visual-spatial
tasks compared to each of the other groups.
[0007] Evidence of the connection between early exposure to certain
types of music and enhanced intellectual development is also
provided by the experiences that parents and researchers have had
with the Kodaly musical education program, which was developed in
Hungary and provides a structured approach to musical training in
early childhood. The effect of this training on later academic
development was studied by Hurwitz et al. (1975) at Children's
Hospital in Boston. With all other factors being equal, this study
found a dramatic increase in reading scores between children who
had been in the Kodaly program versus those who had not.
[0008] The process of brain development starts with the genes that
the child has inherited from her parents. These genes determine the
basic number of neurons that are present in the brain and the
structure of the major neural pathways. Experience, however, shapes
the interconnections that are developed between the neurons as the
child grows and learns. Research by Weinberger at the University of
California Irvine (1990-1998) has shown that musical sounds (tones)
which attract attention can result in a "retuning" of brain cells
(neurons) in the auditory cortex, which is the highest level of the
auditory system and a region involved both in understanding
language and music. Thus, interaction with musical sounds can
enhance the ability of the brain to process, discriminate and
remember sounds. These changes are likely to have a positive effect
on a child's ability to understand spoken words and build an
advanced vocabulary.
[0009] The basis of music's positive effects on reading has been
explained by the work of Lamb and Gregory (1993). Learning to read
requires sounding-out syllables which is based on learning to
discriminate pitches in phonetic materials. Learning to read was
closely identified with the fact that practice with listening to
music improves pitch discrimination.
[0010] As more has been learned about the relationship of music to
cognitive ability, parents have been making a greater effort to
expose their children to music. Certain types of toys, such as
small keyboard instruments that permit a child to play individual
synthesized notes and that may also feature prerecorded synthesized
tunes or a selection of percussive accompaniment are helpful to
some extent because the child is given the opportunity to
experiment and improvise. These types of toys, though, tend to lack
quality acoustics and give little or no opportunity for the child
to learn and understand the fundamental aspects of group or
orchestral music, which concern how various types of instruments
(strings, brass, woodwinds, percussion) interrelate to provide
melody and harmony.
[0011] A need exists for a system, technique and method that
permits a child to learn and recognize the different sounds made by
individual instruments and the various sounds and combinations that
two or more instruments make playing together.
SUMMARY OF THE INVENTION
[0012] Accordingly, it is an object of the invention to provide a
system, technique and method that permits a child to learn and
recognize the different sounds made by individual instruments and
the various sounds and combinations that two or more instruments
can make playing together.
[0013] In order to achieve the above and other objects of the
invention, an apparatus for facilitating an understanding and
recognition of polyphonic music in infants and small children
includes, according to a first aspect of the invention, a housing;
a speaker positioned within the housing; a plurality of input
devices positioned on the housing; and a music generator within the
housing for storing and playing at least one prearranged
multi-channel musical composition, the music generator being
electronically connected to the speaker and the input devices, and
wherein the music generator is constructed and arranged to be able
to, in response to actuation of at least one of the input devices
by a user, change the identity of channels of the multi-channel
composition that are being played over the speaker, and wherein the
change in channels is effected without interrupting the musical
composition as it plays.
[0014] A method for teaching musical concepts to infants and small
children according to a second aspect of the invention includes
steps of providing a child-friendly apparatus that is capable of
playing an orchestral composition that includes a plurality of
different musical instruments; actuating the apparatus to play the
composition; and modifying the number and of instruments that are
playing as the composition plays, whereby the infant or small child
is made aware of the effect of the presence or absence of different
instruments in the overall composition.
[0015] According to a third aspect of the invention, a method for
teaching musical concepts to infants and small children includes
steps of providing a child-friendly apparatus that is capable of
playing an orchestral composition that includes a plurality of
different musical instruments; playing a developmentally
appropriate composition with the apparatus; and modifying the
number of instruments that are playing as the composition plays,
whereby the infant or small child is made aware of the effect of
the presence or absence of different instruments in the overall
composition.
[0016] These and various other advantages and features of novelty
that characterize the invention are pointed out with particularity
in the claims annexed hereto and forming a part hereof. However,
for a better understanding of the invention, its advantages, and
the objects obtained by its use, reference should be made to the
drawings which form a further part hereof, and to the accompanying
descriptive matter, in which there is illustrated and described a
preferred embodiment of the invention.
BRIEF DESCRIPTION OF THE DRAWINGS
[0017] FIG. 1 is a perspective view of an apparatus that is
constructed according to a preferred embodiment of the
invention;
[0018] FIG. 2 is an exploded view of the apparatus that is shown in
FIG. 1;
[0019] FIG. 3 is a schematic diagram depicting a control system for
the apparatus shown in FIGS. 1 and 2;
[0020] FIG. 4 is an isolation view of a graphic that is provided on
one component of apparatus that is constructed according to the
preferred embodiment of the invention;
[0021] FIG. 5 is an isolation view of a graphic that is provided on
another component of apparatus that is constructed according to the
preferred embodiment of the invention;
[0022] FIG. 6 is an isolation view of a graphic that is provided on
another component of apparatus that is constructed according to the
preferred embodiment of the invention;
[0023] FIG. 7 is an isolation view of a graphic that is provided on
another component of apparatus that is constructed according to the
preferred embodiment of the invention;
[0024] FIG. 8 is an isolation view of a graphic that is provided on
another component of apparatus that is constructed according to the
preferred embodiment of the invention; and
[0025] FIG. 9 is an isolation view of a graphic that is provided on
yet another component of apparatus that is constructed according to
the preferred embodiment of the invention.
DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT(S)
[0026] Referring now to the drawings, wherein like reference
numerals designate corresponding structure throughout the views,
and referring in particular to FIG. 1, an apparatus 10 for
facilitating an understanding and recognition of polyphonic music
such as ensemble music in infants and small children is in general
terms constructed as a polyhedron, and more specifically a cube
that is fabricated without sharp edges so that it is safe for
infants and small children to possess. As may be seen in FIG. 1,
apparatus 10 includes raised, soft rubber edges and rounded comers.
Alternatively, apparatus 10 could be fabricated as another type of
polyhedron, a sphere, or a flat panel.
[0027] Looking now to FIGS. 1 and 2, it will be seen that the
apparatus 10 includes a housing 12 that includes four identical
square-shaped interior frame components 14 and two other components
15 that are secured together to form the framework of a cube. The
four identical components 14 are fastened together with screws for
rigidity, and each frame element has bosses thereon that retain the
printed circuit board 29 (discussed below) diagonally with respect
to the cube-shaped body of the apparatus 12. The two additional
components define a battery compartment, and together with the four
identical components define the cube-like shape of the apparatus
12. Each interior frame component 14 includes a plurality of molded
plastic edge guards 16, which cooperate with eight soft molded
rubber comer pieces 26 to form a near continuous rounded border
about the edges and corners of the apparatus 10. The rounded edges
and corners prevent injury to the child and protect the apparatus'
electronic internal components from shock if it should be
dropped.
[0028] As may further be seen in FIG. 2, six fascia pieces 18 are
secured over the respective outer surfaces of the interior frame
components 14 and each fascia piece 18 acts to secure a large
button 20 in position between the fascia piece 18 and the interior
frame component 14. The buttons 20 are preferably hinged and
include colored graphics thereon that in the preferred embodiment
depict a musical instrument, or an orchestra or ensemble of
instruments. In the most preferred embodiment of the invention, the
graphics respectively depict a violin, which is depicted in FIG. 4,
a French horn, as is shown in FIG. 5, a piano, as is shown in FIG.
6, a flute, as is shown in FIG. 7, a harp, as is depicted in FIG.
8, and an orchestra, which is shown in FIG. 9 as a collage of
different instruments. Buttons 20 are preferably large enough to be
effectively manipulated by infants and young children who are still
developing dexterity and hand-eye coordination. Preferably the
buttons 20 have a surface area that is at least 4 cm.sup.2, with a
more preferred surface area of at least 9 cm.sup.2. In the most
preferred embodiment, the buttons 20 are generally square in shape,
and have a surface area of about 36 cm.sup.2.
[0029] Six light sources 34, such as a light bulbs or LEDs, are
also preferably associated with the respective buttons 20, for
purposes that will be described in greater detail below.
[0030] Two of the interior frame components 14 have a void in place
of one of the edge guards 16, and in this space is provided a door
22 that is removable by the consumer to gain access to a battery
compartment and battery contacts 24.
[0031] Also provided within the housing 12 is a high-quality
speaker 28, which is shown schematically in FIG. 3. According to
one important aspect of the invention, the interior shaped of the
housing 12 has been designed in such as manner as to acoustically
guide sound from the speaker 28 to the space outside of the housing
12 as accurately as possible without echoes, uneven frequency
attenuation or other distortion. In the preferred embodiment, as is
best shown in FIG. 2, the speaker 28 is attached directly to a
printed circuit board 29 by a resonance tube or baffle 31 whose
dimensions and shape are designed to enhance the low frequency
response of the speaker 28 and the overall acoustics of the sound
output. The speaker, baffle, and printed circuit board assembly is
placed diagonally inside the apparatus 12 so as to allow the sound
waves to bounce off the inner walls of the cube in several
directions so that the music can be heard effectively while the
apparatus 12 is being held in any orientation. Every side of the
apparatus 12 has small holes (which are shaped as musical notes in
the preferred embodiment) around the perimeter, which allow the
sound to escape to allow the music to be heard in any direction and
to reduce the echo that may result from the sound waves bouncing
off the inner walls of the cube.
[0032] The control system for apparatus 10, which is also
preferably located within the housing 12, includes a central
processing unit or CPU 30, which is preferably an integrated
circuit type processor, and a memory unit, which is preferably a
read-only memory chip or ROM 32. ROM 32 is preferably fixed within
the apparatus 10, although it alternative could be made removable
and replaceable, such as by sliding a card module into the
apparatus 10. This would permit a consumer to change the musical
options, such as songs and arrangements, that are available for use
with the apparatus 10.
[0033] As is schematically illustrated in FIG. 3, the six buttons
20 are respectively associated with six switches, S1, S2, S3, S4,
S5 and S6, and these switches are in communication with the CPU 30
so that the CPU 30 will be able to sense when a particular button
20 has been depressed by a user. Likewise, the six illumination
sources 34 that are associated with the six respective buttons 20
are in communication with CPU 30 so as to be controllable by the
CPU 30. In addition, CPU 30 is in communication with the speaker
28.
[0034] According to one important aspect of the invention, stored
on ROM 32 is at least one multi-channel musical composition. For
the purpose of this document, a "channel" is defined as a discrete
electronic audio path or source. In the preferred embodiment, ROM
32 has stored thereon in digital electronic format eight different
compositions, with each composition being made of six channels,
each of which corresponds to a different musical instrument or
group of instruments or a component of an instrument. In the most
preferred embodiment, ROM 32 will include two commercially
available 4-channel chips, which will provide the eight channel
capability, with three channels being dedicated to the piano, two
channels being dedicated to the harp, and one channel each being
dedicated to the flute, French horn and violin. By dedicating more
than one channel to the piano and harp, the apparatus 12 can better
simulate play of these instruments, wherein it is common for two or
more notes to be produced at the same time.
[0035] It should be noted that in the preferred embodiment the
selected channels represent at least one instrument from each of
the four major classes, these being brass (the French horn),
woodwind (the flute), percussion (the piano), and string (the
violin and harp). For example, if the composition is Twinkle,
Twinkle Little Star, there will be stored for this particular
composition separate three distinct channels for a piano
accompaniment for the composition, two channels of harp
accompaniment, a violin accompaniment, a flute accompaniment, and a
French horn accompaniment.
[0036] The type of music that is best suited to teaching basic
concepts of music is implemented in the apparatus. The key
characteristics of this type of music, which is defined for
purposes of this document as "developmentally appropriate music"
are:
[0037] (a) tonal major music, i.e., constructed in a major key
according to the accepted conventions of Western tonal music,
including a major triad consisting of the "tonic," "mediant" and
"dominant;"
[0038] (b) simple melodic, i.e., consisting of a prominent sequence
of notes that can be recognized and remembered by infants and also
sung or hummed by adults;
[0039] (c) musical material that has elements of repetition of
either melody, rhythm or both, thus promoting anticipation and
recognition;
[0040] (d) tempo that is not very fast (e.g., "allegro" but not
"presto"), so that the child is able to perceive the sequence of
individual notes or phrases
[0041] (e) duration that provides a musically complete set of
related phrases within the general span of attention of an infant
or young child. Accordingly, each composition, and therefore each
channel is preferably about 5 seconds to five minutes in length,
and is most preferably from about fifteen seconds to one minute in
length.
[0042] Preferably, each channel is a high quality digital recording
of an actual instrument being played, or is modified from a
synthesized note to simulate the actual sound of the instrument as
opposed to being a simple note synthesis. As a result, when more
than one or all of the channels are played together, the net effect
is of an orchestra playing, with each of the different instruments
being distinguishable by listeners.
[0043] CPU 32 is preferably programmed to ensure that any channel
or instrument may be silenced or started at any time as the
composition is being played by pressing the button that corresponds
to that channel or instrument. CPU 32 further ensures that when
more than one channel or instrument is being played at a time, the
different are time-synchronized together as intended in the overall
orchestral arrangement of the composition. This allows the user to
add and subtract channels or instruments while the composition is
playing without missing a note, providing fluid, seamless
arrangements.
[0044] In operation, each button corresponding to an instrument
will light up so as to blink in synchronization with notes being
played by that instrument for as long as that instrument is
included in the ensemble that is playing. If another button is
pressed in the midst of a performance when the instrument
corresponding to that button is not playing, the channel that
corresponds to the second button will begin to play in
synchronization to the first channel, and the button will begin to
blink in synchronization with the notes that are being played with
that instrument. Additional channels may be added in this matter.
If a button is pushed for a second time during the performance of
this composition, this will instruct the CPU 32 to subtract the
corresponding channel or instrument from the composition as it
plays, and the button will no longer be lit after the channel or
instrument ceases. If all of the instruments are subtracted, the
sequence of the song will continue, as will be indicated by the lit
orchestral button, and any one of the instruments may be brought
back into play by pressing the appropriate button.
[0045] If the button depicting the orchestra is depressed when no
song is playing, the CPU 32 is programmed to begin playing the full
orchestral channel for that same song. If, however, the orchestra
button is pushed while a song is in the process of playing, the CPU
30 will switch to another composition. This new composition will be
the default composition in the event that any of the buttons are
pushed to initiate the apparatus 10 to play a song.
[0046] The apparatus 12 is further programmed to shut off
automatically after a predetermined period of time to conserve
power.
[0047] The following table depicts an illustrative play pattern
that is just one of an almost infinite amount of different ways of
how the apparatus 10 may be operated by pushing different
buttons:
1 Action Button No. Depressed Result 1 Piano Piano begins
composition # 1 2 Flute Flute begins to accompany Piano in mid-song
for composition # 1. 3 Violin Violin begins to accompany Piano and
Flute for composition # 1. 4 Harp Harp begins to accompany Violin,
Piano and Flute for composition # 1. 5 Violin Violin drops out,
Harp, Piano and Flute continue to play composition # 1.
(Composition #1 is permitted to conclude.) 6 Orchestra The full
orchestral channel for composition # 1 is played. 7 Orchestra
Composition #1 is stopped and the full orchestral channel for
composition # 2 starts from the beginning. 8 Harp Full Orchestra
drops out, Violin, Piano, Flute and French Horn continue to play
composition # 2 together. 9 Violin Violin drops out, Piano, Flute
and French Horn continue to play composition # 2 together. 10 Piano
Piano drops out, Flute and French Horn continue to play composition
# 2 together. 12 Flute Flute drops out, French Horn continues to
play composition #2. 13 French Horn Composition # 2 stops playing.
14 Harp Harp begins to play Composition #2. 15 Orchestra
Composition #2 stops playing; the full orchestral channel for
composition # 3 begins playing. 16 Orchestra Composition #3 stops
playing; the full orchestral channel for composition # 4 begins
playing. 17 Orchestra Composition #4 stops playing; the full
orchestral channel for composition # 5 begins playing.
[0048] As is demonstrated in the example give above, any instrument
can be repeatedly added and subtracted from the ensemble, either
consecutively or in interdigitation with the addition or
subtraction of any other instrument, numerous times during the
presentation of any composition. Through use of the apparatus 10 as
described above, the child can create his or her own orchestra by
mixing up to five instruments, and, by pressing the ORCHESTRA
button, play a composition by a full orchestra. Through this, the
child is also made aware of such concepts as melodic and harmonic
role in ensemble music.
[0049] Accordingly, the invention and the preferred embodiment
described herein permits an infant or small child to experience
complex, polyphonic music from a quality source in a way that
maximizes the child's opportunity to learn from and develop in
response to the music. It further permits the infant or small child
to experiment or improvise with respect to the music, but not in a
discordant way, only in a way that will enhance the learning and
development process. This entire experience will be afforded to the
infant or small child in an apparatus that is visually attractive
and safe, so that it may be used even when a parent or caregiver is
not closely watching. Moreover, though the use of the illumination
of the buttons as the corresponding channels are being played, the
infant or small child begins to associate each instrument or the
entire orchestra with the appropriate sound.
[0050] The apparatus 12 could be used to teach any kind of music,
such as classical music, lullabies, rock, country, or various kinds
of international music, and the channels and instruments
represented thereby could be selected as necessitated.
[0051] It is to be understood, however, that even though numerous
characteristics and advantages of the present invention have been
set forth in the foregoing description, together with details of
the structure and function of the invention, the disclosure is
illustrative only, and changes may be made in detail, especially in
matters of shape, size and arrangement of parts within the
principles of the invention to the full extent indicated by the
broad general meaning of the terms in which the appended claims are
expressed.
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