U.S. patent application number 11/853062 was filed with the patent office on 2008-03-20 for computer-aided learning system employing a pitch tracking line.
Invention is credited to Charles A. Franzblau.
Application Number | 20080070203 11/853062 |
Document ID | / |
Family ID | 35423758 |
Filed Date | 2008-03-20 |
United States Patent
Application |
20080070203 |
Kind Code |
A1 |
Franzblau; Charles A. |
March 20, 2008 |
Computer-Aided Learning System Employing a Pitch Tracking Line
Abstract
A computer-aided learning system to facilitate a human to
control the pitch and rhythm of their voice. In a preferred
embodiment for learning how to sing a song in tune, a display
provides visual, real-time depiction of the singer's actual pitch
compared to the "target" pitch they should be singing, thereby
allowing the singer to interactively raise or lower the pitch of
their voice.
Inventors: |
Franzblau; Charles A.;
(Tampa, FL) |
Correspondence
Address: |
HOLLAND & KNIGHT LLP;ATTN: STEFAN V. STEIN/ IP DEPT.
POST OFFICE BOX 1288
TAMPA
FL
33601-1288
US
|
Family ID: |
35423758 |
Appl. No.: |
11/853062 |
Filed: |
September 11, 2007 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
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11137025 |
May 25, 2005 |
7271329 |
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11853062 |
Sep 11, 2007 |
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60576233 |
May 28, 2004 |
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Current U.S.
Class: |
434/157 ;
434/319; 434/322 |
Current CPC
Class: |
G09B 17/00 20130101;
G10H 2220/126 20130101; G09B 5/02 20130101; G09B 15/023
20130101 |
Class at
Publication: |
434/157 ;
434/319; 434/322 |
International
Class: |
G09B 19/00 20060101
G09B019/00 |
Claims
1. A method for teaching a student to read, comprising the steps
of: determining an instructional reading level of the student; and
providing reading, speaking or singing exercises to the student at
the instructional reading level.
2. The method for teaching a student to read as set forth in claim
1, wherein the step of determining the student's instructional
reading level comprises the steps of: testing the student at an
assigned instructional reading level; determining if the student
should be re-tested at a different instructional reading level than
the assigned instructional reading level; and retesting the student
at the different instructional reading level.
3. The method for teaching a student to read as set forth in claim
2, wherein the step of testing the student comprises the step of:
displaying a passage of text wherein a plurality of words are
omitted from the passage whereby the passage of text is appropriate
for the assigned instructional reading level; simultaneously
displaying a listing of the plurality of words that are omitted
from the passage; requiring the student to fill in the omitted
words in the passage; and grading the student's filling in the
omitted words to determine if the student is at the instructional
reading level.
4. The method for teaching a student to read as set forth in claim
3, wherein the step of grading the student's filling in the omitted
words comprises the steps of: scoring the student's filling in the
omitted words; comparing the student's score to a low threshold
value and a high threshold value; determining the student is at the
instructional reading level and should be tested at a more advanced
reading level when the student's score falls at or above the high
threshold value; determining the student is at the instructional
reading level and should be tested at a more advanced reading level
the first time the student's score falls between the low threshold
value and the high threshold value; determining the student is at
the instructional reading level and should not be tested further
when the student's score falls between the low threshold value and
the high threshold value a second time; and determining the student
is at a frustration reading level when the student's score falls at
or below the low threshold value.
5. The method for teaching a student to read as set forth in claim
2, wherein the step of retesting the student at a different
instructional reading level comprises the step of: retesting the
student at an instructional reading level one grade higher than the
assigned instructional reading level.
6. The method for teaching a student to read as set forth in claim
5, wherein the step of retesting the student at a different
instructional reading level comprises the step of: retesting the
student at an instructional reading level one grade lower than the
assigned instructional reading level.
7. The method for teaching a student to read as set forth in claim
1, wherein the step of providing reading exercises comprises the
steps of: displaying a passage of text wherein a plurality of words
are omitted from the passage; simultaneously displaying a listing
of the plurality of words that are omitted from the passage;
requiring the student to fill in the omitted words in the passage;
and grading the student's filling in the omitted words.
8. The method for teaching a student to read as set forth in claim
1, wherein the step of providing speaking exercises comprises the
steps of: displaying a passage of text to be read by the student;
requiring the student to read the passage of text; comparing the
student's reading of the passage of text to a native speaker's
reading of the passage of text.
9. The method for teaching a student to read as set forth in claim
8, wherein the step of providing speaking exercises further
comprises the step of: audibly playing a proper reading of the
passage.
10. The method for teaching a student to read as set forth in claim
9, wherein the step of audibly playing a proper reading of the
passage further comprises the step of: allowing the student to vary
the speed of audibly playing a proper reading of the passage
without altering the pitch or pronunciation.
11. The method for teaching a student to read as set forth in claim
8, wherein the step of providing speaking exercises further
comprises the step of: recording student's reading of the
passage.
12. The method for teaching a student to read as set forth in claim
11, wherein the step of providing speaking exercises further
comprises the step of: playing the student's recorded reading of
the passage.
13. The method for teaching a student to read as set forth in claim
8, wherein the step of providing speaking exercises further
comprises the step of: highlighting the letters of words
mispronounced by the student.
14. The method for teaching a student to read as set forth in claim
1, wherein the step of providing singing exercises comprises the
steps of: displaying a series of target pitch lines representative
of target pitches on a display; displaying a target pitch area
encompassed about each target pitch line; computing a pitch
tracking line from an audio input; and displaying the pitch
tracking line on the display; whereby the pitch tracking line
visually appears within respective target pitch areas when the
pitch of the audio input is substantially in tune with the targeted
pitch of the target pitch line therein by a predefined amount.
15. The method for teaching a student to read as set forth in claim
14, wherein the pitch tracking line is displayed in real time.
16. The method for teaching a student to read as set forth in claim
15, wherein each target pitch line is centered within their
respective target pitch area.
17. The method for teaching a student to read as set forth in claim
16, wherein at least one of the target pitch areas comprises a
height indicative of the degree of the audio input being
substantially in tune with the targeted pitch of the target pitch
line therein.
18. The method for teaching a student to read as set forth in claim
17, further comprising the step of reducing the height of at least
one of the target pitch areas to increase the degree of the audio
input being substantially in tune with the targeted pitch of the
target pitch line therein.
19. The method for teaching a student to read as set forth in claim
18, wherein the step of reducing the height of at least one of the
target pitch areas comprises the step of allowing selection of
beginner, intermediate, and expert skill levels respectively
corresponding to the target pitch area including an increased
height, a medium height or a reduced height.
20. The method for teaching a student to read as set forth in claim
16, wherein at least one of the target pitch areas comprises a
length substantially equal to the length of the respective target
pitch line.
21. The method for teaching a student to read as set forth in claim
20, further comprising the step of reducing the length of at least
one of the target pitch areas to define a transition time with an
adjacent target pitch area.
22. The method for teaching a student to read as set forth in claim
21, wherein the step of reducing the length of at least one of the
target pitch areas comprises the step of allowing selection of
expert, intermediate and beginner skill levels respectively
corresponding to the target pitch area including an reduced length,
a further reduced length and a still further reduced length.
23. The method for teaching a student to read as set forth in claim
22, wherein the step of reducing the length of at least one of the
target pitch areas occurs at the beginning of the target pitch
areas.
24. The method for teaching a student to read as set forth in claim
22, wherein the step of reducing the length of at least one of the
target pitch areas occurs at the beginning and at the end of the
target pitch areas.
25. The method for teaching a student to read as set forth in claim
14, wherein the audible input comprises a microphone.
26. The method for teaching a student to read as set forth in claim
25, wherein the audio input comprises a person who is making an
audible sound into the microphone.
27. The method for teaching a student to read as set forth in claim
26, further including the lyrics of a song to be sung being
positioned proximate to the respective target pitch areas and
wherein the target pitch lines represent the musical notes of the
song, whereby visualization of the pitch tracking line and target
pitch areas provides a real-time visual feedback of the pitch of
the singer's voice relative to each note of the song being sung to
aid the person to sing in tune with the notes of the song.
28. The method for teaching a student to read as set forth in claim
26, further including text to be read being positioned proximate to
the respective target pitch areas and wherein the target pitch
lines represent tones of the text to be read, whereby visualization
of the pitch tracking line and target pitch areas provides a
real-time visual feedback of the pitch of the person's voice
relative to the text being read to aid the person to better learn
the text.
29. The method as set forth in claim 14, wherein the step of
computing the pitch tracking line comprises a computer and wherein
the steps of displaying comprise display.
30. The method as set forth in claim 29, wherein the computer
comprises a general purpose personal computer, a dedicated computer
or a server computer.
31. The method as set forth in claim 30, wherein the input and the
display comprises a videophone or cell phone with a display and
wherein the computer is remotely located.
32. The method as set forth in claim 14, further including the
steps of determining the user's actual vocal range and transposing
the target pitch lines into the optimum key best corresponding to
the user's actual vocal range.
33. The method as set forth in claim 14, further including the
steps of determining the user's actual vocal range and moving the
target pitch lines up or down one or more octaves.
34. The method as set forth in claim 14, further comprises a step
of determining the user's actual vocal range comprises have the
user first sing up from a low note to a high note and then sing
down from a high note to a low note and defining the vocal range as
the range between the high note and the low note.
35. The method as set forth in claim 32, wherein the steps of
displaying occurs in a display window in which the ordinate of the
window represents the transposed key best corresponding to the
user-specific vocal range and the abscissa represents the measures
and their beats of the target pitch lines.
36. The method as set forth in claim 35, further including the step
of displaying diatonic notes and non-diatonic notes along the
ordinate.
37. The method as set forth in claim 14, further including the step
of displaying words associated with each target pitch line
proximate to the respective target pitch area.
38. The method as set forth in claim 37, further including the step
of displaying at least one empty area between adjacent target pitch
boxes to serve as placeholders and signal when the user should take
a breath.
39. The method as set forth in claim 14, further including the step
of computing the total time the pitch tracking line appeared within
the target pitch areas relative to the cumulative length of the
target pitch areas indicative of the percentage of time the pitch
tracking line was in tune with the target pitch areas.
40. The method as set forth in claim 14, further including the step
of computing the total time the pitch tracking line appeared within
the target pitch areas relative to the cumulative length of the
target pitch areas indicative of the percentage of time the pitch
tracking line was in tune and on beat with the target pitch
areas.
41. The method as set forth in claim 40, further including the step
of displaying a score indicative of the percentage of time the
pitch tracking line was in tune and on beat with the target pitch
areas.
42. The method as set forth in claim 32, wherein the steps of
displaying occurs in a display window including a toolbar and a
control panel.
43. The method as set forth in claim 42, wherein the toolbar
includes at least one of a singing selection button that allows the
user to select among exercises, created songs, imported songs and
downloaded songs, a vocal range button that allows the user to
manually select a bass, baritone, tenor, alto, or soprano vocal
range, a skill level button allowing the user to select the desired
skill level, sing/compose button allows the user to switch between
the sing and compose modes of operation, a toggle button to switch
to a view containing a representation of a keyboard, to a sheet
music view, to a view containing a mixing board or to return to a
home screen, vertical or horizontal sliders to allow the window to
be scrolled vertically and horizontally, respectively, and zoom
buttons to change how much of a song appears in the window, best
fit or vocal range buttons to allow the highest and lowest notes to
appear in the window without scrolling and to adjust the vertical
display so that the user-specific vocal range fits in the
window.
44. The method as set forth in claim 42, wherein the control panel
includes at least one of a metronome toggle button to turn a
metronome sound on and off, a time signature toggle button to show
the currently selected time signature, a tempo selector button that
displays the current tempo and allows the tempo for the current
song or exercise to be increased or decreased, a key selector
button that allows the user to change the key for the current song,
melody and accompaniment toggle buttons to turn on and off the
melody and accompaniment during playing, volume controls selector
buttons, and transport buttons for clearing the display and
preparing for a new session, for rewinding by moving the vertical
cursor to the beginning of a song, for playing what is displayed
and for stopping the playing.
45. The method as set forth in claim 14, wherein the steps of
displaying further includes the step of displaying a cursor line
indicating the current position being played.
46. The method as set forth in claim 14, further including
computing a multiple of pitch tracking lines from respective
multiple audio inputs; and displaying the pitch tracking lines on
the display.
47. The method as set forth in claim 46, wherein the set of
displaying the pitch tracking lines on the display comprises the
step of displaying the pitch tracking lines in multiple respective
displays.
48. The method as set forth in claim 27, wherein the song to be
played comprises a MIDI file.
49. The method as set forth in claim 48, further including the
steps of interpreting the MIDI file to ascertain the status bytes
and the data bytes for each note and its duration, as well as the
key, melody and the accompaniment to display to the target pitch
lines.
50. The method as set forth in claim 48, wherein as the user sings
the song, the user's voice in saved in an analog file corresponding
to the file.
51. The method as set forth in claim 49, wherein the coordinates of
the pitch tracking line are computed for display and saved to a
control file corresponding to or along with the analog file.
52. The method as set forth in claim 50, further including the step
of changing the song's key, melody and accompaniment by changing
the corresponding status and data bytes of the MIDI song file
before playing.
53. A method for learning a foreign language comprising the steps
of: listening to a pre-recorded song; watching a first pitch
tracking line whereby the first pitch tracking line visually tracks
the pre-recorded song; recording a rendition of the pre-recorded
song; watching a second pitch tracking line whereby the second
pitch tracking line visually tracks the recorded rendition of the
pre-recorded song.
54. The method for learning a foreign language as set forth in
claim 53, further including the step of: repeatedly re-recording a
rendition of the pre-recorded song while comparing an associated
pitch tracking line corresponding to the re-recorded rendition of
the pre-recorded song until the associated pitch tracking line
closely follows the first pitch tracking line.
55. The method for learning a foreign language as set forth in
claim 53 whereby the foreign language is Mandarin.
56. The method for learning a foreign language as set forth in
claim 53 whereby: the first pitch tracking line is a first color;
and the second pitch tracking line is a second color.
57. The method for learning a foreign language as set forth in
claim 53 whereby the pre-recorded song is sung by a native speaker
of the foreign language.
58. The method for learning a foreign language as set forth in
claim 53 whereby the pre-recorded song is a nursery rhyme.
59. A method for learning, comprising the steps of: displaying a
series of target pitch lines representative of target pitches on a
display; displaying a target pitch area encompassed about each
target pitch line; computing a pitch tracking line from an audio
input; and displaying the pitch tracking line on the display;
whereby the pitch tracking line visually appears within respective
target pitch boxes when the pitch of the audio input is
substantially in tune with the targeted pitch of the target pitch
line therein by a predefined amount.
60. The method of claim 59 whereby the target pitch area is a
rectangular box.
61. The method of claim 59 whereby the target pitch area is a box
with rounded edges.
62. The method of claim 59 whereby the target pitch area is an
eliptical shape.
63. The method of claim 59 whereby the target pitch area is a
diamond.
64. The method of claim 59 whereby the target pitch area is a
circle.
65. The method of claim 59 whereby the target pitch area is a
polygon.
66. The method of claim 59 further comprising the steps of:
transmitting the song to be sung from a plurality of server
computers; receiving the transmitted song to be sung on a plurality
of client computers.
67. The method of claim 66 whereby the plurality of server
computers is interconnected to the plurality of client computers
over a network.
68. The method of claim 67 whereby the network is the Internet.
69. The method of claim 67 whereby the software used by the
plurality of client computers to receive the transmitted song is
stored on and started from the plurality of server computers.
70. A method for learning, comprising the steps of: displaying a
target pitch notehead on a music stave; computing a pitch tracking
line from an audio input; and displaying the pitch tracking line on
the display; whereby the pitch tracking line visually appears
within respective target pitch noteheads when the pitch of the
audio input is substantially in tune with the targeted pitch of the
target pitch line therein by a predefined amount.
71. The method as set forth in claim 70 wherein the pitch tracking
line is displayed in real time.
72. The method as set forth in claim 70 wherein the audible input
comprises a microphone.
73. The method as set forth in claim 72 wherein the audible input
comprises a person who is making an audible sound into the
microphone.
74. The method as set forth in claim 73, further including the
lyrics of a song to be sung being positioned proximate to the
respective target pitch note, whereby visualization of the pitch
tracking line and target pitch notes provides a real-time visual
feedback of the pitch of the singer's voice relative to each note
of the song being sung to aid the person to sing in tune with the
notes of the song.
75. The method as set forth in claim 73, further including text to
be read being positioned proximate to the respective target pitch
note, whereby visualization of the pitch tracking line and target
pitch notes provides a real-time visual feedback of the pitch of
the person's voice relative to the text being read to aid the
person to better learn the text.
Description
CROSS-REFERENCE TO RELATED APPLICATIONS
[0001] This is a continuation-in-part of pending patent application
Ser. No. 11/137,025, filed May 25, 2005, scheduled to issue on Sep.
18, 2007 as U.S. Pat. No. 7,271,329, which claims priority from
provisional application 60/576,233, filed May 28, 2004, the
disclosures of each of which are hereby incorporated by reference
herein.
BACKGROUND OF THE INVENTION
[0002] 1. Field of the Invention
[0003] This invention relates to computer-aided learning systems
for facilitating the annunciation of human voice. More
particularly, this invention relates to computer-aided learning
systems that facilitates vocalizations such as singing.
[0004] 2. Description of the Background Art
[0005] Presently, there exist many systems for teaching a person
how to sing in tune and on beat. Commonly, the prior art systems
focus more on the technology employed than the visual presentation
to the singer. Accordingly, without an appropriate visual interface
for the singer, the prior art systems are of nominal benefit to
teaching the singer how to sing in tune and on beat. Representative
patents of such prior art systems are disclosed below.
[0006] U.S. Pat. No. 5,208,413 entitled "Vocal Display Device"
discloses a karaoke device that displays the strength of the
singer's voice on a display screen. However, this patent fails to
disclose a meaningful visual representation of whether the singer
is singing in tune.
[0007] U.S. Pat. No. 4,546,687 discloses a "Musical Performance
System" in which the vocal signal of the singer and the musical
signal of a musical instrument are recorded on separate tracks and
then compared, the result of which is displayed via a LED display
to indicate the results of such comparison.
[0008] U.S. Pat. No. 5,287,789 discloses a "Music Training
Apparatus" including one or more tone sources that are displayed as
fixed-sized "bars" on a display and the singer's voice is displayed
in the form of a pitch tracking line.
[0009] U.S. Pat. Nos. 5,525,062 and 5,906,494 disclose a "Training
Apparatus for Singing" in which the singer's vocal characteristics
are compared with a model vocal characteristic to evaluate the
singer's vocal characteristics relative to the model. The result of
a comparison of tune error is displayed in the form of color-coded
musical notes.
[0010] U.S. Pat. No. 5,876,213 discloses a karaoke teaching
apparatus that analyzes a singing voice to detect a musical
register thereof at which the live vocal part is actually
performed.
[0011] U.S. Pat. No. 6,417,435 discloses an audio-acoustic
proficiency testing device that transduces, captures, measures,
compares, analyzes, records and then reports on a singer's
performance.
[0012] U.S. Pat. No. 6,617,503 discloses a vocal training device
including playback modes of melody only, harmony only, melody and
harmony and a multi-unit playback of melody, harmony and harmony
components.
[0013] U.S. Pat. No. 6,725,108 discloses a system and method for
interpretation and visualization of acoustic spectra to discover
the pitch and timbre of musical sounds via display of a pitch
tracking line.
[0014] Finally, U.S. Pat. No. 4,024,789 discloses a tone analysis
system with a visual display in the form of sheet music containing
a musical staff and lighted musical notes.
[0015] The disclosure of each of the above-listed patents is hereby
incorporated by reference herein.
[0016] Commercial prior art systems include .TM. "Sing & See"
produced by Cantare Systems of Surry Hills, Australia. In the .TM.
"Sing & See" system, a pitch tracking line is displayed on a
computer screen as the singer sings. Another commercialized
implementation includes .TM. "Singing Tutor" published by Vimas of
Kiev, Ukraine that displays a pitch tracking line on a computer
screen in real time as the singer sings. Still another includes
.TM. "Sing" formerly published by now-defunct Music Player as well
as .TM. "Karaoke Revolution" and "Audio Mirror" produced by Konami
of Tokyo, Japan and ECS Media of Champaign, Ill., respectively.
However, .TM. "Sing", .TM. "Karaoke Revolution" and .TM. "Audio
Mirror" systems do not display a real time tracking line. For
example, in the case of .TM. "Karaoke Revolution", a visual
representation of "pitch tubes" are "lit up" when the singer sings
each note in tune, but it does not employ a real time pitch
tracking line.
[0017] It should be appreciated from the foregoing that the prior
art systems teach in general the use of a real time tracking line.
However, none of the prior art systems visually quantifies the
accuracy of a singer singing in tune or out-of-tune in a manner
that teaches the singer how much to raise or lower the tone of
their voice as the song is being sung. Accordingly, presently there
exists a need for a computer-aided learning system that employs a
pitch tracking line and displays it in a way that a singer may, in
real time, adjust upwardly or downwardly the tone of their voice
while singing.
[0018] Therefore, it is an object of this invention to provide an
improvement which overcomes the aforementioned inadequacies of the
prior art devices and provides an improvement which is a
significant contribution to the advancement of the computer-aided
learning systems.
[0019] Another object of this invention is to provide a
computer-aided learning system employing a pitch tracking line
enclosed within target pitch boxes to visually quantify singing in
tune and in rhythm.
[0020] Another object of this invention is to provide a
computer-aided learning system employing target pitch boxes that
are reduced in size depending on the desired ease in learning how
to sing each note in tune.
[0021] Another object of this invention is to provide a
computer-aided learning system employing a pitch tracking line and
target pitch boxes that may be reduced in length to allow a singer
to more easily transition from one note to another.
[0022] Another object of this invention is to provide a
computer-aided learning system employing a pitch tracking line that
determines a singer's comfortable vocal range and transposes the
key of a prearranged song accordingly.
[0023] Another object of this invention is to provide a
computer-aided learning system employing a pitch tracking line that
determines a singer's comfortable vocal range and increases or
decreases the key of a prearranged song by one or more octaves.
[0024] Another object of this invention is to provide a
computer-aided learning system employing a pitch tracking line that
includes a scoring system for numerically quantifying how
accurately a singer sang in tune and rhythm.
[0025] The foregoing has outlined some of the pertinent objects of
the invention. These objects should be construed to be merely
illustrative of some of the more prominent features and
applications of the intended invention. Many other beneficial
results can be attained by applying the disclosed invention in a
different manner or modifying the invention within the scope of the
disclosure. Accordingly, other objects and a fuller understanding
of the invention may be had by referring to the summary of the
invention and the detailed description of the preferred embodiment
in addition to the scope of the invention defined by the claims
taken in conjunction with the accompanying drawings.
SUMMARY OF THE INVENTION
[0026] For the purpose of summarizing this invention, this
invention comprises a computer-aided learning system to facilitate
a human to control the pitch of their voice such as in singing a
song. The invention further facilitates a human to control the
rhythm of their voice. Accordingly, the software of the invention
teaches one to "sing in tune" and "in rhythm".
[0027] The invention includes numerous features that act like
"training wheels" for the person who has difficulty carrying a
tune. A primary feature is a visual, real-time depiction of the
user's actual pitch compared to the "target" pitch they should be
singing. The invention further includes a scoring system for
measuring and logging improvements in the user's ability to control
his pitch.
[0028] More particularly, the invention comprises a visual
depiction of pitch called the pitch tracking line ("PTL") that
shows in real-time the actual pitch the user is singing. Two views
of the music are provided; a Graphic View and a Sheet Music
View.
[0029] The Graphic View is a "Sing Window" and is similar to an
abscissa/ordinate or "X/Y" graph. The abscissa X represents time
and the ordinate Y-axis represents pitch. Each pitch of each note
is shown as a target pitch line to indicate the precise pitch a
user should sing. A box is drawn about each target pitch line above
and below the target pitch line. The height of the target pitch
boxes gives the user a "margin" for error such as plus or minus 1/2
step (beginner level), plus or minus 1/4 step (intermediate level),
and plus or minus 1/8 step (advanced level). The lyrics are
preferably displayed below the target pitch box. The target pitch
line is preferably a colored line (e.g., a red line) and the target
pitch box is a preferably a colored box such as light blue.
[0030] In the Sheet Music View, the "target pitches" are the note
heads and the screen mimics a piece of sheet music complete with
staves, notes, rests, key signature, etc.
[0031] The invention further comprises a custom vocal range feature
that allows a user to set their personal vocal range. The user
sings first up and then down. The distance between the high and low
pitch tracking lines is then used to establish the top and bottom
of the user's vocal range. Once the range is set, it is preferably
depicted graphically in the Sing Window by colored horizontal
(e.g., green) lines. Each song and exercise is automatically
transposed into a key that makes the song easy for the user to
sing.
[0032] The invention still further includes a scoring feature that
indicates what percentage of time the pitch tracking line was
within the target pitch boxes, thereby being indicative of the time
the song was sung "in tune". In addition to making the margin for
error larger or smaller by making the target pitch boxes higher,
boxes may be made narrower to define the transition times at the
beginning or end of each note during which the user is not scored.
This teaches singers to sing on beat (i.e., in rhythm) and to be on
pitch at the beginning of each note as they get better.
[0033] The invention further includes a tempo change feature that
allows slowing the tempo of more difficult songs (without changing
the key) which will allow the user to more easily learn to sing the
song. After he learns to sing it, the tempo can be returned to
normal.
[0034] The invention further includes breathing indicators.
Specifically, in the graphic view, the spots where the user should
breathe are indicated with a "B" symbol. This insures that the user
has enough breath to get through each phrase on pitch.
[0035] Finally, from "pitch-matching" to "a cappella", the
invention allows the user to begin learning a song with only the
melody and metronome playing (he turns off the accompaniment). In
this way the user may focus on matching the pitch of the melody and
the proper rhythm only. Once the user can get a good score in this
operating mode, the user can add the accompaniment. When that mode
is mastered, the user can mute the melody and sing only with
accompaniment and metronome. Upon mastering the accompaniment and
metronome, the user can mute the accompaniment (and metronome if
desired) and sing "a cappella" which means without the support of
any audible musical reference points.
[0036] Throughout the disclosure herein, we use a simple usage of
the word "Tone" as used in the instruction of tonal languages. In
this arena, linguists and instructors of tonal languages use the
word "Tone" to refer to what is actually the variation in "pitch"
the listener hears when a given word is pronounced. For example,
Mandarin is a tonal language because every word has, along with its
phonetic pronunciation, one of four tones. These four tones are
flat, rising, falling, and falling then rising. Thus, the phonetic
word "Ma" can be pronounced with any one of these four tones and
each one represents a unique meaning. This variation of the "Tone"
in tonal languages would be viewed by musicians as variations of
the pitch.
[0037] The foregoing has outlined rather broadly the more pertinent
and important features of the present invention in order that the
detailed description of the invention that follows may be better
understood so that the present contribution to the art can be more
fully appreciated. Additional features of the invention will be
described hereinafter which form the subject of the claims of the
invention. It should be appreciated by those skilled in the art
that the conception and the specific embodiment disclosed may be
readily utilized as a basis for modifying or designing other
structures for carrying out the same purposes of the present
invention. It should also be realized by those skilled in the art
that such equivalent constructions do not depart from the spirit
and scope of the invention as set forth in the appended claims.
BRIEF DESCRIPTION OF THE DRAWINGS
[0038] For a fuller understanding of the nature and objects of the
invention, reference should be had to the following detailed
description taken in connection with the accompanying drawings in
which:
[0039] FIG. 1 is a diagrammatic view of the computer-aided learning
system of the invention which graphically displays a pitch tracking
line superimposed onto graphical pitch lines contained within
target pitch boxes to provide a real time visual feedback of the
pitch of one's voice relative to each note of the song being sung
to aid the person to sing in tune with the notes of the song;
[0040] FIGS. 1A, 1B, 1C, 1D, 1E, and 1F are callouts depicting,
respectively, target pitch areas shaped as rectangles with rounded
edges, ellipticals, octagons, circles, diamonds, and hexagons;
[0041] FIG. 2 is a block diagram of the various components of the
computer-aided learning system of the invention;
[0042] FIG. 3 is a flow chart illustrating the process methodology
of the computer program in its preferred embodiment to display the
pitch tracking line in real time;
[0043] FIG. 4 depicts a vocal range screen and the octaves and
measures thereof;
[0044] FIG. 4a depicts the vocal range screen used by an exemplary
user to compute the user-specific vocal range;
[0045] FIG. 5 illustrates the preferred layout of the "sing window"
for displaying the target pitch lines and boxes on the display;
[0046] FIG. 5a depicts the "sing window" of FIG. 5 with a user's
pitch tracking line superimposed over the target lines and boxes of
the song being sung;
[0047] FIGS. 5b and 5c illustrate the "sing window" of FIG. 5a but
with reduced height target pitch boxes indicative of intermediate
and expert skill levels, respectively;
[0048] FIGS. 5d and 5e illustrates the same window as FIG. 5a but
with the length of the target pitch boxes being increased to reduce
the transition time between adjacent notes indicative of
"intermediate" and "expert" skill levels, respectively;
[0049] FIG. 6 illustrates the "sing window" of the invention with
tabs allowing selection of various options;
[0050] FIGS. 7a, 7b, 7c and 7d depict the keyboard view, sheet
music view, mixing board view and home view screens,
respectively;
[0051] FIG. 8a illustrates a single sing window containing two
pitch tracking lines for two users;
[0052] FIG. 8b illustrates two sing windows, stacked one on the
other, for use by respective two users;
[0053] FIG. 9a illustrates a compose window allowing the user to
create a song;
[0054] FIG. 9b illustrates the composed song of FIG. 9a in sheet
music view;
[0055] FIG. 10 depicts a Cloze-test as utilized in testing and
exercising a student;
[0056] FIG. 11 is a flow chart illustrating the process methodology
of the present invention in a preferred embodiment to determine
appropriate exercises to present to the student;
[0057] FIG. 11A is a chart illustrating the methodology utilized in
determining a student's reading level;
[0058] FIG. 12 illustrates the preferred layout of the "Lesson
Maker" for teachers to utilize in preparing appropriate
curricula;
[0059] FIG. 13 is a flow chart illustrating the process methodology
of the present invention in a preferred embodiment to teach
non-Mandarin speakers how to speak Mandarin;
[0060] FIG. 14 illustrates the preferred layout of the "sing
window" for displaying a the target pitch lines and boxes on the
display when teaching Mandarin; and
[0061] FIG. 15 is a flow chart illustrating the process methodology
of the present invention in a preferred embodiment to record, store
and send Singtones.
[0062] Similar reference characters refer to similar parts
throughout the several views of the drawings.
DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT
[0063] Referring to FIG. 1, the computer-aided learning system 10
of the invention graphically displays a pitch tracking line 12 of
an input 14 such as an audible input from a microphone 16
superimposed onto graphical target pitch lines 18 representative of
the desired pitches. In the preferred embodiment, the audible input
14 comprises a person who is singing 20 and the graphical display
of the target pitch lines represent the musical notes 22 of the
song being sung. The superposition of the pitch tracking line 12
over the target pitch lines 18 provides a real-time visual feedback
of the pitch of one's voice relative to each note of the song being
sung. The invention therefore aids the person to sing in tune with
the notes 22 of the song.
[0064] The computer-aided learning system of the invention may also
be employed for assisting a person such as a child to learn how to
read 24 by "singing" the words of the text (or to learn a foreign
language). More particularly, it is known that some of the factors
affecting a person's ability to read include phonetic awareness,
phonics, word recognition and vocabulary, comprehension and
fluency. The use of the computer-aided learning system of the
invention to sing the words of the text to be learned seems to
remarkably enhance the reader's word recognition and vocabulary,
comprehension and fluency.
[0065] The computer-aided learning system of the invention may also
assist a musician to learn how to play a musical instrument 26 by
providing a visual feedback of whether the proper notes 22 of the
song are being played.
[0066] Without departing from the spirit and scope of this
invention, this invention may in general be employed for assisting
a person, whether an adult or a child, to learn to make audible
sounds, whether vocally or with an instrument, by providing a
visual real-time feedback to the person of the pitch of the sound
superimposed onto the desired or targeted pitch.
[0067] More particularly, referring to FIG. 2, the computer-aided
learning system 10 of the invention comprises a computer 28 having
an internal or external graphical display 30 (e.g., CRT, LCD,
Plasma). Computer 28 further includes an audio interface for
receiving an input 14 such as from the microphone 16 and for
providing an audio output 32 to headphones 34 or speakers. Computer
28 preferably comprises a general purpose personal computer that
employs an operating system such as Microsoft Windows, Unix, or
Apple Mac OS that runs application software. However, computer 28
may comprise a dedicated computer including suitable hardware and
firmware that implements the functionality of the invention 10.
Further, the invention 10 may comprise a distributed system wherein
the audio input 14 and display 30 comprises a voice-over IP (e.g.,
Internet video phone) or wireless input (e.g. cell phone with a
visual display) and computer 28 comprises a remote server computer
running the computer program 36.
[0068] Referring to FIG. 3, the invention 10 is embodied in a
computer program 36 that in the preferred embodiment runs as
application software on the computer 28 (or is hardware/firmware
implemented on a dedicated computer) to display 38 the target pitch
lines 18 on the display 30, to display 39 the target pitch boxes
about the target pitch lines 18, to audibly play 40 the tones of
the target pitch lines 18 via the audio output 32 (if desired), to
compute 42 the pitch tracking line 12 from the input 14 and to
superimpose 43 the pitch tracking line 12 in real time onto the
target pitch lines 18 displayed on the display 30.
[0069] The computer program 36 determines the user's actual vocal
range before displaying 38 the desired pitch lines 18 on the
display 30. The computer program 36 then transposes the song to be
sung into the optimum key best corresponding to the user's actual
vocal range. Apart from transposing the song into a different key
(e.g. C to G), the computer program 36 may also or alternatively
move the arrangement of the song up or down one or more
octaves.
[0070] As used herein, the user's vocal range is the range of
notes, from lowest to highest, that the user can vocalize or sing
comfortably. The two steps in determining one's vocal range is to
first sing up from a low note to a high note and second, to sing
down from a high note to a low note.
[0071] More particularly, FIG. 4 depicts a Vocal Range Screen 45
with four octaves 450, with the "middle C" in the center. The Vocal
Range Screen 45 comprises two measures 45M, indicated at the bottom
of the screen as Measure 1 and Measure 2. Each measure 45M is
divided into 4 beats 45B.
[0072] To begin vocal range measuring, four "count-off" or
"lead-in" metronome ticks are played via the headphones 34 to
inform the user to get ready to sing. After the fourth tick, the
user sings from a low tone to the highest note that can be
comfortably sung. The process is repeated from a high note to the
lowest note that can be comfortably sung. FIG. 4a shows the
resulting pitch tracking lines 12L and 12H of an exemplary user
that graphically illustrate the highest and lowest notes the user
comfortably sang.
[0073] The computer program 36 of the invention interpolates a line
46H relative to the highest notes and another line 46L relative to
the lowest notes. The user-specific vocal range 46 comprises the
difference between the interpolated lines representative of the
user's highest and lowest notes. Using this user-specific vocal
range, the computer program 36 then transposes the song to the
optimum key (or up or down one or more octaves) and displays the
transposed target pitch lines and boxes accordingly.
[0074] FIG. 5 illustrates the preferred layout or "Sing Window" 48
for displaying 38 the desired pitch lines 18 on the display 30. The
ordinate 48O of the Sing Window 48 represents the transposed key of
the song best corresponding to the user-specific vocal range 46.
Diatonic notes are illustrated in the ordinate with normal
brightness whereas non-diatonic notes are illustrated in a reduced,
grayed-out brightness. The appearance of the diatonic and
non-diatonic notes provides a visual display to the user to
facilitate singing in tune by visualizing the distance between the
notes to be sung. This also facilitates the skills of
improvisation. The abscissa 48A of the Sing Window 48 represents
the measures 48M and their beats 48B (e.g., for a 4/4 song each
measure 48M would include four beats 48b whereas for a 3/4 song
each measure 48M would include three beats 48b).
[0075] For ease in explanation, the FIG. 5 illustrates the
beginning of the song "America The Beautiful" to be sung. Having
previously determined, saved and now recalling from memory the
user-specific vocal range, the key of the song is transposed to
best correspond to such user-specific vocal range 46. The
vocal-range-adjusted notes 22 of the song are then displayed 30 in
the Sing Window 48 by the target pitch lines 18 displayed
horizontally in the center of a generally rectangular target pitch
box 22B. The vertical placement of the target pitch line 18 of each
target pitch box 22B is aligned relative to the ordinate 48O to
correspond to the particular musical note (C, B, A, etc.).
[0076] The length 22L of each graphical pitch line 18 and hence the
length 22L of each target pitch box 22B corresponds to the beat of
the respective note 22 (1/4, 1/2, 3/4 beat, etc.) to be sung. The
words of the lyrics 22W corresponding to each note 22 of the song
are preferably displayed underneath each respective target pitch
box 22B. Breath Rests 22R of the song are preferably depicted in
the Sing Window 48 as empty boxes that serve as placeholders to
signal when to take a breath.
[0077] As shown in FIG. 5a as the user sings, the pitch tracking
line 12 is superimposed onto the Sing Window 48. When singing the
song in tune, the pitch tracking line 12 roughly follows the
respective target pitch lines 18 for the notes and is therefore
encompassed in the respective target pitch boxes 22B whereas when
singing the song out of tune or off beat, the pitch tracking line
12 falls outside the respective target pitch boxes 22B. The pitch
tracking line 12 being displayed within the target pitch box 22B is
visually indicative of singing the song in tune and on beat.
[0078] The skill level of singing the song in tune and on beat may
be modified by reducing the height 22B of the target pitch boxes
22B and allowing a transition time 22T between adjacent target
pitch boxes 22B, respectively.
[0079] More particularly, for purposes of illustrating the skill
levels of singing in tune, FIGS. 5b and 5c illustrate the same
pitch tracking line 18 for the "America The Beautiful" of FIG. 5a,
but with reduced-height target pitch boxes 22B. In comparison, the
tall height 22H, medium height 22H and low height 22H of the target
pitch boxes 22B of FIGS. 5a, 5b and 5c, represents a "beginner",
"intermediate" and "expert" skill levels, respectively, because
more accuracy in staying within the target pitch boxes 22B (i.e.,
singing in tune) is required as the heights of the target pitch
boxes 22B are progressively decreased proportional to the skill
level.
[0080] For the purpose of illustrating the skill level to sing in
rhythm (i.e., to quickly transition from one note to another),
FIGS. 5d and 5e illustrate "America The Beautiful" of FIG. 5a, but
with the length 22L of the target pitch boxes 22B being increased
to allow for a transition time between adjacent notes 22B. The
transition time between adjacent notes 22B is preferably
represented visually by grayed-out or empty transition boxes 22T at
the end of each target pitch box 22B or optionally at both the
beginning and end of each target pitch box 22B. The length of the
transition boxes 22T is preferably visually depicted in relation to
1/16, 1/8 or 1/4 beats indicative of an "expert", "intermediate"
and "beginner" skill levels (FIGS. 5e, 5d & 5c), respectively,
because, as more transition time is allowed to begin singing the
next note, the easier it is to stay within the target pitch boxes
22B (i.e., singing in beat).
[0081] The percentage of time of singing the song in tune and on
beat (i.e., staying within the target pitch boxes 22B) versus out
of tune (going outside the target pitch boxes 22B) or off-beat
(transitioning outside the transition boxes 22T), may be used as a
way of "scoring" how accurately the user sang the song in tune and
on beat. More particularly, the computer program 36 of the
invention computes the ratio of the amount of time the user sang in
tune and on beat by summing the total time the pitch tracking line
12 fell within the respective target pitch boxes 22B divided by the
sum of the lengths of all the target pitch boxes 22B (specifically
excluding the transition boxes 22T). The ratio thus represents the
user's "score" in singing in tune and on beat.
[0082] While it shall be understood that the functionality of the
features discussed above may be implemented with many layouts of
the Sing Window 48 without departing from the spirit and scope of
this invention, the most preferred layout of the Sing Window 48 is
illustrated in FIG. 5 in which the Sing Window 48 is surrounded by
a top toolbar 48TTB, a right toolbar 48RTB, a bottom toolbar 48BTB
and a bottom control panel 48CP.
[0083] The top toolbar 48TTB includes a Singing Selection button
that opens a Singing Selection window. FIG. 6 illustrates the
Singing Selection window having tabs for allowing the user to
select an easy, moderate or challenging song that had been
previously downloaded (and if sung by this user, their previous
scoring thereof), a series of exercises that may be sung (i.e.,
unisons, intervals or warm-ups), created songs, imported songs and
downloaded songs.
[0084] The top toolbar 48TTB further includes a Vocal Range button
that allows the user to manually override the user-specific vocal
range 46 and select a bass, baritone, tenor, alto, or soprano vocal
range. The top toolbar 48TTB further includes a Skill Level button
allowing the user to select the desired skill level. A toggle
Sing/Compose button allows the user to switch between the sing and
compose modes of operation. Finally, the top toolbar 48TTB includes
toggle Keyboard, Sheet Music, Mixing Board and Home buttons to
switch to a view containing a representation of a keyboard, to the
Sheet Music view, to a view containing a mixing board and to return
to the Home screen (see FIGS. 7a, 7b, 7c and 7d, respectively.
[0085] The right and bottom toolbars 48RTB and 48BTB comprise
vertical and horizontal sliders to allow the Sing Window 48 to be
scrolled vertically and horizontally, respectively. To change how
much of a song appears in the Sing window, the Sing Window may also
be zoomed in or out on by zoom controls. The vertical zoom control
is preferably located immediately below the vertical slider on the
right toolbar 48RTB and changes the number of pitch lines visible
in the window. The horizontal zoom control is preferably to the
left of the horizontal slider on the bottom toolbar 48BTB and
changes the number of measures that appear in the Sing Window.
[0086] Best Fit and Vocal Range (VR) Fit buttons preferably located
on the bottom toolbar 48BTB provide vertical display controls to
adjust the vertical display so that the highest and lowest notes of
a song or exercise will appear in the Sing Window without scrolling
and to adjust the vertical display so that the user-specific vocal
range fits in the window.
[0087] The lower control panel 48CP allows the user to control how
a song is played and includes a Metronome toggle button to turn a
metronome sound on and off, a Time Signature toggle button to show
the currently selected time signature, a Tempo selector button that
displays the current tempo and allows the tempo for the current
song or exercise to be increased or decreased, a Key selector
button that allows the user to change the key for the current song,
thereby overriding the manually optimum key that corresponds to the
user-specific vocal range, Melody and Accompaniment toggle buttons
to turn on and off the melody and accompaniment (i.e., a cappella)
during playing, Volume Controls selector buttons including a Master
Volume slider, a Melody slider and an Accompaniment slider,
Transport buttons for clearing the display and preparing for a new
session, for rewinding by moving the vertical cursor to the
beginning of a song, for playing what is displayed and for stopping
the playing. It is noted that the current position in the song
being played is indicated by a vertical cursor line.
[0088] The invention may be used by two or more singers to practice
their singing. More particularly, in the case of two users as shown
in FIGS. 8a and 8b, either two pitch tracking lines (one for each
user) may be displayed in the same Sing Window or two Sing Windows
(one for each user) may be displayed in a stacked arrangement, each
with their own or individually-used toolbars and control panels
discussed above. Similarly, four users may be displayed in four
Sing Windows displayed in four quadrants of a display or, if two
displays are available (i.e., adjacent monitors) the four users may
be displayed in two stacked Sing Windows in each of the displays.
For multiple users, it is noted that the computer 28 would include
multiple inputs 14 (e.g., separate audio cards or USB ports) for
the user's respective microphones 16.
[0089] As shown in FIG. 9, the computer program 36 of the invention
allows a user to create a song via a Compose Window by simply
creating the desired length target pitch boxes 22B for each note of
the song being created. Further, the desired lyrics of the song may
be textually entered at the bottom of each target pitch box 22B.
Once created, the song may be saved to memory and played in the
same manner as any previously-recorded song.
[0090] As depicted in the Home Screen of FIG. 7d, Singing Mode
buttons are provided for a Singing Lessons utility, the Sing Songs
utility and the Compose Songs utility. Option buttons are included
for a Sign-In utility to allow a user to sign in, for a Microphone
Check utility to verify the performance of the microphone 16 and
for the Vocal Range utility to create a user-specific Vocal Range
or to retrieve from memory one previously created to then be used
or modified. Finally, the Home Screen further includes More Songs
and Demo buttons for accessing an On-Line Music Store to purchase
songs, an Import utility for importing songs and a Demonstration
utility for demonstrating, via a recorded audio/video, the various
features of the computer program 36.
[0091] The foregoing has described the functionality of the subject
invention in general terms without reference to any particular
proprietary or industry-standard format for the song files. It
should be appreciated that while many file formats are possible,
the preferred embodiment of the subject invention is best
implemented through the use of industry-standard MIDI (Musical
Instrument Digital Interface) file formats for the songs to be
played. By way of background, every MIDI song file comprises
performance data recorded by a MIDI sequencer in the form of
well-defined MIDI structures including sequential status bytes and
corresponding data bytes that together define a communications
protocol for instructing a MIDI synthesizer how to play the song.
Unlike a WAV or other analog recording of a song, a MIDI file does
not contain any analog data. A more complete description of MIDI
files may be found in The Complete MIDI 1.0 Detailed Specification,
the disclosure of which is hereby incorporated by reference herein,
available from the MIDI Manufacturers Association's website
www.midi.org.
[0092] More particularly, when a particular song is to be displayed
on the Sing Window 48, the computer program of the invention 36
reads the MIDI file of that particular song from memory (e.g., hard
disk, CD-ROM, etc.) and interprets the MIDI structures to ascertain
the status bytes and the data bytes for each note and its duration,
as well as the key, melody and the accompaniment. From this
interpreted MIDI information, the computer program has all of the
information needed to draw the Sing Window 48 target pitch lines in
the Sing Window 48. The computer program then draws the target
pitch boxes 22B about the target pitch lines at the desired skill
level. The target pitch boxes are then used to then compute the
baseline for scoring.
[0093] As the user sings the song, the computer program 36 records
the user's voice in analog form such as in a time-stamped WAV file
corresponding to the MIDI song file. A pitch tracking algorithm in
the computer program computes the X-Y coordinates of the pitch
tracking line and time-stamps them to superimpose them on the Sing
Window. The coordinates and time stamps of the pitch tracking line
are saved to a control file corresponding to the WAV file whereupon
the control file may be subsequently read to reconstruct the pitch
tracking line of the user's previous singing of the song and
displayed on the Sing Window with the target pitch boxes 22B.
Alternatively, instead of storing the coordinates and time stamps
of the pitch tracking line in a control file, the pitch tracking
line may be simply recomputed upon the playing of the WAV file to
replay the previously-recorded singing of the song.
[0094] The computer program may change the song's key, melody and
accompaniment by changing the corresponding status and data bytes
of the MIDI song file before playing. Upon playback, the computer
program plays the MIDI file and the voice file in separate threads
such that they are synchronized during playback.
[0095] As noted above, the computer program allows a user to
compose a song. Composed songs are preferably sequenced by the
computer program into a MIDI file and stored as a MIDI file to be
played as noted above in synchrony with the user's WAV file
containing his or her voice.
[0096] In an alternative embodiment, the present invention provides
a method for teaching students how to read. In fact, utilizing one
embodiment of the present invention, middle school students
improved their reading grade levels 1 to 3 grades in just nine
weeks! This innovative approach addresses the five big areas of
reading: (1) phonemic awareness; (2) phonics; (3) vocabulary; (4)
fluency; and (5) comprehension.
[0097] This innovative approach to teaching relies upon a student's
independent reading level, instructional reading level and
frustration reading level. The independent (or free) reading level
is the level at which a student can read text without a teacher's
assistance. The instructional reading level is the level at which a
student is challenged by the reading material, but is not yet
frustrated by the material. The instructional reading level is the
level at which a student should receive reading instruction. At the
instructional reading level, the student reads with teacher
guidance, and is challenged enough to continue reading grown.
[0098] The frustration reading level is the level at which a
student has sufficient difficulty with the material that the
student is frustrated by the materials. At the frustration reading
level, the student can not read text adequately, and the student
frequently shows signs of discomfort. Unfortunately, with current
teaching techniques, students are too often called upon to continue
to attempt to improve their reading abilities through assignments
that present the student only with frustration reading level
materials.
[0099] Through the present invention, students are taught to read
based upon the individual student's own reading and learning
capability, as opposed to the generalized classroom approach
wherein each student must advance or stall based upon the
collective progress of the entire class. Using the present
invention, a student is first presented with an improvement of a
Cloze test in order to determine the student's instruction and
frustration reading levels.
[0100] Typical Cloze tests provide a user with a section of prose,
wherein fifty words have been omitted from the section. The user is
then called upon to provide the missing words. This is typically
done in a manual fashion, where the student writes down his or her
answers, and a teacher determines what percentage the student
correctly scored. Unfortunately, all too often, teachers give
credit to students for answers that are not 100% correct (such as a
misspelling) or fail to give credit for proper answers (such as
when a teacher inadvertently marks a correct answer wrong).
[0101] As is evident from FIG. 10, the present invention improves
upon this Cloze testing approach by interactively presenting the
student with the Cloze test. The student is presented with two
separate boxes of information. As shown in prose box 101, the
student is presented with a section of text, wherein twenty-five
words have been omitted. These omitted words are indicated to the
student by way of blanks 101a. In the deleted words box 102, the
user is provided twenty-five words that have been removed from the
prose displayed in the prose box 101.
[0102] The student then navigates through the text in prose box 101
by filling in the missing words. While it is obvious to one of
ordinary skill in the art, preferably a student can utilize the tab
key on his or her keyboard to move from one blank 101a to the
next.
[0103] Once the student has completed the test, the student
indicates he or she is finished by way of the button 103. This
activity logs the students results for the teacher's review.
Moreover, as discussed in detail below, the student's test results
are utilized in determining which instructional reading level and
which frustration reading level the student has achieved.
[0104] FIG. 10 describes the aspect of the invention for
determining the student's instructional and frustration reading
levels. Preferably, the invention is embodied in a computer
program. This computer program can be run on a dedicated machine,
or, more preferably, presented to a class of students (or entire
school, county or other larger grouping) by way of a client-server
implementation wherein the students interact with the system
through clients which are interconnected to a server or servers
practicing this invention. In one preferred embodiment, Sun
Microsystem's Java Web Start technology is utilized as a platform
for seamlessly and efficiently delivering applications embodying
the present invention to the users. It is worth noting that the
users include students, teachers, administrators and others who
benefit from the teachings of the present invention.
[0105] FIG. 11 describes the process used in evaluating a student's
reading levels. As can be seen at step 202, the student to be
tested is currently in the sixth grade. As is readily known, and
most unfortunate, this does not mean that the sixth grade student
can read at the level of a sixth grader. In fact, at step 204, the
student's teacher assesses the student at the fourth grade reading
level. This assessment is a subjective determination made by the
teacher, and serves as a baseline for entry into the logic
described in the remainder of FIG. 11.
[0106] As shown at step 206, the student is then presented with a
Cloze test at the fourth grade level.
[0107] As part of the configuration of the current invention, Cloze
tests are prepared and classified into different reading levels.
For instance, Cloze tests that are appropriate for first grade
reading level are classified as such. At step 208, the student's
test results are analyzed, as discussed in more detail below. If
the test results are at a frustration level, the process moves to
step 210, wherein the student is re-tested at the third grade
level. Note, the student has been dropped down a grade as it has
been determined that reading at the fourth grade level would not be
beneficial to this student. Alternatively, as depicted at step 220,
if the student was comfortable reading at the fourth grade level,
the system of the present invention re-tests the student at the
fifth grade level. This is done so that the student's frustration
reading level may determined, as will be described in more detail
below. Regardless of whether the test results at step 208 indicate
that the student was at the frustration level or the independent or
instruction level, the process continues.
[0108] FIG. 11A describes in more detail the methodology utilized
in determining whether the student should be tested at a higher or
lower grade level during the next iteration of the testing. When
the student is tested, for example at step 206, a score is
generated. This generated score is then compared to two thresholds,
a high threshold 1110, and a low threshold 1112. While FIG. 11a
depicts a chart utilizing percentages as the basis for a student's
scores, it would be obvious to one skilled in the art that any
means of comparing results would suffice.
[0109] If the student's score falls in the range 1106 below the low
threshold 1112, the student is determined to be at the frustration
level, and the next iteration of testing should be at a lower
level.
[0110] If the student's score falls in the range 1104 between the
low threshold 1112 and high threshold 1110, the student is
determined to be at the instructional reading level. If this is the
first time the student's score has been in the range between the
low threshold 1112 and high threshold 1110, the system gives the
student another chance, by advancing the student to the next
highest reading level, to see if the student is also instructional
at that level. If the student has already scored in this range 1104
on a lower reading level, there is no longer a need to test the
student any further, as the student is determined to be at this
instructional reading level.
[0111] For example, if the student is tested at the fourth grade
instructional reading level and scores between the low threshold
1112 and high threshold 1110, indicating the student is
instructional at the fourth grade, the student will be tested
again, but this time at the fifth grade reading level. If the
student's result from testing at the fifth grade level also falls
between the low threshold 1112 and high threshold 1110, testing of
the student is complete, as at this stage the student is determined
to be at the fifth grade reading level.
[0112] Returning to FIG. 11A, if the student's score falls in the
range 1102 above the high threshold 1110, the student is determined
to be at the instructional reading level and should be tested again
at a higher reading level.
[0113] Returning to FIG. 11, as can be seen at step 212, the
student's results from the testing at the third grade level are
once again analyzed. Again, if the student's results indicate he or
she is frustrated, the grading will be reduced a level as shown in
214. Alternatively, if the student's scores indicate he or she is
comfortable reading at the third grade level, the testing stops at
the third grade level as indicated in 216. Similarly, as shown at
214a and 214b, a determination is made concerning the student's
results from taking the second grade reading level test. If the
test results are at the frustration level, as indicated in 214a,
the system notes that the student is reading at the first grade
level. On the other hand, if the student's results from taking the
second grade reading level test at step 214 indicate that the
student is at an independent or instructional level, then the
student will be noted at being at the second grade level.
[0114] The flow chart under step 220 follows the same approach.
Namely, analyzing the test results and then making a determination
whether to advance the student or whether the student has reached
his or her frustration level. This determination is made at step
222. As can be seen at step 224, it has been determined that
advancing the student to the fifth grade level indicated the
student was frustrated reading at the fifth grade level. Thus, the
student was marked as a fourth grade reading level student. This
was because, as shown in step 208, the student was comfortable
reading at the fourth grade level. Thus, it would be proper for
this student to practice, as described below, at this fourth grade
reading level. Alternatively, if the student's scores at step 222
still indicate that he or she is at the instructional or
independent level, the system will continue advancing the student
to the next level in this case, the next level, the sixth grade
reading level. As before, at step 228, the student's reading score
from step 226 will be analyzed to determine if the student has hit
his or her frustration level, as described at step 230.
[0115] The end result of the process depicted in the chart 200 is a
determination of the reader's frustration reading level and
independent or instructional reading level. This instructional
reading level is the level that is used for providing material for
the student to practice on so that he or she may improve his or her
reading capabilities. Once these capabilities have been determined,
the student follows a curriculum designed and tailored for students
reading at the appropriate reading level. In other words, if the
system determines that the student is reading at the instructional
fourth grade level, then the student will be presented with a
current curriculum appropriate for a fourth grade reader.
[0116] The system is preconfigured with appropriate curricula for
the various student skill levels. Teachers may also log into the
system and assign appropriate singing, reading and speaking
assignments to various grade categories as shown in FIG. 12. FIG.
12 depicts the Lesson Maker 300 utilized by teachers for preparing
allocating assignments to students. As shown in box 302 on the left
side, all of the teacher's classes are listed. In this case, the
teacher who is logged into the lesson maker only has one class
titled "Reading Idols". As can be seen below "Reading Idols" in
302, all of the students belonging to that class are listed.
[0117] On the right side of the Lesson Marker 300, in 304, the
exercises that are available in this system are listed and
available for the teacher to assign to particular students. Under
"Exercises", there can be numerous categories. As shown in 304,
there are three: "Read," "Sing" and "Speak." Under each of these
categories, there are classifications depending upon the
appropriate grade level. Thus, reading exercises that are
appropriate for a grade nine student would be classified under the
"Read" and then "Gray Grade 9" folder. As can be seen in 304,
"Civil War Doctor" and the "Star Spangled Banner" are reading
exercises which are appropriate for a ninth grade reader.
Similarly, four songs are listed under the "Grade 7" classification
for singing exercises. These four songs are "America the
Beautiful," "America the Beautiful Short," "Down by the Riverside"
and "Down by the Riverside Short."
[0118] Using the Lesson Maker depicted in 300, the teacher selects
appropriate exercises from the right side 304 and drags them to
appropriate students on the left side 302. It is obvious to one of
ordinary skill in the art that a teacher can select multiple
exercises or multiple classifications and drag them into multiple
students or even into the entire class "Reading Idols." Once the
teacher has completed assigning a curriculum using the Lesson Maker
300, the students will then be able to improve their reading
capabilities by signing and reading and speaking exercises at the
appropriate level.
[0119] Using the present invention as described in the alternative
embodiments above, the student will practice with the exercises
that are deemed appropriate for that student's reading level. Thus,
if the student is at the fourth grade reading level, the student
will practice with songs and other exercises that are appropriate
for a fourth grade reading level student. As has been proven with
local students, students can experience significant increases in
their reading capabilities utilizing the teachings of the present
invention.
[0120] As alluded to above, there are numerous different types of
exercises that can be presented to students to assist them in
improving their reading capabilities, including singing, reading,
and speaking. As is obvious to one skilled in the art, this list is
merely exemplary. Singing exercises are as described above in
significant detail. Students select songs from their assigned
curriculum and sing them repeatedly. This has the effect of
requiring students to read and re-read text, but in an entertaining
fashion.
[0121] Reading exercises work in the same manner as the Cloze tests
that are presented to the student in determining the student's
instructional and frustration reading levels.
[0122] Speaking exercises provide the student with a selection of
text for the user to read and speak. Additionally, the system of
the present invention provides for playing the text to the student
so that the student can hear how the text should properly be read.
Furthermore, the student can control the speed at which the text is
read to the student, without altering the pitch or pronunciation.
This allows the student to control which areas of the text to focus
on.
[0123] The student is also able to select a portion of the text to
read back. In doing this, the system will audibly read to the user
the user's selected text. Then, the user can speak the same
selected text into a microphone or other audio input device
connected to the system. Using speech recognition techniques, the
system compares the student's spoken words against that of a native
speaker acoustical model. The system then provides feedback to the
student concerning how well the student spoke the selected
text.
[0124] One way the system provides feedback to the students during
speaking exercises is by highlighting parts of the text that the
user had trouble speaking. For instance, if a student had problems
with only the first letter of a word, only that first letter will
be highlighted. Alternatively, if a student had difficulty with the
entire word, the entire word will be brought to the user's
attention. Similarly, if a user did not read a word or words, the
system will call this to the reader's attention.
[0125] The system identifies the individual phonemes that comprise
the letters of the mispronounced words. To assist the students and
teachers, the system gathers and statistically analyzes and reports
on the mispronounced phonemes. This enables students to understand
more fully where they have having difficulties. Similarly, this
enables teachers to better gauge the performance of his or her
entire classroom. The system uses this information to provide a
score. This enables the student to further monitor her progress by
improving her score as she improves her reading.
[0126] The system also can be utilized to improve pronunciation.
For instance, non-native English speakers can use this system to
refine and improve their pronunciation so as to reduce and
potentially eliminate any accents or other speech variations. For
instance, offshore call centers may require their telephone
representatives to qualify before putting them in contact with
their customers. This qualification procedure could include
utilizing the present invention so as to score an adequate score
during these reading exercises.
[0127] The user is also able to store and playback her recorded
speech. This allows users to hear how they sound when they are
reading the passage they have been presented with.
[0128] Additionally, the present invention is beneficial in
teaching a student foreign languages, as well as different dialects
and accents. For instance, in one embodiment of the present
invention, marketed under the name Tune in.TM. To Mandarin ("TIM"),
the pitch tracking line is used in assisting the student to learn
the tonality of Mandarin in a visual fashion. As will be described
below, TIM leverages the power of music to help English-speaking
students master the tonality of spoken Mandarin. Through this
approach, students are presented with classic songs of early
childhood in China. This enables the student to not only learn the
vocabulary of the foreign language, but also master the rhythm and
tone of the language, in the same manner that native speakers
learn. As would be obvious to one of ordinary skill, this approach
can be used to teach any language, accent or dialect.
[0129] FIG. 13 provides a flow chart to assist in describing TIM.
At step 402, the student is presented with a pre-recorded Mandarin
nursery rhyme. This nursery rhyme is audibly provided to the
student as sung by a native Mandarin speaker. Through step 402, the
student is able to hear how the nursery rhyme should properly be
sung and pronounced. As described at step 404, while the student is
listening to the native speaker's singing of the nursery rhyme, the
user also watches the pitch tracking line as described throughout
this disclosure. The pitch tracking line in this situation is
tracking the native Mandarin speaker's rendition of the Mandarin
nursery rhyme. As shown in FIG. 14, the pitch tracking line 502
allows the user to follow the native speaker's singing
visually.
[0130] At step 406, the student sings the Mandarin nursery rhyme.
While doing so, a second pitch tracking line 504 is drawn on the
display. Through this approach, the student attempts to match her
own tracking line to that of the native Mandarin speaker's.
Finally, as shown at step 408, the student continues singing until
her pitch tracking line closely follows the tracking line
established from the native Mandarin speaker.
[0131] The present invention also provides a method for recording a
user's personal "Singtone" as described in FIG. 15. As has become
extraordinarily popular, the telephone ringer in cellular
telephones and other portable communication devices has been
replaced to a large degree with what are commonly known as
ringtones. Generally, a ringtone is a sound made by a telephone to
indicate an incoming call. Recently, the term has been used to
describe customized sounds used in mobile communication devices.
Typically, users download or pay a carrier or other provider for
access to these customized ringtones. Through the present
invention, however, users are able to record their own singing, and
deliver that to their mobile telephones and other mobile
communication devices.
[0132] FIG. 15 provides a flowchart explaining the creation and
delivery of Singtones. At 602, the user first records a song that
she would like to utilize as a Singtone. Next, at 604, the system
saves the user's recording as an Singtone, capable of being
delivered to and utilized on a mobile communications device. At 606
and 608, the user enters information sufficient to direct the
Singtone to the appropriate mobile communications device, such as
the user's mobile telephone. Finally, at 610, the Singtone is sent
to the mobile communications device so that it may be used as a
ringtone.
[0133] The present disclosure includes that contained in the
appended claims, as well as that of the foregoing description.
Although this invention has been described in its preferred form
with a certain degree of particularity, it is understood that the
present disclosure of the preferred form has been made only by way
of example and that numerous changes in the details of construction
and the combination and arrangement of parts may be resorted to
without departing from the spirit and scope of the invention.
[0134] Now that the invention has been described,
* * * * *
References