• 专利附录
  • 专利说明
  • 权利要求
  • 类似技术
  • 同族专利
  • 引用文献
  • 法律状态
  • 优先权
    • 专利摘要:
    Musical learning system based on colored spheres. The present invention is based on a set of spheres that represent each of the halftones of the chromatic scale by their characteristics. These characteristics are the size, which reflects the proportionality of the bandwidth of the frequency it represents. The color that, represented by the sonocromatic scale, differentiates between natural notes (monochromatic) and altered notes (of various colors). And finally the frequency that the sphere emits when hitting it. This system allows you to assign each of the musical notes to a physical object, to be able to configure them in the space and represent an infinity of musical exercises. (Machine-translation by Google Translate, not legally binding)
    公开号:ES2697598A1
    申请号:ES201700677
    申请日:2017-07-25
    公开日:2019-01-25
    发明作者:Graciani Daniel Fernandez
    申请人:Graciani Daniel Fernandez；
    IPC主号:
    专利说明:

    [0001]
    [0002] Musical learning system based on colored spheres.
    [0003]
    [0004] Sector of the technique
    [0005]
    [0006] The invention fits into the sector of systems for music learning.
    [0007]
    [0008] State pe technique
    [0009]
    [0010] Currently, there are many systems for music learning. Traditional instruments are also used to explain musical theory, although the main function of any musical instrument is interpretation and its design is not focused on the explanation of musical theory concepts. There are also musical games with balls with colors and random sizes that also produce lights or sounds. These inventions have a playful character but do not possess the theoretical tools necessary to have didactic character (US2007 / 0214939) (P201600116).
    [0011]
    [0012] Many other existing music learning systems are based on traditional writing, that is, the pentagram and the combinations of notes that are embodied in it. But none of them allows to visualize the physical properties of the sound of each one of the notes or to relocate them in the space to configure exercises.
    [0013]
    [0014] Current music education systems lack features that allow them to identify sound concepts such as frequencies, bandwidth or proportions between these frequencies. Nor do they have resources that allow them to identify musical notes with a physical object that can be touched, seen or changed in space. The pentagram represents the notes of different frequency of equal size and associates the acute frequencies with the concept "up" and the bass with the concept "down" in space. This is an error since the music is based on combinations of bandwidths between frequencies, that is, it has to do with proportions, not with "up" or "down" in space. The current systems of musical education focus on the study of music in a staff showing the notes as something relatively abstract, do not study the basic essence of music that is sound or take into account the proportional physical characteristics of it. At this moment there are some models that represent balls of random colors destined to the game related to music, but none of them is based on the sonocromatic scale nor does it differentiate the natural notes (white keys of a piano) from the altered ones (sustained or flat) , which prevents developing concepts such as key signature or alterations within a scale or chord. In this way, the systems that exist until now based on balls that also emit sounds or lights, have a playful approach and are not capable of transmitting concepts of basic or advanced musical theory. These facts are a huge disadvantage when it comes to understanding and teaching music.
    [0015]
    [0016] Description of the invention
    [0017]
    [0018] Musical learning system based on colored spheres.
    [0019]
    [0020] The present invention relates to a set of spheres of different colors and sizes. Basically, each sphere is associated according to its size and color (monochromatic for natural notes and of several colors for accidental ones) to one of the notes included in the chromatic scale (figure 1). The choice of a sphere as a musical representation is based on the physical concept that sound is a three-dimensional waveform that propagates equally in all directions. If we represent a pure frequency emitted from a single point in a three-dimensional model, the resulting model is a sphere. Hence the choice of the sphere as a graphic representation of each of the notes.
    [0021]
    [0022] Each sphere represents each of the notes of the chromatic scale. To differentiate each of the notes within an octave, each sphere is of the color corresponding to its frequency on the sonochromatic scale. That is, each of the spheres is of the corresponding color in proportion to its sound frequency. To differentiate between the natural notes (Do, Re, Mi, Fa, Sun, La and Si) or white keys on a piano and the altered notes (C # / Reb, Re # / Mib, F # / Sol, Sol # / Lab, La # / Sib) we use a simple system: The natural notes are monochromatic, that is to say they are of the color corresponding to their equivalent in the sonocromatic scale, and the altered notes are of several colors, having these their corresponding color besides the colors of its previous and later notes (Fig. 2, 5 and 6).
    [0023]
    [0024] In this way, by configuring any scale or chord with our spheres, visually, in addition to recognizing each note by its color, we instantly recognize the altered notes by which it is formed by seeing the number of multicolored spheres for which it is composed (Figures 3 and 4).
    [0025]
    [0026] As we mentioned earlier, the spheres are the mathematical representation of a pure sound. To represent the proportions of its bandwidth, each sphere has the diameter proportional to the bandwidth of the frequency it represents. So the sphere corresponding to Do3 has a diameter of exactly twice the dimensions of that of Do4 and so on. In this way, at first glance we can identify which note it is and to which acoustic index it belongs. In this way, the large spheres represent the most severe notes, proportionally decreasing their diameter and resulting in the smallest spheres the sharpest. With this system, we get rid of the "up" or "down" concept of the pentagram and focus on the physical proportions, which represent the proportions between these bandwidths, achieving a perfect mathematical and visual representation of each musical note.
    [0027]
    [0028] Finally, and one of the greatest advantages of the Sphere-based Music Learning system is the freedom to place these spheres in space to configure infinite geometric, even random, mathematical dispositions that facilitate and enliven musical learning and connect, for the first time Once, geometry and mathematics with the laws of traditional and contemporary harmony at the same time that show us the physical characteristics of the sound of the notes they represent (Figures 5 and 6).
    [0029]
    [0030] An embodiment of the invention
    [0031]
    [0032] We now set forth an embodiment of the invention, without this specific embodiment limiting its scope.
    [0033]
    [0034] The present invention can be carried out using, in both real and virtual format, a set of at least twelve spheres representing the twelve notes of an octave, each colored with its corresponding color on the sonochromatic scale for the corresponding natural notes, in addition to the multicolor for the altered notes. We use sets of twelve differentiated spheres in color and size for each of the octaves, that is to expand the system to two octaves we use twenty-four spheres, for three we use thirty-six and so on. Always respecting the established half-diameter ratio for the next octave and decreasing said proportion between the successive notes (Fig. 5) Description eg the drawings
    [0035] In Figure 1, you can see the set of spheres, each associated with the corresponding musical note and comprising an octave. In this figure, the spheres are arranged four-by-four showing in vertical line intervals of major third and in diagonal line intervals of fourths just. Each sphere is associated with its corresponding note as indicated below:
    [0036] - Element 1 is associated with the note DO.
    [0037] - Element 2 is associated with the note of sustained or D flat.
    [0038] - Element 3 is associated with the note RE.
    [0039] - Element 4 is associated with the sustained note RE or E flat.
    [0040] - Element 5 is associated with the MI note.
    [0041] - Element 6 is associated with the note FA.
    [0042] - Element 7 is associated with the sustained note FA or E flat.
    [0043] - Element 8 is associated with the SOL note.
    [0044] - Element 9 is associated with the sustained SOL note or A flat.
    [0045] - Element 10 is associated with the note LA.
    [0046] - Element 11 is associated with the note LA sharp or B flat.
    [0047] - Element 12 is associated with the note SI.
    [0048] In figure 2 it can be seen how to configure the spheres in the same arrangement as an octave in a piano. So the natural notes are in the line below and the notes altered in the above, respecting the same arrangement as in any contemporary piano or keyboard. Each sphere is associated with its corresponding note as indicated below:
    [0049] - Element 1 is associated with the note DO.
    [0050] - Element 2 is associated with the note of sustained or D flat.
    [0051] - Element 3 is associated with the note RE.
    [0052] - Element 4 is associated with the sustained note RE or E flat.
    [0053] - Element 5 is associated with the MI note.
    [0054] - Element 6 is associated with the note FA.
    [0055] - Element 7 is associated with the sustained note FA or E flat.
    [0056] - Element 8 is associated with the SOL note.
    [0057] - Element 9 is associated with the sustained SOL note or A flat.
    [0058] - Element 10 is associated with the note LA.
    [0059] - Element 11 is associated with the note LA sharp or B flat.
    [0060] - Element 12 is associated with the note SI.
    [0061] In Figure 3 we can see the spheres configured in two scales of integer tones. In the upper line we see the scale of integer tones of D flat and in the lower line the scale of whole tones of Do. In this arrangement we see the notes and number of sharps or flats that contain both scales. Each sphere is associated with its corresponding note as indicated below:
    [0062] - Element 1 is associated with the note DO.
    [0063] - Element 2 is associated with the note DO sharp or D flat.
    [0064] - Element 3 is associated with the note RE.
    [0065] - Element 4 is associated with the sustained note RE or E flat.
    [0066] - Element 5 is associated with the MI note.
    [0067] - Element 6 is associated with the note FA.
    [0068] - Element 7 is associated with the sustained note FA or E flat.
    [0069] - Element 8 is associated with the SOL note.
    [0070] - Element 9 is associated with the sustained SOL note or A flat.
    [0071] - Element 10 is associated with the note LA.
    [0072] - Element 11 is associated with the note LA sharp or B flat.
    [0073] - Element 12 is associated with the note SI.
    [0074] - Element 13 is associated with note DO.
    [0075] - Element 14 is associated with the note DO sharp or D flat.
    [0076] In Figure 4 we can see the spheres configured on a scale of D major. In the top line we see the notes that do not compose that scale and in the bottom line the notes that do include the key tone of D major. In this arrangement we see the notes and the five flats that this scale contains, therefore we also see the armor of said key. Each sphere is associated with its corresponding note as indicated below:
    [0077] - Element 1 is associated with the note DO.
    [0078] - Element 2 is associated with the note DO sharp or D flat.
    [0079] - Element 3 is associated with the note RE.
    [0080] - Element 4 is associated with the sustained note RE or E flat.
    [0081] - Element 5 is associated with the MI note.
    [0082] - Element 6 is associated with the note FA.
    [0083] - Element 7 is associated with the sustained note FA or E flat.
    [0084] - Element 8 is associated with the SOL note.
    [0085] - Element 9 is associated with the sustained SOL note or A flat.
    [0086] - Element 10 is associated with the note LA.
    [0087] - Element 11 is associated with the note LA sharp or B flat.
    [0088] - Element 12 is associated with the note SI.
    [0089] - Element 13 is associated with note DO.
    [0090] In Figure 5 we can see one of the multiple geometric arrangements that help the student understand musical concepts. We see that the spheres are arranged in a spiral. In this way it is understood, by the proportions of the spheres and their colors, concepts such as the concept of octave or any other interval. Also from this disposition can be set exercises of scales, chords and tensions.
    [0091] Each sphere is associated with its corresponding note as indicated below:
    [0092] - Element 1 is associated with the note DO.
    [0093] - Element 2 is associated with the note DO sharp or D flat.
    [0094] - Element 3 is associated with the note RE.
    [0095] - Element 4 is associated with the sustained note RE or E flat.
    [0096] - Element 5 is associated with the MI note.
    [0097] - Element 6 is associated with the note FA.
    [0098] - Element 7 is associated with the sustained note FA or E flat.
    [0099] - Element 8 is associated with the SOL note.
    [0100] - Element 9 is associated with the sustained SOL note or A flat.
    [0101] - Element 10 is associated with the note LA.
    [0102] - Element 11 is associated with the note LA sharp or B flat.
    [0103] item 12 is associated with a SI note.
    [0104] Element 13 is associated with a DO note.
    [0105] element 14 is associated with a note DO sharp or D flat.
    [0106] item 15 is associated with a RE note.
    [0107] item 16 is associated with a sustained note E or E flat.
    [0108] item 17 is associated to note MI.
    [0109] Element 18 is associated with a FA note.
    [0110] Element 19 is associated with a sustained FA note or a flat Eb.
    [0111] item 20 is associated with a SOL note.
    [0112] Element 21 is associated with a sustained SOL note or A flat.
    [0113] Element 22 is associated with a LA note.
    [0114] element 23 is associated with a note LA sharp or B flat.
    [0115] item 24 is associated with a SI note.
    [0116] Element 25 is associated with a DO note.
    [0117] In Figure 6 we can see another of the multiple geometric arrangements that help the student understand musical concepts. In this case the spheres are arranged in triangle, so that, in each of the vertices we will always have greater third distances. This arrangement shows how to understand the Tritonal system postulated by John Coltrane. Each sphere is associated with its corresponding note as indicated below:
    [0118] - Element 1 is associated with the note DO.
    [0119] - Element 2 is associated with the note DO sharp or D flat.
    [0120] - Element 3 is associated with the note RE.
    [0121] - Element 4 is associated with the sustained note RE or E flat.
    [0122] - Element 5 is associated with the MI note.
    [0123] - Element 6 is associated with the note FA.
    [0124] - Element 7 is associated with the sustained note FA or E flat.
    [0125] - Element 8 is associated with the SOL note.
    [0126] - Element 9 is associated with the sustained SOL note or A flat.
    [0127] - Element 10 is associated with the note LA.
    [0128] - Element 11 is associated with the note LA sharp or B flat.
    [0129] - Element 12 is associated with the note SI.
    [0130] Industrial application
    [0131] The industrial application of the present invention will be carried out in the field of music education.
    权利要求:
    Claims (1)
    [1]
    1. Musical learning system based on colored spheres, characterized by being a set of spheres in which each of them represents a musical note with its corresponding color on the sonocromatic scale, its diameter proportional to the bandwidth of the frequency it represents and what differentiates between monochromatic spheres for natural and multi-colored notes for altered notes.
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    同族专利:
    公开号 | 公开日
    ES2697598B2|2019-10-09|
    WO2019020845A1|2019-01-31|
    引用文献:
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    US4801141A|1987-04-21|1989-01-31|Daniel Rumsey|Light and sound producing ball|
    CN203759923U|2014-03-12|2014-08-06|鞍山师范学院|Film-card sounding machine with starch-plastic housing for children music education|
    CN106205280A|2016-09-07|2016-12-07|广州丰谱信息技术有限公司|A kind of Interactive Dynamic colour shape meaning is released spectral method and is played teaching apparatus with musical instrument|
    法律状态:
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    优先权:
    申请号 | 申请日 | 专利标题
    ES201700677A|ES2697598B2|2017-07-25|2017-07-25|Music learning system based on colored spheres|ES201700677A| ES2697598B2|2017-07-25|2017-07-25|Music learning system based on colored spheres|
    PCT/ES2018/000063| WO2019020845A1|2017-07-25|2018-07-23|Music-learning system based on coloured spheres|
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