All About Planes & All About Handwriting/Topologika_AllAboutPlanesHandwriting.iso/extras/topodemos/musicbox/manual

Text File | 1997-04-16 | 33KB | 714 lines

=============================================================================
MUSIC BOX
=============================================================================

Copyright
---------

Music Box was designed by Marshal Anderson and programmed by Andrew Hersee
and is Copyright ⌐ M. Anderson/A. Hersee 1993-97. It is published by Topologika
Software, Waterside House, Falmouth Road, Penryn, Cornwall TR10 8BE (tel
0326 3777711, fax [phone], email [e-mail], web site
www.topolgka.demon.co.uk), who can send you a copy of their complete colour
catalogue.

This demo version is subject to all of the usual copyright restrictions,
including those detailed in the printed version of the Music Box manual.
Neither Topologika nor the authors accept any responsibility for the way in
which it is used or for the consequences of its use. It is provided 'as is',
and it is the purchaser's responsibility to ensure that it is suitable for
the purpose for which it is intended.

The complete pack comes with a Manual, Classroom Notes called 'Music Box in
the Classroom', Technical Notes, National Curriculum Guidelines, a Resource
Disc and several copyright-free Worksheets.

Please read the 'Music Box in the Classroom' notes (at the end of this file)
to get a feel for the aims and objectives of the package. It is not a pack
that children can simply be asked to use. Its effectiveness as a school or
home learning tool depends upon structuring the use of the pack. You will
find some examples of how to set about structuring learning activities in
those notes.

Restrictions
------------

This copy of Music Box may be copied to a hard disc if you wish. You may load
it as many times as you wish, but each time you load it it will only run for
15 minutes. It does not allow you to print, and files cannot be saved. These
and some other minor restrictions aside, it is a full working version of
Music Box.

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GETTING STARTED
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Double click on !MUSICBOXD. The Music Box icon will appear on the icon bar
and the Main Menu on the the screen. Simply click on the activity you want.

IMPORTANT - 1 mb USERS

1mb users should have no other applications running and the Font cache and
system sprite areas should be set to zero (using the Task Manager) for
maximum memory. If you don't do this Music Box will still work, but it will
have to keep loading instruments as required rather than being loading  them
all into memory.

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MANUAL
=============================================================================

The following text is extracted from the printed version of the Music Box
manual. Obviously it is not as easy to read as the real thing (no pictures)
but we hope it will give you a feel for what the complete pack can do.

Introduction
------------

Music Box is aimed at children throughout the primary age range. Weære being
coy about the actual target age because technical music skills are so
disparate and will depend on so many factors. What we aim to provide is a
safe playing environment for musicians, with and without technical skills,
to explore some aspects of music that might be difficult on traditional
instruments. This is done in four different ways.

Sound Box. This is a very simple play area. Sounds are represented by
buttons on the screen: just point at the buttons, click the mouse and you
hear the sound. The buttons are arranged vertically in terms of pitch and
horizontally in terms of the kind of sound they make. Sound Box is an
'instrument' to be played and children can record their tunes and play them
back, in either direction!

Chord Box. Here children can explore the way notes combine to make chords.
Notes are switched on or off. Several chords can be created at once and
recorded to be used as an accompaniment for 'real' instruments.

Beat Box. In the Beat Box children can develop percussion patterns of any
length. These can be 'constructed' with the mouse or it can be used as a
simple drum machine.

Tune Box. Here the children put sounds onto a grid in very much the same way
as they might write musical script, the grid representing a stave. The grid
is then played so the children can hear the composition they have created.
The composition can be set to play continuously as it is developed. Very
simple editing tools are provided and tunes can be saved.

Common things
-------------

All four activities have controls in common. Each activity has various
instruments to choose from. There will be a maximum of seven on the screen
at any time. If applicable, the instrument in use will be highlighted, as in
the above example. However, you can select which seven to display from all
the instruments in the !MBInsts application. You do it like this:    Point
at any of the buttons on the Instrument Icon Bar and click MENU. This will
bring up a menu of all the voices available in the current !MBInsts
application. It will also show you the icons that are attached to those
voices. Click on the voice you want which will load and sound. If you want
to replace the current instrument with this new one click on Yes; if not,
click on No. If you have used the instrument you are replacing in a tune,
chord or rhythm, all occurrences of that instrument will be replaced with
the new one.

SOUND BOX
---------

The Sound Box screen is divided into the playing area on the left and the
control area on the right. You will see the sound grid with seven columns of
eleven buttons. Clicking on any button will give you that sound, while
holding SELECT down and dragging over the grid will produce each sound as
you pass over it. As soon as you release SELECT or move away from the button
the sound will stop. If you continue to point and press on a button the
sample will be played in full.

CHORD BOX
---------

The top left hand row of icons are the instrument icons that can be changed
as described earlier. Below these are the chord columns, which look a bit
like the keys on a piano. Each square in the column represents a note, D
being the bottom note, and the dark grey boxes represent the lines on a
stave.

We were in two minds about providing semitones. Having them would mean that
children could explore many different chords. It would also mean that they
might not be able to transfer chords directly into Tune Box. On balance we
decided that not having semitones would limit the usefulness of this part of
the pack.

At the top of each column is an instrument icon that can be any instrument
chosen from the seven above it. To set the instrument for a particular
column, just click on the instrument you want - the pointer will change to
the icon for that instrument - then click on the columnæs instrument. It
will change to the new instrument and sound the chord if there is one.

To create a chord, click on two or more of the squares in the column. Each
click adds or removes a note and plays the chord.

Chords can also be played by clicking on the speaker icons at the base of
each chord column. You can use the record button to 'tape' your own chord
sequence. Click on the 'playback' button to hear it.

TUNE BOX
--------

Tune Box brings children closest to the more formal activity of writing
music. They can develop their own compositions on an 11 note grid that
represents a treble clef stave, though the actual octave it is dealing with
is set from the Configure menu.

To denote the lines and spaces of the stave, parts of the grid are shaded;
you may or may not want to point this out to the children. The sharpness or
flatness of these notes will depend on the key as set up in the Configure
menu, the default being D (which gives a straight-forward Doh, Re, Mi scale
from the bottom of the grid).

Once again there are seven instruments on offer that may be changed as above
(see Instrument Icon Bar, page 10).

To build up a tune, click on any instrument, then click on the part of the
grid you want. The grid automatically scrolls when you put something in the
far right column. You can also scroll the grid by clicking on the large
green arrows. (The smaller arrows take you to either end of your tune.)

You may have spotted a voice called 'rest' in the Voice Menu. This can be
used in Tune Box to show silence explicitly. When loaded it produces a blank
instrument icon and puts a black on the grid.

To play the tune, use the play forward and backward buttons. Red cursors
appear to move along the top and bottom of the grid to show which part of
the tune is being played. Scrolling is automatic.

BEAT BOX
--------

You can use the Beat Box in two ways. Rhythms can be built up in much the
same way as Tune Box (though you have access to much smaller time
divisions), or you can use it as a drum machine, entering a beat by tapping
the Space Bar or clicking the mouse on the Beat icon. The way you could use
these options is discussed further in the booklet Music Box in the
Classroom.

Rhythms are built up on a line, running left to right (unless you are
playing  backwards), each division of the line representing the start of a
beat. The beat is further subdivided (invisibly) into the positions where
sounds may be placed.

The number of invisible divisions is controllable from the Configure menu:
the more divisions, the wider the beat, and the more accurately a sound may
be placed.

You will probably find that four divisions is quite enough but if you want a
'drum machine' effect you will need to take more account of the inaccuracies
in keyboard and mouse presses.

Here's an example of a rhythm pattern:

As you can see, it's possible to have more than one sound playing at any
point. Sounds are stacked and may need to be 'shuffled' if you want to rub
one out (see opposite).

As the pattern plays, an arrow moves along to show where you are in the
pattern. It can move very fast!

Just as in Tune Box, you select an instrument from the Instrument Icon Bar
and then place it wherever you like on the lines. To avoid confusion, the
Instrument Icon will appear below the line until it is placed by clicking.

Clicking on Repeat will cause the rhythm to be played over and over, during
which time you may add any sounds and hear their effect.

If you have a long sequence that goes off the screen it will automatically
scroll the beat lines when you press Play. While in Repeat mode you have to
scroll it yourself using the large green up and down arrows.

All the other buttons work in the same way as Tune Box.


CONFIGURING MUSIC BOX
---------------------

You can set up Music Box to suit a particular child or class, or to make the
best use of the computer you have.

The configuration is divided into six parts to help you deal with the bit
you want. To get to the Configure Menu click MENU over the Music Box Icon on
the icon bar.

Configure menus have the same options down the right hand side.

The buttons at the top allow you to select which part of Music Box you are
configuring, and only one can be selected at any time.

Startup
-------

Please see the accompanying Release Notes for details of this menu.

Global
------

These settings affect all sections of Music Box (where applicable):

When Tempo menu is not selected the metronome cannot be set by clicking MENU.

If Full Screen is selected, the Music Box window expands to cover the whole
screen, no matter what mode you are in. You will not be able to move the
window around to get at other parts of the desktop and you can only exit via
the EXIT button. Full Screen is useful in as much as it removes children's
access to the desktop and thus the Configure menu - using Configure while
you have a Music Box window running can cause confusion. (RISC OS 3 users
can use <Shift><F12> to get at the desktop, even in 'Full Screen' mode.)

Animation of the metronome can be switched off. You might find this helpful
if you are using an older, slower ARM 2 machine (A3000, A310 etc.), as it
can help speed up some of Music Box's other functions.

All the tools shown above can be disabled if you so wish.

Tune Box
--------

This sets a nominal number of notes in a bar. There are no bars actually
marked in Tune Box but, when playing in Repeat, it can be rather
disconcerting to have the tune 'wrap around' instantly. So, if you decide on
four beats in a bar, Repeat will round up the length of the tune to the next
multiple of four thus keeping the timing 'right' as it plays round and
round. Setting this to twice what you need,  in this case eight, will always
give a one bar rest between playings.

This controls the number of sounds that can appear in a column, i.e. the
number of sounds played at one time. It can be a good idea to keep this low
for younger children so they can concentrate on building a tune before they
add harmonies.

This controls the maximum length of a tune. Keeping this short will save
memory on small computers but, more importantly, you might want to restrict
the length of a tune so that children can home in on a manageable task. A
'screen width' is the number of columns that can be seen at any one time,
i.e. 24.

This option allows you to select the note size in relation to the metronome,
i.e. a crotchet will give one note per 'click', a quaver two and a
semi-quaver four. This will have a radical effect on the speed a tune is
played if you change it after you have started composing!

Beat Box
--------

The number of divisions per beat sets the accuracy with which you can place
a sound on the beat line. The maximum is twelve divisions, i.e. a sound can
be placed to a twelfth of a beat. The more divisions the greater the space
one beat will take up - 12 divisions will give only two beats across the
screen. This option is something you will want to play about with until you
find a configuration that works for you. A good starting point is six
divisions if you are using 4/4 time. This will give you four beats across
the screen which will help with counting.

This tells Beat Box how many sounds it will allow in any one division, i.e.
how many sounds you want to allow at once. At first it is a good idea to
restrict this to one or two to stop things getting too complicated.

This controls the number of rows available to the child. Extra beats, and so
extra rows, are added using the Paste button. You will probably want to
restrict this, since long rhythm patterns can be difficult to manage. If you
set six divisions per beat (as opposite) you might want to restrict Beat Box
users to two or three rows (ie two or three bars in 4/4 time).

This controls the vertical spacing of the instrument icons above the beat
line. Again, this is a matter of taste and will depend, to some extent, on
the number of notes per division. If, for instance, you have two notes per
division and set the vertical spacing to two, then the complete icons will
be visible. If you allow less vertical space than the number of notes, you
will see that the icons stack up behind each other and may be more difficult
to identify so you will need to do more shuffling.

These options allow you to switch off the mouse and keyboard entries.

Loading
-------

This part of the Configure menu is rather esoteric and you may well want to
come back to it when you have been using the package for a while! When a
tune is saved in the !MBFiles application it is saved in a directory
relating to the specific part of Music Box from which it comes. Along with
the tune is saved a whole bunch of other stuff that we thought you might
want to re-load when you load the tune. These are selectable as shown
earlier in this section.

Instrument Selection
--------------------

Music Box plays tunes with the currently selected instruments in the
currently selected positions on the Instrument Icon Bar. For this reason, if
you want a tune to sound exactly the same, you not only have to remember
which instruments you used but which order they were in on the bar.

If Instrument Selection is On in this menu, the original instruments will be
re-loaded in their original positions - as long as they are in the current
!MBInsts application. Instruments not found are replaced with another
instrument.

The Next Six Options
--------------------

These may be important for certain compositions, especially Key Signature,
which can change the whole sound of the tune.

Volume and Tempo are easily controlled by the child in all four Boxes, so
you may want to ignore these. Note that Key, Octave, Note Size and Beats
will change the  configuration for the current session.


Thanks
------

Advice, testing and encouragement:

                Will Dunlop and Weston St Mary Primary School
                Park Junior School, Shirebrook
                Graham Keeling and Earl of Dysart Primary School
                        Grantham;
                Brampton Junior School, Chesterfield
                Clowne Junior School, Clowne
                Lydia
                Dave Collins
                Barry Thomas
                Dave Walsh
                Jim Downton
                Stella Souter

                plus:

                Anyone else we've forgotten to mention!


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MUSIC BOX IN THE CLASSROOM
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The following text is extracted from the printed version of 'Music Box in
the Classroom'. Obviously it is not as easy to read as the real thing (no
pictures) but we hope it will give you a feel for what the complete pack can
do.

What and Why
------------

Music is a real demon for some primary school teachers (including me). For
many it comes second only to Science in their dread list! One reason for
this is that, unlike many primary subject areas, Music seems to require a
certain amount of actual talent on the teacher's part to get it going - it
does not translate easily into a pile of worksheets. This is especially true
if you want to give children a chance at composition.

Music Box is intended to tackle these problems by providing an environment
in which children can explore aspects of music and sound. In Sound Box they
investigate pitch and the nature of different sounds. In Chord Box they can
sort out pitch combinations which create pleasing (or otherwise) results. In
Beat Box they can experiment with rhythm, and in Tune Box they get the
chance to organise ideas explored in the other three, by creating their own
compositions.

The important point about all this is that it's a 'safe' place to try things
out. In the same way that word processors and art packages allow children to
experiment with ideas, Music Box lets them explore creativity without
judgements being made - except by the children themselves.

Having said all this, Music Box is in no way intended to replace hitting or
blowing down things. Computers cannot interpret or 'feel' music. Their
performances are never 'live', so children should be encouraged to explore
the feel and sound of real instruments, as well as having fun with Music
Box.

If you're trying to have a quiet lesson with one group working on the
computer while the others get on with something else, the sound of Music Box
can be a distraction. Conversely, if you're having a noisy lesson, it's
unlikely that the group working at the computer will be able to hear what's
coming out of the computer's internal speaker.

This section offers some ideas on ways of coping with these problems. The
solutions all refer to the mini sound jackplug at the back of the machine.

Music Box too noisy?

Plug a standard 'Walkman' stereo headset into the sound jackplug at the back
of the computer. If you buy a 'splitter' (try Tandy stores) several children
can plug in at the same time!

Music Box too quiet?

The first thing to do is check your monitor. Many come with an amplifier
built in, though you may not have bothered to use it up to now. If there's a
volume control on the front then the chances are it has. All you need is the
right lead - the dealer who sold you the system should be able to help here.

If your monitor doesn't have an amplifier, you could use 'active' speakers.
These are designed mostly for use with 'Walkmen', contain a small amplifier,
and already have the right plug on. (Philips do a good, sturdy range for ú20
- ú30.)

If you want real volume, maybe for some sort of performance, you can plug
most hi-fi amplifiers straight into the computer; again it's just a matter
of finding the right leads.

Hi-fi buffs might like to know that plugging straight into the computer
doesn't guarantee quality sound, because Acorn's electronics removes top and
bottom frequencies. Norwich Computer Services (0603 766592) sell an
easy-to-connect board which 'puts them back'.

If you are plugging into an amplification device, you may want to turn the
computer's own speaker off. If you press F12, an asterisk will appear at the
base of the screen. Type SPEAKER OFF then press <Return>.

It's worth remembering that, if you can organise connection to any sort of
tape recorder you should be able to record Music Box's output on tape.

Using Sound Box
---------------

Sound Box is a 'play area' for sounds. Children can play simple tunes on the
grid, record them, save them and  play them back.

Holding SELECT down on your mouse as you move over the grid gives an instant
impression of how different instruments sound together. This is an important
idea; all the sounds are played at the same volume but the nature of the
sounds will mean that some seem to be louder than others. Children can
listen to the relative levels of the different instruments and use this
knowledge later in Tune Box.

Music Box is capable of loading any sound module (see Appendix A in the
Manual) and Sound Box is the ideal place to try out different sounds.  In
terms of playing with different sounds, children might like to record a tune
then change the instruments in the columns to see how that affects the
effect.

Because of its immediate response, you might also like to use Music Box as a
performance instrument, remembering that you can tune it to join in with
'real' instruments (see Configure in the Music Box Manual). Using Chord Box

Using Chord Box
---------------

The way notes behave in combination is a very important aspect of music, and
in Chord Box children can experiment with this. They could listen to the way
some chords sound 'happy' (major chords)  and some sound sad (minor chords).
To try this, set up the following chords, and play them back and forth.

Because Chord Box can be 'played' (and 'recorded'), you might like to use it
in performance, by recording accompaniments for children to play along with.

Those of us who are not musicians might be a bit daunted by this, but it can
be very useful. Appendix A of this booklet gives you a chord chart which, if
used in conjunction with the guitar chords marked in most primary songbooks,
will give you a huge range of accompaniments. A photocopiable record sheet
is also provided for the children to record their chords on.

Using Beat Box
--------------

Beat Box has two forms of input: you can either drag a sound from the
Instrument Icon Bar and place it on the beat line, or you can actually do a
'Hit' (either with the mouse or the keyboard).  Beat Box is not terrific as
a drum machine, since the most you can divide a single beat into is 12
divisions. Considering the reaction time of the computer (not to mention the
human factor), you are unlikely to get a fully satisfactory result using it
in this way. 'Drum machine mode', however, has proved very useful to
children testing the software, who set up a percussion track using Hit, then
made minor adjustments with the tools. They were making visual judgments
(helped by the clues of the position of 'hits' on the beat line) about what
'sounds right'.

We found that it really helped to set up a guide rhythm for the children to
work from, either at every beat (if you're working quite slowly), or at
every third or fourth beat, or whatever, depending on the time signature
you're aiming at. It helped further to have a blank 'bar' (three/four/any
number of beats) at the start or the end of the pattern they were making,
perhaps just with a simple sound per beat in it.

When editing with the Repeat button pressed it is easy to lose track of
where you are, even in quite a short pattern, as the arrow moves so quickly,
so blanks help children recognise the beginning of a pattern and count in to
it. This really is important if they're adding beats with 'Hits', as it
allows time to move the mouse from the Repeat button to the Hit icon.

Remember, you can always slow the rhythm down to place Hits more exactly,
then speed it back up. Using the speed menu, (MENU button over the metronome
slider) will help you to quickly move back and forth between speeds.

The files 'SetUp1' and 'SetUp2' provide examples of basic patterns that will
help children build up more complex rhythms. SetUp1 is in 4/4 time pattern,
while SetUp2 is in 3/4.

Real drum machine accuracy is possible by setting the number of divisions in
a beat to 12, then using two beats as one, i.e. set the metronome to go
really fast. This gives a fairly accurate playback, but it's still up to you
to play the pattern you want without errors!

Using Tune Box
--------------

'Patterns'

Tune Box lets children experiment with the ideas they have explored in the
previous sections. They can experiment freely but, in testing, we found that
some children get more from the activity by the provision of a structured
approach.

One valuable idea is to set up some patterns for the children to work on.
These could be rhythm patterns or simple tunes to which the children add
rhythm and harmony.

The diagrams on pages 8 to 10 have been spaced out so that you can easily
photocopy them. (The permutations are unlimited and you may want to produce
your own worksheets. To help with this the Resources directory contains some
grids as Draw files. 'Blank' contains a blank grid with some blobs. If you
want to use this to create your own patterns the best way is to load the
!Draw application provided with your computer, then double click on the
Blank icon. You will find !Draw starts up with the grid on and locked. The
blobs at the top can be copied with Ctrl/C and, as long as you keep the Grid
Lock on, they will fit directly onto the grid. The rest of the Draw files
are just some ideas to get you going.)

Choose a pitched instrument and copy the following pattern: Now add these
notes and listen again:

If you liked that sound try this pattern:

You have now added two and three part harmonies to the original pattern. Try
replacing different lines of the pattern with different instruments. Write
your own simple tune and add harmonies to that.

Try this pattern:

Now join this one to the end of it:

How do these tunes sound different? Why do you think this is?

This tune might be called 'Wave':

Add some harmonies to it, like this:

Now use the tie icon to join the lines of notes the arrow points at, does
this make the tune sound better? Are there any other places you could tie
notes together?

Using two different percussion instruments make this pattern:

Does it sound the same forwards and backwards? Now change the metronome
setting and listen again. Choose a speed which sounds right and add a tune
to this rhythm. The previous three pages are a good starting exercise, but
it is not our belief that Music Box will 'teach' children music. Although it
offers a very free and creative environment, it would be unusual for
children with no idea whatsoever about music to get much out of it!

Having said that, the provision of different starting points can help those
who are less musically inclined. The best example of this that came up
during development was with a class of seven-year-olds who had been having
trouble understanding what a tune actually is. In their Art and Maths work,
they had been looking at patterns in the Art of different cultures. The
musical break-through came when one group started copying some of those
patterns onto the Tune Box grid. In the following examples, the different
shaded blobs represent different instruments, though they needn't:

It seems that shape and pattern are the key to early success with  Music
Box.

Mathematical Melodies

Basic shapes, filled or unfilled, can provide plenty of inspiration. Try the
following phrase, which works really well with the triangular shapes as
xylophones and the horizontal lines as Wave-Synth-Beep.

Tune Them In

Another helpful starting point is to limit to one or two the number of notes
allowed in any one column (see Configure in the Manual). This tends to
produce 'tunes' rather than 'noises'!

Loony Tunes

Children can be encouraged to change their tunes just to see how different
they will sound. They can save tunes at any point so they needn't loose
track of anything they particularly like. Remember, you can change the
occurrence of an instrument throughout a tune simply by changing that
instrument on the Instrument Icon Bar.

Topsy-Turvy Tunes

Tunes sound quite different if played backwards (the actual sounds are not
played backwards, simply in reverse order) or at a different speed. Changing
the octave, or even the key, can also have interesting effects.


Eastern Promise

Some children will benefit from the use of the pentatonic scales available
from the Configure Menu.

A pentatonic scale uses five, instead of eight, notes and is cleverly
constructed so that the results always sound 'right', no matter what
combination of notes are used. This gives a very 'eastern' sound, especially
if you stick to soft sounding instruments and a slowish speed.

We found that setting the key to C with pentatonic sounded best.

Performing Rights

On-screen 'compositions' can be recorded on the photocopiable sheets
provided, or they can be printed out. They could then be performed on
instruments the children can play.

When doing this kind of activity you need to take account of the key the
tune has been written in. The default is D, in which case there are two
flats. Having taken that into account the sounds on the grid can be
translated directly onto manuscript, perhaps in several parts, for live
performance.

Tunes In The Sky With Diamonds

You could look at music in an atmospheric sort of way. Try giving children
starting points from the real, or any imaginary world. Here's a quick list
to get you going:

A walk in the woods.            The policeman.
A train journey.                My grandad.
A spaceship taking off.         Saying sorry.
The chase.                      Birds in flight.
The sad clown.                  Ghosts.
The castle.                     A cold morning.
At the seaside.                 A noisy classroom!

Music Box can be used in many different ways.

You could create tunes to accompany stories for class assemblies or
performance to other audiences.

Children could listen to different types of music and try to copy the style.
(It's not advisable to try and reproduce specific tunes as Tune Box cannot
play notes that are not in the set key.) Children could, however try to copy
each other's tunes. This would put a lot of emphasis on listening.

You could present children with a grid containing a straight line of notes
somewhere in the centre. Give them access to just the Move and Rubber icons
so they can pull the notes up and down to make a tune.

Several computers could play together. Try something like 'London's
Burning', for example.

You could save tunes containing deliberate mistakes, and ask children to put
them right!

There will be lots of other ways to use Music Box, most of which we haven't
dreamt of. We would really be interested in the sorts of things you get up
to with the package and would would be grateful for any examples of
'compositions' you can send us!

We hope you enjoy using Music Box.

=============================================================================
Topologika Software, Waterside House, Falmouth Road, Penryn,Cornwall TR10 8AT
=============================================================================
     Tel [phone] Fax [phone] EMail [e-mail]
=============================================================================