Any Solfege user should be able to
- log on
- local network/internet -> must run robustly on both
- log off
- switch users fast
- integrate own exercise material (students too!)
- enter own dication (rhythmic, melodic, melorhythmic)
Student
- recognise individual notes and elementary score elements:
- pick the right note from the row
- this is a ...
- the duration of this note is ... beats
- name written intervals
- indicate entire tones and semitones in this interval
- I count ... notes, so this interval is a ...
- I count ... entire tones and ... semitones, so this interval is a ...
- divide written rhyrhm into beats and measures
- divide written melody into beats and measures
- name written scales
- this is a major/minor scale of <note>
- this is a antiek(?)/harmonic/melodic minor scale of <note>
- name written chords
- this is a major/minor chord
- understand Italian music terminology and dynamics:
- multiple choice Italian-> student's language
- which of the following terms did you hear the <instrument> use in the following listening examples?
- name and write down melodic intervals played
- this interval goes up/down
- this interval is bigger/smaller than the previous one
- I count <quantity> notes if I fill up this interval, so this is a <interval>
- name and write down harmonic intervals played
- name and write down scales played
- name and write down chords played
- this is a major/minor chord
- recognise instruments played
- this is a string/brass/wood/plucked/percussion/other instrument
- this is a violin/alto/cello/double bass
- name and write down rhythmical cells
- subdivide played rhythm into beats and measures
- subdivide played melody into beats and measures
- meloritmisch fragment laten horen, enkel melodie genoteerd; duid de tellen aan en verdeel in maten
- estimate tempo played
- recognise musical genres played
- recognise instruments shown
- reproduce rhythmical music notation auditively
- reproduce melodic music notation auditively
- reproduce melorhythmic music notation auditively
- construct intervals
- ... entire tones and ... semitones higher/lower than <note> is <note>
- contstruct a major/minor/pure <interval> up/down from <note>
- build major/minor/harmonic/melodic scales
- build minor/major/dominant seventh chords
- indicate the chord notes in this scale
- construct a minor antic(?)/harmonic/melodic/major scale on <note> and indicate its chord notes
- build a predefined tempo
- derive tempo 60, 120, 180 from the seconds on a clock
- derive tempo 90 from duool(? two notes in the time of three) at tempo 60
- derive tempo 80, 160 from triool(? tuplet? three notes in the time of two) at tempo 120
- estimate intermediate tempos by accellerating/decellerating
- consult statistics on own accomplishments
- immediate minimal visual feedback
- more extensive statistics available on a second level
- compare own statistics to group
Teacher
- print practise sheet for students (important!)
- integrate own theory/exercise material
- consult individual student statistics
- consult student group statistics
- compose homework from existing (and new?) questions
- via solfege.org -> obliged to share with other users; if not wanted: buy license
Side conditions
- adaapt to student: level, age
- aural feedback where possible
- automated result checking where possible (sing pitch-> microphone->recognise frequency,...)
- use time limit as a difficulty parameter
- a minimum of technical configuration and hindrances to get started
- platform independence: Mac, Linux, Windows, embedded(?)
- multilingual
- user interaction according to Gnome Human Interface Guidelines 2.0
To be catalogued
- learn melody snippets by heart; read notes
- musical memory game: note name sung+ note image highlighted -> imitate by clicking
- ? alto jokes, fortunes, ...
- ? how do I treat <instrument> to play <note>
- ? metronome
- ? tuner
- ? MusicXML player (pointer in score advances with sound of notes playing)
- ? about a composer (wikipedia?) on a special day
- general stats: which exercises are used most frequently,... -> nice to know where we could focus?
