Copyright © 2005 Tom Eykens
Copyright © 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007, 2008, 2009, 2010 Tom Cato Amundsen
Copyright © 2006, Crédits - traducteur : Etienne Bourrez
Copyright © 2009, 2010, 2011 Odile Bénassy (obenassy@april.org)
Le droit de copier, de distribuer, et/ou de modifier ce document est consenti conformément aux termes de la licence GNU General Public License, publiée par la Free Software Fundation ; soit la version 2 de la license, ou, ou choix, toute version plus récente. Le texte complet de la licence est disponible à Annexe A, GNU General Public License version 3 .
Table des matières
chordvoicing modulecompareintervals moduledictation moduleelembuilder moduleharmonicinterval moduleidbyname moduleidentifybpm moduleidproperty moduleidtone modulemelodicinterval modulenameinterval modulerhythm modulerhythmtapping modulerhythmtapping2 modulerhythmdictation modulerhythmdictation2 modulesinganswer modulesingchord modulesinginterval moduletoneincontext moduletwelvetone modulempd moduleTable des matières
Solfege est un logiciel libre d'entraînement de l'oreille musicale. Il fait partie du Projet GNU. Regardez la section intitulée « Ressources en ligne » pour en savoir plus sur les listes de diffusions et où trouver la dernière version de Solfege.
L'une des idées de ce logiciel, c'est que vous pouvez l'étendre sans avoir à vous plonger dans le code source. Si, par exemple, vous voulez travailler certains accords en particulier, vous pouvez écrire votre propre
Informez-nous des bogues rencontrés en utilisant le bug tracker sur cette page
Merci de faire des rapports de bogues détaillés. ''J'ai un message d'erreur dans une fenêtre lorsque j'essaye de lancer le programme'' ne m'est d'aucune utilité. Lorsque vous rapportez des bogues :
Dites moi quelle version de Solfege vous utilisez. Vérifiez SVP si une nouvelle version est disponible. Si vous voulez seulement utiliser des versions stables, n'essayez pas les versions de développement les plus récentes.
Quel système d'exploitation utilisez vous ? Quelle version ?
Décrivez exactement ce que vous faisiez lorsque l'erreur est apparue.
Envoyez une copie exacte du message d'erreur. Si vous n'y comprenez rien, dites-vous bien que c'est différent pour les développeurs.
La page d'accueil de Solfege est http://www.solfege.org. Il y a aussi une page moins fournie avec de l'info plus statique à http://www.gnu.org/software/solfege/.
Le code source est disponible depuis http://ftp.gnu.org/gnu/solfege. Si vous aimez l'aventure, vous pouvez essayer les versions instables depuis http://alpha.gnu.org/gnu/solfege. Ces versions peuvent contenir plus de bogues, mais vous aurez aussi l'occasion d'essayer de nouvelles fonctionnalités, de détecter des bogues et d'en faire le rapport.
Le code source et des fichiers binaires précompilés sont disponibles à l'URL : http://sourceforge.net/project/showfiles.php?group_id=1465
Si vous utilisez Debian, vous pouvez exécuter apt-get install solfege pour télécharger et installer le programme.
Très peu de trafic, modérée et utilisée pour annoncer les versions stables de Solfege. (Inscription | Archive)
Si vous voulez rapporter un problème d'installation ou d'execution de Solfege, ou si vous avez des questions, des commentaires ou des idées sur la façon d'améliorer Solfege, merci de poster un message vers cette liste plutôt que vers le forum de Sourceforge ou que directement vers l'auteur. Vous pouvez poster des messages à solfege-devel sans vous inscrire. (Inscription | Archive)
L'adresse GNU standard pour envoyer des rapports de bogues. Cette liste est actuellement renvoyée vers <solfege-devel@lists.sourceforge.net>
Sélectionner des exercices, c'est comme naviguer sur une page web et cliquer sur des liens. Pressez Alt+Left pour vous rendre sur la page précédente, et F5 pour revenir à la première page.
Régler le tempo (en battements par minute) de la musique et des arpèges. Ces valeurs sont utilisée dans les exercices qui sont écrits avec les modules suivants : compareintervals, harmonicintervals, idtone, melodicinterval, singchord, singinterval, twelvetone, rhythm, identifybpm, nameinterval. Dans les autres exercices, le tempo eest réglé soit dans le fichier leçon, soit dans la page de configuration de l'exercice.
Solfege peut utiliser trois instruments différents pour jouer les accords. L'un pour la note la plus haute, l'autre pour la note du milieu et le dernier pour la basse. Ceci vous aidera si vous avez du mal à entendre les notes individuelles des accords.
Solfege utilise cette information dans les quelques exercices au cours lesquels l'utilisateur doit chanter.
Ces boutons défilants indiquent à Solfege la note la plus haute et la note la plus basse que l'utilisateur peut chanter . Ces valeurs sont utilisées par le logiciel seulement dans la mesure du possible. Par exemple, si les notes en question sont fixées au do2 (sous la clé de fa) et au do3 (médian), et que vous avez configuré le programme pour qu'il vous demande de chanter des dixièmes, il faudra tout de même chanter certaines notes en dehors de l'intervalle pré-défini.
Solfege va rechercher dans le PATH les programmes que vous avez entrés sur cette page. Il n'est donc pas nécessaire d'indiquer le chemin complet, sauf si les programmes sont installés en dehors du PATH. Si vous voyez un signe d'avertissement après l'entrée du nom de fichier, cela signifie que le logiciel n'a pas pu trouver ce fichier.
Veuillez consulter la page de téléchargement sur
Founissez les lignes de commande qui permettent de convertir entre divers formats audio. %(in)s sera remplacé par le nom du fichier à convertir, et %(out)s par le nom du fichier résultat de la conversion. Dans le cas où le logiciel sauvegarde automatiquement dans un nouveau fichier avec l'extension correcte, il n'est pas nécessaire de fournir %(out)s.
Les lignes de commande qui peuvent lire divers formats audio. %s sera remplacé par le nom du fichier à lire. Si vous n'incluez pas un %s, le nom du fichier sera ajouté à la fin de la chaîne.
Quelques exercices utilisent les programmes CSound et MMA. IL faut Lilypond-book pour pouvoir imprimer les les exercices de dictée musicale, et LaTeX si on les veut au format DVI - sinon c'est du HTML.
Si le fichier que vous fournissez se termine par .py, alors votre script tournera sur le même interpréteur que Solfege lui-même.
Fenêtre principale redimensionnable : Permet à l'utilisateur de redimensionner la fenêtre principale de Solfege.
Choisissez la langue : Vous pouvez choisir manuellement la langue que vous voulez au cas où Solfege ne détecte pas correctement la vôtre, ou encore si vous voulez faire fonctionner le programme dans une langue qui n'est pas celle de votre système d'exploitation.
Ici vous pouvez modifier les raccourcis clavier pour l'exercice « Identifier un son ». Cliquez sur une ligne du tableau pour sélectionner le son, puis sur la seconde cellule de la ligne. Pour finir, pressez la touche que vous souhaitez configurer en tant que raccourci pour le son que vous avez sélectionné.
Les boutons « Dvorak » et « ASCII » établissent les raccourcis par défaut correspondants à ces configurations de clavier.
Ici vous pouvez modifier les raccourcis clavier pour les exercices d'intervalles, comme par exemple les exercices « Intervalle harmonique » et « Intervalle mélodique ». Cliquez sur une ligne du tableau pour sélectionner le son, puis sur la seconde cellule de la ligne. Pour finir, pressez la touche que vous souhaitez configurer en tant que raccourci pour le son que vous avez sélectionné.
Les boutons « Dvorak » et « ASCII » établissent les raccourcis par défaut correspondants à ces configurations de clavier.
Ne pas autoriser à passer une nouvelle question tant que la question courante n'est pas traitée correctement : Inactive le bouton 'nouveau' jusqu'à ce qu'il ait été répondu correctement à la question ou que l'utilisateur clique sur "abandonner".
Répéter la question si la réponse est mauvaise : Répète le son à nouveau lorsque l'utilisateur donne une réponse inexacte.
Mode expert : dans les exercices utilisant les modules reconnaître par le nom et reconnaître le qualificatif, choisir cette option vous permet de vous entraîner sur un sous-ensemble des questions du fichier leçon. En mode expert, aucune statistique n'est générée.
Pour les exercices qui produisent du son, il y a plusieurs façons de le faire entendre :
A utiliser pour le débogage ou lorsque vous portez Solfege sur un autre système. Aucun son n'est émis et les évènements midi sont imprimés sur stdout.
Si vous avez installé les modules Python pour ALSA, vous pouvez utiliser le séquenceur ALSA. Si votre système d'exploitation est Linux, une entrée du menu d'aide vous permet de télécharger et de compiler les modules automatiquement.
Le meilleur choix est habituellement /dev/music car il a le meilleur support pour les instruments de percussion. /dev/sequencer2 est généralement un lien symbolique vers /dev/music. Si votre système n'a pas /dev/music, vous pouvez le créer en tant que root avec cette commande (si vous utilisez le noyau linux version 2.2 ou supérieure) :
cd /dev mknod music u 14 8
Sous MS Windows, ce choix porte l'étiquette sortie Windows multimedia.
Cela peut être utile pour des systèmes qui n'utilisent pas OSS, ou si vous avez un mauvais synthétiseur Midi sur votre carte son et désirez utiliser timidity.
Avant la version 3.16.0, Solfege sauvegardait les statistiques dans plusieurs petits fichiers. À partir de la version 3.16.0, le logiciel est capable d'importer, quand il s'ouvre pour la première fois, ces anciens fichiers de statistiques mais il les laisse sur votre disque dur. Il est préférable - plus sûr - de les supprimer une fois l'importation réalisée. Ces fichiers se trouvent dans le sous-répertoire statistics du répertoire application data.
À présent, les statistiques sont enregistrées dans un fichier nommé statistics.sqlite, dans le répertoire application data. Pour connaître l'emplacement exact sur le répertoire, sélectionnez dans le menu . Cliquez sur pour ré-initialiser vos statistiques et démarrer avec un fichier statistics.sqlite vierge.
Sur l'interface d'édition des jeux de test, vous pouvez créer des fichiers de travail au format MIDI/WAV/MP3/OGG que vous pouvez ensuite transférer sur votre agenda électronique, téléphone portable ou lecteur MP3. Un fichier de solutions, à imprimer, est généré. Alors vous demandez à votre lecteur MP3 de vous passer les pistes dans un ordre aléatoire, et vous utilisez la page des solutions pour vérifier que vous avez bien reconnu les extraits musicaux.
Utilisez l'interface d'édition de matériel d'entraînement pour définir quels sont les exercices à générer. Vous pouvez conserver vos choix dans un fichier pour le ré-utiliser plus tard. Chaque fois que vous cliquer sur , de nouveaux fichiers sont générés dans le répertoire de votre choix. Vous devez transférer manuellement les fichiers son générés sur votre lecteur mobile.
Vous pouvez si vous voulez demander au programme de générer des questions à partir d'autant de fichiers de leçons que vous voulez, mais il est plus habituel de générer un grand nombre de questions à partir d'une seule leçon, ou de quelques-unes.
Les convertisseurs de formats de fichier sont définis sur l'interface, page
Explication des entêtes du tableau
Le nombre de questions à générer à partir du fichier de leçon.
Le nombre de fois qu'il faut répéter chaque question.
La longueur du temps d'attente entre les questions. Mesurée en noires.
Cet outil est disponible à partir du menu . Utilisez-le pour créer des tests d'entraînement auditif à imprimer sur papier. Solfege génère deux version du même document : l'une à compléter, pour les étudiants, et l'autre déjà complétée par la réponse correcte. Cet outil a été ajouté à la demande d'un utilisateur mais nous ne savons pas s'il est réellement utilisé. Par conséquent si vous l'utilisez, nous vous saurions gré de
Le bouton fait surgir un petit menu avec tous les exercices de la page en cours pour lesquels cet outil peut créer des exercices: les modules reconna, intervalle m et intervalle harmonique. En ce qui concerne les lereconna, les seuls objets musicaux implaccord, voix r et voix.
va ouvrir un dialogue vous permettant de choisir ou de créer un répertoire vide, pour ensuite y sauvegarder les fichiers HTML ou LaTeX, avec les images.
Quand vous enregistrez et que vous chargez les fichiers définissant les tests d'entraînement de l'oreille, le logiciel se souvient des questions tirées au sort, par conséquent si vous cliquez sur , c'est le même test exactement sui sera généré. Pour créer un nouvel ensemble de questions, il faut cliquer sur .
Certains exercices montrent des statistiques pour différentes périodes de temps : Session, Journée,7 derniers jours et Total. Le logiciel utilise deux sortes de tableaux.
*Comme vous pouvez le voir sur la saisie d'écran ci-dessus, le premier tableau comporte une rangée par question du fichier de leçon. Pourcentage donne le nombre de réponses justes, en pourcentage, tandis que Nombre donne le nombre de fois où la question a été posée.
Dans le second type de tableaux, les colonnes ont les mêmes libellés que les rangées mais ces libellés ne sont pas affichés parce que cela dépasserait en largeur. Donc, dans la copie d'écran ci-dessus, la 1ère colonne devrait porter le libellé m3↑, et la 2ème colonne le libellé M3↑. Pour chaque question identifiée par le libellé d'une rangée, chaque colonne contient le nombre de fois que l'utilisateur a répondu les diverses possibilités de réponse, le nombre en gras correspondant aux nombre de réponses justes.
Grâce au gestionnaire de profil, il est possible de faire partager à plusieurs utilisateurs un même compte sur le système d'exploitation. Les profils d'utilisateurs partagent le même fichier de configuration mais chacun d'entre eux a ses propres statistiques et ses résultats de tests.
Lorsqu'il existe plusieurs profils, le gestionnaire de profils s'affiche au démarrage du logiciel. On peut aussi y accéder en sélectionnant , dans le menu .
Cochez Ne pas demander au démarrage si vous ne souhaitez pas voir le gestionnaire de profils au démarrage. Dans ce cas le logiciel se souviendra du dernier profil sélectionné avant sa fermeture, et démarrera sur ce profil.
Table des matières
Cet exercice est l'un de ceux que vous pouvez utiliser pour pratiquer les intervalles. Le concept est assez simple : vous pressez le bouton pour jouer un intervalle aléatoire, puis vous devez dire de quel intervalle il s'agissait.
Si vous utilisez l'interface à boutons, vous pouvez alors cliquer avec le bouton droit de la souris pour entendre l'intervalle.
Sur l'onglet de configuration de l'exercice, il y a une liste où vous pouvez sélectionner différentes façons de répondre à la question. Pour l'instant, il y a un piano, une guitare, une basse et plusieurs types d'accordéons en plus de l'interface par défaut à boutons. Voyez ci-dessous une copie d'écran montrant l'interface de piano.
Cet exercice crée des intervalles aléatoires et vous devez essayer de les identifier.
Si vous utilisez l'interface à boutons, vous pouvez alors cliquer avec le bouton droit de la souris pour entendre l'intervalle.
Sur l'onglet de configuration de l'exercice, il y a une liste où vous pouvez sélectionner différentes façons de répondre à la question. Pour l'instant, il y a un piano, une guitare, une basse et plusieurs types d'accordéons en plus de l'interface par défaut à boutons. Voyez ci-dessous une copie d'écran montrant l'interface de piano.
Dans cet exercice, Solfege va afficher un ou plusieurs intervalles, et vous devrez les chanter. Malheureusement, il n'est pas actuellement possible de chanter dans un microphone et de laisser Solfege décider si ce que vous chantez est correct, donc il vous faudra juger par vous-même si ce que vous chantez est correct ou non.
Le programme va essayer de poser une question telle que toutes les notes soient dans l'intervalle que l'utilisateur doit pouvoir chanter conformément à la configuration effectuée dans la fenêtre des préférences. Parfois, il n'est pas possible de respecter l'intervalle, par exemple lorsque l'exercice est configuré pour créer plusieurs intervalles tous ascendants.
Le but de cet exercice est d'identifier l'accord joué.
Commencez l'exercice en pressant le bouton . Solfege va jouer un accord et vous devrez l'identifier en cliquant sur l'un des boutons situés sous la portée vide.
Si vous avez deviné, le programme va afficher l'accord sur la portée avec le message "Très Bien". Vous pourrez alors presser le bouton pour passer à la question suivante.
Si vous n'avez pas deviné, le message "Faux" sera affiché.
Identifier la cadence en cliquant sur le bouton portant son nom. Ainsi que nous le reconnaissons sur
Dans cette version de Solfege, nous n'avons qu'un seul exercice sur les cadences en majeur. Dans cet exercice, une échelle majeure est jouée pour établir la tonique. Peut-être est-ce trop peu ? Faudrait-il jouer la séquence complète I-IV-V-I avant de poser la question ? Ou encore, serait-il préférable d'écrire de la vraie musique terminant par la cadence que nous voulons apprendre à reconnaître ? Nous aurions besoin de vos commentaires et de votre aide pour prendre de bonnes décisions en vue de la version 3.12.0. Commentaires et extraits musicaux peuvent être proposés ici : bug #5.
Ceci est une page d'explications générique pour tous les exercices qui utilisent le module reconnaître par le nom. Ces exercices comportent en général leurs propres explications, plus spécialisées.
Pressez le bouton portant la réponse à la question jouée ou affichée. Souvent, les exercices affichent un chapeau expliquant le but de l'exercice.
Ceci est une page d'explications générique pour tous les exercices qui utilisent le module reconnaître le qualicatif. Ces exercices comportent en général plus d'autres explications qui leur sont propres.
La copie d'écran ci-dessus vous permet de voir à quoi peut ressembler un exercice.
L'exercice affiche une question et joue un peu de musique, alors vous devez choisir une réponse dans chacune des colonnes du tableau de boutons. Quand vous avez choisi la bonne réponse, le libellé du bouton se met en gras et le message « Correct » clignote dans la barre d'état.
Quand l'une des questions au moins peut être jouée arpégée par le programme, l'exercice comporte un bouton .
Si vous dirigez un choeur, vous devez chanter les notes de départ des différentes voix, et si vous n'avez pas de piano a proximité, vous devez utiliser un diapason. Si vous êtes un homme, vous chanterez les notes de femmes une octave plus bas, et vice versa.
Le programme va jouer la note La (440 Hz), et afficher un accord que vous devez chanter. Solfege ne permet pas pour l'instant d'utiliser un microphone, il vous faudra donc juger par vous-même si la réponse est juste ou non.
Le programme joue un rythme aléatoire, et l'utilisateur doit reproduire ce rythme. L'utilisateur entre le rythme en cliquant sur des boutons représentant différents éléments rythmiques.
Lorsque vous avez entré suffisamment d'éléments rythmiques, Solfege vérifie votre réponse. Si tout est exact, il affiche un visage souriant, sinon un visage triste et tous les rythmes inexacts sont repérés.
Si une partie de votre réponse est inexacte, tout ce qui est après le premier élément inexact est effacé (mais les rythmes corrects dans le début de votre réponse sont conservés) losque vous cliquez sur le visage triste, ou lorsque vous cliquez sur les boutons des éléments rythmiques.
Vous pouvez cliquer sur 'Jouer' pour écouter votre proposition.
Les questions posées par cet exercice sont pour le moment construites en sélectionnant les éléments au hasard. Ce n'est pas le meilleur moyen de le faire, et nous espérons qu'une façon plus intelligente de construire les questions sera disponible dans une prochaine version.
Le programme joue un rythme aléatoire, et l'utilisateur doit reproduire ce rythme. L'utilisateur entre le rythme en frappant sur le bouton avec le libellé Frapper ici.
Cet exercice est appelé dictée, mais si les fichiers de leçons nécessaires sont écrits, il peut être utilisé de plusieurs manières :
Solfege vous joue de la musique que vous êtes sensé écrire sur papier. Cliquez sur les boutons montrant une noire (la valeur de note) pour rejouer des petits bouts de l'extrait musical. Vous devez cliquer sur le bouton Afficher et vérifier vous même vos notes pour voir si vous avez fait des erreurs.
Vous pouvez utiliser cet exercice pour vous entraîner à la lecture à vue. Au début de l'exercice, cliquez sur Afficher et essayez de chanter la musique. Puis vous pouvez utiliser le bouton Jouer toute la musique, ou les boutons portant des noires, pour que le programme joue tout l'extrait. C'est à vous de juger si vous pensez avoir réussi.
Les gammes sont un sujet complexe. Par exemple, la gamme lydienne grecque (do-ré-mi-fa-sol-la-sib-do) est différente des gammes lydiennes médiévale et moderne (do-ré-mi-fa#-sol-la-sib-do). La table suivante décrit les gammes utilisées dans cette version de GNU Solfege.
Solgege a pour l'instant trois variantes d'exercices de gammes et d'échelles.
Solfege va jouer une échelle, et vous devrez l'identifier en cliquant sur le bouton portant son nom.
Solfege va jouer une échelle, et vous devrez identifier sa structure. Une série de boutons s'affichera avec pour libellés les nombres '1', '2' et '3'. Ces nombres représentent respectivement la seconde mineure, la seconde majeure et la tierce mineure entre les notes de l'échelle.
Solfege va jouer une échelle, et vous devrez identifier la note de départ. Par exemple, si Solfege joue la gamme mineure naturelle à partir d'une des notes de cette échelle, vous devez déterminer quelle est cette note de départ.
Dans cet exercice, Solfege joue un intervalle et vous devez apprécier la justesse de cet intervalle. Vous l'indiquez en cliquant sur l'un des boutons libellés 'trop petit', 'juste' ou 'trop grand'. Il est aussi possible que l'un de ces trois boutons soit absent.
C'est un exercice combiné d'intervalle et de mémorisation de note. Certaines personnes pensent que ce genre d'exercice peut vous donner l'oreille absolue, mais je ne le pense pas personnellement.
Le fonctionnement est le suivant : le programme joue une note, et vous devez l'identifier en la comparant à la précédente note jouée.
Pour commencer, le programme joue une note et affiche son nom. Vous identifiez les notes en cliquant sur le clavier de piano ou en utilisant les raccourcis clavier qui sont les lettres écrites sur chaque touche.
Faites un clic droit sur le clavier du piano pour entendre une note sans répondre réellement. (Certains esprits mal intentionnés pourraient appeler cela tricher...)
Solfege have a set of exercises that you can find by clicking “Identify tone” on the front page. You should start with the first exercise, and move to the next each time you can practise from some minutes and still have quite a good score, for example 96% correct.
Vous pouvez configurer cet exercice à votre idée en choisissant « Configurer soi-même » dans la page d'accueil.
Il y a plusieurs façons d'utiliser cet exercice. Personnellement, je ne l'ai pas vraiment beaucoup utilisé, et les sections ci dessous sont seulement des suggestions.
Start with only the notes c-d-e at weight 1. When your score is at least 96% correct, you add the tone f and continue. Add one new tone until you practise with all 12 tones. Doing this is the same as using the predefined exercises and following the instructions in the start of this chapter.
Configurez la note La avec un poids de 11 (ou plus) et les autres notes avec un poids de 1. De cette façon, le programme joue la note La très souvent, donc vous vous en souvenez et l'utilisez comme note de référence pour identifier les autres notes. Après vous être entraîné suffisamment, vous pouvez réduire le poids de la note La pour rendre l'exercice plus difficile.
En haut de la page de configuration (en mode "Configurez vous-même"), vous indiquez au logiciel l'importance relative des différentes notes. Si par exemple vous donnez à la note La un poids de 11 points et 1 point à toutes les autres, alors 11/(11+11*1)*100 = 50% des notes aléatoires seront un La.
En dessous, vous sélectionnez de quel octave les notes aléatoires peuvent provenir.
Ensuite, vous pouvez indiquer si Solfege doit automatiquement vous poser une nouvelle question lorsque vous avez résolu la précédente.
Dans le cadre en dessous vous pouvez choisir différentes options à propos de ce qui se passe si vous donnez une réponse inexacte.
Les raccourcis clavier se configurent dans la fenêtre des préférences.
Le logiciel joue un tempo, comme un métronome. Vous devez alors essayer de deviner combien de pulsations par minute sont jouées. Chaque bouton représente un tempo et le logiciel ne joue que les tempos correspondant à un bouton en gras. Cliquez avec le bouton droit pour changer le statut d'un tempo.
Note : le rythme dépend de la fonction gtk timeout_add qui joue les rythmes, par conséquent il n'est pas très précis.
Dans cet exercice, le logiciel affiche tous les 12 tons de la gamme dans un ordre aléatoire et joue le premier. Vous devez alors chanter toutes les notes et à la fin vous constatez si la dernière note correspond. Il s'agit donc d'une sorte de test de votre capacité à chanter à vue plutôt que d'un exercice pour apprendre à chanter les intervalles. Vous trouverez d'autres exercices sur les intervalles.
Dans cet exercice, Solfege va afficher, puis jouer, un intervalle, et vous devrez l'identifier. Il s'agit là d'un exercice de théorie de la musique et non pas d'un exercice d'entraînement de l'oreille. Pour apprendre à nommer les intervalles, lisez la section intitulée « Intervalles ».
Pour identifier un intervalle, cliquez sur l'un des boutons qui donne le nom spécifique et le nom général.
Dans cet exercice, Solfege joue un peu de musique et vous devez cliquer sur els boutons pour construire une représentation des progressions harmoniques de l'exercice.
Table des matières
Davide Bonetti est l'auteur d'une large part des exercices sur les échelles et de quelques-unes des pages d'explications les concernant. Vous pouvez lire ces pages ici.
En théorie de la musique, on utilise le mot « intervalle » pour désigner la différence de hauteur entre deux notes. Ils sont appelés intervalles harmoniques si les deux sons sont entendus simultanément, et mélodiques s'ils sont entendus successivement.
Les noms d'intervalle sont en deux parties : par exemple, une "tierce majeure" ou une "quinte juste". Dans "Harmony" de Walter Piston, les 2 parties se nomment nom générique et qualification. Wikipedia parle du nom et du qualificatif.
Pour déterminer le nom d'un intervalle, on compte les notes sur la portée sans se préoccuper des altérations. Donc si l'intervalle que vous voulez nommer s'étend du mi au sol dièse, on compte jusqu'à 3 (mi fa sol) et on en déduit que l'intervalle est une tierce.
Le rôle de la qualification est de spécifier la taille exacte de l'intervalle. Les unissons, les quartes, les quintes et les octaves peuvent être diminués, justes ou augmentés. Un intervalle mineur contient un demi-ton de moins que son correspondant majeur. Un intervalle diminué contient un demi-ton de moins que son équivalent juste ou mineur, et un intervalle augmenté contient un demi-ton de plus qu'un intervalle juste ou majeur.
Les altérations modifient la taille des intervalles. L'ajout d'un dièse à la note supérieure d'un intervalle l'agrandit d'un demi-ton. Il en est de même pour l'ajout d'un bémol à sa note inférieure. Et l'ajout d'un bémol à la note supérieure - ou d'un dièse à la note inférieure - réduit d'un demi-ton la taille de cet intervalle. Dans les paragraphes suivants, le nommage des intervalles est expliqué plus en détail.
Les secondes sont faciles à reconnaître : les deux notes sont voisines sur la portée. Une des deux notes se trouve sur une ligne et l'autre dans l'interligne immédiatement supérieur ou inférieur. A une seconde mineure correspond un intervalle conjoint d'un demi-ton. A une seconde majeure correspond un intervalle conjoint d'un ton et contient deux demi-tons.
Pour apprendre à identifier les secondes, il faut d'abord se souvenir des types d'intervalle conjoint (ton ou demi-ton) qui se trouvent entre les notes successives de la gamme. Ainsi que vous pouvez le voir dans la Figure 3.1, « », seuls les intervalles mi-fa et si-do font un demi-ton (secondes mineures), tous les autres font un ton (secondes majeures). Vous pouvez le vérifier Figure 3.1, « » en regardant le clavier d'un piano : vous verrez qu'il n'y a pas de touche noire entre mi et fa, ni entre si et do.
Si la seconde a des altérations, il faut se demander si ces altérations modifient la taille de l'intervalle. Voici quelques exemples.
On enlève l'altération de l'intervalle comme indiqué dans la Figure 3.2, « », on constate que fa-sol est une seconde majeure. Ensuite, en remettant le bémol à la note supérieure, l'intervalle, s'étant réduit d'un demi-ton, se transforme en seconde mineure.
On enlève les altérations, on constate que l'intervalle la-si est une seconde majeure. Vous vous souvenez de la Figure 3.1, « », n'est-ce pas ? Ensuite on remet le bémol à la note la, et l'intervalle se transforme en seconde augmentée. Finalement, en remettant aussi le bémol à la note si, on obtient une seconde majeure.
On enlève les altérations, on constate que l'intervalle mi-fa est une seconde mineure. Ensuite on remet le bémol de la note inférieure, l'intervalle est augmenté d'un demi-ton et devient une seconde majeure. Finalement, on remet le dièse à la note supérieure ce qui agrandit l'intervalle d'un demi-ton et le transforme en seconde augmentée.
Une tierce mineure se décompose en une seconde mineure plus une seconde majeure, soit trois demi-tons au total. Une tierce majeure se décompose en deux secondes majeures, ou quatre demi-tons. La Figure 3.5, « » décrit toutes les tierces de la gamme de do majeur. Retenez que les tierces do-mi, fa-la et sol-si sont majeures. Les quatres tierces qui restent sont mineures.
Ensuite, examinez les altérations pour voir si elles changent la qualification de l'intervalle. La méthode est exactement la même que pour les secondes.
La quarte juste comporte deux tons et un demi-ton. Elle se décompose en deux secondes majeures plus une seconde mineure. La Figure 3.6, « » décrit toutes les quartes de la gamme de do majeur. Retenez que la quarte fa-si est augmentée. Toutes les autres sont justes.
Une quinte juste comprend 3 tons et un demi-ton et se décompose en trois secondes majeures plus une seconde mineure. La Figure 3.7, « » décrit toutes les quintes de la gamme de do majeur. Retenez que toutes ces quintes sont justes, sauf fa-si qui est diminuée.
Quand un intervalle comporte des altérations, il faut examiner les effets de ces altérations sur la taille de l'intervalle. La quinte dinimuée a un demi-ton de moins que la quinte juste, et la quinte augmentée comporte un demi-ton de plus. Voici quelques exemples :
D'après la Figure 3.7, « », nous savons que l'intervalle si-fa est une quinte diminuée. Le son le plus bas de la Figure 3.8, « » est précédé d'un bémol qui agrandit l'intervalle d'un demi-ton pour en faire une quinte juste.
D'après la Figure 3.7, « », l'intervalle mi-si est une quinte juste. Dans la Figure 3.9, « », le mi est précédé d'un bémol, ce qui produit un intervalle augmenté. Mais le si est également précédé d'un double bémol, ce qui réduit l'intervalle de 2 demi-tons et le transforme en quinte dinimuée.
Pour identifier les sixtes, le plus simple est de renverser l'intervalle et d'identifier la tierce. Alors la règle suivante s'applique :
Si la tierce est diminuées, la sixte est augmentée
Si la tierce est mineure, la sixte est majeure
Si la tierce est majeure, la sixte est mineure
Si la tierce est augmentée, la sixte est diminuée
Si vous trouvez difficile de renverser les intervalles, souvenez-vous que les sixtes mi-do, la-fa et si-sol sont mineures, les quatre autres étant majeures. Ensuite vous examinez les altérations pour voir si elles modifient la qualification de l'intervalle. La méthode est la même que pour les secondes.
La méthode de qualification des septièmes est la même que pour les sixtes ; si vous renversez une septième, vous obtenez une seconde.
Si vous trouvez difficile de renverser les intervalles, souvenez-vous que les septièmes do-si et fa-mi sont majeures, les cinq autres étant majeures. Ensuite vous examinez les altérations pour voir si elles modifient la qualification de l'intervalle. La méthode est la même que pour les secondes.
Renverser un intervalle, c'est déplacer sa note la plus basse une octave au-dessus ou sa note la plus haute une octave au-dessous. Le nom générique de l'intervalle change de la manière suivante :
La seconde devient une septième.
La tierce devient une sixte.
La quarte deviant une quinte.
La quinte devient une quarte.
La sixte devient une tierce.
La septième devient une seconde.
La qualification change de la manière suivante :
Diminué devient augmenté.
Mineur devient majeur.
Juste reste juste.
Majeur devient mineur.
Augmenté devient dinimué.
Ci-dessous deux exemples : une tierce majeure, renversée, devient une sixte mineure et une septième mineure, renversée, devient une seconde majeure.
Table des matières
chordvoicing modulecompareintervals moduledictation moduleelembuilder moduleharmonicinterval moduleidbyname moduleidentifybpm moduleidproperty moduleidtone modulemelodicinterval modulenameinterval modulerhythm modulerhythmtapping modulerhythmtapping2 modulerhythmdictation modulerhythmdictation2 modulesinganswer modulesingchord modulesinginterval moduletoneincontext moduletwelvetone modulempd moduleGNU Solfege is written so that it can easily be extended, even if you do not know any computer programming. The steps are:
Create a lesson file and save it it in the first directory listed when you select from the menu. Create the directory if it does not exist.
Select once again to see the file show up in the list.
Click the link to your lesson file and enjoy!
To get started, you can copy one of the lesson files included in GNU
Solfege. The lesson files are located in the exercises/standard/lesson-files subdirectory of
the installation directory. You can find the installation directory by
selecting from the
menu. It is important to store the lesson files you
create in the directory intended for user created lesson files, and not in the
applications directory. This because all files in the installation directory
may be removed while upgrading the program.
If you create many lesson files, you might want to group them together
in a separate subdirectory and attach them to a front page file. This way you
have a set of files in a subdirectory that you can easily distribute to other students. So create a new directory side by side the user
directory you found by selecting
earlier this article. Your files might be structured like this:
myfiles/myfrontpage.txt myfiles/lesson-files/chords-1 myfiles/lesson-files/chords-2
To create a new front page file, you should select from the menu, and then click on the toolbar of the dialog that pops up.
In la section intitulée « Introduction » we showed you just enough to place your lesson file to get started. This sections give you all the details how files and directories are set up.
We will write INSTALLDIR
whenever we refer to the directory Solfege is installed in. The exact
location differ from operating system to operating system, and can be
found by selecting → and then lookup «Solfege installation directory».
Example of locations:
MS Windows - C:\Program files\GNU Solfege\share\solfege
Linux - /usr/share/solfege
Please notice that INSTALLDIR is not necessarily the top directory where
all files belonging to Solfege is installed. Different operating system place
files differently. For the purpose of this document INSTALLDIR is the directory
containing the solfege/ subdirectory containing all the
python modules that composes the program and the
exercises/ subdirectory that contains all the lesson
files.
Solfege allow for the user to create exercises (and soon also
exercise modules written in Python). These should not be saved in
INSTALLDIR because then they will be lost on
upgrade.
The directory to save the lesson files you write yourself depends on the operating system you run, and on the locale settings (language). In this document we will write USERDATA whenever we refer to the directory found if you lookup «Solfege user data» by selecting → . Your files should be saved in directories below USERDATA. Example values for USERDATA:
MS Windows 7 - C:\Users\User name\Documents\GNU Solfege
MS Windows XP - C:\Documents and settings\User name\My Documents\GNU Solfege
Linux - /home/username/.solfege
Lesson files and front page files are grouped together in
subdirectories below USERDATA/exercises. You can have
as many subdirectories as you like in USERDATA/exercises.
Each file that matches USERDATA/exercises/*/* will be
read by the program and used as a front page file if it has the correct
format. Other files will silently be ignored. This means that you can
have more than one front page file in a subdirectory, and extra files,
like README and COPYRIGHT files are ignored.
Lesson files should be saved in a directory named
lesson-files in the same directory as the front page
file is saved. So if you create some exercises with jazz progressions, you
might have this file structure on your computer:
USERDATA/exercises/jazzprog/page.txt USERDATA/exercises/jazzprog/lesson-files/prog1 USERDATA/exercises/jazzprog/lesson-files/prog2 USERDATA/exercises/jazzprog/lesson-files/prog3
There is one folder name below USERDATA/exercises
that is special. In addition to what described above, all lesson files
in USERDATA/exercises/user/lesson-files will be
shown when you select on the
menu. This was done to make it simple to just
write a lesson file, drop it in a directory and use it.
In versions prior to 3.20.3, all lesson files matching
USERDATA/exercises/*/lesson-files/* would be listed.
In GNU Solfege, each exercise is created by a lesson file interpreted by one of the exercise modules.
Deprecated modules: chord, harmonicprogressiondictation,
Missing documentation: chordvoicing, identifybpm, twelvetone
Solfege by default expects the content of lesson files to be in UTF-8 encoding. Modern editors often let you specify the encoding in the "Save As" dialog. One example is gedit. Other programs, like vim and emacs let you specify the encoding inside the text file.
If this sounds complicated, you can safely ignore the whole encoding issue if you restrict yourself to use only standard ascii characters. That is only the letters a to z.
If you create lesson files with a different encoding, you have to declare the encoding in a special comment at the top of the file. This because Solfege and the tools used to translate Solfege cannot guess the encoding safely. We follow the same conventions as the Python language. See PEP-0263 for the details.
What you have to do is add a comment to one of the first two lines
of the lesson file, where part of the line matches coding=encoding or coding: encoding. Extra characters on the
line are ignored, so if you use the emacs or vim editors, you can conveniently
tell the editor about the file encoding. The following example sets
the charset to ISO 8859-1, a charset commonly used in many west-european
languages:
# -*- coding: iso-8859-1 -*-
Russians might want to use koi8-r:
# -*- coding: koi8-r -*-
Same as above, but in a format that works with the vim:
# vim: set fileencoding= koi8-r :
The program use the python libs to convert to unicode, so it should understand almost any encoding you can think of. If you see some characters are missing, for example when the name of questions are displayed on buttons, then most likely you have done something wrong with the encoding.
Unicode has some characters that you might want to use to make labels look more professionally. If your editor use unicode by default, you may copy-and-paste the characters you need from here, if you are viewing this documentation in a web browser. The number is a hexidecimal number.
00F8 LATIN SMALL LETTER O WITH STROKEHalf-diminished seventh chord.
00B0 DEGREE SIGNDiminished seventh chord.
25B3 WHITE UP-POINTING TRIANGLE, Δ 0394 GREEK CAPITAL LETTER DELTAMajor seventh chord. We do not know which character to recommend. Solfege does not care, so you can use the symbol you like.
266D MUSIC FLAT SIGNThis sign can be used instead of the letter 'b' for a flat sign.
266F MUSIC SHARP SIGNThis can be used instead of the letter '#' for the sharp sign.
Everything after # on a line is ignored. Example:
# This line is ignored. The next line is not.
question { bla bla }
Strings are quoted with the " character. Example:
"this is a string"
Use triple quotes for strings that contain line breaks, or
if the string itself has to contain the " character:
description = """<h1>Long desription<h1> This lessonfile need
very much descriptions. Qoutes (") are ok here. bla bla bla"""NB: All strings have to be unicode strings. If you get error messages like this one:
In line 21 of input: does not recognise this string ';lt;' as a valid token.'
(line 20): question {
(line 21): question {
(line 22): name = _("Ionia�)
then you must check the encoding of your file, and maybe you should read la section intitulée « File encoding ». You can change the encoding of a file using the iconv program:
iconv -f YOUR_ENCODING -t utf8 your.file
Global variables can save you a few key strokes.
s = "\score\relative c'{ %s }
question {
# instead of music = music("\score\relative c'{ c d e f g2 g2 }")
music = music(s % "c d e f g2 g")
}
A lesson file consist of one header block and zero or more question blocks:
header {
ASSIGNMENT
ASSIGNMENT
...
}
question {
ASSIGNMENT
...
}
The header block can be placed anywhere in the file, but by convention it should be the first block in the file. And there is a limitation that the header has to be within the first 40000 characters of the file.
Variables shared by many exercise modules
moduleTell what exercise module that will run the lesson file. This
variable is required for all lesson files. (The variable was added in
Solfege 2.9.0 where it replaced the content
variable.). Example:
module = idbyname
replacesA string or list of strings with hash values of lesson files that
this lesson file can replace without dropping the statistics. Use this only when
you know what you are doing. The hash value is calculated by
solfege.lessonfile.hash_of_lessonfile().
tools/hash-of-file.py can be used to get the hash value
of files before modifying them.
replaces = "bf7dd374206451bff43d61fc8191f5fb3e88d007" replaces = "bf7dd374206451bff43d61fc8191f5fb3e88d007", "cdb2f9415171650ee7682028788c1c42c62fdbf"
lesson_idThis variable is deprecated in Solfege 3.15.3. It should remain in existing lesson files because if you remove it, you will have to add a replaces entry to keep the statistics. But it should not be added to new lesson files.
versionTell the version of solfege the lessonfile is known to work with. This variable is not required, but it should be used because it can (but don't guarantee to) help avoid trouble if the lesson file format changes in the future. Example:
version = "3.0.7"
titleShort one-line description that will be used for creating the menu entry for the exercise. You should add this to all lesson files. Example:
title = "Minor and major chords in root position"
lesson_headingA short heading that will be displayed above the exercise. It should say what the purpose of the exercise is. Some modules provide a default value, others leave the string empty. Example:
lesson_heading = _("Identify the chord")helpThis variable say which help file from the user manual will be displayed when the user presses F1. Example:
help = "idbyname-intonation"
By default, Solfege will display the help file that has the same name as the exercise module being used in the lesson file.
theoryThis variable say which help file from the user manual will be displayed when the user presses F3. Pressing F3 should display music theory about the exercise. Don't include this variable if there are no music theory written. Example:
theory = "scales/maj"
random_transposeIn some exercises the program can transpose the music to
create variation. The default value is yes. (The
default value changed from no to
yes in Solfege 3.0.)
Used in modules: chord,
chordvoicing, harmonicprogressiondictation,
idbyname, singanswer,
singchord
Possible values
No transposition will be done.
The exercise will do random transposition. What kind of transposition depends on the exercise, but you get a ok result from this. This is the default value.
Transpose the question by random and make sure the key signature of the question does not get more than a certain number of accidentals. In this context, the number of accidentals can be described by an integer value. A negative value denote a number of flats (b), and a positive number denote a number o sharps (#). Zero mean no accidentals. The integers INTEGER1 and INTEGER2 defines a range of allowed number of accidentals.
For this to work properly the music must
either be in C major or A minor, or the key of the music has
to be set with the
key variable.
Transpose the music INTEGER1 steps down or INTEGER2 steps up the circle of fifth. In this context up is more sharps and down is more flats. This is real transposition where both the key and the notes are transposed.
For this to work properly the music must
either be in C major or A minor, or the key of the music has
to be set with the
key variable.
Transpose the music at most INTEGER1 semitones down or INTEGER2 semitones up. This is real transposition where both the key and the notes are transposed. You will easily end up with music in the keys with LOTS of accidentals.
Transpose the music at most INTEGER1 semitones down or INTEGER2
semitones up. Similar to semitones, but the
notes will be transposed one by one, and the key will not change.
enable_right_click = noBy default, Solfege will let the user right-click on buttons to hear
the music they represent without guessing. Set this variable to
no for lesson files where it does not make sense, for
example in a idbyname lesson file where many questions
have the same name.
Modules: idbyname, chordvoicing
and chord.
disable_unused_intervals
= noBy default, Solfege will make the buttons insensitive for intervals
that are not being asked. Set this variable to no if you
want all buttons to be sensitive.
Modules: harmonicinterval and
melodicinterval.
ask_for_intervals_0Select which intervals to ask for. 1 for minor second, 2 for major
second, 3 or minor third etc. Use a negative number for descending
intervals. To ask for more that one interval create the variables
ask_for_intervals_1,
ask_for_intervals_2 etc. In the following example
Solfege will ask for two intervals. The first will be either a minor second
or a major second, both intervals going up. And the second interval will be
either major second or minor third, both intervals going down.
ask_for_intervals_0 = 1, 2
ask_for_intervals_1 = -2, -3
Modules: melodicinterval and
singinterval.
intervalsThis variable tell which intervals should be asked for in exercises
using the harmonicinterval module. 1 for minor second, 2 for major
second, 3 or minor third etc. Example that will practise thirds:
intervals = 3, 4
Modules: harmonicinterval.
test
This variable defines the test for the exercise. In a test,
Solfege will ask all the questions in the lesson file a number
of times.
This variable is always used together with test_requirement.
In the following example, each question will be asked
3 times:
test = "3x"
Modules: harmonicinterval,
idbyname, melodicinterval
and singinterval.
test_requirementThis variable defines how large percentage of the questions has to be answered correctly to pass the test. Example:
test_requirement = "90%"
Modules: harmonicinterval,
idbyname, melodicinterval
and singinterval.
have_repeat_arpeggio_button
= yesSet to yes if you want the exercise to have a
"Repeat arpeggio" button.
Modules: singanswer.
have_music_displayer
= yesSet to yes if you want the question to have a
music displayer.
In the idbyname module, setting this variable will add a music displayer where the program will display the answer when the user gives up or answers the question correctly. You might also want to read about at_question_start.
In the singanswer module, setting this variable
will add a music displayer where the music will be displayed when
the question is displayed.
Modules: idbyname,
elembuilder and
singanswer.
music_displayer_stafflines
= INTEGERThe number of empty staff lines to display when we have no music to display.
Modules: idbyname and
elembuilder.
at_question_start
This variable changes what happens when the user clicks
. By default, Solfege will play the music when
the user clicks , and only display the music
when the question is answered correctly and the
have_music_displayer variable is set to
yes. Setting this variable will also set
have_music_displayer to yes.
at_question_start = showThe exercise will get a button. When the user clicks the music will be displayed in the music displayer, but no music is played. Click to hear the music.
at_question_start = playThe exercise will get a button. When the user clicks the music is played. Click to see the music.
at_question_start = show, playWhen the user clicks the music is both played and displayed.
Modules: idbyname, elembuilder,
rhythmtapping
and rhythmtapping2.
vmusicThis variable holds a representation of the question intended to be
displayed. This can be necessary if the music is a .wav or .mp3 file. It
will be used when the user clicks Show music or when the question is
answered correctly (if we have a musicdisplayer). Added to
idbyname in Solfege 2.5.1 and to
elembuilder in 3.9.2.
Modules: idbyname and elembuilder.
rhythm_elementsA list of integers (1-34) telling what elements we should use when creating questions. Example:
rhythm_elements = 0, 1, 2, 3, 4
0:
,
1:
,
2:
,
3:
,
4:
,
5:
,
6:
,
7:
,
8:
,
9:
,
10:
,
11:
,
12:
,
13:
,
14:
,
15:
,
16:
,
17:
,
18:
,
19:
,
20:
,
21:
,
22:
,
23:
,
24:
,
25:
,
26:
,
27:
,
28:
,
29:
,
30:
,
31:
,
32:
,
33:
,
34:
Modules: rhythm and rhythmtapping2
statistics_matrices = enabled | disabled | hiddenSet to disabled if the statistics page
of the exercise should not display the matrices showing more details
on how you have answered. Set to hidden if the
matrices should be hidden by an expander button.
Default value: enabled
Variables you can define in the question block
nameQuestions written for the idbyname or elembuilder exercise modules need a name. A name is optional for dictation module.
musicFor most lesson files the music representing the question is assigned to this variable. Note that there is a shortcut. Instead of:
question {
name = "Lisa gikk til skolen"
music = music(...)"
}
you can write:
question {
name = "Lisa gikk til skolen"
music(...)
}
Music objects are documented in la section intitulée « music objects ».
rhythmIf defined in a question, the rhythm of this music object is used when comparing the users answer to the question. This can be useful if the Solfege cannot find the rhythm of the question, for example when the music object is a MP3 file.
Used in modules: rhythmtapping and
rhythmdictation.
tempoSet the tempo for this questions music. The variable is defined "beats per minute" / "notelen per beat". Example:
tempo = 150 / 4
This variable can also be defined globally for the whole lesson file. Do do so you should put it in the beginning of the file, outside any question blocks.
Modules: idbyname, chord,
chordvoicing,
rhythmdictation2 and
rhythmtapping.
countinA music object representing a count-in to be played before
the question. Only music objects that are parsed by the
mpd module can be used as count-in, and only
questions parsed by this module can have count-in. Example:
tempo = rhythm("\time 4/4 d4 d d d")Entering the time signature is not necessary if the time signature is 4/4, but for all other time signatures you must include it.
Modules: rhythmdictation and
rhythmdicatation2
instrumentBy default, Solfege will use the instrument specified on the preferences window when playing questions. This variable let you select a different instrument. Example:
instrument = "cello", 100
The instrument name has to be quoted. The integer is the volume, and it should be in the range 0-127. You can see a list of instrument names in la section intitulée « Midi instrument names ». For lesson files where it makes sense, it is possible to specify three set of instruments. The following example will play bass for the lowest tone, piano in the middle and clarinet on the top tone:
instrument = "bass", 100, "acoustic grand", 100, "clarinet", 100
This variable can also be defined globally for the whole lesson file. Do do so you should put it in the beginning of the file, outside any question blocks.
Modules: idbyname, chord,
singanswer and chordvoicing
setThe set variable is used by some exercise modules to select which question to play when the user right clicks on one of the answer buttons. This can be useful if the lesson file has many questions with the same name, and you want solfege to play the question that is most closely related to the question being asked. You can assign whatever value you want. A good suggestion is to use integers.
In lesson files that does not use the set variable,
solfege will play the first question it can find with
the same name as the button the user right clicks on.
If the lesson file uses the set, or more
precisely, if the question being asked has the variable defined, the
program will first try to find a question where the
set variable matches the question being asked, and the
name matches the button clicked. If no match is found,
the program will select a question to play as if the
set variable was not used at all.
Modules: idbyname and
chordvoicing.
keyNeeded to make some random transposition work properly if the music is not in C major on A minor. Two examples:
key="b \minor" key="g \major"
The import statement will parse a library file and bind it to a
name in the global namespace. You then refer to names defined in the
libarary file using dot notation. In the example below, the
files jazz_progressions and progression_elements are two library files that are part of GNU Solfege and
is located in the INSTALLDIR/exercises/standard/lib/ directory.
import progression_elements import jazz_progressions as j question { elements = progression_elements.I, progression_elements.V } question { elements = j.I, j.V, j.V }
Parse the file and bind it to the same name as the file name:
| |
Parse the |
The program will first search for a library file in
INSTALLDIR/exercises/standard/lib/ and if not found,
in the ../lib/ relative to the location of the
lesson file.
The rimport statement work exactly the same
way as import except that ../lib/
relative to the lesson file is searched before
INSTALLDIR/exercises/standard/lib/.
Include and import works a little differently. One thing is that how they
find the file to parse differs. But also what happens with the file content. If
one idbyname lesson file includes another
idbyname lesson file, when the questions from the included
file will be asked when you practise the including file. But if you copy the
included file to ../lib/ and import it,
the questions in the imported file will not be asked. Only the global
variables in the imported file will be available with dot-notation, as
described in la section intitulée « The import statement ».
Each question in your lesson files will define one or more
music objects.
This is music entered completely following the music format FIXME spec. This means you
have to enter complete code with a \staff command. Example:
variable = music("\staff\relative c' { c' d' }")The music object can be used for music that has 3 or more staffs. It works the same way as music, but if "Use different instruments for chords and harmonic intervals" is checked in the preferences window, the 3 instruments you can select the same place will be used instead of the preferred MIDI instrument.
Enter the tones from the lowest to the highest tone, like this:
variable = chord("c' e' g'")This type of music is used by the singchord exercises. It let you say which tones of a chord the different voices in a choir will sing. Take this, for example:
variable = satb("c''|e'|g|c")The c'' will be sung by the soprano, e' by the alto, g by the tenor and
c by the bass. Please notice that when this music
is played in arpeggio, the tones to be sung by the women, will be played
one octave deeper, of the user is a male. And vice versa if the user
is a female or a child.
This musictype saves some key strokes if you want to enter a melody.
variable = voice("c'4 c' g' g' | a' a' g'2")is the same as
variable = music("\staff{ c'4 c' g' g' | a' a' g'2")rvoice is similar to voice
except that the music is in \relative mode, relative
to the first tone. The following two statements produce the same music:
variable = rvoice("c'4 c g' g | a a g2")
\staff\relative c'{ c4 c g' g' | a a g2 }
This music object provides a simple way to play rhythms with percussion instruments. Each tone represents a percussion instrument as defined in la section intitulée « Percussion instrument names ». In the following example, the tone c is translated to the midi sound Side Stick and d to a Mute triangle.
variable = percussion("d4 d d d c8 c8 c4")
This music object let you write questions that tap rhythms with the
two percussion instruments defined in the preferences window. The tone
c will play with the instrument intended for the
question and d will use the instrument
intended for count off. Example:
rhythm("d4 d d d c8 c8 c4 c c8 c8")You should only use two pitches, c and
d. Other pitches will print a warning, but will still
work in the current implementation. To play real percussion with many
different instruments you should use the percussion music object.
Play a midi file. The path given to the file is relative to the directory the lesson file is stored in. Example:
variable = midifile("share/example.mid")Play a .wav file. The path given to the file
is relative to the directory the lesson file is stored in. Example:
variable = wavfile("share/fifth-small-220.00.wav")Play a MP3 file. Similar to wavfile.
Play an Ogg Vorbis file. Similar to wavfile.
Given a CSound orchestra and score, this music object will generate a WAV file and play it. Example:
csound(load("share/sinus.orc"), """
f1 0 4096 10 1
i1 0 1 220.0
i1 + 1 329.04
""")
Create a music object that use MMA to generate music that it will play. If you create the object
with one argument, mmacode should be a string with
complete MMA code. With two arguments, groove is
a string with the name of the groove, and mmacode is
comple MMA code, except it could be missing the initial
"Groove" instruction. The groove from groove
will be prepended the string.
Run an external program. Example:
cmdline("./bin/csound-play-harmonic-interval.sh 220.000000 320.100000")_(message)
Return the translation of message if it exist.
Return the string unchanged if not.
title = _("Bla bla title")include(filename)
Read the file filename into the lesson file
and parse it as a part of the file.
The program will first search for the file with the filename relative
to the location of the lesson file. If not found, it will search
the exercises/standard/lesson-files directory
of the installation directory of the program.
include("singchord-1")The lesson header variables will be taken from the including lesson file. Only if a variable is only defined in the included lesson file, and not in the including lesson file, then the value will be taken from the included file.
load(filename)
Read the file filename from disk and return
it as a string. The filename is relative to the location
of the lesson file.
orc = load("share/sinus.orc")Label functions
We call these functions label functions because we use them to create the label for some questions in the program. You should only use these functions where they are documented to work.
Return a label that the program can put on a button. The label is created using GTK pangomarkup. Google for "pango markup" to get the markup explained. Notice that you have to use triple qoutes around the string.
pangomarkup("""<span size="xx-large">V</span>""")This function has existed in Solfege for a while, but it has not been documented until now. Should we find a shorter function name? An alias can be added so that the old long function name still works.
Return a label. str is interpreted like
this:
Each letter outside of a parentheses is displayed with a large serif font.
The text inside parentheses is displayed as a superscript: smaller letters above the baseline.
If the text inside the parentheses is divided by a comma, the text before the comma is superscript and after the comma is subscript.
progressionlabel("I-IV-(6,4)V(5,3)-I")
progressionlabel("I-VI-V(6)-I")"
progressionlabel("C(maj7)")
Display a sequence of roman numeral chords. The chords are separated by whitespace and an optional hyphen. The exact implementation of this is still open for discussion. The current developent version of Solfege will divide each chord in 3 parts and give them different font sizes, and also try to make the chord compact, so that it should not take too much space on screen.
The first part of the chord is the roman numberal, including
an optional b, ♭
(unicode character U+266D MUSIC FLAT SIGN),
# or ♯
(unicode character U+266F MUSIC SHARP SIGN).
The second part is the letters (if any) between the first and the third part.
The third part is from the first digit and the rest of the chord.
rnc("Imaj7-IIm7-V9-Imaj7")Spaces are not allowed in the chord name.
New in version 3.11.0.
Display a sequence of chords. The chords are separated by whitespace. Each chord consist of up to four parts, and part two to four are optional:
[notename][txt1][:txt2][/bass]
notename and bass music be
a notename in the format understood by the music parser. You can read
more about this in la section intitulée « The mpd module ». Example:
g:11b9 cm/g ges:Δ besm:7/f
New in version 3.11.1.
Here is a minimal lesson file:
header {
countin_perc = compareintervals
title = "Compare intervals"
}
This file will make an exercise that ask you to compare harmonic intervals. And since you do not say which intervals, it will ask for all intervals from a small second up to a major tenth.
first_interval_type, second_interval_typeLet you select if the intervals you are asked to compare should be a
melodic or a harmonic interval. The default value is
melodic. Possible values:
harmonic and melodic.
first_interval_type = melodic
second_interval_type = harmonic
Modules: compareintervals.
first_interval, last_intervalSelect which intervals to select from when creating the questions. This variable should be defined the same way as ask_for_intervals_0. If these two variables are not defined, then the user will be able to select which intervals to practise from the Config page of the exercise.
Modules: compareintervals.
Example:
header {
module = dictation
title = _("Norwegian children songs")
version = "2.1.10"
}
question {
name = "Bæ, bæ, lille lam"
tempo = 130/4
breakpoints = 2/1, 4/1, 8/1, 10/1, 12/1, 14/1
music = rvoice("""
\time 4/4
c'2 g' | e4 e c2 | d4 d g, g | c1 |
c2 g' | e4 e c2 | d4 d g, g | c1 |
a'4 f f f | g2. e4 | f d d d | e2. c4 |
a'2 f | g e4 e | f b, b b | c1 |
""")
}
question {
# this tempo definition overrides the global
tempo = 160/4
name = "Lisa gikk til skolen"
breakpoints = 2/1, 4/1, 6/1
music = rvoice("""
\time 4/4
c' d e f | g2 g2 | a4 a a a | g1 |
f4 f f f | e2 e | d4 d d d | c1
""")
}
question {
name = "Det satt to katter på et bord..."
tempo = 96/4
music = rvoice("""
\key g \major \time 2/4
d'8 | [g g] [fis e] | [fis g] a4 | [d,16 d d d] [e8 fis] | g2 """)
}
By default, the dictation exercise will show the first column of music, and then the user should write the rest. But if the first column is not good enough, for example if there are only rests on the first beat, these two variables can tell the program how much music to display:
clue_endThe following example will display the music on all staffs in the first quarter note:
clue_end=1/4
clue_music
This is an alternative to clue_end. The music assigned
to clue_music will be shown to the user when he should
start the dictation. You should not use both clue_end
and clue_music in the same question.
breakpointsSet breakpoints in the music, so you can hear the music in parts when doing the dictation.
Here is a minimal lesson file:
element progI { label = "I" }
element progIV { label = "IV" }
element progV { label = "V" }
header {
module = elembuilder
title = "progression test"
elements = auto
# uncomment if you want a music displayer.
# have_music_displayer = yes
}
question {
music = rvoice("<c' e g> <b d g> <c e g>")
elements = progI, progV, progI
name = "I-V-I"
}
question {
music = rvoice("<c' e g> <c f a> <c e g>")
elements = progI, progIV, progI
name = "I-IV-I"
}
This block defines the elements the user can put together to answer the
question. Each block is named by the string between element
and {. The block defines one variable,
label that is the label the button will get.
labellabel can either be a plain string or one
of the label functions.
sortIf defined, the value of sort will be used
to sort the elements when displaying the buttons. If not defined,
the elements will be sorted by their name.
elementsThis variable defines which elements to display. Set this to auto to display all elements that are needed to answer the questions in the lesson file. You can display more elements that needed to make it more difficult for the user. An example:
elements = progI, progIV, progV, progIV, progV_6
music_displayer_stafflinesSet this if you want the music displayer to show more than one empty staff line when the music displayer have no music to display.
See also at_question_start and music_displayer_stafflines.
elementsThis variable defines which elements defines the question. It can be elements, as defined in the example above, or strings or labels defined by the label functions.
tonicThe exercise will have a "Play tonic" button if this variable is defined in a question in the lesson file. The variable should contain some music to play to the user so that he knows the tonic of the question. This can be useful in harmonic progressions that does not start on the tonic. This variable is optional. Example:
tonic = chord("c e g")nameThe name is needed for storing statistics. A string or a label created by the label functions.
See also vmusic.
User documentation is in la section intitulée « Intervalle harmonique ».
Here is a minimal lesson file:
header {
module = harmonicinterval
version = "3.1.4"
title = "Seconds"
intervals = 1, 2
test = "3x"
test_requirement = "90%"
}
Additional variables you can put in the header. Click on the link to get an explanation:
This is a very generic exercise. In its most basic form, the program will play some sound, and you have to select among several buttons that in some way represents the music.
Here is a minimal lesson file:
header {
module = idbyname
version = "3.1.4"
title = "Menuitem title"
}
question {
name = "Major"
music = chord("c' e' g'")
}
question {
name = "Minor"
music = chord("c' es' g'")
}
Optional idbyname header variables
filldir = verticTell the direction the buttons are filled. Default value is horiz.
Modules: idbyname.
fillnumTell how many buttons there are in each row or column. The default value is 1.
Modules: idbyname.
labelformat = progressionThe default value is normal.
Set to progression for lesson files where the name of the
questions is a harmonic progression, written in a undocumented, but not
difficult format. Check some existing lesson file to see how it works.
Using this variable is deprecated. Do not use it for new lesson files.
Modules: idbyname
have_repeat_slowly_button
= yesSet to yes if you want the exercise to have a "Repeat slowly" button.
Modules: idbyname.
See also at_question_start and music_displayer_stafflines.
Required question variables
name. Can be a string or a label created by the label functions.
Optional question variables
vmusicSee vmusic.
cuemusicWill be displayed in the music displayer when the user clicks New.
Ignored if at_question_start = play, show or
at_question_start = show, because then the content of
music or vmusic is displayed when the
user clicks New. (Added in Solfege 2.5.1)
The idproperty module let you create exercises where
solfege will play some music and you have to identify different properties
of the music.
Below is a minimal lesson file. It will create an exercise that will play a minor or major chord and the user answers with two buttons labeled "Minor" and "Major" and two buttons representing the inversion. Notice that unused properties, toptone in this example, are hidden.
header {
module = idproperty
flavour = "chord"
title = "Minor and major chords"
}
question {
name = "Major"
music = chord("c' e' g'")
inversion = 0
}
question {
name = "Minor"
music = chord("es' g' c''")
inversion = 1
}
flavour = "chord" will add the following definitions
to the lesson file header, unless if they are missing:
new_button_label = _("_New chord")
lesson_heading = _("Identify the chord")
qprops = "name", "inversion", "toptone"
qprop_labels = _("Name"), _("Inversion"), _("Toptone")
new_button_label is the label to put on the
button. The default value is
_("New").
lesson_heading will set the heading to be displayed
when you practise. The default value is an empty string, that will hide the
heading.
The properties are defined by the props variable in
the lesson file header, and there should be a variable
prop_labels that defines the label to use.
props and prop_labels must be lists of
equal length.
The exercise will have a button
if one or more of the questions can be played arpeggiated. Set the lesson file
header variable have_repeat_arpeggio_button to no to disable hide the button.
If the exercise have a inversion property, it will be
treated special. If assigned integer values, like in the example, the integer values will be replaced with strings. So 0 is replaced with "root position", 1 with "1. inversion" etc.
Here is a minimal lesson file:
header {
module = idtone
title = "Id tone 3"
black_keys_weight = 0, 0, 0, 0, 0
white_keys_weight = 1, 1, 1, 0, 0, 0, 0
}
The 'weight' of a tone tell how big chance is it that the program will select this tone as the next to identify. Think of the weight of a tone as the number of lottery tickets with the name of the tone.
The variable black_keys_weight set the weight of the
tones c#, d#, f#, g# and a#, and white_keys_weight will set
the weight of the tones c, d, e, f, g, a, b. In the example above, the tones c,
d and e get an equal weight of 1, the other tones 0. This mean that the only
tones that will be asked for are c, d and e, and that the three tones share the
same probability to be selected.
User documentation is in la section intitulée « Intervalle mélodique ».
Here is a minimal lesson file:
header {
module = melodicinterval
version = "3.1.4"
title = "Seconds and thirds"
ask_for_intervals_0 = 1, 2, 3, 4, -1, -2, -3, -4
test = "3x"
test_requirement = "90%"
}
Additional variables you can put in the header. Click on the link to get an explanation:
Tests are only partially implemented for the
melodicinterval exercise module: tests where each question
is made by more than one interval does not work yet.
Here is a minimal lesson file:
header {
module = nameinterval
title = _("Fifths")
intervals = p5, a5, d5
}
intervalsA list of the intervals to ask for. The intervals are written
in a short form, a letter and a number, like d5
or m7. The letters are telling the interval quality are
'd' for diminished, 'a' for augmented, 'm' for minor, 'M' for major and
'p' for perfect.
tonesThis variable sets the range of tones that can be used when
constructing the intervals. The note names has to be quoted. The
default value is "b", "g''". Example:
tones = "c'", "f''" # valid tones = c', f'' # not valid
accidentalsThis variable defines how many accidentals the tones making the interval can have. The value 0 means no accidentals, 1 means that flats and sharps are allowed, and 2 means that double flats and double sharps are allowed. The default value is 1. Example:
accidentals = 2
clefSet which clef to use. The default value is violin.
Possible values: violin, treble,
subbass, bass,
baritone, varbaritone,
tenor, alto,
mezzosoprano and french.
Example:
clef = bass
A simple rhythm exercise. Solfege will randomly generate rhythm patterns that the user should recreate by clicking on buttons.
Here is a minimal lesson file:
header {
module = rhythm
version = "3.1.4"
title = "Easy rhythms"
rhythm_elements = 1, 2, 3, 4
}
visible_rhythm_elementsDefine this variable if you want more rhythm elements that the one to
be asked for. This variable must include both the rhythm elements defined
in rhythm_elements and the extra elements.
Example:
rhythm_elements = 0, 1, 2, 3, 4, 5, 6
countin_percAn integer value between 35 and 81, representing the percussion instrument used to give you the beat before the question. The default value is 80. Example:
countin_perc = 35
35 Acoustic Bass Drum 51 Ride Cymbal 1 67 High Agoga 36 Bass Drum 52 Chinece Cymbal 68 Agogo Low 37 Side Stick 53 Ride Bell 69 Cabasa 38 Acoustic Snare 54 Tambourine 70 Maracas 39 Hand Clap 55 Splash Cymbal 71 Short Whistle 40 Electric Snare 56 Cowbell 72 Long Whistle 41 Low Floor Tom 57 Crash cymbal 2 73 Short Guiro 42 Closed Hi Hat 58 Vibraslap 74 Long Guiro 43 High Floor Tom 59 Ride Cymbal 2 75 Claves 44 Pedal Hi Hat 60 Hi Bongo 76 Hi Wood Block 45 Low Tom 61 Low Bongo 77 Low Wood Block 46 Open HiHat 62 Mute Hi Conga 78 Mute Cuica 47 Low-Mid Tom 63 Open High Conga 79 Open Cuica 48 Hi-Mid Tom 64 Low Conga 80 Mute Triangle 49 Crash Cymbal 1 65 High Timbale 81 Open Triangle 50 High Tom 66 Low Timbale
Modules: rhythm
rhythm_percSame as countin_perc, but setting the instrument used to play the question. The default value is 37.
Modules: rhythm
count_inThe number of beats as count in. The default value is 2.
Modules: rhythm
bpmThe tempo, in beats per minute. The default value is 60.
Modules: rhythm
num_beatsThe number of elements the question is made of. The default value is 4.
Modules: rhythm
Exercises using this module will play some music and then the user should tap the rhythm. The program will then say if the users rhythm is similar enough to the rhythm played by the computer.
Here is a minimal lesson file:
header {
module = rhythmtapping
version = "3.7.0"
title = "Rhythm tapping test"
}
question {
music = rhythm("c4 c8 c8")
}
question {
music = music("\staff\relative c'{c4 d8 e f4}\addvoice\relative c'{c4 b8 c a4}")
rhythm = rhythm("c4 c8 c c4")
}
The first question in the example is very simple and self explaining.
Solfege will play the rhythm defined in the music variable,
and the user should tap that rhythm.
The second question is a little more complicated. Here Solfege will play
the music defined in the music variable. And when the user
taps the rhythm, Solfege will compare the users rhythm with the rhythm defined
in the rhythm variable. The reason for using two variables
is that Solfege is not smart enough to figure out the rhythm if you enter
polyphonic music. It make no difference if you set the
rhythm variable to be a rhythm music
object, or another single voice type like rvoice. This might
change in the future. You as a lesson file author must make sure the rhythms in
the two variables are in fact the same.
See also at_question_start.
Solfege will play a generated rhythm, and the user should tap the same rhythm.
Here is a minimal lesson file:
header {
module = rhythmtapping2
version = "3.7.0"
title = "Rhythm tapping test"
rhythm_elements = 1, 2, 3, 4
}
See also at_question_start.
Solfege will play some music, and the user should enter the rhythm of the music in the rhythm editor. Below is a small lesson file example.
header {
module = rhythmdictation2
title = "Rhythm dictation"
}
# Tempo for all questions
tempo = 150/4
# Used for all questions that does not set the countin music themselves
countin = rhythm("c4 c c c")
question {
# Tempo set here overrides the global tempo
tempo = 150/4
music = rvoice("d'4 d8 e fis8 fis4.")
}
question {
music = mp3file("musicfile.mp3")
rhythm = rvoice("c4 c4 c8 c8 c4")
}
Solfege will play a generated rhythm, and then the user should enter the rhythm in the rhythm editor. Below is a minimal lesson file. You can have as many question blocks as you like. When the program generates a random question, it will first select one question block by random, and then use it to generate the actual question.
header {
module = rhythmdictation2
title = "Rhythm dictation"
}
# Tempo for all questions that does not specify it.
tempo = 150/4
# Countin for all questions that does not specify it
countin = rhythm("d4 d d d")
question {
bars = 4/4, 3/4, 4/4
elements = "4", "8 8"
# Tempo set here overrides the global tempo
tempo = 150/4
}
question {
bars = 3/4, 3/4
countin = rhythm("d4 d d")
elements = "4", "8 8"
}
Here is a minimal lesson file:
header {
module = singanswer
version = "3.1.4"
title = "Sing the root of the chord"
}
question {
question_text = "Sing the root"
music = chord("c' e' g'")
answer = chord("c'")
}
question {
question_text = "Sing the root"
music = chord("a' c'' e''")
answer = chord("a'")
}
Additional variables you can put in the header. Click on the link to get an explanation:
Questions for this exercise need to have the key variable set if the key signature is anything else than ''c'' major (or ''a'' minor). Example:
header {
module = singchord
version = "3.1.4"
title = "Simple chords"
}
question { music = satb("c''|e'|g|c") }
question { music = satb("a'|e'|c'|a") }
question { key="d \major" music = satb("a'|fis'|d'|d") }
question { key="f \minor" music = satb("as'|f'|c'|f") }
This is an exercise where the program display an interval and play the first tone. Then the user should sing the interval, and then click a button to hear the correct answer. There is no microphone support yet.
User documentation is in la section intitulée « Chanter un intervalle ».
Here is a minimal lesson file:
header {
module = singinterval
version = "3.1.4"
title = "Thirds"
ask_for_intervals_0 = 3, 4
test = "3x"
test_requirement = "90%"
}
This module is still begin worked on. The lesson file format will most likely change in the next releases. Right now the music in the cadences must be a string with complete mpd code. Using music objects will not work now.
Here is a minimal lesson file:
header {
module = toneincontext
version = "3.21.0"
title = "First 4 scale tones"
tones = 3, 4
}
cadence {
music = "\staff\relative g'{ <g e c> <a f c> <g f d b> <g e c> }"
}
The cadence block should be in C major. The program will select cadence by random if you write more than one cadence block.
If you don't define the tones variable, the program will let you select tones in the config page of the exercise.
Experimental feature. Will most likely change in the next stable branch because we need a failsafe way for exercise module to include other files like graphcis etc.
You can write your own exercise modules in Python and place them in the
modules/ directory parallell to the
lesson-files/ directory containing the
lesson file. So the lesson file
USERDATA/exercises/user/lesson-files/demofile will search
for exercise modules in USERDATA/exercises/user/modules/.
A module below USERDATA can have the
same name as one of the standard modules. The module below USERDATA will be
used when the lesson file is stored in the lesson-files/ directory parallell to the modules/ directory. But the standard lessonfiles
stored in INSTALLDIR and in other
directories willuse the standard module included with Solfege.
The module is not documented yet. The input format is similar to the one used by GNU Lilypond, but only the simplest construct works.
Quick note: Notenames understood by the program are c, d, e, f, g, a, b, with 'is', 'isis', 'es', or 'eses' added. For example 'fis', 'bes', 'gisis'.
acoustic grand contrabass lead 7 (fifths)
bright acoustic tremolo strings lead 8 (bass+lead)
electric grand pizzicato strings pad 1 (new age)
honky-tonk orchestral strings pad 2 (warm)
electric piano 1 timpani pad 3 (polysynth)
electric piano 2 string ensemble 1 pad 4 (choir)
harpsichord string ensemble 2 pad 5 (bowed)
clav synthstrings 1 pad 6 (metallic)
celesta synthstrings 2 pad 7 (halo)
glockenspiel choir aahs pad 8 (sweep)
music box voice oohs fx 1 (rain)
vibraphone synth voice fx 2 (soundtrack)
marimba orchestra hit fx 3 (crystal)
xylophone trumpet fx 4 (atmosphere)
tubular bells trombone fx 5 (brightness)
dulcimer tuba fx 6 (goblins)
drawbar organ muted trumpet fx 7 (echoes)
percussive organ french horn fx 8 (sci-fi)
rock organ brass section sitar
church organ synthbrass 1 banjo
reed organ synthbrass 2 shamisen
accordion soprano sax koto
harmonica alto sax kalimba
concertina tenor sax bagpipe
acoustic guitar (nylon) baritone sax fiddle
acoustic guitar (steel) oboe shanai
electric guitar (jazz) english horn tinkle bell
electric guitar (clean) bassoon agogo
electric guitar (muted) clarinet steel drums
overdriven guitar piccolo woodblock
distorted guitar flute taiko drum
guitar harmonics recorder melodic tom
acoustic bass pan flute synth drum
electric bass (finger) blown bottle reverse cymbal
electric bass (pick) skakuhachi guitar fret noise
fretless bass whistle breath noise
slap bass 1 ocarina seashore
slap bass 2 lead 1 (square) bird tweet
synth bass 1 lead 2 (sawtooth) telephone ring
synth bass 2 lead 3 (calliope) helicopter
violin lead 4 (chiff) applause
viola lead 5 (charang) gunshot
cello lead 6 (voice)
The first column is the integer value for the instrument. The second column tell the name of the note you should enter in the rhythm music object.
35 b,, Acoustic Bass Drum 59 b Ride Cymbal 2 36 c, Bass Drum 1 60 c' Hi Bongo 37 cis, Side Stick 61 cis' Low Bongo 38 d, Acoustic Snare 62 d' Mute Hi Conga 39 dis, Hand Clap 63 dis' Open High Conga 40 e, Electric Snare 64 e' Low Conga 41 f, Low Floor Tom 65 f' High Timbale 42 fis, Closed Hi Hat 66 fis' Low Timbale 43 g, High Floor Tom 67 g' High Agogo 44 gis, Pedal Hi Hat 68 gis' Agogo Low 45 a, Low Tom 69 a' Cabasa 46 ais, Open HiHat 70 ais' Maracas 47 b, Low-Mid Tom 71 b' Short Whistle 48 c Hi-Mid Tom 72 c'' Long Whistle 49 cis Crash Cymbal 1 73 cis'' Short Guiro 50 d High Tom 74 d'' Long Guiro 51 dis Ride Cymbal 1 75 dis'' Claves 52 e Chinese Cymbal 76 e'' Hi Wood Block 53 f Ride Bell 77 f'' Low Wood Block 54 fis Tambourine 78 fis'' Mute Cuica 55 g Splash Cymbal 79 g'' Open Cuica 56 gis Cowbell 80 gis'' Mute Triangle 57 a Crash Cymbal 2 81 a'' Open Triangle 58 ais Vibraslap
Version 3, 29 June 2007
Copyright © 2007 Free Software Foundation, Inc. http://fsf.org/
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one line to give the program’s name and a brief idea of what it does.Copyright (C)yearname of authorThis program is free software: you can redistribute it and/or modify it under the terms of the GNU General Public License as published by the Free Software Foundation, either version 3 of the License, or (at your option) any later version. This program is distributed in the hope that it will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the GNU General Public License for more details. You should have received a copy of the GNU General Public License along with this program. If not, see http://www.gnu.org/licenses/.
Also add information on how to contact you by electronic and paper mail.
If the program does terminal interaction, make it output a short notice like this when it starts in an interactive mode:
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The hypothetical commands ‘show w’ and
‘show c’ should show the appropriate parts of
the General Public License. Of course, your program’s commands might be
different; for a GUI interface, you would use an “about box”.
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