AU2012202820B2 - Electronic system, methods and apparatus for teaching and examining music and other subjects - Google Patents
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Abstract
ELECTRONIC SYSTEM, METHODS AND APPARATUS FOR TEACHING AND EXAMINING MUSIC AND OTHER SUBJECTS 5 Electronic systems, methods and apparatus for teaching and examining music and other subjects are disclosed. One method includes generating a lesson for the subject from a store of components related to the subject and presenting a user with the lesson comprising one or more tasks related to the subject. The user is provided with a menu with one or more selectable icons and 10 selection of one of said icons activates functionality to enable the user to submit one or more responses to the one or more tasks. The method includes generating a mark based on the result of comparing the one or more responses with one or more predetermined thresholds. (0D (9 2 do LOZ Lf
Description
P/00/011 Regulation 3.2 AUSTRALIA Patents Act 1990 ORIGINAL COMPLETE SPECIFICATION STANDARD PATENT Invention Title: "ELECTRONIC SYSTEM, METHODS AND APPARATUS FOR TEACHING AND EXAMINING MUSIC AND OTHER SUBJECTS" The following statement is a full description of this invention, including the best method of performing it known to me/us: 1 TITLE ELECTRONIC SYSTEM, METHODS AND APPARATUS FOR TEACHING AND EXAMINING MUSIC AND OTHER SUBJECTS 5 FIELD OF THE INVENTION The present invention relates to an electronic system, methods and apparatus for teaching and examining in the field of music and in other subjects, such as, but limited to, mathematics, languages and humanities, such as geography. 10 BACKGROUND TO THE INVENTION Music theory is the study of the elements of music including rhythm, harmony, melody, structure and texture and students learn how to read, write and analyse music and all its components. For centuries, the process of 15 teaching and learning music theory and the process of examining students and their level of proficiency has remained unchanged. Even today, conventional books are still used to teach students how to read, write and analyse music and examinations in music theory are still undertaken and marked manually. Disadvantages associated with such a process include the time and cost in 20 printing the books and marking the examination papers, the minimal feedback that is provided to students in relation to their examinations and the delay in providing the results of the examinations and feedback to the students. Modern technology has provided some advancement in the field of writing, teaching, printing and publishing music. For example, numerous 25 software packages are available that enable composers to electronically write music via a computer. One example of such software is Sibelius 4 available from Sibelius Software, which comprises a plurality of toolbars and menus from which a composer can select the desired notes and other musical notation to compose a score. The software can automatically update instrumental parts 30 when the full score is updated and the software also plays the composed score allowing composers to listen to their composition. A further enhancement includes video for which music can be written via the software. Teaching 2 aspects of the software include lesson plans and explanations of musical concepts. However, such software applications do not educate students how to correctly form the notes and other musical notation, how to correctly position 5 them or other aspects of writing music. Such software applications also fail to address the aforementioned drawbacks associated with examining students and marking students' examination papers. Software applications for teaching other subjects, such as mathematics, languages and humanities, such as geography, are also available, but such 10 applications also suffer from one or more drawbacks related to the particular subject similar to the music-specific drawbacks identified above. In this specification, the terms "comprises", "comprising" or similar terms are intended to mean a non-exclusive inclusion, such that a method, system or apparatus that comprises a list of elements does not include those elements 15 solely, but may well include other elements not listed. OBJECT OF THE INVENTION It is an object of the present invention to address or at least ameliorate one or more of the aforementioned problems of the prior art or provide a useful 20 commercial alternative. SUMMARY OF THE INVENTION In one form, although it need not be the only or indeed the broadest form, the invention resides in a method of teaching and examining in the field of music, 25 said method including: presenting a user with one or more musical tasks; providing a menu with one or more selectable icons, selection of one of said icons activating functionality to enable the user to form an element of musical notation; and 30 generating a mark based on the result of comparing one or more characteristics of the element of musical notation with one or more predetermined thresholds. Suitably, comparing one or more characteristics of the element of musical 3 notation and generating a mark is in response to a user request. Elements of musical notation can include, but are not limited to, notes, or parts of notes, such as note stems, note heads, note beams, quaver tails, symbols, or parts of symbols, such as flats, sharps, naturals, crotchet rests, bass 5 clefs, treble clefs, barlines, slurs, lines, curves, hooks, leger lines, staff lines, time signatures, accidentals, articulations, dynamics. Characteristics of the elements of musical notation can include, but are not limited to, a position on a musical staff, a spacing between an adjacent element, angle, length, alignment, points of intersection, start points, end points, 10 ratios, relative size, name, quantity. In another form, although again not necessarily the broadest form, the invention resides in a system for teaching and examining in the field of music, said system comprising: a display to present a user with one or more musical tasks and a menu 15 with one or more selectable icons; an input device to allow the user to select the one or more selectable icons; and a processor coupled to be in communication with the display and the input device to: 20 a) activate functionality to enable the user to form an element of musical notation with the input device in response to selection of one of said icons; b) compare one or more characteristics of the element of musical notation with one or more predetermined thresholds; and c) generate a mark based on the result of comparing the one or more 25 characteristics of the element of musical notation with one or more predetermined thresholds. Suitably, comparing the one or more characteristics of the element of musical notation and generating a mark is in response to a user request. The system may further comprise a storage facility, such as a database 30 coupled to be in communication with the processor to store the marks and/or the answers to the one or more musical tasks. In a further form, although it need not be the only or indeed the broadest form, the invention resides in a method of examining in the field of music, said 4 method including: presenting a user with one or more musical tasks; recording music performed by the user in response to the one or more musical tasks; 5 generating a mark based on the result of comparing the recorded music with one or more predetermined thresholds. Suitably, the method includes presenting musical notation to the user to perform. Suitably, the method includes presenting a tempo to the user at which the 10 music must be performed, for example, via an audible periodic sound, such as metronome clicks. Suitably, the method includes playing a backing track along to which the user is requested to play. Suitably, the method includes re-presenting the user with at least part of 15 the one or more musical tasks previously presented, but at a reduced tempo, where the user commits one or more errors in performing the one or more musical tasks. Suitably, the method includes re-presenting the user with at least part of the one or more musical tasks previously presented, but at a tempo increased 20 from the reduced tempo, where the user performs the one or more musical tasks correctly at the reduced tempo. In yet another form, although it need not be the only or indeed the broadest form, the invention resides in a method of teaching and examining a subject, said method including: 25 generating a lesson for the subject from a store of components related to the subject; presenting a user with the lesson comprising one or more tasks related to the subject; providing a menu with one or more selectable icons, selection of one of 30 said icons activating functionality to enable the user to submit one or more responses to the one or more tasks; and generating a mark based on the result of comparing the one or more responses with one or more predetermined thresholds.
5 Preferably, the method includes presenting the user with a modified lesson comprising one or more tasks related to the subject previously answered incorrectly by the user. Suitably, the modified lesson includes the same task previously answered 5 incorrectly by the user. Suitably, the modified lesson includes the same type of task previously answered incorrectly by the user. The method may include presenting the user with a lesson comprising one or more tasks related to the next level of learning for the subject only after the 10 user has answered a threshold number of tasks in the modified lesson correctly. Suitably, all tasks in the modified lesson must be answered correctly before the user progresses to the next level of learning for the subject. Suitably, the method includes directing the user to learning resources related to the one or more tasks answered incorrectly by the user. For example, 15 the method may include presenting the user with one or more selectable icons, the activation of one of said icons causing a webpage to be displayed comprising learning resources related to the one or more tasks answered incorrectly by the user. The method may include alerting an educator to one or more tasks 20 answered incorrectly by the user a threshold number of times. Suitably, the method includes generating a lesson for duration of a learning period, such as for each week of an educational term or year. Suitably, the tasks can be selected from the following: inputting a word in response to the word being audibly presented; inputting the result of an 25 equation; inputting the name of a country in response to the display of a silhouette of a country; identifying an incorrect answer, such as a misspelt word or incorrect result and inputting the word or result correctly. In a further form, although it need not be the only or indeed the broadest form, the invention resides in an apparatus for teaching and examining a subject, 30 said apparatus comprising computer readable program code components configured to cause: generating a lesson for the subject from a store of components related to the subject; 6 presenting a user with the lesson comprising one or more tasks related to the subject; providing a menu with one or more selectable icons, selection of one of said icons activating functionality to enable the user to submit one or more 5 responses to the one or more tasks; and generating a mark based on the result of comparing the one or more responses with one or more predetermined thresholds. Further forms and features of the present invention will become apparent from the following detailed description. 10 BRIEF DESCRIPTION OF THE DRAWINGS By way of example only, preferred embodiments of the invention will be described more fully hereinafter with reference to the accompanying drawings, wherein: 15 FIG 1 is a schematic representation of a system for teaching and examining in the field of music in accordance with an embodiment of the present invention; FIG 2 is a screenshot showing part of a lesson in accordance with an embodiment of the present invention; 20 FIGS 3-5 are screenshots demonstrating the teaching and marking of drawing a crotchet rest; FIG 6 is a screenshot illustrating examining a user on the naming of a note; FIG 7 is a screenshot illustrating examining a user on the playing of the 25 note in FIG 6 visually and aurally; FIGS 8 and 9 are screenshots illustrating examining and marking a user on musical tasks requiring the drawing of multiple musical notation elements; FIGS 10-12 are screenshots illustrating examining and marking a user on the drawing of a sharp sign; 30 FIGS 13-21 are further screenshots showing examining and marking musical tasks to be completed by users as exercises and/or examination questions; 7 FIG 22 is a screenshot showing the display when a user has completed a lesson, exercise or practice examination; FIG 23 is a general flow diagram showing a method according to embodiments of the present invention; 5 FIGS 24-27 are screenshots showing examining and marking a user on the playing of a piece of music according to other embodiments of the present invention; FIG 28 is a general flow diagram showing a method according to another embodiment of the present invention; and 10 FIG 29 is a schematic diagram illustrating teaching and examining other subjects according to other embodiments of the present invention. DETAILED DESCRIPTION OF THE INVENTION Like features in the drawings are referred to by like reference numerals. 15 Referring to FIG 1, there is provided a system 100 for teaching and examining in the field of music and other subjects in accordance with embodiments of the present invention. The system 100 comprises a display 110 and an input device 120, both of which are coupled to be in communication with a processor 130. Processor 130 is also coupled to be in communication with a 20 memory 140. Display 110, input device 120, processor 130 and memory 140 can be embodied in an apparatus 105 in the form of a conventional computing device, such as a desktop, laptop or notebook computer, personal digital assistant (PDA) or other mobile computing device. In accordance with embodiments of the present invention, display 110 is 25 provided to present a user with one or more musical tasks and to present a menu with one or more selectable icons. Display 110 can be in the form of an integral screen or a separate monitor or the like and can be in the form of a touch sensitive screen. Input device 120, such as a keyboard, mouse, or a stylus that can be used in conjunction with a touch sensitive screen, is provided 30 to allow the user to select the one or more selectable icons from the menu and generally navigate through the musical tasks. The processor 130 is provided to activate functionality stored in the memory 140 in the form of computer readable program code components 145 to enable the user to form elements of musical 8 notation with the input device 120 in response to selection of one of the icons. The processor 130 is also provided to compare one or more characteristics of the element of musical notation with one or more predetermined thresholds in response to a user request, such as requesting marking of the task by selecting 5 a suitable icon. The processor 130 generates a mark based on the result of comparing the one or more characteristics of the element of musical notation with one or more predetermined thresholds and the mark can be displayed to the user via display 110 to promptly provide feedback to the user. Another form of input device can be in the form of a microphone 170 for 10 capturing sound, which can be stored in memory 140 after processing by processor 130 and optionally by a dedicated audio processor (not shown). For example, for the teaching and examining of music, microphone 170 captures music performed by the user in response to one or more musical tasks presented to the user. For the teaching and examining of other subjects, such as 15 languages, microphone 170 captures language spoken by the user, for example to measure the user's linguistic competency. Microphone 170 can be integral to or separate from the apparatus 105. These embodiments will be described in more detail hereinafter. According to some embodiments, the system 100 can further comprise a 20 storage facility 150, such as a database, optionally associated with a server, coupled to be in communication with the processor 130 via conventional communications hardware and software to store the marks of the lessons/examinations for each user. The storage facility 150 can be coupled to the processor 130 locally or via a communications network 160, for example, a 25 local area network (LAN), a wide area network (WAN) or combination thereof, or a global communication network, such as the Internet. Communication between the processor 130 and the storage facility 150 can be wired or wireless or a combination thereof. With reference to the general flow diagram shown in FIG 23, a method 30 200 for teaching and examining music includes at 210 presenting a user with one or more musical tasks, such as, but not limited to drawing a musical scale, identifying notes or completing a melody. At 220, the method includes, providing a menu with one or more selectable icons, selection of one of said icons 9 activating functionality to enable the user to form an element of musical notation. The method includes at 230 comparing one or more characteristics of the element of musical notation with one or more predetermined thresholds to verify whether the user has completed the musical task correctly. At 240, generating a 5 mark based on the result of comparing the one or more characteristics of the element of musical notation with one or more predetermined thresholds. Examples of teaching and examining in the field of music in accordance with embodiments of the present invention will now be described with reference to the screenshots in FIGS 2-22. 10 Referring to FIG 2, the screenshot shows part of a lesson comparable with how the lesson would be conveyed to a user or student by the prior art in that a chord is displayed with a description of its composition. However, in contrast to the prior art, one of the benefits of the present invention is that it includes animation and can visually demonstrate formation of the chord from the 15 individual notes. Another benefit of the present invention is that the individual notes and the chord can be played and heard by the user, thus providing a major advantage over the conventional paper methods of teaching music. Referring to FIGS 3-5, the screenshots shows embodiments of the present invention teaching and examining the drawing of musical notation in the 20 form of a crotchet rest by a user and the marking of the user's work. The user is presented with a musical task, which in this example is to "Draw a crotchet rest". The user selects the "draw line" icon 300 from the drop down menu 310 on the screen and draws three individual lines 320 with the input device 120, such as a mouse, on the staff 330 provided on the screen. FIG 3 shows two of the lines 25 320 that have been drawn. The user then selects the "add hook" icon 340 from the drop down menu 310 and uses a drag and drop method to add the hook 400 shown in FIG 4 to the end of the third line 320C to produce the crotchet rest. The user can adjust the beginning or start points, end points and the shape of the hook with the input device 120. 30 Pressing the marking button 350 informs the user as to whether the crotchet rest has been drawn correctly, which it has been in the example shown in FIG 4. The software checks characteristics of the elements of musical notation including the angles, beginning and end points of each line 320, the 10 intersection points of each line and the beginning and end positions of the hook 400 by comparing the characteristics of the elements of musical notation with corresponding predetermined thresholds. The software checks the beginning point of the top line 320A of the crotchet rest and the direction of the top line. An 5 example of suitable program code components for performing this function follow: on checklinel --sprite(4).top - sprite(81).top+20 < 9 top point first line correctly placed 10 if abs(sprite(4).top - sprite(81).top+24.5) < 9 and sprite(81) .member.linedirection = 0 then append (answerList, "a") end 15 The software checks the beginning point of the second line 320B where it joins to the end of the first line 320A of the crotchet rest and the direction of the second line 320B. An example of suitable program code components for performing this function follow: 20 on checkline2 -- 2nd joint in right spot if abs(sprite(4).top - sprite(82).top+61.25) < 9 and sprite(82).member.linedirection = 1 then append (answerList, "b") 25 end The software checks the beginning point of the third line 320C where it joins to the end of the second line 320B of the crotchet rest and the direction of 30 the third line. An example of suitable program code components for performing this function follow: on checkline3 --3rd joint in right spot 35 if abs(sprite(4).top - sprite(83).top+85.75) < 9 and sprite(83).member.linedirection = 0 then append (answerList, "c") end 40 The software checks the beginning point of the hook 400 where it joins the third line 320C of the crotchet rest and the direction of the hook. An example of suitable program code components for performing this function follow: on checkline4 11 --4th joint in right spot if abs(sprite(4).top - sprite(83).bottom+134.75) < 9 and sprite(83) .member.linedirection = 0 then append (answerList, "d") 5 end The software checks the end point of the hook 400 where it finishes at the bottom of the staff 300 on the screen. An example of suitable program code 10 components for performing this function follow: on checkhook if sprite(112).puppet = false then exit if sprite(83).member.linedirection = 0 then a = 3 15 if sprite(83).member.linedirection = 1 then a = 4 dx= sprite(112).loch - sprite(83).quad[a].loch dy = sprite(112).locv - sprite(83).quad(a].locv ans = sqrt (power(dx,2) + power(dy,2) 20 dxl= sprite(113).loch - sprite(83).quad[a].loch dyl = sprite(113).locv - sprite(83).quad[a].locv ansl = sqrt (power(dxl,2) + power(dyl,2) 25 if ansl > ans then b = 113 if ansl < ans then b = 112 if abs(sprite(4).top - sprite(b).locv +171.5) < 9 then append (answerList, If".) 30 end The software checks the length of each line 320A, 320B, 320C, the vertical alignment of the beginning point of the first line 320A and the end point of second line 320B, the vertical alignment of the beginning point of the second 35 line 320B and the end point of the third line 320C, the vertical alignment of the beginning point of the hook and the end point of hook 400. The software also checks the angle of each line. If the angle of each line is correct, a tick appears on the screen, as shown in FIG 4. Conversely, if the angle of between the lines are incorrect, the comment " line too wide." or " line too narrow." 40 appears on the screen. An example of suitable program code components for performing these functions is as follows: on checkangleline3 if sprite(83).member.linedirection = 0 then 45 dx= sprite(83).quad[1].loch - sprite(83).quad(3}.loch dy = sprite(83).quad[l].locv - sprite(83).quad[3].locv a= atan ( float(dy) /float (dx)) * 180 /pi put a 50 end if if sprite(83).member.linedirection = 1 then 12 dx= sprite(83).quad[2].loch - sprite(83).quad[4].loch dy = sprite(83).quad[2].locv - sprite(83).quad(4].locv a= atan ( float(dy) /float (dx)) * 180 /pi 5 put a end if if sprite(83).member.linedirection = 0 and abs (a -45) < 10 then append (answerList, "k") if sprite(83).member.linedirection = 0 and a -45 < -10 then 10 member("commentI").text = member("commentl").text &&"Bottom line too wide." if sprite(83).member.linedirection = 0 and a -45 > 10 then member("commentI") .text =member("comment') .text && "Bottom line too narrow." end 15 As shown in FIG 5, elements of the crotchet rest that have been drawn incorrectly by the user are highlighted after marking has been requested to provide immediate feedback to the user thus enabling the user to learn from their mistakes. In the example in FIG 5, the user is informed that the beginning of the 20 first line 320A should be near the centre in the 4 th space of the staff 330 and the second join between the second and third lines 320B, 320C should be in the bottom section of the third space. FIGS 6 and 7 relate to a two-stage musical task where the user must name the note displayed in stage 1 and select appropriate keys, valves, buttons 25 etc. of an instrument in stage 2. Upon the user requesting marking by selecting the question mark icon 350, the user is informed whether their answer is correct or incorrect. According to one embodiment, if the user is correct they receive a point and move to stage 2. If the user is incorrect they loose a point and repeat the question until they are correct. 30 With reference to FIG 7, an image of an instrument chosen by the user appears on screen in stage 2. The user has to click on all the correct keys, e.g. for a piano, or valves 700 for the trumpet shown in FIG 7, for the note from stage 1, to be played on that instrument. For every incorrect key, valve or button chosen, the user looses a point. When the user selects the correct keys, valves 35 etc., they move to stage 3. In stage 3, an animation of the instrument playing the note, visually and aurally, is displayed and played to the user. The user then selects the next button and an instrumental music flash program randomly selects a note and the process is repeated again. According to some embodiments, when all the notes 40 have been selected, the user's results are transmitted to the database 150 13 where the user's progress can be monitored, for example, by a tutor. Monitoring can occur in real time as the user conducts the lesson or examination or at a later stage. Instrumental music flash can be used for all musical instruments and is used to correlate the recognition of the name of the note, fingers used to play 5 the note and the pitch of the note. With reference to FIGS 8 and 9, multiple elements of musical notation will be used in, for example, scales, transpositions, interval, melody writing, writing harmony, and in any musical exercise where more than one musical symbol needs to be checked. In this example, the musical task requires the user to 10 create an ascending F major scale using semibreves. The user selects the appropriate clef from the clef popup menu within the drop down menu 800 and places it on the staff 330 displayed on the screen using the drop and drag method. The user then selects the appropriate "draw line" and/or "draw curve" icons from the clef menu using the drop and drag 15 method followed by the note heads. The user then selects the "draw curve line" icon from the articulation popup menu within the drop down menu to draw a slur and uses the input device 120 to draw the slur in the appropriate place. The user selects the "draw stem" icon from the drop down menu and draws the stems in the appropriate place using the input device 120. The user selects the 20 "end bar line" icon from the drop down menu and uses the drop and drag method to place the end bar line in the appropriate place. These elements of musical notation can be selected in any order and when complete, the user selects the 'marking' button 350 to effect marking of the task and check if the question has been answered correctly. The screenshot in FIG 8 shows the treble clef 810, a 25 flat symbol 820 and three note heads 830 already drawn. To mark the user's answer, the software sorts the note heads 830 in order from left to right as they appear in the staff 330 on the screen. This prepares the notes to be checked to verify whether the correct notes have been used. In other embodiments, the notes could be sorted in order from right to left. Suitable 30 program code components for performing this function follow: on sorthorizontal notesH=[] 35 notesV=[1 14 memberlist =[] repeat with sp in barnote if sprite(sp).puppet = 1 then append ( notesH, sprite(sp).locH) if sprite(sp).puppet = 1 then append (notesV, sprite(sp).locv) 5 if sprite(sp).puppet = 1 then append (memberlist, sprite(sp).member) end repeat repeat with sp in barnote if sprite(sp).puppet = 1 then sprite(sp).locH = min (notesH) 10 if sprite(sp).puppet = 1 then sprite(sp).locv = getat (notesV, getpos (notesH,min (notesH))) if sprite(sp).puppet = 1 then sprite(sp).member = getat (memberlist, getpos (notesH,min (notesH))) if sprite(sp).puppet = 1 then a = getpos (notesH,min (notesH)) 15 if sprite(sp).puppet = 1 then deleteat (notesH, a) if sprite(sp).puppet = 1 then deleteat (notesV, a) if sprite(sp).puppet = 1 then deleteat (memberlist, a) end repeat updatestage 20 end The software then finds all the stems used with, for example, the follow code: 25 on makestemlist stemsprite = (] repeat with sp = 131 to 140 if sprite sp intersects 41 then append (stemsprite, sp) end repeat 30 end The software sorts the stems in order from left to right as they appear in the staff 330 on the screen. This prepares the stems to be associated with the equivalent note head, so each note can be marked as correct or incorrect. 35 Suitable program code components for performing this function follow: on sorthorizontalstems linesH= [] linesV= [] 40 sizeline = [] memberlist =[] repeat with sp in stemsprite if sprite(sp).puppet <> 0 then append ( linesH, sprite(sp).locH). 45 if sprite(sp).puppet <> 0 then append (linesV, sprite(sp).rect) if sprite(sp).puppet <> 0 then append (sizeline, sprite(sp).linesize) if sprite(sp) .puppet <> 0 then append (memberlist, sprite(sp) .member) end repeat 50 repeat with sp in stemsprite if sprite(sp).puppet <> 0 then sprite(sp).locH = min (linesH) if sprite(sp).puppet <> 0 then sprite(sp).rect = getat (linesV, getpos (linesH,min (linesH))) if sprite(sp).puppet <> 0 then sprite(sp).linesize = getat (sizeline, 55 getpos (linesH,min (linesH))) if sprite(sp) .puppet <> 0 then sprite(sp) .member = getat (memberlist, getpos (linesH,min (linesH))) if sprite(sp).puppet <> 0 then a = getpos (linesH,min (linesH)) 15 if sprite(sp).puppet <> 0 then deleteat (linesH, a) if sprite(sp).puppet <> 0 then deleteat (linesV, a) if sprite(sp).puppet <> 0 then deleteat (sizeline, a) if sprite(sp).puppet <> 0 then deleteat (memberlist, a) 5 end repeat updatestage end The software checks whether the notes are in the correct position and 10 whether the correct spacing between the notes has been used by comparing these characteristics with predetermined thresholds for the respective characteristics of the elements of musical notation. Suitable program code components for performing this function follow: 15 on checkbassnotes SpriteStaffNo = 2 notesinlistLtoR = [] repeat with k = 0 to span n = startsprite + k 20 if sprite(n).loch > sprite(SpriteStaffNo).left and sprite(n).loch < sprite(SpriteStaffNo).right and abs(sprite(SpriteStaffNo).rect[4] sprite(n).locv - 36 ) <2 then notesinlistLtoR.append("g3") 25 if sprite(n).loch > sprite(SpriteStaffNo).left and sprite(n).loch < sprite(SpriteStaffNo).right and abs(sprite(SpriteStaffNo).rect[4] sprite(n).locv - 30 ) <2 then notesinlistLtoR.append("f3") if sprite(n).loch > sprite(SpriteStaffNo).left and sprite(n).loch < 30 sprite(SpriteStaffNo).right and abs(sprite(SpriteStaffNo).rect[4] sprite(n).locv- 24 ) < 2 then notesinlistLtoR.append("e3") if sprite(n).loch > sprite(SpriteStaffNo).left and sprite(n).loch < sprite(SpriteStaffNo).right and abs(sprite(SpriteStaffNo).rect[4] 35 sprite(n).locv - 18 ) < 2 then notesinlistLtoR.append("d3") if sprite(n).loch > sprite(SpriteStaffNo).left and sprite(n).loch < sprite(SpriteStaffNo).right and abs(sprite(SpriteStaffNo).rect[4] sprite(n).locv -12 ) < 2 then notesinlistLtoR.append("c3") 40 if sprite(n).loch > sprite(SpriteStaffNo).left and sprite(n).loch < sprite(SpriteStaffNo).right and abs(sprite(SpriteStaffNo).rect[4] sprite(n).locv - 6 ) < 2 then notesinlistLtoR.append("b2") 45 if sprite(n).loch > sprite(SpriteStaffNo).left and sprite(n).loch < sprite(SpriteStaffNo).right and sprite(n).member <> member 10 of castLib 1 and abs(sprite(SpriteStaffNo).rect[4] - sprite(n).locv ) < 2 then notesinlistLtoR.append("a2") 50 if sprite(n).loch > sprite(SpriteStaffNo).left and sprite(n).loch < sprite(SpriteStaffNo).right and abs(sprite(SpriteStaffNo).rect[4] sprite(n).locv +6 ) < 2 then notesinlistLtoR.append("g2") if sprite(n).loch > sprite(SpriteStaffNo).left and sprite(n).loch < 55 sprite(SpriteStaffNo).right and abs(sprite(SpriteStaffNo).rect[4] sprite(n).locv +12 ) < 2 then notesinlistLtoR.append("f2") end repeat end 16 The software checks for any accidental used as stated in drawing sharps, flats and naturals elsewhere in this document. The software checks for any other variables in a multi symbol question. All the above checks must be deemed correct within the thresholds of the software for the question using 5 multiple symbols to be correct. Marks are added to the running total for each element of musical notation or characteristic thereof that the software checks and which is within the thresholds to be marked correct. In FIG 9, all the tasks were correctly completed by the user. FIGS 10-12 are screenshots illustrating teaching and marking the drawing 10 of a sharp sign. FIG 10 shows the menu 1000 used to draw the sharp sign 1010, which is partially drawn in FIG 10. FIG 11 shows the completed task in which all the measured characteristics of the elements of musical notation have been drawn and positioned correctly. Each of the assessed characteristics is shown, which include verifying that the accidental is aligned to the note, the 15 correct accidental has been used and drawn correctly and the note and the accidental have been named correctly. FIG 12 shows the measured characteristics of the elements of musical notation that have been drawn correctly and incorrectly. Whilst the accidental is aligned to the note and the note has been named correctly, the accidentals are not drawn correctly. Hints 20 can also be provided to educate the user where they made mistakes. Hence, feedback to the student is immediate and they can improve on their earlier performance. FIGS 13-21 show further screenshots illustrating embodiments of the present invention teaching and examining musical tasks to be completed by 25 users as exercises and/or examination questions. For example, FIG 13 shows a musical task in which the user must name the notes as part of a pitch exercise, whereas in FIG 14, the user must draw the notes using crotchets. An example of program code components that enable the user to draw the elements of musical notation for these examples follows: 30 --notehead 121 to 129 --stems 131 to 159 --leger 171 to 179 --flat curve 189 + 3 (189+2, 189+4 are dots) 35 global gNumberCorrect on checkino 17 incorrect sprite(101).puppet = true sprite(101).ink = 39 sprite(101).member = member "tinycrossred" 5 sprite(101).locv = sprite(31).top -10 sprite(101).loch = sprite(31).loch +sprite(31).width end on checklyes 10 correct sprite(101).puppet = true sprite(101).ink = 39 sprite(101).member = member tickle " sprite(101).loCv = sprite(31).top -10 15 sprite(101).loch =sprite (31).loch +sprite(31).width end on check2no incorrect 20 sprite(102).puppet = true sprite(102).ink = 39 sprite(102).member = member "tinycrossred" sprite(102).locv = sprite(32).top -10 sprite(102).loch = sprite(32).loch +sprite(32).width 25 end on check2yes correct sprite(102).puppet = true 30 sprite(102).ink = 39 sprite(102).member = member tickle " sprite(102).locv = sprite(32).top -10 sprite(102).loch =sprite (32).loch +sprite(32).width end 35 on check3no incorrect sprite(103).puppet = true sprite(103).ink = 39 40 sprite(103).member = member "tinycrossred" sprite(103).locv = sprite(33).top -10 sprite(103).loch = sprite(33).loch +sprite(33).width end 45 on check3yes correct sprite(103).puppet = true sprite(103).ink = 39 sprite(103).member = member tickle " 50 sprite(103) .locv = sprite(33).top -10 sprite(103).loch =sprite (33).loch +sprite(33).width end on check4no 55 incorrect sprite(104).puppet = true sprite(104).ink = 39 sprite(104).member = member "tinycrossred" sprite(104).locv = sprite(34).top -10 60 sprite(104).loch = sprite(34).loch +sprite(34).width end on check4yes correct 65 sprite(104).puppet = true sprite(104).ink = 39 sprite(104).member = member "tickl" 18 sprite(104).locv = sprite(34).top -10 sprite(104).loch =sprite (34).loch +sprite(34).width end 5 on check5no incorrect sprite(105).puppet = true sprite(105).ink = 39 sprite(105).member = member "tinycrossred" 10 sprite(105).locv = sprite(35).top -10 sprite(105).loch = sprite(35).loch +sprite(35).width end on check5yes 15 correct sprite(105).puppet = true sprite(105).ink = 39 sprite(105).member = member "tickl" sprite(105).locv = sprite(35).top -10 20 sprite(105).loch =sprite (35).loch +sprite(35).width end on checks 25 barnote = [] -- check only one notehead repeat with r = 120 to 129 if sprite r intersects 41 then append (barnote, r) end repeat 30 if barnote.count <> 1 then checkino exit end if --check that the notehead is filled 35 if sprite(barnote[l]).member <> member("filled") then checkino exit end if --check it is in f4 position 40 if abs(sprite(2).top - sprite(barnote[l]).top - 6 )>3 then checkino exit end if --check no leger 45 legersprite = [] repeat with r = 171 to 179 if sprite r intersects barnote[1] then append (legersprite, r) end repeat if legersprite.count<>0 then 50 checklno exit end if --find all lines linesprites = [] 55 repeat with r = 131 to 149 if sprite r intersects 41 then append (linesprites, r) end repeat put linesprites &&"linesprites" --find stem, delete from list, test connection to notehead 60 stemsprite = [] repeat with r in linesprites if sprite r intersects 46 then append (stemsprite, r) end repeat put stemsprite 65 if stemsprite<>(] then repeat with r = 1 to stemsprite.count deleteone (linesprites , getat(stemsprite, r)) 19 end repeat end if put linesprites &&"linesprites" if stemsprite.count<>1 then 5 checkno exit end if --check stem is straight if sprite(stemsprite[1]).width > 7 then 10 checklno exit end if --check length of stem if abs(sprite(stemsprite[1]).height - 43 > 10 then 15 checkino exit end if --check connection of stem to notehead if sprite(stemsprite~l]).member.linedirection = 0 and 20 (abs(sprite(stemsprite[l]).quad(1].loch - sprite(barnote[1l]).quad[4].loch) > 5 or abs(sprite(stemsprite[1]).quad[l].locv - sprite(barnote[l)).quad[4].locv) > 9 ) then checkino exit 25 end if if sprite(stemsprite[l]).member.linedirection = 1 and (abs(sprite(stemsprite[l]).quad(2].loch - sprite(barnote[1]).quad[4].loch) > 5 or abs(sprite(stemsprite[l]).quad[2].locv - sprite(barnote[l]).quad(4].locv) > 30 9 ) then checkino exit end if --find horizontals in sharp 35 horizontals = [] repeat with r in linesprites if sprite (r).width >= 7 then append (horizontals, r) end repeat put horizontals && "horizontals" 40 --find verticals in sharp verticals = [] repeat with r in linesprites if sprite (r).width < 7 then append (verticals, r) end repeat 45 put verticals && "verticals" if verticals.count<>2 then checklno exit end if 50 if horizontals.count<>2 then checklno exit end if 55 --horizontals are horizontal if (sprite(horizontals[1]).member.linedirection = 0 and sprite (horizontals[1]).height > 4) or (sprite(horizontals[2]).member.linedirection = 0 and sprite (horizontals[2]).height > 4) then 60 markcross exit end if if (sprite(horizontals[1]).member.linedirection = 1 and sprite(horizontals(l]).height > 10) or 65 (sprite(horizontals[2]).member.linedirection = 1 and sprite(horizontals[2]).height > 10) then markcross 20 exit end if 5 --verticals are vertical if sprite(verticals[1]).width > 5 or sprite(verticals[2]).width > 5 then checklno exit end if 10 --horizontals not too wide or too narrow if sprite(horizontals[1]).width < 15 or sprite(horizontals[1]).width > 36 or sprite(horizontals[2]).width < 15 or sprite(horizontals[2]).width > 36 then checkino exit 15 end if --verticals not too short or too long if sprite(verticals[1]).height < 15 or sprite(verticals[1]).height > 50 or sprite(verticals[2]).height < 15 or sprite(verticals[2)).height > 50 then checkino 20 exit end if --space between verticals if abs(sprite(verticals[l]).right - sprite(verticals[2]).right) < 5 or abs(sprite(verticals[1]).right - sprite (verticals[2]).right) > 13 then 25 checklno exit end if --space between horizontals if abs(sprite(horizontals[l]).top - sprite(horizontals[2]).top) < 7 or 30 abs(sprite(horizontals[l]).top - sprite(horizontals[2]).top) > 20 then checklno exit end if --set up values for testing overlaps 35 --find top line / bottom line if sprite(horizontals[l]).top > sprite(horizontals[2]).top then topline = horizontals[2] bottomline = horizontals[l] else 40 topline = horizontals[l] bottomline = horizontals[2] end if put topline &&"top" put bottomline &&"bottom" 45 --find left line / right line if sprite(verticals[l]).right > sprite(verticals[2]).right then rightline = verticals[l] leftline = verticals[2] else 50 rightline = verticals[2] leftline = verticals[l] end if put rightline &&right" put leftline &&"left" 55 --overlaps if sprite horizontals[l] intersects verticals[l] =false or sprite horizontals[2] intersects verticals[l] =false or sprite horizontals[l] intersects verticals[2] =false or sprite horizontals[2] intersects verticals(2] =false then 60 checklno exit end if put "overlaps" 65 --check near F space, allowable distance top line from bottom staff and likewise for bottom line --could change this to an abs topline to top of notehead and abs bottomline 21 to bottom of notehead -- if sprite(barnote(l]).bottom - sprite(bottomline).top < -1 or sprite(barnote[1]).bottom - sprite(bottomline).bottom < -12 or sprite(barnote[1]).bottom - sprite(topline).top > 24 or 5 sprite(barnote(l]).bottom - sprite(topline).bottom > 13 then -- checkino -- exit -- end if if sprite(2).bottom - sprite(bottomline).bottom < 37 or sprite(2).bottom 10 sprite(topline).top >64 then markcross exit end if 15 put "F line" --spacing from note, not too close --may want to add more to the value to this -- i.e. sprite(barnote[1]).left - 3 < sprite(rightline).right if sprite(barnote[l]).left - 1 < sprite(rightline).right then 20 checkino exit end if put "not too close" --spacing from note, not too far away 25 if sprite(barnote[l]).left - sprite(leftline).left > 35 then checkino exit end if put "not too far" 30 -- --this doesn't work well in scale, maybe because of smaller staff -- -- checkHeightLengthRatio, since it is small, the percentage has been omitted from the original equation in qul2. --if sprite(horizontals[l]).width > sprite(verticals[l]).height or sprite(horizontals[2]).width > sprite(verticals[2]).height then 35 --checklno --exit --end if --put "ratio good" 40 --check top horizontal not too high if sprite(barnote[1]).top - 7 > sprite(topline).top then checkino exit end if 45 put "top horizontal not too high" --check bottom horizontal not too low if sprite(barnote[l]).bottom+ 7 < sprite(bottomline).bottom then check1no exit 50 end if put "bottom horizontal not too low" -------------------------this must be last, if it passes everything, it gets a tick. checklyes 55 end on check2 acclist = [] 60 repeat with r = 151 to 159 if sprite r intersects 42 then append (acclist, r) end repeat if acclist.count<> 0 then 65 check2no exit end if 22 barnote = [] -- check only one notehead 5 repeat with r = 120 to 129 if sprite r intersects 42 then append (barnote, r) end repeat if barnote.count <> 1 then check2no 10 exit end if --check that the notehead is filled if sprite(barnote[l]).member <> member("filled") then 15 check2no exit end if --check it is in g3 position if abs(sprite(2).bottom - sprite(barnote[l]).locv +36)>3 then 20 check2no exit end if --check for stems in bar 2 25 stemsprite = [] repeat with r = 131 to 159 if sprite r intersects 42 then append (stemsprite, r) end repeat 30 --check which leger bisects note head legersprite = (I repeat with r = 171 to 179 if sprite r intersects stemsprite[l) then append (legersprite, r) end repeat 35 --check two leger put legersprite if legersprite.count<>2 then check2no exit 40 end if --check position of leger if sprite(legersprite[1]).locv > sprite(legersprite[2]).locv then legertop = legersprite[2] 45 if sprite(legersprite[l]).locv > sprite(legersprite[2]).locv then legerbottom = legersprite[1] if sprite(legersprite[l]).locv < sprite(legersprite[2)).locv then legertop = legersprite[1] if sprite(legersprite[1]).locv < sprite(legersprite[2]).locv then legerbottom 50 = legersprite[21 if abs(sprite(legerbottom).bottom - sprite(barnote[1)).top )>3 or abs(sprite(legerbottcm).loch - sprite(barnote[l)).loch )>4 or abs(sprite (legerbottom).loch - sprite(legertop).loch )>4 or 55 abs(sprite(legertop).bottom - sprite(legerbottom).bottom +12 ) > 3 then check2no exit end if 60 --check only one stem if stemsprite.count<>l then check2no exit end if 65 --check stem is straight if sprite(stemsprite[1]).width > 7 then 23 check2no exit end if --check length of stem 5 if abs(sprite(stemsprite(l]).height - 43 ) > 10 then check2no exit end if --check connection of stem to notehead, stemup 10 if sprite(stemsprite[1]).member.linedirection = 0 and (abs(sprite(stemspritell]).quad[3].loch - sprite(barnote[l]).quad[2].loch) > 5 or abs(sprite(stemsprite(l]).quad[3].locv - sprite(barnote[l)).quad[2].locv) > 9 ) then check2no 15 exit end if if sprite(stemsprite[1]).member.linedirection = 1 and (abs(sprite(stemsprite[1]).quad[4].ioch - sprite(barnote[l]).quad[2].loch) > 5 20 or abs(sprite(stemsprite(l]).quad(4).locv - sprite(barnote[l]).quad[2].locv) > 9 ) then check2no exit end if 25 check2yes end on check3 30 acclist = [] repeat with r = 151 to 159 if sprite r intersects 43 then append (acclist, r) end repeat 35 if acclist.count<> 0 then check3no exit end if 40 barnote = [] -- check only one notehead repeat with r = 120 to 129 if sprite r intersects 43 then append (barnote, r) end repeat 45 if barnote.count <> 1 then check3no exit end if --check that the notehead is filled 50 if sprite(barnote[l]).member <> member("filled") then check3no exit end if 55 --check it is in b2 position if abs(sprite(2).bottom - sprite(barnote[l)).locv-6 )>3 then check3no exit end if 60 --check no leger legersprite = [] repeat with r = 171 to 179 if sprite r intersects barnote(1) then append (legersprite, r) end repeat 65 if legersprite.count<>o then check3no exit 24 end if --check for stems in bar 1 stemsprite = [] repeat with r = 131 to 159 5 if sprite r intersects 43 then append (stemsprite, r) end repeat --check only one stem if stemsprite.count<>l then check3no 10 exit end if --check stem is straight if sprite(stemsprite(l]).width > 7 then 15 check3no exit end if --check length of stem if abs(sprite(stemsprite(l}).height - 43 ) > 10 then 20 check3no exit end if --check connection of stem to notehead 25 if sprite(stemsprite[l]).member.linedirection = 0 and (abs(sprite(stemsprite[l]).quad[3].loch - sprite(barnote[l]).quad[2].loch) > 5 or abs(sprite(stemsprite[l]).quad[3].locv - sprite(barnote[l]).quad[2).locv) > 9 ) then check3no 30 exit end if if sprite(stemsprite[l]).member.linedirection = 1 and (abs(sprite(stemsprite[l]).quad[4].loch - sprite(barnote[l]).quad(2].loch) > 5 35 or abs(sprite(stemsprite[l]).quad[4].locv - sprite(barnote[l1]).quad[21.locv) > 9 ) then check3no exit end if 40 check3yes end on check4 45 acclist = [] repeat with r = 151 to 159 if sprite r intersects 44 then append (acclist, r) end repeat 50 if acclist.count<> 0 then check4no exit end if 55 barnote = [] -- check only one notehead repeat with r = 120 to 129 if sprite r intersects 44 then append (barnote, r) end repeat 60 if barnote.count <> 1 then check4no exit end if 65 --check that the notehead is filled if sprite(barnote[l]).member <> member("filled") then check4no 25 exit end if --check it is in b3 position if abs(sprite(2).bottom - sprite(barnote[1]).locv -48)>3 then 5 check4no exit end if --check for stems in bar 1 10 stemsprite = [] repeat with r = 131 to 159 if sprite r intersects 44 then append (stemsprite, r) end repeat 15 --check which leger bisects note head legersprite = [] repeat with r = 171 to 179 if sprite r intersects stemsprite(1) then append (legersprite, r) end repeat 20 -- check no leger put legersprite if legersprite.count<>0 then check4no exit 25 end if -- check only one stem if stemsprite.count<>1 then 30 check4no exit end it -- check stem is straight 35 if sprite(stemsprite[1]).width > 7 then check4no exit end if --check length of stem 40 if abs(sprite(stemsprite[1)).height - 43 ) > 10 then check4no exit end if --check connection of stem to notehead, stemdown 45 if sprite(stemsprite[l]).member.iinedirection = 0 and (abs(sprite(stemsprite[1]).quad[1].loch - sprite(barnote[l]).quad[4).loch) > 5 or abs(sprite(stemsprite[1]).quad[1].locv - sprite(barnote[1]).quad(4].locv) > 9 ) then check4no 50 exit end if if sprite(stemsprite[1l]).member.linedirection = 1 and (abs(sprite(stemsprite[l]).quad[2].loch - sprite(barnote[1]).quad[4].loch) > 5 55 or abs(sprite(stemspritell]).quad[2].locv - sprite(barnote[l]).quad[4].locv) > 9 ) then check4no exit end if 60 check4yes end on check acclist = [] 65 repeat with r = 151 to 159 if sprite r intersects 45 then append (acclist, r) end repeat 26 if acclist.count<> 0 then check5no exit 5 end if barnote = [] -- check only one notehead repeat with r = 120 to 129 10 if sprite r intersects 45 then append (barnote, r) end repeat if barnote.count <> 1 then check5no exit 15 end if --check that the notehead is filled if sprite(barnote[1]).member <> member("filled") then check5no exit 20 end if --check it is in g3 position if abs(sprite(2).bottom - sprite(barnote[l]).locv+30 )>3 then check5no exit 25 end if --check 2 leger legersprite = [] repeat with r = 171 to 179 30 if sprite r intersects 45 then append (legersprite, r) end repeat if legersprite.count<>2 then check5no 35 exit end if --check position of leger if sprite(legersprite[1]).locv < sprite(legersprite[2]).locv then legertop 40 legersprite[l] if sprite(legersprite[1]).locv < sprite(legersprite[2]).locv then legerbottom legersprite[2] if sprite(legersprite[1]).locv > sprite(legersprite(2]).locv then legertop = legersprite[2] 45 if sprite(legersprite(1]).locv > sprite(legersprite[2]).locv then legerbottom = legersprite[l] if abs(sprite(legerbottom).bottom - sprite(barnote[1)).top - 6 )>3 or abs(sprite(legerbottom).loch - sprite(barnote[1]).loch )>4 or 50 abs(sprite(legerbottom).loch - sprite(legertop).loch )>4 or abs(sprite(legertop).bottom - sprite(legerbottom).bottom +12 ) > 3 then check5no exit end if 55 --check for stems in bar 1 stemsprite = [] repeat with r = 131 to 159 if sprite r intersects 45 then append (stemsprite, r) 60 end repeat --check only one stem if stemsprite.count<>l then check5no exit 65 end if --check stem is straight 27 if sprite(stemsprite[1]) .width > 7 then check5no exit end if 5 --check .length of stem if abs(sprite(stemsprite[1]) .height - 43 ) > 10 then check5no exit end if 10 --check connection of stem to notehead if sprite(stemsprite[1]) .member.linedirection = 0 and (abs(sprite(stemsprite[l1]).quad(3].loch - sprite(barnote[1]).quad[2].loch) > 5 or abs(sprite(stemsprite[1]).quad[3].locv - sprite (barnote[1]).quad[2].locv) > 9 ) then 15 check5no exit end if if sprite(stemsprite(l]) .member.linedirection = 1 and 20 (abs(sprite(stemsprite[11).quad[4].loch - sprite(barnote[l).quad(2].loch) > 5 or abs(sprite(stemsprite[l]).quad[4].locv - sprite(barnote[1]).quad[2].locv) > 9 ) then check5no exit 25 end if check5yes end on mouseup 30 cor = gnumbercorrect checks check2 check3 check4 35 check corqu = gNumberCorrect - cor incorqu = 5 member("thisquscore").text = corqu &&"/"&&incorqu 40 if sprite(101) .member = member ("ticki") and sprite(102).member = member ticklel" ) and sprite(103) .member = member ticklel" ) and sprite(104) .member = member ticklel" ) and sprite(105).member = member ticklel" ) then go to frame "qu2yes" else go to frame "qu2no" 45 end FIGS 15 and 16 illustrate a keys and scales task in which the scale of G Major must be drawn according to the instructions 1500 displayed. The menu 1510 is shown in FIG 15 providing all the icons necessary to complete the musical task and the result of marking is shown in FIG 16. In this example, the 50 user did not complete the scale with a double bar line and their mark is 9/10. Time and rhythm tasks are shown in FIGS 17 and 18 and in the task shown in FIG 19 a folk song memorised by the user must be written according to the instructions. A transposition task is shown in FIG 20 and signs and terms are tested in FIG 21. For each task, the appropriate menu is displayed, with sub 55 menus where required, to enable the user to draw the musical notation using 28 elements thereof or to enable the user to insert the required musical notation depending on the aspect of music theory being taught and/or examined. Embodiments of the present invention also enable users to draw flat signs 820, an example of which is shown in FIG 8. The user draws a line with the 5 input device 120 onto the music staff 330 provided on the screen by selecting the 'draw line' icon from the drop down menu. The user draws a curved line with the input device 120 onto the music staff attaching it to the straight line already drawn by selecting the 'draw curve line' from the drop down menu on the screen. When complete, the user selects the 'marking' button 350 to see if the flat has 10 been assembled correctly. The software checks the angle, position and size of the flat sign 820 in relation to the staff 330 and the note on the staff, by comparison with predetermined thresholds. The horizontal position of the flat sign is determined by its left-right relation to the staff. If its position is incorrect, an on-screen 15 message appears, alerting the user to the error. The software checks that only one line has been drawn, suitable program code components for which are as follows: --check for stems in bar 1 20 stemsprite = (1 repeat with r = 131 to 159 if sprite r intersects 41 then append (stemsprite, r) end repeat 25 --check only one line for flat if stemsprite.count<>l then markcross exit 30 end if The software checks the angle of the line that has been drawn. If the line of the flat is at the correct angle, a tick appears on the screen. Conversely, if the line of the flat is at an incorrect angle, the comment "flat stem is straight" 35 appears on the screen, suitable program code components for which are as follows: if sprite(flatlinesp).width > 7 then markcross 40 exit end if The software checks the length of the flat line that has been drawn. If the 29 line of the flat is the correct length, a tick appears on the screen. Conversely, if the line of the flat is not the correct length, the comment "flat stem length is incorrect length" appears on the screen effected by the following suitable program code components: 5 if abs(sprite(flatlinesp).height - 31 ) > 6 then markcross exit end if 10 put "flat stem is incorrect length" The software then finds the end points of the flat curve and checks where they intersect the straight line of the flat. If the curve line intersects the straight 15 line, a tick appears on the screen. Conversely, if one or both points of the curved line of the flat do not intersect the straight line, a cross appears on the screen effected by the following suitable program code components: -- find endpoints of curve 20 flatpoints = [] repeat with r in [191,193,194,196] if sprite r intersects 41 then append (flatpoints, r) end repeat if flatpoints.count <> 2 then 25 markcross exit end if put "2 points" if sprite(flatpoints[l)).locv > sprite(flatpoints[2).locv then 30 topcurvept = flatpoints[2] -bottomcurvept =flatpoints[l] else topcurvept = flatpoints[l] bottomcurvept =flatpoints[2] 35 end if --check bottom end of flat stem = 18 if abs(sprite(flatlinesp).bottom - sprite(2).bottom +14) > 4 then markcross 40 exit end if put "bottom correct" --top of flat curve lines up with 32 if abs(sprite(topcurvept).top - sprite(2).bottom +32) > 4 then 45 markcross exit end if put "top correct" -- bottom flat curve to bottom flat stem 50 if sprite(flatlinesp) .member.linedirection = 0 then if abs(sprite(flatlinesp).quad[3].locv - sprite(bottomcurvept).locv) > 4 or abs(sprite(flatlinesp).quad[3).loch - sprite(bottomcurvept).loch) > 4 then markcross exit 55 end if end if 30 if sprite(flatlinesp) .member.linedirection = 1 then if abs(sprite(flatlinesp).quad[4].locv - sprite(bottomcurvept).locv) > 4 or abs(sprite(flatlinesp).quad(4].loch - sprite(bottomcurvept).loch) > 4 then 5 markeross exit end if end if --top of curve meets stem of flat 10 if abs(sprite(flatlinesp).right - sprite(topcurvept).loch) > 4 then markcross exit end if 15 The software then checks the spacing from the note to the closest horizontal line. If the space between the horizontal lines and the note are correct, a tick and associated comment appear on the screen. Conversely, if the space between the horizontal lines and the note is incorrect, the comment 20 "Accidental is too close to note" or "Accidental is too far from note" appears on the screen. All the above checks must be deemed correct within the predetermined thresholds of the software for the drawing of the flat sign 820 to be correct. Marks are added to the score for each element the software checks. The present invention also enables users to draw natural signs. The user 25 draws four individual lines with the input device 120 onto the music staff 330 provided on the screen. The user selects the 'draw line' icon from the drop down menu on the screen and draws four lines with the input device 120, two horizontal lines and two vertical lines. These lines can be drawn in any order and when complete, the user selects the 'marking' button 350 to see if the 30 natural sign has been drawn correctly. The software checks the angle, horizontal and vertical position of the natural sign in relation to the staff and the note on the staff, using predetermined parameters. The horizontal position of the natural sign is determined by its left-right relation to the staff. If its position is incorrect, an on-screen message appears, alerting the user to the error. This 35 can be effected by the following suitable program code components: on spacingfromnote -- check space between note & both vertical lines, check if either line is too close the note 40 if sprite(6) .loch - (sprite(verticals[l] ) .loch or sprite(verticals[2] ) .loch) < 26 then member("comment") .text = member("comment") .text & " Accidental is too close to note" if (sprite(verticals(l]).loch or sprite(verticals[2]).loch) - sprite(6).loch > 65 then member("comment") .text = member("comment") .text & " Accidental is too 45 far from note" 31 end The software differentiates lines by recognising their horizontal and vertical location on the staff 330. The software checks that the correct four lines 5 have been drawn. If the correct number of lines have been drawn, a tick and the comment "correct number of lines" appears on the screen. Conversely, if the number of lines drawn is incorrect, the comment "Note wrong number of lines" appears on the screen. This can be effected by the following suitable program code components: 10 on checknumberoflines listall = [] repeat with n = 1 to 10 if sprite(100+n).puppet <> 0 then append(listall, n) 15 end repeat if listall.count <> 4 then totallywrong if listall.count <> 4 then member("comment").text = "Used wrong number of lines. " if listall.count <> 4 then pass 20 end The software differentiates lines by horizontal and vertical location on the staff 330. It first determines the vertical lines by virtue of the following exemplary program code components: 25 on findverticals verticals = [] note = 100 repeat with t = 1 to 4 30 if sprite(note + t).right - sprite(note + t).left <20 then append (verticals, note+t) end repeat put verticals & "vertical list" 35 end It then determines the horizontal lines by virtue of the following exemplary program code components: 40 on findhorizontals horizontals = [] note = 100 repeat with u = 1 to 4 45 if sprite(note + u).right - sprite(note + u).left >20 then append (horizontals, note+u) end repeat put horizontals & "horizontals list" end 50 32 The software checks the vertical placement of the natural sign. It determines whether the natural sign is too low or too high on the staff 330 relative to the placement of the note on the staff on the screen. If the natural sign is drawn in the correct vertical position on the staff, a tick and a comment 5 appears on the screen. Conversely, if the natural sign is not drawn in the correct vertical position on the staff, the comment "natural is not vertically aligned with note" appears on the screen by virtue of the following exemplary program code components: 10 on checkrelativitynatural -- check box one answer -- check that the natural is not too high or too low if abs(((sprite(101).locv + sprite(102).locv + sprite(103).locv + sprite(104).locv) /4) - (sprite(6).locv - 7))<15 then 15 member("comment").text = member("comment").text & checkiright else member("comment").text = member("comment").text & natural is not vertically aligned with note, 20 checklwrong end if end 25 The software then determines the spacing between the vertical lines. If the space between the vertical lines are correct, a tick and the comment "vertical lines correctly spaced" appears on the screen. Conversely, if the space between the vertical lines is incorrect, the comment "Vertical lines of natural are too far apart." or " Vertical lines of natural are too close together." appears on the 30 screen by virtue of the following exemplary program code components: on spacingofverticals if abs (sprite(verticals[l]).loch - sprite(verticals[2]).loch ) > 30 then member("comment").text = member("comment").text & " Vertical lines of natural 35 are too far apart." if abs (sprite(verticals[l]).loch - sprite(verticals[2]).loch ) < 8 then member("comment") .text = member("comment") .text & " Vertical lines of natural are too far apart." end 40 The software then determines the spacing between the horizontal lines. If the space between the horizontal lines are correct, a tick and the comment "horizontal lines correctly spaced" appears on the screen. Conversely, if the space between the horizontal lines is incorrect, the comment "Horizontal lines of 45 natural are too far apart." or "Horizontal lines of natural are too close together." 33 appears on the screen by virtue of the following exemplary program code components: on spacingofhorizontals 5 if abs (sprite(horizontals[l1]).locv - sprite(horizontals[2]).locv ) > 28 then member("comment") .text = member("comment") .text & " Horizontal lines of natural are too far apart." if abs (sprite(horizontals[l1]).locv - sprite(horizontals(2]).locv ) <10 then member("comment") .text = member("comment") .text & " Horizontal lines of natural 10 are too close together." end The software then checks the spacing from the note to the closest horizontal line. If the space between the horizontal lines and the note are 15 correct, a tick and a suitable comment appears on the screen. Conversely, if the space between the horizontal lines and the note is incorrect, the comment "Accidental is too close to note" or "Accidental is too far from note" appears on the screen by virtue of the following exemplary program code components: 20 on spacingfromnote if sprite(6).loch - (sprite(verticals[l]).loch or sprite(verticals[2]).loch) < 28 then member("comment").text = member("comment").text & " Accidental is too close to note" 25 if (sprite(verticals[l]).loch or sprite(verticals[2]).loch) - sprite(6).loch > 65 then member("comment") .text = member("comment") .text & " Accidental is too far from note" end 30 The software then checks the angle of the horizontal lines. If the horizontal lines and the note are at an acceptable angle, i.e. within a predetermined threshold a tick and a suitable comment appears on the screen. Conversely, if the angle between the horizontal lines and the note is incorrect, the comment "One or more of the horizontals lines are drawn down and not 35 drawn angled up." appears on the screen by virtue of the following exemplary program code components: on checkhorizontalangleup put sprite(horizontals[l]).quad[2].locv 40 put sprite(horizontals[l]).quad[4].locv if (sprite(horizontals[l1]).quad[2].locv > sprite(horizontals[l]).quad[4].locv) or (sprite(horizontals[2]).quad[2].locv > sprite(horizontals[2]).quad[4] .locv) then member("comment") .text = member("comment").text & " One or more of the horizontals lines are drawn down 45 and not drawn angled up." end The software then determines the length of the vertical lines. If the length 34 of the vertical lines is correct, a tick and a suitable comment appears on the screen. Conversely, if the length of the vertical lines is incorrect, the comment "One or both of the vertical lines is too long." or "One or both of the vertical lines is too short." appears on the screen by virtue of the following exemplary program 5 code components: on checklengthverticals if sprite(verticals[l]).height >70 or sprite(verticals[2]).height >70 then member("comment").text = member("comment").text & " One or both of the vertical 10 lines is too long." if sprite(verticals[l]).height < 31 or sprite(verticals[2]).height< 31 then member("comment").text = member("comment").text & " One or both of the vertical lines is too short." end 15 The software then determines the length of the horizontal lines. If the length of the horizontal lines is correct, a tick and a suitable comment appears on the screen. Conversely, if the length of the horizontal lines is incorrect, the comment "One or both of the horizontal lines is too long." or "One or both of the 20 horizontal lines is too short." appears on the screen by virtue of the following exemplary program code components: on checklengthhorizontals if sprite(horizontals[l]).width >64 or sprite(horizontals[2]).width >64 then 25 member("comment") .text = member("comment") .text & " One or both of the horizontal lines is too long." if sprite(horizontals[1]).width <20 or sprite(horizontals(2]).width <20 then member("comment") .text = member("comment") .text & " One or both of the horizontal lines is too short." 30 end The software then determines the correct angle of the first horizontal line. If the angle of the first horizontal line is correct, a tick and a suitable comment appears on the screen. Conversely, if the angle of the first horizontal line is 35 incorrect, the comment "First line is drawn wrong." appears on the screen by virtue of the following exemplary program code components: on checkfirstline --start and finish of left line 40 --must start note.bottom and finish note.top + note.height if sprite(verticals[l)).loch < sprite(verticals[2]).loch then a = verticals [1) if sprite(verticals[l]).loch > sprite(verticals(2]).loch then a = 45 verticals(2] put a &&"a" if abs (sprite(a).bottom - sprite(6).bottom ) < 6 then nothing --and abs 35 (sprite(6).top -sprite(a).top - sprite(6).height ) < 20 else member("comment") .text = member("comment") .text & " Seccond line is drawn wrong." end 5 The software then determines the correct angle of the second horizontal line. If the angle of the second horizontal line is correct, a tick and a suitable comment appears on the screen. Conversely, if the length of the horizontal lines is incorrect, the comment "Second line is drawn wrong." appears on the screen 10 by virtue of the following exemplary program code components: on checksecondline if sprite(verticals(l]).loch < sprite(verticals(2]).loch then a = 15 verticals[2] if sprite (verticals[1]).loch > sprite(verticals(2]).loch then a = verticals [1] put a &&"a" if abs (sprite(a).top - sprite(6).top ) < 6 then nothing 20 else member("comment").text = member("comment").text & " second line is drawn wrong." end The software then determines the ratio between the length of the vertical 25 lines compared to the length of the horizontal lines. If the ratio between the length of the vertical and horizontal lines are correct, i.e. within a predetermined threshold, a tick and the comment "lines correctly spaced" appears on the screen. Conversely, if the ratio between the length of the vertical and horizontal lines is incorrect, the comment "width too wide compared to height." appears on 30 the screen by virtue of the following exemplary program code components: on checkHeightLengthRatio if sprite(horizontals[1]).width < (0.6 * sprite(verticals[1]).height) and sprite(horizontals[2]).width < (0.6 * sprite(verticals[2]).height) then nothing 35 else member("comment") .text = member("comment") .text & "width too wide compared to height." End 40 The software then determines the intersection of the vertical and horizontal lines. If the intersection of the vertical and horizontal lines are correct, i.e. within a predetermined threshold, a tick and a suitable comment appears on the screen. Conversely, if the ratio between the length of the vertical and 45 horizontal lines is incorrect, the comment "incorrect joins." appears on the screen by virtue of the following exemplary program code components: on checkallcorners 36 --a is left line --b is top line if sprite(verticals[l]).loch < sprite(verticals[2]).loch then 5 a = verticals[l] b = verticals[2] end if if sprite(verticals[l]).loch > sprite(verticals[2]).loch then a = verticals [2) 10 b = verticals(1] end if if sprite(horizontals(l]).locv < sprite(horizontals(21).locv then c = horizontals[l] d = horizontals[2) 15 end if if sprite(horizontals[l]).locv > sprite(horizontals[2]).locv then c = horizontals[2] d = horizontals[l] end if 20 --conditionA if abs( sprite(a).bottom - sprite(d).bottom) < 5 and abs( sprite(c).left sprite(a).left) < 5 and abs( sprite(d).left - sprite(a).left) < 5 and abs( sprite(c).top - sprite(b).top) < 5 and abs( sprite(d).right - sprite(b).left) < 5 and abs( sprite(c).right - sprite(b).left) < 5 then nothing 25 else member("comment").text = member("comment").text & " incorrect joins." end According to some embodiments, all the above checks must be deemed correct within the thresholds of the software for the drawing of the natural to be 30 marked correct. Marks are added to the score for each element the software checks. According to one embodiment, an online examination comprises multiple questions of the type described above. A user inputs an identifier, such as their name and a password, which is matched to their name and password stored in 35 the storage facility 150. If the name and password combination is correct, the user proceeds to the examination, otherwise the name and password need to be re-entered. Buttons to direct the user to the individual exam questions are displayed in the main menu. The user clicks on the question they wish to answer and the software moves to that question. The user can return to the 40 main menu at any time. The user answers questions in any order and can return to any question at any time during the examination. At the end of the examination the user presses a send button 2200 as shown in FIG 22. The software marks each question and sends the results and a copy of the user's answers to the database 150. A report of the exam with detailed comments and 45 marks is also generated by suitable program code components. The appropriate authority, such as a music examination board, can respond to the user with the 37 results and can check results for quality control. With reference to FIG 22, a score and a time taken for the examination can be displayed on screen and the user can choose to send the examination or retry in an attempt to achieve a higher score via retry button 2210. Where the examination is a final 5 examination, the retry option may not be available. The user answers each question in the space provided on screen drawing and assembling the appropriate musical notation and elements thereof as used in questions that require multiple symbol answers. The user's answers are held in global variables until the send button 2200 is pressed. When the send button 10 is pressed the user's answers are sent to the database 150 as text strings and the database 150 can convert the text strings into graphics and recreate the user's graphical answer. Suitable program code components for performing the aforementioned functions when the send button 2200 is pressed follow: 15 on mouseup me numquestions = member("number of questions") .text ql = member("QlaComment") .text q2 = member("QlbComment") .text 20 q3 = member("QlcComment") .text q4 = member("Q2aComment") .text q5 = member("Q2bComment") .text q6 = member("Q2cComment") .text q7 = member("Q2dComment") .text 25 q8 = member("Q3aComment") .text q9 = member("Q3bComment") .text q10 = member("Q3cComment").text q1l = member("Q4aComment").text q12 = member("Q4bComment") .text 30 qi = member("Q4cComment") .text q14 = member("Q4dComment").text ql5 = member("Q4eComment") .text q16 = member("Q4fComment") .text q17 = member("Q5Comment") .text 35 q18 = member("Q6Comment") .text q19 = member("Q7aComment") .text q20 = member("Q7bComment") .text q21 = member("Q7cComment") .text 40 if ql = "" then ql = "Q1a,5,0,0,0,0,0,0,Not attempted" if q2 = "" then q2 = "Q1b,5,0,0,0,0,0,0,Not attempted" if q3 = "" then q3 = "Q1c,4,0,0,0,0,0,Not attempted" if q4 = "" then q4 = "Q2a,10,0,0,Not attempted" if q5 = "" then q5 = "Q2b,10,0,0,Not attempted" 45 if q6 = "" then q6 = "Q2c,2,0,0,0,Not attempted" if q7 = "" then q7 "Q2d,2,0,0,0,Not attempted" if q8 = "" then q8 = "Q3a,5,0,0,0,0,0,0,Not attempted" if q9 = "" then q9 = "Q3b,5,0,0,0,0,0,0,Not attempted" if q1O = "" then q1O = "Q3c,3,0,0,0,0,Not attempted" 50 if qll = "" then qll = "Q4a,2,0,0,0,Not attempted" if q12 = "" then q12 = "Q4b,2,0,0,0,Not attempted" if q13 = "" then q13 = "Q4c,1,0,0,Not attempted" if q14 = "" then q14 = "Q4d,1,0,0,Not attempted" 38 if q15 = "" then q15 = "Q4e,1,0,0,Not attempted" if q16 = "" then ql6 = "Q4f,3,0,0,0,Not attempted" if q17 = "" then q17 = "Q5,19,0,0,Not attempted" if q8 = "" then q18 = "Q5,14,0,0,Not attempted" 5 if q19 = "" then q19 = "Q7a,8,0,0,0,0,0,0,0,0,0,Not attempted" if q20 = "" then q20 = "Q7b,5,0,0,0,0,0,0,Not attempted" if q21 = "" then q21 = "Q7c,5,0,0,0,0,0,0,Not attempted" userNamevar = externalParamValue ("swl") 10 passWord = externalParamValue("sw2") firstName = externalParamValue("sw3") lastName = externalParamValue ("sw4") testId = externalParamValue("sw5") 15 -- Use variables to create a URL to pass data back to the database. urltext = "/members/popup2.php?type=test&id="& testId &"&username="6 userNamevar &"&password="& passWord &"&numquestions="& numquestions & "&ql="& ql &"&q2="& q2 &"&q3="& q3 &"&q4="& q4 &"&q5="& q5 &"&q6="& q6 &"&q7="& q7 20 &"&q8="& q8 &"&q9="& q9 &"&qlO="& qlO &"&qli="& qil &"&q12="& q12 &"&q13="& q13 &"&ql4="& q14 &"&q15="& q15 &"&q16="& q16 &"&q17="& q17 &"&q18="& q18 &"&q19="& ql9 &"&q20="& q20 &"&q21="& q21 gotonetpage (urltext) 25 end The results of marking each question are sent to the database 150 and a report is generated with each question marked. In some embodiments, the marks and comments are compiled into a table, which can be emailed to the 30 user and the appropriate authority in the form of the examination result. According to some embodiments, when the send button 2200 is pressed, the position of every bitmap and text is stripped from the user's answer and converted to a string to copy the answers, but in a list format. The name of the graphic and its location is thus copied and transmitted to the database 150. This 35 avoids the need to send a large graphic file that would take a long time to upload. An exact copy of all the graphics used for the examination is stored in the database 150. The server can then recreate the graphics of users' answers for quality control purposes and/or to address any disputes. Suitable program code components for performing this function when the send button is pressed 40 follow: on makelistforServer member("qul7list") .text = "" qullist = [:] 45 myitem = 0 repeat with sp = 1 to 320 if sprite(sp).member <> member (0) then myitem = myitem + 1 if sprite(sp).member.type = #text then sptextin = 50 sprite(sp) .member.text 39 else sptextin = "" if sprite(sp).member.type #shape then splineWidthin = sprite(sp) .linesize else splineWidthin = 5 if sprite(sp).member.type = #vectorshape then splineEquationIn = sprite(sp).member.vertexlist else splineEquationIn = addprop qullist, #newitem, [#itemNum: myitem, # spNum: sp, # spMember: sprite(sp) .member, #sploc: sprite(sp) .loc, #spink: 10 sprite(sp).ink, #sptext:sptextin, #sprect:sprite(sp).rect, #splineWidth: splineWidthin, #splineEquation: splineEquationIn] end if end repeat member("qul7list") .text = string(qullist) 15 end Further embodiments of the present invention will now be described with reference to the musical tasks shown in FIGS 24-27 and the general flow 20 diagram illustrating methods 2800 shown in FIG 28. According to some embodiments, methods 2800 of examining in the field of music include at step 2810 presenting a user with one or more musical tasks to perform. For example, as shown in FIG 24, such methods can include presenting the user with musical notation 2400, which represents a piece of music the user is required to play. 25 According to some embodiments, the method 2800 includes at step 2820 presenting a tempo to the user at which the music represented by the musical notation 2400 must be performed. For example, an audible periodic sound, such as metronome clicks, can be generated by the processor 130 at the required tempo. 30 According to some embodiments, the method 2800 includes at 2830 playing a backing track along to which the user can play. Optionally the user can listen to the backing track via headphones whilst playing the music represented by musical notation 2400. It will be appreciated that steps 2810-2830 can occur simultaneously. 35 The method 2800 includes at 2840 recording the music performed by the user via microphone 170 in response to the one or more musical tasks. Any known pitch recognition software technology can be used for recording the music such that the pitch of the music played by the user is accurately recognized by the apparatus 105. 40 Once the piece of music performed by the user has been recorded, the 40 method 2800 includes at 2850 comparing the recorded music with one or more predetermined thresholds. As with other embodiments described herein, the threshold can be set according to the level or standard being assessed. For example, tolerances within 1%, 2%, 3%, 4%, 5%, 10% etc. of the correct pitch 5 can be set for the predetermined thresholds such that a note played within the predetermined threshold is considered by the apparatus 105 to be correctly played. The method can include generating a mark based on the result of the comparison. For example, with reference to the example shown in FIG 25, only one of the six notes on the right hand side has been marked as being played at 10 the correct pitch by the user. With reference to FIG 26, where the user commits one or more errors in performing the one or more musical tasks, the method 2800 includes re presenting the user with at least part of the one or more musical tasks previously presented, such as the musical notation 2400, but at a reduced tempo. Reducing 15 the tempo is shown at step 2860 of method 2800. The re-presented part of the musical task can be the full task or just the part that the user has previously played incorrectly. FIG 26 shows just the part of the musical task 2400 that the user previously played incorrectly at 60% of the original tempo. It will be appreciated that other percentages or fractions of the original tempo can be 20 employed. According to some embodiments, where the user commits one or more errors in performing the one or more musical tasks, the musical task 2400 can first be re-presented in its original form at the original tempo before the musical task 2400 or part thereof is re-presented at a reduced tempo. If errors are still 25 made with the original tempo, the musical task 2400 or part thereof can then be re-presented at a reduced tempo. For example, if the musical task is incorrectly performed, i.e. is performed outside the predetermined thresholds, with reference to step 2870, if it is the first time the musical task has been performed incorrectly, the musical task 2400 can first be re-presented in its original form at 30 the original tempo. If the user then incorrectly performs the musical task a second time at the original tempo, the musical task or part thereof can be re presented at a reduced tempo. It will be appreciated that the number of times the user is presented with the original task at the original tempo can vary 41 between embodiments and may depend on the level or standard being examined. According to some embodiments and with reference to steps 2850 and 2875, where the user performs the one or more musical tasks correctly at the 5 reduced tempo, the method includes re-presenting the user with at least part of the one or more musical tasks 2400 previously presented, but at a tempo increased from the reduced tempo. Increasing the tempo is shown at step 2880 of method 2800. The musical tasks 2400 or part thereof can be re-presented at consecutively higher tempos and with each correct performance by the user the 10 tempo can be increased until the original tempo of the musical task 2400 is achieved. According to some embodiments, where just the erroneously performed part of the musical task 2400 is re-presented and performed at consecutively higher tempos, once the erroneously performed part is played correctly by the 15 user at the original tempo, the original musical task 2400 is re-presented to the user at the original tempo and the user's performance recorded and marked. It will be appreciated that where just the erroneously performed part of the musical task 2400 is re-presented to the user, the backing track may be omitted. Each performance by the user is recorded and with reference to step 20 2885 of the method 2800, when the send button 2200 is pressed, the results are transmitted to the storage facility 150 including the errors marked and the percentage of the original tempo achieved. More embodiments of the present invention will now be described with reference to the schematic flow diagram shown in FIG 29. The aforementioned 25 system, methods and apparatus can be used for teaching and examining other subjects in addition to music, such as, but not limited to, mathematics, languages, humanities, such as geography, science, technology, business studies etc.. For example, a method of teaching and examining a subject according to 30 some embodiments of the present invention includes generating a lesson for the subject from a store of components related to the subject. The store can be in the form of the storage facility 150, such as a database. According to some embodiments, the method includes generating a 42 lesson for the duration of a learning period, such as for each week of an educational term or year. The method includes presenting a user with the lesson comprising one or more tasks related to the subject. Each task can comprise one or more of the 5 components. The components related to the subject can be, for example, lists of words, clauses and/or sentences to be taught to a user as part of a language course; images relating to a humanities course, such as a silhouette or outline of a country for the task of identification of the country by a user; equations to be solved by the user as part of a mathematics course; chemical symbols, process 10 diagrams, flow diagrams or apparatus diagrams as part of science course, for example, where a user is required to identify the element or compound, process parameters, stages or apparatus components respectively. Other tasks can be selected from the following: selecting the odd one out from a group or class of items; inputting a word, clause and/or sentence in 15 response to the word, clause and/or sentence being audibly presented; identifying an incorrect answer, such as a misspelt word or incorrect result and inputting the word or result correctly; pronouncing a word, clause and/or sentence which is recorded in response to the word, clause and/or sentence being displayed on screen. Suitable known voice recognition technology can be 20 employed to assess whether the word, clause and/or sentence has be correctly pronounced or pronounced within prescribed thresholds. It will be appreciated that the components related to the subject and the tasks to be completed are not an exhaustive list and are merely illustrative of how the present invention can be used to teach and examine other subjects. 25 The method further includes providing a menu with one or more selectable icons, selection of one of said icons activating functionality to enable the user to submit one or more responses to the one or more tasks. The method also includes generating a mark based on the result of comparing the one or more responses with one or more predetermined 30 thresholds. For example, in some subjects, there may not be a single correct answer and the predetermined thresholds can be set according to the subject being taught/examined and/or the level or standard being taught/examined. With reference to FIG 29, when the send button is pressed, the results are 43 transmitted to the storage facility 150, such as the database, including the errors in the responses provided by the user. Embodiments of the method include presenting the user with a modified lesson comprising one or more tasks related to the subject previously answered 5 incorrectly by the user. The modified less can be presented immediately after the initial task or set of tasks have been marked or at a later time, for example when the user next logs on to the system. Hence, embodiments of the invention customize the lessons for each user according to one or more previous performances by the respective user. Once the test is completed, the results, 10 including a screen shot of each question and the response, is sent to the storage facility 150, such as a database located at an external server. A teacher, tutor or mentor can access the database to view the compiled results and monitor the users' progress. For example, the modified lesson can include the same task or tasks 15 previously answered incorrectly by the user. In other embodiments, the modified lesson includes the same type of task previously answered incorrectly by the user. For example, if the subject is mathematics and the user has previously answered a particular type of equation incorrectly, the same type of equation can be presented in the modified lesson rather than exactly the same equation. 20 According to some embodiments, the method includes presenting the user with a lesson comprising one or more tasks related to the next level of learning for the subject only after the user has answered a threshold number of tasks in the modified lesson correctly. For example, the user may be required to answer 85% of the tasks in the modified lesson correctly to be able to progress to the 25 next level of learning for that subject. In other embodiments, all tasks in the modified lesson must be answered correctly before the user progresses to the next level of learning for the subject. In some embodiments, a task must be completed 100% correctly otherwise the user will receive an incorrect mark for that task. In other embodiments, a 30 threshold can be set for the response to the task at, or beyond which the response will be considered answered correctly. For example, a task may comprise five component responses. In some embodiments, all five components must be correct for the task to be considered answered correctly. In other 44 embodiments, if, for example, four out of the five components are answered correctly, the task will be considered answered correctly and the task or the same type of task will not be re-presented in a modified lesson. To assist users with their education and help them understand previous 5 errors, according to some embodiments, the method includes directing the user to learning resources related to the one or more tasks answered incorrectly by the user. For example, the method may include presenting the user with one or more selectable icons, the activation of one of said icons causing a webpage to be displayed on the display 110 comprising learning resources related to the one 10 or more tasks answered incorrectly by the user. In some embodiments, the user is directed to learning resources after one or more tasks have been answered incorrectly by the user a threshold number of times. For example, the user can be directed to learning resources after the user has responded incorrectly three times to the same task or the same type of task. 15 In some embodiments, the method includes alerting an educator, such as a teacher, tutor or mentor to the one or more tasks answered incorrectly by the user after the one or more tasks have been answered incorrectly a threshold number of times. For example, the alert can be by email, SMS or other means. Whilst the system, methods and apparatus described above in relation to 20 FIG 29 can be used for teaching and examining subjects other than music, it will be appreciated that such systems, methods and apparatus can also be used for teaching music. It will be appreciated that the processor 130 activates functionality stored in the memory 140 in the form of computer readable program code components 25 145, at least some of which are selected to execute the methods of examining in the field of music and the methods of teaching and examining other subjects as described herein. Therefore, with reference to FIG 1, another aspect of the present invention is a system 100 and an apparatus 105 for teaching and examining a 30 subject, wherein the apparatus 105 comprises computer readable program code components 145 configured to cause generation of a lesson for the subject from a store of components related to the subject. The store can be storage facility 150 or memory 140. Computer readable program code components 145 present 45 a user via display 110 with the lesson comprising one or more tasks related to the subject. It will be appreciated that apparatus 105 can include a loudspeaker (not shown) for outputting sound where audible sounds form part of the lesson presented to the user. Computer readable program code components 145 5 provide a menu to the user via display 110 with one or more selectable icons. Selection of one of said icons activates functionality to enable the user to submit one or more responses to the one or more tasks. Computer readable program code components 145 cause generation of a mark based on the result of comparing the one or more responses with one or more predetermined 10 thresholds. It will also be appreciated that features of the system, methods and apparatus described herein for teaching and examining in the field of music, which include recording the music performed by the user, and the system, methods and apparatus for teaching and examining other subjects, can be 15 combined with earlier embodiments described herein. For example, embodiments which include requiring the user to form an element of musical notation can also include requesting the user to perform one or more notes, which are recorded and assessed. In another example, embodiments include re-presenting the user with one or more tasks requiring the user to form an 20 element of musical notation which can include tasks previously presented to the user, but which were answered incorrectly by the user. It should be appreciated that an important aspect of the present invention is that the predetermined thresholds used to determine whether the users' answers are correct are adjustable according to, for example, the level or 25 standard being examined and/or the requirements of a particular examination authority. For example, greater tolerance or deviation from an exactly correct value can be set via the predetermined thresholds for lower level examinations. For example, for lower level examinations, the predetermined threshold can be set such that an angle in a user's answer must be within 30 degrees of the 30 correct angle. For higher level examinations, the predetermined threshold can be set such that an angle in a user's answer must be within 10 degrees of the correct angle. Similar variations in the predetermined thresholds can be employed for other subjects being taught and examined.
46 The aforementioned exemplary program code components have been provided for enablement purposes and it will be appreciated that the functionality of the present invention can be achieved using alternative program code components written in alternative languages. In one embodiment, the program 5 code components are executed in Macromedia Director, but alternative applications can be employed. It will further be appreciated that the lessons and examinations can comprise a wide range of questions, only a sample of which have been described herein. Hence, the electronic system, methods and apparatus for teaching and 10 examining music and other subjects of the present invention thus provide solutions to the aforementioned problems of the prior art. The embodiments of the present invention provide a series of lessons and examinations to educate the user in all aspects of music theory and other subjects and assess their competency in the skills they have acquired. Regarding music theory, the user 15 can be taught how, and assessed on, the correct formation and positioning of musical notation using one or more menus comprising icons the selection of which enables the user to form an element of musical notation, such as a stem, head, curve etc. Alternatively, where other skills are being taught and assessed, the user is provided with one or more menus with the notes and other musical 20 symbols already formed for insertion on a preformed staff. According to some embodiments, the user can have as many attempts as they desire at the exercises to reinforce the principals without the need to erase their previous answer as would be required with some of the prior art. Instant feedback is provided to the user in the form of hints, tips and marks on their 25 answers in sharp contrast to the prior art where there is often a significant delay in providing feedback. The animation capabilities of the present invention enhance the learning experience and the user is also able to hear the notes and tunes forming at least part of the answer. Users can also be recorded, for example, in terms of their performance of a piece of music or pronunciation of a 30 word, clause or sentence in their native language or a foreign language. Marking of the questions is immediate and automatic upon the user requesting their answer(s) to be marked, thus avoiding the costs incurred with the prior art of having each answer paper marked individually and manually. The 47 system of the present invention enables users in one or more locations to be taught and examined and users, tutors and examining authorities can be provided with instant feedback on the users' progress and the grades achieved. Furthermore, automatic tabulation of the results enables comparisons to be 5 easily made between the results. Such comparisons may be, for example, between different results of the same user of between results for the same examination or level of different users. Throughout the specification the aim has been to describe the invention without limiting the invention to any one embodiment or specific collection of 10 features. Persons skilled in the relevant art may realize variations from the specific embodiments that will nonetheless fall within the scope of the invention. In this specification, the terms "comprise", "comprises", "comprising" or similar terms are intended to mean a non-exclusive inclusion, such that an apparatus that comprises a list of elements does not include those elements 15 solely, but may well include other elements not listed. The reference to any prior art in this specification is not, and should not be taken as, an acknowledgement or any form of suggestion that the prior art forms part of the common general knowledge.
Claims (15)
1. A method of teaching and examining a subject, said method including: generating a lesson for the subject from a store of components 5 related to the subject, each of the components relating to a type of question to be answered by a user; presenting the user with the lesson comprising one or more tasks related to the subject, the one or more tasks each comprising multiple components related to the subject such that each task comprises 10 questions of more than one type; providing a menu with one or more selectable icons, selection of one of said icons activating functionality to enable the user to submit one or more responses to the one or more tasks; generating a mark based on the result of comparing the one or 15 more responses with one or more predetermined thresholds; and converting the one or more responses to text strings for transmission to a storage facility.
2. The method of claim 1, including presenting the user with a modified 20 lesson comprising one or more tasks related to the subject previously answered incorrectly by the user.
3. The method of claim 2, wherein the modified lesson includes the same task previously answered incorrectly by the user. 25
4. The method of claim 2, wherein the modified lesson includes the same type of task previously answered incorrectly by the user.
5. The method of any one of claims 2 to 4, including presenting a user with 30 a lesson comprising one or more tasks related to the next level of learning for the subject only after the user has answered a threshold level of tasks in the modified lesson correctly.
6. The method of claim 5, wherein all tasks in the modified lesson must be 49 answered correctly before the user progresses to the next level of learning for the subject.
7. The method of any of claims 2 to 6, including directing the user to 5 learning resources related to the one or more tasks answered incorrectly by the user.
8. The method of claim 7, including presenting the user with one or more selectable icons, the activation of one of said icons causing a webpage 10 to be displayed comprising learning resources related to the one or more tasks answered incorrectly by the user.
9. The method of any one of claims 2 to 8, including alerting an educator to one or more tasks answered incorrectly by the user a threshold number 15 of times.
10. The method of any preceding claim, including generating a series of lessons for the duration of a learning period. 20
11. The method of claim 10, wherein the duration of the learning period is each week of an educational term or year.
12. The method of any preceding claim, wherein each task can be selected from the following: inputting a word, clause and/or sentence in response 25 to the word, clause and/or sentence being audibly presented; inputting the result of an equation; inputting the name of a country in response to the display of a silhouette of a country; identifying an incorrect answer, such as a misspelt word or incorrect result; identifying the odd one out in a series; pronouncing a word, clause and/or sentence which is recorded 30 in response to the word, clause and/or sentence being presented.
13. An apparatus for teaching and examining a subject, said apparatus comprising computer readable program code components configured to cause: 50 generating a lesson for the subject from a store of components related to the subject, each of the components relating to a type of question to be answered by a user; presenting the user with the lesson comprising one or more tasks 5 related to the subject, the one or more tasks each comprising multiple components related to the subject such that each task comprises questions of more than one type; providing a menu with one or more selectable icons, selection of one of said icons activating functionality to enable the user to submit one 10 or more responses to the one or more tasks; generating a mark based on the result of comparing the one or more responses with one or more predetermined thresholds; and converting the one or more responses to text strings for transmission to a storage facility. 15
14. The apparatus of claim 13 comprising computer readable program code components configured to cause performing one or more of the steps of any of claims 1-12. 20
15. The apparatus of claim 13 or 14, further comprising computer readable program code components configured to cause storing the one or more responses as global variables.
Priority Applications (2)
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| AU2012202820A AU2012202820B2 (en) | 2009-08-31 | 2012-05-15 | Electronic system, methods and apparatus for teaching and examining music and other subjects |
| AU2014202852A AU2014202852B2 (en) | 2009-08-31 | 2014-05-26 | Electronic system, methods and apparatus for teaching and examining music and other subjects |
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| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| AU2009212869A AU2009212869B2 (en) | 2006-12-13 | 2009-08-31 | Electronic system, methods and apparatus for teaching and examining music and other subjects |
| AU2009212869 | 2009-08-31 | ||
| AU2012202820A AU2012202820B2 (en) | 2009-08-31 | 2012-05-15 | Electronic system, methods and apparatus for teaching and examining music and other subjects |
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| AU2009212869A Division AU2009212869B2 (en) | 2006-12-13 | 2009-08-31 | Electronic system, methods and apparatus for teaching and examining music and other subjects |
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| AU2014202852A Division AU2014202852B2 (en) | 2009-08-31 | 2014-05-26 | Electronic system, methods and apparatus for teaching and examining music and other subjects |
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| AU2012202820A1 AU2012202820A1 (en) | 2012-06-07 |
| AU2012202820B2 true AU2012202820B2 (en) | 2014-02-27 |
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Citations (1)
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| US20080118906A1 (en) * | 2006-11-20 | 2008-05-22 | Mcardle James M | Method for providing an online tutorial |
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| Publication number | Priority date | Publication date | Assignee | Title |
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| US20080118906A1 (en) * | 2006-11-20 | 2008-05-22 | Mcardle James M | Method for providing an online tutorial |
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| AU2012202820A1 (en) | 2012-06-07 |
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