Music Ace Docs

v5.0 - December 2011

MUSIC ACE

Educator’s Guide

2 Music Ace Educator’s Guide

Copyright Harmonic Vision, Inc. All rights reserved. No part of this software or documentation may be copied or transferred in whole or in part except as permitted by U.S. Copyright Law without the express written consent of Harmonic Vision, Inc. Music Ace, Music Ace 2, Music Ace Starter, Music Ace Deluxe, Music Ace Maestro, Music Doodle Pad, Software that Brings Music to Life, Maestro Max, and the Harmonic Vision name and logo are trademarks or registered trademarks of Harmonic Vision, Inc. All other company and product names are trademarks or registered trademarks of their respective owners.

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Music Ace Educator’s Guide 3

Table of Contents

1. Using this Guide.............................................................................................. 4

2. An Overview of Music Ace ............................................................................. 53. Managing Groups and Users ......................................................................... 7

4. Using Music Ace in the Studio or Classroom ............................................ 14Using the Lessons ................................................................................................... 15Using the Games ..................................................................................................... 16Using the Music Doodle Pad.................................................................................... 16Suggestions for Schedule and Pace........................................................................ 21Suggestions for Using the Reproducible Masters.................................................... 22

5. Musical Concepts Covered .......................................................................... 25Content Matrix.......................................................................................................... 25

6. Technical Support......................................................................................... 34

Using this Guide

Using this GuideThe purpose of this Educator’s Guide is to provide you with information, ideas, materials, and suggestions for maximizing the effectiveness of Music Ace in the studio or classroom.

This guide is organized to help you use Music Ace as a complement to your music teach-ing curriculum. Chapter 2 presents an overview of Music Ace, briefly describing the Music Ace learning environments: Lessons, Games, and Music Doodle Pad.

In order to effectively use the Music Ace product you will need to organize your students into logical groups. A group is simply a collection of users. Groups can be defined in any way that the teacher or system administrator chooses. Chapter 3 describes how to set up and manage groups and users.

Chapter 4 contains information for using Music Ace in the studio or classroom. Included here are suggestions for using Music Ace in various studio or classroom computer envi-ronments, activity ideas, and suggestions for schedule and pace. Chapter 4 also contains a brief description of the activity masters included at the back of the Educator’s Guide that you can use for student activities and rewards.

Chapter 5 contains a description of the musical concepts covered by Music Ace. It includes two reference tables to help you locate specific topics within the program.

If you are not familiar with Music Ace, we suggest you read through this entire Educator’s Guide to familiarize yourself with the organization, scope, and operation of the program, and then spend some time going through the program. As you become more comfortable using Music Ace, this guide will serve as a reference for some of the less frequently used features of the program, such as setting program preferences. The concept table contained in Chapter 5 may also be a valuable reference for locating topics within the program as you teach these specific areas.


An Overview of Music Ace

An Overview of Music AceMusic Ace is designed to provide an introduction to music fundamentals for beginning music students of almost any age. It provides an engaging environment for learning music that is non-judgmental and allows the user to proceed at his or her own pace. Music Ace is not intended to replace music lessons. It is most effective when used as a complement to traditional music teaching methods in the home, in the school, or the studio.

Music Ace is particularly effective at teaching the more repetitive, yet essential, aspects of learning music including music reading skills and listening skills. Many students never master these essential components of music, and consequently do not achieve a high level of success in music. We hope that, by providing a fun and attractive learning environment, Music Ace will encourage students to practice and master these basic skills.

The Music Ace learning sessions cover music fundamentals that include pitch recognition and discrimination, the relationship between written pitch and the piano keyboard, the tre-ble, bass and grand staves, octaves, half steps/whole steps, sharps, flats and key signa-tures. Throughout the learning sessions significant emphasis is placed on developing essential listening skills.

Included with Music Ace is a powerful composition feature called the Music Doodle Pad . The Doodle Pad gives users the ability to listen to and modify sample musical pieces. More significantly, the Doodle Pad provides beginners with an easy-to-use envi-ronment that stimulates musical creativity and allows them to compose and listen to their own music.

Although Music Ace uses an on-screen piano keyboard as a convenient means of present-ing musical concepts, the product is intended for students of any instrument. In fact, Music Ace allows the user to select whether instruction is presented for both treble and bass staves, treble staff only, or bass staff only.

Music Ace consists of three carefully constructed learning environments: Lessons, Games, and Music Doodle Pad.

LessonsThe first learning environment consists of a series of 24 lessons designed to introduce, reinforce, and extend application of a series of musical concepts associated with reading music and making musical discriminations. Chapter 3 contains a “Summary Content Matrix” that summarizes the concepts taught in each of these lessons, and a “Detailed Content Matrix” that provides specific information about content and activity for each section of each lesson and game.

Music Ace first presents and then consistently employs a “template” of a five-line staff or a grand staff, and depiction of a piano keyboard. Maestro Max serves as guide and teacher,

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An Overview of Music Ace

and accompanies the student through each lesson, offering encouragement, direction, and reinforcement appropriate to the student's performance. Each lesson begins with a short instructional sequence or short review sequence to reinforce concepts already developed, and is followed by a series of application exercises which gradually increase in difficulty.

GamesProviding reinforcement of the materials covered in the lessons, as well as relief from the more formal instructional setting, are an accompanying series of 24 games - the second of the three learning environments. These games are each related to one of the lessons, shar-ing name and number with it. Typically, the student would, upon completion of one of the lessons, immediately move to the accompanying game. The games provide direct applica-tion and support of the concept(s) learned. Colorful graphics and sound effects make this a lively and fun experience. Scores are kept and bonus points awarded for successful play. Exceptional performance on a game is rewarded by an “applause screen”, where the audi-ence in a concert hall applauds the student's success.

Music Doodle PadThe third learning environment is called the Music Doodle Pad . This portion of the pro-gram allows students to notate familiar tunes, construct arrangements, listen to any of a series of short and familiar pieces, or compose their own works. It is also particularly use-ful to educators, who can structure assignments which allow students to apply the con-cepts learned elsewhere in the program, and can stimulate genuine musical creativity among the students.

Here students can create music, and can modify existing compositions as they please. As the sound palette of the Doodle Pad makes clear, notes of different length are available to be placed on the staffs, distinguished by their differential sizes. Here full-sized noteheads get a beat, smaller noteheads are available for half, third, or quarter beat sounds - what well-trained musicians refer to as quarter notes, eighth notes, triplets, and sixteenth notes. Any of these can be connected in sequence for longer multi-beat notes.

Thus, Music Ace users can compose, arrange, and edit with notes of any rhythmic duration from sixteenth notes through long multi-beat notes (tied quarter notes) with ease. This approach to rhythmic notation builds the user's awareness of pulse and of fractional beats, and brings the student to full readiness for traditional rhythmic notation.

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Managing Groups and Users

Managing Groups and UsersThe Music Ace products include the ability to track the progress of users of the program. To make the tracking of users easier, the programs support the concept of groups. A group is simply a collection of users. Groups can be defined in any way that the teacher or sys-tem administrator chooses.

The approach to defining groups and users will vary depending on whether you own a Sin-gle-Educator, Lab Pack or Network edition of the product. The following section dis-cusses suggested methods for organizing groups and users for the various editions of the product.

Once you have determined your strategy for organizing your students (referred to as “users” in the program) into groups you will need to create appropriate groups and then add users to each group. The section titled “Procedures” on page 8 discusses the specific procedures for managing groups and users regardless of the edition of the product you own.

Product Edition

Single-Educator EditionThe Single-Educator edition is licensed for use on a single computer. Single-Educator edi-tions are commonly used by private piano teachers in the home or studio or by teachers in the school using projection equipment to display the program on a large screen. Single-Educator editions will track the progress of up to 240 users. The 240 users can be orga-nized as a maximum of 60 groups with a maximum of 60 users per group, provided the total number of users defined does not exceed 240.

In the case of a private teacher using a Single-Educator edition in the home or studio, groups and users can be configured several ways. If the number of students is small (less than ten, for example) you can simply define a single group and put all of the students into this group. Alternatively you may want to define multiple groups to organize your stu-dents by some criteria, such as day of the week or level, as in “Tuesday” or “second year students”. How you organize your groups is entirely up to you. You may choose the orga-nization that best meets your needs.

Lab Pack EditionA Lab Pack edition is licensed for use on multiple stand-alone computers that are not con-nected to a network server. Lab Pack editions are typically used in a school computer lab or a music studio with multiple computers. Lab Pack editions will track the progress of up to 240 users on each computer. The 240 users can be organized as a maximum of 60 groups with a maximum of 60 users per group, provided the total number of users defined does not exceed 240. Because the student tracking data for Lab Pack editions is stored locally on each computer, users must return to the same computer for all their sessions.



Using a Lab Pack edition, typically one or more students (depending upon the number of computers available) in each class period are assigned to each computer. One approach to defining groups would be to define a single group on each computer named in such a way as to identify the particular computer, such as “Computer #1”, “Computer #2”, etc. Alter-natively you may define a group for each teacher whose class uses the program, as in “Mr. Smith” or “Mrs. Johnson”. You may choose the group organization that is consistent with the way teachers and students use the program.

Network EditionA Network edition of Music Ace and Music Ace 2 is licensed for use on multiple worksta-tions connected to a network server. Network editions store the tracking data for all users on all workstations in a common location on the network server. Therefore students may use any workstation on a given day and their historical data will be available. Network editions will track the progress of up to 3,600 users. The 3,600 users can be organized as a maximum of 60 groups with a maximum of 60 users per group.

Defining groups and users on a Network edition is a simple matter of creating the desired groups and adding the appropriate users to each group using the administration pages in the program. Typically you would define a group for each teacher and/or each class period, as in “Mr. Smith”, “Fourth Period”, “Mrs. Johnson’s 1st period”, or “Sixth Grade”. How you organize your groups is entirely up to you. You may choose the organization that best meets your needs.

ProceduresThis section provides specific procedures for accomplishing a variety of common tasks associated with managing groups and users.

Accessing the Administration PagesGroups and users can be created at program startup (using the <new group> and <new user> buttons), or by using the administration pages provided in the program. After the first group and the first user are defined, we recommend using the built-in administration pages for managing groups and users.

The first time the program is run, you will need to enter a group name and a user name in order to begin using the program. Once the first group and first user are defined you can start the program using this group and user and then use the built-in administration pages to organize additional groups and users.



To access the Administration pages:

1. Start the program and login as an existing group and user

2. From the Main Menu, click the yellow Progress button

3. Then click the Admin button in the upper-right corner of the Progress page to bring up the Student Administration page.

Note: If the Admin button is disabled (i.e. grayed out) then the login account that you used to access the computer does not have permission to change the student data. Please exit and login to the computer with an account that has administrative privileges before continuing.

There are two administration pages accessible from the Admin button - the Student Administration page and the Group Administration page. The Student Administration page enables you to organize students within a selected group. The Group Administration page allows you to add, delete and rename groups. In the example administration pages shown below there is one group defined called “group 1” and one user defined called “stu-dent 1”.

Switching Between the Student and Group Administration PagesWhen you press the Admin button to access the administration pages you are taken to the Student Administration page associated with the group of the user who is currently signed in to the program. The currently-selected group is always shown at the top of the user list on the Student Administration page.

Student Administration page Group Administration page



To switch from the Student Administration page to the Group Administration page, press the Select Different Group button at the bottom of the page. This will display the Group Administration page.

To switch from the Group Administration page back to the Student Administration page, simply select the desired group from the list of groups shown.

Group/User StatisticsGroup and User statistics are displayed in the Statistics box on both the Student Adminis-tration and Group Administration pages. The displayed values are:

• Users in this group - shows the number of users defined in the currently selected group.

• Users in all groups - shows the number of total number of users defined across all groups.

• Groups defined - shows the number of groups currently defined in the program.

Group Administration FunctionsThe following sections describe the group administration capabilities that are available in the product.

Adding a New GroupTo add a new group you must be on the Group Administration page. Simply select one of the red-colored <new group> buttons, then type the name of the new group in the text box and press Enter. Generally it is best to select the first available <new group> slot, unless you have reasons for choosing a <new group> slot other than the first available.

Student Administration Page

currently-selected group



Deleting a GroupTo delete an existing group you must be on the Group Administration page. Press the Delete Group button at the bottom of the page and then select from the group list the group you wish to delete.

Note: You will not be able to delete the last remaining group. The program must always have at least one group defined. If there is only one group defined the Delete Group but-ton will be inactive (i.e. grayed-out).

Note: If you delete a group in the middle of the group list the vacant slot is renamed <new group> and is available for creating new a group. If you want to eliminate any <new group> slots in the group list, you can:

1. Create a new group in the unused <new group> slot

2. Move students one at a time from one of the other groups to the new group. Be certain to move them in the desired order

3. Delete any group that is now empty due to all students being moved to another group

Renaming a GroupTo rename an existing group you must be on the Group Administration page. Press the Rename Group button on the lower-left portion of the page. Then select from the group list the group you wish to rename, type the new group name in the text box and press Enter.

Printing Group ProgressPrinting of the progress tracking data for all users in a given group is done from the Stu-dent Administration page. To print the progress of all users in the currently-selected group, press the Print Group Progress button. You will then be asked to select the desired printer. One page for each user in the group will be printed. Therefore the total number of pages printed will be equal to the number of users in the currently-selected group.

User Administration FunctionsThe following sections describe the user administration capabilities that are available in the product.

Adding a New UserTo add a new user you must be on the Student Administration page. Simply select one of the red-colored <new user> buttons, type the name of the new user in the text box and press Enter. Generally it is best to select the first available <new user> slot, unless you have reasons for choosing a <new user> slot other than the first available.

Caution! Deleting a group will remove all users in the group as well as the stu-dent tracking data associated with these users. There is no confirmation for the Delete Group button. Once you select the group to delete that group and all users in the group will be removed immediately.



Note: User names must be unique across all groups. That is, no two users may have the same user name even if they are in different groups. If you attempt to add a new user with the same name as an existing user you will receive a warning and will need to enter a dif-ferent user name.

Deleting a UserTo delete an existing user you must be on the Student Administration page. Press the Delete User button at the bottom of the page and then select from the user list the user you wish to delete.

Note: You will not be able to delete the last remaining user in a given group. The program must always have at least one user in every group defined. If there is only one user defined the Delete User button will be inactive (i.e. grayed-out).

Note: If you delete a user in the middle of the user list the vacant slot is renamed <new user> and is available for entering new user names. If you would like to reorder user names or eliminate any empty (<new user>) slots within the list of names, you can:

1. Create a new temporary group

2. Move students one at a time from the group with the empty slot(s) to the temporary group. Be certain to move them in the desired order

3. Move students from the temporary group back to the original group

4. Delete the temporary group

Renaming a UserTo rename an existing user you must be on the Student Administration page. Press the Rename User button on the lower-left portion of the page, select the user you wish to rename, type the new user name in the text box and press Enter.

Note: User names must be unique across all groups. That is, no two users may have the same user name even if they are in different groups. If you attempt to rename a user with the same name as an existing user you will receive a warning and will need to enter a dif-ferent user name.

Moving a User to a Different GroupTo move an existing user to a different group you must be on the Student Administration page. Press the Move User to Another Group button on the lower-left portion of the page

Caution! Deleting a user will remove the user as well as the student tracking data associated with the user. There is no confirmation for the Delete User but-ton. Once you select the user to delete that user will be removed immediately.



and then select from the user list the user you wish to move. Then select from the group list the group to which you want to move this user.

Viewing and Printing User ProgressTo view or print the progress of a single user simply click on the user name in the user list on the Student Administration page. You will then be taken to the Progress section of the program where you can view and print individual user progress. To return to the Adminis-tration pages press the Admin button on the any of the Progress pages.


Using Music Ace in the Studio or Classroom


Music Ace is designed to work in a variety of educational settings, including the studio, the classroom, the music lab, and the computer lab. It can be used independently by stu-dents or under the guidance of a music teacher.

As a music teacher you may be faced with limited availability of computer resources for using Music Ace. Computer availability may range from a single computer per studio or classroom to a situation where each student has access to a computer.

The most effective way to use Music Ace in the studio or classroom is one student per computer. This allows each student to have complete access to the software during the class period. Alternatively, groups of students can share time on one computer by taking turns operating the program, while the other students observe, and perhaps advise, the stu-dent operating the computer.

When multiple students are sharing a single computer, it is best if they are conscientious about using the “Change User” feature of Music Ace as they take over the operating posi-tion of the computer. This will allow each student’s progress to be individually tracked so that you can monitor individual progress through the lessons and games. This will also allow you to print personalized progress summaries to post in the studio or classroom or to send home with students.

With the Educator Version of Music Ace, you can have each student (up to a total of 240) enter his or her name on the name entry screen, and log in with the same user name each class period. In this way, each student’s progress can be tracked over the course of the entire semester.

Sometimes it will not be possible to arrange for each student to use the same computer for all studio or classroom sessions. In this case, you might consider setting up the computers in the studio or classroom with user names such as ‘student 1’, ‘student 2’, etc. This allows more flexibility in assigning students to computers, but will not allow the students’ progress to be individually tracked by Music Ace.

Another way to effectively use Music Ace in a studio or classroom with a limited number of computers available is to adopt a team leader or cooperative learning approach. Select a number of students (equal to the number of computers available) with strong music and/or computer skills and conduct several training sessions with these students to familiarize them with the operation of Music Ace on the computer. Then assign each of these pre-trained students as a team leader for groups of 3 to 6 students from the remainder of the class. The group leaders will then be able to provide the other students in the group with guidance and help using Music Ace on the computer. As more students demonstrate profi-ciency with the computer, you can rotate the group leader assignment among all the mem-bers in each group.



In all situations, but especially where there is only a single computer available in the stu-dio or classroom, Music Ace can be used as a lecture aid. An effective way to accomplish this is to use a color LCD projection system connected to a computer that you operate. Many schools have these projection devices available from the library or audio-visual departments. If you are not familiar with these LCD projection systems, your computer system administrator or library personnel may be able to help you get started.

In the absence of a projection system, you can also use Music Ace as a lecture aid by gath-ering students as a class, or in smaller groups, around a single computer system to demon-strate specific concepts.

Using the LessonsThe philosophy behind the instructional design of Music Ace was to create an environment in which the material is presented in a highly visual and highly aural way, and which allows a great degree of student interaction and participation. The Music Ace Lessons are most effective when each student has the opportunity to go through the entire lesson indi-vidually, or in a small group. This allows the student to become more personally involved in the material, the presentation, and the exercises.

The Music Ace Lessons, however, also provide an opportunity to animate your lectures. Using a computer and overhead LCD projector, you can use selected Music Ace lessons to provide colorful, animated support for your traditional presentation. For example, when introducing the memory aids ‘FACE’ and ‘Every Good Boy Does Fine’, consider present-ing the associated Music Ace lessons to the class.

Note: When using Music Ace as a lecture aid you will probably want to set the Auto-Continue option of the program to ‘OFF’. This allows you to control the pace of the Lessons by providing an on-screen “Continue” button for telling Max when to proceed to the next “bubble”. In this way, you have the opportunity to present additional explanation, or to answer any questions from the class, before continuing to the next idea. See the “Technical Issues section of Chapter 4 for details.

During the exercise (quiz) segments of the lessons, when Max is testing the students skill or knowledge, you may operate the mouse yourself while a student you call on, or the entire class, calls out the answers. Or you might have volunteers from the class operate the mouse while the rest of the class calls out the answers.

In places where Max is asking the student to drag a note to the correct location on the staff, you could drag the note slowly while students call out when it is correctly placed. Simi-larly, when Max is asking the student to play a specific key on the piano, you might posi-tion the mouse pointer above an incorrect key and ask the class if that is the correct key. Continue this several times before positioning the pointer on the correct key.



If your students are learning instruments, you might want to have them play notes on their instruments as you go through the lessons. For example, when learning octaves, after the octave is played on the on-screen keyboard, have your students play the same notes on their instruments. Again, turning the Music Ace “Auto-Continue” feature ‘OFF’ will help you control the pace of the lesson.

On pitch matching exercises, after getting the correct answer, have the students play each note on their instruments, or sing each note. You can use the ‘Pause’ button to freeze the program and then click each note to make the note “sing” while your students play the notes.

Using the GamesThe Music Ace Games are designed to be used by students for establishing and building musical skills. If you have enough computers, we suggest you have students work individ-ually, or in small groups, using the games to reinforce concepts covered in the classroom and build these musical skills.

The Music Ace Games also represent a means for you to assess your students’ develop-ment by providing a quantitative measure of student performance. You might consider recording each student’s game scores throughout the semester, and updating the scores as each student’s performance improves. A class recording sheet, and an individual recording sheet are included with the reproducible masters in this guide. The class recording sheets can be posted in the studio or classroom to provide incentive for students. The individual progress sheets can be either posted in the studio or classroom, or periodically sent home with the students.

Using the Music Doodle PadThe Music Ace Music Doodle Pad is a particularly powerful tool for demonstrating many musical concepts to the entire class or for allowing students to experiment individually. Using the Doodle Pad, even the most novice musician may explore his or her musical cre-ativity and develop viable compositions in a format that is easy to understand and use.

The Music Doodle Pad has been designed to be friendly to users of all ages. Young stu-dents will find it easy to use, while older students will enjoy its flexibility. When struc-tured in light of a student's developmental level, these activities will enhance the learning experience and provide each student with an opportunity to make decisions in a real musi-cal environment. Making musical decisions while using the Music Doodle Pad will empower students to experience and explore the sounds they hear around them, and to engage themselves more fully in the aesthetic experience of music.



AssessmentThe Music Doodle Pad can serve as a record of a student's conceptual understandings. Creating a composition sample that includes the concepts covered in previous lessons demonstrates the student's mastery of those concepts. These samples may become part of the student's musical portfolio, aiding in the authentic assessment of student progress and musical growth.

ApplicationThe Music Doodle Pad provides a powerful platform on which students may construct increasingly complex applications of the material they have learned. Rather than the tired “drill and practice” so common to traditional learning software, the Music Doodle Pad gives students an opportunity to apply their new knowledge directly in an authentic musi-cal context.

ExplorationStudents who use the Music Doodle Pad quickly get caught up in the excitement of mak-ing their own music. As they work through the program, they enjoy the opportunity to express their musical ideas in a stable, reproducible format. As students gain facility by working with real musical materials and ideas, and as their sense of ownership of their musical products increases, their motivation to learn also increases.

CompositionMost music sequencing and notation software require advanced musical and computa-tional skills. The Music Doodle Pad is accessible to any age group, making true composi-tion possible for even very young students. Once students experience the satisfaction of creating a piece of music in this user-friendly format, they are likely to continue compos-ing at more advanced levels.

GamesTeacher and student alike may enjoy creating their own games using the Music Doodle Pad. Players might be required to identify ascending or descending lines, identify inter-vals, match pitches, recreate familiar melodies, etc. Students will enjoy testing each other's skills by using the Music Doodle Pad to check their understanding of the concepts presented by Music Ace, as well as others presented by the teacher.

ActivitiesThe Music Doodle Pad provides a framework for a variety of musical activities. Included here are some specific suggestions for such activities. You will undoubtedly develop many more as you utilize the Music Doodle Pad with your classes.

Activity 1:One easy and fun application of the pitch placement concepts taught in Lessons 6 and 7 (on treble staff) and in Lessons 10 and 11 (on bass staff), is spelling familiar words with noteheads. Students can demonstrate their understanding of these concepts, and can gain increased facility in applying them, by “spelling” words composed exclusively of the first seven letters of the alphabet by placing noteheads in sequence on the Doodle Pad. Note-



heads on the “B”, “E”, and “G” lines of the treble staff, for example, spell “beg”. Students can then play the words they have notated. The teacher can supply the student with words to notate, or can invite the student to generate some of his or her own. You will find a col-lection of appropriate three, four, and five-letter words for this activity with the reproduc-ible masters. For the words in these lists that contain a letter other than A-G, invite your students to select a note to use in place of that letter.

Activity 2:Invite your students to construct a familiar melody on the Doodle Pad. All that is required is suggesting a starting pitch that will help to avoid the need for accidentals. The following familiar melodies with suggested starting pitches might prove useful:

Melody Starting PitchMary Had a Little Lamb E, A, or BJingle Bells G for verse, E for chorusTwinkle, Twinkle COde to Joy E or BAmerica CFrere Jacques C or GSilent Night GYankee Doodle CAmerica the Beautiful G (one chromaticism)Happy Birthday G

Activity 3:Enter a simple song on the Doodle Pad. Have the students play along on their instruments or sing along. Change the key signature and do it again. Change the tempo and do it again. Vary the notes, intervals, tempo, and key signature.

Activity 4:Enter a major scale on the Music Doodle Pad. Ask the students to identify which notes should be moved to change the scale to a minor scale. Do the same for the harmonic minor and the melodic minor. Set the tempo to slow, press the Play button, and have the students watch the piano keyboard while you call out the intervals between adjacent notes. Then repeat this but have the students call out the intervals.

Activity 5:Have a volunteer position eight notes into a major or minor scale. Do this with different key signatures.

Activity 6:Turn the volume all the way down, put two notes that are enharmonic equivalents on the staff (e.g. C# and Db). Ask the students if the two notes have the same pitch. Turn the vol-



ume back up and click each note to demonstrate their pitches. Do the same with two notes that appear to be enharmonic equivalents but are not (e.g. B# and Cb).

Activity 7:Enter a song with 2-part harmony. Play it slowly and have your students sing or play along with one group playing one of the parts and the other group playing or singing the second part. Do the same with 3-part harmony. Use different Doodle Pad instrument sounds to make it easier to identify the different parts by ear.

Activity 8:Sing or play a reference note and have a volunteer move a note on the Doodle Pad staff to match the reference note.

Activity 9:Enter a song with an interesting rhythm. Draw the same rhythm in standard musical nota-tion on the blackboard. Use the difference between the simplified notation used on the Doodle Pad and standard notation as a means of introducing and explaining standard nota-tion. Create different rhythmic patterns on the Doodle Pad and have your students notate these rhythms using standard notation. Use the notation sheets provided in this guide.

Activity 10:Place a scale on the Doodle staff. Click the notes in a such a way as to play a familiar mel-ody. Challenge volunteers to repeat the melody.

Activity 11:Place a number of notes scattered on the Doodle Pad staff. Then play a key on the on-screen keyboard that matches one of the notes on the staff. Ask the students to identify (on the staff) the note you played.

Activity 12:Challenge students to enter simple melodies or familiar songs onto the Doodle Pad by ear.

Activity 13:Invite your students, either individually or in groups, to enter the school song on the Music Doodle Pad. Then play the songs for the class.

Activity 14:Select a subset of notes, such as A, B, and C. Challenge your students to create interesting melodies on the Doodle Pad using only these notes.

Activity 15:An activity for younger students that allows a high degree of physical participation is “musical bean bags.” Have the students create a treble, bass, or grand staff on a large piece



of paper (white butcher paper works well). Space the staff lines about 6 inches apart. In the process of creating this staff, students will learn about the number of lines on the staff and will understand how the clef(s) are drawn.

Lay the paper staff on the floor in an open area of the studio or classroom. Have the stu-dents take turns tossing a bean bag onto the staff. Challenge each student to name the note corresponding to the bean bag’s position on the staff. Bags that land outside the staff are re-tossed (but might provide an opportunity to talk about and add ledger lines to the staff.)

As each bean bag is tossed, have one student enter the corresponding note on the Music Doodle Pad. When the exercise is completed, play the “bean bag composition”. Have the students critique the composition and suggest improvements.

Activity 16:Use the Doodle Pad as a way for students to create original melodies associated with holi-days throughout the year. Use the opportunity to discuss what musical elements contribute to making a piece of music happy, spooky, romantic, etc.

Activity 17:Save original student compositions on a floppy disk so students who have Music Ace at home can take the disks home and play their work for parents and friends. You can also use floppy disks to exchange music between schools in your district.

Activity 18:Music class provide an excellent opportunity for cross-curriculum coordination with the students’ writing activities and study of history. Have your music students select and write a short report about their favorite composer. Some ideas of items to include in the report are:

• dates of birth/death

• type of music / musical period

• musical training and background

• significant historical events during composer’s life

• other interesting or unusual information

Have the students also locate the score for a piece of the composer’s work. Help the stu-dents enter a short theme from each composition on the Doodle Pad and play the pieces for the class. (Beginning piano books are a good source of simplified sheet music for many composer’s works.)



Activity 19:Ask your students to interview someone who plays a musical instrument. Sample inter-view questions might be:

• How long have you played?

• When did you start?

• What made you start?

• How did you choose your instrument?

• What other instruments do you play?

• Etc.This activity may arouse your students’ interest in music and playing a musical instru-ment.

Activity 20:As a class project, have your students write a short story (or poem) about a subject of interest to them. Then use the Doodle Pad to create background music appropriate for the story.

Suggestions for Schedule and PaceMost Music Ace users will manage their own time with the product quite effectively. The games have a natural allure to students, and the desire to perform well on the games will frequently bring them back to the associated lesson for additional instruction. Relatively new users, who haven't yet discovered the encouragement offered through the lessons, might be inclined to play the games exclusively. For these users, we suggest the teacher set a performance standard. For example, you might stipulate that the student can remain in the game environment as long as each game score exceeds some prescribed number. Those who drop below that level are directed to complete the associated lesson before returning to the game.

Left to their own devices, users will progress through the Music Ace program at different speeds. This is natural and reflects the unique perspectives, aptitudes, and preferred learn-ing styles of the users. Teachers who are using Music Ace in a group or class setting are probably well advised to simply accept these differences. Multi-user applications of Music Ace are completely compatible with such differences.

When the teacher's goals include mastery of Music Ace concepts on some predetermined schedule, as is often the case, we recommend that the teacher simply specify a minimum completion level (e.g. “By Friday, please be sure that you have completed Music Ace les-sons one through six”). Music Ace automatically maintains a record of student completion



of each lesson, making teacher oversight of student progress through the program quite easy.

We have found through testing that Music Ace users can work with the program for long periods of time without undue fatigue. However, teachers who are using the program in a group or class setting might consider limiting continuous use of the program to less than an hour. Fifteen to thirty-minute study segments with the program seem long enough for substantial concept development to occur, and short enough to ensure that the user remains a fresh and efficient learner.

At the conclusion of a period of study in the lesson mode, we suggest a closing session with the Music Doodle Pad, where application of the concepts learned can be made in a creative setting. Activity suggestions presented earlier in this chapter can be applied to using the Music Doodle Pad in this way.

Suggestions for Using the Reproducible Masters

The reproducible masters at the back of this guide have been included to provide you with materials that you may reproduce using any copy machine. Copies of these materials can be used as activity sheets for students in the studio classroom, sent home with the students, or posted in the studio or classroom. You may also find it useful to make copies on “trans-parencies” for use with an overhead projector in the studio or classroom.

MASTER 1 - MASTER 9Masters 1 through 9 are word games using the treble staff only. Included are 3, 4, and 5-letter word games, answer sheets, and blank sheets for creating your own games.

MASTER 10 - MASTER 18Masters 10 through 18 are word games using both the treble and bass staves. Included are 3, 4, and 5-letter word games, answer sheets, and blank sheets for creating your own games.

MASTER 19, MASTER 20Masters 19 and 20 contain lists of 3, 4, and 5-letter words that can be used in conjunction with the blank word-game masters (masters 3, 6, 9, and 12) for creating your own word games.

MASTER 21Master 21 provides three templates of the 49-key piano keyboard used in Music Ace. Some suggested activities for your students using this sheet are:

Harmonic Vision grants the Licensee of this software permission to make

additional copies of the reproducible masters contained in this section ofthe Music Ace Educator’s Guide for use in the studio or classroom.



• write the note names for every white key on the key.

• identify the names (both the sharp and flat designation) of each black key.

• color all the C keys red, and draw brackets identifying each octave on the keyboard.

• identify the groups of 2 black keys.

• identify the groups of 3 black keys.

• locate middle C.

• identify the position of all G’s (or other keys) relative to the black keys.

• spell 3 and 4 letter words by coloring the first letter of the word in the first octave, the second letter of the word in the second octave, etc.

MASTER 22 - MASTER 25Masters 22 through 25 allow the students to have a little fun coming up with alternate memory aids for the traditional F-A-C-E, etc. The masters provide some starting sugges-tions. The intent here is not to suggest using different memory aids, but to make the tradi-tional aids more memorable by adding a little fun to them.

MASTER 26Master 26 can be used to strengthen the connection between note positions on the treble staff and on the keyboard. It also provides an opportunity for young students to develop dexterity by using the sheet as a template for finger placement on the keyboard.

MASTER 27Master 27 is a reproduction of the staff and keyboard as they appear on the Music Doodle Pad. This sheet can be used for exercises or quizzes related to the Doodle Pad. A transpar-ency of this page will also be useful when introducing your class to the Doodle Pad.

MASTER 28Master 28 is a general grand staff template that can be used for many activities, including quizzes, word games, student compositions, sample songs, clef drawing exercises, note drawing practice, etc.

MASTER 29Master 29 is a sheet of blank staves that can be used for exercises or composition in any clef.

MASTER 30Master 30 is used for making notes of reward or encouragement for students. Copy the master sheet and cut the copies into quarters. The notes can be attached to student papers that are sent home with the students, or displayed on a board in the studio or classroom. Example messages are:

Nice work, Daniel!Jennifer G., 5260 points on Game 12. Great job!Billy R. is a Music Ace!



Bravissimo!

MASTER 31, MASTER 32Masters 31 and 32 are class progress recording sheets for the Music Ace lessons and games that can be posted in the studio or classroom.

MASTER 33Master 33 is an individual progress recording sheet that can be posted in the studio or classroom or sent home with the students. The round notes representing completion of the lessons and games can be colored in, or you can use stickers or stars to indicate comple-tion.

MASTER 34 - MASTER 38Masters 34 through 38 are award certificates for students. Master 38 is a blank certificate to allow you to create your own awards.


Musical Concepts Covered


Musical Concepts CoveredMusic Ace is designed to complement a comprehensive music education. No single piece of software can support every important music concept; Music Ace, however, supports the instructional concepts central to music reading and aural skill development, providing visual, textural, and sonic realization of each concept.

The following concepts are supported by Music Ace:• pitch discrimination• pitch identification in the treble and bass staves• pitch discrimination on ledger lines above and below the treble and bass staves.• keyboard key (note) names• the relationship of notated pitches to keyboard location• scales• ascending and descending lines• loud and soft sounds• high and low pitches• same and different pitch • pitch matching• timbre• sharps and flats• simple intervals

Additionally, the Music Doodle Pad component of the program provides an effective vehi-cle for the foundational development of concepts associated with composition and arrang-ing. Among these are melody, harmony, rhythm, texture, repetition, imitation, contrast, augmentation, diminution, sequence, cadence, phrase, and form.

Content MatrixThe following table provides a detailed matrix of the musical concepts covered in Music Ace. This table shows the areas covered in each of the sections of the 24 Lessons and Games. The table is useful for determining exactly which sections of each Lesson and Game cover a specific topic.

The column headings reflect the various musical skills that are incorporated in each of the lesson and game activities. The column heading definitions are:

Note - activity involves note readingPitch - activity involves pitch discriminationKbd - activity involves keyboard knowledgeHand/eye - activity involves hand/eye coordination (if MIDI keyboard used)


Activity Note Pitch Kbd Hand/Eye

1. Introduction to the Staff

LessonSection 1 - define STAFF, LINES and SPACES. Define LEDGER LINE. X

Section 2 - show higher and lower pitches on an unspecified staff X

Section 3 - select higher/lower pitch on an unspecified staff X X

Section 4 - define TREBLE and BASS clefs, TREBLE and BASS staves, GRAND staff

X

Section 5 - practice matching notes on the Grand staff X X

GameSection 1 - Touch the note with the lower pitch (2 note choices on Grand staff) X X

Section 2 - Click the matching note on the staff (3 note choices on Grand staff) X X

Section 3 - Touch the note with the highest pitch (3 note choices on Grand staff) X X


Section 5 - Touch the note with the highest pitch (4 note choices on Grand staff) X X


2. Introduction to the Piano Keyboard

LessonSection 1 - Demonstrate high and low notes on keyboard. Play high and low keys.

Play white and black keys.X

Section 2 - Demonstrate white and black key organization - black key groups of 2 and 3. Play black key groups.

X X

Section 3 - Match reference note to key on keyboard (2, 3 and 4 choices) X X

Section 4 - Demonstrate location of middle ABCDEFG on keyboard

GameSection 1 - Play the matching key (match to reference note with 2 key choices on pi-

ano keyboard)X X

Section 2 - Play the matching key (match to reference note with 3 key choices on pi-ano keyboard)

X X

Section 3 - Play the matching key (match to reference note with 4 key choices on pi-ano keyboard)

X X

3. Playing With Pitch

LessonSection 1 - ear training - same/different pitch X X

Section 2 - ear training - higher/same/lower X X

Section 3 - introduce pitch slider X X

Section 4 - practice using the pitch slider X X

Section 5 - ear training - matching pitches using slider X X

Game Section 1 - Are the notes the same or different? (using same/different buttons) X X

Section 2 - Select higher/same/lower (using higher/same/lower buttons) X X

Section 3 - Match the pitch of a note to a reference note using the slider X X

4. ABC's of the Piano Keyboard

LessonSection 1 - identify middle ABCDEFG keys, inside the box identify middle ABCDEFG

keyX X



Section 2 - play keys an octave higher, define OCTAVE X

Section 3 - play keys an octave higher X X

Section 4 - show D between black key pairs, show F before 3 black keys, play keys an octave lower using black keys as reference, show multiple octaves on the keyboard

X X

Section 5 - show CDE relationship to black key pairs, show FGAB relationship to 3 black keys

X X

GameSection 1 - Inside the box, play the specified note on the keyboard... using middle

ABCDEFGX X

Section 2 - Identifying the note playing on keyboard using note buttons (middle ABCDEFG)

X

Section 3 - Play the key an octave higher or lower than the reference key on the key-board

X X

Section 4 - Play every (ABCDEFG) on the keyboard X X

5. More Piano Key ABC's

LessonSection 1 - practice FGAB with reference to the 3-black-key groups, practice CDE

with reference to the 2-black-key groupsX X

Section 2 - practice playing two note sequence using mixed CDE and FGAB notes X X

Section 3 - ear training - play 2 note sequence matching example using mixed CDE and FGAB

X X X

GameSection 1 - Inside the box play ... (various named keys on entire keyboard) X X

Section 2 - Inside the box play ... (various named 2-key sequences on entire key-board)

X X

Section 3 - Ear training – play 2-key sequence on piano to match aural sequence (with the 2 keys marked on piano)

X X X

6. The ABC’s of the Staff

LessonSection 1 - Define MIDDLE C, play every CGFBEDA on the keyboard and show

notes on the grand staffX X X

Section 2 - Show pitch relationships on keyboard and grand staff, practice playing notes on keyboard when played on grand staff

X X X

Section 3 - ear training - using buttons match notes played on grand staff given 2-4 choices

X X X X

Section 4 - Define and demonstrate OCTAVE on the grand staff, practice identifying notes that are a skip or step from a reference note on the grand staff using buttons.

X

Game Section 1 - On the piano, play every ABCDEFG X X X

Section 2 - Ear training – match one of two playing notes to reference note and then play that key on the piano

X X

Section 3 - Matching notes on staff with keys on keyboard given a nearby reference note on the staff

X X X

Section 4 - Ear training - using note buttons, aurally identify the note matching 3 choices on the staff (choice note names are labeled)

X X

Section 5 - Using note buttons, identify a note sounding on the staff (a nearby note is labeled)

X

Section 6 - Ear training - using note buttons, aurally identify the note matching 4 choices on the staff (choice note names are labeled)

X X




7. The ABC's of the Treble Staff

LessonSection 1 - Identify treble staff notes on the keyboard, show E on bottom treble staff

lineX X X

Section 2 - show space note names spell FACE, practice FACE on the staff and on the keyboard

X X X

Section 3 - show line note names spell EGBDF, practice EGBDF on the staff and on the keyboard

X X X

Section 4 - practice FACE and EGBDF on the staff X

GameSection 1 - Practice naming space notes on the treble staff using F-A-C-E buttons X

Section 2 - Play space notes on the keyboard matching a singing note on the staff X X X

Section 3 - Practice naming line notes on the treble staff using E-G-B-D-F buttons X

Section 4 - Play line notes on the keyboard matching a singing note on the staff X X X

Section 5 - Practice naming line and space notes on the treble staff using A-B-C-D-E-F-G buttons

X

Section 6 - Play line and space notes on the keyboard matching a singing note on the staff

X X X

8. More Treble Staff ABC's

LessonSection 1 - practice identifying FACE and EGBDF notes on the treble staff X

Section 2 - Practice dragging notes to correct lines and spaces X

Section 3 - Identify note names to spell a word X

GameSection 1 - Drag two labeled notes to correct lines and spaces on the treble staff X

Section 2 - Click on named note on treble staff (3 choices) X

Section 3 - Drag four labeled notes to correct lines and spaces on the treble staff X


Section 5 - Drag six labeled notes to correct lines and spaces on the treble staff X


9. Keyboard Review

LessonSection 1 - review of Lesson 7 - inside the box play A-G using black key groups as

referenceX

Section 2 - review of Lesson 7 - practice playing 2 notes in succession using mixed CDE and FGAB notes

X X

Section 3 - practice playing 3 notes in succession using mixed CDE and FGAB notes X X

Section 4 - Ear training - play 2 notes matching example using mixed CDE and FGAB X X X

Section 5 - Ear training - play 3 notes matching example using mixed CDE and FGAB X X X

GameSection 1 - Inside the box play ... (various named keys on entire keyboard) X X


X X


X X

Section 4 - Ear training – play a 2-key sequence on piano to match aural sequence (with the 2 keys marked on piano)

X X X

Section 5 - Ear training – play a 3-key sequence on piano to match aural sequence (with the 3 keys marked on piano)

X X X




10. Below the Treble Staff

LessonSection 1 - Define A as 2 ledger lines below the treble staff, practice identifying A-E

below the treble staffX

Section 2 - Drag notes to specified positions below the treble staff X

Section 3 - Play specified note on piano both below and on the treble staff X X X

Section 4 - Match pitch by ear and identify note using buttons X X

Section 5 - Identify notes in “Three Blind Mice” using buttons X

GameSection 1 - Identify the notes (ABCDE below the treble staff) as they slide across the

staff - using ABCDE buttonsX

Section 2 - Play the notes on the piano (ABCDE below the treble staff) as they slide across the staff

X X X

Section 3 - Identify the notes (on and below the treble staff) as they slide across the staff - using ABCDEFG buttons

X

Section 4 - Play the notes on the piano (2 octaves on and below the treble staff) as they slide across the staff

X X X

Section 5 - Identify the notes (on and below the treble staff) as they slide across the staff - using ABCDEFG buttons

X

Section 6 - Play the notes on the piano (2 octaves on and below the treble staff) as they slide across the staff

X X X

11. Above the Treble Staff

LessonSection 1 - Define A as 1 ledger line above the treble staff, practice identifying

FGABC above the treble staffX

Section 2 - Drag notes to specified positions above the treble staff X

Section 3 - Play specified note on piano both above and on the treble staff X X X

Section 4 - practice identifying notes above and on the treble staff X

Section 5 - Identify note names on and above the treble staff to spell words X X X

GameSection 1 - Drag each note to ... FGABC above the treble staff X

Section 2 - Identify named note on and above the treble staff (4 note choices) X

Section 3 - Ear training - using note buttons, aurally identify the note matching 5 choices on the staff

X X

Section 4 - Play each note on the piano – on and above the treble staff, piano keys not labeled

X X X

12. Loud & Soft, Same Pitch

LessonSection 1 - Ear training - identify same/different pitch for 2 notes with different vol-

umesX

Section 2 - Ear training - identify higher/same/lower pitch for 2 notes with different volumes

X

Section 3 - Ear training - match pitch of 2 notes with different volumes using the slider X

Section 4 - Ear training - more matching of pitch of 2 notes with different volumes us-ing the slider

X

GameSection 1 - Ear training - identify same/different pitch for 2 notes with different vol-

umes using same/different buttonsX




Section 2 - Ear training - identify higer/same/lower pitch for 2 notes with different vol-umes using higer/same/lower buttons

X

Section 3 - Ear training - match a note’s pitch to reference pitch using the pitch slider, different volumes

X

13. The ABC's of the Bass Staff

LessonSection 1 - Show position of bass staff w.r.t. treble staff. Locate bass staff notes on

the keyboard, show G on lowest bass staff lineX X X

Section 2 - Identify bass staff notes using buttons X

Section 3 - Introduce “All Cows Eat Grass” as a bass staff space note emory aid. Practice identifying space notes on the bass staff using buttons and using the keyboard.

X X X

Section 4 - Introduce “Good Boys Do Fine Always” as a bass staff line note memory aid. Practice iden tifying line notes using the buttons and using the key-board

X

Section 5 - Identify mixed line and space notes using the buttons. X

GameSection 1 - Practice naming space notes on the bass staff using A-C-E-G buttons X

Section 2 - Play space notes on the keyboard matching a singing note on the staff, keyboard keys labeled but fading away

X X X

Section 3 - Practice naming line notes on the bass staff using G-B-D-F-A buttons X

Section 4 - Play line notes on the keyboard matching a singing note on the staff, key-board keys labeled

X X X

Section 5 - Practice naming line and space notes on the bass staff using A-B-C-D-E-F-G buttons

X

Section 6 - Play line and space notes on the keyboard matching a singing note on the staff, keyboard keys labeled but fading away

X X X

14. Above the Bass Staff

LessonSection 1 - Practice identifying ABCDE above the bass staff X

Section 2 - Drag notes to specified positions above the bass staff - ABCDE X

Section 3 - Play staff note on piano both above and on the bass staff X X X

Section 4 - Play “Frere Jacques” on piano following the score X X X

Game Section 1 - Identify the notes (ABCDE above the bass staff) as they slide across the

staff - using ABCDE buttonsX

Section 2 - Play the notes on the piano (ABCDE above the bass staff) as they slide across the staff, piano keys labeled but fading away

X X X

Section 3 - Identify the notes (on and above the bass staff) as they slide across the staff - using ABCDEFG buttons

X

Section 4 - Play the notes on the piano (2 octaves on and above the bass staff) as they slide across the staff, piano keys labeled but fading away

X X X

Section 5 - Identify the notes (on and above the bass staff) as they slide across the staff - using ABCDEFG buttons

X

Section 6 - Play the notes on the piano (2 octaves on and above the bass staff) as they slide across the staff, piano keys labeled but fading away

X X X

15. Below the Bass Staff

LessonSection 1 - Identifying ledger notes CDEFG below the bass staff X X X

Section 2 - Drag notes to specified positions below the bass staff - CDEGF X




Section 3 - Match pitch by ear and identify note using buttons X X

Section 4 - Play “When the Saints Go Marching In” on piano following the score X X X

GameSection 1 - Drag each note to ... CDEFG below the bass staff X

Section 2 - Identify named note on and below the bass staff (4 note choices) X

Section 3 - Ear training - using note buttons, aurally identify the note matching 5 choices on the staff

X X

Section 4 - Play each note on the piano – on and below the bass staff, piano keys not labeled

X X X

16. Same Pitch, Different Timbres

LessonSection 1 - Ear training - identify notes with same pitch, different timbres on grand

staffX

Section 2 - Ear training - identify same/different pitch X

Section 3 - Ear training - identify higher/same/lower pitch X

Section 4 - Ear training - match pitch of 2 notes with different timbres using the slider X

Section 5 - Ear training - more matching of pitch of 2 notes with different volumes us-ing the slider

X

GameSection 1 - Ear training - identify same/different pitch for 2 notes with different timbres

using same/different buttonsX

Section 2 - Ear training - click the note matcing a reference pitch, different timbres, 3 note choices

X

Section 3 - Ear training - identify higer/same/lower pitch for 2 notes with different tim-bres using higer/same/lower buttons

X

Section 4 - Ear training - click the note matcing a reference pitch, different timbres, 5 note choices

X

Section 5 - Ear training - match a note’s pitch to reference pitch using the pitch slider, different timbres

X

17. The ABC's of the Grand Staff

LessonSection 1 - Review memory aids. Identify notes on grand staff using note buttons X

Section 2 - Match note’s pitch and identify note using note buttons X X

Section 3 - Identify notes using note buttons by playing “Michael Rode the Boat Ashore” in four ascending octaves

X

GameSection 1 - What do the notes spell? – identify 2-note and 3-note pitch sequences

using selection buttonsX

Section 2 - Ear training - identify the note (3 choices) matching a reference pitch us-ing note selection buttons

X X

Section 3 - What do the notes spell? – identify 3-note and 4-note pitch sequences using selection buttons

X

18. Half Steps and Whole Steps

LessonSection 1 - Define HALF STEP. Identify half steps higher and lower than reference

key on keyboardX X

Section 2 - More identifying half steps on keyboard X X

Section 3 - Define WHOLE STEP. Identify whole steps on keyboard X X

Section 4 - Identify intervals of half or whole step using buttons X X




Section 5 - Ear training - identify half or whole steps by ear using buttons X

GameSection 1 - Identify whether 2 keys playing on the piano are a half step or whole step

apartX X

Section 2 - Play key a half or whole step higher than reference key on piano keyboard X X X

Section 3 - Ear training – aurally determine whether 2 keys playing on the piano are a half step or whole step apart

X X

Section 4 - Ear training – aurally determine interval and play the corresponding key a half or whole step higher

X X X

19. More ABC's of the Grand Staff

LessonSection 1 - Play scales on lowest octave. Drag notes up an octave. Repeat for four

octavesX X X

Section 2 - Identify various notes on the grand staff by playing on keyboard X X X

Section 3 - Drag note on staff to match key sounding on keyboard X X X

GameSection 1 - Play the note on the keyboard that is singing on the grand staff X X X

Section 2 - Click the note that is not B, etc .... given 4 choices on grand staff X X

Section 3 - Click the note that is not B, etc .... given 4 choices on grand staff X X

Section 4 - Play the note on the keyboard that is singing on the grand staff X X X

20. Sharps and Flats

LessonSection 1 - Define SHARP. Show examples of C#, G# and E# (show same as F) X X

Section 2 - Play various #’s on the keyboard X X

Section 3 - Define FLAT. Show examples of Bb (show as A#), Gb, Fb (show as E). Define NATURAL

X X

Section 4 - Identify various sharps, flats and naturals on the keyboard X X

Section 5 - Play 3-note sequences of sharps, flats and naturals on the keyboard X X

GameSection 1 - Inside the box play various sharps on the keyboard X X

Section 2 - Inside the box play 2-key sequences with accidentals on the keyboard X X

Section 3 - Inside the box play 3-key sequences with accidentals on the keyboard X X

Section 4 - Ear training - play jumbled 3-key sequences with accidentals on the key-board

X X

21. Sharps & Flats on the Staff

LessonSection 1 - Show sharps and flats on the grand staff related to keyboard. Define

SHARP and FLATX X X X

Section 2 - Practice playing sharps and flats on the keyboard X X X

Section 3 - Drag notes to specified sharp and flat positions on the grand staff X

Section 4 - Ear training - distinguishing sharps and flats X

Game Section 1 - Play sharps/flats/naturals on the piano X X X

Section 2 - Ear training – hearing sharps/flats X

Section 3 - Playing sharps/flats on the piano X X X

22. More Sharps & Flats on the Staff

Lesson




Section 1 - Ear training - identify sharp or flat by ear and identify using note buttons X X

Section 2 - Ear training - identify sharp or flat by ear and play note on piano X X X X

Section 3 - Ear training - match sharp or flat pitch by ear and locate on piano X X X X

Game Section 1 - Ear training – match pitch and recognize sharp/flat using note buttons X X

Section 2 - Ear training – match pitch, identify sharp/flat and play the note on the piano

X X X X

Section 3 - Ear training – match pitch to one of two choices and recognize sharp/flat using note buttons

X X X X

Section 4 - Ear training – match pitch to one of two choices, identify sharp/flat and play the note on the piano

X X X X

Section 5 - Ear training – match pitch to one of three choices and recognize sharp/flat using note buttons

X X

23. The Key Signature

LessonSection 1 - Define KEY SIGNATURE. Show and play B flats in “London Bridges...”

on treble staffX X X

Section 2 - Identify flatted notes on bass staff. Learn that treble and bass staves al-ways have the same key signature. Show and play B flats in “London Bridges...” on bass staff

X X X

Section 3 - Identify sharped notes on treble staff. Show and play F sharps in “London Bridges...” twice on the treble staff and then twice on the bass staff

X X X

Game Section 1 - Practice playing naturals, sharps and flats on the keyboard following key

signature on grand staffX X X

Section 2 - Practice playing naturals, sharps and flats on the keyboard following key signature on grand staff

X X X


X X X


X X X

24. Introduction to Major Scales

LessonSection 1 - Define SCALE, ASCENDING and DESCENDING. Listen and discrimi-

nate between scale patterns and non-scale patternsX X X

Section 2 - Define DEGREE. Play specified degree. Define MAJOR SCALE (WWHWWWH)

X X X

Section 3 - Demonstrate other major scales (D, G and B) X

Section 4 - Practice playing various major scales X X

Game Section 1 - Play WWHWWWH step sequence to make ascending major scales X X

Section 2 - More work with ascending major scale step sequence X X

Section 3 - Play WWHWWWH step sequence to make descending major scales X X

Section 4 - More work with descending major scale step sequence X X



Technical Support


Technical SupportThe Music Ace program is designed to be easy to install and use. However, if you run into a problem installing or using this product, consult the Technical Support section on our Web site at www.harmonicvision.com. If you are unable to solve your problem after reviewing the information you find there, please call Harmonic Vision’s Technical Sup-port Department during normal business hours at 800-474-0903.

Before you call Technical Support, please have the following information available:

1. Your product registration number.

2. The type of computer you are using (Windows or Mac) and the operating system you are using (XP, OS X, etc.).

3. A specific description of the problem, including any error messages you have seen dis-played.

If possible, please call from a telephone located near your computer.

Word Games - 1

Example

1. b a g 3.

4.

7.

10.

5. 6.

8. 9.

11. 12.

2.

Name:

Teacher:

Date:

MASTER01

Example

1. b a g 3. g a g

4. d a d

7. f e d

10. g e e

5. c a b 6. b e d

8. g a b 9. b e g

11. f a d 12. a g e

2. d a b

Answer Sheet:

Word Games - 1

MASTER02

Word Games

1. 3.

4.

7.

10.

5. 6.

8. 9.

11. 12.

2.

Name:

Teacher:

Date:

MASTER03

Teacher:

1.

Example

d e e d 3.

4.

7.

10.

5. 6.

8. 9.

11. 12.

2.

Word Games - 2

Name: Date:

MASTER04

Word Games - 2

1.

Example

d e e d 3. b e a d

4. b a b e

7. g a f f

10. c e d e

e g a d5. 6. f a c e

8. a c e d 9. b e e f

11. c a g e 12. f e e d

2. b a d e

Answer Sheet:

MASTER05

Teacher:

1. 3.

4.

7.

10.

5. 6.

8. 9.

11. 12.

2.

Word Games

Name: Date:

MASTER06

Teacher:

11. R

2. V

10. 12.

5. O

Example

1. e ea g R 3. R

4. 6. T

8. G7. R 9. N

Word Games - 3

Name: Date:

MASTER07

11. c e d a R

2. e a edV

10. f da ec 12. e ed g d

5. d d g eO

Example

1. e ea g R 3. b e daR

4. f da d e 6. c ea d T

8. c da eG7. a g e eR 9. d a c eN

Answer Sheet: Word Games - 3

MASTER08

Teacher:

11.

2.

10. 12.

5.

1. 3.

4. 6.

8.7. 9.

Word Games

Name: Date:

MASTER09

Teacher:

Example

1. b e g 3.

4.

7.

10.

5. 6.

8. 9.

11. 12.

2.

Name:

Word Games - 4

Date:

MASTER10

Word Games - 4

Example

1. b e g 3. b e e

4. b a d

7. a d d

10. a g e

5. f e e 6. e g g

8. g a g 9. b e d

11. b a g 12. a c e

2. a b e

Answer Sheet:

MASTER11

Teacher:

1. 3.

4.

7.

10.

5. 6.

8. 9.

11. 12.

2.

Name:

Word Games

Date:

MASTER12

Word Games - 5

Example

1. a c e d 3.

4.

7.

10.

5. 6.

8. 9.

11. 12.

2.

Name:

Teacher:

Date:

MASTER13

Example

1. a c e d 3. d e a d

4. f a c e

7. f a d e

10. c a g e

5. b e e f 6. d e a f

8. a g e d 9. c a f e

11. e d g e 12. f e e d

2. b e a d

Answer Sheet:Word Games - 5

MASTER14

Word Games

1. 3.

4.

7.

10.

5. 6.

8. 9.

11. 12.

2.

Name:

Teacher:

Date:

MASTER15

Teacher:

10. N 12. T

5.

11.

1.

Example

e ea g L 2. R 3.

4. L 6. R

8. R7. 9.

Name:

Word Games - 6

Date:

MASTER16

10. f ee cN 12. c ea d T

5. b a d g e

11. e d g e d

1.

Example

e ea g L 2. b e daR 3. f a d e d

4. c ea b L 6. e ea g R

8. a eg eR7. c a g e d 9. f a c e d

Answer Sheet: Word Games - 6

MASTER17

Teacher:

3.1. 2.

4. 5. 6.

7. 8. 9.

10. 11. 12.

Name:

Word Games

Date:

MASTER18

3-letter Words Containing Only the Letters A-G

ABE ACE ADA ADD AGE BAA BAD BAG BEA BEDBEE BEG CAB CAD DABDAD DEB EGG FAB FADFED FEE GAB GAD GAG GEE

4-letter Words Containing Only the Letters A-G

ABED ACED AGED BABE BADEBEAD BEEF CAFE CAGE CEDEDEAD DEAF DEED EDGE EGADFACE FADE FEED GAFF

4-letter Words Containing Mostly the Letters A-G

ACID ACRE AGOG BABY BACKBAKE BALD BALE BAND BANGBASE BEAN BEAR BEND BIDEBLAB BRAG CAKE CALF CANECAPE CARD CARE CASE CHEF CLAD CODA CODE CRAB CUBECUFF DATA DECK DICE DRABDRAG DREG FANG FEUD FLAGFLED GALA GANG GATE GEARGLAD GRAB PAGE SAFE SAGA

MASTER19

5-letter Words Containing Mostly the Letters A-G

ABBEY ABIDE AGREE AHEAD BADGEBAGEL BARGE BEARD BEGAN BLADEBLEED BRACE BREAD BREED BUDGECABLE CADDY CADET CEASE CEDARDAFFY DANCE DECAY DODGE DREADEAGER EAGLE EVADE FABLE FADEDFENCE GAUGE GRACE GRADE GREED

6-letter (and longer) Words Containing Mostly the Letters A-G

ABDICATE ACADEMIC AFFABLE AFFECTAFGHAN AFRAID AGENCY AGGREGATEBABBLE BAFFLE BAGGAGE BALANCEBAREBACK BAREFACE BEAGLE BEDBUGBEGGAR BEHEAD BEWARE BICYCLEBLEACH BOBCAT BOGGLE BREACHBUFFET CABBAGE CADENCE CALENDARCANCEL CANDID CANDIDATE CANDLECAPABLE CARAFE CAREER CHANCECHANGE CICADA COFFEE CRADLEDABBLE DAGGER DANGER DANGLEDEADBEAT DEBACLE DEBATE DECADEDECIDE DEFACE DEFAME DEFEATDEFECT DEFIANCE DEFLATE DEFLECTDEGREE DREDGE EDIFICE EDUCATEEFFECT ENABLE ENGAGE ESCAPEFACADE FEDERAL FEDERATE FEEBLEFIDGET FLABBY FLEECE GADGETGAGGLE GARAGE GARDEN GARGLEGENDER HAGGARD HEADACHE JAGGEDLACERATE MACABRE PACKAGE PEACEABLEPRACTICE RABBLE RAFFLE SADDLESAFEGUARD

MASTER20

Name:

Teacher:

Date:

MASTER21

F A C E

Fast Alligators

Catch Elves

Ferrets Always

Crash Early

Name:

Teacher:

Date:

MASTER22

Every Good BoyDoes Fine

Every Goose Buys

Dog Food

Elephants Get Big

Door Frames

Name:

Teacher:

Date:

MASTER23

All Cows

Eat Grass

Ants Can

Eat Garbage

Arkansas Cows

Expect Gifts

Name:

Teacher:

Date:

MASTER24

Good Boys Do

Fine Always

Girls Buy Dogs

For Animals

Green Bugs Drive

Fast Automobiles

Name:

Teacher:

Date:

MASTER25

MASTER26

Nam

e:

Tea

cher

:

Dat

e:

Name:

Teacher:

Date:

MASTER27

Name:

Teacher:

Date:

MASTER28

Name:

Teacher:

Date:

MASTER29

A n

ote

from

Mae

stro

Max

Teac

her

Dat

e

A n

ote

from

Mae

stro

Max

Tea

che

rD

ate

A n

ote

from

Mae

stro

Max

Teac

her

Dat

e

MASTER30

A n

ote

from

Mae

stro

Max

Tea

che

rD

ate

MU

SIC

AC

E

Les

son

Pro

gres

s

Stu

den

t

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Lesson 17

Lesson 18

Lesson 19

Lesson 20

Lesson 21

Lesson 22

Lesson 23

Lesson 24

TM

MASTER31

MU

SIC

AC

E

Gam

e P

rogr

ess

Stu

den

t

Game 1

Game 2

Game 3

Game 4

Game 5

Game 6

Game 7

Game 8

Game 9

Game 10

Game 11

Game 12

Game 13

Game 14

Game 15

Game 16

Game 17

Game 18

Game 19

Game 20

Game 21

Game 22

Game 23

Game 24

TM

MASTER32

Les

son

17

Les

son

1

Les

son

9

Les

son

18

Les

son

2

Les

son

10

Les

son

19

Les

son

3

Les

son

11

Les

son

20

Les

son

4

Les

son

12

Les

son

21

Les

son

5

Les

son

13

Les

son

22

Les

son

6

Les

son

14

Les

son

23

Les

son

7

Les

son

15

Les

son

24

Les

son

8

Les

son

16

Gam

e 17

Gam

e 1

Gam

e 9

Gam

e 18

Gam

e 2

Gam

e 10

Gam

e 19

Gam

e 3

Gam

e 11

Gam

e 20

Gam

e 4

Gam

e 12

Gam

e 21

Gam

e 5

Gam

e 13

Gam

e 22

Gam

e 6

Gam

e 14

Gam

e 23

Gam

e 7

Gam

e 15

Gam

e 24

Gam

e 8

Gam

e 16

MU

SIC

AC

E

Les

son

an

d G

ame

Pro

gres

s

Nam

e:

Tea

cher

:

TM

MASTER33

Thi

s C

erti

fica

te is

aw

arde

d to

:

for

achi

evin

g th

e H

igh

Gam

e S

core

for

Mus

ic A

ce G

ame

___.

Mus

ic T

each

erD

ate

MASTER34

Thi

s C

erti

fica

te is

aw

arde

d to

:

for

achi

evin

g th

e H

igh

Tota

lS

core

for

the

Mus

ic A

ce G

ames

Mus

ic T

each

erD

ate

MASTER35

Thi

s C

erti

fica

te is

aw

arde

d to

:

for

com

plet

ing

Mus

ic A

ce

Les

son

___

wit

h H

igh

Hon

ors

Mus

ic T

each

erD

ate

MASTER36

Thi

s C

erti

fica

te is

aw

arde

d to

:

for

Bes

t Ori

gina

l Com

posi

tion

usin

g th

e M

usic

Ace

Doo

dle

Pad

Mus

ic T

each

erD

ate

MASTER37

Thi

s C

erti

fica

te is

aw

arde

d to

:

for

Mus

ic T

each

erD

ate

MASTER38


MUSIC ACE

SERIES

Installation Guide

2 Music Ace[2] Installation Guide



Table of Contents

Music Ace[2] Installation Guide 3

1. About this Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2. Windows Installation and Setup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Installing a Single-Computer or Lab Pack Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Saving Student Tracking Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Uninstalling a Previous Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Installing the New Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Restoring Student Tracking Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Installing a Network Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Saving Student Tracking Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Uninstalling a Previous Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Server uninstall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Workstation Uninstall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Installing the New Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Installation Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8File Server Installation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Workstation Installation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Installing Multiple Locations on a Single Server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Using the Auto-Login Feature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Restoring Student Tracking Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Configuring the Product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Configuring Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Calibrating Latency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

3. Macintosh Installation and Setup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Installing a Single-Computer or Lab Pack Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Saving Student Tracking Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Uninstalling a Previous Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Installing the New Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Restoring Student Tracking Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Installing a Network Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Saving Student Tracking Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Uninstalling a Previous Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Server uninstall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Workstation uninstall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Installing the New Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Installation Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20File Server Installation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Workstation Installation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Installing Multiple Locations on a Single Server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Using the Auto-Login Feature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Restoring Student Tracking Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Configuring the Product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Configuring Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Calibrating Latency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

4. Installing for Both Windows and Macintosh Workstations . . . . . . . . . . . . . . . . . . . . . . . . 25

5. Technical Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

About this Guide


About this Guide

This Installation Guide describes the procedures for installing and configuring the Music Ace and Music Ace 2 products in various computer environments including non-network and network environments running Windows or Macintosh operating systems. It includes instructions for configuring sound drivers for various input and output sound devices. As such it will be of interest to the System Administrator or to the educator who performs the administrator functions.

NOTE: Rather than refer to the two products (Music Ace and Music Ace 2) as "Music Ace and Music Ace 2" throughout this guide, we will use the shorthand notation "Music Ace[2] " to refer to either Music Ace or Music Ace 2. Similarly, when specifying file locations we will use the shorthand notation "MA1[2]" and "Music Ace[2]" to refer to "MA1" or "MA2" and "Music Ace" or "Music Ace 2" respectively.

Windows Installation and Setup


This chapter contains instructions for installing and configuring Music Ace[2] on a Windows computer systems. The procedures for installing depend upon whether you have a non-network edition (single-computer or Lab Pack) or a network edition of the product. Installation instructions for a non-network edition are given below. If you are installing a network edition skip ahead to the section entitled “Installing a Network Edition” on page 7.

Installing a Single-Computer or Lab Pack EditionThis section describes the procedure for installing a non-network (single-computer or Lab Pack) edition of Music Ace[2]. For network edition installation procedures see “Installing a Network Edition” on page 7.

In general, the installation procedure consists of the following steps:

1. Save the current student data (if applicable)

2. Uninstall the previous version (if applicable)

3. Install the new version

4. Restore the student tracking data (if applicable)

5. Configure the new version

These steps are described in the following sections. If this is not an upgrade installation, i.e. a first-time installation, some of these steps may not apply.

Saving Student Tracking DataIf you do not have a previous version of this product installed, you may skip this section. If this is an upgrade to an existing version of this product, it is likely that you have student data from the previous version that you would like to use with your new version. This section describes the procedure for saving your existing student data so that the data may be restored after installing your new version.

To save existing Music Ace[2] student tracking and configuration data:

• For Windows XP:

1. copy the folder C:\Documents and Settings\All Users\Shared Documents\Harmonic Vision\Doodle to a temporary location

2. copy the folder C:\Documents and Settings\All Users\Shared Documents\Harmonic Vision\Settings\MA1[2]\db to a temporary location

• For Windows Vista and Windows 7:

1. copy the folder C:\Users\Public\Public Documents\Harmonic Vision\Doodle to a temporary location

2. copy the folder C:\Users\Public\Public Documents\Harmonic Vision\Settings\MA1[2]\db to a temporary location

Uninstalling a Previous VersionIf you do not have a previous version of this product installed, you may skip this section. If this is an upgrade to an existing version of this product, it is very important that you uninstall the current version before installing the new version.



To uninstall a previous version of Music Ace[2] use the Uninstall feature of the Windows Control Panel:

• For Windows XP use Start—Control Panel—Add or Remove Programs. Then highlight Music Ace[2] and click Remove.

• For Windows Vista and Windows 7 use Start—Control Panel—Programs and Features. Then highlight Music Ace[2] and click Uninstall/Change.

Installing the New VersionThis section describes the procedure for installing a stand-alone (single computer or Lab Pack) edition of Music Ace[2]. If you are installing a network edition of Music Ace[2] see “Installing a Network Edition” on page 7.

NOTE: During the installation process, you will be prompted for your name and your registration number. The registration number can be found on the license agreement that came with your product. Please keep a copy of this agreement in a safe place. If you ever need to reinstall the program you will need this number.

1. Insert the Music Ace[2] CD-ROM into the computer’s CD-ROM drive.

2. The Windows installer should start up automatically.

3. You will then be asked to accept the terms of the license agreement.

4. Next you will be asked to enter your registration number. The registration number can be found on the license agreement that came with your product.

5. At this time you will be able to specify the locations where the Music Ace[2] program and the student tracking data will be stored on your computer.We recommend that you use the default locations provided. If you wish to change either of these locations then click on Pro-gram Files or User Data and then select the Browse button to specify the desired locations.

6. Click the Next button. The necessary files will be copied to the computer. Click “Finish” to complete the installation.

7. If you are installing a Lab Pack edition of the product, repeat the above procedure at each com-puter.

Restoring Student Tracking DataOnce your new version of Music Ace[2] is installed you will need to restore the student tracking and configuration data that you saved earlier. If you did not have a previous version of this product installed or if you did not elect to save your data, you may skip this section.

To restore the Music Ace[2] student tracking and configuration data:

• For Windows XP:

1. copy the entire Doodle folder that you saved earlier to C:\Documents and Settings\All Users\Application Data\Harmonic Vision\Music Ace[2].

2. copy the entire db folder that you saved earlier to C:\Documents and Settings\All Users\Application Data\Harmonic Vision\Music Ace[2].

• For Windows Vista and Windows 7:



1. copy the entire Doodle folder that you saved earlier to C:\ProgramData\Harmonic Vision\Music Ace[2]

2. copy the entire db folder that you saved earlier to C:\ProgramData\Harmonic Vision\Music Ace[2]

Customizing the InstallationYour Music Ace[2] program should be ready to use immediately after installation. However, if you experience any problems with the sound produced by the program, or if you wish to customize the sound settings, please see the section “Configuring Sound” on page 11. If you notice that the sound and the animation do not appear properly synchronized, you may also wish to configure the latency setting, described in “Calibrating Latency” on page 14.

Installing a Network EditionThis section describes the procedure for installing a network edition of Music Ace[2]. For non-network (single-computer or Lab Pack) edition installation procedures see “Installing a Single-Computer or Lab Pack Edition” on page 5.

In general, the installation procedure consists of the following steps:







Saving Student Tracking DataIf you do not have a previous version of this product installed, you may skip this section. If this is an upgrade to an existing version of this product, it is likely that you have student data from the previous version that you would like to use with your new version. This section describes the procedure for saving your existing student data so that the data may be restored after installing your new version. If you don’t care about saving your current student data then you may skip this section.

The student data for a network edition is stored on the file server. The location can vary depending upon the folder you specified during the installation of the previous version. You can determine the location of this folder on the server by looking at the target of the shortcut located at C:\Program Files\Harmonic Vision\Music Ace[2]\db\MA1[2]_UserDB.tag on any of the Music Ace[2] workstations. To save existing Music Ace[2] student tracking data copy the server folder db at this location to a temporary location




Server uninstallIt is not necessary to uninstall the previous installation of the network edition of Music Ace[2] from the server since you have the option to specify the server location for the new installation. Be sure to install the new version in a different location on the server than the previous version.

If you want to remove all the files on the server from the previous installation you can determine the location of the folder to delete by looking at the target of the shortcut located at C:\Program Files\Harmonic Vision\Music Ace[2]\db\MA1[2]_UserDB.tag on any of the Music Ace[2] workstations. The folder to delete on the server will be the parent of the db folder.

Workstation UninstallTo uninstall a previous version of Music Ace[2] on a workstation use the Uninstall feature of the Windows Control Panel:

• For Windows XP use Start—Control Panel—Add or Remove Programs. Then highlight Music Ace[2] and click Remove.

• For Windows Vista and Windows 7 use Start—Control Panel—Programs and Features. Then highlight Music Ace[2] and click Uninstall/Change.

Installing the New Version

The network edition of Music Ace[2] stores the user progress data on the file server. This gives users the ability to access their progress data from any workstation, allowing them to run the application from any workstation connected to the network.

Music Ace[2] uses the server for student progress data storage only. The application itself runs entirely on the individual workstations. There is no executable component of the application that runs on the server.

Installation OverviewInstalling a network edition of Music Ace[2] is a two step process.

1. Server Installation: The first install is performed directly on the file server and copies files from the CD-ROM to the designated shared folder on the file server.

2. Workstation Installation: An installation package located in the server folder is run on each workstation where it installs a local copy of Music Ace[2]. Path information pointing back to the server folder is saved on each workstation. This enables Music Ace[2] to save user progress data at a central location.

File Server InstallationThe procedure for installing the Music Ace[2] data files and workstation installation files on the server is:

1. Insert the Music Ace[2] CD-ROM into the CD-ROM drive on the server.

2. The Windows installer should start up automatically.


4. Next you will be asked to enter your name and registration number. The registration number can be found on the license agreement that came with your product.

5. Specify a destination folder. This selection will determine where the Music Ace[2] installation directory will be placed on the file-server.



When asked to choose a destination folder, select a shared folder on the server that is accessible by all Music Ace[2] users on all workstations. The installation program will copy user progress files, configuration files and workstation installation files to this folder. Click the Next button.

6. To start the installation click the Next button. The necessary files will be copied to the server. Click Finish to complete the file server installation.

7. You may now store the installation CD-ROM in a safe place. It will not be needed for the work-station installations.

Workstation InstallationNote: You do not need the installation CD-ROM for the workstation installation. The workstation installation is accomplished using files on the server that were installed during the server installation described above.

In order for the workstation to access the necessary files on the server you must establish a network path to the server on each of the workstations. The path may be a UNC path, e.g. //server-name/Music Ace 2, or may be a drive mapping, e.g. M:/Music Ace 2. If you use a drive mapping, make sure the same mapping exists on all workstations and appropriate user accounts on each of the workstations.

The procedure for installing the Music Ace[2] program on the workstation is:

1. On the workstation establish a network path to the server as described above.

2. From the workstation, open the Music Ace[2] installation directory on the file server. Select the “Windows Workstation Install” folder and run the program “MAWorkstationInstall.exe”.


4. At this time you will be able to specify the locations where the Music Ace[2] program and some local user data will be stored on your computer.We recommend that you use the default locations provided. If you wish to change either of these locations then click on Program Files or User Data and then select the Browse button to specify a different location. Click Next when finished.

5. Click the Next button. The necessary files will be copied from the server to the workstation.

6. Click Finish to complete the installation.

7. To make it easy to run the Music Ace[2] program you may wish to create a program shortcut on the workstation desktop.

Customizing the InstallationYour Music Ace[2] program should be ready to use immediately after installation. However, if you experience any problems with the sound produced by the program, or if you wish to customize the sound settings, please see the section “Configuring Sound” on page 11. If you notice that the sound and the animation do not appear properly synchronized, you may also wish to configure the latency setting, described in “Calibrating Latency” on page 14.

Installing Multiple Locations on a Single ServerIn cases where workstations at multiple locations (such as schools within a district) are connected to a common server, we recommend that you configure Music Ace[2] on the server so that each location has its own student tracking database. This will keep the student data for each location separate from the data for



other locations, and will help minimize the database sizes for more efficient operation. The procedure for creating unique instances of the student database for multiple locations involves the following steps:

1. Perform a server installation for one of the locations (see “File Server Installation” on page 8).

2. Make copies of the first server installation for each of the additional locations.

3. Edit a configuration file to set the proper location name for each installation

4. Perform the workstation installations for each of the loca-tions.

For example, to create unique student databases for three elementary schools in District 303 (Lincoln, Roosevelt and Washington) you would first create unique directories on the server for each of the three schools. Then perform a server installation for Lincoln Elementary, specifying the directory “Lincoln Elementary/Music Ace” in this example. Then copy the Lincoln Elementary installation directory to each of the other directories. After these steps you will have directories on the server that look like the figure shown here.

Next you will edit the school name contained in the Settings.cfg file located as shown in the figure here. Using a text editor, such as Windows Notepad, change the Owner Name from Lincoln Elementary to Roosevelt Elementary. Make a similar change in the Owner Name in the Settings.cfg file in the Washington Elementary directory.

When the student database have been created on the server, you then perform the workstation installations as described in “Workstation Installation” on page 9. For each school you will run the workstation installer called Music Ace Workstation Install located in the Windows Workstation Install directory for the respective school. Be sure that you select the proper directory for the desired school when you run the workstation installer.

Using the Auto-Login FeatureMusic Ace products include a feature called auto-login which controls whether the program displays a list of user names at startup, or uses the network login ID as the user name at startup. When the auto-login feature is OFF, a list of users is displayed at startup allowing the user to select her name from the list or create a new user name. When the auto-login feature is ON, the network login ID is automatically used as the user name at startup and the list of user names is not displayed. The auto-login feature is controlled by a configuration file setting. The installation default is auto-login OFF.

Caution: Do not enable the auto-login feature unless all of those students using the program have individual network logins on your network.



To enable the auto-login feature for a network edition of Music Ace[2] you must edit the configuration file on the network server named MA1[2]_RmtSettings.cfg. Change the line in that file that reads “AutoLogin=false” to read “AutoLogin=true”.


To restore the Music Ace[2] student tracking and configuration data on the server, copy the entire db folder (that you saved earlier) to the server at the location you specified during the installation of the new version, replacing the entire db folder.

This completes the installation procedure. You are now ready to use your new version of Music Ace[2].

Configuring the ProductYour Music Ace[2] program should be ready to use immediately after installation. However, if you experience any problems with the sound produced by the program, or if you wish to customize the sound settings, please see the section “Configuring Sound” on page 11. If you notice that the sound and the animation do not appear properly synchronized, you may also wish to configure the latency setting, described in “Calibrating Latency” on page 14.

Configuring SoundIntroduction to Computer SoundComputers can typically generate two basic kinds of sound: Wave sound and MIDI sound. Music Ace[2]uses both Wave and MIDI sound.

Wave soundWave sound, also called “digitized” sound, consists of recordings of actual sounds that can be played back just as if they had been recorded on a tape recorder. Music Ace[2] uses these digitized sounds for sound effects such as applause and Maestro Max’s voice. If you have a Windows machine, the various Windows sound effects you may have on your computer, such as Windows Start and Exit sounds, are examples of wave files. (Note: Macintosh computers use a different sort of system sound file.)

“Wave” sound should not be confused with “wavetable” audio units. Wave sound is fundamentally different from the other type of computer-generated sound called “MIDI sound.”

MIDI SoundThe term MIDI is an abbreviation for “Musical Instrument Digital Interface.” Its most basic meaning refers to the interface between a computer and an external electronic musical instrument, usually a MIDI keyboard. However, “MIDI” also refers to an entire system that lets MIDI programs and devices—such as an external MIDI keyboard or a computer audio unit—communicate with each other. MIDI uses messages that tell a MIDI device to play a particular note, for how long, and so on. MIDI is very useful for playing and composing music. MIDI-generated sounds are much more flexible than Wave sounds, since wave files cannot be manipulated to the same degree that MIDI-based sounds can. All of the music played by the Music Ace[2] program is played using MIDI sound.



Sound Hardware and Device Drivers

Sound HardwareComputers use two basic types of hardware devices to generate sound: internal audio units and external MIDI instruments. Audio units are installed internally in the computer and are connected to internal or external speakers or headphones. Audio units generally support both Wave and MIDI sounds. MIDI instruments (keyboards and sound modules) are connected to a MIDI interface on the computer. Most MIDI instruments provide MIDI sound only, and do not support Wave sound (although special Wave-like sound effects can be simulated by many MIDI keyboards).

Music Ace[2] supports both audio units and MIDI interfaces. The program will also work with a combination of a audio unit and an external MIDI device. For example, you may use an external MIDI device for music sounds and a audio unit for Wave sound.

Sound Device DriversIn order for your sound hardware to operate properly with your computer, supporting software called “device drivers” must be installed on your system. These device drivers are provided by the manufacturer of your computer or sound hardware. If you already have sound devices operating on your computer, the device driver software is already loaded on your system. If you add a new sound device, you will probably have to install the device driver provided with the sound device. Music Ace[2] assumes that the necessary device drivers are installed and configured correctly on your computer. If this is not the case, you will need to refer to the manuals provided with your computer or your MIDI keyboard to install and set up the necessary device driver(s).

Setting Up for SoundMusic Ace[2] will attempt to configure your computer’s sound. The program assumes that you do not have an external MIDI keyboard, so it will make use of your computer’s internal audio unit by default. More specifically, Music Ace[2] will use the MIDI and Wave drivers specified in the Multimedia Control Panel. You will need to configure sound only if:

• you wish to use an external MIDI keyboard for MIDI input and/or MIDI output.

• you want to select a different sound driver.

• the Music Ace[2] installer encounters problems during the initial setup.

If none of the above applies, you can skip this section.

All of the sound configuration settings for Music Ace[2] are accessed from the program’s Preferences menu. Click the Preferences button in the upper right-hand corner of the Main menu to open the Preferences menu.

Music Ace[2] makes use of two different kinds of sound generation: Wave sound and MIDI sound. Wave sound is pre-recorded, digitized sound, such as the program’s short sound effects and Maestro Max’s voice. MIDI sound is created by an audio unit or external MIDI keyboard from instructions that it receives from your Music Ace[2] program. The music sung by the animated notes in Music Ace[2] is an example of MIDI sound.

There are both Wave and MIDI devices located on your computer’s audio unit, and each device must be configured separately for the program. Each device has one or more drivers associated with it. A driver is a small software program that acts as a liaison between the sound device and an application



such as Music Ace[2]. To configure each of the sound devices, you must choose the proper driver for the program to use.

Choosing a MIDI Output DriverA MIDI device—i.e. an internal audio unit or external MIDI keyboard—produces the music heard from the animated notes in Music Ace[2]. To view the MIDI Output Driver screen, click on the button labeled “MIDI Output Driver” on the Preferences menu. On the MIDI Output Driver screen, the choices presented to you are the MIDI drivers installed on your machine.

You should see three or more options from which to choose. (The screen that you see on your computer may have different choices than those shown here.)

• Microsoft MIDI Mapper: Select this to use the Windows MIDI settings. These settings can be made in the Multimedia Control Panel under the MIDI tab.

• Microsoft GS Wavetable Synthesizer: This choice will route music sounds to the built-in wavetable music synthesizer.

• If you have an external MIDI keyboard connected to your computer it will show up in this list (in this case the driver for the external MIDI keyboard is “Out USB MIDI 1x1”). Select this device to use your external keyboard to play the music from your Music Ace[2] program.

• Microsoft DirectMusic: This choice will route music sounds to the built-in DirectMusic driver.

• None: Choosing this option will disable MIDI output.

You can test each driver by choosing an option and then clicking on either the on-screen piano keyboard or on any of the instruments. If you can hear the piano or instrument, the driver is working properly.

To save your settings, click the OK button. To restore the original settings, click the Restore Defaultsbutton.

Choosing a MIDI Input driverIf you wish to use an external MIDI keyboard for MIDI input, you will need to tell the program to use the associated MIDI input driver.

To view the MIDI Input Driver choices, click the MIDI Input Driver button in the Preferences menu.

If you do not have an external MIDI device connected to your computer the only choice shown will be “None”. If you have an external MIDI device connected, you should see that device listed as an option (in this case the driver for the external MIDI keyboard is “In USB MIDI 1x1”).

To enable MIDI input, select the desired MIDI input driver, and then test your setup by playing keys on your external keyboard. The corresponding keys of the on-screen piano will light up if everything is working.

To save your settings, click the OK button. To restore the original settings, click the Restore Defaultsbutton.



Note: If some notes don’t seem to work, remember that the on-screen keyboard for Music Ace[2] is only four octaves long. Many keyboards have more than four octaves, so you might be playing out of your program’s key range.

Choosing a Wave Output DriverMaestro Max’s voice and other sound effects are played through a Wave device. To select the desired Wave Driver click the Wave Driver button in the Preferences menu.

You will typically be presented with three or more options for a Wave driver. Here is a sample of what you might see:

• Primary sound driver.

• A driver specific to your audio unit.

• One or more options for “DirectSound” drivers.

• None—This option will disable all Wave sounds, including Maestro Max’s voice.

Make your selection by checking the desired checkbox. Test your selection by clicking on the Listen to Max button located underneath Maestro Max. If you can hear Max’s voice, the Wave driver is working properly.

Save your selection by clicking the OK button. To restore the program’s original settings, click the Restore Defaults button.

Calibrating LatencyYou can skip this section if the animation and sound in your Music Ace[2] program are synchronized. If the animation and sound do not appear to be synchronized, then read on.

Software Synthesizers and LatencyThe MIDI Output Driver screen lists the MIDI output drivers available on your computer. Depending on which audio unit and which drivers you have installed on your system, you may have a hardware wavetable synthesizer or a software wavetable synthesizer. Wavetable synthesizers produce high-quality, realistic instrument sounds by piecing together short digital recordings of real instruments. Hardware wavetable synthesizers use electronics on the audio unit itself to play these recordings. Software wavetable drivers synthesize music from digital recordings on your hard drive using your computer’s CPU (Central Processing Unit).

Software wavetable drivers can produce high-quality music without any special hardware. Due to their intensive CPU usage, though, they have two major disadvantages. First, they use up some of your computer’s limited available processing power. Second, the synthesized sound usually plays about a half-second late. This delay is called “latency.”

This means that when Music Ace[2] plays an instrument sound, the sound is heard a fraction of a second after it was played. At first, this might not seem like much of a problem, but in music, timing requirements



are very precise. With such a delay, the graphic and sound elements won’t feel synchronized, making the program difficult to use.

If you have a hardware wavetable synthesizer driver available, you should use that. If not, you may also have an FM synthesis driver available (sometimes called “OPL” synthesis). FM synthesis drivers do not have the latency or CPU usage problems software wavetable drivers have, but their sound quality is usually not as good as software wavetable synthesizers. If you are satisfied with the sound quality of your FM driver, use it instead of a software wavetable driver.

If you have a software synthesis driver, and you wish to use it, you can compensate for the driver’s latency. If you tell the program the amount of latency in your driver, it can adjust the timing of its animations so that they remain in sync with the sound.

Latency CalibrationIf you are using a software synthesizer to generate music sounds, you may need to compensate for latency in the sound production system of your computer. Music Ace[2] has a default setting for some common software synthesizers including Microsoft SoftSynth, Yamaha SXG50 and the Roland Virtual Sound Canvas.

To achieve synchronization of graphics and sound, the program delays its graphics to keep them synchronized with the sound. To know exactly how much to delay the graphics, Music Ace[2] needs to know how much latency there is. You will need to help Music Ace[2] determine this information by performing a quick exercise or two. If you are not sure whether or not your computer has latency, use this exercise to find out if it does.

To begin calibration, click the Preferences button on the Main menu. Then click MIDI Output Driver. Next, click the Calibrate Latency button.

Note: If the Calibrate Latency button is grayed out, the MIDI output driver you have selected does not need to be calibrated for latency. You have the option of using the driver currently selected or choosing another driver, which may need to be calibrated for latency.

Follow the on-screen instructions for calibrating latency. You should see—and hear—a bouncing ball. In the white box is a slider control. Drag the slider all the way to the left to begin calibration. Then drag the slider slowly to the right until the ball-bounce is synchronized with the click. This may take a little experimenting to get exactly right. If your computer is capable of playing a precise reference click you will hear two clicks every time the ball bounces. Adjust the slider position until the two clicks merge into a single click. Click OK when you are finished.

If your computer is not capable of playing a reference click, adjust the slider until the audible click is exactly synchronized with the bouncing ball, i.e. the audible click is heard exactly when the ball contacts the platform. Click OK when you are finished.

Always begin the latency calibration by dragging the slider all the way to the left. During the calibration exercise you are looking for the lowest value of latency that properly synchronizes the sound and display of the bouncing ball.



The program now shows you a MIDI song that lets you to see whether or not the graphics line up with the sound. Watch the notes as they sing. Their mouths should open in sync with the sound. If this looks right to you, then you are finished with the MIDI latency calibration. Click Yes, click OK, and move on to setting the Wave latency. If the notes’ mouths open too early or too late, you need to fine-tune the MIDI latency calibration some more. Click No. Adjust the latency slider and then check it again using the MIDI song. You can do this as many times as you like until you get it just right.


Macintosh Installation and Setup


This chapter provides instructions for installing and configuring Music Ace[2] on Macintosh computer systems. If you are installing a stand-alone (single computer) edition or a Lab Pack edition of Music Ace[2] follow the instructions in the next section. If you are installing a network edition of Music Ace[2]skip ahead to the section titled “Installing a Network Edition” on page 19.

Installing a Single-Computer or Lab Pack EditionThis section describes the procedure for installing a non-network (single-computer or Lab Pack) edition of Music Ace[2]. For network edition installation procedures see “Installing a Network Edition” on page 19. In general, the installation procedure consists of the following steps:








To save existing Music Ace[2] student tracking and configuration data:

1. copy the folder HD:Applications:Music Ace[2] f:Doodle to a temporary location

2. copy the folder HD:Library:Application Support:Music Ace[2] f:db to a temporary location


To uninstall a previous version of Music Ace[2]:

1. Drag the folder HD:Applications:Music Ace[2] f to the trash.

2. Drag the folder HD:Library:Application Support:Music Ace[2] f to the trash.

Installing the New VersionNOTE: During the installation process, you will be prompted for your name and your registration number. The registration number can be found on the license agreement that came with your product. Please keep a copy of this agreement in a safe place. If you ever need to reinstall the program you will need this number.



1. Insert the Music Ace[2] CD-ROM into the computer’s CD-ROM drive.

2. Double-click the Install Music Ace[2] icon.

3. You will be prompted for your name and your registration number.

4. You will then be asked to accept the license agreement.

5. When ready click Install.

6. Next you will be asked to enter your registration number. The reg-istration number can be found on the license agreement that came with your product.

7. At this point you will be given the opportunity to change the default installation location. If you wish to change the default location, click the Change Install Location button and select the new location. Then click the Install button. The necessary files will be copied to the destination location.

8. When the installation is complete click Close to end the installation process.

9. If you are installing a Lab Pack edition of the product, repeat the above procedure for each computer.



1. copy the entire Doodle folder that you saved earlier to HD:Library:Application Sup-port:Harmonic Vision:Music Ace[2].

2. copy the entire db folder that you saved earlier to HD:Library:Application Support:Har-monic Vision:Music Ace[2].


Customizing the InstallationYour Music Ace[2] program should be ready to use immediately after installation. However, if you experience any problems with the sound produced by the program, or if you wish to customize the sound settings, please see the section “Restoring Student Tracking Data” on page 22. If you notice that the sound and the animation do not appear properly synchronized, you may also wish to configure the latency setting, described in “Calibrating Latency” on page 24.



Installing a Network EditionThe network edition of Music Ace[2] is designed to keep track of up to 3,600 users in a networked lab environment. The network edition makes it easy to organize a large number of users into groups and to keep track of user progress relative to their respective group.

With the network edition the user progress is stored on the file server, allowing a user to obtain their progress from any workstation. When used in a secure network environment, the program can be configured to grant the appropriate access to users and administrators ensuring user privacy as well as administrator access.This section describes the procedure for installing a network edition of Music Ace[2]. For non-network (single-computer or Lab Pack) edition installation procedures see “Installing a Single-Computer or Lab Pack Edition” on page 17. In general, the installation procedure consists of the following steps:








The student data for a network edition is stored on the file server. The location can vary depending upon the folder you specified during the installation of the previous version. You can determine the location of this folder on the server by looking at the target of the alias located at HD: Library:Application Support:Music Ace[2] f:db:MA1[2]_UserDB.tag alias on any of the Music Ace[2] workstations. The student data folders will all be found in this same folder on the server. To save existing Music Ace[2]student tracking and configuration data:

1. copy the server folder db to a temporary location

Uninstalling a Previous VersionIf you do not have a previous version of this product installed, you may skip this section. If this is an upgrade to an existing version of this product, it is very important that you uninstall the current version before installing the new version. You must uninstall the product on the network server as well as on all workstations.

Server uninstallIt is not necessary to uninstall the previous installation of the network edition of Music Ace[2] from the server since you have the opportunity to specify the server location for the new installation. Be sure to install the new version in a different location on the server than the previous version.



If you want to remove all the files on the server from the previous installation you can determine the location of the folder to delete by looking at the target of the alias located at HD: Library:Application Support:Music Ace[2] f:db:MA1[2]_UserDB.tag alias on any of the Music Ace[2] workstations. The folder to delete on the server will be the parent of the db folder.

Workstation uninstallTo uninstall a previous version of Music Ace[2]: on a workstation

1. Drag the folder HD:Applications:Music Ace[2] f to the trash.

2. Drag the folder HD:Library:Application Support:Music Ace[2] f to the trash.

Installing the New VersionThe network edition of Music Ace[2] is capable of tracking progress for up to 3,600 users in a networked environment. The network edition makes it easy to organize a large number of users into groups and to keep track of users’ progress within their respective group.

The network edition of Music Ace[2] stores the user progress data on the file server. This gives users the ability to access their progress data from any workstation, allowing them to run the application from any workstation connected to the network.

Music Ace[2] uses the server for student progress data storage only. The application itself runs entirely on the individual workstations. There is no executable component of the application that runs on the server.

Installation OverviewMusic Ace[2] network installation is a two step process.

1. Server Installation: The first install copies files from the CD-ROM to the designated shared folder on the server. Although the server does not need to be a Macintosh, the computer on which the server installation is executed (the computer that has the Music Ace[2] CDROM) needs to be a Macintosh.

2. Workstation Installation: An installation package located in the server folder is run on each workstation where it installs a local copy of Music Ace[2]. Path information pointing back to the server folder is saved on each workstation. This enables Music Ace[2] to save user progress data at a central location.

File Server InstallationThe procedure for installing the Music Ace[2] data files and workstation installation files on the server is:

1. Insert the CD into a Macintosh workstation that has access to your server volumes. (If your server is a Macintosh, you may use the server itself to perform the installation.) You must have full administrative privileges to install Music Ace[2].

2. Run the “Install Music Ace[2]” program on the installation CD. It will ask for your name and registration number. You are then asked to accept the license agreement.

3. The “Install Music Ace[2]” window is displayed and allows you to specify an installation loca-tion on the server.

4. Select a folder on your server where you would like to install Music Ace[2] and click Select Folder. The installer will create a folder called "Music Ace[2] Server Files" at the location you select.

5. A number of files will then be copied to the server, including a file named “Music Ace[2] Workstation Install.”



Workstation Installation

1. At the workstation, browse to the folder on the file server where Music Ace[2] was installed (as described in the previous section). Use the same network volume mapping that will exist when students are using Music Ace[2]. In other words, if you have more than one volume mapping to the Music Ace[2] remote folder, and you install Music Ace[2] from a mounted volume that will not exist in the student’s login, the student will not be able to run Music Ace[2].

2. Open the “Mac Workstation Install” folder in the Music Ace[2] Server Files folder. Run “Music Ace[2] Workstation Install.” Do not copy the install down to the local machine and run it from there. The installer saves the path to the remote folder on the local machine. If you copy the file to the local machine, it will not be able to find the remote folder.

3. Click the Install button. The necessary files will be copied to the workstation.

Customizing the InstallationYour Music Ace[2] program should be ready to use immediately after installation. However, if you experience any problems with the sound produced by the program, or if you wish to customize the sound settings, please see the section “Restoring Student Tracking Data” on page 22. If you notice that the sound and the animation do not appear properly synchronized, you may also wish to configure the latency setting, described in “Calibrating Latency” on page 24.

Installing Multiple Locations on a Single ServerIn cases where workstations at multiple locations (such as schools within a district) are connected to a common server, we recommend that you configure the Music Ace[2] program on the server so that each location has its own student tracking database. This will keep the tracking data for each location separate from the data for other locations, and will help minimize the database sizes for more efficient operation.

To create unique instances of the student database for multiple locations, simply perform a server installation for each location (see “File Server Installation” on page 20). For example, to create unique student databases for three elementary schools in District 303 (Lincoln, Roosevelt and Washington) you would perform three server installations. During each installation you would specify a unique location on the server and enter the appropriate school name in the Full Name field on the installation screen. Following the three installations you will have folders on the server that look like the folders shown here.

Once the student database instances have been created on the server, you will perform the workstation installations as described in “Workstation Installation” on page 21. To install workstations at each of the schools you will run the program installer called Music Ace[2] Workstation Install located in the Mac Workstation Install folder for the respective school. Be sure that you select the folder for the proper school when you run the workstation installer.



Using the Auto-Login FeatureMusic Ace[2] includes a feature called auto-login which controls whether the program displays a list of user names at startup, or uses the network login ID as the user name at startup. When the auto-login feature is OFF, a list of users is displayed at startup allowing the user to select her name from the list or create a new user name. When the auto-login feature is ON, the network login ID is automatically used as the user name at startup and the list of user names is not displayed. The auto-login feature is controlled by a configuration file setting. The installation default is auto-login OFF.

Caution: Do not enable the auto-login feature unless all of those students using the program have individual network logins on your network.

To enable the auto-login feature for a network edition of Music Ace[2] you must edit the configuration file on the network server named MA1[2]_RmtSettings.cfg. Change the line in that file that reads “rem AutoLogin=true” to read “AutoLogin=true”.



1. copy the entire db folder that you saved earlier to the server at the location you specified during the installation of the new version, replacing the entire db folder.


Configuring the ProductYour Music Ace[2] program should be ready to use immediately after installation. However, if you experience any problems with the sound produced by the program, or if you wish to customize the sound settings, please see the section below. If you notice that the sound and the animation do not appear properly synchronized, you may also wish to configure the latency setting, described in “Calibrating Latency” on page 24.

Configuring SoundIntroduction to Computer SoundA Music Ace[2] program uses two methods to generate sound: To play pre-recorded sound such as Maestro Max's speech, it uses the built-in digital audio capability of your Macintosh. But when it plays musical notes, it uses a virtual MIDI device which can be one of the following:

• OS X Software Synthesizer

• QuickTime Music

• External MIDI device.

QuickTime Music and the OS X Software Synthesizer use your computer's CPU to manipulate digitized samples of real instruments and play the sound out its digital audio system along with any prerecorded snippets that may be playing at the time. The External MIDI device can be an external MIDI keyboard or other MIDI device. External MIDI devices are generally connected to one of the computer’s USB ports.



Setting Up for SoundOn Macintosh computers, Music Ace[2] program will use either the OSX Software Synthesizer or QuickTime Music for generating musical notes.

Note: You will need to configure sound for your Music Ace[2] program only if you wish to use an external MIDI keyboard for MIDI input and/or MIDI output, or if the program encounters problems with the automatic setup. Otherwise, you can skip this section.

All of the sound configuration settings for the Music Ace[2] program are accessed from the Preferences menu. Click the Preferences button in the upper right-hand corner of the Main menu to view the Preferences menu.

Choosing a MIDI Output DriverA MIDI sound output device will produce the music in the Music Ace[2]program. The program attempts to configure the MIDI output device during installation. The default MIDI output selection will be the OSX Software Synthesizer.

To view the MIDI Output Driver screen, click MIDI Output Driver in the Preferences menu. The choices presented to you will be the options for MIDI output installed on your machine.

• OS X Software Synthesizer: This is the built-in OS X audio unit.

• QuickTime Music: When you choose this option, you tell the Music Ace[2] program to use the settings in the QuickTime System Preferences.

• If you have an external MIDI keyboard properly connected to your computer, it will show up at the bottom of the list. It may appear with various names depending on the MIDI interface used. Choose this option If you want the music to be played through your external MIDI keyboard.

• None: This option disables MIDI output in the program.

Choosing a MIDI Input DriverIf you have an external MIDI keyboard connected to your computer you may elect to use that keyboard to provide input to your Music Ace[2] program. To do this, click MIDI Input Driver in the Preferences menu. You will see a menu similar to the one shown here.

• If you have an external MIDI device properly connected to your computer you will see that device in the list. To select this device click on the bullet following the device name. Be sure the MIDI device is connected and powered on before you start the Music Ace[2] program.

• None: Choosing this option will disable your MIDI input.



Calibrating LatencyYou can skip this section if the animation and sound in your Music Ace[2] program are synchronized. If the animation and sound do not appear to be synchronized, then read on.

Software Synthesizers and LatencyIf you have configured your Music Ace[2] program to use an external MIDI keyboard, the actual time it takes for the MIDI command to be sent from the program to the keyboard where the note is played is virtually instantaneous. The internal software synthesizers, however, have a significant time lag due to their CPU-intensive design. Depending on whether you have virtual memory enabled and a number of other factors, the latency can be as large as a quarter second.

This might not seem like much of a problem, but in music, timing requirements are very precise. With such a delay, the graphic and sound elements in your Music Ace[2] program won't feel synchronized, making the program harder to use.

Your Music Ace[2] program attempts to compensate for this by adjusting the timing of the graphics to be synchronized with the music. However, the program cannot always make the necessary adjustment. In that case, you will need to manually calibrate the latency using the process explained below.

Latency CalibrationTo compensate for latency in the sound production system of your computer, your Music Ace[2] program delays its graphics to keep them synchronized with the sound. To know exactly how much to delay the graphics, the Music Ace[2] needs to know how much latency there is. You will need to help the Music Ace[2] program determine this information by performing a quick exercise or two. If you are not sure whether or not your computer has latency, use this exercise to find out if it does.

To begin calibration, click the Preferences button on the Main menu. Then click MIDI Output Driver. Next, click the Calibrate Latency button.

Note: If the Calibrate Latency button is grayed out, the MIDI output driver you have selected does not need to be calibrated for latency. You have the option of using the driver currently selected or choosing another driver, which may need to be calibrated for latency.

Follow the on-screen instructions for calibrating latency. You should see—and hear—a bouncing ball. In the white box is a slider control. Drag the slider all the way to the left to begin calibration. Then drag the slider slowly to the right until the ball-bounce is synchronized with the click you hear. This may take a little experimenting to get exactly right. Click OK when you are finished.

Always begin the latency calibration by dragging the slider all the way to the left. During the calibration exercise you are looking for the lowest value of latency that properly synchronizes the sound and display of the bouncing ball.

The program now shows you a MIDI song that lets you to see whether or not the graphics line up with the sound. Watch the notes as they sing. Their mouths should open in sync with the sound. If this looks right to you, then you are finished with the MIDI latency calibration. Click Yes and then click OK. If the note mouths open too early or too late, you need to fine-tune the MIDI latency calibration some more. Click No. Adjust the latency slider and then check it again using the MIDI song. You can do this as many times as you like until you get it just right.


Installing for Both Windows and Macintosh Workstations


Installing for Both Windows and Macintosh Workstations

Music Ace[2] programs can be installed and configured for a network environment that has both Windows and Macintosh workstations connected to a Windows server. Using Windows workstations on a Macintosh server is not supported.

When you have both Windows and Macintosh workstations on a Windows server, the same user progress files will be shared by both the Windows and Macintosh workstations. Users will be able to run the program from either type of workstation. The steps for installing the product on a Windows server to support both Windows and Macintosh workstations are:

1. Create a shared directory on the server that is accessible by both the Windows and Macintosh workstations.

2. On the server, install the Music Ace[2] program network edition into the server directory cre-ated in step 1 (see page 8 for procedure).

3. From a Macintosh workstation, install the Music Ace[2] program network edition into a tempo-rary directory on the server (see page 20 for procedure). This temporary directory will be removed when the server installation is completed.

4. Copy the directory “Mac Workstation Install” from the temporary directory created in step 3 to the shared directory created in step 1 at the same location as the “Windows Workstation Install” folder.

5. At this point you should have a shared directory (created in step 1) that contains the following subdirectories:

• db

• cfg

• Docs

• Doodle

• Windows Workstation Install

• Mac Workstation Install

6. You may now delete the temporary directory created in step 3.

7. Install the Music Ace[2] program on each Windows workstation by following the procedure described in “Workstation Installation” on page 9.

8. Install the Music Ace[2] program on each Macintosh workstation by following the procedure described in “Workstation Installation” on page 21.

Technical Support


Technical Support

The Music Ace[2] program is designed to be easy to install and use. However, if you run into a problem installing or using this product, please consult the Technical Support section on our Web site at www.harmonicvision.com. If you are unable to solve the problem after reviewing the information you find there, please call Harmonic Vision’s Technical Support Department during normal business hours at 800-474-0903 x2926.



2. The type of computer you are using (Windows or Mac) and the operating system you are using (XP, OS X 10.5, etc.).

3. A specific description of the problem, including any error messages you have seen displayed.



MUSIC ACE SERIESUser’s Guide

2 Music Ace Series User’s Guide



Table of Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5An Overview of the Music Ace Series Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Using a Music Ace Series Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Starting the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Exiting the Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Maestro Max . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Using the Mouse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Selecting On-screen Buttons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Dragging Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Playing the Musical Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10The Title Screen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Adding Your Name to the User List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Using the Main Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Setting Preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Using the Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Using the Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Winning the Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Intermission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Music Doodle Pad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Listening to Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Opening a Jukebox Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Playing a Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Modifying Jukebox Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Opening Songs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Creating Your Own Songs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Using the Sound Palette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Choosing Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Delete Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Connect Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Inserting and Deleting Beats in a Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Saving Your Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Music Doodle Pad Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Music Ace Series User’s Guide 3

Table of Contents

Tracking Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Lesson Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Game Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31High Scores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Viewing the Progress of Other Users . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Exiting the Progress Tracking Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Technical Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33


Introduction

Introduction

An Overview of the Music Ace Series ProgramsEach Music Ace Series® program provides an introduction to the basics of music for beginning music students of almost any age. It’s an enjoyable, fun way to learn music that lets the budding musician proceed at his or her own pace. The Music Ace Series programs aren’t meant to replace music Lessons—they’re most effective when they complement traditional music teaching methods in the home, at school, or in a studio.

The Music Ace Series is particularly good at teaching the more repetitive—yet vital—aspects of learning music, including music-reading skills and listening skills. By providing a fun learning experience, the Music Ace Series encourages students to practice and master these important skills.

The Music Ace learning sessions cover pitch recognition and discrimination, the relationship between written pitch and the piano keyboard, the treble, bass and grand staves, octaves, half steps/whole steps, sharps, flats and key signatures. Music Ace 2 explores the use of rhythm as well. In each Music Ace Series session, there’s a strong emphasis on developing essential listening skills.

Included with the Music Ace Series is the powerful and amusing Music Doodle Pad. The Music Doodle Pad gives users the ability to listen to and modify sample musical pieces. More importantly, since the Music Doodle Pad is so easy to use, it stimulates musical creativity by letting students compose and then listen to their own music.

Although the Music Ace Series programs use an on-screen piano keyboard as a convenient means of presenting musical concepts, they’re intended for students of any instrument. For this reason, the programs allow the user to select whether instruction is presented for both treble and bass staves, treble staff only, or bass staff only. The Music Ace Series programs consist of three carefully constructed learning environments: Lessons, Games, and the Music Doodle Pad.

LessonsThe first learning environment for each Music Ace Series program consists of 24 Lessons that introduce and reinforce a series of musical concepts associated with reading music and with making intelligent musical discriminations. The Lessons also demonstrate why these concepts are so important.

The Music Ace Series employs a “template” of a five-line staff—or a grand staff—and a virtual on-screen piano keyboard. Maestro Max® serves as guide and teacher, and accompanies the student through each Lesson, offering encouragement, direction, and helpful comments based on the student's actual performance. Each Lesson begins with a short instructional sequence—or a


Introduction

short review sequence that reinforces concepts that have already been discussed—and is followed by a series of application exercises of gradually increasing difficulty.

GamesThe second environment is a series of 24 Games that reinforce the materials covered in the Lessons. Each Game is related to one of the Lessons, sharing a name and number with the Lesson. The user typically plays the corresponding Game after completing each Lesson. This lets the student put what’s just been learned immediately into action. Colorful graphics and sound effects make this a lively and fun experience. Scores are kept and bonus points are awarded for successful play. An exceptional Game is rewarded with an “applause screen” where the audience in a concert hall wildly applauds the student's success.

Music Doodle PadThe third learning environment is called the Music Doodle Pad. This portion of the program lets students notate familiar tunes and construct arrangements. They can also listen to any of a series of short familiar pieces, or compose their own works. Up to six sounds, or timbres—each with its own color—can be combined to create fully realized compositions and orchestrations. The Music Doodle Pad is also particularly useful to teachers, who can structure assignments that allow students to apply the concepts learned in the program. It can be a great way to stimulate real musical creativity and have fun at the same time.


Introduction

Topics covered in Music Ace are:

1. Introduction to the staff 13. The ABCs of the Bass Staff

2. Introduction to the Piano Keyboard 14. Above the Bass Staff

3. Playing with Pitch 15. Below the Bass Staff

4. The ABCs of the Piano Keyboard 16. Same Pitch, Different Timbres

5. More Piano ABCs 17. The ABCs of the Grand Staff

6. The ABCs of the Staff 18. Half Steps and Whole Steps

7. The ABCs of the Treble Staff 19. More ABCs of the Grand Staff

8. More Treble Staff ABCs 20. Sharps and Flats

9. Keyboard Review 21. Sharps and Flats on the Staff

10 Below the Treble Staff 22. More Sharps and Flats on the Staff

11. Above the Treble Staff 23. The Key Signature

12. Loud and Soft, Same Pitch 24. Introduction to Major Scales

Topics covered in Music Ace 2 are:

1. Beat and Tempo 13. Dotted Quarter Notes

2. Hearing Rhythms 14. Flat Key Signatures

3. Review 1: Note Names 15. Rests

4. Review 2: Sharps and Flats 16. More Flat Key Signatures

5. Basic Rhythm Notation 17. Syncopation

6. The Quarter Rest 18. Sixteenth Notes

7. Key Signatures and Major Scales 19. Minor Scales

8. Melody 20. Three Sounds Per Beat

9. The Measure 21. The Time Signature

10. Sharp Key Signatures 22. Intervals

11. Notes Longer than a Beat 23. The 6/8 Time Signatures

12. More Sharp Key Signature 24. Introduction to Harmony


Getting Started


Getting Started

To start the programFor the instructions that follow, substitute “Music Ace 2” for “Music Ace” if you are using Music Ace 2.

For Windows:

1. Double-click on the Music Ace icon on the desktop or click Start—Programs—Music Ace—Music Ace

For Macintosh:

1. Double-click on the Music Ace icon inside the Music Ace folder in the “Applications” folder.

To exit the programOn the Main menu, click one of the EXIT sign buttons.

To start a Lesson1. Go to the Main menu.

2. Use the yellow Next and Back arrows to select the Lesson you want.

3. Click the red Lesson button.

To start a Game1. Go to the Main menu.

2. Use the yellow Next and Back arrows to select the Game you want.

3. Click the green Game button.

To check your progress1. Go to the Main menu.

2. Click the yellow Progress button.

Using a Music Ace Series Program


Starting the ProgramFor Windows, double-click on the Music Ace icon on the desktop or click Start—Programs—Music Ace—Music Ace. For Macintosh, double-click on the Music Ace icon inside the Music Ace folder in the “Applications” folder.

Exiting the ProgramAny time you want to exit a Music Ace Series program, just click either of the EXIT signs located on the Main menu.

Maestro MaxPlease allow us to introduce Maestro Max. Maestro Max will be your guide as you explore the fundamentals of music in the Music Ace Series programs. You will run into him often during your musical journey. Max was born in a small village in Austria, and his parents encouraged him to study music at a young age. He studied piano and voice at the Musical Academy in Vienna. After graduation, he gained prominence as an operatic baritone, performing such parts as Don Carlo, Rigoletto, Hamlet, and Figaro. For many years he toured Europe performing at Glyndebourne, Bayreuth, Covent Garden, and other famous Opera Houses.

Max then decided to apply his musical talents to orchestral conducting. After years of study and hard work, he rose to become an accomplished and renowned Maestro.

Today Max continues performing throughout the world. He has graciously agreed to take some time from his busy performance schedule to assist the Harmonic Vision Team in bringing you the Music Ace Series.

Maestro Max will also point out important things to know about using the Music Ace Series as you go through this guide.

Using the MouseThere are a few simple hints you may find useful, especially if you are just learning to use a computer. To use a Music Ace Series program, you will need to select on-screen buttons, move musical notes around, and play musical instruments.

Hello!



Selecting On-screen ButtonsYou select an on-screen button by moving the mouse pointer over the button and pressing the left button on your mouse. This is called “clicking” a button.

Dragging NotesYou will also need to know how to move the Music Ace Series Singing Notes™ on the screen. This is called “dragging.” To drag a note:

1. Position your mouse pointer on the note.

2. Press and hold down the left mouse button—and keep holding it down for now.

3. Move the note to the desired position on the screen by moving the mouse.

4. Let go of the mouse button when the note is positioned where you want it.

Playing the Musical InstrumentsYou will also need to know how to play the various musical instruments in the Music Ace Seriesprograms. There are two ways to play an instrument, both of which begin with positioning your mouse pointer on the instrument you want to play.

Then:1. Press and hold down the mouse button for as long as you want the instrument to play.

2. Release the mouse button when you want to stop playing the instrument.

…or:1. Press and hold down the space bar on your computer keyboard for as long as you want

the instrument to play.

2. Release the space bar when you want to stop playing the instrument.



The Title Screen

Whenever you start a Music Ace Series program, you will see the Title screen. When the Title screen appears, you should hear music playing.

When the Title screen appears, you will notice a Start button on the left side of the screen.

To begin exploring your Music Ace Series program, click the Start button.

This is the Title screen from Music Ace 2. The Title screen for Music Ace looks similar.

Let’s get started byclicking the Start button now.



Adding Your Name to the User List

The next step in using the program is to add your name to its user list. Music Ace Series can keep track of a large number of students. To make it easier for each student to find his or her name on the list, each user is assigned to a group. When encountering this screen for the first time, Max will ask you to select or enter a group name. After selecting the group, Max will ask for the user name.

If this is the first time your Music Ace Series program has been run on your computer, you will be prompted to enter your name now. Type your name and press the Enter or Return key on your computer keyboard.

If someone else has used the Music Ace Series program on this computer before—but this is the first time you have used it—click the New User button on the screen. When prompted, type your name and press the Enter or Return key on your keyboard.

If your name has already been entered into the program, it will appear in the list of names. Simply click the button with your name on it when Maestro Max asks who you are.

This is the User List screen for Music Ace. The User List for Music Ace 2 looks much the same.

I need to know who is using the program so I can keep track of your

progress.



Using the Main MenuAfter you enter your name, you will see the Main menu or Music Stand screen. You will be using this menu throughout your Music Ace Series sessions. You can think of the Main menu as the “home base” from which you can access all of your Music Ace Series program’s features.

Choices on the Main menu can be made by either clicking on the desired button or by typing the first letter of the button name.

When you want to leave the Music Ace Series program, click one of the EXIT buttons located on the Main menu.

The yellow Back and Next buttons allow you to page through the Lessons and Games. For instance, if you click the Nextbutton, you will see the Lesson number change from 1 to 2. Try this now. To go back to the first Lesson, simply click the Backbutton. The Lesson (and Game) number will always appear between the Back and Next buttons.

Click the red Lesson button to begin the Lesson shown on the Main menu.

This is the Main menu screen from Music Ace 2. The Main menu screen for Music Ace looks similar.



Click the green Game button to go to the Game number that is shown between the Back and Next buttons. The Game number is always the same as the Lesson number.

Clicking the blue Music Doodle Pad button takes you to the place in the Music Ace Series program where you can listen to songs and create your own songs. The Music Doodle Pad is described in the Music Doodle Pad chapter later on.

Click the yellow Progress button to check on your Lesson and Game progress. The Progress section lists all the Lessons and Games, tells you which ones you have completed and shows you your Game scores. It also records the all-time high score for each Game.

Setting PreferencesThe Preferences button, located in the upper right-hand corner of the Main menu, allows you to customize the way Music Ace Series programs operate.

When you click the Preferences button the Preferences menu will appear. Setting preferences is described in the paragraphs that follow.

Return to the Main MenuThis button returns you to the Main menu.

Preferences Menu



Instructional SettingsThe Instructional Settings screen lets you to control what information is presented in the Lessons and Games.Clef InstructionYou can choose the clefs to be covered in Music Ace Seriesprogram. The options are Treble Clef and Bass Clef, Treble Clef only, Bass Clef only, or Alto Clef only (The Alto Clef option is only available in Music Ace 2).

Rhythmic Stringency (Music Ace 2 only)This sets how strictly Music Ace 2 will judge the accuracy of rhythms performed in the lessons.

Game DifficultyThis option sets the difficulty of certain music examples in the Music Ace Series games. Select either the Advanced or the Novice setting.

Appearance SettingsThe Appearance Settings screen allows you to control the look of the Music Ace Series characters.

Note Faces EnabledSinging notes have faces by default. Turn off this option to remove the faces from singing notes.

Instrument Faces EnabledThe instruments in the Music Ace Series have faces by default. Turn off this option to remove the faces from instruments.

Shadows EnabledObjects appear onscreen with three-dimensional shadows. You can turn these shadows on or off.



Mouse OptionsYou can use either of two mouse cursors/pointers in the Music Ace Series programs. The default cursor is a hand. To select another cursor, simply click on the desired cursor button and click OK.

Highlight Key Under CursorThis option, when enabled, causes piano keys to be highlighted in yellow when the cursor is placed above the piano keyboard.

Maestro OptionsThe Maestro Options control the way that Maestro Max presents information.

Balloons OnlyWhen Balloons Only is selected, Max does not speak, but provides instructions only in the cartoon balloons.

Voice OnlyWhen Voice Only is selected, Max provides all instruction by speaking and no cartoon balloons are presented.

Balloons and VoiceWith Balloons and Voice selected Max provides both spoken instruction and cartoon balloons.

Auto ContinueAuto continue controls when Max continues with the next instruction. When auto continue is “off”, you must press a key to allow Max to continue with the next instruction. When auto continue is “on”, Max proceeds at his own pace.

MIDI Output DriverPlease refer to the Music Ace Series Installation Guide for instructions on configuring sound drivers for your system.

MIDI Input DriverYou can use a MIDI keyboard for the Music Ace Series Lessons and Games. Please refer to the Music Ace Series Installation Guide for instructions on configuring sound drivers for your system.

Wave Driver (Windows only)Please refer to the Music Ace Series Installation Guide for instructions on configuring sound drivers for your system.


Lessons

Lessons

OverviewThe Music Ace Series programs teach the fundamentals of music with 24 Lessons and Games. Maestro Max guides you through the Lessons. Think of Max as your own personal conductor who will lead you to a deeper understanding of the fundamentals of music.

After you complete a Lesson, you will have the option to play a Game to practice the knowledge and skills you learned in the Lesson. Each Game offers a series of levels that get harder and harder. You are not expected to successfully complete all the levels of the Games on your first try. However, with practice, you will become a Music Ace Master!

We recommend that you start at the beginning, with the very first Lesson and its Game. The Lessons build upon each other, and later Lessons require skills learned in previous Lessons. Also, you will find the Games more fun if you have finished the corresponding Lesson first.

If you don’t want to “take it from the top,” you might try the Game for a Lesson that discusses a topic you think you already know. This will give you an idea of whether or not you have really mastered everything that is covered in that Lesson.

Using the LessonsLet's begin using your Music Ace Series program by exploring the first Lesson. On the Main menu, click the yellow Next and Back buttons until you are positioned at Lesson 1—you will see a “1” displayed between the Next and Back buttons.

To begin Lesson 1, click the red Lesson button.

Let’s look at Lesson 1.Click the Lesson button to begin.


Lessons

Maestro Max will now lead you through a few basic concepts. When he asks you a question or asks you to click on a box, we’ll continue...

Every Lesson has screens that look similar to this one. They all have a control bar at the top of the screen. Let’s look at the buttons on the Lesson control bar.

Clicking the Menu button ends the current Lesson and takes you back to the Main menu.

The Lesson Name button shows the name of the current Lesson. Clicking the button doesn’t cause anything to happen.

To change the sound volume, click the Volume button—a box will appear that lets you adjust the volume of both the Wave and MIDI sounds. The Wave volume slider controls the volume of Maestro Max’s voice and sound effects such as

explosions and applause. The MIDI slider controls the volume of the music. On a Macintosh these sliders are labelled “Voice” and “Music”.

Using your mouse, drag the slider to the left to reduce the volume, and to the right to increase the volume. Click the OKbutton when you are finished adjusting the volume.

Each Lesson is divided into several sections. The Skip Back and Skip Forward buttons let you back up or jump ahead to other sections in the Lesson.


Lessons

The Pause button lets you “freeze” the Lesson right where you are so you can take a break without actually stopping the Lesson. When you click the Pause button, it changes into a Resume button—to continue the Lesson, click the Resume button.

Click the Game button to end the Lesson and go immediately to its Game.

The Section Indicator appears in the upper right part of the Lesson screen. This shows you how many sections are in the current Lesson, which sections you have completed, and which one you are working on now. Completed sections are shown in green. The section you are working on is in red.

Instead of continuing with Lesson 1 now, let's take a quick peek at Game 1. To go directly to a Game from a Lesson, click the Game button on the Lesson control bar. Do this now.

Let’s go to Game 1 right now.Click the Game button to begin.


Games

Games

OverviewEvery Lesson has its own Game. As we said earlier, the Games allow you to practice the knowledge and skills you learned in the Lessons. Playing a Game is not only fun—it also shows you how well you understand what you have learned in its Lesson.

Using the GamesWhen you select the Game button from the Lesson 1 control bar, you see the screen for Game 1.

Notice that—as with the Lesson screens—the Game screens have a control bar at the top. The buttons on the Game control bar operate very much like the buttons on the Lesson control bar.

The Menu button ends the current Game and takes you back to the Main menu.

The Game Name button shows the name of the current Game. Clicking the button does nothing.

Music Ace Game 1


Games

To change the sound volume, click the Volume button—a box appears in which you can adjust the volume of both the Wave and MIDI sounds. The Wave volume slider controls the volume of Maestro Max’s voice and sound effects such as explosions and applause. The MIDI slider controls the volume of the music. On a Macintosh these sliders are labelled “Voice” and “Music”.

Each Game is divided into several sections. The Skip Back and Skip Forward buttons allow you to back up or jump ahead to other sections in the Game.

Use the Lesson button to end the current Game and go back to its corresponding Lesson.

The box in the upper right of the Game screen is the Game Progress Indicator. It shows your current score and tells you which Game section you are in. At the bottom, you can see how far you have gotten in the Game.

Note: You can jump directly to any section in a Game by clicking the number of the desired section on the Game Progress Indicator.

Winning the GamesTo win an entire game, you have to successfully complete all of its sections—if you lose any section, “Game Over” appears.

Don't be discouraged if you don’t win every game right away. You can play a Game as many times as you like until you have mastered it. You can even replay any Game section over again without repeating the Game’s earlier sections. To repeat a section, click on its number on the Game Progress Indicator. This gives you a chance to replay any section —though it will reset your current Game score to zero. Note: When you win a Game, the “Game Won” column on the Game Progress page will change to “Yes.” The program also keeps track of high scores for each Game. See “Tracking Progress” on page 30 for details about the Tracking feature.


Intermission


Intermission

Whenever you finish a Lesson or Game, you will see the Intermission screen. From the Intermission screen you can repeat the last Lesson or Game, move on to the next Lesson or Game, go back to the Main menu, or go directly to the Progress section.

Maestro Max will make a recommendation as to where to go next based on your success with the last Lesson or Game. Of course, you are free to go wherever you want. To pick your next destination, click its box on the Intermission screen.

Music Ace Intermission Screen

Music Doodle Pad

Music Doodle Pad

The Music Doodle Pad lets you experiment with the knowledge and skills you have learned in the Lessons and Games. You can listen to—and modify—sample songs, or create your own songs.

To get started, return to the Main menu and click the blue Doodle Pad button.

You can see that the Music Doodle Pad has a control bar at the top that is similar to the Lesson and Game control bars. Let’s look at the buttons on this control bar.

Clicking the Menu button takes you back to the Main menu.

The Options button lets you change the way the Music Doodle Padbehaves. The options are discussed in detail in “Music Doodle PadOptions” on page 28.

Click the Jukebox button to play sample songs, examples of the types of music you can create using the Music Doodle Pad. See the section called “Listening to Songs” on page 25 for more information about using the Jukebox button.

Note: The Jukebox button only plays sample songs. To play songs that you or others have created, use the Open button on the Music Doodle Pad control bar.

Click the Open button to access songs that you (or others) have created and saved. This process is described in “Opening a Jukebox Song” on page 25.


Music Doodle Pad

Use the New button when you want to clear the Music Doodle Padscreen and create a new song.

Click the Save button on the Music Doodle Pad control bar to save a song you have created or modified. What happens next is described in “Saving Your Songs” on page 28.

There are three buttons that you use to play a song.

Click the first Play button to play the song from the beginning of the current screen to the end of the song. To play the entire song, use the Top button to go back to the top of

the song before you click Play.

The second Play button plays only the part of the song that is currently shown on the screen. This can be handy when you are creating a song and want to concentrate on the part on which you are working.

This Play button plays the song over and over until you click Stop.

Whenever you click any of the Play buttons, a Stop button appears on the right-hand end of the control bar. To stop playing a song, click the Stop button.

Use the four buttons below to control the position of a song on the Music Doodle Pad screen. Here’s how the song-positioning buttons operate:

The Rewind button moves to the beginning of the song.

The End button moves to the end of the song.

The Back button backs up the song by one beat.

The Forward button moves the song forward by one beat.

Tempo Control SliderDrag the slider to the left or right to adjust the speed of a song.

Volume Control SliderDrag the slider left or right to change how loud the song will play.


Music Doodle Pad

Listening to SongsBefore you get started using the Music Doodle Pad, you may want to listen to some songs created by others. All Music Ace Series programs come with a variety of sample songs. You may recognize some of these tunes while others may be new to you.

Opening a Jukebox SongTo play a sample song, click the Jukebox button on the Music Doodle Pad control bar. This makes the Jukebox menu appear—it looks a lot like a standard Open dialog for your computer. Select a song by clicking its name. Open it by clicking the OK button. Click the Cancel button if you want to return to the Music Doodle Pad without opening a Jukebox song.

Playing a SongOnce you have opened a song, you can listen to it by clicking the Play button on the control bar at the top of the Music Doodle Pad screen. To stop a song that is playing, click the Stop button at the

right hand end of the control bar. Remember to use the Top button to go back to the top of

the song each time you want to play it. Try opening and playing a few songs now.

Modifying Jukebox SongsYou can also modify a song in the Jukebox and save it as a new song. Since you can’t replace the original song, you will need to give the new version its own name and then click Save.

Opening SongsYou can also open songs that you or other people using your Music Ace Series program have created and saved. To open one of these songs, click the Open button on the Music Doodle Padcontrol bar. This brings up the User Songs menu.

On the User Songs menu, use the arrow buttons or the slider to view the list of available songs. Select a song by clicking its name, and then open the song by clicking the OK button. Click the Cancel button if you want to return to the Music Doodle Pad without opening a song.

Creating Your Own SongsTo begin creating a song, click the New button. This clears the Music Doodle Pad screen and allows you to start from scratch. You should now see a staff that is clear of any notes. Let's add a few notes to start the song. To add or remove notes from a song, use the Music Doodle Pad Sound Palette located at the right-hand side of the screen.


Music Doodle Pad

Using the Sound PaletteThe Sound Palette contains four different kinds of notes you can use in a song. These notes all play for different lengths of time, or “durations”. The note at the top of the Sound Palette plays for an entire beat, so you can use only one of these notes for each beat. The second note from the top plays for a half beat. You can fit two of these in each beat of your song. The third note type plays for a 1/3 of a beat, so you can use three of these notes for each beat. Finally, the bottom note on the Sound Palette (the tiny note with only one eye) plays for a mere 1/4 beat. You can fit four of these notes into a beat.

For now, we will refer to the four types of notes—reading from top to bottom on the Sound Palette—as Large, Medium, Small, and Tiny.

Note: The four note types on the Sound Palette—again reading down from the top—correspond to a quarter note, an eighth note, a triplet, and a sixteenth note. Half notes, whole notes, and notes longer than one beat can be simulated using the “Connect Note” feature described later.

Let’s practice creating a song. To start, drag a Medium note—second from the top—from the Sound Palette onto the treble staff. Place the note in the left-most position shown in the picture below.

Repeat this process until you have moved ten of these notes onto the treble staff at the positions shown in the example song above. (The ten notes are D, E, G, G, G, G, E, D, B, and D.) Finally, drag one of the Large notes onto the staff in the location shown by the pointing finger above. Now click the Play button. Does this song sound familiar? Play it again if you like.

Choosing InstrumentsThe Music Doodle Pad has six standard instruments you can use for creating songs: Piano, Guitar, Oboe, Trumpet, Marimba, and Clarinet. To select a new instrument, click the green instrument


Music Doodle Pad

button at the top of the Sound Palette—each time you click the button, the instrument changes. Keep clicking until you see the instrument you want to use.

Delete NoteTo delete a note, click on the Delete Note button. This places you in “Delete Note mode.” Then click on the note you want to delete. You can continue deleting other notes by clicking on the note to be deleted. When you are finished deleting notes, click the Delete Note button again. This will take you out of “Delete Note mode.”.

Connect NotesUse the Connect Notes feature to join two notes together to extend the first note’s length. There are two ways to join notes:

To connect two identical notes, place the first of the notes on the staff. Click the Connect Notes button on the Sound Palette. Next, position the mouse pointer directly over the note and click the mouse—a copy of the note will be created and connected to the original note. To stop connecting notes, click the Connect Notes button again.

To connect two different notes together, place both of the notes on the staff in their correct positions next to each other. Click the Connect Notes button. Position the mouse pointer directly over the first note and click—the second note will become connected to the first. To stop connecting notes, click the Connect Notes button again.

Inserting and Deleting Beats in a SongIf you want to insert a beat in the middle of a song, you can click the Sound Palette’s Insert Beat button. When you click Insert Beat, a bar appears at the top of the Music Doodle Pad.

When you click a beat number button, a new beat is added to the song—it’s inserted right before the beat whose number you click. Click the Done button when you are finished adding beats.

In the same way, if you want to delete a beat in the middle of a song, select the Delete Beat button on the Sound Palette. A bar appears at the top of the Music Doodle Pad. Click the beat number button of the beat you want to remove. Click the Done button when you are finished deleting beats.


Music Doodle Pad

Saving Your SongsAfter you have created or modified a song, you will probably want to save it so you can play it later for your family, friends, or teacher. To save a song, click the Save button on the Music Doodle Pad control bar. This opens up the Save menu.

Click the Save As button if you haven’t yet saved your song, or if you want to save it with a new file name to avoid writing over an existing song. If you try to save a song with a file name that’s already being used by another song, you will be asked if you want to replace that song with your new one.

Click Save MIDI File to save your song as a MIDI file.

The Set Title button on the Save Song menu lets you enter a song title and composer for your song. Title and composer are displayed at the bottom of the Music Doodle Pad screen.

When you click Save As, the Save Doodle window appears. In this window, type in the file name for your song in the name entry area under “Save in: Doodle.” When you are finished, click the OK button to save the song. Click the Cancel button if you want to return to the Music Doodle Pad without saving your song.

Music Doodle Pad OptionsYou can set up the Music Doodle Pad so that it behaves in several different ways. Click the Options button on the Music Doodle Padcontrol bar to view the Options menu.

When Enable Accidentals is checked, you can use sharped and flatted notes in the Music Doodle Pad. When it’s not, you can only place notes without accidentals on the staff. Note Bubble lets you choose whether or not note names will appear in small bubbles when you add or move notes on the staff. Check the Note Bubble box to turn on note bubbles, or un-check it to turn them off.

The Play Piano option lets you select whether the piano at the bottom of the Music Doodle Pad will play along when notes are moved or a song is played. Check the Play Piano box to turn this feature on.

The Key Signature buttons let you to select any of the 15 key signatures for use in composing a song. To select the next-higher key signature, click the button. Use the button to select the next-lower key signature.


Music Doodle Pad

Note: If you change the key signature while a song is displayed in the Music Doodle Pad, all of the notes in the song will be shifted into the newly selected key signature.

When you have finished selecting Music Doodle Pad options, click the OK button. To return to the Music Doodle Pad without changing any of the settings, click the Cancel button.


Tracking Progress

Tracking Progress

The Music Ace Series programs include a feature called “Progress Tracking” that lets you track your progress as you make your way through the Lessons and Games. To see what you have accomplished so far, click the yellow Progress button from the Main menu. You can track the progress of multiple students and create a progress printout as well.

Lesson ProgressThe Lesson Progress page appears when you click the Progress button in the Main menu. You can also get here by clicking the Lesson Progress button from any other Progress Tracking page.

The Lesson Progress page shows your progress for each of the sections in the Lessons. Under the “Completion Count” heading is a number showing how many times the current user has gone through each section of the 24 Lessons. See “Viewing the Progress of Other Users” on page 32 to learn how to view the progress of anyone using your Music Ace Series program.

As with the rest of the Music Ace Series program, the Progress Tracking screens use a control bar at the top of each page.

Click the Menu button to return to the Main menu.

Clicking the Lesson Progress button takes you to the Lesson Progress page.

Click the Game Progress button to go to the Game Progress page, as described below.

Lesson Progress Screen


Tracking Progress

The High Scores button shows the highest score for each Game and the name of the person with the highest score.

Click the Change User button to view the progress of another user of your Music Ace Series program.

Click the Print button to print the currently displayed Progress page.

Game ProgressWhen you click the Game Progress button on the Lesson Progress control bar, the Game Progress screen appears. The Game Progress page shows you the scores for all the Games you have completed—it also shows which Games you have won.

The Game Progress page also has a control bar. You have already learned how the buttons on it work, since they perform the same jobs as on the Lesson Progress screen’s control bar, described above.

Game Progress Screen


Tracking Progress

High ScoresA High Scores section is included for those of you interested in competing with other Music Ace Series users, or against yourself as you try to beat your previous high score.

Click the High Scores button from either the Lesson Progress page or the Game Progress page to view the High Scores page. The High Scores page control-bar buttons behave just like the buttons on the control bar for the Lesson Progress and the Game Progress page.

Viewing the Progress of Other UsersWhen you click the Change User button from any of the Progress Tracking pages, a User List appears. Click the name of the user whose progress you would like to view, and that user’s Lesson Progress will be displayed. When you are finished, remember to switch back to the current user using the same method.

Note: It’s easy to jump directly between the Progress Tracking pages and Lessons and Games. To go directly to a Lesson from the Lesson Progress page, double-click on the desired Lesson's name. To go directly to any Game from the Game Progress page, double-click on the desired Game’s name.

Exiting the Progress Tracking SectionTo exit the Progress Tracking section, click the Menu button from any of the Progress pages to return to the Main menu.

High Scores Screen


Technical Support


Technical Support

The Music Ace Series programs are designed to be easy to install and use. However, if you run into a problem installing or using this product, consult the Technical Support section on our Web site at www.harmonicvision.com. If you are unable to solve your problem after reviewing the information you find there, please call Harmonic Vision’s Technical Support Department during normal business hours at 800-474-0903.



2. The type of computer you are using (Windows or Mac) and the operating system (XP, OS X 10.5, etc.).

3. A specific description of the problem, including any error messages you have seen dis-played.


Music Ace Docs

Documents

music ace maestro

music ace product

overview of music ace

music ace deluxe

music ace starter

effectiveness of music

music doodle pad

commusic ace educators