MusicBox/ReadMe

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MusicBox/ReadMe

This website contains an archive of files for the Acorn Electron, BBC Micro, Acorn Archimedes, Commodore 16 and Commodore 64 computers, which Dominic Ford has rescued from his private collection of floppy disks and cassettes.

Some of these files were originally commercial releases in the 1980s and 1990s, but they are now widely available online. I assume that copyright over them is no longer being asserted. If you own the copyright and would like files to be removed, please contact me.

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

Copyright
---------

Music Box was designed by Marshal Anderson and programmed by Andrew Hersee
and is Copyright � M. Anderson/A. Hersee 1993. It is published by Topologika
Software, Islington Wharf, Penryn, Cornwall TR10 8AT tel/fax 0326 3777711,
who can send you a copy of their complete colour catalogue.

This demo version was supplied with the January 1995 issue of Acorn
Computing. It is subject to all of the usual copyright restrictions,
including those detailed in the printed version of the Music Box manual.
Neither Topologika nor the authors accept any responsibility for the way in
which it is used or for the consequences of its use. It is provided 'as is',
and it is the purchaser's responsibility to ensure that it is suitable for
the purpose for which it is intended.

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

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

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

This copy of Music Box is supplied for the use of the purchaser only. It was
supplied with the January 1995 issue of Acorn Computing, for use in
conjunction with a competition, details of which can be found in the
magazine. 

You may load it as many times as you wish, but each time you load it it will
only run for 15 minutes. It will only load during the first four months of
1995. It does not allow you to print, and files may only be saved in Tune
Box.  These and some other minor restrictions aside, it is a full working
version of Music Box.

=============================================================================
GETTING STARTED
=============================================================================

Follow the instructions in the magazine. The Music Box icon will appear on
the icon bar and the Main Menu will appear on the the screen. Simply click
on the activity you want.

IMPORTANT - 1 mb USERS

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

IMPORTANT - ALL USERS

If the program has been supplied on the cover disc in compressed form (not
known at the time of writing this), you must unpack it onto a separate blank
formatted disc (as instructed in the magazine) before trying to save
Competition files. 

To SAVE a competition file (you can only do this from Tune Box), click on the Save icon, then click on 'Competition'. The word 'Competition' will appear in the white text area. Then click on OK. You can load your Competition file in again by clicking on Load, then on 'Competition', and then on 'OK'.

Please note that the program does not give you the chance to save your composition when it detects that your 15 minutes is up. Please, therefore, save your work regularly!

If the disc doesn't work, contact the magazine. Faulty discs are not the
responsibility of Topologika Software.

=============================================================================
SPECIAL READER OFFER
=============================================================================

The Acorn Archimedes version of Music Box normally costs �35 + VAT + �2.50
post and packing, total �43.63. As a special offer to readers of Acorn
Computing, Music Box will be made available to you for only �37.75 inc VAT
and p & p. Orders may be placed by mail, phone or fax by cheque or plastic at the contact address given at the start of this file.

Goods purchased as above may only be used on one machine at a time. To use
Music Box on more than one machine, you must purchase a Site Licence. These
may be purchased at a later date.

   Primary Site Licence: �25 + VAT, total �29.38.
   Secondary Site Licence: �40 + VAT, total �47.00. 

IBM version. A version of Music Box for IBM PC compatibles (including
Research Machine's 286, 386 and 486 systems) is also available. It needs a
Sound Blaster (or compatible) sound card. Prices as above.

NB. This offer is only available until the end of April 1995.

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

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

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

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

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

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

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

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

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

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

SOUND BOX
---------

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

CHORD BOX
---------

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

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

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

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

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

TUNE BOX
--------

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

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

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

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

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

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

BEAT BOX
--------

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

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

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

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

Here's an example of a rhythm pattern:

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

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

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

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

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

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


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

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

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

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

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

Startup
-------

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

Global
------

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

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

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

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

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

Tune Box
--------

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

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

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

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

Beat Box
--------

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

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

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

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

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

Loading
-------

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

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

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

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

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

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

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


Thanks
------

Advice, testing and encouragement:

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

                Anyone else we've forgotten to mention!


=============================================================================
MUSIC BOX IN THE CLASSROOM
=============================================================================

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

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

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

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

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

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

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

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

Music Box too noisy? 

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

Music Box too quiet? 

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

If your monitor doesn't have an amplifier, you could use 'active' speakers.
These are designed mostly for use with 'Walkmen', contain a small amplifier,
and already have the right plug on. (Philips do a good, sturdy range for �20
- �30.) 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

'Patterns'

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

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

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

Choose a pitched instrument and copy the following pattern: Now add these
notes and listen again:
                        
If you liked that sound try this pattern:
                      
You have now added two and three part harmonies to the original pattern. Try
replacing different lines of the pattern with different instruments. Write
your own simple tune and add harmonies to that.

Try this pattern: 
                          
Now join this one to the end of it:
                          
How do these tunes sound different? Why do you think this is?

This tune might be called 'Wave':                    
                                                                             Add some harmonies to it, like this:
                          
Now use the tie icon to join the lines of notes the arrow points at, does
this make the tune sound better? Are there any other places you could tie
notes together? 

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

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

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

Mathematical Melodies

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

Tune Them In

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

Loony Tunes

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

Topsy-Turvy Tunes

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


Eastern Promise

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

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

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

Performing Rights

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

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

Tunes In The Sky With Diamonds

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

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

Music Box can be used in many different ways. 

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

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

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

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

You could save tunes containing deliberate mistakes, and ask children to put
them right!
 
There will be lots of other ways to use Music Box, most of which we haven't
dreamt of. We would really be interested in the sorts of things you get up
to with the package and would would be grateful for any examples of
'compositions' you can send us!

We hope you enjoy using Music Box.

=============================================================================
      Topologika Software, Islington Wharf, Penryn, Cornwall TR10 8AT
=============================================================================
                             Tel/fax 01326 377771
=============================================================================

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*
00000890  3d 0a 47 45 54 54 49 4e  47 20 53 54 41 52 54 45  |=.GETTING STARTE|
000008a0  44 0a 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |D.==============|
000008b0  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |================|
*
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00000e40  20 53 6f 66 74 77 61 72  65 2e 0a 0a 3d 3d 3d 3d  | Software...====|
00000e50  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |================|
*
00000e90  3d 3d 3d 3d 3d 3d 3d 3d  3d 0a 53 50 45 43 49 41  |=========.SPECIA|
00000ea0  4c 20 52 45 41 44 45 52  20 4f 46 46 45 52 0a 3d  |L READER OFFER.=|
00000eb0  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |================|
*
00000ef0  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 0a 0a 54 68  |============..Th|
00000f00  65 20 41 63 6f 72 6e 20  41 72 63 68 69 6d 65 64  |e Acorn Archimed|
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00000f20  73 69 63 20 42 6f 78 20  6e 6f 72 6d 61 6c 6c 79  |sic Box normally|
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00000f90  43 6f 6d 70 75 74 69 6e  67 2c 20 4d 75 73 69 63  |Computing, Music|
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000010b0  42 6f 78 20 6f 6e 20 6d  6f 72 65 20 74 68 61 6e  |Box on more than|
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00001120  61 72 79 20 53 69 74 65  20 4c 69 63 65 6e 63 65  |ary Site Licence|
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00001180  0a 49 42 4d 20 76 65 72  73 69 6f 6e 2e 20 41 20  |.IBM version. A |
00001190  76 65 72 73 69 6f 6e 20  6f 66 20 4d 75 73 69 63  |version of Music|
000011a0  20 42 6f 78 20 66 6f 72  20 49 42 4d 20 50 43 20  | Box for IBM PC |
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00001280  41 70 72 69 6c 20 31 39  39 35 2e 0a 0a 3d 3d 3d  |April 1995...===|
00001290  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |================|
*
000012d0  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 0a 4d 41 4e 55 41  |==========.MANUA|
000012e0  4c 0a 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |L.==============|
000012f0  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |================|
*
00001320  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 0a  |===============.|
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00001d40  20 4e 6f 2e 20 49 66 20  79 6f 75 20 68 61 76 65  | No. If you have|
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000049c0  63 65 2c 20 74 65 73 74  69 6e 67 20 61 6e 64 20  |ce, testing and |
000049d0  65 6e 63 6f 75 72 61 67  65 6d 65 6e 74 3a 0a 0a  |encouragement:..|
000049e0  20 20 20 20 20 20 20 20  20 20 20 20 20 20 20 20  |                |
000049f0  57 69 6c 6c 20 44 75 6e  6c 6f 70 20 61 6e 64 20  |Will Dunlop and |
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00004a50  20 20 20 20 20 20 20 20  20 20 20 20 20 47 72 61  |             Gra|
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00004a90  20 20 20 20 20 20 20 20  20 20 20 20 20 20 20 20  |                |
00004aa0  20 20 20 20 20 20 20 47  72 61 6e 74 68 61 6d 3b  |       Grantham;|
00004ab0  0a 20 20 20 20 20 20 20  20 20 20 20 20 20 20 20  |.               |
00004ac0  20 42 72 61 6d 70 74 6f  6e 20 4a 75 6e 69 6f 72  | Brampton Junior|
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00004b00  69 6f 72 20 53 63 68 6f  6f 6c 2c 20 43 6c 6f 77  |ior School, Clow|
00004b10  6e 65 0a 20 20 20 20 20  20 20 20 20 20 20 20 20  |ne.             |
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00004b30  20 20 20 20 20 20 20 20  20 44 61 76 65 20 43 6f  |         Dave Co|
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00004b50  20 20 20 20 20 20 42 61  72 72 79 20 54 68 6f 6d  |      Barry Thom|
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00004b70  20 20 20 44 61 76 65 20  57 61 6c 73 68 0a 20 20  |   Dave Walsh.  |
00004b80  20 20 20 20 20 20 20 20  20 20 20 20 20 20 4a 69  |              Ji|
00004b90  6d 20 44 6f 77 6e 74 6f  6e 0a 20 20 20 20 20 20  |m Downton.      |
00004ba0  20 20 20 20 20 20 20 20  20 20 53 74 65 6c 6c 61  |          Stella|
00004bb0  20 53 6f 75 74 65 72 0a  20 20 20 20 20 20 20 20  | Souter.        |
00004bc0  20 20 20 20 20 20 20 20  0a 20 20 20 20 20 20 20  |        .       |
00004bd0  20 20 20 20 20 20 20 20  20 70 6c 75 73 3a 0a 0a  |         plus:..|
00004be0  20 20 20 20 20 20 20 20  20 20 20 20 20 20 20 20  |                |
00004bf0  41 6e 79 6f 6e 65 20 65  6c 73 65 20 77 65 27 76  |Anyone else we'v|
00004c00  65 20 66 6f 72 67 6f 74  74 65 6e 20 74 6f 20 6d  |e forgotten to m|
00004c10  65 6e 74 69 6f 6e 21 0a  0a 0a 3d 3d 3d 3d 3d 3d  |ention!...======|
00004c20  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |================|
*
00004c60  3d 3d 3d 3d 3d 3d 3d 0a  4d 55 53 49 43 20 42 4f  |=======.MUSIC BO|
00004c70  58 20 49 4e 20 54 48 45  20 43 4c 41 53 53 52 4f  |X IN THE CLASSRO|
00004c80  4f 4d 0a 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |OM.=============|
00004c90  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |================|
*
00004cd0  0a 0a 54 68 65 20 66 6f  6c 6c 6f 77 69 6e 67 20  |..The following |
00004ce0  74 65 78 74 20 69 73 20  65 78 74 72 61 63 74 65  |text is extracte|
00004cf0  64 20 66 72 6f 6d 20 74  68 65 20 70 72 69 6e 74  |d from the print|
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00004d10  75 73 69 63 20 42 6f 78  20 69 6e 0a 74 68 65 20  |usic Box in.the |
00004d20  43 6c 61 73 73 72 6f 6f  6d 27 2e 20 4f 62 76 69  |Classroom'. Obvi|
00004d30  6f 75 73 6c 79 20 69 74  20 69 73 20 6e 6f 74 20  |ously it is not |
00004d40  61 73 20 65 61 73 79 20  74 6f 20 72 65 61 64 20  |as easy to read |
00004d50  61 73 20 74 68 65 20 72  65 61 6c 20 74 68 69 6e  |as the real thin|
00004d60  67 20 28 6e 6f 0a 70 69  63 74 75 72 65 73 29 20  |g (no.pictures) |
00004d70  62 75 74 20 77 65 20 68  6f 70 65 20 69 74 20 77  |but we hope it w|
00004d80  69 6c 6c 20 67 69 76 65  20 79 6f 75 20 61 20 66  |ill give you a f|
00004d90  65 65 6c 20 66 6f 72 20  77 68 61 74 20 74 68 65  |eel for what the|
00004da0  20 63 6f 6d 70 6c 65 74  65 20 70 61 63 6b 20 63  | complete pack c|
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00004dc0  20 57 68 79 0a 2d 2d 2d  2d 2d 2d 2d 2d 2d 2d 2d  | Why.-----------|
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00004de0  61 6c 20 64 65 6d 6f 6e  20 66 6f 72 20 73 6f 6d  |al demon for som|
00004df0  65 20 70 72 69 6d 61 72  79 20 73 63 68 6f 6f 6c  |e primary school|
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00005660  63 20 42 6f 78 20 74 6f  6f 20 71 75 69 65 74 3f  |c Box too quiet?|
00005670  20 0a 0a 54 68 65 20 66  69 72 73 74 20 74 68 69  | ..The first thi|
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00005690  6b 20 79 6f 75 72 20 6d  6f 6e 69 74 6f 72 2e 20  |k your monitor. |
000056a0  4d 61 6e 79 20 63 6f 6d  65 20 77 69 74 68 20 61  |Many come with a|
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000056c0  74 20 69 6e 2c 20 74 68  6f 75 67 68 20 79 6f 75  |t in, though you|
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00005720  72 6f 6e 74 20 74 68 65  6e 20 74 68 65 20 63 68  |ront then the ch|
00005730  61 6e 63 65 73 20 61 72  65 20 69 74 20 68 61 73  |ances are it has|
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00005770  6f 20 73 6f 6c 64 20 79  6f 75 20 74 68 65 20 73  |o sold you the s|
00005780  79 73 74 65 6d 20 73 68  6f 75 6c 64 20 62 65 20  |ystem should be |
00005790  61 62 6c 65 20 74 6f 20  68 65 6c 70 20 68 65 72  |able to help her|
000057a0  65 2e 20 0a 0a 49 66 20  79 6f 75 72 20 6d 6f 6e  |e. ..If your mon|
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000057c0  65 20 61 6e 20 61 6d 70  6c 69 66 69 65 72 2c 20  |e an amplifier, |
000057d0  79 6f 75 20 63 6f 75 6c  64 20 75 73 65 20 27 61  |you could use 'a|
000057e0  63 74 69 76 65 27 20 73  70 65 61 6b 65 72 73 2e  |ctive' speakers.|
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00005810  73 65 20 77 69 74 68 20  27 57 61 6c 6b 6d 65 6e  |se with 'Walkmen|
00005820  27 2c 20 63 6f 6e 74 61  69 6e 20 61 20 73 6d 61  |', contain a sma|
00005830  6c 6c 20 61 6d 70 6c 69  66 69 65 72 2c 0a 61 6e  |ll amplifier,.an|
00005840  64 20 61 6c 72 65 61 64  79 20 68 61 76 65 20 74  |d already have t|
00005850  68 65 20 72 69 67 68 74  20 70 6c 75 67 20 6f 6e  |he right plug on|
00005860  2e 20 28 50 68 69 6c 69  70 73 20 64 6f 20 61 20  |. (Philips do a |
00005870  67 6f 6f 64 2c 20 73 74  75 72 64 79 20 72 61 6e  |good, sturdy ran|
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00005930  64 69 6e 67 20 74 68 65  20 72 69 67 68 74 20 6c  |ding the right l|
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00005980  74 6f 20 74 68 65 20 63  6f 6d 70 75 74 65 72 0a  |to the computer.|
00005990  64 6f 65 73 6e 27 74 20  67 75 61 72 61 6e 74 65  |doesn't guarante|
000059a0  65 20 71 75 61 6c 69 74  79 20 73 6f 75 6e 64 2c  |e quality sound,|
000059b0  20 62 65 63 61 75 73 65  20 41 63 6f 72 6e 27 73  | because Acorn's|
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00005a30  20 62 6f 61 72 64 20 77  68 69 63 68 20 27 70 75  | board which 'pu|
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00005a70  6c 69 66 69 63 61 74 69  6f 6e 20 64 65 76 69 63  |lification devic|
00005a80  65 2c 20 79 6f 75 20 6d  61 79 20 77 61 6e 74 20  |e, you may want |
00005a90  74 6f 20 74 75 72 6e 20  74 68 65 0a 63 6f 6d 70  |to turn the.comp|
00005aa0  75 74 65 72 27 73 20 6f  77 6e 20 73 70 65 61 6b  |uter's own speak|
00005ab0  65 72 20 6f 66 66 2e 20  49 66 20 79 6f 75 20 70  |er off. If you p|
00005ac0  72 65 73 73 20 46 31 32  2c 20 61 6e 20 61 73 74  |ress F12, an ast|
00005ad0  65 72 69 73 6b 20 77 69  6c 6c 20 61 70 70 65 61  |erisk will appea|
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00005b00  65 20 53 50 45 41 4b 45  52 20 4f 46 46 20 74 68  |e SPEAKER OFF th|
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00005b30  72 65 6d 65 6d 62 65 72  69 6e 67 20 74 68 61 74  |remembering that|
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00005b60  20 74 6f 20 61 6e 79 20  73 6f 72 74 20 6f 66 0a  | to any sort of.|
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00005bb0  20 74 61 70 65 2e 0a 0a  55 73 69 6e 67 20 53 6f  | tape...Using So|
00005bc0  75 6e 64 20 42 6f 78 0a  2d 2d 2d 2d 2d 2d 2d 2d  |und Box.--------|
00005bd0  2d 2d 2d 2d 2d 2d 2d 0a  0a 53 6f 75 6e 64 20 42  |-------..Sound B|
00005be0  6f 78 20 69 73 20 61 20  27 70 6c 61 79 20 61 72  |ox is a 'play ar|
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00005c00  43 68 69 6c 64 72 65 6e  20 63 61 6e 20 70 6c 61  |Children can pla|
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00005c50  6d 20 62 61 63 6b 2e 20  0a 0a 48 6f 6c 64 69 6e  |m back. ..Holdin|
00005c60  67 20 53 45 4c 45 43 54  20 64 6f 77 6e 20 6f 6e  |g SELECT down on|
00005c70  20 79 6f 75 72 20 6d 6f  75 73 65 20 61 73 20 79  | your mouse as y|
00005c80  6f 75 20 6d 6f 76 65 20  6f 76 65 72 20 74 68 65  |ou move over the|
00005c90  20 67 72 69 64 20 67 69  76 65 73 20 61 6e 20 69  | grid gives an i|
00005ca0  6e 73 74 61 6e 74 0a 69  6d 70 72 65 73 73 69 6f  |nstant.impressio|
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00005cf0  61 6e 74 0a 69 64 65 61  3b 20 61 6c 6c 20 74 68  |ant.idea; all th|
00005d00  65 20 73 6f 75 6e 64 73  20 61 72 65 20 70 6c 61  |e sounds are pla|
00005d10  79 65 64 20 61 74 20 74  68 65 20 73 61 6d 65 20  |yed at the same |
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00005d40  6e 64 73 20 77 69 6c 6c  20 6d 65 61 6e 20 74 68  |nds will mean th|
00005d50  61 74 20 73 6f 6d 65 20  73 65 65 6d 20 74 6f 20  |at some seem to |
00005d60  62 65 20 6c 6f 75 64 65  72 20 74 68 61 6e 20 6f  |be louder than o|
00005d70  74 68 65 72 73 2e 20 43  68 69 6c 64 72 65 6e 20  |thers. Children |
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00005d90  65 20 72 65 6c 61 74 69  76 65 20 6c 65 76 65 6c  |e relative level|
00005da0  73 20 6f 66 20 74 68 65  20 64 69 66 66 65 72 65  |s of the differe|
00005db0  6e 74 20 69 6e 73 74 72  75 6d 65 6e 74 73 20 61  |nt instruments a|
00005dc0  6e 64 20 75 73 65 20 74  68 69 73 0a 6b 6e 6f 77  |nd use this.know|
00005dd0  6c 65 64 67 65 20 6c 61  74 65 72 20 69 6e 20 54  |ledge later in T|
00005de0  75 6e 65 20 42 6f 78 2e  0a 0a 4d 75 73 69 63 20  |une Box...Music |
00005df0  42 6f 78 20 69 73 20 63  61 70 61 62 6c 65 20 6f  |Box is capable o|
00005e00  66 20 6c 6f 61 64 69 6e  67 20 61 6e 79 20 73 6f  |f loading any so|
00005e10  75 6e 64 20 6d 6f 64 75  6c 65 20 28 73 65 65 20  |und module (see |
00005e20  41 70 70 65 6e 64 69 78  20 41 20 69 6e 20 74 68  |Appendix A in th|
00005e30  65 0a 4d 61 6e 75 61 6c  29 20 61 6e 64 20 53 6f  |e.Manual) and So|
00005e40  75 6e 64 20 42 6f 78 20  69 73 20 74 68 65 20 69  |und Box is the i|
00005e50  64 65 61 6c 20 70 6c 61  63 65 20 74 6f 20 74 72  |deal place to tr|
00005e60  79 20 6f 75 74 20 64 69  66 66 65 72 65 6e 74 20  |y out different |
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00005e80  73 20 6f 66 20 70 6c 61  79 69 6e 67 20 77 69 74  |s of playing wit|
00005e90  68 20 64 69 66 66 65 72  65 6e 74 20 73 6f 75 6e  |h different soun|
00005ea0  64 73 2c 20 63 68 69 6c  64 72 65 6e 20 6d 69 67  |ds, children mig|
00005eb0  68 74 20 6c 69 6b 65 20  74 6f 20 72 65 63 6f 72  |ht like to recor|
00005ec0  64 20 61 20 74 75 6e 65  0a 74 68 65 6e 20 63 68  |d a tune.then ch|
00005ed0  61 6e 67 65 20 74 68 65  20 69 6e 73 74 72 75 6d  |ange the instrum|
00005ee0  65 6e 74 73 20 69 6e 20  74 68 65 20 63 6f 6c 75  |ents in the colu|
00005ef0  6d 6e 73 20 74 6f 20 73  65 65 20 68 6f 77 20 74  |mns to see how t|
00005f00  68 61 74 20 61 66 66 65  63 74 73 20 74 68 65 0a  |hat affects the.|
00005f10  65 66 66 65 63 74 2e 20  0a 0a 42 65 63 61 75 73  |effect. ..Becaus|
00005f20  65 20 6f 66 20 69 74 73  20 69 6d 6d 65 64 69 61  |e of its immedia|
00005f30  74 65 20 72 65 73 70 6f  6e 73 65 2c 20 79 6f 75  |te response, you|
00005f40  20 6d 69 67 68 74 20 61  6c 73 6f 20 6c 69 6b 65  | might also like|
00005f50  20 74 6f 20 75 73 65 20  4d 75 73 69 63 20 42 6f  | to use Music Bo|
00005f60  78 20 61 73 20 61 0a 70  65 72 66 6f 72 6d 61 6e  |x as a.performan|
00005f70  63 65 20 69 6e 73 74 72  75 6d 65 6e 74 2c 20 72  |ce instrument, r|
00005f80  65 6d 65 6d 62 65 72 69  6e 67 20 74 68 61 74 20  |emembering that |
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00005fa0  74 6f 20 6a 6f 69 6e 20  69 6e 20 77 69 74 68 0a  |to join in with.|
00005fb0  27 72 65 61 6c 27 20 69  6e 73 74 72 75 6d 65 6e  |'real' instrumen|
00005fc0  74 73 20 28 73 65 65 20  43 6f 6e 66 69 67 75 72  |ts (see Configur|
00005fd0  65 20 69 6e 20 74 68 65  20 4d 75 73 69 63 20 42  |e in the Music B|
00005fe0  6f 78 20 4d 61 6e 75 61  6c 29 2e 20 55 73 69 6e  |ox Manual). Usin|
00005ff0  67 20 43 68 6f 72 64 20  42 6f 78 0a 0a 55 73 69  |g Chord Box..Usi|
00006000  6e 67 20 43 68 6f 72 64  20 42 6f 78 0a 2d 2d 2d  |ng Chord Box.---|
00006010  2d 2d 2d 2d 2d 2d 2d 2d  2d 2d 2d 2d 0a 0a 54 68  |------------..Th|
00006020  65 20 77 61 79 20 6e 6f  74 65 73 20 62 65 68 61  |e way notes beha|
00006030  76 65 20 69 6e 20 63 6f  6d 62 69 6e 61 74 69 6f  |ve in combinatio|
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00006070  6f 72 64 20 42 6f 78 20  63 68 69 6c 64 72 65 6e  |ord Box children|
00006080  20 63 61 6e 20 65 78 70  65 72 69 6d 65 6e 74 20  | can experiment |
00006090  77 69 74 68 20 74 68 69  73 2e 20 54 68 65 79 20  |with this. They |
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000060b0  74 68 65 20 77 61 79 0a  73 6f 6d 65 20 63 68 6f  |the way.some cho|
000060c0  72 64 73 20 73 6f 75 6e  64 20 27 68 61 70 70 79  |rds sound 'happy|
000060d0  27 20 28 6d 61 6a 6f 72  20 63 68 6f 72 64 73 29  |' (major chords)|
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00006140  6b 20 61 6e 64 20 66 6f  72 74 68 2e 0a 0a 42 65  |k and forth...Be|
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00006200  74 20 6d 75 73 69 63 69  61 6e 73 20 6d 69 67 68  |t musicians migh|
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00006220  65 64 20 62 79 20 74 68  69 73 2c 20 62 75 74 20  |ed by this, but |
00006230  69 74 20 63 61 6e 0a 62  65 20 76 65 72 79 20 75  |it can.be very u|
00006240  73 65 66 75 6c 2e 20 41  70 70 65 6e 64 69 78 20  |seful. Appendix |
00006250  41 20 6f 66 20 74 68 69  73 20 62 6f 6f 6b 6c 65  |A of this bookle|
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00006270  6f 72 64 20 63 68 61 72  74 20 77 68 69 63 68 2c  |ord chart which,|
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00006370  2d 2d 2d 2d 2d 2d 2d 0a  0a 42 65 61 74 20 42 6f  |-------..Beat Bo|
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*
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000084b0  6e 6f 74 65 73 0a 73 6f  6d 65 77 68 65 72 65 20  |notes.somewhere |
000084c0  69 6e 20 74 68 65 20 63  65 6e 74 72 65 2e 20 47  |in the centre. G|
000084d0  69 76 65 20 74 68 65 6d  20 61 63 63 65 73 73 20  |ive them access |
000084e0  74 6f 20 6a 75 73 74 20  74 68 65 20 4d 6f 76 65  |to just the Move|
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00008500  73 0a 73 6f 20 74 68 65  79 20 63 61 6e 20 70 75  |s.so they can pu|
00008510  6c 6c 20 74 68 65 20 6e  6f 74 65 73 20 75 70 20  |ll the notes up |
00008520  61 6e 64 20 64 6f 77 6e  20 74 6f 20 6d 61 6b 65  |and down to make|
00008530  20 61 20 74 75 6e 65 2e  0a 0a 53 65 76 65 72 61  | a tune...Severa|
00008540  6c 20 63 6f 6d 70 75 74  65 72 73 20 63 6f 75 6c  |l computers coul|
00008550  64 20 70 6c 61 79 20 74  6f 67 65 74 68 65 72 2e  |d play together.|
00008560  20 54 72 79 20 73 6f 6d  65 74 68 69 6e 67 20 6c  | Try something l|
00008570  69 6b 65 20 27 4c 6f 6e  64 6f 6e 27 73 0a 42 75  |ike 'London's.Bu|
00008580  72 6e 69 6e 67 27 2c 20  66 6f 72 20 65 78 61 6d  |rning', for exam|
00008590  70 6c 65 2e 0a 0a 59 6f  75 20 63 6f 75 6c 64 20  |ple...You could |
000085a0  73 61 76 65 20 74 75 6e  65 73 20 63 6f 6e 74 61  |save tunes conta|
000085b0  69 6e 69 6e 67 20 64 65  6c 69 62 65 72 61 74 65  |ining deliberate|
000085c0  20 6d 69 73 74 61 6b 65  73 2c 20 61 6e 64 20 61  | mistakes, and a|
000085d0  73 6b 20 63 68 69 6c 64  72 65 6e 20 74 6f 20 70  |sk children to p|
000085e0  75 74 0a 74 68 65 6d 20  72 69 67 68 74 21 0a 20  |ut.them right!. |
000085f0  0a 54 68 65 72 65 20 77  69 6c 6c 20 62 65 20 6c  |.There will be l|
00008600  6f 74 73 20 6f 66 20 6f  74 68 65 72 20 77 61 79  |ots of other way|
00008610  73 20 74 6f 20 75 73 65  20 4d 75 73 69 63 20 42  |s to use Music B|
00008620  6f 78 2c 20 6d 6f 73 74  20 6f 66 20 77 68 69 63  |ox, most of whic|
00008630  68 20 77 65 20 68 61 76  65 6e 27 74 0a 64 72 65  |h we haven't.dre|
00008640  61 6d 74 20 6f 66 2e 20  57 65 20 77 6f 75 6c 64  |amt of. We would|
00008650  20 72 65 61 6c 6c 79 20  62 65 20 69 6e 74 65 72  | really be inter|
00008660  65 73 74 65 64 20 69 6e  20 74 68 65 20 73 6f 72  |ested in the sor|
00008670  74 73 20 6f 66 20 74 68  69 6e 67 73 20 79 6f 75  |ts of things you|
00008680  20 67 65 74 20 75 70 0a  74 6f 20 77 69 74 68 20  | get up.to with |
00008690  74 68 65 20 70 61 63 6b  61 67 65 20 61 6e 64 20  |the package and |
000086a0  77 6f 75 6c 64 20 77 6f  75 6c 64 20 62 65 20 67  |would would be g|
000086b0  72 61 74 65 66 75 6c 20  66 6f 72 20 61 6e 79 20  |rateful for any |
000086c0  65 78 61 6d 70 6c 65 73  20 6f 66 0a 27 63 6f 6d  |examples of.'com|
000086d0  70 6f 73 69 74 69 6f 6e  73 27 20 79 6f 75 20 63  |positions' you c|
000086e0  61 6e 20 73 65 6e 64 20  75 73 21 0a 0a 57 65 20  |an send us!..We |
000086f0  68 6f 70 65 20 79 6f 75  20 65 6e 6a 6f 79 20 75  |hope you enjoy u|
00008700  73 69 6e 67 20 4d 75 73  69 63 20 42 6f 78 2e 0a  |sing Music Box..|
00008710  0a 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |.===============|
00008720  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |================|
*
00008750  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 0a 20  |==============. |
00008760  20 20 20 20 20 54 6f 70  6f 6c 6f 67 69 6b 61 20  |     Topologika |
00008770  53 6f 66 74 77 61 72 65  2c 20 49 73 6c 69 6e 67  |Software, Isling|
00008780  74 6f 6e 20 57 68 61 72  66 2c 20 50 65 6e 72 79  |ton Wharf, Penry|
00008790  6e 2c 20 43 6f 72 6e 77  61 6c 6c 20 54 52 31 30  |n, Cornwall TR10|
000087a0  20 38 41 54 0a 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  | 8AT.===========|
000087b0  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |================|
*
000087f0  3d 3d 0a 20 20 20 20 20  20 20 20 20 20 20 20 20  |==.             |
00008800  20 20 20 20 20 20 20 20  20 20 20 20 20 20 20 20  |                |
00008810  54 65 6c 2f 66 61 78 20  30 31 33 32 36 20 33 37  |Tel/fax 01326 37|
00008820  37 37 37 31 0a 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |7771.===========|
00008830  3d 3d 3d 3d 3d 3d 3d 3d  3d 3d 3d 3d 3d 3d 3d 3d  |================|
*
00008870  3d 3d 0a                                          |==.|
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