J.W.Reed Design - DMI Research Book

DIGITALa MUSIC INSTRUCTOR
digit l music instructor

J. W. REED
senior thesis spring 2010
senior thesis spring 2010

DIGITAL MUSIC INSTRUCTOR
D I G I T A L M U S I C I N S T R U C T O R

2
CONCEPT
CONCEPT

senior thesis spring 2010 J. W. REED


Frustrated Learning Music?

3



“Can’t Learning Music be Easier?!”

Design Hypothesis -

4
This device will be the easiest way to learn
to play, and improve playing, an instrument.

A sophisticated electronic device dedicated to mu-
sic instruction will help individuals learn music or
improve their musical skills through graphical/vid-
eo examples, real time feed back, and music analy-
sis.



Basic Concept

5



Basic Concept - Feedback Loop

6



PROBLEM
PROBLEM 7



Have You Ever Tried to Learn Music?

8

How did it make you feel?!


“Learning music sucks.”
- Ludwig Van Beethoven

Whether y ou are a child just starting piano lessons
or an adult that never got the chance to learn be-
fore, everyone struggles with learning music.

Some people struggle more with certain aspects
of learning music, but everyone struggles to some
degree with every aspect. 9

One key factor that makes learning music
so difficult is a lack of constant feedback,
especially when playing a new piece of
music.

Without experience it is very difficult for
a music student to know whether they are
playing something correctly or incorrectly.


There are several common ways to learn music:

First, many people attempt to learn music from a book.

There are music teachers. Some teach in a group setting
or a music camp, while the majority are
private instructors.

Also, there are also many webpages, online videos,
and computer programs that attempt to teach a person
10 music.


Various Methods of Instruction

11


These three main forms of learning music - through a book, through a computer, and
through an instructor - all have their own limitations.

12

EASY PORTABLE AVAILABLE
24/7
Music students try all three ways of learning, and most find that some combination of
books, online resources, and personal instruction work well for them.


M Learning music through a book
can be a most frustrating
U process.

S It is akin to learning math by
reading a textbook.
I
Music instruction books
C are normally written to be
accompanied by a music 13
instructor.
B
Few music books are thorough
O enough to be relied solely upon
for musical instruction.
O
Those that are run the risk of
K
being so comprehensive that
a student doesn’t know what
S information to focus on.



Whether too much or too M
little information, it is at
least always accurate and U
reliable information.

S
Music books are also very
portable and often fit into I
a musical instrument case if
the student uses one.
C
14

It goes with out saying that
a music instruction book
B
provides no feedback to the
student as to whether they O
are playing correctly or
incorrectly.
O

This can make learning from K
a book a very frustrating
process.
S


COMPUTER LEARNING
There are many websites dedicated to learning
music - some good, some bad.

There are also many YouTube and other videos
directed towards music instruction - again, some
good, some bad.

Similarly, there are a few programs for teaching
music, especially for the popular instruments such as
15
guitar and piano.
These different digital applications for learning music
are often easier to understand than music books.

This is because the graphical instruction on these ap-
plications show through video and animation what the
user is supposed to do.

These animation and videos gives the music student a
better sense of what they are doing right and wrong.



COMPUTER LEARNING
Unfortunately, often times these digital means
to learning music are not completely accurate.

Furthermore, even if they are accurate, they
might not be comprehensive or complete
enough to provide lasting assistance to a be-
16 ginning musician.

Digital means of music instruction are obviously
less portable than a book.

And again, there is no sense of feedback for
a student to know whether they have applied
their lesson to their instrument correctly.


Music Instructors
Music instructors are a reliable source for musical
knowledge.

They should be easy to communicate with and able to
provide quick, accurate, and understandable answers
to a music student’s questions.

Music Instructors provide a student with guidance and
important feedback about their playing. 17
This helps a student to learn the correct way to
play something without making bad habits or
excessive errors.

This guidance and feedback are very reas-
suring to the student and viewed as a primary
reason for employing the instructor.

Many instructors will utilize music books, web-
sites, and/or computer programs as teaching
aids for their own lessons.


Music Instructors
Some music instructors teach in a classroom setting
with many students, while the majority are private
music teachers that instruct one-on-one with their
students.

While both types of teachers are knowledgeable
about music, the amount of personalized instruction
a student receives will be greater with a private
instructor.

18 Of course, either situation costs money, and over
time can become a significant expenditure. Unfortunately, music instructors are not always
available for guidance and feedback and are
typically met with only once a week for a lesson.

This lack of constant guidance and feedback can
cause a regression from what was learned during
the lesson.

A student might be making many errors by the
next lesson and not be aware of them at all.

Even so, the reliability and guidance a music teach-
er provides makes them one of the best ways to
learn music… and also one of the most expensive.



SUMMARY
In this digital age with impressive electronic
devices everywhere making daily life easier,
it is inconceivable that a device has not been
created that can finally help aspiring musi-
cians to affectively learn music.

19

vv Technology has been applied to this problem,
but never in a comprehensive way with the
guidance and feedback only received through
music instructors.



SUMMARY
Computer interfaces and videos have made the me-
chanics of learning music far easier than using music
instruction books, but are sometimes unreliable and
not very portable.

The comprehensive amount of information found in
some music books are beneficial to students as they
become more advanced, as long as they can read
20 the notation system.

Music instructors can inform a student when they
have made an error and explain to them immedi-
ately how to fix it, although they are not always
present for the student to rely upon.

Why can’t the benefits of these three meth-
ods be combined into a Comprehensive Dig-
ital Music Instructor?



Current Method Analysis
Easy to Use Comprehensive Portable Gives Feedback Easy to Use

Books

Instructors

21

Programs

Websites

Online Video

Music Classes



Current Method Summary

22

EASY PORTABLE AVAILABLE
24/7



Proposed Device Attributes

The Device Needs to be...

EASY TO USE
PORTABLE
ALWAYS AVAILABLE 23

GIVES FEEDBACK
GIVES EXAMPLES
TRACKS PROGRESS
MULTIPLE INSTRUMENTS
COMPREHENSIVE



24 SOLUTION
SOLUTION



iPad Jacket

25

iPad Station


iPad Station

26



27



video output
VGA video port

opening for 2 hi-fi mic inputs
Home button XLR microphone port
28

headphone port
3.5mm trs cable

2 front input ports
1/4in. trs cable 2 speaker outputs
1/4in. trs cable
6 rear input ports
1/4in. trs cable



29



30


iPad Jacket

31



32



33

listens & recognizes


opening for
Apple Logo

speaker housing -
blunet audio corp.
model ESP-34pf 8.5

34

opening for
Home button microphone housing
Transound Electronics
Co., Ltd.
model TSB-6040A



35



36



FUNCTIONALITY
FUNCTIONALITY 37



Functionality - Multiple Instruments

38



Functionality - Size

39



Functionality - Portability

40



Functionality - In Use

41



Functionality - Uploading Music

42



Functionality - Feedback

Feedback Mode
The Correct note Was G

43

You Played an A
Example

To Play a G
Put your First,
Second and
Third Fingers
On The but-
tons shown -
Click Here to
see a video



Musical Instruction - Methods

Guitar Tuning Video

Video
Parts of the Saxophone
Ligature

44
Neck
Reed

Graphic
Rods Bell

Keys

Key Pads (under keys)

Key Guard

Standard Notation Trainer
Interactive
Select or Play the Following Note:



Musical Instruction - Progress Tracking

Progress
Tracker
45

P
R
O
G
R
E
S
S

TIME PRACTICING



Additional Tools - Music Translator

46
Translate
Mode
T
A
B
1 4
3



Additional Tools - Notation Transcriber

47

Transcribe
Mode



Interfacing - Musical Navigation

Main Menu Main Menu

Play Note
or
Press Button Feedback Mode
for Selection Loading...

48 A Feedback Mode A Feedback Mode

C Lesson Mode C Lesson Mode

E Tools E Tools

Each selection in the A user can PLAY the The device will listen
interface will have a note that corre- and allow the user to
corresponding let- sponds to the func- navigate through the
ter, which is a NOTE. tion they wish to se- interface with music
lect



RESEARCH
RESEARCH 49



Research for this project began by analyzing the
various forms of music instruction.

Each form of instruction was analyzed regarding sev-
eral criteria -
- Ease of Use (Understandability)
- Value to user over time (Comprehensiveness)
- Portability
- Guidance and Feedback

Books
50 First, different music instruction books were examined.

Music books are normally specific to a certain instrument.

Most music books teach the same information but not nec-
essarily in the same order.

They start with instrument related information, like the
parts of the instrument and how to hold it, then launch into
a brief explanation of how musical notation works.

The authors then attempt to apply this understanding of
notation to the instrument showing how to play notes one at
a time until a simple song can be played.


As the book progresses, more notes are introduced,
more information about notation is introduced, and
more difficult songs using the recently received infor-
mation are learned as well.

The method of instruction in these books is very simi-
lar, using musical notation and infographics / photo-
graphs as reference.

A few musical instruction books are geared towards
advanced musicians and mostly have information on
music theory as it pertains to an instrument. 51
While these books contain valuable information to a
progressing student, they are extremely difficult to
understand, as well as so comprehensive one doesn’t
know what information is the most important to focus
on.
Findings-
The majority of music instruction books are difficult to understand.

Most books are either for beginners or for advanced musicians - very few books are comprehensive.

Music instruction books are very portable and many instrument bags and cases are designed to carry such books.

While these books do provide many tips and guidance, they cannot provide any feedback for the music student.



Websites
Next, several music based websites were examined.

The vast majority of music based websites are dedicated
to guitar.

Some are dedicated to teaching piano or musical nota-
tion.

Very few attempt to teach any other instrument or music
theory beyond the basic fundamentals.
52
Many sites dedicated to other instruments are rudimen-
tary and have no real improvement over a book.

Most websites are easier to understand than read-
ing using a music book, but they still contain a lot
of writing.

Because of this, many music learning websites
embed YouTube videos to get around being too
wordy.

It is hard to determine which sites are the best to
use, especially for a beginning musician.



The biggest attraction to using a website to learn music is
that it is normally free.

Those dedicated to the guitar often do not use or attempt
to teach standard music notation.

The sites for guitar mostly utilize guitar specific notation
styles that relate to the fretboard

These guitar sites use these styles of notation with info-
graphic and photographic examples for instruction. 53

Websites for piano utilize standard notation with info-
graphs and photographs for examples.

Many piano based sites also teach standard musical no-
tation to some degree since it is used to teach piano.

Sites dedicated to other sites can vary significantly in
quality and interest.

Many have no improvement over using a book.



Findings-
Some websites can be easier to understand than music books since they have more infographics and some-
times interactive applications. Some are no different than an online book.

Most websites are only for beginners, some are for advanced musicians, but very few are comprehensive
and can help a student as they progress musically.

Even with a laptop you still need an internet connection to access the website, and thus it is not very porta-
ble.

54 While most websites do provide many tips and guidance, they cannot provide any feedback for the music
student.



Programs
There are many computer programs available for learning
music.

Some programs are geared towards only teaching kids,
but most are aimed at a large segment of the population,
kids included.

Many are dedicated to learning popular instruments such
as guitar and piano.

Some are dedicated to learning how to read standard
55
music notation.
A few are a mix of notation and instrument instruction,
or focus on another aspect of learning music, such as
ear training or music theory.

Some programs don’t even teach music at all but help
decipher and transcribe a song into notation so the user
can read and learn it.

Others allow you to write your own music notation or to
actually compose music on your PC.



The quality of musical computer software tends to
be an improvement over music websites since they
are not free.

Even so, the content might not be much between mu-
sic books, websites, and computer programs.

Computer software tends to be more interactive
and “game-like” than websites which tend to be
more like online books.

56
Findings-
Most programs are an improvement over books and websites and tend to be easier to use and under-
stand.

Most programs are only for one level of player and require either an upgrade or a different program
entirely after a user has advanced.

While more portable than a website, programs still requires a laptop with a battery charge in order to
take with you.

While often giving video examples and interactive tutorials, no musical software seems to give a student
live feedback on their playing.


Musical books, websites, and programs for begin-
ners first focus on the instrument: the parts of it,
how it is held, how it is played, etc.

Then there is focus on a system of notation used
for instruction with a brief explanation of the
system.

After that, the notation system is applied to the
instrument, one note at a time.

Simple songs are then introduced to reaffirm
what the student has learned so far.
57

This system is repeated until the student knows all
the notes on the instrument, and typically more
musical concepts and details about the notation
system have been introduced.

Usually there are more difficult pieces of music
after the final lesson, utilizing all the things a stu-
dent has learn thus far.

At this point, a new music book, program, or web-
site is usually needed to continue learning music
at an intermediate level.


Videos
Many instructional videos about music can be
found online.

They can be found on any variety of instruments
at various skill levels.

Some videos are dedicated to learning musi-
cal notation systems, abstract musical concepts,
even instrument configurations - as for the elec-
tric guitar.
58 Music instruction videos are typically broken up into
short segments about a specific subject - ie. the notes on
the instrument, or the musical notation system.

A specific teacher may have comprehensive videos
relating to many topics of music, both simple and ad-
vanced, or they might only gear their videos towards a
certain skill level or subject.

Music instruction videos allow the user to pick and chose
what they would like to learn in the order they would
like to learn it, although without guidance from a music
teacher this could be detrimental to the students ability
to advance.


Music instruction on video has always been seen as an
easy and more affordable way to learn an instrument.

In the past, many reputable music teachers had attempt-
ed to publish video tapes and DVDs and sell them on TV
or by catalog.

With the advancement of YouTube and other online vid-
eo hosting, purchasing musical instruction videos is nearly
obsolete.

Unfortunately, not all videos online are reliable from
reputable music teachers. 59
Some of the videos are by teenagers or young
adults without any real teaching experience.

There are many well done videos available by gen-
uine music instructors - finding them is the trick.

Many videos are hosted on YouTube or other sites
and then embedded into a music teacher’s online
instruction website.

Some online instruction sites use a conglomeration of
videos posted across to internet to substitute for not
having any real input of their own.



If well made, music videos can have a great im-
provement over books and websites since they can
be more natural to understand and provide live 3D
examples instead of using a graphic.

Also, many people seem find it easier to listen to
someone speak about music as opposed to reading
text.

60
Findings-
Music instruction videos are much easier and natural to understand than books, websites, and even some
programs

While each video is not comprehensive, there are many videos available on nearly every aspect of music at
all different skill levels.

Music instruction videos are less portable than book, requiring a laptop with a battery charge and either a
copy of the video or an internet connection.

While videos might have excellent guidance through a topic, they do not offer a student much feedback as
to whether they are playing the lesson correctly.



Music Teachers
Music Teachers offer a customized and personalized ap-
proach to learning music.

While many teachers instruct each student on the same
topic, no two teachers do it the same way.

Furthermore, most teachers do not teach each of their
students the same way either, often personalizing their
approach to the interests or ambitions of their student.

Music teachers offer a vast amount of knowledge to a 61
student and are an easy to access reference for musical
questions.

Instead of reading a book or manipulating a
software program, accessing musical informa-
tion from a teacher is as easy as talking.

Most music teachers can instruct students in a
multitude of sub-diciplines related to their cho-
sen instruments of expertise.


For instance a vocal coach might not only teach a
student how to sing in general, but also instruct them
on singing the blues, stage presence, singing while
playing an instrument, breath and sound control, and
lyrical ideas.

The experience of the teacher as a musician com-
bined with their experience at teaching allow them
to analyze a student’s shortcomings and help them to
struggle less with overcoming them.

Most importantly, a teacher can listen to a student
62 and tell them when they are making errors - as the
students don’t often realize they are - and then ex-
plain how to correct those errors.

Also available to a student are music classes in a
group setting.

Typically these classes offer less personalized music
instruction and guidance for the student.

The teacher is usually just as competent as a pri-
vate music instructor, but they have to balance the
needs of more people at one time.



This form of instruction typically costs less than a pri-
vate music teacher as well.

While both forms of music lessons can provide neces-
sary feedback to a student, music lessons are normally
scheduled only once a week.

During the time in-between lessons a student can forget
what guidance they received or slip back into old hab-
its that the teacher was attempting to break.

Unfortunately the excellent guidance and feedback 63
from a music teacher cannot be accessed at all times.

Findings-
Music teachers are very easy to use, as one only has to talk and listen in order to access information from them.

Music instructors are very comprehensive and can teach students of various skill levels.

Music instructors are not portable and are typically only available for one hour a week.

Music teachers do provide excellent guidance, and more so, necessary feedback to the student.


Research Sources
Websites

www.abclearnguitar.com Guitar Program Review - guitar-lesson-soft-
ware-review.toptenreviews.com
www.all-guitar-chords.com
Piano Program Review - piano-lesson-software-
www.easypianobasics.com review.toptenreviews.com

www.guitar.about.com
Programs
www.guitartricks.com
64
Garage Band v.5.1 by Apple Inc - Installed on
www.i-love-guitar.com Mac OS X 10.6.3
www.learnguitarblog.com Guitar Method v.5 by eMedia - CD-ROM
www.learningviolin.com Teach Yourself to Play Guitar Deluxe by Alfred
Publishing - CD-ROM
www.piano-play-it.com
www.musicked.com - online software - Many
www.pianobychords.com Instruments Available
www.tamingthesaxophone.com Practica Musica - www.ars-nova.com/
aboutpm5/index.html
www.zebrakeys.com theory and notation



Interview Research
As part of the research for this project, several musicians of different disciplines and
skill levels were interviewed about their experiences with learning or teaching music
and their thoughts on a device that could help people to learn music easier. 65
Most met the idea with excitement and gave valuable insights on what problems occur
when learning music and what could help them to learn music easier.



Traci - “Everyone is different, but everyone struggles with learning music.”

Traci is a professional vocal coach,
singer and pianist with many years of
musical experience.

She was excited at the prospect of a
product that could help music students
learn easier and give them confidence.
66
She agrees that all student need feed-
back as they begin to learn music and
that is the source for many mistakes
and bad habits until a student acquires
enough experience to recognize such
mistakes.

She would expect the device to show
through reliable and simple examples
what a user did wrong and how to cor-
rect the problem.



She believes that a proven method of teaching is necessary to be successful and that maybe the
device makers could corroborate with publishers of music instruction books.

She would use the device herself for teaching and composing and would recommend her students to
acquire one as well.

She would like to have the two devices interface, not only at the lesson but during the week so that
she may check up on a student’s progress.

She believes that the device would hold her students accountable by letting their parents or heir
teacher check on their progress. This will encourage student to practice more.
67
She said she would like to be able to compose music and store lyrics on it.

She stated how this device could be to a college level musician what a laptop is to every other stu-
dent.

She believes that this device would need many layers of software to teach multiple skill levels, dif-
ferent types and genres of music, even languages for different styles of singing, maybe even a col-
lege edition.

She would also like it to be subscription based. She might need to buy many packages based upon
what her students want to learn, and she would like to be able to purchase a subscription for unlim-
ited downloads as opposed to pay out of pocket for each different package.



Troy - “It could help me reach the next musical level!”

Troy is an intermediate drummer and com-
puter engineer. He attempted to learn guitar
several times but he found learning from a
book overwhelming.

From an engineer’s stand point, he believes
that the partnership between the designers,
68 engineers, music teachers, and programmers
will be very difficult.

Troy likes the idea of using this device with
his entire band, whether to isolate an error
and identify the problem, or to help write
songs and help suggest ideas about chords or
scales.

He suggested that their might be different
logons for different band members.



When done playing the device might give review and an option to see more examples.

He thinks it might need the option for tuning and calibration to different instruments, possibly
with a separate microphone system.

Troy also would like to hear a pre-recorded voice giving feedback as opposed to just visual
cues, and thinks people would respond better to that.

Troy points out that drums use a different notation style, which most drummers can’t read, as well
as many drummers have a customized drum kit with any variety of percussion instruments.
69
If the device is to communicate with drummers a unique system of notation might need to be de-
veloped, possibly based on a standard kit plus any extra percussion devices.

He attested that the device could help him achieve the next musical level.



Chad - “It can keep me from burning our from frustration for less than
$200?! Why wouldn’t you use it?!”

Chad is a beginning guitarist. He has
sung with bands but wanted to learn
guitar to complement his songwriting.

Chad has tried to use books to learn
70 and says he “can’t get anywhere with
them”. He is currently taking private
guitar lessons.

Chad doesn’t read standard notation
but does understand guitar tablature
and chord diagrams for guitar.

He would not only use this device to
give him feedback while playing songs,
but also when playing chords and
scales too.



He would like to use this device to help him learn songs as well, whether playing song ideas
of his own and then documenting them, or using recorded music from other songwriters/
bands and having the device transcribe them so he might learn it.

He would also like the device to translate between standard music notation and guitar tab-
lature so he might learn to play pieces that are only transcribed in notation.

In addition, he would like it if this device could also make suggestions or show substitutions
with regards to songwriting.

Chad suggested that this device have a touch screen. He says it is cumbersome to use his 71
computer with a keyboard and a mouse with a guitar in his lap.

He also said that a device like this would depend on the amount of features it has and its
price. Under $200 would be ideal especially if it did all the features he mentioned.



Ryan - “I stopped learning because of lack of motivation”

Ryan has sung with bands and wanted to learn bass gui-
tar. He fell short of his aspirations due to a lack of time
and motivation.

He expressed a desire for a device that could track his
musical skill progression.

72 He would also like to be able to chose whether to work on
rhythm and timing or on notes, or both at the same time.

He would also like to see a unique interface, maybe using
foot pedals to keep hands free or the like, in order to dif-
ferentiate the product.

Whether it is a percentage/point based system or some-
thing different, he said he would be encouraged to see
that the amount of time put into practicing really was
helping him make fewer errors in his playing.



Mark - “I would use that with my band!”

Mark is an intermediate guitarist and songwrit-
er. He currently plays bass and guitar is a mod-
ern country band.

He has played music for a long time, but has
mostly stuck to rhythm basics and songwriting.
Recently he is taking lead guitar lessons to im- 73
prove his playing.

Mark was excited about the possibility of using
a device with his band - something that could
allow them to work on specific parts of a song
they were writing or that might allow them to
single out mistakes from one member.

He would also use any type of theory lessons or
scale analysis in his current guitar lessons.



Marcia - “I would use it to help me keep straight complex jazz chord substitutions”
Marcia is a pianist with nearly 65 years of experience. She does
not remember a time when she could not read music.

Marcia plays mostly jazz using very complex chord substitutions.
She says even with as long as she has played it is still easy to get
mixed up between the chords due to their complexity.

She she’s a device like this really helping her keep straight all the
74 correct notes in the up to 10 note substitution chords that she uses.

Marcia pointed out that a device like this would need to be able
to discern at least 10 different notes at the same time in order to
work with jet a single piano player.

She also pointed out that a device like this could help orchestral
musicians who have coordinate breaks to turn the pages of their
sheet music so that the music continues without interruption.

We extrapolated this into the idea that an entire orchestra could
use these devices with all the musicians devices slaved to the
conductor who would control start and stop times, and then could
review the practice and identify mistakes made from individual
musicians while analyzing the entire orchestra.



Wes - “I’m just old fashioned, I guess…”
Wes is an advanced guitarist and songwriter. He plays most-
ly jazz and pop and has been playing for nearly 30 years.

He was not too keen on the idea of a digital device to help a
student with music.

He believes a student should use the tried and true methods
of learning from a book and instructor, and that if they don’t
have the tenacity to do that they don’t deserve to play an
instrument. 75

He was asked if he might use an analytical or music theory
function of such a device and he attested that an advanced
musician should only use his mind for such things.

He was then asked if he might use such a device for his
daughter who is learning the piano, and he once again said
no.

Then he was prompted if he might use such a device to help
him with his singing, which he admits is not his strong suit, to
which he agreed he would use it to help him hear when he is
singing the correct note.



Becky - “I’d use it as like a personal music computer at school”
Becky is a college level musician, as performance major, and
has played clarinet for nearly fifteen years.

She has taught music before and initially thought she would
not use a device like this for herself but only to teach.

Upon learning some of the anticipated features such as song
analysis and theory instruction she became much more ex-
cited about the prospect of using it for herself.
76
Becky feels that she would not need the feedback function
on the device because she is experienced enough that she
recognizes when she makes a mistake and knows how to fix
it when she does.

She does like the aspect of it being all of her music tools in
one device - it could be her tuner, music books, metronome,
notepad, composing software, and homework platform all in
one device.

She believes this device could be to music majors what a
laptop is to other students.



PROCESS
PROCESS 77



Mind Map - Complete

78



Mind Map - Logic System

79



Mind Map - Teaching System

80



Mind Map - GUI System

81



Mind Map - Configuration

82



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Original Concept - Standalone Device

114

Handle Concept - device incorporates handle and a cover that can articulate into a stand



115

Hanging Device Concept - device can attach to chair, music stand, piano, etc.



116

Base Station Dock Concept - allows for additional components still with portability



117

Unique Physical Interfacing, Handles, and Stands



118

Unique Displays, Handles, and Protrusions for Hanging



119

Articulating Stands, screens and Docking bases


J.W.Reed Design - DMI Research Book

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