3
6.
Pull the knobs out towards you and set the inner
struts to the desired height.
Check the height setting numbers marked on the inner struts to
make sure that both the left and right legs are set to the same
height.
Adjusting the Strut Angle
You can adjust the degree to which the struts open by
attaching or removing the angle adapters.
To set the struts at an increased angle, remove the angle
adapters on the outer sides of the strut hinges (refer to Fig. B).
• Set the keyboard so that the center of the keyboard is aligned
with the midpoint of the stand.
• Set the keyboard so that it rests on the rubber portions of the
arms.
• Adjust the strut height and angle so that the stand is the
appropriate width for the keyboard and that any rubber feet on
the underside of the keyboard are not resting directly on top of
the arms.
• Run cables used for connecting the keyboard through the struts’
cable clip. Using the keyboard and stand with the cables
swinging loosely is dangerous, so be sure to keep the cables
secured to the strut.
• Do not move the stand with the keyboard still resting on it. This
may cause the keyboard to topple and fall.
Do not play the keyboard so vigorously that the stand shakes left
and right or the stand’s legs rise off the floor. This may cause the
keyboard to topple and fall.
Precautions to Observe When
Setting the Keyboard on the Stand
Note to Observe When Performing
Knob
* Of the numbers for setting the strut
height, use only the numbers from 1
through 12. Setting the height at 13 is
not recommended, as this may make
the stand unstable.
* Take care not to let your hands or
fingers get caught and pinched in the
notches for the height setting numbers.
Angle Adapter
Fig. A Fig. B
* Attach the angle adapters
on the inner sides of the
strut hinges to prevent
from losing them (refer to
Fig. B).
* When removing the angle
adapters, be sure to remove
them from both struts.
Never use the stand with
the adapter removed from
only one side, as this will
cause the keyboard to lean
dangerously to one side.
6.
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