I have found that rarely does a student who has deeply understood the "Basic Theory of Music" encounter difficulties in their subsequent theoretical studies. This is one of the reasons I wanted to share my experience in this particular work. A second reason is that often students and teachers "rush" to fill gaps just before the final exams. The result is that students develop a negative attitude towards the theoretical side of music and accumulate so many gaps over the years that it becomes difficult to cover them later.

In this work, utilizing the capabilities of technology, learning is facilitated and gaps from possible student absences are covered. An additional opportunity is also offered to the music educator for more effective teaching through online communication.

The "Basic Theory of Music" contains the necessary theoretical background, presented inductively, so that the student is able to start studying "Harmony" seamlessly.

It is divided into Theory A, B, C following the conservatory practice of material distribution.

The A Theory is divided into 12 lessons, the last two of which are a basic vocabulary of musical terms related to colorations and dynamics. The B and C Theory contain a cycle of twelve lessons. Each lesson is accompanied by a worksheet. At the end of each lesson, the student must complete the worksheet and the teacher must check it meticulously, giving the necessary directions so that no knowledge gaps remain.

On the accompanying CD, there are all the worksheets and short written tests. The digital worksheets will be very useful, especially when a student needs to repeat a large part of the exercises. The short written tests are only on the CD and help to evaluate both the students and the effectiveness of the overall teaching effort. Consequently, written control in the classroom should be done after the worksheets have been corrected and the appropriate counseling has been provided to the students.

The short written tests are collected in a folder for each student. In this folder, the teacher has a clear picture of the student's progress and can plan additional teaching support exactly where the student needs it.

Except for the answers that must be written on the staff, all other answers can be given on the PDF file. [...]

(from the author's preface)