I have noticed that rarely does a student who has a deep understanding of "Basic Music Theory" encounter difficulties in their subsequent theoretical studies. This is one of the reasons why I wanted to share my experience in this particular work. A second reason is that often students and teachers rush to cover the gaps shortly before the final exams. The result is that students develop a negative psychology towards the theoretical aspect of music and over time accumulate so many gaps that it becomes difficult to cover them later on.

In this work, by utilizing the capabilities of technology, learning is facilitated and any absences of students are covered. It also offers an additional opportunity for music educators to teach more effectively through online communication.

"Basic Music Theory" contains the necessary theoretical background, presented in an inductive way, so that the student can smoothly begin studying "Harmony".

It is divided into Theory A, B, C, following the distribution of material in music schools.

The A Theory is divided into 12 lessons, the last two of which are a basic vocabulary of musical terms related to tonalities 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 meticulously check it, providing the necessary guidance to avoid any knowledge gaps.

All the worksheets and short written tests are included in the accompanying CD. The digital format of the worksheets will prove very useful, especially when a student needs to review a large portion of the exercises. The short written tests are only available on the CD and help evaluate both the students and the effectiveness of the entire teaching effort. Therefore, written assessments in the classroom should be done after the worksheets have been corrected and appropriate guidance has been given 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 design additional teaching support exactly where the student needs it.

With the exception of the answers that need to be written on the staff, all other answers can be given on the PDF file. [...]

(from the author's preface)