What is a “computer” from the educational point of view? It is an interactive way to communicate with a source of information. Leopold Mozart, while teaching his own children music, interacted with them and was available, knowledgeable, and capable of correcting mistakes. He could show them “how it should be” by playing for them, estimating all the errors made and helping fix each and every one of them.
We managed to use more interactive learning, graphics, and audio capability for the creation, development and mastery of music skills that we can apply to our academic practice every day. .
We are explorers by nature, but in the process of exploring, we are very careful when we take our first steps into new places; we begin walking by taking baby steps, checking whether or not it is safe, scouting before making one step at a time. This scouting is what I call the “cognitive request.”
The essence of such a request is “Is it the right move, and if not, what should I do to fix it?”
Because we are all accustomed to the instant answers offered by computers, today the speed of the feedback to such requests is quite critical.
Direct interaction with the Grand Staff by playing the piano keys and the ability to see at once the result of their actions—these are the instant answers to cognitive queries made by any “Soft Mozart” students. They can analyze their progress all by themselves.
Patient computer program that never lets its frustration show.
Students not only improve their skills, but develop self-confidence and a feeling of control over their own progress.
It's particularly important in “Soft Mozart” (as in popular computer games) that students compete with themselves.
*A note: The student's progress is counted accurately within a second and within a note..*
So the musical vision of beginners requires training—the same type of training that we provide when teaching them to read books. quickly identify the object, isolate it from the general influx of visual information, and fix it in his memory as a stable image.