The Multimedia Technologies Applications indd

Conclusion
Multimedia teaching programs bring great attraction and perhaps greater passion 
of children for (not very popular) music theory, and hopefully more effective lear-
ning. However, it is necessary to remind negative things that are accompanying this 
educational process.
The biggest negative is a big fi nancial demand on the classroom acquisition, which 
is not a common part of music schools, and the price of individual licenses of specifi c 
teaching programs. As a result: Only a few pupils in the class have computers. For 
example in our classroom at Music school in Mikulov there are only fi ve computers 
plus one teacher’s. It means that when pupils work in pairs, we can provide only ten 
or twelve places for them. So when there are 20 or more pupils in the class then we 
have to divide them in two (or even more) groups and work with the groups. What 
seems to be ideal is an assignment of individual work (for example worksheets) for 
the group that is not just working on computers and fully concentrate on the children 
at computers. But not always the children are capable of working on their own and so 
the teacher’s attention must be divided between two groups. 
Another negative thing can be children’s computer illiteracy, but it is very rare 
today. Children usually know the fundamentals of PC work from home. Neverthe-
less, at the beginning of work the teacher has to reply many inquisitive questions.
Further phenomenon that has negative impact on teaching process can be teacher’s 
computer illiteracy (especially his insuffi cient literacy). Here is important teacher’s 
hard learning and looking for new ways and approaches. Finally many distributors of 
programs or key suppliers can help with technical problems. 
Another accompanying phenomenon is that the teacher must check pupils whether 
they do what they have been assigned to and whether the time spent at the computer 
do not regard as relaxing and ideal for playing on MIDI keyboard or browsing on 
internet. It all depends on the teacher’s authority and his empathy, at borders and 
rules that are set in the classroom and consequently in the whole school.
After all the above mentioned obstacles, after one year teaching music theory 
with computers, I evaluate these multimedia educational application rather as advisa-
ble and I believe in their gradual use and implementation in school practice as an 
effective tool for music theory teaching.

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Summary
The study deals with using computer music software in teaching music theory, into-
nation and aural analysis at art schools within music theory. It is also based on the 
author’s own teaching experience and knowledge obtained at this type of school.
Bibliography
• EarMaster.User Manual. Translated by Jaroslav Musil. Program Guide EarMaster. DISK 
Multimedia, Boskovice, Year not stated.
• RhytmusTrainer. Manual to the program RhytmusTrainer. DISK Multimedia Boskovice, 
Year not stated.
• ScoreTrainer. Manual to the program ScoreTrainer. Disk Multimedia, Boskovice. Year not 
stated.

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