Category Archives: Music education and computer assisted music

Back to school! Here are options for teachers / educators to present Pizzicato music software in their school /association


Are you a music teacher or an active member of an promoting music? You may share your students or chorists the benefits of Pizzicato music composition and notation software membership in your classrooms.

Whether you choose a high quality level formula (with a financial participation) or the free basic educational program (which offers to every student a teacher the ability to write and print simple scores plus to generate exercises and listen to the result), know that music teachers and directors who are successful with their students when they use Pizzicato share the desire that their students may enjoy the benefits of computers to construct their own musical knowledge and test it.

That said, you may have already personally convinced of the value of using Pizzicato in the classroom, but you meet one of these situations:

  • The member of boards of your music school or program hesitate to pay a musical software for financial reasons (no budget is dedicated).
  • Administrators do not want to introduce a free software in music school for reasons linked to pedagogy (they do not feel comfortable with the idea to introduce computers in the framework of music teaching).
  • Administrators do not have the opportunity to acquire computers and / or a room for installing it (a place is missing).

Here are some possible solutions to explore with the agreement (and possibly the active collaboration) the directors of the institution or you give courses or lead a musical activity:

  • Make use of public funds to acquire Pizzicato (music funds, technology funds, various educational funds)
  • Develop an activity whose profits will be used to acquire at least one computer (concert, festive dinner, tombola)
  • Talk with the local association of music parents and ask them some help in matter of fundraising

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To subscribe to the free Pizzicato educational program and to invest a little to attract the interest of students is usually a first step that only you, as a teacher, can do and generally it is welcome in schools. We have already equipped a lot of music schools establishments and we never had complaints coming from directors, because teachers who introduce our program know that they make the difference.

They generally determine the pedagogy to use. Below you will find a link with a presentation of our program and echoes that came back to us from your colleagues about the way they do, but even if there are guidelines, usually every teacher wants to appropriate the program in their way and arrange their own learning sequences.

Are you ready to invest some of your time to share with your students a free tool that will motivate them because they use computer to learn at home? Do you want to convince your board of the utility of a music software for your students? Here is the page which presents Pizzicato educational program (free version and paid versions): and you may send any questions to:




Françoise Delsaux

Arpege Music

Educational Program


Music teachers education and aspirations – technology in schools


Music teachers training and career : collegiality

In some occasions, in some places, it can happen that there is a shortage of music teachers. That is why their recruitement is a main priority – with students evaluation, instruction for children and music technology.

To pursue music teaching as a career is an important decision that music students in higher education take because of remarkable teachers, experiences and events (for example the possibility to teach music younger students, concerts, competitions), parents influence and personal feelings (love of music, call to teach).

Practicing music teachers often continue to educate themselves via sessions and courses in a collegial framework. Collaboration and collegiality seem to be essential as teaching appears as a lonely profession (the teacher is alone in the classroom – not completely alone of course but alone to teach and to check the acquisition of the knowledge by the students).


Music teachers using technology: no technology in the classroom without them

Music teachers want to feel important and involved in their professional framework, that is completely natural. For that reason, the principal plays in every place an important role of valorization and he brings information. As a lot of teachers spend time thinking, analyzing and writing about how and what they teach, the principal must help them to determine the best practice in the framework of their specific music school.

Music teachers can tailor their professional experience thanks to various development programs for music teachers. These programs are often oriented on technology, assesment, creativity and writing. In matter of music technology, as all teachers employed in national, regional or local schools mainly teach classical music, they use software oriented on the score.

The principal and a little circle of teachers generally generate new ways of learning, begin to use new tools and share them with the other teachers. And sometimes these ones share with their students. That is what I saw myself in a certain number of music schools, as I regularly meet directors and teachers to give information related to Pizzicato music composition and notation software.

In every place, I meet cultivated music principals who often already chose a tool for their own work (exams preparations, concerts in the framework of their school, personal composition work, etc), Pizzicato or another one, sometimes they have several programs.

Sometimes I also have the chance to meet a very motivated pedagog or pedagogic team really preoccupated by the diffusion of technology near youth because they know that if the students have some tool at home it will be an asset for them in the framework of music learning.

school meeting2

Then I feel doing a useful task when I present Arpege Music free program for schools, teachers, students and choirs, program which offers to all actors of music education the possibility to download freely our music notation software ‘Pizzicato Light’: everyone can register without any fee at

For advanced teachers who already have skills in music technology and already master Pizzicato themselves, I recommend 8 products to write and compose music at special pricing. The complete program is presented here: It offers exceptional discounts for very high quality software.

I hope that, discovering and presenting them, music teachers will be able to deepen, renew and share their call for teaching. In a context which sees the importance of technology, a music software like Pizzicato can partly contribute to deserve the cause of Music.


Francoise Delsaux

Arpege Music

Music education program

Music and sociability – Music software can help

Music benefits on social life

Everyone deserves the chance to learn and practise music. Learning music improves skills training, self confidence and also social development. It has an incredible power to change life and build communities.

For that reason, on one hand, countless initiatives encourage young people thinking at pursuing music at the level of higher education. On the other hand, music hubs foster innovation in less favoured or more general environments (public schools, associations, etc).

And there are also special contexts like hospitals or centers which work for persons with disabilities. Happily a lot of music charity associations organize a lot of events for them.

chorale et une violoniste

Music software advantages – Sharing, engraving

Software is one key to successful learning of music, because it helps communities to share music more easily and individuals to get a training to a personal tempo. And teachers appreciate it because it is familiar to the tech universe so much loved by youth. So software can deserve the multi-faceted aspects of music education.

Amongst them, Pizzicato music composition and notation software is interesting because it includes complete user guides which offer numerous exercises in matter of solfeggio and music composition. Also you can engrave your music and share it easily on every internet website, including music sharing platforms.

I will not sum up here the hundreds of pages contained in the guides, you can download the free demonstration version of the program at and make your own opinion.

If you sing in a choir or play in a band outside work, keeping music as hobby, or if you are a composer or an interpreter, 1 of our 13 products can bring you some facilities in learning, writing or composing.

You will find more information at (you will be able to download all the complete user guides for free and more than 100 newsletter about composition).


Francoise Delsaux

Arpege Music

Online Marketing

Music taste in listening and composition : software are made for composers and their listeners

Music taste research framework

When you search for ‘music taste’ on the web you directly finds an avalanche of scientific documents, where music preferences are linked to18th and 19th centuries criteria like age, gender and social belongings as well as related to new important elements of 20th and 21st century life like shopping behaviour and tourism, the use of social networks, new music business models and music technology, music styles (which is not a new theme however it is now more linked to personality and individuality than before). It means that research is made in a pluridisciplinary framework.

An algorithm to link words related to taste, music sounds and music scores

I write for musicians so I will focus on musicologists and musicians points of view. Musicologists are interested in semantics and when they talk about ‘taste’ it is all about music and… catering. A paper called A composition algorithm based on crossmodal taste-music correspondences’ (Mesz, Sigman, Trevisan) investigates ‘the relations between music and a narrow and bounded domain of semantics: the words and concepts referring to taste sensations’ because for them ‘taste words’ are ‘consistently mapped to musical parameters. Bitter is associated with low-pitched and continuous music (legato), salty is characterized by silences between notes (staccato), sour is high pitched, dissonant and fast and sweet is consonant, slow and soft’.

métronome (bleuté)

That research is not confined to sound in itself and includes applications to music scores. Why not? After all linking catering vocabulary to sheet music does not seem more surprising than linking it to sounds. Researchers put their heart into their work and they share that they developed and implemented an algorithm that creates flavored musical pieces. The algorithm applies a sequence of musical operations to an original improvisation, transforming it according to motives extracted from a large corpus of classic and popular songs.’ That algorithm lets to draw graphics. Specialists will read the complete research to know exactly how it works, I just mention that it is linked to MIDI files and databases (the corpus mentioned above).

Musicians tastes without catering : the case of contemporary music

Well maybe now it is time to leave the musical kitchen and think about solutions to develop taste for specific music styles ? For example contemporary music. It is not easy to develop a taste for that music because what is taught in music schools is generally music of the 18th and 19th centuries.

The reason is that educators estimate that the gap between composers and student plus listeners became too wide during the 20th century. And it is true. A specialist like Leonard Bernstein wrote a lot on that subject.

Once in 1964 a 18 weeks seminar was organized in San Diego, sponsored by the MENC (Contemporary Music Project for Creativity in Music Education). Compositional techniques were analyzed, lessons given, exercices done and students were invited to produce personal pieces.

Now it seems that it is not a frequent experience. Maybe music teachers will think about it in the future…


Music taste and music software

It will be brief here: a professional music composition and notation software absolutely must help musicians to explore new music styles. Indeed, new taste appears during the career of a musician and even if one decides to represent one style only, having a look at other styles lets to understand better music in general.

As example of professional music composition and notation software, I will mention Pizzicato, Harmony and Counterpoint plus Alternative Notation. Pizzicato offers not less than 20 sheet music templates for 20 different music styles.You will find detailed information at (and a demo, complete user guides, …).


Francoise Delsaux

Arpege Music

Online marketing

Adults piano students – Expectations and priorities


Expectations of adults piano students are different for each person and linked to their background : social, emotional, even sometimes medical.

Indeed, I learn near a teacher that some can even begin after a stroke as physiotherapy… But most of the time a piano course will be the occasion to think about the self : at work (to add a new skill) and/or at home (to share joy in the living room).

As nothing is more precious in the everyday life than sharing knowledge and happiness, piano appears as a wonderful way to reach them and even for some people the mastery of that beautiful and classic instrument will become a goal in itself.

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I met Mrs. Fiona Lau at Music Education Expo (London) this year.

As a professional piano teacher (both for children and adults), she encourages to regular practice, precises that length of the lessons is increasing with more advanced skills, that it is necessary to sets targets, to work pieces hands separately first and to vary rhythms.

Mrs. Lau adds that splitting up the practice can help. For example: 20 minutes for technique and exercices + 10 minutes for sight-reading. Sight-reading is useful to train the brain and the eye to achieve continuity in playing music and it gives freedom. (More details on Mrs. Lau’s blog:

Pedagogy or andragogy

The choice of the method (sheet music book) which will be used to learn depends in my opinion on the student regarding the fact that it is a method for children or for adults.

On one head, some teachers, as mine, insist on the fact that adults must simplify while learning. I agree, and methods for children are simple. Of course persons who do not want to be ‘treated as children’ will prefer specific methods for adults. Even if using a method for children does not mean that I learn as a child would…

For other aspects, the teacher must adapt the rhythm of the lessons on the rhythm of the learner and selects the best piece for each moment. The teacher is the specialist and is supposed to be able to suggest new sheet music to discover when the method is missing on some point. At least during the first year…

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What about the results ?

It depends on musical talents for each person. Some adults are less brilliant than highly-talented future professionals who have received a special musical gift and evolve in a context which gives priority to the art of piano but more skilled than a lot of children with no particular talent and they feel no peer pressure to assist to the course or do their homework.

So, ‘the’ result is obtained first when the adult is satisfied. Mrs. Lau, talking about exams, claims that the student must make ‘sense’ while playing musical sentences. And for me it looks like a perfect formula. She gives other arguments like: you must articulate, you must not read all the time (playing by memory is the best and lets you alone with the music). Even if I do not want to pass any exam… sense is a main target for me as well as establishing a relationship with the music itself.

I will add freedom as a main target : the more practise and sight-reading mastering are growing, the more sheet music can be chosen.

Music technology can help

As a beginner in piano, I now can say that nothing seems more difficult than repeating a piece of music at home after having ‘read’ it once with the teacher so two weeks ago I was quite satisfied when I remembered that I am selling music composition and notation software which include a (free) music course… It is a support for me in the framework of learning. (More information on Arpege Music software website :


Françoise Delsaux

Digital Marketing – Arpege Music


You and Arpege Music Software – Special program for educationalists – Why a partnership ?

Motivations : they are yours

As your students are also your clients, we can suggest to be a part of your ongoing market strategy : do you want to buy software for your students ? Do you want to suggest to your students to buy software ? Both at special pricing.

We offer special pricing for education (discounts of 50% at least). And so what ? If you do not want to offer your time to make it know, it will not be efficient.

We present features, modern tools to help emerging artists to share and publish. And so what ? If expensive marketing campaigns made by the leaders of the market capture your attention, it is useless. And also if we do not position in a realistic way !

So, the real question maybe is : what is the way you want to drive your school or classroom ? and what may be your motivations ? Do these motivations meet our path or not ?

If your main goal are…

To expand the reputation of your school

To help your students

To make benefits with a view to preparing new projects

To open new ways to own creativity

… and that you are decided to give time and some space to present our music software to your network (first your staff then your clients)…

Then we can help you…

To find efficient and original tools

To share (computer) music knowledge with your classroom

To help other demanding teachers and students

And why not to increase your income (for example by creating a music method with our software)

Is your primary objective not on that list ? Then please, explain it to us. We want to learn from you and especially on these subjects :

What is your professional network and how can we help it in an efficient way and so deserve your confidence ?

What do your students need and how can we help you to support their target ?

Frequently heard questions and remarks…

Often we hear :

A lot of teachers feel insecured in front of music software because they think the tool could replace them. And self-taught musicians do not need tools to learn music.

Our philosophy is to ‘bring music to everyone’ however we do not think that it can happen without teachers. Especially for the learning of classical music, but also for other styles.

‘Make the switch’ and get fun tools for young pupils and students who are ‘over-connected’ and will certainly study much more willingly with ‘fun-but-serious’ tools like ‘Harmony and Counterpoint’, ‘Pizzicato Composition Pro’ and ‘Pizzicato Notation’ for example (more information at

music teacher and artist

Gwen (Belgium) is a music teacher however she appreciates that Pizzicato professional includes such a complete music course. Chris (Belgium) is an emerging artist (Belgium) who uses ‘Pizzicato’ to compose and he produces albums for his spouse who has a real audience and makes shows. 

Is your software academic and efficient for teachers who are also composers ?

Composers like Blair Ashby – Denver – and Mona Lei – Geneva – as well as many performing ensembles chose ‘Pizzicato’. Recently a professor in Berkeley ordered the program (he is a hobbyist however an academic person). No VIP however real professionals and their number growths.

composers and chorists

Photo : Blair Ashby (USA), Mona Lei (Switzerland) and French chorists who use Pizzicato

What about the quality ? 

Judge yourself :

Encoding Pizzi by pro

Encoded with ‘Pizzicato Keyboard’ by a professional (click on the image and see the scale of 100%), the typesetting is clear and beautiful…

Encoding Pizzi by student

Encoded with ‘Pizzicato Light’ by a student (click on the image and see the scale of 100%), one little step further in music knowledge…

Also, at home, the student can listen to the result without the teacher, so the acquisition of the knowledge is more easy. 

And we offer extraordinary deals for teachers and perfect technical service. That is why we already have 13 000 customers worldwide.

Teachers and students are not interested in software but only in sheet music / instruments. And we help them to find a publisher.

Often it depends on the fact that the use of a software is suggested or not. There is the question of the time and also the question of the space and the material dedicated to computer assisted music courses. If at least one teacher has the motivation to do it, he will get students.

The fact is that musicians do not need us to learn music of course, but sharing is easier with a software today. It can even be a popular way to disseminate music and get an audience when the young composer has some difficulty to find a publisher.

The software does not bring popularity and complete professional achievement in itself, however it can help the teacher and the musician to present decent sheet music books to music publishers, so it is a help to music publishing and licensing. You see here a method (2 books) created with Pizzicato Professional by Mrs. Nathalie Tagrine and published by Les Editions Van de Velde (France) :

Méthode Tagrine

Tagrine piano method (2 sheet music books) : created with Pizzicato music composition and notation software for the greatest joy of children

And for young teachers and artists who often have to produce music on a budget, they will appreciate cheaper (but high quality) ‘solo products’ like ‘Pizzicato Guitar’, ‘Pizzicato Keyboard’ or ‘Pizzicato Percussion’. If they are comfortable financially, ‘Pizzicato Professional’ can really be their personal ‘auto-publisher’ and help them to insert sheet music into numerous online databases.

Our main purpose is to support a music school and we cannot afford  the price of expensive software even with discount…

We have a completely free educational program for our elementary product ‘Pizzicato Light’ and special pricing for 8 products including ‘Pizzicato Professional’, ‘Harmony and Counterpoint’, ‘Pizzicato Notation’ and ‘Pizzicato Composition Pro’. Money is just a way for us to be sure that we can continue to develop quality products.  (more information at

Now are you motivated to present Pizzicato to your network ? If yes we suggest you to examine page and you can write us at for more information

A piano method book for children conceived and written with Pizzicato music software

If you are searching for a new piano method to suggest to your music classroom, we recommend that you have a look at one published by Editions Van de Velde : ‘Méthode Tagrine’. The first volume was edited in 2012 and had success. Now, for pupils who are a little more advanced, here is the second one. It will help them to learn piano with joy, diligence and keen interest, as says the author, Nathalie Béra-Tagrine, who also revealed to us that she has conceived and written this method with Pizzicato music composition and notation software!

méthode tagrine avec pizzicato

Isn’t it real news ? That success shows – if it is still necessary – the qualities of Pizzicato as an exhaustive and smart music notation software. The one which can help you to plan your own professional publishing project and to be taken seriously by a music publisher. And then, you become someone that students and even other teachers like to follow, founding your own ‘tribe’ or if you prefer ‘augmented classroom’.

And also such a publication shows that, far away from excluding each other, the professional music publisher and the music software developer become more and more linked through different types of musicians and teachers : professors in their own classrooms, professors who want to share ‘beyond academia’, performers, composers.

Of course we want to engage them, all of them, because whatever is the degree of intimacy that exists with the (small?) world of music writing and publishing, Pizzicato can bring something to their work. They will find all answers to questions that they could ask around computer assisted music on our website

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