Category Archives: Musical education

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.

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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 software and social skills – higher education, social space, health


When it comes about talking around music software in relation with social skills, it is time to talk about education but also health and ability or disability. Indeed, the development of social skills supposes a good health (physical and mental) and the capacity to master emotions in presence of other people.

Searching for studies related to music software and social skills, I found 3 main types of documents:

  • Papers talking about developping social skills in music higher education
  • Articles related to music in social space
  • Researchs related to the advantages of producing and using music and computer music in the framework of autism

I just extract some interesting informations in all of that, hoping that they are useful for professional musicians and amateur musicians involved in social life.


Higher education

Higher education is like every training place dedicated to solo learning: listening to a teacher includes silence and writing, exams suppose silence and memorization,…

That is why students appreciate participative music creation events in the framework of educational activities. They let them test their musical abilities as well as their creativity in the framework of a group. Also they can become friends with (other) like-minded people, enhance their social skills and reinforce self-esteem and satisfaction.

In such experiences, students listening and sight-reading skills as well as their ability to convey

emotions through music are enhanced. Studies show that playing in groups help them to develop both their solo and ensemble playing skills. Listening to other people permits to develop a better inner listening ability.

Social space

When the study of music has not a diploma and a career as main goal:

  • personal motivations are self-expression, recreation, self-improvement, and use of leisure time
  • musical motivations are love of music, performing for oneself and others, learning more about music
  • social motivations are meeting new people and to belong to a new group which is not the main stream of revenue (such a group can be linked to a form of spiritual life)

Generaly these situations concern adults. The benefits to these ones of engagement in music making numerous. Choirs and ensembles generate positive emotional, social, physical, and creative outcomes. Music making can also help adults move toward socio-political transformation and contributes to perceived good health, quality of life, and mental well-being.


In matter of relationships between music and health, I found references to autism – and also dyslexia.

The main problem of the autist person is the lack of ability to develop social skills. So, given that a person’s self-esteem and self-image are developed through interactions with others, the autist person has to search for personal ways and codes to establish communications with people (looking at colors and all sorts of signs which somewhere have as function, in the mind of the autist person, to authorize the communication between the autist person and any other person).

As graphic arts, music may help health specialists to establish interactions and contribute substantially to the creation of some self-image by an autist person. In the United-States, some years ago, a 52 weeks active music therapy offered one 60 minutes session per week to young adults with severe autism. The target was to get them more ‘present’ than ‘absent’ during the musical activities and good results were obtained. So it seems that music can be of aid in improving autistic symptoms as well as helping autist persons to acquire some musical skills.

It says a lot about the power of music! Now, I will myself be careful and will certainly not write that technology could bring something in these situations which require a lot of humanity, visual contacts betwen persons and gestures.

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And I did not find any study related to links between physical diseases and music. It probably means that musical therapy has more to do with psychological and mental health or learning skills than physical diseases. However maybe it does not mean that music cannot help in cases of leukemia, cancer and all serious disorders more related to body. Even if music can «only» bring some joy, is not joy a very important thing? I surely missed some important documents and maybe I will search later again…

The role of software

In the framework of higher music education and adult music practice, a music software is a tool which can support students and teachers, chorists and choir directors. Indeed, students who want to pursue a career in music can use it to teach younger students and choir directors to help adult chorists to acquire some useful knowledge for the choir.

So, if you are a student/teacher, choir director/chorist, for example, you can get such a tool for free. Indeed at Arpege Music we offer our music notation ‘Pizzicato Light’ for free in download via a system of coupons (whatever is the number needed). Everyone can register freely at :


Francoise Delsaux

Arpege Music

Online marketing

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